Mr Glenn Abrahams - Chairperson of Council (from the

organized teaching profession)

Ms Cynthia Mpati - Deputy chair of Council (from the

Department of Education KZN)

Mr Rej Brijraj - Chief Executive Officer

Mr Temba Kojana - SACE Councillor (leader of the organized

profession in Council)

Ms Sanette Nowers - SACE Councillor

Mr Morris Mapindani - Financial Manager - Finance

(Chief Financial Officer)

Ms Thabi Kikine - (Legal Affairs Manager)

  1. Legislative Basis

SACE now operates under the auspices of the Act No. 31 of 2000: South African Council for Educators Act, 2000, the Public Finance Management Act and the National Treasury regulation.

The Act set out as the three main functions of SACE as:

    1. to provide for the registration of educators;
    2. to promote the professional development of educators; and
    3. to set, maintain and protect ethical and professional standards for educators, by means of the functioning of the Council

  1. Structures of SACE:


Chairperson : Mr G. Abrahams

Deputy Chair : Ms C Mpati

Chief Executive Officer : Mr Rej Brijraj


Mr M S Sebola

Mr B J Snayer

Mr T J Khodumo

Ms R Bobat

Ms M Shai

Ms N Jongile

Ms L Monei

Mr N Mtsweni

Mr Z E Mochacha

Mr W Madisha

Mr F Brand

Ms S Nowers

Mrs A Ceresto

Mr F N J Fourie

Mr J H E Jeftha

Mr V B Masondo

Mr V Tekani

Mr T Kojana


Prof G F du Toit

Mr B M Khabele


Mr M A Rampedi


Prof M Prozesky

Prof Y Jiya

Ms C Clark

Mr D Hindle

Ms C Mpati


Mr J B Welsh


Mr G Abrahams (chair)

Ms C Mpati

Ms R Bobat

Mr J Jeftha

Mr B J Snayer

Mr W Madisha

Mr D Hindle



Mr J Jeftha (chair)

Ms N Jongile

Ms S Nowers

Mr M Rampedi

Mr B Khabele



Ms R Bobat (chair)

Mr S Sebola

Dr W Boshoff

Prof M Prozesky

Prof M Y Jiya



Ms C Mpati (chair)

Mr V Masondo

Mr T Khodumo

Ms C Clark

Mr N Mtsweni



Finance Committee

International Relations Committee

Staffing Committee

Audit Committee

Evaluation & Monitoring Committee

Investigation & Hearing Panels

Ad hoc committees

The new Council was installed by the Honourable Minister of Education, Prof K. Asmal in February 2001 in Cape Town. The Minister appointed the Chairperson of Council in May 2000.

The term of office for the Councillors is 4 years.

The staff of SACE consists of:

    1. Administration:
    2. Chief Executive Officer


      Senior Admin Assistants (2)

      Committee Clerk

      Admin Officer



      Driver/Admin Assistant

      General Assistant

    3. Finance:
    4. Finance Manager


      Senior Financial Assistant


    5. Registration:
    6. Registration Manager

      Registration Officer

      Registration Clerk

      Data Capture Officer

      Data Capture Clerk

    7. Professional Development:
    8. Professional Development Manager

      Assistant Manager

      Communications Officer

      Admin Officer

    9. Code of Ethics

Legal Affairs Manager

Assistant Manager

Admin Officer



SACE is funded mainly by levies from educators.

Presently educators are levied at R2 per educator per month (amounting approximately to R8m per annum). Upon registration educators pay a once-off R60 registration fee.


MSGM Masuku Jeena (Gauteng) Incorporated.


Postal Address:

The South African Council for Educators (SACE)

Private Bag X127



Physical Address:

261 West Street



Tel: (012) 6639517/18/19

Fax: (012) 6639238




SECTION B (Refer Annual Report)

OVERVIEW FOR PERIOD 01-01-2001 to 31-03-2002

    1. General
    2. This first period of operations under the auspices of the SACE Act, SACE fully operationalised its main functional areas viz Registration, Professional Development and Ethics. Education departments requested for SACE Registration Numbers for appointments and promotions. This led to a massive influx of requests for registration certificates. The Code of Ethics department finalized its disciplinary procedures and embarked on vigorous and intensive training programmes and orientation exercises for panelists. Council has cleared its backlog of cases.

      SACE rolled out its Professional Development activities. SACE has now become well known in the profession in the public eye and internationally.

    3. Registration

    1. During the period under review approximately 100 000 applications for registration were processed in the office. Educators are granted either full registration (in which case they receive registration certificates) or provisional/conditional registration.
    2. Presently approximately 410 000 educators are registered with the Council. These include the unemployed as well as those who are no longer in the profession.
    3. The data bases is constantly reconciled with other available bases (eg Persal) to ensure that every effort is made to identify those not registered to comply and to update.
    4. The division undertook fifty one (51) visits to teacher training institutions to inform final year students of their obligations to the profession.
    5. To cope with overload of calls to SACE, an additional call centre service facility was utilized to complement office services. A front line desk operation now deals with all calls. It needs to be noted that educators call on SACE for various reasons.

The nature of calls range from advice required on professional registration issues, complaints, conditions of service to personal benefit issues. The credo that SACE is the "home of all educators" demands that SACE provides the relevant advice.


    1. Professional Development

SACE undertook various professional development activities

    1. During 2001, 215 educators participated in Ethics & Values in Education (EVE) workshops facilitated by the University of Natal throughout the country. A further two took place this year. These workshops informed the finalisation of the "Handbook for the Code of Professional Ethics" (see copy). This handbook will be officially launched in June 2002.

(b) Another 240 educators participated in Ethical and Legal Training (ELT) workshops facilitated by the University of Pretoria. A further two workshops were completed this year.




(c) SACE partnered the ELRC (Education Labour Relations Council) and the Department of Education (DOE) to facilitate upgrading of qualifications for unqualified/under qualified educators. Presently approximately 10 000 educators have been identified for the National Professional Diploma in Education (NPDE). An initial R100m has been secured for this project.

    1. Representation
    2. SACE is represented in the following national policy structures:

      The Education Practices Sectoral Education and Training Authority (ETDP SETA);

      EDTP Quality Assurance Structure section;

      National Teaching Awards;

      South African Human Rights Commission - Consultative Forum Against Racism in Education and Training;

      The National Standards Body (NSB) of the South African Qualifications Authority (SAQA) and its Standard Generals Bodies (SGB) on Education and Training;

      The South African History Project (SAHP).

    3. SACE Outreach Programme:
    4. A total number of 6434 educators attended the Outreach Programme presented at various levels in the provinces, namely, districts and regions. The decentralization of the outreach sessions enable SACE to reach out many educators at regional and district levels. In total, the decentralization resulted in 12 regions and 56 districts being covered.

    5. World Teachers' Day
    6. The 2001 World Teachers' Day was celebrated in Mafikeng. North West Province. The Director General for Education, Mr Thami Mseleku was the guest speaker. Amongst various dignitaries of the profession.

    7. Publications
    8. The Annual report, SACE Newsletter and Calendar made up the main publications for the year. Use was also made of "The Teacher" and union publications.


    9. Professional Development Portfolio (PDP)
    10. This project entails assisting educators in compiling a PDP. A PDP is a document kept by educators to record their ongoing learning and development over a period of time.

    11. Professional Development Policy

A draft PD Policy framework has been prepared.


  1. Code of Professional Ethics:
    1. Complaints Processed
      1. - 71

      2000 - 112

      2001 - 146

      2002 - 128

      TOTAL: 457

      Sexual Harassment/Sexual abuse

      1999 - 4

      2000 - 10

      2001 - 15

      2002 - 20

      TOTAL: 49

      (Further Details as per Annexure)


    2. Proaction
    3. SACE has partnered UNICEF in a R1,5m campaign to address gender violence - particularly abuse of the girl child. Centres are being set up throughout the country as reference points. A pilot campaign is aimed at and raising awareness among learners of the critical issues and ways of dealing with these.

    4. Workshops

SACE has conducted workshops for panelists on disciplinary processes and sexual harassment/abuse issues.



1. Registration:

    1. Completion of register
    2. Establishment of contact points e.g. union offices; educational institutions; district offices etc.

      About 30 such points are to be established throughout provinces for purposes of distributing and collecting application forms, and co-ordination of other SACE activities.

      These are to be preceded with meetings with the Department and Union officials plus officials from other sectors (e.g. UNW) [April - August].

      This would be monitored by weekly co-ordination of activities. [September 2001 - March 2003]

      Object: To complete outstanding registrations and facilitate access.

    3. Update of registration forms and system to cater for additional categorization e.g.: Qualifications, specialisms, demographic, employment, status, gender, age etc.
    4. [April 2001 - March 2002]

      Object: To ensure that the SACE data base is relevant educational transformation resource.

    5. Online update of registration details. Preparation [April - August]
    6. Implementation [September 2002 - March 2003]

      Object: to facilitate updates, applications and queries from educators.

    7. Outreach to trainee teachers and other sectors [April - March 2003] in combined cross departmental programmes.
    8. Object: To ensure that constituencies that come into the SACE fold have clarity about SACE.

      1. Professional Development:

    1. Professional Development Policy
    2. Completion of SACE PD policy [April 2001 - August 2002]

      Object: To ensure SACE PD activities are directed by policy.


    3. Development and implementation of a trainer of trainers programme regard ethics and educators duties/obligations and rights. Popularization of the Code of Ethics handbook.
    4. Development: [April - Aug]

      Implementation: [Sept - March 2003]

      Object: To steer educators towards enhanced ethical competence.


    5. Outreach Programmes
    6. These are to be rationalized across SACE Sections

      Development of Strategy [April - Aug]

      Implementation [Sept - March 2003]

      Object: To ensure maximum visibility of SACE and to offer classifications about and requirements of SACE.


    7. Professional Development Portfolio

Object: To plan for, pilot and test PDF's as a forerunner to a national roll out plan.


    1. Publications
    2. Newsletters - [July 2002, Nov 2002]

      Annual Report - [March 2003]

      Object: To keep all relevant constituencies updated about SACE programmes and activities.

    3. World Teachers' Day
    4. Planning: [April 2002 - Sept 2002]

      Celebrations: [October 2002]

      Object: To acknowledge the profession, show solidarity with colleagues in Africa and the rest of the world and to re-affirm commitments to education.


    5. Interaction
    6. Ongoing preparation, input and participation in the following:

      • Upgrading of qualifications (NPDE project);
      • ETDP SETA and ETDP QA;
      • NSB, SGB structures of SAQA;
      • S.A. Human Rights Commission special project;
      • S.A. History Project;
      • National Teaching Awards;
      • Conference on HIV/AIDS;
      • Moral Regeneration Initiatives;
      • Department of Education: values directorate; and
      • National Educational Policies.

    [April 2002 - March 2003]

    Object: To discuss, research and participate in processes related to educational transformation.

      1. Professional Ethics

        1. Update of Code and Disciplinary Processes vis a vis negotiations with relevant authorities for adjustments in legislation.
        2. Resolution - [April - June 2002]

          Implementation - [July - March 2003]

          Object: to review code and related SACE rules with a view to overcoming difficulties experienced in promoting ethical competence and professionalism.

        3. Investigations, hearings and processing of complaints.
        4. [April - March 2003]

          Object: To ensure that all complaints referred to SACE, directly and indirectly, are dealt with expeditiously .

        5. SACE/Unicef Project
          • Establishment of gender violence centres in all provinces [April - March 2003]
          • Advocacy awareness and empowerment pilot project for educators and learners [April - March 2003]

        Object: To make proactive interventions to stern the tide of gender violence in schools.

            1. SACE/HSRC

        Publication of a booklet highlighting findings of research regarding gender violence in schools. Suggested guidelines for easy reference. Funding to be secured for nation wide publications.

        Preparation: [April 2002 - August 2002]

        Distribution: [Sept 2002 - December 2002]

          1. Workshops Training Sessions

        Workshops, Training Sessions and de-briefing sessions for panelists that serve on investigation or hearing panels.

        [April 2002 - August 2002]

        Object: (i) To ensure that all panelists understand code of violence issues and the proper procedures to be followed.

              1. To develop a sexual harassment/abuse policy.
              2. To develop a core of trainers.


          1. Interaction

        Ongoing dialogue with relevant institutions (e.g. Childline, Courts, Child Protection Unit, Education Departments, Department division on values, SAPS Human Rights Commission, Public Protector, Child Welfare etc) to secure streamlined processes for easy exchange of information and swift resolution of code violations.

        [April 2002 - March 2003]

        Object: To contribute to a co-operative approach that makes the education system ethical/professional.

        1. General
          1. Scope: Council to resolve on the current jurisdiction for SACE and to make proposals.
          2. [June 2002; October 2002]

            Object: To bring more sectors into the SACE fold. (e.g. ABET practitioners, ECD practitioners and teacher trainers)

          3. Help desk
          4. The SACE front line call operation section is to be extended (including online interaction) towards "one stop shop" concept.

            Planning: [March 2002 - August 2002]

            Implementation: [Sept 2002 onwards]

            Object: To ensure educators receive advice and assistance where possible.

          5. Resource Base:
          6. SACE to develop a resource base of unemployed, retired and volunteer teachers.

            [April - March 2003]

            Object: (i) To supply relevant information where teachers are required.

            (ii) To encourage educators to volunteer services.

          7. Professional Bodies

        To interact with and share ideas on professionalism

        (i) across the professions in S.A.

        (ii) With teacher and professional organizations internationally.

        [April 2002 - March 2003]

        Object: (i) To enrich the SACE experience

              1. To establish solidarity across professions in S.A. and the teaching profession in Africa and Internationally.

        (e) Administration

        An update of the SACE internal administration system is underway to ensure:

        (i) Systems are in place to respond to demands of the relevant legislation (e.g. SACE Act, PFMA, Treasury etc).

          1. SACE HR policy and practice is appropriate to SACE's needs;
          2. [June 2002]

          3. An integrated ICT emerges that facilitates the total functioning of SACE; and
          4. [April 2002 - March 2003]

          5. All other relevant policies and guidelines are finalized and implementation monitored.

        [April - June 2002]

        Object: To ensure an efficient administration system appropriate to the needs of Council




        1. Challenges:
        2. It is our desire to do more for educators rather than less.

          • SACE needs to mount outreach campaigns on a far larger scale.
          • Induction programmes are missing in our menu.
          • SACE's research and communications wings are virtually non-existent.
          • SACE's physical presence is required in various parts of the country.
          • A call facility is required so that SACE can assist educators with advice related to their problems or requests.
          • SACE's database is static. It has to be converted into an updated dynamic base.
          • SACE lacks an integrated system that brings together all its operational areas for optimization of SACE work.
          • Workshops and seminars on Professional issues need to be done on a large scale.
          • SACE needs to strengthen its capacity to become assertive in the areas of quality assurance and other national educational initiatives, and to make policy interventions.
          • SACE must become an authority of, and voice for the profession.
          • The Council salutes educators for their good work. We plead with educators to move beyond discussions and debates on issues of curriculum and conditions of service. Educators, as key agents for change, must continue engaging themselves and their changes, where possible, on matters of national interest. HIV/AIDS, poverty, moral regeneration, unemployment, discrimination, human rights, democracy, globalisation and nation building are some of the issues that need the on going input of educators. The progressive transformation of our country requires the active participation of teachers.

          A corps of patriotic professionals will go a long way in securing a better life for everybody.

          1. Conclusion

          Council salutes all educators and the stakeholders in the system for making the profession a better one. I think, together, we have done well… and yet there is a lot more to do. Thank you for this opportunity.


          SECTION 6: Questions and comments.