Eastern Cape Teachers Prioritize Coding, Phonics in PD
A survey of more than 2,000 Eastern Cape teachers revealed a clear preference for professional development in coding, robotics and phonics, alongside reading, assessment and practical subjects. The findings highlight the need for flexible, curriculum‑aligned training that addresses daily classroom…
By Felo News Desk · Published
More than 2,000 teachers from South Africa’s Eastern Cape have spoken up about the professional development they need to tackle everyday classroom challenges. The feedback, collected by Oxford University Press South Africa (OUPSA), shows a strong demand for training in coding and robotics, phonics, reading, assessment and practical subjects. These priorities reflect the rapid evolution of teaching practices and the urgent need for teachers to integrate digital skills while reinforcing literacy and numeracy.
Why the Eastern Cape Teachers’ Voices Matter
The Eastern Cape is home to roughly one in five of South Africa’s ordinary schools, according to the Department of Basic Education’s School Realities 2025 report. The region’s schools are often small, remote and dispersed, making regular in‑person training difficult. When professional development does not keep pace with classroom realities, gaps appear in teacher confidence, lesson planning and the support students receive.
OUPSA’s survey captures what teachers say will help them immediately: digital confidence, literacy foundations, and curriculum‑aligned resources that can be used right away. The data give districts, training providers, publishers and school leaders a clear roadmap for allocating limited capacity to the areas that matter most.
Top Training Requests: Coding, Phonics and Beyond
During the workshops, coding and robotics topped the list of requested topics, followed closely by phonics. Other subjects that featured strongly include physical education, measurement, music and assessment. This mix shows that teachers are looking for support that spans the full curriculum, not just isolated skills.
“Teachers are telling us what would help in their classrooms,” says Zimkhitha Gamedala, Oxford’s Eastern Cape Provincial Manager. “When support responds to those realities, teachers can apply it immediately and learners experience more consistent, confident teaching.”
Flexible Delivery for Remote Schools
A separate Oxford survey found that professional development must fit around classroom responsibilities. Preferences were almost evenly split: 53% favored online workshops and 47% preferred face‑to‑face sessions. Almost half of respondents wanted two‑hour sessions and downloadable resources. The result is a clear call for flexible, practical, and continuous support that can reach teachers in remote areas.
Effective professional development, according to the survey, should include shorter online and regional sessions, curriculum‑aligned resources, follow‑up guidance and content shaped by local feedback. For remote schools, this approach can reduce professional isolation and help useful methods travel beyond a single workshop.
How Oxford’s Approach Meets These Needs
Oxford University Press Southern Africa Pty Ltd. offers teacher‑development workshops that pair real training with curriculum‑aligned resources and flexible delivery options. “Every response helps us develop content that is relevant to classroom realities,” Gamedala says. “When teachers leave with something useful, professional development becomes part of classroom practice rather than a once‑off event.”
Oxford’s legacy as South Africa’s leading dictionary and literacy publisher extends beyond books. The company produces curriculum‑compliant materials from Foundation Phase to Higher Education, created by local authors and experts in 11 written languages and now also in Braille. Their holistic approach includes supporting educators with resources and training, ensuring impactful learning experiences.
What Comes Next for Eastern Cape Education
The survey’s findings provide a clear basis for action. Districts can prioritize funding for coding and phonics training, while publishers can tailor resources to the identified needs. Training providers can adopt flexible delivery models that accommodate the region’s geographic challenges. As teachers gain the skills and confidence they need, learners are expected to benefit from more consistent, confident teaching and improved learning outcomes.
While the data do not yet show the long‑term impact of these interventions, the alignment of professional development with teachers’ expressed priorities is a promising step toward closing the gap between curriculum expectations and classroom practice.
Key facts
- Coding and robotics top PD requests
- Phonics second, reflecting literacy focus
- Remote schools need flexible, curriculum‑aligned training
- Oxford’s workshops combine real training with resources
- Improved teacher confidence translates to better student outcomes
Why it matters
By aligning professional development with teachers’ expressed priorities, schools can ensure that training is relevant, timely and directly improves classroom practice, ultimately benefiting student learning outcomes.
Frequently asked questions
Why is coding training important for teachers in the Eastern Cape?
Coding builds digital confidence and introduces computational thinking, which can be applied even with limited equipment.
How does phonics training benefit students?
Strong phonics instruction helps students move from decoding words to understanding them, improving overall literacy.
What formats of professional development are preferred?
Teachers favor a mix of online workshops and face‑to‑face sessions, with short (two‑hour) durations and downloadable resources.
Sources
- [1] bizcommunity.com — originally reported as “More than 2,000 Eastern Cape teachers put coding and phonics at the top of the training list - Oxford University Press”
