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Setting up for Success: Prototyping the ESTI Standardized Model in 2026/27 CoP Series #18

In the final community of practice (CoP) event, TICZA’s achievements through the use of the Collective Impact approach over the past five years were summarised. These include development of the Standardised ESTI model incorporating Essential Wrap Around Support (EWAS) and the Common Competency Framework (CCF), the Cost Benefit Analysis, the TICZA Evaluation and the TICZA Meta Analysis (in process). These collaborative achievements contribute to the goal of institutionalising ESTIs.
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TICZA Implementation Compendium Issue 1 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.
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TICZA Implementation Compendium Issue 2 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.
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Enhancing Teacher Training through Innovative Distance and Blended Learning Models: Insights, Collaborations, and Research. Cop series #15

Two higher education institutions (HEIs) shared their models for the B.Ed. programme in initial teacher education (ITE), with inputs on online/blended learning. The discussion then explored how providers of extended student teacher internships (ESTIs) who offer diverse forms of wrap-around support to distance education students could partner with HEIs through activities related to the work integrated learning (WIL) component of the B.Ed. or in other capacities. The focus was also on the type of evidence required to show the value of the ESTI model and the work of the non-government organisation Implementing Partners (NGO IPs) in order to motivate for these partnerships or service offerings. This report is a summary of the discussions during the TICZA Community of Practice (CoP) Series COP #15 Summary Report: 3 October.
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TICZA Digest

Practice & Research Digest: This compilation of short papers aims to present a reflective opportunity for the wide range of stakeholders and actors involved in TICZA as well as, more broadly, for the different actors involved in teacher internships in Africa and internationally. Editors: James Keevy, Judy Tate and Vanencia Chiloane
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TICZA Community of Practice (CoPs) 2024: Integrated Report

The TICZA Community of Practice (CoP) is a programme element in the TICZA workstream ‘Sector- Wide Collaboration’. The purpose of this stream is to (i) deepen collaboration and knowledge sharing amongst stakeholders and implementing partners (IPs), leading to shared lessons and improved network relationships and partnerships among TICZA members; and (ii) develop shared resources that can be adapted and integrated into programme delivery to enhance system alignment. TICZA CoPs are a collaborative mechanism through which stakeholders share knowledge and practice, discuss key initial teacher education (ITE) issues and expand the evidence base on student- teacher internship models. CoP reports capture a range of inputs and shared insights which feed into the TICZA project; TICZA partners are expected to leverage and integrate these views into TICZA plans and workstreams.
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Essential Wrap-Around Support for Extended Student Teacher Internships

This publication positions essential wrap-around support (EWAS) within the Extended Student Teacher Internship (ESTI) framework, aimed at strengthening the Work Integrated Learning (WIL) component of initial teacher education (ITE) in South Africa particularly for students in distance education. EWAS emphasises extended WIL periods and offers professional, academic and emotional support for student teachers, running parallel to higher education institution modules. This type of WIL is designed to help student teachers put theory into practice, enhancing their classroom and professional conduct with social-emotional awareness and digital competence.
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TICZA Annual Report 2022

The Teacher Internship Collaboration South Africa (TICZA) is a multi-stakeholder partnership of government, funders, non-governmental organisations (NGOs), academic institutions and the private sector invested in developing extended student teacher internships as a viable, scalable component of initial teacher education (ITE). TICZA is interested in systemic change and seeks to establish and demonstrate the efficiencies and impact of extended student teacher internships as a credible and widely-used component of ITE pathways to generate high-quality, effective teachers for public schools in South Africa.
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