Education South Africa Yearbook 2015/16 - South Africa Yearbook 2015/16
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Education
South Africa Yearbook 2015/16
Education
South Africa Yearbook 2015/16 133Education
Basic education which authorises the declaration of schools
The Department of Basic Education (DBE) in poverty-stricken areas as “no-fee schools”,
deals with all schools from Grade R to Grade 12, and by the Education Laws Amendment Act,
including adult literacy programmes. The aim of 2007 (Act 31 of 2007), which provides for
the DBE is to develop, maintain and support a the functions and responsibilities of school
South African school education system for the principals.
21st century. • The Employment of Educators Act, 1998
(Act 76 of 1998) regulates the profes-
Legislation and policies sional, moral and ethical responsibilities of
Education in South Africa is governed by the educators, as well as teachers’ competency
following key policies and legislation: requirements. The Act and the South African
• The fundamental policy framework of the Council for Educators (SACE) regulate the
Ministry of Basic Education is stated in the teaching corps.
Ministry’s first White Paper on Education and • The design of the National Qualifications
Training in a Democratic South Africa: First Framework (NQF) was refined with the
Steps to Develop a New System, published in publication of the Higher Education Qualifi-
February 1995. cations Framework in the Government Gazette
• The National Education Policy Act (Nepa), in October 2007, to provide 10 NQF levels.
1996 (Act 27 of 1996) brought into law the • The NCS grades R to 12 replaced the
policies, and legislative and monitoring policy document, A Résumé of Industrial
responsibilities of the Minister of Education, Programmes in Schools, Report 550 (89/03).
as well as the formal relations between • The Education White Paper on ECD (2000)
national and provincial authorities. It laid the provides for the expansion and full partici-
foundation for the establishment of the Council pation of five-year-olds in pre-school Grade R
of Education Ministers (CEM), as well as the education by 2010, and an improvement in the
Heads of Education Departments Committee quality of programmes, curricula and teacher
(HEDCOM), as intergovernmental forums that development for birth to four-year-olds and
would collaborate in the development of a new six- to nine-year-olds.
education system. Nepa of 1996, therefore, • The Education White Paper 6 on Inclusive
provided for the formulation of national policy Education (2001) describes the DBE’s
in general, and Technical and Vocational intention to implement inclusive education at all
Education and Training (TVET) policies for levels in the system by 2020. The system will
curriculum, assessment, language and quality facilitate the inclusion of vulnerable learners
assurance. and reduce the barriers to learning through
• The South African Schools Act (SASA), 1996 targeted support structures and mechanisms
(Act 84 of 1996) is aimed at ensuring that all that will improve the retention of learners in the
learners have access to quality education education system, particularly learners who
without discrimination, and makes schooling are prone to dropping out.
compulsory for children aged seven to 15. • The Education Laws Amendment Act, 2002
It provides for two types of schools namely (Act 50 of 2002) set the age of admission to
independent and public schools. The provision Grade 1 as the year in which the child turns
in the Act for democratic school governance, seven. However, the school-going age of
through school-governing bodies (SGBs), Grade 1 was changed to age five, if children
has been implemented in public schools turned six on or before 30 June in their
countrywide. The school-funding norms, Grade 1 year.
outlined in SASA of 1996, prioritise redress • The Umalusi Council sets and monitors
and target poverty regarding the allocation of standards for general and TVET in South
funds for the public-schooling system. Africa, in accordance with the NQF Act, 2008
• The Adult Basic Education and Training (ABET) (Act 67 of 2008), and the General and FET
Act, 2000 (Act 52 of 2000) regulates ABET; Quality Assurance Act, 2001 (Act 58 of 2001).
provides for the establishment, governance • The South African Standard for Principalship
and funding of public adult learning centres; Policy was approved by the CEM in 2015.
provides for the registration of private adult The policy was submitted to the Performance
learning centres; and provides for quality Monitoring and Evaluation unit in The
assurance and quality promotion in ABET. Presidency to undergo a Socio-Economic
• SASA of 1996 was amended by the Education Impact Assessment and Quality Assessment.
Laws Amendment Act, 2005 (Act 24 of 2005), The policy was gazetted on 18 March 2016.
South Africa Yearbook 2015/16 134Education
Action Plan to 2019: Towards the learner has access to the minimum set of
Realisation of Schooling 2030 textbooks and workbooks required according to
This Sector Plan is an update to the Action Plan national policy.
to 2014. It is a reflection of how far the country
has come in terms of planning service delivery, Annual National Assessment (ANA)
not just in basic education but in government ANA is used to monitor levels and quality of
as a whole. The sector plan encapsulates the learning outcomes. Among the closely monitored
department’s response to the priorities, targets performance areas are learners’ Mathematics
and programmes articulated in the National and Physical Science pass rates and the number
Development Plan (NDP), 2030; and provides of Grade 12 learners qualifying for university
a detailed five year plan and 15-year targets entry.
and programmes for the whole Basic Education This is an important exercise that helps identify
sector. learning challenges and assists in planning
The new Sector Plan replaces the 2014 appropriate interventions to improve Literacy
Action Plan; which detailed programmes that and Numeracy.
the department had initiated in the previous The tests are administered in all 11 official
cycle; and which were widely consulted in the languages in the foundation phase, and in the
Basic Education Sector. In the next few years, two languages of teaching and learning in the
the DBE will build on its successes in attaining Intermediate and Senior Phase.
the Millennium Developmental Goals (MDGs) Necessary adaptations are effected for
for access, participation, and gender equity. In learners who experience various kinds of
the post-2015 period, the emphasis will be on learning disabilities, to ensure that every learner
quality of schooling outcomes, and on better has the opportunity to demonstrate what they
preparation of young people for the life and know in the assessment.
work opportunities after they leave school. The The department uses ANA as a measuring
department has, to this end, developed three tool to annually record progress in learner
streams of curricula (academic, vocational and achievement, towards achieving the 2014 target,
technical), which address the diverse needs of of ensuring that at least 60% of learners achieve
young people for learning and development in all certain levels in Literacy and Numeracy.
schools. The DBE is working with the Department ANA targets Literacy and Numeracy because
of Higher Education and Training (DHET) to these have been found universally to be the
better influence the quality and preparation key foundational skills for successful learning in
of teachers and ultimately, learners, in critical school and beyond.
subjects including mathematics, science and The fifth ANA was scheduled to be
technology, and the African languages. administered from 15 to 18 September 2015 in
This plan has 27 goals. Goals 1 to 13 deal with Mathematics and Language to all Grades 1–9 in
outputs that the department wants to achieve in public schools. About nine million learners were
relation to learning and enrolments. Goals 14 to expected to write the assessment, including
27 deal with how the outputs are to be achieved. Grades 7 and 8 for the first time.
Five priority goals are indicated by three stars. In However, during the week of 4–11 September
the interests of continuity, the 27 goals are the 2015 teacher unions indicated their dissat-
same as those appearing in the 2011 Action Plan isfaction with the ANA and threatened not to
(the one exception is Goal 9). participate.
The department wants to ensure that every Teacher unions raised the following issues
concerning the ANA:
As part of the Integrated National Literacy and Numeracy
• The tests were administered on an annual
Strategy: A Whole School Approach and also as part of the
i Getting the Nation to Read Campaign, the DBE in
basis and hence the system was not given
partnership with SABC Education, UNISA, AVBOB adequate time to remediate.
Foundation, Spell It SA and Camp I am and Soul Buddies, • There was a need for a more intensive
hosted the national championships of the DBE Spelling Bee programme of teacher development to address
South Africa (Spelling Bee) at Sci-Bono Discovery Centre in the shortcomings identified through ANA.
Johannesburg on 10 October 2015. • The ANA could only be written after it was
The is aimed at improving learners’ performance in remodelled.
languages, especially in English. After unsuccessful interventions and deliber-
The 2015 national champions in the Spelling Bee were:
ations with the unions, which had threatened
Greenfield Primary in the Western Cape, Pioneer Primary in
Gauteng and Dikolobe Primary in Limpopo.
to discourage their members from participating
in the administration of the ANA in 2015 the
South Africa Yearbook 2015/16 135Education Department, in conjunction with the unions, bution and collection of the ANA tests as well as agreed on 10 September 2015 to postpone the timetabling issues. The distribution and collection administration of the ANA to February 2016. of tests varied among the nine provinces. At the CEM in October 2015, the ANA was The collection rate was high in Free State rescheduled to 1–4 December 2015. (75%), Northern Cape (73%) and North West An agreement was reached with the teacher (59%), with the lowest rate observed in the unions on the establishment of a task team to Eastern Cape at 25%. The national rate undertake the remodelling of the ANA and an was almost 20% due to other provinces not Inter-Ministerial Committee to attend to the submitting. broader issues of dispute presented by the A notable number of schools requested writing unions. A mediation process was set up to the tests when they re-opened in January 2016. specifically address the writing of the ANA in Schools that were unable to administer the tests December 2015. in 2015 were advised to seek permission from Following the disruption of the ANA by teacher the Provincial Education Head to write in 2016. unions in September 2015 and subsequent The marking of the tests were done by the engagements with the unions, the department teachers at school in the first quarter of 2016, proposed that the dispute be referred to providing an important diagnostic baseline for mediation. teachers on learning gaps. The mediation process, which took place The ANA verification process could not be over the course of 13 meetings, concluded with implemented on 1–4 December 2015 because a draft agreement on 19 November 2015, to the affected service provider indicated that it be considered by the principals of the parties would need a lead time of at least 15 days to involved for signature on 23 November 2015. re-mobilise its 2 500 fieldworkers across the The proposals in the settlement agreement were country. that: • The ANA (for Grades 1–9) be administered National Curriculum Statement and managed by each school at a time The NCS grades R to 12, implemented between convenient and in a manner appropriate to the 2012 and 2014, represents a policy statement school. The school would mark the tests at a for learning and teaching in South African time convenient and in a manner appropriate schools. It is the curriculum that underpins the to the school during the first school term. The various programmes followed in each Grade results of the tests would be for the school’s from grades R to 12. own internal diagnostic purpose. It enables a learner to obtain an NSC after • The Sampled ANA would be administered by completing the full programme of the NCS an Independent Agent in 2 100 schools across grades R to 12. the country. The agent would be responsible for The NCS grades R to 12 consists of three the administration and collection of the tests, documents, namely: marking of the tests and the final compilation • curriculum and assessment policy statements of results and reporting. Teachers would not for each approved school subject as listed in be involved in this process. In the selected the National Policy Document pertaining to the schools the writing of the ANA as described programme and promotion requirements of above would be optional for learners who were the NCS grades R to 12 not part of the sample. • national policy pertaining to the programme • The target date for completion of the and promotion requirements of the NCS remodelling of ANA would be 1 April 2016 and grades R to 12, which describes the number the instruments, administration and reporting of subjects to be offered to learners in each of this national assessment would be informed grade and the promotion requirements by the agreed purpose as articulated by the • National Protocol for Assessment of grades R parties concerned. This would include the to 12, which standardises the recording and support for teacher development through the reporting processes for grades R to 12 within Teacher Union Collaboration. the framework. After the department and teacher unions failed South Africa was ranked last on the quality to reach signed agreement, the Department of its Mathematics and Science education communicated with schools to administer the in the World Economic Forum (WEF) Global ANA at a convenient time between 26 November Competitiveness Report 2014 – 2015. The and 4 December 2015. Provincial education Global Competitiveness Report 2014 – 2015 departments (PEDs) were guided on the distri- assesses the competitiveness landscape of 144 South Africa Yearbook 2015/16 136
Education
economies, providing insight into the drivers of as Progress in International Reading Literacy
their productivity and prosperity. Studies (PIRLS).On a scale of 0 to 1 000, pupils
tested for English and Afrikaans in Grade 5
Secondary School Improvement Programme achieved a score of 421, described in the 2011
The importance of the Secondary School PIRLS report as “the lowest for benchmarking
Improvement Programme (SSIP) will be pushed participants.” According to the PIRLS report,
to the fore, as matrics wrote for the first time 43% of Grade 5pupils in South African schools
write the NSC exams based on the Curriculum have not developed the basic skills required for
and Assessment Policy Statements (CAPS). reading at an equivalent international Grade 4
Through the programme, teachers will receive level.
additional training to ensure they are confident The department has approved the introduction
to deliver the new curriculum. The DBE also of the revised Curriculum Assessment Policy
ensured that learner study notes and extra Statements (CAPS) for Technology (Technical
classes were aligned to the CAPS curriculum. Subjects).
Under SSIP, Grade 12 learners received The CAPS for all Technology Subjects,
extra classes on Saturdays and during school including Technical Mathematics and Technical
holidays. In its fifth year, SSIP has become an Sciences that were promulgated in July 2014,
important element in improving the quality of will be incrementally implemented in January
education in Gauteng schools by giving support 2016 from Grade 10, with Grade 11 and 12
to educators and school managers to ensure implemented in 2017 and 2018 respectively. The
better curriculum delivery. revised curriculum offers learners elementary
SSIP has helped 435 priority schools to engineering and technological skills, which are
achieve the provincial benchmarks. SSIP has suitable for the world of work, higher and or
shown an average performance increase of 15% further education and self-employment.
since 2009 and the gap in performance between The changes introduced in the revised
fee-paying and no-fee schools has narrowed curriculum necessitated the need for the
from 24% in 2009 to 9% in 2013. In 2013, the orientation of subject advisors and re-training of
number of public schools achieving a pass rate teachers on theory and practical teaching method-
of less than 60% has dropped from 188 in 2009 ologies. The orientation and teacher training will
to 19 in 2013. Subjects targeted were: Maths; take place during June and September 2015 for
Maths Literacy; Physical Science; Life Sciences; subject advisors and teachers respectively.
Accounting; English First Additional Language; A National Training Team, which comprises
Economics, Business Studies; History and of provincial officials specialising in the nine
Geography. core areas of the curriculum and those with
skills in Technical Mathematics and Sciences
Curriculum and Assessment Policy was appointed to drive the training process.
Statement The training manual for Civil, Electrical and
CAPS is a single, comprehensive and concise Mechanical Technology has already been
policy document, which replaces the Subject and developed to standardise the training to be
Learning Area Statements, Learning Programme delivered by different service providers.
Guidelines and Subject Assessment Guidelines The orientation and teacher training processes
for all the subjects listed in the NCS grades R form part of the implementation of the Mathematics,
to 12. Science and Technology (MST) Strategy. Based
It comprises the following: on the nature and scope of the curriculum, the
• CAPS for all approved subjects department is of the view that teacher training
• National policy pertaining to the programme for Technical subjects should be conducted in
and promotion requirements of the NCS a technically oriented environment in order to
grades R to 12 expose teachers in the practical application and
• National Protocol for Assessment grades R to use of the subject related equipment, tools and
12. machinery. It is therefore in this context that Skills
The department’s continued focus is on the Training Centres were recommended as the
phased-in implementation of the revised CAPS. . preferred training venues.
The department completed the process with a
roll-out to grades seven to nine and 12 in the Budget and funding
2014 academic year. The overall budget allocation for 2015/16 for the
South Africa has continuously been ranked in DBE was R21,5 11 billion. In the 2014/15 financial
the lower tiers of international assessments such year, the budget allocation was R19, 699 billion.
South Africa Yearbook 2015/16 137Education
This is an increase of R1,821 billion, which is so that, on a named school basis, the department
equivalent to 9.24%. can improve and monitor infrastructure,
A new Conditional Grant, namely the MST equipment and furniture provisioning in support
Grant, intended to promote the teaching of quality education. This unit must finally get
and learning of mathematics, science and to grips with the crippling and unacceptable
technology in schools. This grant, an amalga- sanitation situation that continues to plague too
mation of the Technical Schools Recapitali- many schools.
sation Grant and the Dinaledi Schools Grant, Regular maintenance is at the heart of many
has been allocated a total of R1,1 billion over of te department infrastructure problems, in
the 2015/16 to 2017/18 MTEF period. The addition to the emerging needs as a result of
allocation for 2015/16 is R347,185 million; which demographic shifts and pressures, and variable
will increase to R367,670 million and R385,145 unit costs in the country. Small and unviable
million in 2016/17 and 2017/18 financial years, schools, will be merged or closed where the
respectively. The MST Grant will strengthen the quality of learning and teaching is compromised.
implementation of the National Development Teacher placement, deployment and
Plan (NDP) and the Action Plan to 2019 by development – any quality education system,
increasing the number of learners taking is reliant on the quality of its teachers. The
Mathematics, Science and Technology subjects, education system is no different. To support
improving the success rate in the subjects, and teacher training, R3.094 billion will be awarded
improving teachers’ capabilities in teaching in Funza Lushaka bursaries over the 2015/16
these three gateway subjects. and 2017/18 MTEF period.
The Kha Ri Gude Mass Literacy Campaign During the 2015/16 financial year, 10 216
received a reduced allocation of R439.584 young and qualified teachers entered the
million in 2015/16. This campaign has impacted system. This was 1 616 above the annual target
the lives of more than 3,5 million people. The of 8 600. In 2015, 4 723 graduates who had been
Expanded Public Works Programme (EPWP) Funza Lushaka bursary recipients were eligible
– Kha Ri Gude was allocated R65.099 million. for placement. By end of financial year 2015/16,
This allocation was meant contribute signifi- 4 424 graduates were placed.
cantly towards job-creation by recruiting and
training Kha Ri Gude volunteers. Role players/statutory bodies
The importance of public-private partnerships Provincial departments of education
is a prevalent theme of the NDP; and it is also The role of the DBE is to translate govern-
consistent with the President’s call to make ment’s education and training policies and the
education a societal issue. To this end, the provisions of the Constitution into a national
National Education Collaboration Trust will education policy and legislative framework.
receive an additional R200 million over the Therefore, the department works closely with
MTEF, bringing the total allocation over the the PEDs to ensure that provincial budgets and
MTEF to R326 million. This allocation is meant strategies are in line with and support national
to leverage the partnership contributions from policies.
the private sector. The national department shares a concurrent
Infrastructure delivery – both funded through role with the PEDs for basic schooling and ECD,
the Education Infrastructure Grant at R29,622 but it is the responsibility of each PEDs to finance
billion for the MTEF period; and the Accelerated and manage its schools directly.
Schools Infrastructure Delivery Initiative (ASIDI) District offices are the PEDs’ main interface
funded to the of R7,042 billion over the MTEF with schools. Not only are they central to the
period. The ASIDI programme is gaining process of gathering information and diagnosing
momentum; and that the challenges of yester- problems in schools, but they also perform a vital
years, are now overcome. support and intervention function.
The programme has delivered more than This includes organising training for personnel;
107 new state-of-the-art schools thus far. In dealing with funding; resourcing bottlenecks; and
mid-2016, the department was finalising a solving labour-relations disputes. District offices
dedicated Infrastructure Delivery, Management are key to ensuring that school principals remain
and Oversight Unit to enhance school accountable to the PEDs and that accountability
maintenance, development and provisioning in lines within the school to the principal and to the
its system. SGB are maintained.
This unit will comprise built environment Equity in education expenditure between and
experts and specialists with the requisite skills; within provinces is achieved through the equitable
South Africa Yearbook 2015/16 138Education
division of national revenue between provinces, curricula to ensure that they are of the
making use of the Equitable Shares Formula, expected standard
the National Norms and Standards for School • moderates assessment to ensure that it is fair,
Funding, and the national post-provisioning valid and reliable
norms. • accredits providers of education and training,
The norms are progressive, with 60% of a and assessment
province’s non-personnel expenditure going to • conducts research to ensure educational
the poorest 40% of learners in public schools. quality
The poorest 20% of learners receive 35% of • verifies the authenticity of certificates.
non-personnel resources, while the richest 20%
receive 5%. National Education Evaluation and
Development Unit (NEEDU)
Council of Education Ministers NEEDU ensures effective evaluation of all
The CEM – consisting of the Ministers of educators based on the extent to which learner
Basic Education, Higher Education and performance improves. Its core responsibilities
Training and the nine provincial members of include:
the executive councils for education – meets • providing the Minister with an independent
regularly to discuss the promotion of national account of the state of schools, including the
education policy; share information and views quality of teaching and learning in all schools.
on all aspects of education in South Africa; • providing an independent account on the
and coordinate action on matters of mutual development needs of the school education
interest. system
• accounting for the attainment of the standards
Heads of Education Departments by all schools through a monitoring and
Committee evaluation system
Hedcom comprise the Director-General (DG) • identifying on a systemwide basis the
of the DBE, the deputy DGs of the department critical factors that inhibit or advance school
and the heads of provincial departments of improvement and making focused recommen-
education. dations for redressing problem areas that
The purpose of the committee is to facilitate undermine school improvement
the development of a national education • proposing appropriate sanctions to ensure
system, share information and views on national that schools offer effective education for all
education, coordinate administrative action learners
on matters of mutual interest and advise the • strengthening internal evaluation capacity
department on a range of specified matters within schools in ways that inform and
related to the proper functioning of the national complement external evaluation.
education system. • monitoring the different levels of school
support and the extent action is considered on
Umalusi proposed interventions, whether in the form of
Umalusi is responsible for the development developmental support or disciplined action
and management of a sub-framework of • reviewing and assessing existing monitoring,
qualifications for general and TVET and for the evaluation and support structures and
attendant quality assurance. Umalusi means instruments regularly, to ensure clarity and
“herder” or “shepherd” which in Nguni culture, is coherence in the way schools and teachers
the person who is the guardian of the family’s are assessed and supported
wealth. • providing schools with evidence-based advice
The council is tasked with the certification of on how to pursue school improvement in their
the following qualifications: particular context
• In schools: NSC. • promoting school improvement through the
• In TVET colleges: the National Technical dissemination of good practice.
Certificate (Level N3) and the National
Certificate Vocational. Education Labour Relations Council
• In adult learning centres: the General (ELRC)
• Education Training Certificate: Adults. The ELRC serves the public education sector
To issue learners with certificates that are nationally. It is a statutory council, initially
credible, Umalusi: established by the Education Labour Relations
• develops and evaluates qualifications and Act, 1993 (Act 146 of 1993), but draws authority
South Africa Yearbook 2015/16 139Education
from the Education Labour Relations Act, 1995 Union, Cape Professional Teachers’ Association
(Act 66 of 1995). and the South African Democratic Teachers’
The main purpose of the council is to maintain Union.
labour peace within public education through A labour-relations framework was agreed on by
processes of dispute prevention and resolution. the former Ministry of Education and the unions.
These include collective bargaining between This encompasses both traditional areas of
the educator unions and the DBE as the negotiation, and issues of professional concern,
employer. The ELRC also conducts various including pedagogy and quality-improvement
workshops to increase the level of awareness strategies.
and understanding of sound labour-relations An agreement was reached on the framework
procedures. for the establishment of an occupation-specific
dispensation (OSD) for educators in public
South African Council for Educators education. The OSD provides for dual career
The SACE is a professional council aimed at paths, where educators and specialists in
enhancing the status of the teaching profession classrooms can progress to levels where
and promoting the development of educators and they earn salaries that are equal to or higher
their professional conduct. It was established in than those of managers without moving into
terms of the SACE Act, 2000 (Act 31 of 2000). management/supervisory posts.
The SACE’s functions are to: It also provides for a new category of posts
• register educators for teaching and learning specialists and senior
• promote the professional development of learning and teaching specialists, as well as the
educators creation of a cadre of education managers at
• set, maintain and protect ethical and profes- school and office level.
sional standards.
Before their employment, educators are required Programmes and projects
to register with the SACE, which has a register of Learning and teaching support material
about 500 000 educators. The department increased learner access to
The council has strengthened entry require- workbooks and coverage to improve literacy,
ments by checking applicants’ professional numeracy and reading.
standing. It provided workbooks to all learners in grades
The SACE has a number of programmes that one to nine. Through savings from developing
promote the development of educators and content in-house, the scope was expanded to
enhance the status and image of the teaching cover Braille workbooks as well.
profession. These include: The Southern and Eastern Africa Consortium
• the Professional Development Portfolio Pro- for Monitoring Education Quality 2011 Survey
ject, which aims to encourage educators to put South Africa at 78% for literacy and 83% for
reflect on their practice and take responsibility Mathematics.
for their own professional development Prudence in the deployment of resources is
• teacher education and development research key to the national endeavour for equality and
activities inclusive development and growth. Addressing
• setting up the Continuing Professional Teacher inequalities in education forms part of the
Development System rationale for centralising the procurement of
• celebrating World Teachers’ Day to ac- books.
knowledge the work of educators
• ensuring that educators adhere to the SACE Learn English Audio Project (LEAP)
Code of Professional Ethics The DBE launched the LEAP in partnership
• the Continuing Professional Teacher-Dev- with the British council.
elopment System, which recognises profes- LEAP is a British Council project, which
sional development undertaken by educators seeks to help teachers from remote and under-
on their own initiative. resourced schools in nine African countries. It is
aimed at improving listening and speaking skills
Educator unions in learners and, ensure access to quality English
Educators are organised into six educator learning materials on micro-SD cards delivered
unions, namely the National Professional via solar powered MP3 players popularly known
Teachers’ Organisation of South Africa, the as ‘Lifeplayers’. The Lifeplayer technology has
National Teachers’ Union, the South African been developed in South Africa thus ensuring its
Teachers’ Union, the Professional Educators’ relevance and long-term sustainability.
South Africa Yearbook 2015/16 140Education
The training pack comprises a solar powered currently being implemented incrementally from
MP3 player pre-loaded with over 40 hours of Grade 1, continuing until 2026 with implemen-
teaching material, teacher guides and lesson tation in Grade 12. The department believes
plans for grades R to 4, a book with primary that promoting African languages could address
songs and stories, and a set of colourful cartoon some aspects of social cohesion.
story posters. Relevant teaching and learning The IIAL policy aims to promote and develop
audio material linked to the South African previously marginalised languages and increase
national curriculum and in particular the DBE access to languages beyond English and
Rainbow Workbooks have been developed by Afrikaans. Currently, the National Curriculum
the British Council and the DBE. Statement requires that two languages be
This material has been uploaded onto the offered, one as a language of learning and
solar powered MP3 players for distribution to teaching and the other as an additional language.
selected multi-grade schools in three provinces: One of the two languages should be offered at
the Eastern Cape, Mpumalanga and KwaZulu- Home Language level, and the other at either
Natal. To complement the training package, Home Language or First Additional Language
teachers received a training video, lesson plans (FAL) level.
and posters, and an extra SD card containing the Schools, together with their school governing
all the materials so that they could access the bodies, decide on the two languages to be
materials on their cell phones, thus facilitating offered at FAL level, one of which must be an
lesson planning at any time and location. African language. The choice of the three
The LEAP is a valuable addition to the efforts languages is largely going to be determined by
of the DBE to support teachers in the poorest the demographics of the school population.
schools. It provides an innovative approach The roll-out of the programme began with the
to providing materials to teachers to improve IIAL programme being piloted at Grade 1 level
their subject knowledge in English, and other in 231 schools across eight provinces last year.
languages, as well as for learners to access The pilot targeted the introduction of previously
materials. marginalised African languages in schools
where an African language is not offered.
Incremental Introduction of African To ensure the IIAL programme roll-out runs
Languages (IIAL) smoothly, the department has identified three
The DBE’s African language pilot policy was key deliverables: the provision of teachers,
implemented in 2014. learner/teacher support materials and the finali-
The purpose of the pilot is to identify challenges sation of policy.
in the implementation of IIAL to inform full scale The IIAL’s success depends on teacher
implementation in 2015. availability. An audit by the department revealed
In 2012, the department announced that full that provinces are at different levels of teacher
implementation would be preceded by a pilot provision.
in Grade 1 classes in selected schools in each The Free State, Limpopo, Northern Cape,
province in 2014. and KwaZulu-Natal provided African language
The IIAL policy will be implemented teachers in all former Model C schools.
incrementally, commencing in Grade 1 in Mpumalanga and Gauteng had teachers in some
2015 and continuing until 2026 when it will be schools, while the Eastern Cape and North West
implemented in Grade 12. were putting plans in place to provide teachers
The pilot project is targeting the introduction of for African languages. In the Western Cape
the previously marginalised African languages in schools share an African language teacher.
schools where an African language is presently Learners could choose indigenous languages in
not offered. 2016.
In the near future children who attend government To date the foreign languages most extensively
schools will be able to learn at least one African offered in South African schools are German
language. followed by French and other languages such as
Preparations are underway for the implemen- Portuguese, Urdu, Tamil and Arabic.
tation of the Incremental Introduction of African
Languages (IIAL) programme in more than 3 Satellite broadcasting programme
558 schools across all provinces that don’t offer The satellite broadcasting service broadcasts
an African language. Mathematics for grades eight and nine directly
The IIAL programme is a DBE initiative that to priority high schools during lesson time so that
was introduced in 10 schools per district, and is teachers can integrate the broadcasts with their
South Africa Yearbook 2015/16 141Education
teaching time. Broadcasts are automatically now studying at tertiary institutions.
recorded for revision or afternoon lessons. The organisation’s vision is to produce
leaders who are committed to creating a society
Eco-school programme that is non-racist, non-sexist, democratic and
The Eco-school programme is an international prosperous. In addition to the quality education
programme of the Foundation for Environmental and enrichment provided by the partner schools,
Education (FEE) that was developed to support SSP supports its pupils by assigning a student
environmental learning in the classroom. The programme officer to them and finding a
programme is active in 58 countries around the corporate mentor for each pupil.
world and has been implemented in South Africa The SSP also runs a parallel programme that
since 2003 by WESSA. focuses on leadership development, study skills,
The programme is aimed at creating life skills, career guidance and assistance with
awareness and action around environmental applications to tertiary institutions and bursaries
sustainability in schools and their surrounding for further studies. The mentors also help the
communities as well as supporting ESD pupils cope and adjust in their new schooling
(Education for Sustainable Development) in environment and guide them throughout high
the national curriculum. With over 50% of the school.
content in some CAPS subjects being environ- They run leadership development programmes
mental in nature Eco-Schools makes a positive that offer pupils regular compulsory leadership
contribution towards improving education in workshops. This approach has produced an
South Africa. incomparable track record for SSP, with 94% of
Since 2003 more than 10 229 schools across their scholars completing the programme (matric
all nine provinces have participated on the pass) and 91% going on to pursue a tertiary
WESSA Eco-Schools programme, of which qualification.
over 6 000 have sustained their environmental Pupils who wish to apply for the programme
projects for three to 12 years, involving more must be in Grade 6 and not older than 12. The
than 500 000 learners and 40 000 teachers. pupils must attain an overall average of 70% or
WESSA Eco-school accredits schools that make more in Grade 5.
a commitment to continuously improve their They must achieve a 70% minimum grade for
school’s environmental performance. mathematics, English and science. Their families
The programme is operational in both must earn less than R200 000 in combined
supported and unsupported schools. annual incomes. In addition, the applicants must
show leadership potential and be community-
Student Sponsorship Programme (SSP) service orientated.
The SSP assists academically distinguished Successful applicants will be placed in a
pupils to realise their potential during their high year-long bridging programme that seeks to
school years with scholarships and bursaries. To improve their abilities in English, mathematics,
find the country’s brightest kids, SSP searches science and technology. The scholar
schools in the major townships. development programme consists of Saturday
The focus is on giving pupils from low-income classes, academic camps and personal
families a great education to improve their development workshops.
chances of a bright and prosperous future.
The pupils have to be academically distin- Educational portal
guished to be considered and once they are The educational portal www.thutong.doe.gov.za
selected, they are placed in the top high schools offers a range of curriculum and learner-support
in Gauteng, the Eastern Cape and the Western material, professional development
Cape. programmes for educators, and administration
The non-profit organisation has awarded more and management resources for schools.
than 640 scholarships since 2000. The SSP Thutong – meaning “a place of learning” in
partners with top high schools that obtain high Setswana – features a searchable database
matric pass rates and university passes in the of web-based curriculum resources for various
three provinces. education sectors, grades and subjects.
The programme commits to funding the pupils The portal is a free service to registered
for five years of high school by matching each users, who must go through a once-off, no-cost
child with either an individual or a corporate registration process. The portal is a partnership
sponsor. Many of the pupils who have been part venture between the DBE and various role–
of the programme have passed matric and are players in the field.
South Africa Yearbook 2015/16 142Education
The department also revitalised and revised skills to nurture, instil discipline and care for
the content of the portal. It has over 31 000 children in ECD centres.
registered users and more than 22 000 The Department of Social Development (DSD)
curriculum resources. coordinates the activities of the three partner
departments, namely social development, health
Improving access to free and quality and basic education.
basic education The integrated plan includes the development
School fees are set at annual public meetings of of national early learning standards, the training
SGBs, where parents vote on the amount to be of ECD practitioners – which is part of govern-
paid. Parents who cannot afford to pay or who ment’s employment creating EPWP – and the
can only afford a smaller amount, are granted an development of national norms and standards
exemption or reduction in fees. for funding.
The threshold target allocation for no-fee The DSD leads government departments
schools for operational expenditure has regarding services to children under the age of
increased to R880 per learner. The national per four years. In terms of the Children’s Act, 2005
learner target amount for Quintile 1 schools is (Act 38 of 2005), it is the DSD’s responsibility
R960. to manage the registration of ECD sites, monitor
Total expenditure for school allocation on their functionality and impact, and provide a
no-fee schools at the national target level is subsidy for those children where a need exists.
projected to be in excess of R7,7 billion.
Education of learners with special
Early Childhood Development (ECD) needs
In respect of ECD, the NDP underlined the need In July 2001, the then Department of Education
for access for all children to at least two years of gazetted White Paper 6, Special Needs
pre-school education. Education: Building an Inclusive Education and
The NCF for children under four years were Training System. This White Paper provided
rolled out in registered ECD centres from strategies for developing an inclusive system
January 2015. All preparations such as practi- and increasing access to quality education for
tioner training and supply of resources have children experiencing barriers to learning.
already started. The department’s approach to inclusive
Over the next two years, R1.4 billion will education is geared toward promoting the
be spent to support ECD programmes and democratic values enshrined in the Constitution.
implement the community-based Child Care PEDs provide a wide range of education services
and Protection Programme. This will increase to learners who, owing to a range of factors,
access to ECD from the current 500 000 to experience barriers to learning and participation.
580 000 children, with a focus on rural areas. It These factors include:
is expected that more than 10 000 youths will be • autism
employed as a result of the programme. • behavioural problems
Government is committed to ensuring that • visual and hearing impairments
ECD is linked to other development-based • tuberculosis
programmes, particularly within the context of the • conflict with the law
Comprehensive Rural Development Programme • physical disabilities
(CRDP), and integrates other services that • neurological and specific learning disabilities
flow from different departments and relevant • intellectual disabilities
stakeholders. • communication disorders
This is done through an education campaign • epilepsy
focused on women in rural areas, and selected • over-aged learners.
peri-urban and urban areas such as informal In November 2015, Policy on Screening,
settlements, which are generally regarded Identification, Assessment and Support (SIAS)
as focal points for government’s poverty and was passed in to ensure that no child will be
malnutrition eradication programmes. refused admission to a school and that children
ECD centres play an integral part in providing who are exempted from school attendance
children with tools to cope socially, especially are captured on a list so as to ascertain that
where there is a lack of parental supervision at they also have access to other government
home. More than 20 000 ECD practitioners have, services.
therefore, been equipped with the necessary By mid-2016, there were 453 special schools
South Africa Yearbook 2015/16 143Education
in the country and 18 of them were still under and to ensure that the facilities are conducive for
construction. Only two of the 82 education effective teaching and learning.
districts did not have special schools. ASIDI is an ongoing programme aimed
at implementing the basic safety norms and
Educator development standards in school infrastructure.
The department developed a National Edu- The R8,2 billion public-private programme
cation Human Resource Planning Framework aimed to eradicate the 496 mud schools in the
to effectively manage the demand, supply and country, provide water and sanitation to 1 257
utilisation of educators. schools and electricity to 878 schools by March
With support from the United Nations 2016.
Educational, Scientific and Cultural Organi- By the end of 2015/16, a total of 510 ASIDI
zation, the department commissioned a project projects had been identified; 299 were allocated
to develop an instrument for evaluating the to Implementing Agents (IAs), 163 were
implementation of the post-provisioning norms. completed, of which 51 were completed in the
The department has a responsibility to monitor 2015/16 financial year, and 136 others were
compliance regarding teacher attendance, punc- at various stages of planning, procurement of
tuality and proper use of school resources. contractors and construction. In the Eastern
The implementation of the Integrated Strategic Cape, 211 schools with low learner enrolment
Planning Framework for Teacher Education and were subject to rationalisation by the Eastern
Development is making progress. Cape Department of Education and were
The CAPS has seen over 200 000 educators consequently not awarded to IAs.
being familiarised with the new curriculum Eradicating mud schools restores dignity to
imperatives. education and is transforming people’s lives for
The DBE distributed 400 000 copies of the better.
educator guides to the workbooks and ensured Learners and educators have better access
the training of 200 Foundation Phase and to improved environments for learning, teaching
Intermediate Phase advisors and specialist and growth. It usually takes 10 to 15 months for
trainers. a state-of-the art school to be built, if no delays
In addition, the DBE concluded strategic are encountered.
partnerships with Vodacom, CISCO, Mindset, Learning is not interrupted as the learners are
University of South Africa (Unisa), MTN and housed in temporary mobile classrooms during
other partners to strengthen the capacity of construction. They move into the school as
teacher centres by improving Information and soon as it is ready. Standard facilities for newly
Communications Technology (ICT) and content built schools include classrooms, administration
for teacher development. blocks multi-purpose centres, science and
computer labs, nutrition centres, libraries, decent
School infrastructure sanitation, electricity, rainwater harvesting tanks
One-school-a-week and a fully resourced Grade R centre, complete
Accelerated Schools Infrastructure with jungle gym and sand pit.
Development Initiative ASIDI also provides basic services of water,
The programme aims to deliver an adequate electricity and sanitation to schools that
standard of schools to all children in provinces previously had none. Schools are assessed to
establish infrastructure needs. The department
The Department of Basic Education has received a
i
appoints implementing agents that manage
donation of R117 million – to be made over a period of 10
years – from the Motsepe Foundation towards sporting and
projects on its behalf. The implementing agents
cultural competitions. in turn procure and appoint professional service
In the first five years, R55 million will be allocated to providers and contractors, who carry out the
the Kay Motsepe Schools Football Cup, the ABC Motsepe work.
Schools Choral and Traditional Eisteddfod and the Kay The Ministry of Basic Education handed
Motsepe Schools Netball Cup. over the Dorrington Matsepe Primary School in
In the subsequent five years, from 2021 to 2025, the Kroonstad in April 2015.
Motsepe Foundation will contribute another R62.5 million. The handover marked a milestone in the
The department and the foundation are currently in
ASIDI, as the Free State school was the 100th
discussions to identify prizes for the winners of the various
categories of the ABC Motsepe Schools Choral and
school to have been completed since ASIDI was
Traditional Eisteddfod, as well as the Kay Motsepe Schools initiated in 2011/12.
Netball Cup. The school, which was established in 1992
and currently has an enrolment of 1 100 learners,
South Africa Yearbook 2015/16 144Education
also makes use of gas and biogas for cooking in of schools observed during monitoring visits had
the nutrition centre while hot water is produced vegetable gardens in good condition.
through the use of solar-powered geysers.
ASIDI is a massive public-private partnership School enrichment programmes
programme and one of Government’s Strategic Sport is set to become an integral part of the
Infrastructure Projects (SIPs), as part of the school curriculum, with different sporting codes
broader Presidential Infrastructure Coordinating to be offered at every school in South Africa. This
Commission. will culminate in the annual National Olympics
All ASIDI schools come standard with Championship, with stakeholders such as
specialist classrooms such as science and trade unions, universities and the South African
computer labs, nutrition and Grade R centres, Sports Confederation and Olympic Committee
libraries and administration blocks complete with supporting the programme.
a dedicated staff room, principal’s offices, sick Some of the arts, culture and music flagship
bay and reception area. programmes the DBE coordinates, in collabo-
The singular mission of this ground-breaking ration with the Department of Arts and Culture,
infrastructure build programme is to eradicate include the South African Schools Choral
schools built, in their entirety, from inappropriate Eisteddfod, the National Indigenous Games, the
materials such as those built of asbestos, wood Music and Movement Festival, and the National
and mud. Language Festival and Concert.
The programme seeks to restore the pride and To boost the South African Schools Choral
dignity of our communities that were previously Eisteddfod, the DBE trained 359 adjudicators,
neglected by the apartheid regime. 509 conductors, 82 data capturers and 15
programme directors, most of whom were
National School Nutrition Programme educators.
(NSNP)
For the 2015/16 financial year, the programme Learner health
provided daily nutritious meals to 21 177 Q1–3 Integrated School Health Programme (ISHP)
primary, secondary and identified special Key among the department’s successes is the
schools nationally, reaching an average of 9 630 ISHP that will offer, over time, a comprehensive
590 learners. and integrated package of health services to all
The target of providing nutritious meals to 19 learners.
800 schools nationally was exceeded by 1 377 Health Promotion aims to create a healthy
schools. The number of learners reached was school environment by promoting the general
340 545 more than the previous financial year. health and well-being of learners and educators,
Two hundred schools were targeted for visits and by addressing key health and social barriers
in the 2015/16 financial year. NSNP officials to learning in order to promote effective teaching
visited a total of 299 schools in all the provinces. and learning.
The purpose of these visits was to monitor Its strategic objectives are to:
progress and support schools on the implemen- • increase knowledge and awareness of health
tation of the programme, as well as supporting promoting behaviours;
the deworming programme. • develop systems for the mainstreaming of
Monitoring reports revealed that feeding was care and support for teaching and learning;
taking place in the majority of schools visited and • increase sexual and reproductive health
that the schools fed all their learners. Further knowledge, skills and decision-making among
observations were that the programme was learners, educators and school support staff;
generally effectively implemented. • facilitate early identification and treatment of
Good practices observed were the general health barriers to learning;
hygiene practices such as learners washing their • increase knowledge and awareness of health
hands before their meals; food preparation areas promoting behaviours.
being kept clean; as well as the cleanliness and The departments of Basic Education and Health
protective clothing of Volunteer Food Handlers. are jointly implementing the ISHP that will
Storerooms were also well kept and in cases extend, over time, the coverage of school health
where there were no shelves, foodstuff were services to all learners in primary and secondary
placed on pallets and not on the floor as was schools.
the practice in the past. The NSNP promotes The programme offers a comprehensive and
gardens in schools to develop skills and integrated package of services, including sexual
knowledge and augment nutrition. The majority and reproductive health services for older
South Africa Yearbook 2015/16 145Education
learners. The CSTL Programme intends to prevent and
The Health Services Package for the ISHP mitigate factors that have a negative impact
includes a large component of health education on the enrolment, retention, performance and
for each of the four school phases (such as progression of vulnerable learners in schools by
how to lead a healthy lifestyle and drug and addressing barriers to learning and teaching.
substance abuse awareness), health screening South Africa is one of six countries (others are
(such as screening for vision, hearing, oral health Swaziland, Zambia, Madagascar, Democratic
and tuberculosis) and onsite services (such as Republic of Congo and Mozambique)
deworming and immunization). implementing Phase 1 of the Programme
The ISHP implemented in partnership with the between 2008 - 2015.
Department of Health was able to reach a total of In order to realise its goal, nine priority areas
882 151 learners between April 2015 and March have been identified to address barriers to
2016. A total of 229 554 Grade 4 girls received teaching and learning. These priority areas
the Human Papillomavirus (HPV) vaccination have been identified based on the policy and
during August 2015. Grade 4 girls received the legislative mandate that the department has to
HPV vaccination and health education from 16 fulfil on care and support, as well as the most
February to 11 March 2016. pressing needs in school communities.
A total of 1 111 705 learners received health The priority areas are as follows: nutritional
services. On 4 June 2015, the World Health support health promotion infrastructure water
Organisation (WHO) approved the donation and sanitation safety and protection social
of seven million Mebendazole tablets for the welfare services psychosocial support material
deworming programme. The National School support curriculum support co-curricular support.
Deworming Programme launch was held on 16 HIV and AIDS Life Skills Education
February 2016 at Zimasa Primary School, Langa Programme. The HIV and AIDS Life Skills
in the Western Cape. Education Programme finds its policy mandate
from the National Policy on HIV and AIDS for
Alcohol and Drug Use Prevention and Learners and Educators in Schools (1999).
Management Programme The programme was initiated in 2000 and is
The department currently implements an alcohol implemented in all public institutions with a focus
and drug use prevention and management on learners in Grades 1-12. The main objectives
programme. The programme is integrated into of the life skills programme are to integrate HIV
the school curriculum via the Life Orientation/ and AIDS and relevant life skills into the school
Life Skills subject area. curriculum as a strategy to prevent and mitigate
This is supported by co-curricular activities the spread of HIV infection, and to provide care
implemented through Peer Education and support for learners that are infected and
programmes. The programme adopts a public affected by HIV and AIDS.
health approach and involves interventions to In this regard, a cross-curricular approach
creating an enabling environment for policy has been adopted. The Life Skills and HIV and
implementation, prevention interventions, early AIDS Education is primarily located in the Life
detection and treatment, care and support. Orientation learning area/subject with some
The thrust of interventions by the department aspects of the programme integrated into other
are on the prevention of alcohol and drug use. learning area/subjects.
However, partnerships are set up with other The HIV and AIDS Life Skills Education
government departments and non-governmental Programme focuses on mainly curricular
organizations to facilitate access to treatment, activities as per the following focal areas:
care and support where required. Educators are trained to implement Sexual and
Reproductive Health (SRH) and TB programmes
Care and Support for Teaching and for learners through the curriculum Procurement
Learning (CSTL) Programme
The CSTL Programme is a Southern African Team South Africa has won the 2016 International Schools
Development Community (SADC) initiative that
i
Moot Court competition, held in The Hague in Holland.
was adopted by Education Ministers in 2008. The city is home to the United Nation’s International Court
The goal of the CSTL Programme is to realise of Justice, headquartered in the Peace Palace, and the
the educational rights of all children, including International Criminal Court.
The competition, held from 18 to 22 January, focused on
those who are most vulnerable, through schools
the issue of crimes against humanity during a time of war.
becoming inclusive centres of learning, care and South Africa triumphed over Team USA in the final.
support.
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