The above diagram shows the critical shortage of classrooms, toilets and furniture and the insufficient provision of LSM, OBE material and scholar transport in most of the schools that the delegation visited.

Of great concern was the apparent ignorance of the officials of the Department of the state of affairs in their schools. The schools were crying out for help without any assistance from the officials.

On our last day of the visit, the delegation met the MEC and highlighted some of the issues, especially, the health hazards brought about by the lack of toilet facilities in many schools. Some of the issues, for example, LSM, substitute teachers have already been attended to.



FREE STATE PROVINCE

Meeting with the MEC, Mr P Kganane – 21 July 2002

Official view:

Challenges facing the Department


Farm Schools

Most of the schools in the area are farm schools and it has always been a struggle for learners staying in the farms to access quality education. They travel long distances, sometimes under very harsh conditions, which expose them to different forms of abuse. There has been a number of learners from farm schools staying alone, away from home, just to be near the school. This exposes them to all sorts of societal ills. The Department took an initiative to establish hostels for the children’s safety and also to enable them to be near the schools. It also came up with the alternative of offering transportation for learners. Bicycles were offered to the learners as it expensive to bus learners to school. The Department’s goal is to establish two hostels per District by 2005.

Most of the educators teaching in farm schools are not from the farms and they have to travel long distances to the farms. They sometimes arrive late in schools and knock off early on Thursdays and it is difficult to monitor them and most of the schools are one-teacher schools.

Urban Schools

Educators performing well assist those that do not perform well. The Department has ensured that textbooks in schools are delivered on time and has a programme to acknowledge excellence per district.

Further Education and Training (FET)

The Free State Department disagrees with the National Department when they request them to appoint many Further Education and Training (FET) Directors. There is no budget to remunerate them at the level of Directorship.

Financing of FET institutions is difficult because there is no budget allocated for those who will be teaching in those institutions.

Adult Basic Education and Training (ABET)

In the Free State every town has at least one ABET institution. First preference in employment of ABET tutors is given to qualified unemployed educators. There is however, a high rate of drop-outs in these institutions. In winter most students tend to attend irregularly and end up dropping out.




Education Provision for Learners with Special Education Needs

This issue has not been addressed as well as the Department. Previously disadvantaged schools were not as intergrated as the department would have preferred.

HIV / AIDS

In 2002 the Department held a conference to encourage HIV / AIDS positive educators to disclose their status to ensure that when they are absent from school, the principals should be aware of their health status and must not assume that they have absconded.

Letsema Campaign

For the first four months this year, there was a lot of activities around the Letsema campaign. Many educators volunteered and participated in assisting with the building of schools. Most of this participation was done during winter school holidays as most of the schools have been renovated through this campaign.

Capital expenditure

The Department has signed a performance contract with the Department of Public Works to ensure that they are treated like any other service provider.

Challenges

It is difficult for the Department to monitor Primary School performance unlike High schools where Matric results are used.

It is difficult to get CEO’s who think beyond being school principals.

Meeting with the Departmental Officials, Monday, 22 July 2002

EMIS

There are 2 355 schools in the Free State Province, 60 % of the schools are Farm schools, 1380 are Farms schools and 909 of these are Independent schools. 7 % of Learners are Farm school Learners. Between 1998 and 1999, the number of learners in the province declined.

868 of the schools have fewer than 31 learners, 532 have fewer than 21 learners and 267 schools have fewer than 15 Learners.

In 2001, the Department signed 723 agreements and in 2002, 714 agreements were signed.

Percentage Difference between 2001 and 2002 per grade

The number of learners has decreased by 3,3 %. However, the number of Grade 7 learners has increased since 1994 as listed below:

1994 – 71 000;1996 – 96 080; 1997 – 88 837; 1998- 79 578; 1999- 70 132; 2000- 62 256; 2001 – 55 364 and 2002 – 44 805.

Educator: Learner Ratio in 1998 was 28:1 while in 2002 is 22:1.

Reasons for the Decline in Number of learners

There has been a decline in the birth rate in the province.
Over age Learners who fail Grade 12 do not return to the mainstream schooling system.
There are fewer learners in the rural areas.
HIV/AIDS and other related illnesses.
Decline in mining practices in Free State

The Department has planned for farm schools to link up with mother schools. Farm school learners now use schools with hostels that are under utilised.

Antenatal Clinic Attendance

27% infectional rate is experienced in the Province.

Learner mortality rate in 2001
Male illness – 127
Female illness – 201
Male accident – 95
Female accident – 45
Male suicide – 15
Female suicide - 9
Male violence homocide - 23
Female violence homocide - 7

Orphans

The total number of schools with orphans is 1 072. There are about 21 219 orphans in schools in the province.

LIFE SKILLS AND HIIV/AIDS EDUCATION PROGRAMME FOR PRIMARY SCHOOLS AND SECONDARY SCHOOLS

Primary Schools

The objectives of the Department

The Department is engaged in raising awareness and the level of knowledge of HIV/AIDS among Principals, parents and community leaders so as to establish an abling environment for the trained Educators responsible for facilitating the Life skills and HIV/AIDS Education Programme.
The Department aims to train Educators from Grade 4,5,6 and 7 who constitute 40% of Primary schools and ensure curriculum implementation of the life skills and HIV/AIDS education programme in Grades 4 – 7 in all public primary schools

Secondary Schools

The Department’s aim is:

To raise awareness and the level of knowledge of HIV/AIDS among principals, parents and community leaders thus establishing an enabling environment for the trained Educators and responsible for facilitating the life skills and HIV/ AIDS Education Programme.
To train Educators from Grade 8 and 9 who constitute 40% of Secondary schools.
To ensure curriculum implementation of the life skills and HIV/AIDS Education Programme in Grade 8 and 9 in all public Secondary Schools.

Challenges faced by the Department

Training Manuals – A tender for the duplication of Learner materials was awarded fairly late and therefore not all of the schools were able to receive all learning and teaching materials at the beginning of 2002. Material was made available for the distribution to the relevant schools in March and all schools were to receive the full complement of materials required.

The Department of Education is not satisfied with the quality of the service that they received and decided to consider placing future orders with Government Printers with regard to Primary Schools – Educator Resource Guide, Grades 4-7 Educator Manuals, Grades 4 - 7 Learner activity books (English and Afrikaans). Secondary Schools – Grades 8 and 9 Educator Manuals and Learner Guides.

The nomination of officials from the ELSEN Sub Directorate to other tasks instead of focusing on monitoring the life skills programme in both Primary and Secondary schools is a major stumbling area. These officials are expected to support and drive other projects and do not always have the time to do support visits to school that have been trained.

Delays caused by the late transfer of funds as well as a late appointment of the co-ordinator impacted negatively on the planning of training of Educators that should have been conducted in 2002.

Some learners do not have birth certificates especially those who are orphans.

Successes

Educators in all Primary and Secondary Public Schools have been trained. 2400 Educators were trained in Primary schools and 800 Educators were trained in Secondary schools.
Implementation of the programme in more than 60% of Primary Schools has commenced.
Invitations were extended to private schools and 80 % of them accepted the offer and have been trained.
7 districts held successful peer education seminars during school AIDS week.
A booklet containing questions and answers from oral sessions as well as the resolutions taken at the HIV/AIDS Learner Conference in April 2001 was published and has been distributed to all secondary schools.
An Educator Conference "Beyond Advocacy" was held in March 2002.
The Free State Department of Education will have completed all proposed activities as set out in the Business Plans 2000/2001 and 2001/2002 at the end of March 2002.

Challenges

1.The Department does not have adequate funding to translate the learner materials into all languages.

Adult Basic Education and Training (ABET)

According to Census 1996 Statistics, 14, 1 % of the Free State population is illiterate. The solution to this problem is to build adult learning centres in every town in the province. The Department has partnered with the Departments of Social Development, Correctional Services, Justice and South African Police Services to address illiteracy. It has engaged in other strategies to fight illiteracy in the Province by establishing The South African National Literacy Initiative (SANLI) and Ikhwelo Project (Poverty Relief initiative). SANLI co-ordinates the national literacy campaign and Ikhwelo Project will enhance ABET provisioning. Ikhwelo Project will be launched within six ABET centres and will ensure educators are paid on a monthly contract basis.

All the ABET institutions have principals and SGBs.

The private sector does provide ABET in the workplace and the Department encourages them by sharing its expertise with them. There are officials from the Department who often visit ABET centres to assess, monitor and check if centres are operating frequently.

Challenges

Educators access their salaries electronically but there are delays in their payment as they have to submit proof that they have taught in the centres before they can access their salaries. This could be rectified by improving the system but the Department is struggling to address this problem.
Educators travel long distances to the ABET centres and this makes it difficult for them to attend classes frequently. This result in Learners dropping out of school.

Education for Learners with Special Education Needs

Primary School Nutrition Programme (PSNP)

Background

In a meeting held on 29 August 2001, the Department of Health made a presentation to Senior Management of the Department of Education. The said meeting decided to have a Primary School Nutrition Programme District Management Committee to facilitate the co-management of the programme.

Procurement through a tender system was piloted in two Districts namely Xhariep and Thabo Mofutsanyana during 2001.

The Programme is offered to 29 006 farm school learners, 140 692 town school learners. There are now tender specifications to ensure that parents assisting with distribution are remunerated.

Challenges

The Criteria for targeting schools has to change. The Department has proposed that provision of the programme should be such that it caters for different needs of learners.
Some schools do not inform the Department about the poor quality of food they receive.
There are discrepancies with regard to the Department’s records of and the reality of the number of learners.
Some schools do not have proper storerooms for food.
Some of the educators eat learners food.
Some schools do not stamp invoices.
Some Farm School Educators are absent when food is delivered.
There is no proper monitoring of delivery and how and when food is distributed.


The schools should include women from the communities to assist in the provisioning of food and they should be remunerated.

Early Childhood Development (ECD)

Focus Area

The main focus of the ECD is to put systems in place for the implementation of Grade R as a compulsory year of education. This entails many different facets, phases and consultations.

Implementation Plans

It is envisaged that Grade R will be a compulsory year of schooling in the Free State by 2008. The Department would prefer the process to be completed by the end of 2006.

The Department at the moment is concentrating on including 285 communities - based sites into the public school system by the end of 2003. These sites will focus on bringing the service to the poor as well as bringing the service closer to the Learners, especially those who are not close to public schools. The next phase will be putting systems in place to enable all public schools to provide for Grade R. Public schools are permitted to offer Grade R at this stage, but they will not receive any funding from the Department of Education. They are not permitted to employ a departmentally paid Educator in the Grade R class as from January 2002.



Progress to Date

160 of the 285 community – based sites have been identified. These sites were selected throughout the Free State. Farm schools are catered for as one of the categories that may qualify for the programme. From July 2002, the Management Committee of the site will receive a quarterly subsidy based on the number of Grade R Learners. The funding is given to pay the Grade R practitioner and to upgrade the Grade R Facility. A further 125 sites will be identified during this year and they will receive funding as from December 2002.

School Governance in Public Schools on Private Property (Farm Schools)

Governance

There are about 552 Farms Schools and 29006 total number of Farm Learners in the Free State Province. The majority of farm schools are primary schools and have fewer than 300 learners. The School Governing Bodies are composed of only the Principal and two parents.

Challenges faced by School Governing Bodies (SGBs)

Due to low-income levels of parents, it is difficult to raise funds to develop the schools.

Learner enrolment is never stable due to the constant migration of parents to towns or township and then back in some cases.

Power relations and contestation of turf between parents (SGBs) and Farm Owners as to who is in charge of managing and governing schools on farms.

Capacity building is hindered by the following:


The level of literacy of parents
Non – attendance of capacity building workshops due to long hours worked by parents as farmworkers and failure to secure leaveand non – approval to attend by employers
School Governing Bodies not understanding the critical role and functions that they have to play as bestowed by the South African Schools Act.

Primary School Nutrition Programme

There are discrepancies in the Department’s records and reality regarding the number of Children who are supposed to be beneficiaries..
The Department has not received reports of poor quality of food received.
The Department has not received reports on unhygienic preparation of food,
Some schools do not have adequate storage for the food received.
Reports have been received of educators eating Learner’s food.
Some schools do not stamp the invoices when food is delivered.
Sometimes educators are not present when food is delivered.
Personnel assisting with the food preparations are sometimes not remunerated.
Criteria for targeting schools is not clear.

Visit to Maboloka Primary School

Establishment of School

The school started at Strydom College and was housed there. It was a community school before being registered as a public school. The school is situated near an informal settlement and experiences vandalism, and burglary. No security guards are employed to curb the crimes. The school does not have adequate administration space needed to accommodate the principal, HODs and staff.

There are 880 learners and 26 Staff members - 24 educators, including the Principal and 4 Head of Departments of which one is a female and 2 Administration Clerks. There are no cleaners in the school except for two volunteers from the community. School’s Teacher: Pupil ratio is 1:40.

Needs of the school

An alarm system needs to be installed to ensure that no burglaries take place.

Vacant Posts

The school has one post level vacant post since 1 June 2002.

Primary School Nutrition Programme

Nutrition is not offered in the school as it was stopped in 2000. Previously, annually an application form was submitted and in 2001, the School was informed that only two schools in Bloemfontein will be catered for.

Professional Support by the Department

The last time subject advisers visited the school was in 2000 and that was when the school requested them.

School fees

Most parents are unemployed and cannot afford to pay the school fees, which is R30.00 per year. Learners are not discriminated against or punished for their parent’s inability to pay the determined fee.

Corporal Punishment

The principal has attended a workshop on alternatives to corporal punishment but has not cascaded the workshop on alternatives to corporal punishment for the educators.

Although corporal punishment is not implemented in the school, educators feel that it
should be reinstated. Educators use alternative punishment such as after school
detention.

HIV/AIDS

The school has an HIV/AIDS programme and an HIV/AIDS task team. 4 educators have attended an HIV/AIDS workshop. Learners have been made aware of the virus through drama and puppet shows. Debates on the virus are held with different schools. Provision for educators to assist or stand in should one be infected and is unable to attend school has not been made. It is difficult for learners and educators to disclose their status.

Twining of Schools

The school works with a farm school, S. Eunice Secondary School that is well resourced. It also works with Botlehadi School where both schools engage in debates on Outcomes Based Education. Botlehadi offers computer training to the Educators of Mabaloka Primary School.

Initially the school was not aware of the twining programme hence they did initiate twining with other schools.

Educator Discipline

No problems are experienced regarding absenteeism, late coming and overall discipline of educators.

Clustering of Schools

There is clustering of educators from both previously advantaged and disadvantaged schools. Educators attend workshops held from both sectors and they share information.

Sharing of information

Some schools are willing to offer learners training such as computer training in their schools.

Outcomes Based Education

The Department is not offering adequate workshops for educators but educators are doing their best to learn.

Learner Support Material

Stationery and books were received at the end of November 2001 and were distributed as soon as school re opened. The stationery was received though was not adequate for all learners. Some learners have to sacrifice their stationery for learners in other grades.

Educators need good quality photocopying machines as presently the school has only one small photocopying machine.




Disability

Disabled children who want to register at the school are referred to schools that are better equipped to cater for their special needs.

Child Abuse

Educators do not engage in improper sexual relationships with learners. Some learners have reported incidents of abuse from their families. The Child Protection Unit does offer support to learners by visiting the affected learners and make follow-ups to ensure that perpetrators are brought to book.

Capacity Building Programme for SGB’s

Only two workshops were offered for SGBs in the past year and they feel that they need to enable them to effectively govern the school.

Training of Educators as Counselors

One Educator has attended a course to equip her to be able to counsel learners that have been abused. 3 educators attended a special remedial workshop but the educators feel they need more training.

Challenges

Some parents are unemployed and cannot take responsibility of their children, for example they cannot afford to provide their children with schoolbooks not provided for by the Department and school uniforms.

There are learners who are orphans in the school and children who were abandoned by their parents and who live in a place of safety. These children need to be offered parental guidance and rehabilitation.

Visit to Schreiners Claim Combined School - 23 July 2002

Background

The school is built on a piece of land that was donated by Mr Hercules De Jager in 1988. Land was donated to the former manager who was interested in building in the area. The school was built in 1988 and started with 8 educators including the Principal, two temporary deployed Educators and 174 learners.

The school has 2 computers, 1 fax machine, 2 overhead projectors and a telephone installed by the Department. Amanziwethu Rand Water donated 1 computer and 1 overhead projector.

The clerk and one teacher who are computer literate use the computers. The teacher will soon provide computer training for learners.

The school has one Head of Department recently appointed outside of the school. He started on 22 July 2002. The school starts from Grade 1 – Grade 12.

Grade 1 – Grade 3 is clustered in one class with 22 learners; Grade 4 – Grade 6 is clustered in one class with 27 learners; Grade 7 – Grade 8 is clustered in one class with 55 learners; Grade 9, Grade 10, Grade 11 and Grade 12 are in separate classes with 70 learners.

The principal teaches Grade 8, 11 and 12.

School fees

The school fees for Grade 1 – Grade 6 is R35.00. The Principal withhold School Reports of Learners who do not pay their school fees as some learners do not pay their school fees when in fact their parents had given them.

Pass rate

In 2001, the school had 12 learners in Grade 12 and only 4 learners passed and those who failed could not repeat as they were over age. The pass rate for Grade 12 in 2001 was about 39,5%, in 2000 it was 40 % and in 1999 50 %. The reason for the low pass rate in 2001 is that the principal went on maternity leave and another teacher was sick from July – October 2001 and passes away.

Outcomes Basic Education

Outcomes Basic Education makes it difficult to teach multi-grade classes.

Distance Travelled

The longest distance walked by learners to and fro school is 34 kilometres. Some learners use bicycles to travel to school but when there is snow they do not come to school as it becomes difficult for them to cycle.

About 6 of the teachers stay in the teachers quatters made of mud. Water is available from two water tanks.

Playgrounds

There are open playgrounds in the school but facilities are not adequate. Two pupils in the school are in the provincial netball team.

The school has an outside Auditorium built by the Farm Manager and is used for Concerts, Cultural Functions, Parent’s meetings.

The Private Sector has contributed towards the development of the school’s infrastructure. It is very difficult though to maintain the condition of the school buildings due to parent’s income level and little or no prospects of successful fundraising opportunities.




School Hostels

The school hostel accommodates 20 learners, 10 girls and 10 boys and is a self-catering hostel.

Stationery and Books

Books are normally received in the second month of the year. In 2001, stationery was received in November and textbooks were received in February 2002. The school does not have enough textbooks for Geography and two learners have to share one textbook.

Corporal Punishment

The school does not practise corporal punishment and does involve parents when disciplining learners.

Primary Nutrition Programme

The school does receive feeding scheme for the learners and delivery is done on Mondays and Wednesdays.

School Governing Body (SGB)

A meeting with SGBs is rarely scheduled, as there are some parents who work until late and who work far from the school.

Workshops

In 2001, Educators and Learners attended workshops but in 2002 the Educators could not.

Parent to School Relations

Meetings with parents of Learners are held every term but most parents are unable to make it for the meetings as they work long hours. The Principal still has to meet with the employers of the parents to request them to allow parents to attend school meetings.

The school is in a good condition and there are public telephones and a library.

Challenges

Late coming of learners due to the long distance that they have to travel.

Sometimes the woman who assist with the preparation of food does not come to school due to non - payment or late payment by the service provider.

The school needs water taps to be installed, toilets and a new Educator’s quarters.
As from next year 2003, the new School Manager does not want the hostel to operate because 30 of his sheep were stolen and slaughtered and he believed the boys from the hostel stole them.

There was no written agreement between the former Manager that donated the farm and the Department hence the new manager is able to close the hostel.

Visit to Bethlehem Comprehensive School

Background

The School started in 1986 as a primary school with 400 learners. The school moved to a new building in 1989 with 900 learners.

The school has three Heads of Department and one vacant Head of Department post, which have been advertised. At management level there are 6 males and 1 female.

Vacant Posts

There are 37 educators and the school needs only 27 educators and 10 educators have to be redeployed.

The school is in need of Woodwork, Typing and Accounting Educators and the post of the Woodwork Educator has been advertised. There are volunteers who teach Typing and Accounting and the Department do compensate them with R300.00 a month.

Pass Rate

Grade 12 pass rate started to deteriorate in 1994 due a decline in learner discipline.

1991 – 61 %;1993 – 50 %;1994 – 34%; and 1995 – 30%.

In 1996 COSAS (Congress of South African Students) was engaged more in political activities and were not concentrating on their studies. In 2000 the school had an 8% pass rate and learners were engaged in gangsterism but this was curbed through the assistance of the police.

In 2001 the school has only 24% pass rate in Grade 12 results.

The school was meant to be a Comprehensive and there has been a lot of confusion as to what the school was intended to be. All pupils were forced to study Mathematics and this also contributed to the high failure rate.

Teachers

Educators have been supplied with SACE documentation on Educators Code of Conduct, disciplinary procedures and policies, however this has not improved their commitment to work, late coming, bunking of classes and a laser faire attitude prevails among educators.

Primary Nutrition Programme

There is no feeding scheme offered in the school.

No of Orphans

The Principal has no consolidated the exact number of orphans in the school but there are more than 4 orphans. Social Workers visit the school.

Corporal Punishment

Corporal punishment is no longer used in the school and Educators punish Learners by ensuring that they do manual work after school.

School Governing Body

The School Governing Body was democratically elected and is very active in the school. It has assisted in ensuring that the environment is conducive for learning by installing new doors and the gate in the school. The Department was requested to install the alarm system to assist in which curbing vandalism in the school.

Parents have attended a five-day training on Financial Management and a two-day crush course workshop held and all programmes were dealt with in that workshop.

HIV/ AIDS

No one has disclosed their status in the school. Both Educators and Learners have attended workshops and training on HIV/AIDS. Learners are taught about HIV/AIDS. The school has invited people who are HIV positive to talk to the learners about their experiences.

Absenteeism and Late Coming

According to the Principal, the school is managing absenteeism well and mechanisms are in place to detect absenteeism. Some educators gave a different view to the delegation. According to them there are educators who come to school late on numerous occasions.

Relations between Educators and Learners

Parents are complaining about the relations between Educators and Learners. For example, Educators use abusive language when communicating with Learners and Learners are scared to ask for explanations and questions of clarity as Educators take an offence when asked to explain an issue.

Subject Committees

Subject Committees do not exist in the school.



School Fees

The school fee is R100.00 as adopted on by the School Governing Bodies from different schools in the area because Learners started demanding for a farewell for Grade 12. SGB’s are scared to raise the fees because if they do, this might result in a drop in learner enrolment.

Relations between School and Community Police Forum

Educators are not part of the Community Police Forum. The school has its own newly established Security Committee, which comprises of educators.

Challenges

The school premises is opposite a tavern and the Department has recommended that the school management should discuss with the tavern owner about the problems the school encounter, but up to now the principal has not yet met with the owner.

75 % of pupils do not live with parents and lack of parental support results in behavioural and discipline problems.

Some Educators are reluctant to teach Learners and are often late for their periods and do not teach the Learners for the whole duration of the period. Head of Departments do not conduct regular class visits and some Educators do not meet deadlines.

Most learners need specialised stationery and study material. A meeting with parents was organised by the school to urge them to buy support material for pupils. Most parents cannot afford to buy their children stationery and study material.

The School Governing Body is not aware of its role and powers it has in assisting with the functioning of the school hence it is not functioning properly.

Management operates as it wishes. It does not meet regularly and only meet when there is a crisis. The school has got a year programme with dates for meetings but everything is not done according to the programme.

Educators are demotivated and are not proud of the work they do. In staff meetings they do not air their views even though they are not satisfied with how the school is managed.

According to one educator, some educators sometimes arrive late in the school and they behave and act as they please. There are also educators who come to school under the influence of alcohol.

Educators experience some problems with regard to phase 3 of the OBE.

The Department does not appoint educators immediately after interviews have been conducted and a suitable candidate has been recommended.

The school is satisfied with the conduct of the volunteers but is requesting that the Department compensate them properly accordingly.

Resolutions and recommendations made by educators are rarely implemented and educators feel that it is a waste of time to participate in the staff meetings.

The School Management Team excludes educators in decision-making and decisions are forced upon educators.

Some educators are more favoured by the Principal and others are harassed by the Principal and are forced to redo assignments or paper work that has already been completed.

Some subjects are not taught in the school as there aren’t enough educators to teach them.

Pupils who fail are condoned regardless of the fact that they did not do well in the previous year. This is due to the fact that educators feel that it isnot the pupils fault not to have a certain subject taught because of lack of educators. This results in the pupils failing the next grade they are condoned to.

Charges made against an educator are dropped after six months and six months is not sufficient to address the problem and to consult relevant stakeholders.

Some educators are not teaching learners in the medium of instruction (English), they teach learners in Sotho.

Learners in the school are only interested in practical courses and feel that mathematics is not interested and feel that they cannot apply it practically. They are not interested in languages as they feel languages will not take them far.

Learners find it difficult to deal with exam questions, as exam questions are difficult compared to the class tests. This shows that the standard of exams is higher than the standard set in classrooms.

The Department of Education together with the Department of Safety and Security should see to it that the tavern is closed. The Department has to provide study material for the pupils.

Intervention is needed to address the fact that educators are demotivated.

Visit to Hou Ann Combined School – 24 July 2002

Background

The school was established in September 1969. Mr. Cronje who was and still is the owner of the farm was the first one to open a secondary school in the Free State. The Department and Mr. Cronje have now signed a contract.

The school has 7 Educators, a Clerk and 205 Learners. The school starts from Grade R – Grade 10 and has 7 classrooms. Grade 3 and Grade 4 are combined. The school combined 2 Grades but intends to combine 3 Grades next year.

School Equipment

The school has two photocopiers that were donated by the Department of Education. The school has a telefax and one public phone. Typing is one of the subjects that is offered at the school. All Grade 10 learners have access to typewriters.

Distance Travelled

The longest distance travelled by learners is 40km and one of the educators travel 45km to school. This makes it difficult for the learners who are behind to attend afternoon classes. The Farm Manager (owner) assists in transporting some learners and he transports them to and from school (20km).

School Building

The farm owner built one school building, and the school has a laboratory and a typing room. Though there is electricity, it is not yet connected in the laboratory. No precautious measures are taken care of for the typing room because the Department refused to approve for the installation of burglars.

The school garden is not in a good condition as there are animals grazing in the yard. The school has not received new furniture for the new block and old furniture is still used.

HIV/AIDS

The Department has offered courses and training on HIV/AIDS.

Vacant Posts

Two posts need to be filled. The school’s management team consists of the Principal and a Head of Department.

Primary School Nutrition

The school has two volunteers who assist in preparing food for the learners. The learners only receive light meals and the Department has promised to bring the warm meal but has not yet fulfilled the promise.

School Toilets

The toilets are in a good condition and have a waterborne sewerage. There are 3 toilets for the girls and 3 for the boys.

The principal is of the view that the Department still needs to solve the transport problem and the Department has proposed to demolish the old school building. The school is proposing that the building be renovated and be utilised as an administration block.

Mr. Cronje proposed that the Department should takes into account learners that have skills such as art, woodwork so that those who cannot make it through grade 12, can have the basic skills to contribute to our SA economy.

Visit to Bulfontein Hoër Skool

Background

This is a former model C and religious school, which was established in 1886. A new administration block was built in 1978. In 2001 parents decided to build school sports grounds as the stadium that was used for sports purposes had collapsed.

There are 12 white educators including the principal in the school with 302 learners. The School Management Team consists of the principal, two HODs and all are white males. 30% of the learners in the school are black.

School Governing Body

There are 6 members in the school governing body and all of them are white. Previously, before the last elections in 2000 there was one black parent.

To operate efficiently the school requires R800 000 and Department allocated R20 000 to the school.

School Fees

Learners pay R200.00 a month towards their school fees. The reason for the school’s high budget is due to the OBE requirements. For example, Government does not offer free books to the school. The school offers Grade R – Grade 12 and Afrikaans is used as a medium of instruction in the school.

Parent to school relations

Parents in general are involved in school activities and black parents are involved in High School activities. Most black learners do not come from disadvantaged families, 30% of white pupils come form disadvantaged families. The school does not offer the nutrition programme.

Corporal punishment

Corporal punishment is not applied in the school even though Educators feel it is necessary to discipline Learners who do not listen and shouting at the Learners affects them mentally. The document on alternative to corporal punishment has not been sent to the school.

Outcomes Based Education (OBE)

Educators at the school are complaining that OBE is time consuming; it takes time to get information and facts to be absorbed by learners. It also takes a lot of the Educators time to plan for the classes.

Subject Committees

Educators of different subjects are members of subject committees in different schools. They often meet with other educators to discuss the contents of the subjects they teach.

Learner Support Material

The school has no computers accessible to learners. The computer programme the school has is outdated and learners are not allowed to use these computers.

School languages/ medium of instruction

The medium of instruction used in the school is Afrikaans, English is used in classes to assist black Learners as they have to write their exams in English. Sotho is taught as a third language from Grade 4 – Grade 9 to all learners. A white educator teaches it.

Pass rate

In 2001 the pass rate was 90%, 3 black learners failed all white learners passed their Grade 12 exams. In 2000, 4 black learners failed. The language barrier causes the reason for the black Learners to fail. The learners are taught in Afrikaans and have to write exams in English. 6 Learners have completed in the inter-provincial athletics. There are only 5 learners who are studying accounting and physical science in Grade 12.

Visit to Bonong Primary Farm School

Establishment

The school was established in 1987 and had 3 Educators and 136 learners. Presently there are 66 Learners and 3 classrooms.

Grades are combined as follows:

Grade 1 – Grade 3; Grade 4 – Grade 6; Grade 6 and Grade 7.

Distance travelled

The longest distance travelled by learners and Educators is 8km.

Primary Nutrition Programme

Food is sometimes not delivered on time.

Drop Outs

There are learners who drop out of school for various reasons.

Adult Basic Education and Training

There are adults who are prepared to learn but do not have access to ABET. The nearest school that provides ABET is about 25km away from the farm.

Early Childhood Development (ECD)

The school is not ready to offer this programme as learners do not have access to ECD Programmes.

School Governing Body

The school governing body is functional in the school and parents are involved in the activities of the school. Parents have not attended a training course and have only attended a two - day orientation course.

Drop Out

There is no high school in the area within the radius of 25km, a school close by has up to Grade 9. This results in learners dropping out as their parents can not afford to send them to schools that are far.

School Fees

The school fees per year is R12.00

School Equipment

The school has no electricity, telephone, photocopier and computers.

Learner Support Material

Learner support material is received on time before the re-opening of schools in January.

The owner of the farm, Mr. D Ferreira, has offered land to the Department to build another school because the land on which the school is built is not conducive for Learners to learn properly. Next to the school, the farmer has planted some crops. The Department is now unable to build another school due to lack of funds. There are however, two schools, one is 3km away from Banong Primary School and the other is 5km away.

The farm owner prefers for one school with all the grades to be built next to Banong as the area is central and can cater for all the children who reside in the area. The delay in building a central school will result in Learners dropping out because of the long distances they have to travel.

Clustering of school

Within the Banong District, there is another school that has one classroom and not utilised.

Challenges

1. The school building is not in a good condition. It has got structural defects and the
walls are threatening to collapse at any time.

2. There are no water taps within the schoolyard. Water is accessed from a borehole
and sometimes is not clean.

3. The school has only two pit toilets, which cannot adequately cater for the whole
school.

Visit to Sello Intermediate School – 24 July 2002

Mr Le Roux, who is the farm owner also met with the delegation in Bonong Primary School.

Farmers Grievances

Farmers in the area are committed into ensuring that schools are built in the area. Mr Le Roux has built the school at a cost of R180 000.00 and is proposing that agricultural courses be taught.

1. The Department does not inform the Farm owner when there are new Educators appointed.

2. Grade 8 and Grade 9 Learners did not write their June exams this year.

3. Learners are forced to chop woods and the farmer does not condone child labour.

4. The school principal does not communicate with the owner. For example, the water
tap was broken and the farmer was not informed. The rubbish tank was full and the
farmer was not informed to drain it. When it was drained there were condoms and
learners do not use condoms.

5. Parents who are in the School Governing Body are not involved in shortlisting of
candidates and in the school’s activities in general.

6. The Educator locks the toilets and Learners are not allowed to use them.

7. Inspectors do not visit the school even when requested and the last time they did was
two years ago.

8. For the past three months, learners have not been taught.

The Department should engage farmers and inform them of new appointments and to ensure that schools that are built are utilized and that issues that affect Learners should be addressed immediately.

Visit to Sekweng Combined School

The delegation met at Sekweng Combined School with both Educators from Sekweng Combined School and Hanover Combined School.



Establishment


The school was established in 1962 and moved to a new site in 2000 with 5 classrooms. There are 6 educators and 169 learners.

Distance Travelled

The longest distance Learners travel to school is 20 Kilometres. Some learners travel to school by public transport and the school is 8,5 kilometres from town.

School Nutrition Programme

With regard to the feeding scheme deliveries are sometimes not done. The school would prefer to manage the feeding scheme so as to ensure that Learners are fed daily. The parent assisting with food preparations is no longer willing to assist, as she is sometimes not reimbursed for her services.

Outcomes Basic Education

Educators were offered a 40-hour training on OBE and a workshop. The school does not have adequate resources for the Learners. For example, there is no library in the school and learners have to go to the town library. The town is 8,5 Kilometres from school and by the time they arrive in town the library is closed. Educators employed in the school are not enough and those that are there are struggling to teach OBE. Grade 6 and Grade 7 are combined and OBE is not taught in Grade 6.

Dropouts

In 2002 there were few dropouts but the school is expecting dropouts in the second semester.

School Governing Body

The School Governing Body is functional and was involved in the shortlisting and interviewing of candidates. Parents though have not received any formal training from the Department. There was a workshop that was arranged by the Department but it did not materialise. The SMD’s were not invited to the workshop. The school is going to be involved in fund raising projects. Funds will be raised through stokvels. Engen has promised to sponsor the school.

After passing from the school, some learners enrol in Bloemfontein High Schools and some enrol in the township school. Most of the learners who enrol in the township school drop out.

The farm owner does offer some assistance to the school. For example, he assists in cutting the grass in the schoolyard and supply the school with water. The Department has promised to supply the school with water but so far nothing has been offered.



Learner Support Material

The Department has delivered learner support material for the foundation grades once this year. Learner support material for senior grades has not been delivered.

School fees

The school fees per year are R40.00 and some learners still have outstanding fees for the year 2001. Almost half of the Learners have not paid their school fees. The Department has promised to build toilets in the school but so far has not.

Challenges

There is lack of communication between the school and the Department. For example, when workshops are conducted the Department fail to inform the school.

Hanover Combined School – 24 July 2002

The school is about 30 kilometres from town and was established 30 years ago. There are 14 Educators and 365 Learners. The school offer grade 1 – Grade 12.

Distance Travelled

The longest distance travelled by learners is about 20 Kilometres.

Corporal punishment

Corporal punishment is not practised in the school and most Educators do not have the document on alternatives to corporal punishment.

School Nutrition Programme

There are parents who offer their services and who assist in preparing meals for the Learners. There are however delays in the remuneration of these parents and the last payment they received was in April 2002. They are now reluctant to offer their services.

Outcomes Basic Education

The school has no library and the one in town is far and this makes it difficult if not impossible for learners to have access to a library. Training on OBE has been offered to learners even though it is not easy for them to practise.

Pass rate

The pass rate for Grade 12 has been decreasing in the past four years. In 1998, the pass rate was 75 %, In 2000, the pass rate was 17% and in 2001, the pass rate was 13%. The reason for the decline is due to the lack of Educators for certain subjects. Most of the educators who are trained for primary teaching end up teaching up to Grade 12. Most of the Learners are demotivated and do not see themselves studying further than High school. They feel that they cannot afford to study in tertiary institutions and are not informed of NSFAS.

The school building is dilapidated and some classrooms do not have roofs. The school walls have holes and bees host themselves in the walls. In summer the bees sting the learners and this makes it difficult for learners to concentrate during.

Recommendations

MPUMALANGA

The Department of Education should delegate the appropriate functions and powers to the District offices within the applicable legal framework so that they can take full responsibility; thereby promoting governance mattera such as accountability, transparency, efficiency and flow of information.

Communication between the MEC’s Office and the District offices as well as between the District offices and the schools needs a drastic improvement.

The farm schools need a special dispensation for post provisioning.

The newly established inclusive schools need special attention, especially in terms of ramps and toilet facilities.

There is a need for a special programme to provide toilet facilities in most of the schools as this is a health hazard.

There is a need for Departmental supervision of repair work commissioned by the Department as reflected in the shoddy construction of flushing mechanisms of most toilets.

The distribution of Learner Support Materials (LSM), Outcomes Based Education (OBE) materials, stationery and textbooks needs a special attention. Procurement/provisioning processes of LSM to be tightened up such that financial accountability is enhanced.

The programme of provisioning of scholar transport needs to be fast tracked.

The provision of substitute teachers needs to be improved.

The reliance on parents to provide pots and other necessities for the provision of the School Nutrition needs to be reviewed. The exclusion of townships schools from the programme also needs to be reviewed.

The urgency of greater emphasis to be placed on HIV/AIDS awareness like, workshops and counseling programmes.

FREE STATE

The Department of Education to liaise with relevant departments to ensure that no taverns are permitted within a legally defined radius from Schools.



The effectiveness of the Primary School Nutrition Programme should be closely monitored to ensure that targeted learners are reached, mismanagement and corruption are curbed. As part of government’s poverty alleviation strategy, the participation of women groups in the form of cooperatives should be explored.

The Free State Education Department to intervene in the non-payment / delayed payment of women assisting in the provision of feeding scheme at school levels.

The partnership and cooperation between farmers and the Free State Education Department should be nurtured through the creation of a unit to focus on liaison with farmers on a regular basis.

The Free State Education Department should improve on its communication with schools and other stakeholders, e.g. letters received should be promptly responded to.

The Farm Schools Clustering Hostel Model of education provisioning piloted in the Southern Districts should be extended where possible, to all rural communities as it eliminates transport problems, late coming, multi-grade
teaching and transforms farm schools into well resourced centres of excellence.

Clustering of Schools and exploration of twinning arrangement to be considered to assist schools with little or no prospect of successful fundraising opportunities.

To improve on monitoring and evaluation of programmes, Circuit Managers should visit schools on a regular basis to give professional support and guidance.

The Department should consider extending Performance contracts to District Managers in order to hold them accountable for service delivery rendered at the level of circuits.

Functionality of School Governing Bodies needs to be monitored to ensure that they perform roles and functions allocated to them in terms of the South African Schools Act.

The Free State Education Department should give priority to the expansion of ABET to rural communities, the provision of ELSEN (Education for Lerarners with Special Education Needs), its location and programmes.

Adequate resources need to be allocated to eliminate the shortage of textbooks in schools.

The Free State Education Department to conclude the process of written
agreements between the department and farmers.

The redeployment process in the province should be finalised to bring stability to schools. The Free State Education Department should speed up appointment of educators after interview processes are concluded by School Governing Bodies.

The Free State Education Department should discourage the teaching of African languages by inappropriately qualified white educators and instead encourage integration at the level of teaching staff and governance.

Learning Area Managers should ensure that Head of Departments at school level establish and maintain functional subject committees to develop subject policies, discuss problematic subject areas and to familiarise educators with curriculum changes and exchange of ideas teaching techniques / methods.

The MEC for Education should initiate a process to review the language policy at Bultfontein Hoër Skool so as to prevent a situation where Black learners are taught in English and are expected to write examination in Afrikaans, resulting in the high failure rate amongst Black learners.

The Policy Document – Alternatives to corporal punishment should be workshopped to educators and be widely distributed.

The provision of water and sanitation at schools should be prioritised.

The Free State Education Department should partner with the Department of Labour and organised Farmers Union towards the eradication of child labour in the farming community.

Information regarding National Student Financial Aid Scheme should be provided to all Secondary Schools.

Information regarding National Student Financial Aid Scheme should be provided to all Secondary Schools.

The Free State Education Department should discourage cluster school fee
determination as each school should have its own school Development Plan.

The training model for School Governing Bodies to be reviewed, as two days crash courses are inadequate to empower school governors to perform their functions.

The Free State Education Department should discourage cluster school fee
determination as each school should have its own school Development Plan.

School Management Teams should be empowered to implement Educators
Code of Conduct disciplinary procedures and processes.

Circuit Managers should develop programmes to visit schools on a regular basis and ensure that schools have management plans and that school management team meetings and staff meetings are held regularly.

Implementation of OBE in multi-grade classes brings about enormous difficulties and needs to be reviewed.

The following are the issues that need immediate attention by the MEC for Education in the Free State province:

Holding of reports due to non-payment and closure of hostel at Schreiners Claim
Learners forced by educators to chop wood and allegation that learners not being taught for three months at Sello Intermediate School.

Conclusion

The delegation has managed to attain all the objectives of the visits but only able to visit few schools in both provinces.

Both reports will be debated in the House early in 2003 and both MEC for Education in Mpumalanga and Free State will be called to appear before the Committee to respond to issues as reflected in the report.

The Minister will invite farmers in both provinces during the Education Budget speech for commendation.

List of participants

Mr C N M Padayachee, MEC for Education, Mpumalanga Province
Mr E Zwane, PA to the MEC for Education, Mpumalanga Department of Education
Dr M T Mashinini, Head of Department, Mpumalanga Department of Education
Dr H Van Zyl, Director: FET, Mpumalanga Department of Education
Mr S J Mkhwanazi, Acting CES: Curriculum, Mpumalanga Department of Education
Mr S E Sukati, Director: HRD, Mpumalanga Department of Education
Mr J R Molai, Director:GET, Mpumalanga Department of Education
Ms L G Ntuli, Official, KwaMhlanga office, Mpumalanga Department of Education
Mr J J Mabena, Acting Director and CES, KwaMhlanga Office, Mpumalanga Department of Education
Mr M D Masombuka, Community liaison, KwaMhlanga Office, Mpumalanga Department of Education
Mr B P Mahlangu, Labour Relations, Groblersdal Office, Mpumalanga Department of Education
Mr Z G Skosana, Circuit Manager, KwaMhlanga Office, Mpumalanga Department of Education
Mr M S Maisela, Circuit Manger, Mpumalanga Department of Education
Ms S J Mahlangu, HOD: Economic Sciences, Silamba S S School
Ms M M Sebothoma, HOD: Natural Sciences, Silamba S S School
Dr E N Mabena, Principal, Silamba S S School
Ms M Maahlo, HOD: Languages, Silamba S S School
Ms A M Sidinile, HOD: Social Sciences, Silamba S S School
Mrs N E Kgosana, Principal, Makerana P School
Ms L M Ngwenya, HOD, Makerana P School
Ms M T Masango, HOD, Makerana P School
Ms L P Boshielo, Deputy Principal, Makerana P School
Mr M Mthembu, Educator, Makerana P School
Mr F L Malapela, Educator, Makerana P School
Mr R Thwala, Deputy Principal, Hlonipha S S School
Mr M S Mabasa, Principal, Hlonipha, S S School
Mr J T Ngwenya, HOD, Hlonipha S S School
Mr L M Moja, Acting HOD, Hlonipha S S School
Mrs L J Mnguni, Acting HOD, Hlonipha S S School
Ms E B Jiyane, Prinicipal, Mnyamana P School
Ms P W M Nkosi, HOD, Mnyamana P School
Mr M M Mahlobogoane, Deputy Principal, Mnyamana P School
Mr L P Mashilo, SGB member, Mnyamana P School
Mr M N Mokone, SGB member, Mnyamana P School
Ms T J Mophethe, Assistant educator, Remahlatsi P School
Ms A Mazibuko, Assistant educator, Remahlatsi P School
Mr M L Mabena, SGB member, Remahlatsi P School
Ms N V Skosana, Principal, Remahlatsi P School
Ms L S Skhula, Educator, Tetema P School
Ms M Mnguni, Educator, Tetema P School
Ms J M Mwenda, Principal, Tetema P School
Mr D M Block, Educator, Sitjhejiwe S S School
Mr M D Mtsweni, Educator, Sitjhejiwe S S School
Mr E Baloyi, Educator, Sitjhejiwe S S School
Mrs W M Shaku SGB member, Sitjhejiwe, S S School
Mr D A Dladla, Principal, Sithejiwe S S School
Ms M L Chauke, Deputy Secretary: SGB component, Sitjhejiwe S S School
Mr W J Dlamini, Principal, Siyazama Primary School
Mrs G Nkosi, Principal Phumula Primary School
Mr Myburg, Principal, Ermelo Primary School
Mr Shange, Principal, Masizakhe Sec. School
Mrs D Mashaba, Principal, Mkhomazi Primary School
Mr M A Zikhali, Circuit manager, Eastvaal region
Mr V A Mathebula, Circuit Manager, Eastvaal region
Mr O M Thela, Circuit Manager, Eastvaal region
Mr B J Malinga, Senior Phase educator, Siyazama P School
Mrs N N Masinga, Circuit Manager, Eastvaal region
Ms N C Masilela, Intermediate educator,Siyazama Primary School
Mr J Z Dlamini, Principal, Siyazama Primary School
Ms M M Ngcobo. Foundation phose educator, Siyazama Primary School
Mr T Kuhlase, Senior phase educator, Siyazama Primary School
Mrs N G Nkosi, Principal, Phumula Primary School
Mrs E L Sibiya, HOD, Phumula Primary School
Mrs N T M Sibanyoni, HOD, Phumula Primary School
Mrs N J Nkonyane, HOD, Phumula Primary School
Mrs M E Mbokane, Deputy Principal, Phumula Primary School
Mrs S S Nzimande, Phumula Primary School
Ms K J Buthelezi, SGB member, Phumula Primary School
Mrs M Kriel, SGB member, Ermelo Primary School
Mrs E S A Marais, HOD, Ermelo Primary School
Mrs S M Nel, Admin. Staff, Ermelo Primary School
Mr J L Myburg, Principal, Ermelo Primary School
Mr H A Abbott, Deputy Principal, Masizakhe Sen. Sec. School
Mr Z G Dludlu, Chairperson, SGB, Masizakhe Sen. Sec. School
Mrs N A Grootboom, Treasurer SGB, Masizakhe, Sen. Sec. School
Mr B M Nkosi, HOD, Masizakhe, Sen. Sec. School
Mr M T Mhlabane, HOD, Masizakhe, Sen. Sec. School
Mr P F Ngomane, HOD, Masizakhe Sen. Sec. School
Ms A Mnisi, Chair of community services in the council
Mr P W Zwane, Educator, Mkhomazi Primary School
Ms E Nxumalo, SGB member, Mkhomazi, Primary School
Mrs J S Msina, eductor, Zinikeleni Sec. School
Mr MM Shiba, educator, Zinikeleni, Sec. School
Mr A M Mngomezulu, Principal, Zinikeleni Sec. School
Mrs E N Zungo, SGB member, Zinikeleni Sec. School
Mr A N Mahalngu, Deputy Principal, Zinikeleni Sec. School
Mr D C Fakude, Deputy Principal, Zinikeleni Sec. School
Mr N M Nhlapho, SGB member, Zinikeleni Sec. School
Mr J D Magubane, SMT/SGB member, Zinikeleni Sec. School
Mr Khoza, Circuit Manager, Mgwenya Circuit, Nelspruit
Ms M Magagul-Khoza, ECD Curriculum Implementer, Mpumalanga Department of Education
Ms R Ollewagen, ECD Curriculum Implementer, Mpumalanga Department of Education
Ms L M Van der Nest, ECD Curriculum Implementer, Mpumalanga Department of Education
Ms N M Ndlovu, ECD Curriculum Implementer, Mpumalanga Department of Education
Mr H J Nkosi, Principal, Crocodile Valley Primary School
Mrs Tyrphina, SGB member, Crocodile Valley Primary School
Ms N M Manana, Educator, Crocodile Valley Primary School
Mrs H V Mkhatshwa, HOD, Crocodile Valley Primary School
Ms J J Zondi, Educator, Crocodile Valley Primary School
100. Ms D T Nzima, Educator, Crocodile Valley Primary School
101. Mrs N R Mngomezulu, Chairperson, SGB, Crocodile Valley Primary School
102. Mrs A J Maseko, Educator, Crocodile Valley Primary School
103. Ms N L Maziya, Educator, Crocodile Valley Primary School
104. Mr Y N Ndimande, HOD, Tekwane Primary School
105. Ms N D Maphanga, Principal, Tekwane Primary School
106. Mrs G S Maseko, Principal, Tenteleni, Primary School
107. Mrs S A Chambale, HOD, Tenteleni, Primary School
108. Mrs E S Khoza, Deputy Principal, Tenteleni Primary School
109. Mrs G D Nkosi, HOD, Tenteleni Primary School
110. Mrs A J Cox, HOD, Tenteleni Primary School
111. Mrs F H J Siboza, Principal, Lekazi Central High School
112. Mr E J Radebe, Deputy Principal, Lekazi Central High School
113. Mr B C Shabangu, HOD, Lekazi Central High School
114. Mr N Gwambe, HOD, Lekazi Central High School
115. Mr D M Soko, HOD, Lekazi Central High School
116. Ms M S Mhlongo, Lekazi Central High School
117. Ms D D Mahlolobeni, HOD, Lekazi Central High School
118. Mrs N B Hlabangane, HOD, Lekazi Primary School
119. Mrs Z L Mhlanga, HOD, Lekazi Primary School
120. Mr P M Siboza, Deputy Principal, Khaliphani Secondary School
121. Mr F S Magagula, HOD, Khaliphani Secondary School
122. Mr M M Sibande, Khaliphani Secondary School
123. Mr A B Simelane, Khaliphani Secondary School
124. Mr B B Gwambe, Principal, Khaliphani Secondary School
125. All members of SGBs, communities and schools visited
126. Mr MEC P Kganare, MEC for Education, Free State Province
Dr MC Mwalia, Head of Department; Free State Department of Education
Mr TB Khunyeli; Deputy Director General – School Management; Free State Department of Education
Mr TNT Lioma, Deputy Director General; Free State Department of Education
Mr K Khoarlei, Chief Director; District Management and Governance; Free State Department of Education
Ms DM Dienaar; ECD; Free State Department of Education
Mr F Kok; EMIS; Free State Department of Education
Mr MW Jacobs; FET; Free State Department of Education
Mr KJ Mosoeu; ABET; Free State Department of Education
Mr SJ Mohlahle; ELSEN; Free State Department of Education
Mr TN Thunya; PSPN and Governance in Farm Schools; Free State Department of Education
Mr P Kgarane, MEC for Education, Free State Province
Mr CH Lubbe; DCES; Management and Government; Free State Department of Education
Mr TM Mopeli; DCES; Management and Governance; Free State Department of Education
MrTD Shale; Principal, Mabaloko Primary School
MrD Maleke; Clerk, Mabaloko Primary School
Mr TJK Sello; Mabaloko, Educator, Mabaloko Primary School
Mr KS Mxakaza, Educator, Mabaloko Primary School
Mr AM Khabele, Educator, Mabaloko Primary School
Ms MP Lietsiso, Educator, Mabaloko Primary School
Ms N F Makatla, Educator, Mabaloko Primary School
Mr R J Rasaphei, Educator, Maboloko Primary School
Mr K E Mafata, Educator, Maboloko Primary School
Mr KD Tlali, Educator, Maboloko Primary School
Ms MJ Montso, Educator, Maboloko Primary School
Ms M ALala MA, Educator, Maboloko Primary School
Ms MC Lechwana, Educator, Maboloko Primary School
Mr J R Sello, Educator, Maboloko Primary School
Ms LM Poshadi, Educator, Maboloko Primary School
Mr SM Mtimkhulu, Educator, Maboloko Primary School
Mr TS Mango; Educato,r Maboloko Primary School r
Mr AD Ramabolu, Educato, Maboloko Primary School
Ms LN Tlatsi; Educator, Maboloko Primary School r
Ms MK Maetlane, Educator, Maboloko Primary School
Ms LEB Tau; Educator Maboloko Primary School
Mr HS Motsumi, Educator, Maboloko Primary School
Ms MM Molehi, Educator, Maboloko Primary School
Ms AM Seroalo, Educator, Maboloko Primary School
Mr KB Magano, Educator Maboloko Primary School
Mr RL Senakgomo; Educator Maboloko Primary School
Ms I Masiu; Non Educator Maboloko Primary School
Ms N Spamla; Non Educator Maboloko Primary School
Ms SD Silosana; School Governing Body Schreiners Claim Combined School
Ms ME Mazibuko; Principal Schreiners Claim Combined School
Mr TP Motloun, Head of Department Schreiners Claim Combined School
MrPN Nthunya; School Managemnent Team, Bethlehem Comprehensive School
Ms LM Mokoena; School Governing Body, Bethlehem Comprehensive School
Ms WL Human; SMD co-ordinator, Bethlehem Comprehensive School
Ms MM Tshabalala, Assistant Teacher, Bethlehem Comprehensive School
Ms TB Msibi; Assistant Teacher, Bethlehem Comprehensive School
DJ Motaung; Educator, Bethlehem Comprehensive School
MJ Tshabalala; Educator, Bethlehem Comprehensive School
MT Maseko; Educator, Bethlehem Comprehensive School
MS Lukhele; Educator, Bethlehem Comprehensive School
MA Mazibuko; Educator, Bethlehem Comprehensive School
PR Mofokena; Educator, Bethlehem Comprehensive School
MP Nhlapo; Educator, Bethlehem Comprehensive School
LM Mosango; Educator, Bethlehem Comprehensive School
Mr MR Moloi, Educator, Bethlehem Comprehensive School
PS Sibaya, Educator,
Ms ME Sekete; Volunteer Temporary Teacher
KD Matlapane; Educator (Temporary)
MM Ntsoane; Educator
BJ Motluning; Deputy Principal
ML Moeketsane; Educator
PD Motsoetse; Educator
NV Motatinyane; Educator
MD Monatisa; Educator
JS Sawer; Deputy Principal
SP Motaung; Educator
SJ Moekena; Educator
SM Mofokeng; Educator
MM Peter; Educator
MS Maseko; Educator
PP Zulu; Educator
MM Ditsele; Head of Department
TR Mokoena; Educator
LC May; Educator
AS Phale; Educator
MP Maduna; Educator
MA Maseko; Educator
TP Mashishini; Head of Department
PA Mabuya; Educator
PL Motloung; Head of Department
MA Phakathi; Educator
Mr KD Motsatse, Principal, Hou Ann Combined School
Mr Burger, Hou Ann Combined School
Mr Cronje, Hou Ann Combined School
Mrs J Basson ; Principal, Bulfontein Hoer School
Mr H Eddy; Head of Department, Bulfontein Hoer Skool
Mr Uys J, Head of Department, Bulfontein Hoer Skool
MP Simelane ; School Management Team, Ponong Primary Farm School
Ms MJ Molete Ponong, Primary Farm School
Mr DBW Ferreira, Ponong Primary Farm School
Mr DJ T Le Roux, Ponong Primary Farm School
Mr JP Le Roux (Jappie), Ponong Primary Farm School
Mr M M Macwili; School Management, Sekweng Intermediate School
Ms McDane; School Governing Body Sekweng Intermediate School
L Kwantsi; Vice Chairperson; School Governing Body, Sekweng Intermediate School
Mr ME Moshe; Educator, Sekweng Intermediate School
HS Reukes; Principal Sekweng Intermediate School
GT Skosana; Educator, Sekweng Intermediate School
MJ Rakotsoana; Head of Department, Sekweng Intermediate School
Mr MC McCallaghan; Head of Department, Hanover Combined School
Ms Sehuba; Head of Department Hanover Combined School
Makomela; School Governing Body Hanover Combined School

Report to be considered.