The Code of Professional Conduct stipulates minimum standards of professional conduct of teachers and is not an exhaustive list of such standards. Any member of SADTU, who is alleged to have violated the standards of the profession and the provisions of the Code, may be subject to disciplinary action by the Union.
Continue reading →The Novalis Ubuntu Institute in Cape Town, South Africa is a non-profit organization committed to acknowledging, honouring and nurturing the unique gifts, talents and inner resources of each individual.
Our Holistic Adult Education Programme combines Steiner education principles with Ubuntu, the universal spiritual values embraced in African philosophy.
Natu is not aligned to any political party, members can freely choose which party to support. Unlike other teacher unions who are aligned with other political parties, Natu is neutral. The union was born 97 years ago and has had leaders who come from different political parties. One such leader was President ZK Matthews, who was an astute academic and was a leader of the ANC. He is grandparent of the Senior ANC Minister Naledi Pandor. Natu caters for all age groups, young and old. We have branch leaders who are young and old and we even have members who dont pay subscription in universities who are pursuing teaching qualifications. Natu is a member of Independent Labour Caucus and is also a member of Education Labour Relations in provinces. Although we are based in KZN, we do have a national presence with branches in Gauteng, Mpumalanga, North West, Eastern Cape etc.
Continue reading →NAPTOSA was registered by the Registrar of Labour Relations as the Trade Union on 1 November 2006. Furthermore, NAPTOSA is the second largest union in the education sector. We enjoy all the rights of a trade union in this sector and operate in the ELRC under the name of the Combined Trade Unions (CTU), called CTU ATU. The Autonomous Teachers Unions (ATU) consist of HOSPERSA, NAPTOSA, NATU, PEU, PSA and SAOU.The services that members receive from NAPTOSA are as good if not better than that which they received previously. There are more than 80 employees of the Union across the country whose sole aim and purpose is to serve our members. We have improved, and increased the frequency of our communications; offer cutting-edge Professional Development Programmes; increased the number of staff to deal with members queries and grievances; provide a wide range of structures and forums for members to air their views (Branches, Portfolio Committees, Phase and Principals Forums, Conferences etc). The LSEN and TVET College sectors are served by a National Unit situated in the NAPTOSA Gauteng offices with former SAUVSE staff making up its backbone and with the full professional and administrative support of all staff. NAPTOSA rejoices in the fact that it is the only education sector union that is truly representative of the demographics of our country. Our strength lies in the diverse backgrounds of our members. We are bound by a common commitment to professionalism and to educating the youth of South Africa.
Continue reading →Among other things, the Institute has identified the tremendous backlog of adults (estimated at 9.5 million) requiring some form of adult education as a major hurdle for the development of South Africa. For this reason, the institute?s programmes aim at enabling practitioners to:
? present and manage ABET programmes
? use, design and evaluate materials
? assess learners and
? analyse the learning needs and social contexts of the adult leaner.
Continue reading →ISASA is the oldest, largest and most inclusive independent (private) schools association in Southern Africa. It is a non-profit organisation that provides its members with services to protect their interests, promote best practice and support quality education. Membership is voluntary and ISASA is not a governing body for schools.
ISASA serves over 800 schools representing a broad spectrum of socio-economic and cultural communities, religious affiliations and educational levels. Our member schools educate more than 175 000 pupils.
Continue reading →Description Website Eastern Seaboard Association of Tertiary Institutions Contact details Physical address Corner of Francois and Cato Manor Roads, Overport Postal Address City Durban Province KwaZulu Natal Telephone (031) 2684457 EMAIL Not available Other information Remarks On the … Continue reading →
The Education Association of South Africa (EASA) is an inclusive network of academics, researchers, and practitioners who all prioritize education, particularly education in South Africa. By means of active exchange and critique of hypotheses, theories, and practices, EASA-members strive to promote excellence in education-related research and science. EASA hosts an annual conference (generally in January) and this event offers a platform for spirited debate about education, past and present, and how this might best inform future education and necessary social change. A recurring joy at EASA conferences are the multiple voices that participate, including those of students, teachers, principals, and seasoned and emerging researchers/academics – these multiple voices stimulate nuanced and relevant, but also provocative learning.
Continue reading →DITSELA is the Development Institute for Training, Support and Education for Labour. It was established in 1996 by the main trade union federations in South Africa, to help build a strong trade union movement.
DITSELA is a section 21, not for profit organisation, core funded by the Department of Labour through its Strengthening the Civil Society Fund. It also receives limited programme specific funding from the ETDP Seta and other funders.
DITSELA has full time staff members of 17, of which fifteen are in the National office in Johannesburg and two based in the Western Cape office, in Bellville.
Continue reading →CECS is the oldest national computer training NGO established in April 1985 for the technological empowerment of the historically disadvantaged. CECS was born out of a group of progressive teachers faced with computers the government had provided for schools. They began investigating the possibilities of using the computer to design media and lessons at schools.
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