Education South Africa Yearbook 2015/16 - South Africa Yearbook 2015/16

Education South Africa Yearbook 2015/16 - South Africa Yearbook 2015/16

                                      South Africa Yearbook 2015/16

South Africa Yearbook 2015/16   133

 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.

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 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                                     135

 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.
 • 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

  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.

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 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

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 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

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 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                      140

    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                        141

 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
 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                      142

   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                       143

 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

                                                                      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                                       144

 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.
 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                       145

 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

                                                           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.

South Africa Yearbook 2015/16                      146
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