The Western Cape Education Department (WCED) has appointed 510 teaching assistants to support Foundation Phase teachers in poor schools across the province.

The teaching assistants are helping the teachers to improve the numeracy and literacy skills of learners in the Foundation Phase in schools, which covers Grades 1 to 3.

The WCED decided to appoint the assistants after conducting surveys, which found that learners in Grades 3 and 6 are struggling to meet the requirements of the national curriculum, especially in poor communities.

The appointment of teaching assistants is a pilot project at this stage, involving 163 schools. If the project is successful, then the department will consider expanding this form of support.

The teaching assistant programme forms part of the WCED’s broader numeracy and literacy strategy, which in turn forms part of the department’s Human Capital Development Strategy for the Western Cape.

The WCED appointed the teaching assistants between 15 March and 1 April this year.

Advertisements for the posts attracted about 8 000 applications. The WCED’s Education Management and Development Centres (EMDCs) in each district sorted the applications and forwarded them to schools selected for the pilot project.

Schools are employing the assistants, using funds provided by the department. Schools short-listed the candidates and forwarded the names to the EMDCs, where candidates wrote tests to assess their literacy and numeracy skills.

EMDCs also assessed the candidates’ interest in teaching. Panels representing the schools and the EMDCs interviewed those on the short lists before nominating the candidates for appointment.

The teaching assistants have to complete a 34-day course, provided by Further Education and Training (FET) colleges. The colleges are providing the course in seven week-long segments. The 510 successful candidates responded well to the first segment, which took place from 3 to 7 April 2006.

College facilitators are conducting site visits to monitor and mentor the teaching assistants. Teachers and principals have attended orientation sessions on the role of teaching assistants, organised by the EMDCs.

The WCED has also provided an induction package to each school to support induction of teaching assistants at the relevant schools. The department has appointed consultants to monitor evaluate all aspects of the project on an ongoing basis.

The WCED is investigating the possibility of establishing Teaching Assistant Learnerships and a course accredited with the South African Qualifications Authority for teaching assistants. The department will encourage teaching assistants wishing to obtain full teaching qualifications to enroll for part-time, full-time or distance courses.

Criteria for allocating teaching assistant posts included schools in disadvantaged areas in nodal development zones; schools generally in poor areas; under-performance in literacy and numeracy; schools where learners are not learning in their home languages; and schools that actively help learners with learning difficulties.

The WCED has allocated posts to selected schools offering inclusive education for learners with disabilities. Allocation criteria also included large classes, especially in the Foundation Phase; and multi-grade classes, which have more than 30 learners.

The duties of the teaching assistants include listening to learners’ reading, working with groups and individuals to improve words skills, developing number concept skills, and assisting teachers with classroom organisation and management.

The teaching assistants are helping to supervise class activities, to allow teachers to teach groups of learners.

They are working closely with teachers on support programmes designed to develop the skills of learners with special problems, and will support learners who are not learning in their home language.

The assistants are also helping teachers to prepare, distribute, collect and store learning and teaching support materials.

The project has got off to a good start. The assistants are working well with the teachers they are supporting, and they are keen to make a difference in the reading, writing and maths skills of the learners in their care.

While our assessment at the end of the year will tell whether we have been successful, initial signs are that we have every reason to be optimistic.