Report of the Portfolio Committee on Basic Education on oversight visits to Limpopo, Northern Cape, KwaZulu-Natal and the Eastern Cape Provinces, dated 12 March 2013
 

The Portfolio Committee on Basic Education, having undertaken oversight visits to Limpopo, Northern Cape, KwaZulu-Natal and the Eastern Cape Provinces, reports as follows:

 

Executive Summary

 

The Portfolio Committee on Basic Education conducted oversight visits to underperforming districts in Limpopo, Northern Cape, KwaZulu-Natal and the Eastern Cape between 14 January and 24 January 2013. The purpose of the oversight was to assess the state of school readiness for 2013 in these districts and provinces. The framework for the visits was guided by key interventions and priorities set out in major government plans to ensure that enabling conditions for quality teaching and learning are established. In this regard, the Committee focused on critical areas such as the state of the school environment; the supply and training of teachers; readiness to implement the Curriculum and Assessment Policy Statement (CAPS) with emphasis on the Intermediate Phase; the state of admission and registration of learners; the delivery of textbooks, workbooks and stationery; the functionality of school governance and management bodies; and, the availability of learner transport and school nutrition to qualifying learners.

 

As part of the oversight, the Committee received briefings from MECs and senior officials of the Provincial Departments, districts and teacher unions on aspects of school readiness. The Committee also visited a total of 27 schools (18 secondary and nineprimary schools) where members held meetings with stakeholders in order to learn first-hand the state of school readiness and to discuss the challenges faced by schools.  

 

Key findings

 

Overall, the Committee found many indications of positive preparations made in terms of readiness to start the school year in 2013. Provinces and districts had put requisite plans in place, in varying degrees, to ensure effective teaching and learning. These included interventions and initiatives to assist schools to deal with poor performance. Textbooks, workbooks and stationery were delivered to the majority of schools, the process having begun in 2012. Teaching and learning had commenced on the first day of the academic year, in many of the schools visited. Teachers had received the necessary training to implement CAPS in most schools. Some schools had developed plans detailing strategies for learner improvement. The Committee also found that the National School Nutrition Programme, which advances learner wellness and thus impacts on quality teaching and learning, had also commenced smoothly in many schools. In addition, schools had received their tranche of the norms and standards funding.

 

The Committee also observed in some provinces, areas of best practice that could be replicated in other provinces. In the Northern Cape, the Committee noted the use of the post office delivery services for LTSM as well as the learner study camps arranged by the Department which saw a marked improvement in learner outcomes. In KwaZulu-Natal, the Committee was encouraged by the supportive role teacher unions were giving the department in ensuring the smooth running of education.

 

Despite the good work noted above in preparation for the 2013 school year, issues of concern were also observed.

 

In the district visited in Limpopo, many teachers had not yet received CAPS training in preparation for implementation in Grade 11 in 2013 while the CAPS training for the Intermediate Phase was interrupted in certain subjects. There was a need to ensure that it is fast-tracked as planned. The Committee will monitor the roll-out of this training. The Committee also found that despite considerable strides the province was making in the delivery of LTSM compared to 2012, the district visited experienced shortages of textbooks and or incorrect delivery in most of the schools visited, as well as non-delivery of Grade 11 Mathematics and Physical Science textbooks. Encouragingly, the Department reported that it was doing mop up operations to identify and deliver outstanding textbooks by the end of January 2012. Another major challenge observed was the school infrastructure backlog which included the poor state of the school buildings, inadequate basic facilities such as sanitation and electricity as well as a shortage of classrooms and laboratories.

 

In the Eastern Cape, post provisioning remained a major challenge. A number of schools visited lacked qualified teachers in core subjects. The main challenge observed was that affected schools had not identified teachers in excess amidst resistance from SADTU to the redeployment process, as proposed by the Department.  

 

With regard to the Northern Cape, the Committee was concerned regarding reports that the transport service providers were threatening strike action against the Department of Transport if they did not receive outstanding payments due to them. This needed to be addressed as a matter of urgency.

 

In respect of strategies to improve learner performance, it was found that some schools did not know their ANA results and were not utilising them as a diagnostic tool to improve their performance. Learner admission for 2013 was not completed in most schools across provinces, despite the policy requirement that it should be complemented by September of the previous year. The Quality and Teaching Campaign (QLTC) was also non-functional in most schools. The absence of the QLTC compromises efforts to address challenges of learner discipline and parental involvement identified in some schools.

 

The oversight visits have provided the Committee with an opportunity to identify areas that need to be strengthened to improve learner outcomes. The findings and recommendations contained in this report should help in assisting the districts and provinces to improve their preparations for school readiness in future. 

 

1.         Introduction

 

1.1      The Portfolio Committee on Basic Education conducted oversight visits to underperforming districts in Limpopo, Northern Cape, KwaZulu-Natal and the Eastern Cape from 14 January to 24 January 2013.

 

1.2      The purpose of the oversight was to assess the provincial state of school readiness for the 2013 school year in identified districts. There was an additional need to provide support to the provincial departments of education, the districts and schools in identifying the challenges and to assist in finding effective solutions to the challenges being faced. 

 

1.3      The Committee focused on, amongst others, the following crucial areas:

 

·         The state of the school environment;

·          the supply and training of teachers;

·         readiness to implement the Curriculum and Assessment Policy Statement (CAPS) with emphasis on the Intermediate Phase and Grade 11;

·         whether teaching and learning was in progress

·          the state of admission and registration of learners;

·         the delivery of textbooks, workbooks and stationery;

·          the functionality of school governance and management bodies ;and,

·         the availability of learner transport and school nutrition to qualifying learners.

 

1.4    The focus areas, as set out, formed part of key interventions and priorities set out in major government plans to ensure that enabling conditions for quality teaching and learning were established. As part of its oversight, the Committee had a constitutional responsibility to ensure that these priorities were implemented, particularly since they are linked to the improvement of quality basic education as Government’s Priority Outcome 1.

 

1.5    In line with the Committee’s resolve as set out in its five year Strategic Plan (2009-2014) to focus oversight on schools and districts with the most challenges in the provision of quality education, the Committee selected provinces and underperforming schools for oversight visits based on the 2012 NSC results. The Committee also visited feeder primary schools for these schools. 

 

1.6    It should be noted that the oversight visits by the delegation coincided with similar visits by Provincial Portfolio Committees on Education in the Provincial Legislatures.

 

1.7    This report provides a summary of the key issues that emerged from the interaction with stakeholders, officials of the national department and provincial departments as well as the committee’s deliberations, observations and recommendations.

 

2.         Delegations

 

2.1               Limpopo and Northern Cape:

 

2.1.1          Portfolio Committee on Basic Education: Hon H H Malgas, MP (ANC) (Chairperson), Hon N Gina MP (ANC) (Whip), Hon C Moni MP (ANC), Hon F F Mushwana MP (ANC), Hon W Madisha MP (Cope) and Hon N M Kganyago MP (UDM). Parliamentary staff consisted of Mr L A Brown (Committee Secretary), Mr D Bandi (Content Advisor) and Ms F Kwaza (Communications Unit).

 

2.1.2          Limpopo Provincial Legislature Portfolio Committee on Education: Hon B J Maluleke MPL (Chairperson), Hon T Ravhuanzwo MPL, Hon M Nemadzivhanani MPL, Hon L Lubengo MPL, Hon S Maake MPL, Hon D Van Der Walt MPL, Hon P Mahlo, Hon G Nethengwe, Ms I Maaga (Committee Coordinator), Ms H Nyathela (Committee Researcher), Mr T Sebei (Office of the Chief Whip), Mr B Ntsoane (Office of the Chief Whip) Mr S More (Communications Unit)

 

2.1.3          Northern Cape Provincial Legislature Portfolio Committee on Education: Hon K D Molusi MPL (Chief Whip), Hon B Mbinqo-Gigaba MPL (Chairperson) and Ms B Kola (Manager of Committees)

 

2.1.4          National Department of Basic Education: Mr L Mahada (Parliamentary Liaison Officer, Office of the Director General) and Mr R Van Den Heever (Parliamentary Liaison Officer, Office of the Minister)

 

2.1.5          Limpopo Provincial Education Department: Hon D Masemola (MEC for Education), Mr M Thamaga (Head Of Department), Ms S J Madela (District Senior Manager), Ms M A Rasekgalo (General Manager), Mr N M Mangala (District Senior Manager), Mr M R Rasethaba (Chief Education Specialist), Mr M D Mphula (Chief Education Specialist), Ms M A Phatudi (Circuit Manager), Mr L J Ditle (Deputy Chief Education Specialist), Mrs R S S Makhubela (Circuit Manager), Mrs N M Nicoana (Acting Circuit Manager), Mr R J Segooa (Acting Circuit Manager), Mrs S M Ralefeta (Circuit Manager), Ms M B Myeni (MEC Support), Mr S S C Chauke (Parliamentary Officer), Mr D M Masemeng (Circuit Manager), Mr M I Mabunda (Manager), Ms L M Selloe (Personal Assistant), Mr L S Tlhako (Deputy Manager), and Mr N A Masekela (Deputy Manager)

 

2.1.6          Northern Cape Provincial Education Department: Mr H Esau (Chief Director), Mr P D Baipidi (Chief Education Specialist), Mr V J Teise (District Director), K P Masegela (Circuit Manager), E Laban (Office of the MEC), Mr O S Stander (Media Liaison Officer), Mr H Diseko (Assistant Director), Mr G Buys (Circuit Manager)

 

2.1.7          South African Democratic Teachers Union (SADTU), Northern Cape: Mr S M Mayongo (Provincial Secretary), Mr N G Masegela (Provincial Chairperson), Ms G Mahumapelo (Provincial Education Convenor), Mr F Ntathu (National Negotiator) and Mr M Gaborokwe (Regional Chairperson)

 

2.1.8          National Professional Teachers Organisation of South Africa (NAPTOSA), Northern Cape: Mr L Strydom (Chief Executive Officer), Mr A Taunyane (Provincial Deputy Chairperson) and Mr J M Digopo (Provincial Chairperson)

 

2.2        KwaZulu-Natal and Eastern Cape:

 

2.2.1          Portfolio Committee on Basic Education: Hon H H Malgas, MP (ANC) (Chairperson), Hon N Gina MP (ANC) (Whip), Hon Z S Makhubele (ANC), Hon A C Mashishi MP (ANC), Hon A T Lovemore MP (DA) and Hon A M Mpontshane MP (IFP). Parliamentary staff consisted of Mr L A Brown (Committee Secretary), Mr D Bandi (Content Advisor) and Mr T Gubula (Communications Unit).

 

2.2.2          KwaZulu-Natal Provincial Legislature Portfolio Committee on Education: Hon S C Nkosi MPL, Hon L L Zwane MPL, Hon M Frazer MPL, Hon N B Shabalala MPL and Mr V Mthembu (Committee Administrator)

 

2.2.3          National Department of Basic Education: Mr L Mahada (Parliamentary Liaison Officer, Office of the Director General) and Mr R Van Den Heever (Parliamentary Liaison Officer, Office of the Minister)

 

2.2.4          KwaZulu-Natal Provincial Education Department: Dr S N P Sishi (Had of Department), Mr D S Chonco (District Manager), Mr E Mosuwe (Senior General Manager), Dr S Z Mbokazi (Senior General Manager), Mr B Ngubane (Manager), Mr B Mazibuko (Deputy Manager), Ms L E Sibeko (Deputy Chief Education Specialist), Mr M Gwala (Manager), X Thompson (Communications Officer), Ms N Ngubane (Chief Education Specialist), Ms S Moodley (Chief Education Specialist), Ms M Mahlambi (Human Resources), M M Nhlabathi (Deputy Chief Education Specialist), Z E S Mkhize (Chief Education Specialist), N B Mathenjwa (Deputy Chief Education Specialist), T Maphumulo (Manager), M D Sithole (Ward Manager),  and Mr C Thulani (Parliamentary Officer).

 

2.2.5          Eastern Cape Provincial Legislature: Mr S S Mazosiwe MPL.

 

2.2.6          Eastern Cape Provincial Education Department: Hon M Makupula (MEC), T M Kimberley (Deputy Director), Mr M Dlelanga (LO: Office of the MEC), Mr M Mbunge Office of the Head of Department), P Ngqumba (Chief Director), Mr N Tom (Acting District Director), S S Zibi (Deputy Director), Y Y Dlata (Chief Education Specialist), A M Mrali (Chief Education Specialist), N Ndyamara (Deputy Director), M Sangqu (Director), N Dunitsula (Chief of Staff: Office of the MEC), H B T Solomon (Deputy Director), N Lombo (Deputy Chief Education Specialist) and J Z Peteni (EDO).

 

2.2.7          South African Democratic Teachers Union (SADTU):

 

            KwaZulu-Natal: Mr M Madikane (Deputy Secretary, Mr D M Mbonueleni     (Secretary), Mr P N Caluza (Deputy Provincial Secretary), Mr S Selepe          (Regional Secretary) and Mr S Velenkosini             (Chairperson).

 

            Eastern Cape: Mr M Mweti, Mr D Ndongeni and Mr C Nomarashiya (Provincial        Deputy Secretary).

 

2.2.8          National Professional Teachers Organisation of South Africa (NAPTOSA):

 

            KwaZulu-Natal: Mr J Solomon (Provincial Chairperson) and Ms M Bruce     (Deputy Chairperson). Mr J Mulder (Regional Chairperson).

 

            Eastern Cape: Mr P Duminy, Mr S Malusi, Mr J Solomon (Provincial          Chairperson), Ms M Bruce (Deputy Chairperson) and Mr J Mulder (Regional   Chairperson).

 

2.2.9          Suid-Afrikaanse Onderwysersunie (KwaZulu-Natal): Mr J Mulder (Regional Chairperson).

3.         Itinerary

 

3.1         Limpopo Province – Waterberg District

 

            From the 14 – 15 January 2013, the delegation visited the Waterberg District in the             Limpopo Province and held meetings as follows:

 

·         Provincial Department of Education, Waterberg District Offices, Nylstroom – A meeting with the Office of the MEC, National Department of Basic Education, Head of the Provincial Department of Education and Senior Provincial and District Officials

 

·         Schools visited by the delegation included:

oMpadi Senior Secondary School

oMashubashuba Secondary School

oLamola Secondary School

oMaope Secondary School

oHleketani Primary School

oRaeleng Senior Secondary School

oBela-Bela Senior Secondary School

 

·         A meeting with the Portfolio Committee on Basic Education, Limpopo Provincial Legislature

 

·         A meeting with Organised Labour

 

3.2         Northern Cape Province – John Taolo Gaetsewe District

           

            From the 16 – 17 January 2013, the delegation visited the John Taolo Gaetsewe     District in the Northern Cape Province and held meetings as follows:

 

·         Provincial Department of Education, John Taolo Gaetsewe District Offices, Kuruman – A meeting with the Office of the MEC, National Department of Basic Education, Head of the Provincial Department of Education and Senior Provincial and District Officials)

 

·         Schools visited by the delegation included:

o                    Langeberg High School

o                    Bankhara-Bodulong High School

o                    Bankhara-Bodulong Primary School

o                    Baitiredi Technical and Commercial High School

o                    Isagontle Primary School

o                    Maikelelo Primary School

o                    Noordkaap Primary School

 

·         A meeting with the Portfolio Committee on Basic Education, Limpopo Provincial Legislature

 

·         A meeting with Organised Labour

 

3.3        KwaZulu-Natal Province – Uthungulu District

 

            From the 21 - 22 January 2013, the delegation visited the Uthungulu District in the KwaZulu-Natal Province and held meetings as follows:

 

·         Provincial Department of Education, Uthungulu District Offices, Empangeni – A meeting with the Office of the Head of Department, Senior Officials and District Officials of the KwaZulu-Natal Department of Education and the National Department of Basic Education)

 

·         Schools visited by the delegation included:

oMnyakanya High School

oUmdlamfe High School

oIsikhalasenkosi High School

oInjabuloyesizwe Primary School

o                    Bhamu Secondary School

o                    Imikayifani Primary School

o                    Nomaqoni Junior Secondary School

 

·         A meeting with the Portfolio Committee on Basic Education, KwaZulu-Natal Provincial Legislature

 

·         A meeting with Organised Labour

 

3.4        Eastern Cape Province – Fort Beaufort District

           

            From the 23 – 24 January 2013, the delegation visited the Fort Beaufort District in the         Eastern Cape and held meetings as follows:

 

·         Provincial Department of Education, Fort Beaufort District Offices – A meeting with the MEC, Office of the Head of Department, Senior Officials and District Officials of the Eastern Cape Department of Education and the National Department of Basic Education)

 

·         Schools visited by the delegation included:

o                    Kulile Secondary School

o                    Eyabantu Senior Secondary School

o                    Nqaba Primary School

o                    Dilizintaba Senior Secondary School

o                    Lindani Senior Secondary School

o                    Khwezi Lesizwe Primary School

 

·         A meeting with Organised Labour

 

4.         Oversight visit to the Limpopo Province (Waterberg District)

           

            4.1        Meeting with Limpopo Provincial Education Department

 

            The MEC for the Province, Hon D Masemola gave a broad overview of the state of readiness             of the province for the 2013 school year. He added that 2012 was not an easy year for the           Province with its own share of challenges. The Province had agreed to reduce the challenges      faced to key areas (key pillars) to receive the necessary attention from a provincial           perspective. These key pillars included:

 

·         Leadership and Management

·         Governance

·         Financial Management and Administration

·         Curriculum Implementation and Coverage

·         Parental Support and Involvement

·         Learner Attainment

·         Teacher Development

·         Communication

·         LTSM Supply and Infrastructure

 

            Having learned from the challenges of the previous year in respect of the delivery of textbooks,         the province was assured and prepared through proper administration of LTSM for 2013. Hon             Masemola indicated that all schools had received the necessary stationery. The delivery of             textbooks to schools to date stood at 99 percent, with mop-up operations due to be completed   within the next ten days.

 

            Hon Masemola also alluded to the challenges related to infrastructure backlogs amounting to          billions of rands. He urged the Committee to intervene in trying to secure funds for the   Province to alleviate infrastructure backlogs. Another major challenge was the sanitation at the          majority of schools – with the increased capacity at schools, sanitation was inadequate and       needed to be upgraded and increased.

           

            The Province was seriously working on the analysis of the Grade 12 results and ANA to      identify the weaknesses and to deal with challenges. The Province expected to achieve at         least a 75 percent pass rate for 2013.

 

            Mr Thamaga, Head of Department, gave a detailed breakdown of the pass percentages for   the various districts making up the Province, indicating that overall, the districts had improved   their percentage pass rate and were above the national norm. This showed an indication that    the provincial strategies, tactics and interventions had worked well. The analysis had indicated             that changes to the Curriculum had a negative effect on pass rates – when the Curriculum   stabilised, there was an immediate improvement in          results. The Province, having analysed the           results of the previous year, had numerous interventions in place which included:

 

·         twinning underperforming schools with better performing schools

·         subject clinics

·         motivational sessions

·         pace setters

·         quarterly tracking

·         submitting 2013 ANA Intervention Strategy on 10 January 2013

·         declaring Friday ANA day for all Schools

·         creating classroom reading corners

·         aiming for a school target of five percent increase for the 2013 results

·         exemplars question papers distributed to all schools

·         the use of previous question papers

·         accountability meetings with the QLTC, Parents, Principals etc. 

·         mock tests administered in all circuits.

 

            Further interventions included teams who trained learners on pass requirements, district      vision, goal setting, mental preparedness, self-management and study programmes. The        provincial department also held Circuit-based accountability sessions and Curriculum            Information sessions. Mr Thamaga mentioned that a challenge facing the province was        the             lack of Curriculum Advisors and a lack of connectivity between circuits and schools.

           

            4.1.1 Challenges

 

From the engagements with the Provincial Education Department, the following challenges were identified:

 

·         The identification and mopping up of the final one percent in respect of the delivery of textbooks

·         Financial constraints in respect of funding infrastructure backlogs

·         Insufficient and inadequate sanitation at schools

·         The lack of Curriculum Advisors

·         Limited access to transport

·         Limited budget allocations

·         The lack of necessary lap-tops for teachers

 

4.1.2 Committee Observations

 

The Committee was interested in the type of support the Province received from the business sector. There was very little mention made of remedial schooling and the breakdown of the psychological services for schools in the province. The Committee was heartened by the “adopt-a-learner” initiative that seemed to be working well. The importance of, and lessons learned from the good results emanating from the boarding schools needed to be noted.

 

            4.1.3 Responses from the Provincial Department

 

            The Department did have a good relationship with the business sector and received some    financial assistance from them. For the most part, the Department relied on the grants         received. The psychological services section in the Department was quite small but        intervened where necessary. The Deparment indicated that Remedial Schooling did exist     though there was a need to develop district specific programmes since districts were not all at    the same level. Although the District had a few boarding schools, most of the highest      achievers came from these schools. The Department was aiming for at least a 75 percentage        pass rate for 2013.

 

4.1.4     Committee Recommendations

 

The Committee recommended that the Department:

·         Assist the Province in extracting the good practices from the surrounding boarding schools - as well as the study camps for learners. These seemed to produce the best learning outcomes for the Province.

·         In conjunction with the Province engage the business sector for assistance.

·         Deliver all outstanding textbooks and workbooks as a matter of urgency.

·         Make a bid for substantial funding for infrastructure development in the province.

           

            4.2        Visit to schools

 

            4.2.1 Mpadi Senior Secondary School

 

            4.2.1.1  Overview

 

The school principal indicated that the Quality Learning and Teaching Campaign (QLTC), was partially launched by staff, the local SAPS and the School Governing Body (SGB). Unfortunately there was very little interest and participation from stakeholders and the surrounding community and thus QLTC was non-functional. The school employed seven teachers in total, with a vacancy for a Science teacher having been applied for. To date, there had been no response from the Department in respect of the post applied for. Mr Mphago mentioned that teachers had received the necessary CAPS training but there had been no training for teachers in Grade 11 and 12. On LTSM, the principal stated that, after requisitioning, the school received textbooks but not the correct order or amount. The school received no Maths or Science CAPS material for Grade 10 and 11. Mr Mphago mentioned that the school had difficulty in respect of curriculum coverage and struggled to complete the syllabus. The School Management Team (SMT) was functioning but experienced heavy workloads with excessive amounts of administrative paper work to complete. The SGB was functioning well and attended regular meetings. It was stated that the teachers were not qualified to teach the subjects they currently taught. It was also mentioned that the SMT had proposed that the school be relocated though to date there had been no feedback from the Department regarding the proposal.

 

Although the school had a turnaround strategy in place in the form of extra morning and Saturday classes, they experienced a low turnout. A further strategy was to withdraw the Science subject from the school curriculum. The school also attempted to outsource experienced teachers. Teachers complained of heavy workloads due to understaffing, particularly in respect of assessment. The principal indicated that the delivery of the Grade 11 Maths and Science textbooks seemed to be a general problem for the district as a whole.

 

The morale of the teachers was very low and this impacted negatively on the learner performance.

 

4.2.1.2  Challenges

 

·                     The lack of support from parents. Parents did not attend meetings.

·                     Most families were child-headed

·                     Staff establishment/Understaffing – there was a need to fill the Science post

·                     The CAPS training to be arranged for teachers

·                     Outstanding LTSM needed to be delivered

·                     Low teacher morale

·                     Isolated location of the school. A request that the school be relocated as it was too far from the village

·                     No ablution facilities

·                     No playground/sports ground

·                     No laboratory equipment/science kits

·                     Learner discipline (late coming)

·                     Learner drug abuse

 

            4.2.1.3  Responses from the Provincial Department

 

            The Department acknowledged that educator morale was low and impacted negatively on    learner performance. It was reported that all schools had elected QLTC at the end of 2012.      The Department had received a submission on the teacher overload and it was currently       working to address the issue of redeployment and recruitment. The Department was             looking into the issue of the non-delivery of LTSM and stationery. Information had been        received on the grade, number and type of material still outstanding.

 

4.2.1.4  Committee Recommendations

 

The Committee recommended that the Department:         

·         In conjunction with the Provincial Department attend urgently to the important matter of the delivery of the outstanding textbooks to the school.

·         Ensure the necessary CAPS training for teachers who still need it.

·         Resolve the filling of the Science post at the school.

·         Work towards promptly solving the remainder of the challenges faced by the school.

           

            4.2.2 Mashubashuba Secondary School

 

            4.2.2.1  Overview

 

            The school was relatively small with a learner enrolment of 156 in 2012 and 136 in 2013 by the         time of the Committee’s oversight. It had a post establishment of eight educators, including a   principal, with two vacancies for a principal and a teacher of Business Studies. The position of           principal had been occupied in an acting capacity since 2012 by the only Head of Department            at the school. The Committee was informed that the Department was in the process of filling             the principal’s post with short listing having been conducted in October 2012. The post of the           Business Studies teacher, currently occupied by a substitute teacher, had also been            advertised.

 

            The school was currently underperforming in Grade 12 examinations and had obtained pass            rates of 31.9 per cent in 2010, 13.3 per cent in 2011 and 13.9 per cent in 2012. In 2002 the         school obtained 100 per cent pass rate. ANA results were also not satisfactory. The school     management expressed the commitment to working hard to improve the results but was             concerned that they lacked support from some teachers.

 

            The school had six permanent classrooms (including the staffroom) and three mobile          classrooms. Although they were in good condition, they did not have a ceiling. There was        enough furniture augmented by a donation from the South African Revenue Services (SARS).           The school was also electrified and had adequate fencing.

 

            Although teaching and learning had started at the school, the substitute teacher for Business          Studies was absent owing to the uncertainty regarding his employment status in 2013. The       teacher’s contract had expired on 31 December 2012. 

 

            With regard to LTSM, the school did not receive CAPS textbooks for Physical Science,      Mathematics and Accounting Grade 11, which was a matter of concern for the Committee.         Stationery had been received on the day of the oversight visit and the school was yet to verify   its sufficiency.

 

            The school had received the norms and standards funding. The school was getting 62 per cent         of what they were supposed to receive (approximately R330 per learner). A matter of concern             to the Committee was that the Limpopo Department of Education provided schools with     funding allocations per learner that were below the national minimum allocations.

 

            The district support to the school was satisfactory. Although the QLTC was established it was         non-functional.

 

            4.2.2.2  Challenges

 

            Some teachers were overloaded with some teaching up to 58 periods per week. The District            was urged to look at the post establishment. The pit toilets were in a bad condition and             required urgent attention. The school lacked library and science laboratory facilities and only             had one computer for teachers, which had no internet. There was an urgent need for a          qualified teacher for Business Studies. The attendance of parents meetings was low since   most of them were working far away from their homes. CAPS textbooks for Physical Science,             Mathematics and Accounting Grade 11 had not been received, posing a threat to the successful implementation of the curriculum.

 

            4.2.2.3  Recommendations

 

            The Committee recommended that the Department:

 

·     Attend urgently to the delivery of outstanding textbooks to the school.

·     Consider addressing the infrastructural needs of the school.

·     Review the post establishment of the school to ensure that it has the required number of educators. 

·     Resolve the filling of the Business Studies post at the school.

 

            4.2.3 Lamola Secondary School

 

            4.2.3.1  Overview

 

            The school was a Quintile 1 school and learners did not pay school fees. The school had six           educators including a principal with a learner enrolment of 153 in 2012 and 152 in 2013 at the      time of the oversight. The Department was in the process of filling the post of Head of         Department, which was currently occupied in an acting capacity.

 

            Although the school had toilets, they were in a bad condition and located outside the school            fence. The school lacked a library, science laboratory and computer laboratory. It had            insufficient classrooms, requiring three additional ones, and one was used as both a          classroom and a staffroom. The school experienced a shortage of furniture (52 desks) and       learners were using broken desks.

 

            Teaching and learning had started on day one of the school year and the teacher register was          signed daily.

 

            Teachers did not receive the necessary CAPS training scheduled for the school holidays due           to miscommunication on the part of the Department, schools and teacher unions.

 

            Although textbooks had been delivered, Grade 11 Economics textbooks had not been         received at the time of the oversight. The school experienced a shortage of workbooks in       some subjects. Stationery had been received but the quality of some was not up to standard.

 

            The school had received its norms and standards funding in November 2012 and was          expecting the next tranche in April 2013.

 

            A variety of necessary school policies were in place. The District’s Education and   Management Development and Governance section will support the school to formulate    procedures to enforce learner discipline.

 

            The school underperformed in both Grade 12 NSC examination and ANA Grade 9 and         required support to analyse the results with the view to improve them. In general, the school     received frequent visits from the district office. As part of the turnaround strategy, the school   expressed a commitment to offering extra morning and afternoon classes, conducting regular             tests, holding regular SMT and parent meetings, reporting to parents regularly on learner     performance and establishing the QLTC.

 

            The SGB was not fully functional due to a treasurer and secretary who had left after being    elected, and needed to be replaced. Parental involvement was a challenge needing attention.             The Committee recommended that it be made part of the improvement plan.

 

            The QLTC had not been established and the Committee was informed that it would be         established in March 2013.

 

            The NSNP was functioning well and had resumed on 10 January 2013.

 

            The Committee was informed that some learners who qualified for learner transport were not            provided with the service. The Committee urged the department to look into the matter.

 

            4.2.3.2  Recommendations

 

            The Committee recommended that:

 

·     The Department ensure that the correct number of textbooks and workbooks be delivered to schools as a matter of urgency.

·     The school include parental involvement as part of the improvement plan.

·     Ablution facilities at schools be within the precincts of the school.

·     The Department consider ensuring that learners who qualify for learner transport at the school be provided with the service.

 

            4.2.4     Maope Secondary School

 

            4.2.4.1  Overview

 

            The school was a Quintile 3 school with a learner enrolment of 1 473 and a staff establishment        of 45. It had five vacancies since 2012 for Mathematics, Physical Science, Geography, English       and Social Sciences. The Department was in the process of filling two of these vacancies.

 

            4.2.4.2  Challenges

 

            Challenges noted at the school included:

 

·     The school faced a challenge of infrastructure with one block of classrooms having major cracks that affected the sanitation system. As a result, the toilets in this block were closed. The Department was urged to look into the matter. Fencing was not in order. Some blocks did not have electricity. Although the school had a computer laboratory, computers were not in good condition. The school also needed an effective science laboratory since no taps or chemicals were available. There was also a shortage of furniture.

·     The Committee was informed that learners from the feeder primary school were not well prepared for high school education, resulting in poor performance in high school. The Committee recommended that the school should discuss with the district problems inherited from the primary school.

·     Although admission had officially closed, the school still accepted learners who required late admission.

·     The school did not perform well in ANA Grade 9, particularly in Mathematics.

·     In respect of CAPS training, only one teacher was trained. The school had not received CAPS textbooks for Mathematics, Science and Tourism Grades 11 and 12.

 

·     The QLTC was non-functional and the circuit manager was meeting with principals later that afternoon to discuss guidelines on the QLTC

·     The school had not received a learner attendance register and the department needed to follow up on the matter.

 

            4.2.4.3  Recommendations

 

            The Committee recommended that:

 

·     The Department should address the shortfall in textbooks.

·     The Department should attend to vacancies as a matter of urgency.

·     The Department should ensure that the school receive a learner attendance register.

·     The school should discuss with the district problems inherited from the primary school which impact on the performance of learners.

 

            4.2.5 Hleketani Primary School

 

            4.2.5.1  Overview

 

            The school was a quintile 3 school which had a learner enrolment of 1 016 at the time of the oversight and admission was still in progress. The staff establishment of the school stood at 31 with one vacancy. Teaching and learning had started on day one. The school reported that it received regular support from the district.

 

            Admission at the school was still continuing particularly for the Xitsonga class, who at 37 was the smallest class at the time of the oversight,

 

            CAPS training in certain subjects were interrupted due to logistical problems experienced at the district. The Committee heard that the school organised interim training conducted by a book publisher.

 

            4.2.5.2  Challenges

 

            Stationery, textbooks and workbooks were delivered at the school except English and Mathematics Grade 7 textbooks which although requisitioned had not been received to date.

 

            The school faced a challenge of infrastructure, with 2 blocks of classrooms having visible cracks. It also had a block of prefabs which were too hot in summer and too cold in winter and suffered from leaking roofs posing a danger to learners. The Committee learnt that the Department of Public Works visited the school in 2011 to conduct a full assessment of the school buildings, but to date nothing significant came out of it. Although the school had adequate access to water and electricity, some toilets were in a terrible condition. The school experienced regular burglary due to inadequate fencing. The school lacked a library, a computer laboratory and a strong room for the safekeeping of computers.

 

            The QLTC was not functional. A range of necessary policies were in place. Learners were disciplined.

 

            The Committee commended the school for its marked improvement in the ANA results which included an increase in the percentage of learners who passed Grade 6 Mathematics from 0 per cent in 2011 to 51 per cent in 2012.  The percentage of learners who passed English was 48 in 2012.

 

            The school had received the tranche of the norms and standards funding and had been promised the outstanding amount would be paid to the school.

 

            4.2.5.3  Recommendations

 

            The following recommendations were made:

 

· The Committee encouraged the school to reinforce the ceiling/roof of the room where computers are kept.  

· The Department should ensure that the school receive the outstanding textbooks.

· The Department should ensure that the infrastructure challenges of the school, including sanitation, are addressed.

 

            4.2.6     Raeleng Senior Secondary School

 

4.2.6.1  Overview

 

The school currently had 24 teachers with approximately 661 learners which offered a 1:50 ratio. There were classes that were heavily overcrowded, particularly History, Geography, Sepedi and Commerce. The school was classified as a Quintile 3 school but the school authorities had requested to be changed from Quintile 3  to Quintile 1 since the school served learners from disadvantaged communities.

 

Although the school did well in the Grade 12 NSC examination, there were subjects where learners performed poorly. The school also underperformed in the 2012 ANA Grade 9 results, particularly in Mathematics where it obtained 0 per cent. The turnaround strategy adopted by the school included:

 

·         The placing of the best teachers in Grade 9, including for teaching Mathematics

·         Offering extra classes for certain subjects

·         The use of exemplars to pace learners

·         The “drop everything and read” initiative every Friday

·         Encouraging learners to public speaking forums

·         The use of previous question papers to guide learners on expectations for the examination.

 

Learner admission at the school was ongoing and was expected to be completed on 21 January 2012. The Committee was informed that parents were not adhering to the September admission deadline, as required by policy. The Committee also heard that there was a need for an additional high school in the area since some learners were sent home due to the lack of space at the school.

 

The SGB was fully functional with various functioning sub-committees. The school also enjoyed a renewed interest and involvement from the parents and community at large. The school also had a functioning QLTC. At least four learners qualified for learner transport but did not receive this. 

 

4.2.6.2  Challenges

 

·          Although there had been extensive renovations of the school buildings, these were in a poor state with many cracked walls.

·         The school needed a further placement of taps to give more learners access to running water.

·         The toilets were in good condition but the school had to spend money to maintain them.

·         At least two blocks of the school had no electricity.

·         There were only 14 classes at the school with teachers making use of the administration block for learning and teaching. Due to the shortage of classes, the school experienced overcrowding.

·         The school experienced limited resources with no library, laboratory or a computer room

·         There was a need for a Science and Maths teacher.

·         The perimeter fencing was in a bad condition.

·         Teachers did not receive the necessary CAPS training which seemed due to miscommunication on the part of the Department, Schools and Organised Labour.

·         The school experienced late learner admission with parents not adhering to the September admission deadline, as required by policy.

·         Parents did not have faith in the education at the school and chose the school as a last resort.

·         Not all workbooks had been received. There were also shortages of textbooks for Grades 9, 10 and 11.

·         The school experienced a high learner pregnancy.

 

            4.2.6.3  Responses from the Department

 

            In respect of the CAPS training, the communication to school in this regard went out too late.          There was a management meeting planned to look at new dates for training workshops for         CAPS early in 2013. Regarding the vacancies, the Department was busy with the necessary       absorption and would wait for the completion of this process to assess who was in excess.

 

4.2.6.4  Committee Observations

 

The Committee welcomed the fact that the school received regular visits from the Curriculum Advisors. The Committee noted that the feeding of learners was occurring as of 10 January 2013 already without experiencing any challenges. The Committee was concerned over the high rate of pregnancy at the school and that it lacked a policy in this regard. Again, not all LTSM had been received by the school and this was a cause for concern. The Committee expected the school to settle its post provisioning after the final registration was completed on 21 January 2013. The Committee accepted that the Department was looking into the issue of filling the vacant teacher’s post at the school as a matter of urgency. The Committee felt it unacceptable that teachers still did not receive the necessary CAPS training.

 

            4.2.6.5  Committee Recommendations

 

            The Committee recommended that the Department find speedy solutions to the following:

·         Teacher vacancies for English, Maths and Science

·         Textbook and workbook shortages

·         CAPS training for teachers

·         All the other challenges identified by the Committee, including infrastructure.

 

4.2.7          Bela-Bela Senior Secondary School

 

4.2.7.1  Overview

 

The principal indicated that the school was a Quintile 3 school that depended on the Norms and Standards funding to finance school activities. The school had approximately 1 356 learners with a staff establishment of 37. The school had experienced an influx of learners, especially in Grade 8. It had no teacher for Consumer Studies of Life Sciences for Grade 10 – 12. Although the school had submitted its requisition for textbooks, the books delivered did not match the requisition and there were shortages (some titles requested were not the ones received). The school struggled to get the necessary books for home languages. The languages did not have a Curriculum Advisor and therefore experienced challenges in identifying the proper material.

 

Not all teachers had received the necessary CAPS training. The school did not receive the pace-setters for Grades 11 – 12. Due to the unavailability of Subject Advisors, teachers prepared their lessons as they saw fit, and not under the requirements of the Department. Although the school had a functional SGB, it was always difficult to attract parents to meetings and get involvement from them in the various structures. The school also had a serious challenge in respect of high learner pregnancies. The school had adopted the approach that pregnant learners needed to be accompanied by the parents/guardians during examination periods. The school also experienced drug abuse by its learners. It worked in cooperation with its sister departments (SAPS, Social Services, SASSA, CPFs etc.) in respect of drug issues and absenteeism of learners. The school did poorly in the ANA and was working towards rectifying many of the gaps and problem areas identified for improved results.

   

4.2.7.2  Challenges

 

From the above input, the challenges experienced by the school could be summarised as follows:

 

·         The school was understaffed. There was no teacher for Consumer Studies and Life Sciences.

·         There was a shortage of LTSM and some books did not match orders placed. No books were received for home languages. No pace-setters were received. No literature books were received.

·         Some teachers had not received the necessary CAPS training.

·         Subject advisors not appointed or available to the school

·         High learners pregnancy rate

·         Little or no parental involvement with the SGB and school

·         Drug abuse by learners.

 

            4.2.7.3  Committee Observations

 

            The Committee noted the plea from the school for the need to employ more teachers. This was exacerbated by the huge influx of learners especially in Grade 8. The Committee     expressed concern over the challenges experienced with the shortages of textbooks as well       as the incorrect delivery of textbooks. The Committee was also concerned that not all teachers        had received the necessary CAPS training. It was, however heartening to          note that the school       had been working well with sister departments in trying to address the issues around learner   pregnancies, drug abuse and absenteeism – it was important that there be proper advocacy in this regard. The Committee further urged the school to ensure that the Circuit, District and             Provincial Education Department were kept abreast of the many challenges faced. 

 

            4.2.7.4  Committee Recommendations

 

            The Committee recommended that the Department:

·         Fill the much needed positions currently vacant at the school

·         Ensure the LTSM shortages be dealt with and correct books delivered as a matter of urgency.

·         Arrange for the necessary CAPS training for those teachers still requiring it.

·         Through collaboration with other Departments they should address the challenges around high learner pregnancy rate as well as learner drug abuse.

 

4.3        Meeting with the Provincial Portfolio Committee on Basic Education, Limpopo         Legislature

 

The Chairperson of the Provincial Portfolio Committee (PPC), Hon B J Maluleke, expressed appreciation for the visit by the Portfolio Committee in 2012. The visit had made a huge difference in the Province as many of the challenges identified had been dealt with speedily. The PPC was also in the process of undertaking similar visits to schools throughout the Province through the clustering of Committees in the Legislature. The Legislature would produce a consolidated report once the oversight and monitoring visits had been completed. The PPC, during its visits had also picked up on similar challenges as experienced by the Portfolio Committee i.e. shortages of textbooks, shortages of stationery, CAPS training etc. The PPC would make the consolidated report, with recommendations, available to the Portfolio Committee, once tabled.

 

After follow-ups and engagements with the Provincial Department, the PPC had been promised that all stationery and textbook shortages would be dealt with. A major challenge faced by schools was that of infrastructure, shortages of classrooms and limited resources. The PPC was in consultation with the Department to release funds for the procurement of more mobile classrooms where they were required. There was a further plea from the PPC for any help and intervention by the Portfolio Committee in securing further funding for the necessary basic services (water, sanitation, electrification) for schools in the Province.

 

4.3.1     Committee Observations

 

The Committee was in agreement that there were some immediate challenges that required urgent attention. These included:

·         CAPS training for teachers

·         The delivery of outstanding textbooks and workbooks

·         The filling of teacher vacancies at schools

 

Members noted that many schools in the community were in close proximity to shebeens. This led to many of the problems relating to drug abuse and absenteeism. It was important that the different departments (SAPS, Social Services, CPFs etc.) formed close working relations to combat these challenges. The Committee believed that the use of disused mobile classes should be considered to alleviate the classroom shortages. Members argued that the delivery notes from schools also needed to be made available to the District Offices. The Infrastructure Reports from the Department clearly showed there was a need for basic services. It was important that the PPC and the Portfolio Committee were able to share their reports and recommendations with each other, as a way forward.

 

5.         Oversight visit to the Northern Cape Province (John Taolo Gaetsewe District)

 

5.1        Meeting with Northern Cape Provincial Education Department

 

The Chief Director gave the Committee some background to the challenges faced by the Province during the 2012 protests in the District. The area of Olifantshoek experienced the most intense challenges where schooling was disrupted for a prolonged period of time leading to learners not able to sit for the end of year examination. This led to high enrolment in the entry Grades, putting a strain on the existing infrastructure. The Province did all it could to ensure that the education of learners was not compromised during this time. Between November and December 2012, a team was established to start preparations for school readiness in the affected areas. The Province reported that schools would re-open without major hiccups in all Districts and that all reports received to date were positive.  There was a concerted effort from the Department to ensure that LTSM was delivered by December 2012, to allow for mopping up to take place in January 2013. The delivery of LTSM currently stood at 98.9 percent and was broken down as follows:

 

·         Frances Baard District    -           100 percent

·         JTG District                               -           98.66 percent

·         Namaqua District                       -           90.41 percent

·         Pixley Ka Seme District -           100 percent

·         Siyanda District             -           98.94 percent

 

Regarding school staff establishments, all schools were issued with their approved staff establishments for 2013 by September 2012 (8 134 posts were distributed to 571 schools).  Schools were encouraged to report errors in respect of establishments for the purposes of correction. Circulars were made available for schools to apply for additional teachers.

 

There were no serious infrastructure backlogs that would hamper the smooth re-opening of schools. The Department had an accelerated project list to improve and renovate schools in all the districts. The projects ranged from the building of ablution facilities to fencing and renovations.

 

 Although the Department experienced a difficult year in 2012, they were pleased to report a significant improvement in Grade 12 pass rate as well as in the Grade 1 – 11 pass rates. The provincial pass rate had improved from 68.76 percent in 2011 to 74.63 percent in 2012 (an increase of 5.87 percent). There were also notable increases in district performances.  The number of underperforming schools in the Province decreased from 34 schools in 2011 to 22 schools in 2012 (the majority being in the JTG District). The Department was in the process of analysing the results and has started to engage with these schools.

 

It had come to the attention of the Department that the transport service providers were threatening strike action if they did not receive outstanding payments due to them. The Department was awaiting reports from schools to check if there had been any disruptions to date. Although the Department had a good working relationship with transport providers, it was the Department of Transport that needed to address the issues raised by these service providers.

 

Where the Department was receiving reports of overcrowding at schools, mobile units would be provided to these schools. 

 

5.1.1     Committee Observations

 

The Committee was encouraged by the good work of the Department in preparations for the 2013 school year. There were a number of effective initiatives and good practice that could be replicated in other provinces. A good example was the use of the post office delivery services for LTSM as well as the learner study camps arranged by the Department which saw a marked improvement in learner outcomes.

 

5.2               Visit to schools

 

5.2.1     Langeberg High School

 

5.2.1.1  Overview

 

The Staff Establishment of the school stood at 24 with three vacancies. In respect of LTSM the school did not receive all its books as requisitioned (shortages, incorrect titles, incorrect languages etc.) The school also had a problem with the “jotters” not having been received. The QLTC was not functional and this needed to be revived with the aide of all relevant stakeholders. Only five teachers at the school did not receive the necessary CAPS training – they would be accommodated during the next scheduled training workshop on CAPS. There was a general feeling that the SMT did not function as a collective since June 2011. This had resulted in the suspension of one teacher, a disciplinary hearing for another and the requested transfer of a third teacher. The principal had written a threatening letter to the Department regarding the working relations and power-struggle at the school. It was mentioned that individuals used governing bodies as a platform for launching their political ambitions. All staff who participated in the team-building exercise and counseling bought into the policies and concepts of the school.

 

The school performance in Business Studies and Life Sciences were poor and the school did not participate in the 2012 ANA. Because the majority of the learners were repeaters, the school was expecting a 100 percent pass rate for 2013. Counseling for all learners and teachers should be considered for schools affected by the protest action. 

 

5.2.1.2 Challenges

 

The following challenges were identified:

 

·         Three staff vacancies needed to be filled

·         LTSM shortages and incorrect deliveries of LTSM

·         The QLTC was non-functional

·         CAPS training for teachers was needed

·         School management was at a low and was not functioning as a collective

·         Counseling of learners and teachers affected by protest action was required. 

 

5.2.1.3  Committee Observations

 

The Committee, again, noted with concern the issue of the shortages and errors in the distribution and delivery of LTSM to the school. It was also important that teachers identified for CAPS training were accommodated in the next training workshop to be held. It was of concern that the QLTC at the school was not functional at all, and needed to be revived. The Committee welcomed the support given to the school by the Circuit and District. The issues that plagued the SMT were unfortunate and needed the urgent attention of the Department. The Committee was in agreement with the principal that there was a need for urgent counseling of learners as well as teachers affected by the protest action. It was important for the district to do a verification of the LTSM received to date.

 

5.2.1.4  Responses from the Provincial Department

 

The vacancies had arisen in January 2013 and the Districts normally give the go-ahead for the appointment of replacement teachers. In respect of LTSM, the Districts were charged with the verification of the books ordered and delivered to schools and notifying the Department of any shortages. This would be followed-up. The Department indicated that CAPS training had occurred; although some teachers did not attend. The Department was busy with a mop-up training workshop to be held soon. The Department would advise that the school do the necessary applications for temporary teachers for the three vacant positions. It was important that Districts started their own verification processes in respect of the delivery of LTSM and stationery. The Department would also work to appoint a service provider to supply the necessary training of the SGB on its roles and responsibilities.

 

5.2.1.5  Committee Recommendations

 

            The Committee recommended that the Department:

 

·         Address the issues around filling of the vacant positions at the school.

·         In conjunction with the Provincial Department restore proper governance at the school

·         Ensure that all the necessary and correct LTSM was received as a matter of

      urgency.

 

5.2.2     Bankhara-Bodulong High School

 

5.2.2.1  Overview

 

The principal, Ms Nofemela, gave the Committee a brief background to the school which opened its doors in 2010. Although construction was still in progress, they moved into the school in the third term of 2010. The total enrollment stood at 687 with 20 teachers including an acting principal and two permanent Heads of Department. The school had 25 classrooms with two computer laboratories, two Science laboratories and one library. The school had most of the resources it needed except for a shortage of desks in classrooms. The SGB was fully constituted, functional, and capacitated in their roles and responsibilities. The SGB was granted 21 Status in 2012 to perform the following functions:

 

·         Infrastructure

·         Maintenance of Buildings

·         Services

  

Approximately 80 percent of the parents were unemployed and depended on social grants to cater for their children’s educational needs. Parental involvement had improved with co-operation and good relations between the school and parents. The QLTC was officially launched in 2010 and became functional in 2012. The QLTC had a positive impact on the school – social workers and SAPS visited regularly.

 

The ANA results were poor for the school with a 100 percent failure in Maths and only 40.6 percent pass in English.

 

5.2.2.2  Challenges

 

The following challenges were identified:

 

·         Child-headed homes since parent worked far from their children in towns and cities

·         Learners living with grand-parents who were illiterate, therefore to monitor learners

·         The school needed more teachers to be appointed

·         High teenage pregnancy rate

·         Continuous underperformance in Grade 9  and Mathematics in all Grades

·         The lack of sporting facilities

·         The lack of security personnel

 

5.2.2.3  Committee Observations

 

The Committee noted that the school was relatively new with all buildings in very good condition. The school had all the necessary resources, except for the overcrowded classrooms and sporting facilities. The Committee noted the concerns around the issue of the appointment of more teachers to alleviate overcrowding. The underperformance of the Grade 9 cohort as well as the Matrics was cause for concern and this needed to be addressed. The school definitely needed the assistance of the various facilitators and subject advisors. Generally the school was very well run and should be used in the Province as an example of how a school should be managed.

 

            5.2.2.4  Responses from the Provincial Department

 

            The circuit indicated that it was apparent that learners were not well prepared in terms of     curriculum content. There was a need to identify the gaps. A further issue was the level of     moderation and content/curriculum coverage. The Department had several meetings with the     school teachers on the curriculum and identified grey areas and interventions. Learners were             also being taught how to approach question papers. The Department was hoping to see a    steady improvement and stabilisation from the Grade 9 cohort moving forward. It would ensure          that the HODs were well trained in respect of curriculum implementation as well as their roles   and responsibilities. HODs needed to ensure that there were common papers and templates    to work from, and this would receive the attention of the Department this year.

 

            5.2.2.5  Committee Recommendations

 

            The Committee recommended that the Department:

·         Assist the school in filling the vacancies to employ at least four temporary teachers in the interim).

·         Assist the school in ensuring all teachers are properly trained and capacitated.

·         Ensure that the school received all the outstanding textbooks and workbooks due to them.

·         Ensure that the school received the desks as requested.

 

            5.2.3     Bankhara-Bodulong Primary School

 

5.2.3.1  Overview

 

The principal of the primary school, mentioned that the school was the first ever built in the community in 1999. Only 10 classrooms were built for a capacity of 650 learners but in its year of inception it exceeded its capacity by registering 753 learners. The school registered its first Matriculants in 2005. However the FET phase was later moved to Kalahari High School in 2006. The school generally experienced high learner enrollment. To date the school was registered to offer its Curriculum from Grades 1 – 7 with 1 550 learners. The school was a no-fee, Quintile 1 School, with Section 21 Financial Allocations. According to the 2013 Staff Establishment the school qualified for 46 staff. The school also employed four permanent general workers, a school clerk and eight food handlers.

 

At least 75 percent of parents in the community were unemployed with learners under the care of grand-parents while some headed households. The school experienced minimal parental support. The SGB was fully constituted and they gave the necessary support and direction for the school. All SGB members were trained in their roles and responsibilities including financial management. The SGB had appointed two Grade R practitioners. The school also had a good relationship with various community organisations.

 

Although the QLTC had been officially launched in 2010, there had yet to be a formal gathering of the Committee. The school received District support, mostly in the Foundation Phase. The challenge was that there was little support in the Intermediate Phase. 

 

5.2.3.2  Challenges

 

The school confronted the following challenges:

 

·         Low community literacy levels

·         Child-headed households

·         High rate of teenage pregnancies

·         Overcrowding

·         Late registration

·         No delivery of Grade R LTSM and furniture

·         Remedial educators

·         LTSM shortages:

-          Grade 3 :           First Additional Language (FAL) – no delivery

                              :           Setswana Home Language – wrong home language                                        delivered

                              :           Mathematics – wrong language delivered

 

-          Grade 5 :           Wrong FAL delivery

 

-          Grade 6 :           Wrong FAL delivery

 

5.2.3.3  Committee Observations

 

The Committee was concerned with the amount of erroneous LTSM received by the school and appealed to the Department to rectify this immediately. The Committee was also concerned over the overcrowding and low performance in the ANA and Mathematics generally. The Department had a responsibility to ensure that all schools practiced the adopt-a-cop initiative. The Committee noted the call from the principal for a second primary school to be built.

 

5.2.3.4  Responses from the Provincial Department

 

The Circuit Manager indicated that all schools in the District had the adopt-a-cop initiative. It was made clear to the school that they did not accept any erroneous deliveries of LTSM and stationery, and that they be returned immediately. The Department could only deal with shortages or corrections if they were reported. The Department had two meetings with the school in respect of curriculum and language issues. Teachers received training on content coverage for better performance. Regarding the furniture and resources for Grade R; this was reported to the Department and was receiving the necessary attention. Due to unrest the previous year, the plans to revive the QLTC in the District was curtailed but would be resumed in the near future. As the Department had a warehouse filled with textbooks, the shortage issue would be resolved immediately.

 

            5.2.3.5  Committee Recommendations

 

            The Committee recommended that the Department:

·         Ensured that the LTSM shortages be dealt with immediately.

·         Considered seriously the call for a second primary school to be built.

·         Removed the mobile classrooms and erect permanent structures as well as the supply       of the necessary furniture and material for the Grade R classes.

 

            5.2.4     Baitiredi Technical and Commercial High School

 

            5.2.4.1  Overview

 

            The institution started as a technical college in 1992 and was subsequently closed down due          to a lack of interest in technical education. The school was later re-opened as a technical and commercial high school, and is currently a Quintile 3 Dinaledi school catering for learners from             Grades 8 to 12. Notably, more than two thirds of the learners at the school are taking   Mathematics and Physical Science. The school also attracts learners from neighbouring     communities because of its unique status of being the only school offering technical subjects   within a radius of 20 kilometres. 

 

            The school had a learner enrolment of 922 and a staff establishment of 27 permanent          educators and seven temporary educators. In 2012, the school was used as a Spring Camp       for Grade 12 learners from different schools affected by the service delivery protests.

 

            The school was performing reasonably successfully with a pass rate for Grade 12 in the past           consecutive years as follows:

 

·     2010: 75.6 percent

·     2011: 61.3 percent

·     2012: 80.2 percent.

 

            5.2.4.2  Observations

 

            The Committee made the following observations which included challenges faced at the       school:

 

·     The LTSM had been delivered on time to enable the school to start the new academic year smoothly.

·     The Committee noted with appreciation that the school was attracting many learners to pursue technical subjects and was able to link them with NGOs for the purposes of further training and employment.

·     The school’s quality of practical work was commendable, with learners winning prizes in provincial and national Science and Technology related competitions.

·     Although the school had an adequate water supply, sanitation was insufficient to cater for the school population. 

·     The school experienced an unfavourable post establishment which resulted in insufficient manpower to effectively render an appropriate service to the community.

·     The school was exposed to threats of burglary and theft due to the lack of resources required to provide more effective safety and security for the school.

·     The school had experienced land invasion (illegal land occupation) and had reported the matter to the relevant authorities. 

 

            5.2.4.3  Response

 

            The Committee received a commitment from the District that it would follow up on the          infrastructure requirements of the school in its next monthly infrastructure meeting.

 

            5.2.4.4  Recommendation

 

            The Committee recommended that the Department:

 

·     Ensure that post provisioning norms be informed by curriculum needs in addition to learner enrolment

·     Support the school in resolving the challenges of inadequate sanitation and security.

           

            5.2.5     Isagontle Primary School

 

            5.2.5.1  Overview

 

            The school had a learner enrolment of 796 including Grade R and a staff establishment of 22            educators as well as 2 practitioners for Grade R. It catered for Grades 1 to 6 learners from          communities with many informal settlements where the socio-economic status was   challenging. Most parents of learners were unemployed. The school had obtained an average             of 45 per cent in ANA with particularly low performances in Mathematics Grades 3 and 6 and           English Grades 5 and 6.

 

            All the necessary learning and teaching support material had been received at the school to            begin the year smoothly. The school also had a fair supply of water and was currently not             experiencing any major challenges in this regard.  

 

            5.2.5.2  Challenges

 

            Challenges noted at the school included the following:

 

·     The school experienced a shortage of five classrooms which resulted in overcrowding.

·     Late coming of learners was a matter of concern.

·     Long sick leave management posed a challenge.

·     Parents were not involved in school activities.

·     An Administration Block was required.

·     There was a need to extend the school yard to accommodate sporting facilities.

 

            5.2.5.3  Response

 

            The District reported that it was in the process of addressing the shortage of classrooms at the        school.

 

            5.2.5.4  Recommendation

 

            The Committee recommended that the Department:

 

·     Support the school in addressing the late coming of learners, lack of parental involvement as well as improving the management of sick leave.

·     Work towards resolving the infrastructure challenges of the school.

 

            5.2.6     Maikelelo Primary School

           

5.2.6.1    Overview

 

The school had a learner enrolment of 539 and a staff establishment of 14 which translated into a teacher-learner ratio of 1:35. The school experienced an inadequate supply of water and needed assistance from the municipality and the Department of Public Works. It was electrified and had computers but lacked a science laboratory and library facilities.  

 

            Teachers had received CAPS training for the Intermediate Phase. Although LTSM had been             delivered, there was a shortage of workbooks in the Foundation Phase and some were delivered in the wrong language. The school experienced a rapid increase in the enrolment of            Afrikaans speaking learners which posed challenges to the provision of adequate resources.         The Committee advised the school to verify the number of books delivered against the         requisition made, and to report the shortfall to the Department. 

 

            Due to increased enrolment in the lower grades, caused by the high number of repeaters     arising from the 2012 disruptions, the Committee was informed that the school would require       an additional educator post. The Department had anticipated the increased enrolment and had        made provision for an additional educator. There was also a need for a classroom for Grade R    since the current one allocated was inappropriate and also doubled up as a kitchen. The     Department reported that the school would receive a mobile classroom by the end of that          week. The school experienced a shortage of chairs and had reported the matter to the             department who were attending to the matter.

 

            Learner registration at the school was still taking place and was expected to be finalised by the       end of that week. The school had received its tranche of the norms and standards funding. It        also had the necessary policies in place but was still working on the textbook retrieval policy.   There was also a need to develop a learner pregnancy policy. The SGB was functional and       had established the necessary sub-committees. Parents were not actively involved in the    activities of the school. There was a need for strategies to improve their involvement.

 

            5.2.6.2  Recommendations

 

            The Committee recommends that the Department:

 

·     Ensure that the shortfall on LTSM is dealt with and the correct books be delivered as a matter of urgency.

·     Provide the school with the necessary support to cope with the rapidly changing profile of learners at the school.

·     Support the school in developing a learner pregnancy policy.

 

            5.2.7 Noordkaap Primary School

 

5.2.7.1    Overview

 

The school had a learner enrolment of 1 509 and a staff establishment of 44 educators, three Grade R practitioners and three general staff. It required eight additional classrooms due to increased learner enrolment in the lower grades in 2013 as a result of learners not sitting for their end of year examination in 2012. The Department delivered six mobile classrooms and erected them at the school in time for use in Grade One at the beginning of the year. The two remaining mobile classrooms would be sought from another school which would be handed over built classrooms late in January 2013. 

 

            The Department’s Infrastructure Unit had made an assessment of the school’s infrastructural           needs and identified a long term need to erect an ablution facility. The school was electrified      except for the mobile classrooms, which would also be electrified once an electrician was           available. Although there were library and science laboratory facilities at the school, they were          used as classrooms due to a shortage of classrooms. The school had a computer laboratory           with 10 computers used for special needs education. There was a shortage of 60 chairs for             Grade One classrooms and the Department would source them from other schools.

 

            Although the necessary LTSM had been received, there was a shortage for Natural Sciences           and Technology, which the Department was addressing. Stationery would be delivered the    following day. Teachers received CAPS training for the Intermediate Phase in 2012.

 

            5.2.7.2  Challenges

 

            The school experienced the following challenges:

 

·         Parental involvement was minimal and required attention.

·         Although the QLTC was established, it was non-functional.

·         Some teachers had remained temporary for a longer period than was required by policy.

 

            5.2.7.3  Committee observations

 

            The Committee was encouraged by the foresight and thorough plans of the Department in    preparations for the smooth commencement of the 2013 school year. It was a matter of           concern that the QLTC was non-functional at the school and needed to be revived.

 

            5.2.7.4  Committee Recommendations

           

            The Committee recommended that the Department:

 

·         Ensure that all the necessary and correct LTSM be received as a matter of urgency.

·         Support schools in reviving their QLTC.

·         Investigate the allegation that some teachers were temporary for longer than required and this should be remedied.

 

5.3        Meeting with Organised Labour – Northern Cape

 

5.3.1          South African Democratic Teachers Union (SADTU)

 

SADTU in the Province was very optimistic that the Province would achieve higher and better results in 2013. As this was the second visit by the Portfolio Committee, SADTU wanted to check the progress in respect of the submission made. With regard to Post Establishment, SADTU indicated that they had an agreement with the Department that there would be no retrenchments in 2013. In terms of the equity share there had been a decrease in the amount (Total allocation of R 4.4 Billion for +/- 8 000 posts). SADTU had also been given the assurance that there would be no classroom without a teacher.

 

SADTU had pointed out that there were LTSM and stationery that were not delivered to certain schools and was given the assurance that these would be delivered by the next day. The union would monitor the situation closely. The union was happy with the availability of mobile classrooms where they were needed by schools. Of concern was the issue of learner transport, an issue that had been ongoing for many years. SADTU felt this matter needed to be elevated to a higher level as this impacted negatively on learner performance and achievement.

 

SADTU had a healthy relationship with the Department and engaged thoroughly. An issue that SADTU felt needed to be resolved was that of the removal of a certain Chief Director (this was also highlighted during our previous visit). The union was satisfied with the training conducted by the Department for teachers and was assured that there would be further training workshops for those who had missed out previously. SADTU was also in the process of doing its own verification of the delivery of LTSM to all schools.

 

Regarding the use of hazardous asbestos to strengthen building material for schools, SADTU mentioned that there had been a learner death in 2009 as a result of asbestosis. The situation was dire since many communities had been relocated onto asbestos dumps. These communities needed to be relocated. The issues of asbestos hazards needed a much broader and wider level of engagement with all the relevant Departments for an inter-departmental approach and solution. SADTU appealed to the Portfolio Committee to intervene in this regard and have the issue elevated to a National level.

 

SADTU was firm in its view that a forum of this nature was required on a regular basis with the MEC to discuss and engage collectively. SADTU was pleased that the ELRC was undergoing some changes and hoped the engagements with the ELRC would yield positive results.

 

5.3.2          National Professional Teachers Organisation of South Africa (NAPTOSA)

 

In respect of the issues around the Post Establishment, NAPTOSA abided by the processes and procedures applied by the Education Labour Relations Council (ELRC). NAPTOSA cautioned, however, that there was a need to review and address the post provisioning for special schools. NAPTOSA congratulated the Department for being proactive in the district on issues surrounding the state of readiness for the reopening of schools for 2013. Although there had been some intermittent shortages, NAPTOSA was generally satisfied with the delivery of the LTSM and stationery to schools. The union pointed out that there was no CAPS literature in Braille.

 

NAPTOSA was very concerned over the issue of learner transport in the region and had been unable to secure a meeting with the Head of Department on the matter. In many instances it had been reported that learners had not been transported at all. The issue at hand was that the problem was not with Departmental procedures but with the actual service providers who could not deliver on services.

 

On infrastructure, a concern for NAPTOSA was the buildings/classrooms built with bricks and mortar strengthened with asbestos. Besides being dangerous and life-threatening, it was also very hot during the summer months. NAPTOSA was of the view that these hazardous asbestos buildings needed to be eradicated. Where schools were supplied with mobile classrooms, they were not fitted with air-conditioning and became unbearably hot.

 

Regarding the Annual National Assessments, NAPTOSA’s concerns were in respect of the standard of the ANA test itself. There seemed to be a general fluctuation with some grades being too low and others being too high.

 

Although the relationship with the Department was good, NAPTOSA felt that the Department saw engagements with the union as only a matter of compliance. Securing a meeting with the Head of Department had been fruitless to date.

    

            5.3.3     Responses from the National Department of Basic Education

 

            The calls from SADTU on matters raised had been noted and would be reported to the Office           of the Director-General. In respect of policy and delivery of LTSM, the DBE was assured that,        in the Province, 98 percent of the materials had been successfully delivered to schools.         Unfortunately, what was emerging was, in fact, not the case in the various Circuits where they        were receiving reports of non-delivery. The standards of the mobile classrooms would be      looked into - with recommendations. Although staff establishment was not a National     competence, provinces were failing in this regard, and DBE may intervene. Once again,             reports received from provinces indicated that there was 100 percent CAPS training when, in            fact, this was not the case. The issues around the Braille books would receive immediate    attention.

  

            5.3.4     Committee Recommendations

 

            The Committee recommended that the Department:

 

·         Urgently raise the issues around the asbestos hazard with the Office of the MEC and Premier.

·         Engage with the relevant departments in respect of the request for tarred roads in affected areas (Department of Transport and Department of Co-operative Governance and Traditional Affairs).

 

6.         Oversight visit to the KwaZulu-Natal Province (Uthungulu District)

           

            6.1        Meeting with KwaZulu-Natal Provincial Education Department

 

            Dr S N P Sishi, Head of Department (HOD), in his opening remarks stated that KwaZulu-Natal         had the largest learner population in South Africa. Finding solutions to the challenges in this          province would automatically shift the whole country forward. The Provincial Department          and the Legislature Portfolio Committee also conducted similar school visits to at least 30         schools in the last two weeks, to report on teaching and learning. The Department could     confidently say that teaching and learning was conducted at all schools in the province. He       assured the Portfolio Committee that by the time schools reopened, no school would be     without school management.

 

At least three independent and authoritative reports both nationally and provincially reported that the province performance in the Foundation Phase was on the increase with the Intermediate Phase on the decrease (with Grade 9 performance increasing). The Grade 12 results indicated that the province was on an improvement trajectory. The number of learners in the schooling system was on the increase. It had been confirmed in a DBE report that the province had the highest number for learner retention in South Africa. It was observed that the intervention strategies in the province were working well. The province had planned to make teacher development a focus area going forward. The eight interventions the province included:

 

·         The transformation of small and non-viable schools

·         The elimination of multigrade teaching

·         The streamlining of the typologies of the schooling system

·         The renaming of schools

·         The establishment of Model Schools

·         The provision of support to Early Childhood Development (ECD) sites for 0 – 4 year olds in collaboration with the Department of Social Development and the Department of Health

·         Ensuring that all children were given access to two years of ECD programmes before entering Grade 1

·         Ensuring access to education for learners with barriers to learning

 

The province recognised inputs by the teacher unions during engagements on issues of education. The relationship with teacher unions in the province was structured.

 

The Province provided LTSM to 5 955 schools through the allocation from Norms and Standards for school funding. The plan was to deliver all LTSM for use in 2013 by 30 November 2012. The procurement of stationery and delivery to schools was completed by 15 November 2012 whereas the delivery of textbooks stood at 99.2 percent. The remaining 0.8 percent supplies were back orders which publishers could not deliver on time. All back orders would have been delivered by 7 December 2012. The textbooks orders for 2013 also covered the CAPS material for 2013.

 

The status of the procurement of stationery for 3 446 schools was as follows:

 

·         Proof of Delivery (POD) of 100 percent delivery to schools (schools that received all stationery ordered) – 2 973  out of 3 446 schools

·         Outstanding PODs were for 473 schools

·         The Department conducted an audit of stationery delivery to schools. All public schools had to complete and return stationery audit forms by 16 November 2012.

           

            The Department experienced back orders from 24 publishers to the value of R 1.6 million.    Most of the back orders were expected at the warehouses on or before 30 November 2012          and delivery was expected to have been completed before the schools closed in December       2012.

 

The Department had embarked on a training programme for School Management Teams (SMT) of underperforming schools, both primary and secondary schools, throughout the year. The programme would respond to challenges cited in the Curriculum Management and Delivery Strategy - and sought to contribute to the actualization of the broader transformation of the schooling system in the Province. The Department requested that the Portfolio Committee noted and endorsed the Teacher Development/SMT Training Plan for 2013.

 

6.1.1 Challenges

 

Some of the challenges facing the Department included:

 

·         The level of performance in Mathematics and Science was disturbing

·         Many of the districts were in deep rural areas, some areas affected by faction fighting which led to the loss of teaching and learning days. Some areas had minimal stability with high levels of drop-outs in enrollment.

 

The Department had a clear plan to turnaround underperforming schools through the following:

 

·         Engaging the SGBs  and communities at large

·         Twinning schools with better performing schools

·         Establishing monitoring teams to visit schools and check teaching and learning

·         Tracking of work schedules

·         Reviewing the different streams and subject combinations being offered 

 

The Department had a plan in place to ensure that schools identified would be receiving       Mathematics and Science teachers.

 

            6.1.2     Committee Observations

 

            The Portfolio Committee congratulated the Province for the 73.1 percent results in 2012 (increased by six percent from the previous year). The Committee was interested in the numbers concerning schools who did not receive the necessary LTSM. The Committee queried as to the type of accountability measures in place for those officials employed where school performance was very low. The Committee was also interested in the move to close some rural schools and proposed the creation of mega-schools. The Committee advised that the Department needed to do the necessary analysis of the ANA results and look into how best to improve those who underperformed. The Committee was concerned about the “Grade 13”/repeaters in Grade 12 and how best they were being accommodated, if at all. The Committee acknowledged the challenges of attracting graduates to rural areas and recommended that the National Department needed to look at this problem through human resources policies. The Committee was impressed and commended the Department for the best practice in respect of delivery of LTSM. This process needed to be emulated in other provinces.

 

            6.1.3     Responses from the Provincial Department

 

            The Department was working to find solutions and interventions in respect of Grade 12 repeaters and how best they could be accommodated. The Department Curriculum Management Strategy specified the curriculum interventions to be put in place for implementation in 2013. Part of the strategy was to expand education to FET Colleges. Accountability measures were in place for areas where poor performance had been identified. It had been observed that with the switching of languages from Grade 4 there was also a decline in performance. The Department welcomed the move to have a compulsory  First Additional Language as of Grade 1.

 

The Department had no problem in terminating the services of any official in the system for non-performance. The Department had a detailed QLTC renewal strategy and was looking forward to better successes in 2013. There was a concerted effort from the Department to consult extensively with communities and relevant stakeholders in respect of the possible closure of identified schools – implementation would be a joint venture with all role-players. The Department further indicated that they were not satisfied with the quality of the Shuttleworth textbooks and workbooks and had appointed three independent evaluators to assess the situation. The Department was engaging the Department of Transport in respect of the increased number of learners requiring transport and currently not being accommodated.

 

            6.2        Visits to schools 

 

            6.2.1 Mnyakanya High School

 

            6.2.1.1 Overview

 

The school principal mentioned that currently the school post provisioning stood at 26, with 23 classrooms accommodating 740 learners. The school was without a Science teacher whose post had been advertised. As a result the performance in Science was low due to an unqualified teacher teaching the subject. The school did not have the involvement and support from the parents with a community that was at least 80 percent illiterate. Parents generally ignored calls from the school to attend meetings of any kind. Many of the learners at the school were orphaned. Although the SGB had been elected, they were non-operative. The school had placed the necessary orders for LTSM and stationery but there were still some outstanding textbooks yet to be received. All teachers had received the necessary CAPS training and were well prepared for the year ahead. The school had challenges with learner transport since it had been discontinued from the third quarter in 2012. Although the QLTC had been launched the previous year there had been no further programmes since. The school also had the challenge of attracting suitably qualified teachers to the rural school and this necessitated the school employing unqualified teachers for subjects such as Mathematics, Science and Commerce.

 

6.2.1.2    Challenges

 

The school experienced the following:

·                     The lack of professionally qualified permanent teachers.

·                     The lack of parental support with regard to curriculum.

·                     The shortage of teachers during the first and second term.

·                     The lack of support from Subject Advisors (GET).

·                     The lack of resources (computers not in working order. No computer educator).

·                     Learners with barriers to learning were not accommodated.

 

6.2.1.3  Committee Observations

 

The Committee was concerned with the subject streams offered at the school. There was a need to review the streams offered and be advised on alternate streams to offer. Of further concern was the employment of unqualified teachers for some of the subjects being offered at the school. The Committee further acknowledged the leadership challenges faced by the school due to principal’s post being vacant for some time. The Committee was concerned that the transport for learners was not functioning due to learner ill-discipline and vandalism. As a result service providers were not prepared to transport these learners.   

 

            6.2.1.4  Responses from the Provincial Department

 

            The Department would investigate the obstacles for the school not having received all          outstanding textbooks. The challenges in respect of teachers were that they did not feel          secure at these schools and left at any given time. This led to an unstable educator profile at     the school. Naturally, this staffing fluctuation also created problems in respect of staff             development. The Department would look into the issues of learner transport and how this   could be resolved. Learners transport remained a competency of the Department of Transport   with the exact roles and responsibilities being defined. The Department lacked the required   number of subject advisors and urged schools to submit their requests in writing. It was             important that the Department received the necessary feedback from schools in respect of LTSM shortages and errors.   

 

6.2.1.5  Committee Recommendations

 

The Committee recommended that the Department:         

·         In conjunction with the Provincial Department give the necessary direction to the school in respect of reviewing or re-assessing the subject streams offered and any alternative offerings.

·         Look at the filling of the vacant posts at the school, as well as the unqualified teachers.

·         In conjunction with the Department of Transport address the issues of learner transport as a matter of urgency.

·         Ensure that all outstanding textbooks were delivered to the school as a matter of urgency.

           

            6.2.2     Umdlamfe Senior Secondary School

 

6.2.2.1  Overview

 

The school was a Quintile 5 school with 933 enrolled learners and a staff establishment of 26. The large majority of learners came from outside the township. The school started with 12 classrooms and an administrative block in 1980. The school experienced a steady increase in learner enrolment and in 1991, 15 additional classrooms, a library, a laboratory and a multi-purpose room was built. The school had yet to appoint a new principal after the retirement of the previous one. The Norms and Standards allocation received by the school from the Department was very little due to the school’s quintile status and the school struggled to buy enough LTSM. The Matric pass rate had been declining over the past three years. All teachers had received the necessary CAPS training but the school employed inexperienced Mathematics and Science teachers. The school enjoyed a well-established and committed SGB. They also received regular support from the District through regular visits to the school. A major challenge at the school was that too many learners opted to do Mathematics and Science, and unfortunately were performing very poorly. Parents were insistent that the children take these subjects. Meetings had been called and further meetings were scheduled with parents to discuss and deal with the challenges around learners opting for these subjects. The turnaround strategy for the school was to strengthen the capacity to provide quality teaching in Mathematics and Science and there was also a move to reduce the number of learners enrolling for these subjects.

 

6.2.2.2  Challenges

 

·         The school was unable to purchase adequate LTSM due to the lack of funds.

·         The school experienced vandalism and break-ins

·         There were allegations that learners abused drugs and some also sold drugs

·         Learner discipline – late coming was a problem

·         There was a high rate of learner pregnancy

·         There was a  lack of parental involvement

·         There were a large number of learners who were orphaned and also headed      households

·         There was a shortage of books in the school library

·         The school lacked a sports field

·         There was no security guard

 

6.2.2.3  Committee Observations

 

The Committee was concerned that the school had, for the past three years, experienced a steady decline in the Matric pass rate. The school was having difficulties in ensuring good performance in Mathematics and Science which negatively affected the percentage pass rate. The Committee was shocked that the school did not seem to be familiar with the QLTC. With the challenges in respect of textbooks, the Committee was of the view that the school practised the retrieval policy at its disposal. 

 

6.2.2.4  Responses from the Provincial Department

 

The District ensured that at the start of the year, new teachers were identified for workshops with subject advisors. These workshops focussed mainly on target content and performance in weak areas. Advisors had personalised sessions with teachers and analysed learner performance and supplied advice to teachers. With the start of the year, all school with Mathematics and Science problems had been identified. Subject advisors were instructed to visit/monitor these schools on a regular basis. With regard to failures in Matric, it was the prerogative of the school principals to allow these learners to repeat. There was a huge backlog in respect of learner transport which the Department hoped to address.   

 

6.2.2.5 Committee Recommendations

 

            The Committee recommended that the Department:

 

·         In conjunction with the Provincial Department review the policies governing Grade 12           repeaters.

·         Ensure that IQMS be practised by all educators, not only the principal and deputy principal.

·         Ensure that schools were properly advised in respect of subject choices offered.

·         Ensure that challenges of drug abuse and learner discipline at schools be addressed          as a matter of urgency.

·         Find speedy solutions to the remainder of the challenges faced by the school.

 

            6.2.3     Isikhalasenkosi High School

 

6.2.3.1  Overview

 

The principal mentioned that the school started in 1996 with 38 learners and had grown to approximately 450 learners currently. In 2008, the school principal had to be displaced and thereafter the school had no sound leadership. A major issue for the school was the Science Department which had shown low performance and pass rates. In the past, the school lacked a laboratory and the necessary laboratory equipment. With the new infrastructure and resources the school hoped to increase learner performance and pass rates for Science. For many years the school structures were badly dilapidated prefabricated structures.

 

All teachers had received the necessary CAPS training and were ready to implement. They were also qualified to teach the subjects they were teaching. The SGB was fully functional and hands-on with good cooperation with parents and meeting attendance. The school had the necessary School Improvement Plan in place and had commenced with extra afternoon and morning classes for Grade 12 learners. The school also received strong support from the District and Circuit. It was intended that the school approach the Department in respect of the launch of the School Nutrition Programme.

 

According to the principal, there was no effective teaching in Economics with many complaints from the learners. Although the teachers were qualified Mathematics and Science teachers who had been extensively workshoped and trained, these teachers still did not perform well at all. The principal went as far as to request that these teachers were replaced.

 

Although the QLTC was launched, it was not functional and needed reviving.   

   

6.2.3.2  Challenges

 

From the above input, the challenges experienced by the school could be summarised as follows:

 

·         Low performance in Science and Economics subject subjects.

·         An urgent need to fill vacant positions

·         The need for a security guard

 

6.2.3.3  Committee Observations

 

            Although the school qualified for the National School Nutrition Programme, they had not      made    use of the programme to date. The Committee was encouraged that the school had been in    consultation with the Department regarding the feeding scheme for 2013. The Committee was             concerned that the Science and Economics teachers could not improve the learner         performance despite all the resources supplied.

 

            6.2.3.4 Responses from the Provincial Department

 

The Department indicated that the school was receiving special focus from the Department, particularly in respect of the curriculum. Although subject advisors visited the school, there appeared to be very little improvement. It had been revealed that the failures of Grade 12 would be allowed to repeat at the school and attend full-time classes. The school was on the list of the Department in respect of their maintenance programme.

 

6.2.4     Injabuloyesizwe Primary School

 

            Due to time constraints, the Committee spent only a short period of time at the school. The             Team-leader ensured that the principal was supplied with a copy of the Committee’s       questionnaire which needed        to be completed and returned to the Committee Secretary. 

 

6.2.4.1 Overview

 

The school was founded in 1988 but only started operations in 1989 with only two classes. The principal boasted of an excellent culture of teaching and learning. The school was still in the process of registering learners and would have final enrollment figures by the end of January 2013. The principal indicated that a major challenge was that of slow learners and many had difficulty with reading. The school received the necessary assistance and support from the District and Circuit with regular visits by the subject advisors. The school had received all its LTSM and stationery. It had five blocks with 16 classrooms with a library and computer room under construction. It also boasted employing efficient and professional teachers.

 

There was a clear strategic plan to deal with the HIV/Aids pandemic from a school point of view. The main areas of action included:

·         Prevention

·         Care for people living with HIV and AIDS

·         Care for children affected by HIV and AIDS

·         Working together as an entity

 

A major challenge that the school faced was that the Department had ranked it as a Quintile 3 school. According to the principal, the school was not supposed to be a fee-paying school. The principal had engaged the Department on the many reasons for the Quintile status to be reviewed.

 

6.2.4.2  Challenges

 

The following challenges were noted:

 

·         The need for a library and laboratory

·         Buildings required new doors and locks to be fitted as well as repairs to all existing windows

·         The electrification of buildings needed to be restored.

·         The paving of school yard was required (with a netball ground drawn onto paving)

·         The lack of sufficient furniture

·         The lack of security at night

·         The lack of discipline

·         The lack of sporting facilities

·         The Quintile status needed to be reviewed.

 

6.2.4.3  Committee Observations

 

            Due to time constraints, the Committee was unable to engage meaningfully with the principal          and SMT. However, the Committee’s questionnaire was supplied to the principal for      completion. The questionnaire would then be forwarded to the Committee Secretary for further   dissemination.

 

            6.2.5     Bhamu Secondary School

 

            6.2.5.1  Overview

 

            The school was relatively small and had a learner enrolment of 150 at the time of the Committee oversight but learner admission was still open. It was stated that the general practice at the school was to open registration until the end of January since parents tended to register late. The principal of the school was recently appointed and was a graduate of the Principals Management Development Programme (PMPP), a provincial initiative of the KwaZulu-Natal Department of Education in conjunction with the University of KwaZulu-Natal.

 

            The communities served by the school had been affected by faction fighting. The Committee                        was told that learners from across the street from school were advised not to attend the school               which resulted in low enrolment. Political leaders and police intervened and minimised the              tension.

 

The school experienced a significant drop in the Grade 12 NSC results from 46.2 per cent in 2011 to 6.3 per cent in 2012. Performance was particularly low in Physical Science and Accounting where the school obtained zero per cent. The Committee was told that the school was without a Science teacher but the district was attending to the matter. Performance in ANA Grade 9 was also poor, particularly in Mathematics.

 

            6.2.5.2  Committee Observations

 

The Committee was informed that effective teaching and learning had started except for Science and Mathematics where there was a need for a teacher. CAPS Grade 11 training had taken place and the necessary textbooks had been received. Workbooks had not yet been received. According to the district manager they were now available at the district waiting for collection. Stationery had also been delivered.

 

The school had the necessary policies in place, except for HIV and AIDS. Encouragingly, the textbook retrieval policy lacking in many schools was in place. The Committee was informed that the school experienced six learner pregnancies in 2012 and three learners had returned to school. No pregnancies were yet recorded in 2013.

 

The Committee was told that the SGB was fully functional with established sub-committees and that parental involvement was improving. Encouragingly, it was also mentioned that the QLTC was functional and a rally was held at the end of 2012 where different role players attended.

 

The school management informed the Committee that support from the district was satisfactory and the circuit manager and other district officials visited the school regularly.

 

            6.2.5.3  Challenges

 

            Key challenges faced by the school included the following:

 

·         The school was in need of a suitably qualified Science teacher.

·         The school experienced an inadequate supply of water. The Committee was told that the district municipality was in the process of installing pipes in the community which could assist the school. Sanitation was also affected by lack of water.

·         The school had adequate fencing but lacked a proper library though it stored surplus books.

·         The school lacked computers.

·         There was a shortage of school furniture. The school hoped to buy chairs in June when it received its funding allocation from the Department.

·         Some teachers at the school were underqualified.

·         Some learners who qualified for learner transport were not benefiting from the the service and were travelling a long distance to school.

·         The ANA results for grade 9 were a matter of concern and required a turnaround plan.

·         There was concern about learners starting the school year late which required attention.

 

            6.2.5.4  Responses from the Department

 

In response to some teachers being underqualified, the District Manager indicated that the region was facing an acute shortage of teachers. The district was considering to rationalise the educators, placing those suitably qualified for primary teaching in primary schools. From a long term perspective, the province was considering ways of attracting teachers to the region.

 

In respect of the lack of computers, the Committee was informed that the KZN Department of Education had agreed with the SGBs that it would purchase equipment centrally, including at least one computer per school. The first batch of 3 000 computers had been paid for. Schools such as Bhamu would benefit from the arrangement.

 

The Department expressed a concern that the school started drafting the Policy on HIV and AIDS in September but it was still not ready when that all was needed was to adapt it. The principal was urged to finalise it as a matter of urgency for the benefit of learners.

 

With regard to the need for learner transport for all qualifying learners, the district informed the Committee that it had forwarded a request, though there could be budget constraints.

 

            6.2.5.5  Recommendations

 

            The following recommendations were made:

 

·         The principal was advised to urge parents to register learners early.

·         The Department should support schools to ensure that ANA is used as a diagnostic tool.

·         The Department should resolve the challenge of underqualified teachers expeditiously.

·         The Department should give the school special support to turnaround its performance in ANA and the Grade 12 NSC examination. 

 

            6.2.6 Imikayifani Primary School

 

            6.2.6.1  Overview

 

The school was a large Quintile 4 school with a learner enrolment of 1 646 and a post provisioning norm of 50 educators, including a principal, two deputy principals and four HODs. It also had three Early Childhood Development (ECD) practitioners and eight non-teaching staff (four state paid and four SGB paid). The teacher-learner ratio stood at 1:35. Learner enrolment had declined from 1 803 in 2012. The Committee was told that the school was trying to reduce learner intake due to the lack of classroom space at the school. The school had arranged with neighbouring schools to take learners not accepted at the school. The Committee advised the district to monitor the process to ensure that no learner was left without a school.

 

            6.2.6.2  Committee observations

 

The Committee was informed that teaching and learning had started at the school on the first day of the school calendar year. The school had 26 classrooms which were all in good condition following renovations. It had access to water, sanitation and was electrified. A computer laboratory was equipped with computers. The school was fenced with razor wire which was in a satisfactory condition. A library facility was under construction. The school was without a science laboratory to enhance the delivery of the curriculum and instead was using the media centre as a science laboratory.

 

The Committee’s view was that the school was functioning well. Members were encouraged by the fact that the school excelled in different activities such as athletics, netball, soccer and music and had received trophies for its achievements. It also had a big vegetable garden which benefitted the school population. In terms of learner performance, in 2012, out of 1 803 leaners, 1 691 had passed. With regard to ANA, the school performed well in the Foundation Phase but did not perform as well in the Intermediate Phase. The Committee was told that the school had observed that learners cannot read the instructions on their own. The school would focus on improving reading as part of the turnaround strategy.

 

Teachers had received the necessary CAPS training. Workbooks and stationery were delivered but there was a shortage of workbooks. The Committee advised the school to submit the shortfall to the circuit office.

 

Policies were in place at the school, including the textbook retrieval policy. The SGB was fully functional and parental involvement was satisfactory. Parents visited the school to teach learners how to behave. The QLTC was formed in 2012 and was functional.

 

The school had 101 cases of vulnerable learners. The Committee was pleased that the school was working closely with the Department of Social Development to attend to the needs of vulnerable learners. The School Nutrition Programme was running smoothly. KZN provided NSP beyond quintile 1 – 3.

 

            6.2.6.3  Challenges

 

            Challenges faced by the school included the following:

 

·             There were insufficient classrooms to meet the demand for admission at the school.

·             The school needed a proper classroom for pre-school learners. It had applied for a donation to build the classroom. The donors could only give raw materials and would not be able to build the classroom.

·             The school required additional benches for the Foundation Phase since some were broken.

·             The school lacked a science laboratory to successfully deliver the curriculum.

 

            6.2.6.4  Responses

 

The district told the Committee that they would review the school quintiles from February and poverty levels of schools would be considered. With regard to Imikayifani Primary School’s arrangement with neighbouring schools to accommodate learners not admitted at the school, the Committee was informed that the district and circuit were monitoring the process and facilitating the movement of learners. The Province was in the process of building appropriate classrooms for needy schools but was moving gradually within budgetary constraints.

 

In respect of low performance in the Intermediate Phase, the KZN Department of Education had developed a Numeracy and Literacy Strategy and would intensify its implementation. As part of the Strategy, every school had a reading period daily. On the need for a suitable classroom for Grade R learners, the Department had a way of attending to it though within budgetary constraints.

 

            6.2.6.5  Recommendation

 

            The Committee recommended that the Department consider assisting the school to acquire additional benches for Grade R.

 

            6.2.7     Nomaqoni Junior Secondary School

 

            6.2.7.1  Overview

 

The school was a relatively small Quintile 2 school with a learner enrolment of 154 and a post provisioning norm of nine educators, including a principal and two HODs. Learner enrolment had decreased from 233 in 2012 though admission was still open.

The teacher-learner ratio was manageable at 1:27. The Committee was told that the school was established from a larger high school and had adopted all the subjects offered at the original school. Recently the school moved to a commercial stream.

 

Despite having qualified teachers, the school had repeatedly underperformed in Grade 12 NSC results and obtained 26.9 per cent in 2010, 30.4 per cent in 2011 and 10.6 per cent in 2012. The Committee was informed that the school had learners who travelled more than eight kilometres to and from school daily, and arrived late at school. It was also reported that the community where learners come from had faction fighting, which affected learners.

 

The school had 10 classrooms which were enough to accommodate learners enrolled at the school. It was fenced, electrified and had access to water but lacked a science laboratory, a library, a Consumer Studies room, computer rooms and workshops.

 

The SGB was functional and had established the necessary sub-committees. The school nutrition programme had also commenced smoothly.

 

            6.2.7.2  Challenges

 

            The school faced the following challenges:

 

·         The school needed support to improve its Grade 12 NSC results.

·         The school had a high turnover of Mathematics teachers, replacing them was a challenge.

·         The school experienced learner late coming and drug abuse.

·         There was a high learner pregnancy rate and the school had recorded 12 pregnancies in 2012.

 

      6.2.7.3 Committee Observations

 

The Committee was concerned that learners were put in a dead commercial stream since only one learner wrote the Mathematics Grade 12 examination out of a total of 47 learners while 46 wrote Mathematical  Literacy. Members deliberated as to whether anyone was accountable for the situation.

 

The Provincial Portfolio Committee on Education believed that the school problem had to do with management and leadership. They urged the department to deal with the problem.

 

      6.2.7.4  Responses from the Department

 

The Department was disappointed with the school’s results. They indicated that they had interventions that were cascaded into schools. Every effort was made to assist the school. They wondered if the school made use of available resources such as previous question papers and memoranda since it had repeatedly performed poorly. In respect of high learner pregnancy, it was stated that staff from the Department of Health work closely with the KZN Department of Education (DOE) to support the school. The District required a turnaround strategy from the school by Monday, 28 January 2013. The District Manager stated that he would have a special session with the school monthly to monitor its progress.

 

Regarding the one stream choice, it was stated that the KZN DOE took a decision that schools with less than 320 learners should take one stream for the successful delivery of the curriculum. It was further indicated that if Accounting was selected as a subject, schools were advised to choose Mathematics and not Mathematical Literacy.

 

There was agreement from the District that the school faced management and leadership challenges. They would look into the matter and give a report on their actions.

 

      6.2.7.5 Recommendations

 

      The Committee recommended that:

 

      The district, unions, Provincial Legislature and the community address challenges at the     school collectively. The Committee should receive a report on the matter.

 

      6.3        Meeting with Organised Labour

 

      6.3.1     National Professional Teachers Organisation of South Africa (NAPTOSA)

 

            With regard to school infrastructure, NAPTOSA was of the view that schools in the Province were deteriorating at an alarming rate with very few, if any, interventions from the Department in respect of renovations and maintenance. Of further concern was the fact that the longer this continued, the more expensive it became to do the necessary maintenance and renovations and at some point it would be cheaper to build new schools.

                       

            NAPTOSA was concerned that many schools would not be able to afford electricity once the latest Eskom tariffs were applied. There was a need to look at measures to assist schools in respect of these electricity tariff hikes. The relationship between schools and the various municipalities varied from municipality to municipality. Schools were not likely to be able to afford the latest electricity tariff hikes.

 

            Overall, NAPTOSA could report that there had been very little challenges in respect of school readiness for the Province. The union had embarked on the training of teachers on the CAPS programme (especially on content). There was a concern from NAPTOSA that  teacher training seemed to have become increasingly the responsibility of the unions. The union reported that there had been pockets of training that occurred in 2012, though not all teachers received training. All training was funded by the National Department in collaboration with the provincial departments.

 

            In the matter of LTSM, NAPTOSA indicated that all schools ordered from a catalogue. It had been reported that there were schools who had not received the books ordered or the orders were incomplete or incorrect. The union was still engaged with collating their information from the survey conducted on delivery. NAPTOSA stressed that there needed to be efficiency in the system if they wanted to achieve better results. It was important that the LTSM catalogue spoke to all the different languages equally. There was a need for a better communication flow between schools and the Department and vice versa. Better communication and properly trained staff would speed up the efficiency in the system.

 

            The union had also noticed a high rate of learners with HIV and AIDS and was concerned that there was a lack of proper support structures in place for learners and parents. The issues around teacher incentives was a controversial one since two adjoining schools could be in a situation where only one was receiving the incentive. .

 

With regard to teacher standards, the union was in the process of establishing a Teacher Development Institute, with the Department having donated some funds in this regard. The institute would be geared primarily for teacher training

           

6.3.2     South African Democratic Teachers Union (SADTU)

 

As the largest union in the country, SADTU indicated that if the Department failed, SADTU needed to reflect on the situation to determine where they had failed. The union acknowledged all the good work undertaken by the Department in the Province in respect of school readiness for 2013. SADTU indicated that they were of the view that Grade R needed prioritising in 2013. The union further reported much improvement in respect of the ANA. This needed slight improvement but was a much needed assessment tool. SADTU maintained that the focus should not only be on Grade 12, but throughout the grades. Grade 12 learners who did not pass needed to be given the opportunity to rewrite Grade 12. In respect of competency testing, SADTU was of the view that, as all else, there needed to be proper consultation and engagement.  

 

It was important that the Department looked at publishing vacancy bulletins at least four times a year and worked to filling the important management positions as a matter of urgency. The issue of timeous filling of vacancies had always been a matter fought for by SADTU. The position of SADTU on post provisioning was to ensure that each subject had a teacher to teach it. SADTU mentioned that the Province had experienced a shortage of teachers as well as the exodus of the qualified teachers. It was also important that four-year-olds were included in the Grade R schooling system, with practitioners in Grade R all on the same level.

 

SADTU questioned whether marking was, in fact, a capacity building instrument or merely spoke to the extra monetary incentive. It was important that markers be rotated so all could benefit from the exercise. Other areas of concern for SADTU included:

·         Districts experienced a large exodus of qualified teachers.

·         Agreements regarding the use of foreign nationals (what was the coordination with          Home Affairs in respect of work permits?)

·         The consideration of a government finishing school for Matrics who had failed

 

SADTU reiterated that for most of the challenges faced, there were platforms for raising them. The Education Labour Relations Council (ELRC) was a fully functional council utilised by SADTU, amongst others. Of the challenges faced some included:

·         An unhealthy workforce.

·         Oversight and monitoring of schools

·         Staffing (especially at the start of the year)

·         Infrastructure

·         Rural incentives in respect of teacher retention   

 

SADTU agreed that the QLTC was important for creating a learning environment and its positive impact on education. Thus, SADTU developed and adopted its own quality learning and teaching programme. SADTU also launched its own subject societies for capacitating heads of departments. Because there was a need for continuous development of subject advisors, they formed part of the subject societies. SADTU indicated that there were many intervention programmes in the province but stressed that these be properly coordinated and that unions be recognised and consulted on many of the programmes.  SADTU required more information and reasons as to why, at some stage, SGBs were given the responsibilities of appointing principals. This needed further engagement.

 

Regarding LTSM, SADTU had developed and conducted its own survey on the delivery of LTSM. Survey forms had been distributed to schools and these were still being captured and collated to give a better picture of the successes with delivery and receipt of LTSM.

 

6.3.3     Suid-Afrikaanse Onderwysunie (SAOU)

 

            SAOU echoed most of what the other unions reported on. On the issue of LTSM delivery, the union had embarked on calling schools to verify information on delivery. Of the schools contacted, SAOU reported that not a single school had received its full compliment of books

 

            6.3.4     Committee Observations

 

            The Committee noted with concern the fact that unions felt that the responsibility of teacher training had been shifted to them. The reports the Committee was receiving from the Department was that all LTSM had been delivered, except for small cases of non-delivery. However, the unions were portraying a completely different and opposing report of wide-spread non-delivery. The Committee was also concerned over the reports on the deteriorating infrastructure and the minimal support coming from the Department. The Committee was also interested in ideas of how to attract teachers to rural areas through possible incentives. The Committee was concerned as to whether there was value for money in continuing with the Dinaledi Schools. Of particular concern was the amount of extra time teachers were required to be teaching, taking into account all the extra morning classes, afternoon classes, Saturday classes and special camps.

 

6.3.5     Committee Recommendations

 

            The Committee recommended that the Unions submit their submission to the Portfolio Committee via the Committee Secretary. The Committee would ensure that important aspects of the submissions formed part of the Committee report. Issues requiring further engagement included:

 

·         Surplus educators

·         The acceptance of failed Matriculants

·         Teacher attraction and retention – as well as attrition and HR policy.

 

7.         Oversight visit to the Eastern Cape Province (Fort Beaufort District)

 

            7.1        Meeting with the Eastern Cape Provincial Education Department

 

            The MEC, in his opening remarks, mentioned that the district had a huge challenge in respect of the demarcation processes. Of concern was the role played by the unions in the province – this needed to be addressed since ultimately, it was the Department who employed and not the unions. Where there were issues of contention, the Department was committed to investigate these and to conduct proper reporting. Of concern was that the majority union in the District did not recognise the appointed District Director. A major problem facing the Department was the increased union activism at schools which was historical and much politicised. It was important that SGBs and communities started to become more involved in the education of learners, insisting on putting teaching first.

 

      The Department had undergone all the necessary analysis of the 2012 results, especially for underperforming schools. The Department had a turnaround strategy in place for underperforming schools.

 

      Most of the schools in the district were ready for schooling on day one of the school year – this depended on the schools admission plan being in place.

 

      The way in which the Province requisitioned in 2012 was an improvement on 2012 and the Department was able to conduct the necessary monitoring. The Department also enjoyed a good relationship with publishers and other relevant stakeholders. Unfortunately, not all schools had received its books by December 2012. The Department had encouraged principals to be available throughout December 2012 to receive late deliveries and mop-ups. These mop ups would be completed by 15 January 2013. The problems of textbooks were exacerbated by schools not following the necessary book retrieval policies in place. 

 

The Department indicated that the contracts of temporary teachers were set to end on 21 December 2012 but this was extended to 31 March 2013. The Department had urged all Districts to give a report on any vacancies for filling and arrangements were underway to provide teachers for the vacancies. Of concern was that the Department did not gain full cooperation from schools with SMTs that were not adequately empowered. It was further mentioned that union officials were leading the schools. Union activism was very high at schools in the District. 

 

The Department enjoyed a good relationship with the Department of Transport in respect of learners’ transport. Although the transport contract expired in December 2012, these were extended to June 2013, which allowed for the smooth running of learner transport at the start of the school year.

 

The Department was currently addressing the issue of poor school management and had arranged workshops with principals of underperforming Districts.

 

The ANA results were fair as the Province was able to compete with other provinces though the performance was worrying, especially from Grade 3 upwards. The results had been analysed and assessed and the conclusion was that the Province had a problem with literacy and numeracy. The Department had launched a Literacy and Numeracy Strategy together with further training for teachers. Many teachers had already attended courses, specifically in Mathematics and Science. The Department intended to create a business plan for the establishment of a Maths and Science Academy.

 

The Department was understaffed to drive the Infrastructure Delivery Programme. Posts had been advertised and were currently being filled. The Delivery Programme was aimed at driving infrastructure delivery in the Province as a whole. The Department acknowledged gaps in the furniture needs of many schools and it was in the process of conducting the necessary furniture needs assessment.

 

7.1.1          Committee Observations

 

The Committee acknowledged the improvements of the majority of Districts in the last examinations. There had also been an increase in the number of Bachelors in 2012. The Committee was concerned over the perceived negative relations between the Department and organised labour. The Committee appreciated the initiative and schemes to increase the Mathematics and Science results going forward. The Committee did not receive much information on the ASIDI programme and progress. It was important that the IQMS tools were used to identify gaps where there was underperformance. It was important for the Department to look at its retention strategies to attract and keep teachers in the rural areas.  

 

7.1.2          Committee Recommendations

     

      The Committee was of the view that the Province look carefully at the best practice in the Northern Cape and KwaZulu-Natal in areas of running examinations; union-department relations; post provisioning and the delivery of LTSM. Much could be learned from their processes and programmes. The Committee requested that the Department supply the Committee with the following:

·         A report on the ANA results and analysis thereof

·         A progress report on the ASIDI Programme

·         A report on the status of the hostels

·         A report on the Furniture Needs Assessment

·         A report on Post Provisioning Norms.

 

7.2 Visits to schools in Fort Beaufort

     

      7.2.1     Kulile Senior Secondary School

 

7.2.1.1  Overview

 

Kulile Secondary was a small school with a current enrollment at 192 learners with a post establishment of four. The school had experienced a decrease in the number of learners who enrolled each year. The school received no support or involvement from the parents – they had tried but failed to arrange an Imbizo on two occasions. The school had formulated a School Improvement Plan in 2012, with possible changes for 2013. Overall the school did not do well in the ANA, especially the Grade 9 learners. The school had continuously had challenges with the English language and  had never appointed a qualified English teacher (who had majored in English). The school also did not perform better with the Grade 12 Matrics. The school operated without a laboratory and no substantial Mathematics or Science equipment.

 

The principal indicated that the school did not enjoy support from the District and Department in respect of assistance from subject advisors. Although the SGB was cooperating well and giving the necessary assistance, the school found it difficult to lobby for SGB members as most parents were illiterate. The school experienced learner discipline problems as there were numerous late coming incidents and many learners not attending special Saturday classes. Sadly, the principal indicated that QLTC was non-functional at the school.  

 

7.2.1.2  Challenges

 

·         Steady decrease in learner enrollment numbers every year

·         Lack of parental support and cooperation

·         Learner discipline

·         The lack of qualified Mathematics and Physical Science teacher

·         The iminent loss of teachers as per the post establishment

·         No funds for procuring furniture.

 

7.2.1.3  Committee Observations

 

The Committee observed that the school, with its challenges in respect of staffing and furniture, was not ready for schooling. There was a need to engage with the Department on the issue of staffing urgently. It was important that all relevant stakeholders were playing their role and were on board in respect of the QLTC.

 

7.2.1.4  Responses from the Provincial Department

 

On the issue of furniture requirements, the Department indicated that schools were requested to submit a list of furniture requirements to the Department. The Circuit acknowledged much of what was said and would meet with the SMT and look at possible intervention strategies. The Department would engage the District on the matters raised as much of the communication flowed between the school and the District.  

 

7.2.1.5  Committee Recommendations

     

      The Committee recommended that the Department:

·         Address the issues around filling of the vacant positions at the school.

·         In conjunction with the Provincial Department, assist in procuring the necessary     furniture required.

 

      7.2.2     Eyabantu Senior Secondary School

 

7.2.2.1  Overview

           

The school currently had a post establishment of 18 with a fully functional SMT and SGB who attended to all school matters. The school was a Quintile 3, Section 21 School. There was overall a good working relationship and cooperation between the SGB and the school with regular meetings being held. The school unfortunately had issues with learner discipline through late coming. The school had adopted the approach of locking gates at 08:00am and only re-opening them during the lunch break. Teachers had to sign an attendance register every day on arrival. All teachers at the school were qualified and specialised in the subjects they taught. All LTSM and stationery were ordered at the end of 2012. All stationery was delivered but there were outstanding textbooks that had not been delivered to the school to date. The school could record an 80 percent delivery of LTSM.

 

It was reported that teachers had not received the necessary CAPS training. Although there were visits from subject advisors, the school had difficulty securing a visit from the Accounting subject advisor. It recorded a slight improvement in respect of the Matric results for 2012, but was not satisfied with the performance. There had yet to be a detailed analyses and discussion of the past results with parents. The school struggled without a teacher for Science in the past.

 

The school had IQMS in place but this was non-functional and there was a need for further workshops on IQMS. Only one teacher, given this responsibility, had received the necessary workshop training on IQMS.

 

Although the school had a computer room, this was not utilised since the school had no internet access. Neither was there a library or laboratory.

 

The school felt very let down in respect of District support and had last seen the EDO in the second term of 2012. The District Director had given assurance that he would give assistance if requested by the school. Apart from inviting the subject advisors to be more visible, the school also intended to approach other schools that had achieved higher pass rates in certain subjects for further assistance and guidance. It was important that the school received the support and assistance from the parents in respect of instilling discipline into the learners.

 

7.2.2.2  Challenges

 

Some of the challenges faced by the school included:

·         Lack of discipline

·         Material available to teachers were inadequate

·         Learners not attending special morning, afternoon and Saturday classes

·         The lack of support from parents

·         Learner substance and drug abuse

 

7.2.2.3  Committee Observations

 

The Committee was concerned over the lack of CAPS training for teachers as well as the shortages of LTSM delivered. It was important that the school received the necessary support from the District through regular visits by subject advisors. The Committee was also concerned that the school had only learnt of the QLTC a week before the oversight visit. 

 

7.2.2.4  Responses from the Provincial Department

     

      The District-Director indicated that there had been no CAPS training for teachers because SADTU had refused the training. There had been CAPS training workshops in the past but these were disrupted by SADTU in the Province. Challenges with LTSM were partly due to the new system of central procurement. There had been challenges with the publishers not keeping up with the demand. The District had too few subject advisors to go around and advised that schools submitted written requests for subject advisors to visit. The MEC had visited the District and launched the QLTC but this was again disrupted by unions who did not recognise the MEC. There had been no cooperation from unions in respect of QLTC. The District would also look into the issue of the Physical Science teacher and address this as soon as possible. The Department also cautioned that extra classes should not be used for new topics to be taught or introduced; it should be used mainly for revisions of previous work. The Department would further ensure that with the next training workshops planned that all teachers who had no training were targeted. According to the departmental records QLTC was never launched in the District. The Department would work in conjunction with the District to ensure that at least one temporary teacher was deployed to the school in the interim. The Department further reiterated that ANA was used as a tool to assess education and the results needed to be analysed to provide the necessary assistance to teachers. 

 

7.2.2.5  Committee Recommendations

           

            The Committee recommended that the Department:

 

·         Address the issues around the filling of the vacant positions at the school, especially          that of the Science teacher

·         Ensure that the QLTC was launched in the District

·         Intervene in respect of the bad relations between the District and organised labour   since little would be achieved if this was not corrected first.

     

      7.2.3 Nqaba Primary School

 

7.2.3.1  Overview

 

The school staff establishment was 16 but the school currently had only 14 staff. The school experienced overcrowding, particularly in Grade 2. The school needed a Grade 2teacher. The school had all the necessary resources except for a school library. In respect of LTSM, the school had a shortage of certain textbooks and workbooks. All stationery had been received as requisitioned. The SGB was fully functional, involved in all activities and meetings and the general governance of the school. The nutrition programme was running smoothly. However, there was a need for a hall where learners could enjoy their meals properly since they currently ate in the classrooms. The school even provided a meal for disadvantaged learners on arrival at school in the early morning. The school reported that subject advisors visited the school on a regular basis. Teachers had not received the necessary CAPS training in the past but had received a timetable for CAPS training recently.  The school achieved well in the ANA, with the results having been analysed and further intervention programmes being implemented.

 

7.2.3.2  Challenges

 

            Some of the challenges faced included:

·         Overcrowded classes

·         Vacant teacher posts

·         No library

·         Shortage of LTSM

 

7.2.3.3  Committee Observations

 

The Committee was concerned with overcrowding in certain grades. This was aggravated by the vacant teacher posts at the school. Of concern was the shortage of LTSM for the school. The Committee was impressed with the extra early morning meals given to those less advantaged learners, on arrival at school. It was important that the teachers received the necessary CAPS training as was indicated.

 

7.2.3.4  Responses from the Department

     

      The Department was awaiting a report from schools on undelivered LTSM. The Department was satisfied that at least 80 percent of LTSM had reached the school and that the shortages          would be covered through the mop up operations. The Department would also follow-up on the          issue of the class without a teacher. 

 

7.2.3.5  Committee Recommendations

 

            The Committee recommended that the Department:

 

·         Address the issues of filling the vacant positions at the school to alleviate overcrowding

·         Ensure that the school received any outstanding LTSM

·         Ensure that teachers were targeted for the next round of CAPS training workshops

 

7.2.4          Dilizintaba Senior Secondary School

 

7.2.4.1  Overview

 

The school was a relatively small Quintile 2 school, with a learner enrolment of 91 learners and seven educators at the time of the oversight. Learner admission for 2013 had not been completed but enrolment had dropped from 126 learners in 2012. Two educators including the only Head of Department were in excess to the post establishment. The school had not yet identified the other educator in excess. It was remarked that SADTU was opposed to the redeployment process as proposed by the department.

 

The school’s results in the Grade 12 NSC examination had dropped from 56.7 per cent in 2010 and 42.1 per cent in 2011 to 5.3 per cent in 2012. The Committee was informed that there were no Accounting and Mathematics teachers at the school. In both subjects the school obtained zero per cent. The Committee was told that the enrolment in these subjects had dropped due to the lack of qualified teachers. It was also explained that the school had to redeploy the excess educators before it could qualify for the two critical posts.

 

The Committee observed that the grass in the school yard was long and threatened the safety of learners. The principal told the Committee that the school tried to get assistance from the municipality but to date nothing had materialised.

 

The school had basic facilities such as water, sanitation, electricity and fencing but lacked a library and science laboratory. It had enough classrooms and furniture as well as 11 computers for learners which were kept in a secure room except for the fact that the ceiling needed to be reinforced.

 

The school had received the necessary LTSM, including for CAPS. However, the Committee was told that the school had not been paid the change from its allocated fund for the procurement of LTSM, despite being promised. It was reported that CAPS training for Grade 11 was interrupted by teacher unions. Only the Head of Department of the school who was leaving had received the training.

 

It was mentioned that although the QLTC was launched, it was not functional. The School Nutrition Programme had not started due to problems experienced by a service provider. The Department representative advised the principal to organise someone to feed the learners in the meantime.

 

7.2.4.2  Observations

 

The Committee was concerned over the lack of qualified teachers to teach the core subjects of Mathematics and Accounting, which contributed to the school’s high failure rate in the NSC examination. It was also questioned whether the allocation of five teachers to the school considered the curriculum requirements of the school. The Committee expected the department to follow up on these matters and resolve them as a matter of urgency.

 

The Committee questioned the figures the school gave orally for ANA results, which were significantly high compared to the average obtained by the District. There was no evidence that ANA was used as an intervention strategy to identify learning weaknesses that required more attention.

 

7.2.4.3  Recommendations

 

The Committee recommended that the Department:

 

·     Resolve the filling of the Mathematics and Accounting posts as a matter of urgency. There is a need to ensure that post provisioning norms are informed by curricula needs, in addition to learner enrolment.

·     Give the necessary support to ensure that the QLTC is functional at a school level.

·     Support the school in using ANA results for their intended purpose of a diagnostic tool, which identifies specific areas of learning weaknesses that require more attention.

 

7.2.5     Lindani Senior Secondary School

 

7.2.5.1  Overview

 

The school currently had 21 educators and 385 learner enrolment compared to 487 learners in 2012. Learner admission had closed at the school. Some educators were in excess to the post establishment but the school had not yet identified them amidst SADTU’s resistance to the redeployment process proposed by the department. There was a leadership challenge at the school. The Committee was told that the school principal had taken early retirement and the deputy principal was on sick leave, due to retire at the end of January 2013. The acting principal who was a Head of Department had only been in the position for three days. It was evident that she was not yet in full control of her management functions.

 

The school performance in the Grade 12 NSC examinations was poor. The school had obtained 18.1 per cent in 2010, 12.4 per cent in 2011 and 15.4 per cent in 2012. The performance in Mathematics and Physical Science was even lower. The Committee was told that the Physical Science teacher had majored in Zoology and Botany rather than Physical Science.

 

In respect of ANA, the acting school principal could not produce a copy of its school report. The Committee was told that the school had not received it from the district office, implying a lack of understanding that the school mark, moderate and submit results to the district office, not the other way round.

 

The Committee heard from the Department that teaching and learning at the school had not taken place on the first day of the school calendar year. The school management reported that following renovations in 2012, the school used the first day to carry furniture which had been moved to one classroom, to other classrooms. 

 

With regard to basic facilities, although the school had a water tap in the yard, access was a challenge and the school put water in buckets for each class. There were other basic facilities such as sanitation and electricity but fencing was in need of repair to improve school security. The Committee was told that the school had experienced burglaries where a computer laboratory was broken into and school nutrition food for learners was stolen. These cases were reported to the police but nothing materialised.

 

The school had 14 classrooms which were enough to accommodate learners enrolled at the school but there was a shortage of furniture which needed attention. The Department indicated that the school had not requisitioned additional furniture but would note its need.

 

It was reported that, although CAPS training was arranged, many teachers did not attend due to interruptions by the provincial SADTU. The Department indicated that teachers who did not attend would receive training at the beginning of February 2013. LSTM had been received but there was a shortage of textbooks in subjects such as Agricultural Science and Accounting. The Committee urged the school to determine how many books were requisitioned and how many were received and report shortages to the department as a matter of urgency.

 

Although the SGB was fully functional with established sub-committees, it was mentioned that parental involvement was not satisfactory. The QLTC was non-functional. Necessary policies were in place, including on textbook retrieval. The school experienced five learner pregnancies in 2012.

 

The school reported that although district support was satisfactory, some subject advisors were not visible. It was mentioned that the School Nutrition Programme was running smoothly.

 

7.2.5.2  Challenges

 

The school experienced the following challenges:

 

·     Leadership challenges

·     Lack of a suitably qualified teacher for Physical Science

·     Shortage of textbooks in some subjects

·     Shortage of furniture for learners

·     Inadequate fencing

·     Lack of the necessary training for CAPS implementation

·     Lack of parental involvement in the affairs of the school

·     The QLTC was not functional

·     The school needed special support to improve learner performance.

 

7.2.5.3  Committee Observations

 

Members felt that there was a need to identify staff who were due to retire well in advance to ensure that proper planning for succession could be made. The Committee was concerned that teaching and learning did not take place on the first day of the school year despite government’s major focus on the protection of teaching and learning time. The Committee was further concerned over the lack of timeous CAPS training for teachers. The Committee urged the school to requisition its needs regularly and to maintain a good relationship with the circuit and district offices. The Committee noted with concern that the identification and redeployment of excess teachers was slow. It was important that there be expeditious engagement between the Department and the unions to resolve disagreement on the distribution of educators and the redeployment of those declared in excess. It was also crucial that the two parties improve their working relations. The Committee observed that ANA results at the school were not used as intended to improve teaching and learning. Neither were they released to parents.

 

7.2.5.4  Recommendations

 

The Committee recommended that the Department ensure that:

 

·             CAPS training for teachers who did not receive it should be conducted as a matter of urgency.

·             All outstanding LTSM should be delivered to the school as a matter of urgency.

·             Staff going on retirement should be identified timeously to ensure proper planning for succession.

·             Teachers should teach subjects for which they are qualified.

·             The necessary support should be given to the acting school principal to conduct her management functions effectively. This includes giving the school sufficient support to use ANA results to effectively improve teaching and learning. 

·             There should be urgent engagement with the unions to resolve disagreement over the redeployment process of educators in excess.

·             The QLTC should be functional in schools within the district.

 

7.2.6     Khwezi Lesizwe Primary School

 

7.2.6.1  Overview

 

The school was a Section 21 Quintile 3 school and currently had a staff establishment of eight educators, including a principal and HOD, and a learner enrolment of 244. It was a feeder primary school to Lindani Secondary School. Learner admission was still continuing at the school and to date enrolment had decreased from 275 in 2012. The Committee heard that all teachers at the school were qualified. The school was without an HOD, following an early retirement of the previous incumbent in December 2012. 

 

In respect of basic facilities, the school had two water taps and two tanks for water supply and although it had pit toilets, some were full and needed to be replaced. There was electricity and adequate fencing to provide safety and security. The school lacked a proper library but was using a classroom for this purpose. The Committee was told that the Department was willing to consider the school’s request for a library. It was mentioned that the school had enough classrooms but there was a need for new furniture.

 

Teachers were not trained for CAPS implementation in the Intermediate Phase but received a programme for Grade 4 training on the morning of the Committee’s oversight. In respect of LTSM, the Committee was told that the school received workbooks on the 15 January 2012 but there was a shortage for Grades 2 and 6. It also received the necessary textbooks except for the combined subject of Technology and Natural Sciences. Stationery was received in November 2012.

 

The school had received its norms and standards funding allocation in 2012. It also had a range of necessary policies in place. In respect of ANA, the principal could not produce a copy of its school report. It was explained that the school was waiting for the department to return the results from moderation, which had not happened. The school management reported that the SGB was fully functional and parental involvement was satisfactory. However, the QLTC was non-functional. The school Nutrition Programme was operating smoothly.

 

7.2.6.2  Challenges

 

Key challenges noted at the school included the following:

 

·         A lack of teacher training to implement CAPS in the Intermediate Phase

·         A shortage of workbooks and textbooks

·         Inadequate toilets

·         A lack of a proper library

·         A need to fill the vacant position of an HOD

·         A need to use ANA as a diagnostic tool

·         Non-functionality of the QLTC.

 

7.2.6.3  Committee Observations

 

The Committee was encouraged that all teachers at the school were qualified. However, there was a concern over the lack of CAPS training for the affected teachers, the shortage of LTSM in some subjects and the non-functionality of the QLTC. The Committee also observed that there was no urgency to analyse ANA and use it as a diagnostic tool to improve learner performance. It was important that the Department followed up on this matter.

 

7.2.6.4  Recommendations

 

The Committee recommended that the Department:

 

·         Ensure that outstanding textbooks and workbooks be delivered as a matter of urgency.

·         Ensure that the QLTC was functional at all levels.

·         Conduct the necessary CAPS training as a matter of urgency.

·         Support the school in using ANA as a diagnostic tool to improve learner performance.

·         Consider attending to the school requirements for additional toilets and a proper library.

 

      7.3        Meeting with Organised Labour

 

7.3.1     National Professional Teachers organisation of South Africa (NAPTOSA)

 

NAPTOSA indicated that they had problems with the post provisioning norms for 2013. The union had tried to engage in civil actions with a consultation process with the Department. Unfortunately this culminated in the unions having to go to court over the matter. NAPTOSA had always wanted to establish good relations with the Department but felt betrayed by the way the Department had handled the issues of post provisioning. Infrastructure problems remained a known fact with huge backlogs which needed to be prioritised by the Department. There was a need for possible National intervention in some districts in respect of infrastructure. A further challenge was that of teacher training, particularly in Mathematics and Science.

 

NAPTOSA agreed that the QLTC was a good policy, but like so many others, it remained only on paper and was not properly implemented. There was no fully functional provincial QLTC committee to date. QLTC had been launched in many Districts with much fan-fare, but very little was actually functional. Although NAPTOSA enjoyed a cooperative relationship with the Department, the poorest aspect was that of communication.

 

An agreement had been signed with the Department on the matter of temporary teachers at the ELRC, but NAPTOSA felt let down after a turnaround from the Department. NAPTOSA also explained in detail as to how the post provisioning norms were calculated and the weighting per learner.     

           

            7.3.2     South African Democratic Teachers Union (SADTU)

 

SADTU expressed appreciation the visit by the Committee but felt the time allocation was not enough. It was important to create a platform such as this to bring together all relevant stakeholders to discuss all challenges being faced in the Province. Although a decision was taken to assist the Province through Section 100 (Administration), it seemed as though National had taken a step back in the assistance and implementation of Section 100. It was important that there was the political will to confront all the challenges faced by the Province – it would seem as though the Administrator had little or no power to deal with the challenges.

 

A major challenge for the Province was that of a teacher shortage. Schools were continuously losing teachers and this crippled their performance. The issue of post provisioning norms needed to be revisited by the Department, as well as the deployment and redeployment of temporary and excess educators. When parents removed their children from schools, SGBs lost out on parental funding which had an effect on the funds available to pay teachers through the SGB Fund.

 

SADTU was of the view that the Saturday classes did not assist the situation as learners and teachers required time off to be away from learning and teaching.

 

On the issue of the District Director, SADTU had an agreement with the MEC in respect of filling that vacancy though the Department reneged on the agreement when it extended the contract of the current District Director. This was done without any further consultation or communication with SADTU.  

           

            7.3.3     Committee Observations

 

            The Committee was concerned that the views expressed from the interaction with the Department were in conflict with those expressed during the interaction with the unions. It was important that the Department had a review of the current post provisioning norms model used. The Committee also felt that it was important to ensure the necessary profiling of teachers.

 

            7.3.4     Committee Recommendations

 

            The Committee recommended that the Department:

·         Address the issues of teacher shortages, deployment and redeployment of             temporary and excess teachers and the filling of vacant posts in the Province.

·         Look at finding solutions to the impasse with the District Director concerned with the           aim to   mend union relations.

·         Supply the Committee with the necessary figures in respect of supply and demand of          teachers in the province.

 

8. Conclusion

 

The oversight visits to the provinces and districts have provided the Committee with an opportunity to ascertain the state of school readiness for 2013 as well as their functionality. The Committee noted a marked improvement in the level of school readiness for 2013 compared to 2012. These included in terms of requisite planning to ensure effective teaching and learning, the commencement of teaching and learning on time and the improved delivery of LTSM to the majority of schools. The Committee also observed that teachers had received the necessary training to implement CAPS in most schools. Other areas of positive preparations included the smooth commencement of the National School Nutrition Programme and the timeous receipt of the Norms and Standards funding.

 

Besides the indications of positive preparations towards school readiness for 2013, the oversight visits have highlighted areas that need to be strengthened. These include the lack of the necessary CAPS training in some districts and the persistent shortage of textbooks and workbooks, despite major strides provinces and the DBE made this year in the delivery of textbooks. Other areas highlighted that need attention include post provisioning in some provinces, the non-implementation of ANA as a diagnostic tool to improve learner performance, the late admission of learners and the non-functionality of the QLTC in many schools visited.

 

The findings and recommendations made by the Committee should assist in identifying areas that need to be strengthened and make contributions to finding effective solutions to challenges encountered by districts and schools.

 

9. Overall recommendations

 

The Portfolio Committee on Basic Education, having conducted the oversight visits to the Limpopo, Northern Cape, KwaZulu-Natal and the Eastern Cape, and considered the issues that were highlighted, makes the following general recommendations:

 

The Minister of Basic Education should ensure that:

 

9.1         The Provincial Departments of Education (PEDs) deal with the issue of vacancies as a matter          of urgency. A report on timelines for the filling of posts should be submitted to the Speaker of          the National Assembly within four weeks of the adoption of this report. The Eastern Cape             Department of Education should resolve disagreements with teacher unions on post         provisioning expeditiously and fast-track the placement of qualified teachers to suitable       positions.

 

9.2         The PEDs deliver all outstanding textbooks and workbooks as a matter of urgency. A report on        the delivery of these should be submitted to the National Assembly within four weeks of the             adoption of this report.  Once again, as recommended in the 2012 Portfolio Committee school             readiness report, all provinces and districts should ensure that schools enforce the policy on            textbook retrieval to ensure that the required textbooks are returned to school. Principals    failing to implement this policy should be held accountable.

 

9.3         The Quality Learning and Teaching Campaign (QLTC) should be revived at all levels across provinces to make education a societal issue.

 

9.4         The PEDs should intensify support to schools in using ANA results for their intended purpose          as a diagnostic tool to identify specific areas of learning weakness with the view to improve             learner performance. The DBE should supply the Committee with a written report on progress          in this regard by the end of March 2013.

 

9.5         Consideration should be given to support the Limpopo Department of Education in its bid for            substantial funding to address its major infrastructure backlog.

 

9.6         The Provincial Education Departments should progressively address the challenges facing   individual districts and schools as identified in this report. In this regard, a report back should             be submitted to the Speaker of the National Assembly within two months of the adoption of           this report, in order to ascertain progress made. 

 

10. Appreciation

 

The delegation, led by Hon H Malgas MP, thanked Members of the Provincial Legislatures, Provincial Departments of Education and the National Department of Basic Education for the support given during the oversight visit. Although the visit was arranged at very short notice, the legislatures were able to accommodate our delegation and this proved successful.

 

Report to be considered.