TICZA Implementation Compendium

In 2022 An implementation brief for improving practice-based initial teacher education aimed at familiarising stakeholders with the body of knowledge on extended student teacher internships and to orientate implementers to TICZA was published (Shiohira et al., 2022).

In 2024 TICZA launches the Implementation Compendium, intended as a web-based collection and archive of knowledge produced within the TICZA collective.

The Implementation Compendium consists of an array of short contributions that describe, examine and engage with activities and processes aligned with extended student teacher internships. Contributions are authored by one or more stakeholder that has been part of the collective impact project. As such their views and claims are not those of TICZA but those of the authors and organisations. Contributions are published periodically from February 2024.

Submissions from stakeholders are welcome. Should you have queries or would like to submit a contribution, please contact Patrick Molokwane.

TICZA Implementation Compendium Issue 2 2024
Author: Freda Walters
Published: 2024

In 2015, various stakeholders joined efforts to design a pilot project that aimed to improve the quality of newly qualified teachers who studied through distance education. Save the Children South Africa (SCSA), in partnership with key stakeholders, designed and implemented the District Based Teacher Recruitment Strategy (DBTRS) project in the Thabo Mofutsanyana Education District (TMED) of the Free State.

Keywords: TICZA, Compendium
TICZA Implementation Compendium Issue 1 2024
Author: Zahraa McDonald
Published: 2024

TICZA (the Teacher Internship Collaboration South Africa) is a collective impact project designed to support mutually-reinforcing activities among discrete actors in the education sector related to initial teacher education. Collective impact as a concept is designed to address complex problems through the collaborative efforts of multiple stakeholders. In a collective impact project, emphasis is on alignment and partnership between government, private and third sector organisations that work towards shared goals and measure the same things. In order to ensure that shared goals are mutually understood and consistently measured, reaching consensus on terminology is an essential starting point. Given the complex and dynamic nature of teacher education, it should not be surprising that terminology may need to be adapted. Critically, though, all stakeholders in the collective impact project ought to be abreast of policy terminology. Moreover, where contestation arises amongst stakeholders in the collective impact project regarding concepts, existing policy should be deferred to and aligned with.

Keywords: TICZA, Compendium