Report of
the Portfolio Committee on Basic Education on oversight visits to
The
Portfolio Committee on Basic Education, having undertaken oversight visits to
Executive Summary
The
Portfolio Committee on Basic Education conducted oversight visits to
underperforming districts in
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
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
With regard
to the
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
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
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
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
2.2
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
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
2.2.8
National Professional Teachers Organisation of
2.2.9
Suid-Afrikaanse Onderwysersunie (
3. Itinerary
3.1
From the 14 – 15
January 2013, the delegation visited the Waterberg District in the
·
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:
o
o
o
o
o
o
o
·
A meeting with the Portfolio Committee on Basic
Education, Limpopo Provincial Legislature
·
A meeting with Organised Labour
3.2
From the 16 – 17 January 2013, the delegation
visited the John Taolo Gaetsewe District
in the
·
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
o
o
o
Baitiredi Technical and
o
o
o
·
A meeting with the Portfolio Committee on Basic
Education, Limpopo Provincial Legislature
·
A meeting with Organised Labour
3.3
From the 21 - 22
January 2013, the delegation visited the Uthungulu District in the
·
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:
o
o
o
o
o
o
o
·
A meeting with the Portfolio Committee on Basic
Education, KwaZulu-Natal Provincial Legislature
·
A meeting with Organised Labour
3.4
From the 23 – 24 January 2013, the delegation
visited the Fort Beaufort District in the
·
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
o
o
o
o
o
·
A meeting with Organised Labour
4. Oversight
visit to the
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.