Is your school interested in using a CASME Resource centre? Book a centre near you

Subject Advisor Profiling Study South Africa

Subject Advisor Profiling Study South Africa

 

The National Education Collaboration Trust (NECT) recognized a need to understand the roles, responsibilities, and challenges faced by General Education and Training (GET) phase Subject Advisors in South Africa. The Department of Basic Education (DBE) commissioned a study to profile GET Mathematics and English First Additional Language (EFAL) Subject Advisors to enhance support for curriculum delivery in schools. This study, conducted by the Centre for the Advancement of Science and Mathematics Education (CASME), involved both quantitative and qualitative research methods.

Key Findings
– Demographics and Experience: The study profiled 608 GET Mathematics and EFAL Subject Advisors, revealing a demographically representative group. The majority were well-educated African women with extensive experience in education and curriculum leadership.
– Roles and Responsibilities: Subject Advisors are primarily responsible for supporting and monitoring curriculum delivery to ensure quality teaching and learning. Despite this, they often perform tasks outside their core duties, such as monitoring matric exams, which affects their efficiency.
– Resource Constraints: Advisors face significant challenges due to human capacity shortages, particularly in KwaZulu-Natal, the Eastern Cape, and Limpopo. Many advisors are overburdened by the number of schools they must support.
– Support and Development: While most advisors feel supported by their superiors, many did not receive adequate orientation or induction when they started. Peer mentorship has been valuable, but a formal, structured orientation program is needed.
– Resource Needs: Advisors reported shortages in key resources, particularly transport, which hampers their ability to visit schools. Access to ICT tools is higher, but there is a need for better data provision to facilitate remote work.

Recommendations
1. Post-Provisioning: Address human capacity shortages by exploring alternative models for school support. This could involve hiring more advisors or re-allocating resources to ensure each advisor can adequately support their assigned schools.
2. ICT Integration: Enhance the use of ICT tools to improve communication and support for advisors. Training in these technologies is essential to maximize their potential.
3. Support for New Advisors: Implement structured orientation and mentorship programs for new advisors. This will ensure they are well-prepared and supported in their roles.
4. System Strengthening: Improve coordination between provincial and district education calendars. This will minimize disruptions and enhance the efficiency of school visits, allowing advisors to better support teachers and students.

Conclusion
The study underscores the crucial role of Subject Advisors in supporting curriculum delivery and highlights the need for systemic changes to better support their work. Implementing the recommended changes will strengthen the education system and improve teaching and learning outcomes in South African schools. Enhanced training, better resource allocation, and improved systemic coordination are essential for maximizing the impact of Subject Advisors.