NQT Project confronts South African education system challenges

Despite the inclement weather, the Newly Qualified Teachers' (NQT) Winter School project emerged as an exhilarating triumph. This vibrant collaboration between CPUT and the University of Cape Town (UCT) brought together passionate educators for an unforgettable experience that truly showcased the power of teamwork and innovation.

The NQT Winter School 2026 took place recently at UCT, attracting nearly 200 teachers and offering 35 workshops across various teaching phases and specialisations over the course of two days. The NQT was established in 2016 by UCT, and in 2020, CPUT’s Faculty of Education joined the project.

Teacher Education Research and Development Consultant Melanie Sadeck said the project is a pedagogical, professional, and psycho-social intervention to support new professionals in their first year of teaching. “It addresses the significant attrition rates among first-year teachers, to improve their professional resilience and to build a professional learning community of excellent teachers who reflect and collaborate in order to build a shared community of practice,” Sadeck reflected.

The CPUT and UCT staff were also joined by the Western Cape Education Department, Maskew Miller Learning, National Professional Teachers' Organisation of South Africa, Common Good, Schools Improvement Initiative, Disability Included, Numeric and Equal Education.

Seven publishers showcased their educational materials and offered prizes for the four lucky draws held over the two days. They also provided a variety of giveaways for participants.

“The Deep Rest for Teachers session, which includes an introduction to mindfulness, showed teachers how to balance the demands on them with taking care of their mental health. This session is always a favourite as teachers come out feeling rejuvenated.”

Participants included final-year student teachers, newly qualified teachers and teachers with many years of teaching experience. Dr Rosemary Brien, Lecturer: Foundation Phase Mathematics at CPUT, made a presentation: Teaching Multiplicative Thinking in Foundation Phase: Making space for conceptual understanding to drive understanding.

The aims of her session were to:

• Understand what multiplicative thinking is and why it matters
• Explore local research on effective ways to teach multiplication and division
• Experience practical strategies and representations that develop conceptual understanding.
• Consider how to strengthen learners' multiplicative reasoning in Foundation Phase classrooms.

Reflecting on the project, Brien said: “I am passionate about this programme (NQT) and feel that the fact that past students of mine attend tell me that we have much to learn by meeting together regularly to discuss the latest trends.”

Nicole Michaels, English Lecturer at CPUT, also shared her presentation: A systematic approach to setting up and marking question papers. Michaels, who lectures in the Foundation Phase Department, specifically Diploma in Grade R and the new course, Early Childhood Care and Education, said: “Most of my students are in-service teachers who would greatly benefit from participating in the NQT Project. The topics covered would not only equip them with practical skills but also broaden their perspectives, deepen their understanding, and support their growth as more informed, reflective educators.”

Sadeck added that organising the annual Winter School is hard work, “but it is worth it”. “We see and hear the absolute buzz of discussions and networks being made. Hearing the positive feedback from teachers on the individual sessions and their overall impressions of the two-day programme is heartwarming. So many teachers said they had just learnt so much.” She noted that the funders attended and “were very happy” with the turnout and the quality of the presentations.

“So we will keep on doing what we are doing by getting the best presenters to present workshops on topics that are relevant and interesting to teachers.”

She continued: “The NQT Project is committed to confronting the challenges of the South African education system at an individual, school, and systemic level. NQTs are supported in securing posts and dealing with challenges in their first year of teaching through regular one- on – one mentoring sessions, writing termly reflections and attending professional development workshops.”

Written by Aphiwe Boyce
Email: BoyceAp@cput.ac.za