REFLECTION

SAFEFE CONFERENCE 2008

Key note

The important factors

• Involvement of Ministry of Education

• Standards for economic Education

• Involvement HEI

• Adequate number of trainers

• Commitment and dedication – voluntary involvement

• Now is the time!

Best practices across provinces

• Competition: Essay writing, Olympiad & Quizzes, Debates linked to NCS (4)

• Collaborative partnership between HEI, DoE, PDoE and schools (3)

• Adaptation of CEE material & development new lessons, interactive materials, Book common activities which teachers can use – standardisation of tasks(4)

• Model for professional development including alternatives like – Cluster workshop, Training sessions Co faculty workshops(US faculty), Tutor and mentoring programmes (4)

Best practices across provinces

• Provincial Centres/ Structures for Economic Education• Smaller training modules - flexibility• Bursaries awarded to BCM teachers• National workshops & cascading material• Documentation on achievement as well as processes

to promote EE• Raising awareness of economic education• Networking and interaction with US teachers• Mobile computer unit, Interactive whiteboards - 5

Interactive white boards (mobile) for facilitators of lessons; service up to 10 schools, make use of technology

Possible activities across provinces align with SAFEFE objectives

• Recognise Teachers, BCM Teacher Awards, Incentives for teachers such as certificates with SAFEFE, DoE and CEE logo

• Promote economic education- Closing gaps more effective SAFFE as catalyst, Convince the government of the importance of the training of Economists –Collaboration between Education Dept and HE

• Participate in CPTD: Continuing Professional Teachers Development – use Alumni to give training, Cross-provincial teacher training, Conducting more but shorter workshops, common planning, SAFEFE should engage more on credit bearing training from SETAS, Identify problems from teachers

• Free Web site from SAFEFE to teachers to share LTSM

• Economic lessons on national TV

Other Activities ?

• Establishment of Economics teacher associations at district & provincial level

• Integrating local & cultural practices into the training programmes within context of learning outcomes (e.g. stokvels)

• Study tours and exchange programmes• Assist with funding applications• Hold annual conferences• Help to develop centres in every province. • Create a central data base of existing programs, promote existing

programs through sponsorships to other provinces

Reflection of SAFEFE (Gp 5)

• Must SAFEFE focuses only on Economics/EMS or do it include all BCM Subjects

• Should EMS training/competitions should only be based on Economics concepts

• Should SAFEFE not have a bigger focus on material development

• What is the role, purpose, objectives of SAFEFE/EFESSA?• What should the relationship be between SAFEFE and EFESSA?• What should the relationship be between CEE, SAFEFE and

EFESSA?

• EFESSA a proposed teacher organisation• SAFEFE non-profit section 21 company already through all the

legal procedures with financial support of mainly the UFS – history and development will be circulated to all alumni.

Question related to SAFEFE AND EFESSA?

• What is the relationship between SAFEFE and EFESSA?• Who appoints the board of directors of SAFEFE?• Are the board of directors paid officials?• Is Klopper self-appointed?• What do Klopper earn as SAFEFE Director, who pays his salary?• What is Elzmarie role?• Who pay Ina salary? Who have appointed Ina?• Who has final decision making power (SAFEFE or EFESSA?• Why is SAFEFE looking so “white” and “Free State controlled”• How do CEE Alumni become members of SAFEFE?• SAFEFE: As alumni of CEE TOT are we going to remain members

of SAFEFE• What are alumni of CEE TOT future roles?• Will alumni of CEE TOT attend annual meetings/conferences. Will

SAFEFE ?• What is CEE paying and who are they paying?

Question related to SAFEFE AND EFESSA?

• Can non-alumni of CEE TOT become a member of SAFEFE?• Can teachers present economic topics at EFESSA conference ? Who

will quality assure this papers• What establishments or associations have been establish in other

countries similar to SAFEFE/EFESSA? Good practices• Can SAFEFE operate without CEE Alumni?• Will EFESSA be affiliated to an teachers Union?• Do we need SAFEFE to have EFFASSA?• How many officials and which officials will be permanent employees,

how much will they get paid and who will decide their annual salary?• Will these employees be “elected” by alumni or who else will appoint

them?• Why should SAFEFE continue existing after the establishment of

EFESSA?• What does SAFEFE gain from CEE?• Can province have a direct contact/working relationship with CEE?• What is the role of SAFEFE if EFESSA is the one who will advocating

professional development?

Essential Issue

SAFEFE

CEE

EFESSA

Relationships, roles, decision making power, membership, etc.

Essential questions

• Who is SAFEFE, who will achieve the vision, mission and strategic objectives? What is SAFEFE support base?

• What is EFESSA?• What is the relationship, differences between SAFEFE and

EFESSA? Do we need SAFEFE to have EFASSA? Who has final decision making power (SAFEFE or EFESSA? Why should SAFEFE continue existing after the establishment of EFESSA? Who appoints the board of directors of SAFEFE?

• What are alumni of CEE TOT future roles in relation to SAFEFE and EFESSA? Can non-alumni of CEE TOT become a member of SAFEFE? Can SAFEFE operate without CEE Alumni?

• What is the role of CEE in relation to SAFEFE and EFESSA?

Way to address these questions?

• SAFEFE reference team• SAFEFE –office with 9 provincial coordinators

will address these issue and provide possible answers or clarity on these issue in a written QA document. The provincial coordinators will have to facilitate the process to get input from all participants on these issues. This document will be circulate electronically all relevant role players for input.

How can SAFEFE support Provinces (Gp 5)• Development of training model and standard curriculum packages, look at

alternative to workshop model, Coordinate training programs of provinces, Control mechanisms and support training activities in the provinces

• Funding for training and workshops, Promoting financial self-reliance (e.g. training, seed funding)

• Networking - Helping provinces to develop a liaison between HEI’s and Department, Provide More information, advocacy & training of senior managers, Strengthen networking, unified lobbying & mutual support

• Scripted curriculum – Identify team of experts to develop this and supply to teachers on CD or place on internet

• Facilitate inter-provincial communications and cooperation

• Elect Provincial coordinators, Formal launch of SAFEFE in each province and establish provincial branches

• Rotation of SAFEFE activities in different provinces

• Get lead teachers to attend CEE training

Allocation of venues

• Viewing Lounge – Free State• Warner/Karridene – KZN• Corner room – Western Cape• Board room –Gauteng• Foyer where tea is served- EC• 2nd floor landing – Limpopo• 3rd floor landing – North West• 4th floor landing - Northern Cape• Balcony opposite room 101 - Mpumalanga

Issue for Provincial meetings: FREE STATE

1. Election of officials to support SAFEFE:1. Provincial Coordinator (SAM MOTAUNG)

2. Deputy Provincial Coordinator (VIVIAN STADHAUER)

3. ? If provinces would like to (K.S. MILONDZO)

(LINKY RAMBUDA)

(REGINA NHLAPO)

(LINKY SEFO)

2. Role of the network(alumni) to ensure effective communication systems (feedback)

2.1 Communication – e-mail; sms, faxes.

Other issues for provincial meetings

Economic Education Activities planned for the rest of 2009/2010

– Teacher training workshops– Research – HEI– Competitions – Quiz/Olympiad– Provincial general meeting– Extra tuition – Economics gr.10-12 (Sept./October)– Winter and Spring classes for Gr.12 (HEI)

Other issues for provincial meetings

– Provinces willingness participating in the ABSA financial education programme – teachers and community members: YES

– Provinces or regions willing to participate in a senior phase team quiz before end of November 2009: YES

– Participation in the Foundation Phase Arts competition: YES