ATC121123: Report of the Portfolio Committee on Basic Education on an Oversight Visit to Kuruman, Northern Cape, dated 20 November 2012
Basic Education
Report of the Portfolio Committee on Basic Education on an Oversight
Visit to
1.
Introduction
As
an ongoing theme within the Portfolio Committee, the Portfolio Committee on
Basic
Education undertook to visit
Provinces and Districts throughout the year, to continually
monitor and oversee the work of
Provincial Education Departments (PEDs) in respect of
schools in their Districts.
There
have been numerous reports on the issue surrounding the closure of several
schools in the John Taolo Gaetsewe District, in
Kuruman, in the
A
delegation of the Portfolio Committee visited the area to gain first hand
knowledge of the
issues
as well as to meet all relevant stakeholders
and role-players. This included in-loco
site
visits to the study camps for all learners as well as study camps specifically
for
Grade 12 learners affected by the
disruptions. Meetings involved the National Department of
Basic
Education, the Northern Cape Provincial Education Department,
District officials,
organised labour
and the South African Principals Association.
In
the spirit of cooperative governance the delegation had scheduled a meeting
with the
Portfolio Committee on
Education in the Northern Cape Legislature, but due to the
legislature being in recess and
tasked with road-shows on legislation, this meeting could not
materialise. The Committee also
received an apology from the Office of the MEC due to her
ill health.
The
main objective of the visit was to assess the gravity of challenges faced in the
affected areas, to gain first-hand
experience and information from those affected and to give
the necessary support and advice in
dealing with the challenges. The delegation needed to
ascertain whether the situation had stabilised in the district
and investigate if there would be
an
opportunity for catch-up or support programmes for learners to make up for the lost
time
when
schooling resumed. The delegation
further needed to establish if there were
mechanisms
in place to ensure that all affected learners benefited from the catch-up
programmes. The Committee also wanted to be
appraised of the intergovernmental relations
amongst
the affected departments e.g. Basic Education; Police; and Cooperative
Governance and Traditional Affairs.
2.
Background
In
the 2011 National Senior Certificate examination the
The
John Taolo Gaetsewe District had 64 631 learners taught by 2 116 educators in
206
schools in 2010. The district had
the highest number of schools in the Province.
Disruptions
in the form of
service delivery protests started in May 2012 in the District. The most
affected in the district was Kuruman, which
was the seat of authority of the district and
Olifantshoek.
While demanding that the 100km road linking their villages to the N14
highway be tarred, and that the mayor of
Gamagara local municipality resign; the protesters
kept learners away from school to intensify their cause. In the
process the following
unfolded:
·
Residents turned violent;
·
A community library and a school were burnt down;
·
16 000 pupils and 400 educators were forced out of school in
approximately 60 schools around Kuruman;
·
Being the worst performing district in the province, the
2013 Grade 12 learners would not have been well prepared for the National
Senior Certificate (NSC) Examinations and may perform poorly;
·
Two primary and one high school in Olifantshoek, with a
total number of 2 583 learners did not write the June examinations;
·
Grade 3, 6 and 9 learners could not write the Annual
National Assessments (ANA);
·
The Department had set up study camps for Grade 12 learners although
some learners did not attend the camp for fear of reprisals on their homes and
families; and
·
Several attempts to restore stability in the area were met
with resistance from the residents.
The
above situation had the potential of raising further consequences in the future
where:
·
There could be overcrowding in classes such as Grade R where
the intake of new entrants would find a large number of retained learners;
·
The 2013 Grade 12 class may have no learners who progressed
from Grade 11, or may have fewer learners or may experience high failure rate
due to the potential ill-preparedness of the current Grade 11 class;
3.
Composition
of the delegation
3.1 The Parliamentary Delegation
The delegation from the Portfolio Committee on Basic
Education comprised of Hon H H
Malgas
MP (Chairperson) (ANC), Hon N Gina MP (ANC), Hon C Moni MP (ANC), Hon A
Lovemore MP (DA), Hon N M Kganyago MP
(UDM), Mr D Bandi (Content Advisor), Mr
L
Mahada (Parliamentary Researcher),
Ms S Ntabeni (Committee Assistant) and Mr L Brown
(Committee Secretary).
3.2 Stakeholders
3.2.1
Department of
Basic Education (DBE)
Mr H M Mweli, Ms J Kinnear and Ms K
Sechoaro.
3.2.2
Northern Cape
Education Department
Mr T Pharasi, Mr M Ismail, Ms P
Phuzi, Mr H Esau, Mr B Mathane, Mr H J
Pekeur, Ms M P Tshite, Ms J Grey, Mr
L
Monyera, K J Sesenyamotse and Mr V J Teisete.
3.2.3
South African Democratic
Teachers Union (SADTU)
Ms B C Molebalwa, Mr A E Sebolai, Ms R Oliphant, Mr W
Plaaitjie, Ms D Leutlwetse, Mr M Tikane, Mr R Monaheng, Mr Z Pholo, Ms G
Mahymapelo, Mr N G Masegela, Mr M Gaborokwe,
and Mr M Ronald.
3.2.4
Suid-Afrikaanse
Onderwysunie (SAOU)
Mr A J Jonker.
3.2.5
National Professional
Teacher Organisation of
3.2.6
South African Principals
Association (SAPA)
Ms M Mathe, Mr K M Moremi and Mr D W C Beukes.
4.
Engagements with the National Department of
Basic Education, the Northern Cape Provincial Education Department and District
Officials
The Head of Department, Mr Pharasi
indicated that never in the history of the country was
there a situation where parents sacrificed the education of their
children for their own selfish
gain.
The main issue at hand was that children had a constitutional right to basic
education
which is also the
responsibility of their parents to protect. Mr Pharasi tabled the John Taolo
Gaetsewe (JTG) Recovery Plan 2012 as well as
a Report on the JTG Service Delivery
Protest,
4.1
Overview of the John Taolo Gaetsewe (JTG) Service Delivery Protest
Unrest in
Olifantshoek started on 29 May 2012. The reason for the unrest was the
demand for the resignation of the Mayor of the
All three schools in Olifantshoek did not write the
June 2012 exams (i.e.
4.2 Interventions
4.2.1 Grade 12
During the June 2012 exams, schools were monitored and
daily reports were compiled and forwarded to the provincial office. The
Examination Directorate set and printed back-up papers for all affected schools,
should the situation normalise. After the re-opening of schools on 16 July
2012, normal schooling resumed until disruptions started again on 23 July 2012.
During this period the department started to roll out intervention plans which
include catch-up plans and the writing of back-up papers.
Various meetings were held with stakeholders who
included Principals, Educators, SGBs and Teacher Unions. Key to these plans was
the removal of all the Grade 12s to set up camps to prepare them for the
September Preliminary Examinations and the National Senior Certificate starting
in October 2012.
The following centres were initially set up to
accommodate learners from different schools:
CENTRE
|
SCHOOLS
|
Deben Hostel
|
|
Blinkklip Hostel
|
Segopotso and Moshaweng
|
Moffat Mission
|
Kegomoditswe and Ba-ga Phadima
|
Seodin P/S Hostel
|
Nametsegang and Itlotleng
|
Learamele Hostel
|
Baitiredi (attending classes at Ikakanyeng)
|
Learamele Hostel
|
Bothithong (attending classes at Batlharo Tlhaping)
|
There was initially a plan
to take
The Department reported on
the following successful interventions;
·
The Grade 12 learners from Bothithong and
·
Six schools in the JTG District attended the Winter
Classes from 9 - 13 July 2012 (average of 80 percent attendance).
·
To negate the curriculum coverage backlog,
successful Saturday and afternoon classes were conducted until intimidation and
threats increased.
Deo
Gloria Camp
·
The first group of learners arrived at Deo Gloria on
Sunday, 12 August 2012. The objective of the camp was to intensify teaching and
prepare learners for the preliminary exams in September 2012.
·
Learner attendance at the Deo Gloria camp stood at
93 percent.
·
These learners were also moved to the Tigerkloof Camp
during the September holiday for a special Spring School Camp.
The
number of schools and learners at the Deo Gloria Camp were as follows:
SCHOOL
|
TOTAL NUMBER OF LEARNERS EXPECTED
|
LEARNERS CURRENTLY AT DEO GLORIA
|
Kegomoditswe
|
41
|
41
|
Dibotswa
|
121
|
120
|
Segopotso
|
19
|
17
|
Moshaweng
|
48
|
37
|
Nametsegang
|
78
|
76
|
Ba-Ga Phadima
|
40
|
40
|
Bothithong
|
9
|
8
|
Ikakanyeng
|
14
|
14
|
TOTAL
|
370
|
357
|
Keimoes Camp
The Keimoes Camp accommodated
the
The school and number of
learners at the Keimoes Camp were as follows:
SCHOOL
|
TOTAL
NUMBER OF LEARNERS EXPECTED
|
LEARNERS
CURRENTLY AT KEIMOES CAMP
|
|
51
|
31
|
|
|
|
TOTAL
|
51
|
31
|
The Department also gave a breakdown
of the number of learners registered for the
National
Senior Certificate (NSC) Examinations in the JTG District as follows:
·
The total learner numbers registered = 1
860
·
The total number of learners not affected =
1 431 (representing 19 schools)
·
The total number of learners at Deo Gloria
= 357 (representing 8 schools)
·
The total number of learners at Keimoes =
31 (representing 1 school)
·
Outstanding Grade 12 learners not accounted
for were 26 (representing 1,39
percent)
A summary of the Grade 12 situation
stood as follows:
SCHOOLS NOT
AFFECTED
|
SCHOOLS
AFFECTED
|
SCHOOLS INTERVENED
|
|
AT DEO GLORIA
|
AT KEIMOES
|
||
Baitiredi;
Galeletsang; Wrenchville; Kathu H/S; Kalahari H/S; Gamagara; Rekgaratlhile;
Lesedi; KP Toto; KS Shuping; Olebogeng; Pitso Jantje; Phakane; Itlotleng;
Bagalotlhare; Hotazel C/S; Bankara Bodulong; Batlharo Tlhaping; Remmogo (19)
|
Kegomoditswe;
Dibotswa;
Segopotso;
Moshaweng;
Nametsegang;
Ba-Ga Phadima;
Ikakanyeng;
Bothitong;
Langberg (9)
|
Kegomoditswe;
Dibotswa;
Segopotso;
Moshaweng;
Nametsegang;
Ba-Ga Phadima;
IIkakanyeng;
Bothithong (8)
|
Langberg (1)
|
Almost all the affected Grade 12
learners were accommodated in the following Spring
Camps:
·
Learamele
Centre (79, 5 percent attendance);
·
Deben
Centre (86, 1 percent attendance);
·
Baitiredi
Centre (52, 3 percent attendance);
·
Keimoes
Centre (52, 9 percent attendance) (Langberg H/S);
·
Tigerkloof
Centre (95, 4 percent).
4.2.2
Grade R 11
In respect of Grades R 11, the Department reported
that interventions and efforts to restore normality continued in both the Joe
Morolong Municipal area and Olifantshoek in the Gamagara Municipal area.
District Management, Head Office Management, and political principals engaged
with stakeholders, the Minister of Police engaged with community stakeholders
and the Minister of Basic Education engaged with stakeholders.
Pockets of positive off-spins that were reported as follows:
·
The
District Management Team managed to negotiate the reopening of
·
·
The
District Management was constantly engaging with different stakeholders and
community members in an attempt to have all schools reopened.
·
Other
schools that had since reopened included the following:
Kareepan
|
Pietersham
|
|
Pietersham
|
Moshaweng High
|
Loopeng
|
Sesheng Primary
|
Loopeng
|
Mampestad Primary
|
Loopeng
|
Bosheng Middle
|
Loopeng
|
|
|
Gata-Lwa-Tlou Middle
|
|
Bareki Primary
|
Kome
|
Makhubung Primary
|
Makhubung
|
Shalana Primary
|
Shalaneng
|
|
Heuningvlei
|
Tsoe Primary
|
Heuningvlei
|
Oreeditse Primary
|
Heuningvlei
|
·
A
breakthrough was reached in the Joe Morolong Municipal area after the Public
Protectors engagement with the protestors and different stakeholders.
·
An
amicable agreement was reached and all learners in all 64 affected schools
returned to school on 25th September 2012.
·
School,
circuit and district intervention programmes were rolled out, with a request to
all 64 schools to start interventions from 25th September 2012 and through the
September holidays (1-6 October 2012). Unfortunately only 29 (45, 3 percent) of
the affected schools heeded the call to stay open and recover during this
period.
·
Intervention
Plans and Action Plans for the remainder of the time left were developed for
each of the affected schools and subject, circuit and district monitoring plans
were already in place.
·
Adapted
work schedules were provided for each affected school and subject after an
assessment of the time lost and work still to be covered.
·
An advocacy
programme was also in the process of being developed to intensify the learning
effort in all communities.
In
concluding, the Department reiterated that engagements
and interaction were continuing
between
the Department of Education, protesters and different stakeholders. Some
engagements yielded successes while
others did not. In addition to the concerted
effort
to restore normality in the district, the Department was also continuously
revising
the
intervention plan to be implemented soon after normality had
been realised.
5.
Engagements with Organised Labour
The Portfolio Committee also held a
special meeting with the following Unions:
·
The South
African Democratic Teachers
·
Suid-Afrikaanse
Onderwysunie (SAOU)
·
The National
Professional Teachers Organisation of
5.1
South African Democratic Teachers
The union was at pains in comprehending the
decision by the communities of Olifantshoek
and
Joe Morolong areas to close schools. In trying to address the challenges, the
union
reported that it engaged
with the Provincial Education Department at both provincial and
local levels since the start of the
protest action in May 2012. One could argue the merits
of
protesting for the
tarred road, but not at the expense of learners education. The
engagements were to address the challenges
of Grade 12 learners at the exit stage of their
education. The union agreed to meet parents of Grade 12
learners and table a proposal of
sending
learners to study/education camps. This meeting was disrupted by community
members but at least 80 percent of
Grade 12 learners were moved to the
study/education
camps.
Following a decision to re-open
schools in Joe Morolong, SADTU called on its membership
to return to class and participate voluntarily in the
catch-up programme. SADTU put it on
record
that they fully supported the QLTC unconditionally. A major challenge for SADTU
was the lack of consultation on
decisions taken by the Department. The union raised
concerns that the Department had decided to pay Grade 12 educators
and officials tutoring
these
learners. SADTU reiterated that they would participate in the catch-up plan
with or
without remuneration, although
this was creating tensions amongst members. A matter of
concern remained the conduct and operations of the Chief Director in
the Department which
SADTU felt needed
urgent attention. There had been numerous occasions where the Chief
Director failed to attend meetings or came
unprepared for various engagements. SADTU
was
of the view that the Chief Director did not have the necessary capacity for leading
the
portfolio.
SADTU was committed to the catch-up
initiative and the education of all children. SADTU
was of the view that there were some challenges that needed to be
addressed in order for
them to use the
time remaining effectively, which were as follows:
·
What
were the contingency plans of the Department regarding Grade 12
teachers at the camps and their other
responsibilities at their respective schools?
·
Schools
were still awaiting the adapted work schedules for curriculum coverage.
·
There
was policing by departmental officials (resulting in time being wasted on
administrative duties at school level).
·
There
was unnecessary and additional paperwork for schools that would tamper
with time on task
·
The lack
of consultation by the District Office regarding the implementation of a
recovery plan for the affected
schools was an issue.
·
Conduct
and capacity of the Chief Director and the total disregard of
stakeholders by not consulting on key issues
affecting education and educators.
·
Learners
who took up seasonal work on farms in the district
·
Learner
absenteeism - a viable advocacy campaign for parents to send learners
to school
·
A
concern that learners would call for a pass-one-pass-all scenario.
·
A
drive to ensure counselling for learners, teachers and parents affected by the
protest action
SADTU noted that the issues at
Olifantshoek remained volatile and urged that there be
urgent intervention from the Provincial Government.
It hoped that the community would
allow schools to be re-opened soon. The
union reiterated that by Monday, 8 October 2012
all teachers would be available and prepared to teach and
respond to the recovery
programme.
Teachers would continue where they had left off the previous term, even
without the necessary adapted work
schedules.
5.2
National Professional Teachers Organisation of
In its presentation, NAPTOSA warned
that learners in the John Taole Gaetsewe education
district would experience the influence of the devastating service
delivery protests for a
very long time. It
was concerned about the level of intimidation that still occurred in some
areas. NAPTOSA was committed to
education and was very concerned about the situation
in the two districts. The union was engaged with all role-players
and political leadership to
address and
solve the problems faced. The view of the union was that the situation had a
political origin and therefore required a
political solution. It was disturbing that
communities
were prepared to use the education and future of children as a bargaining chip
to obtain political goals.
The situation in Olifantshoek was
still a serious concern for NAPTOSA. The union appealed
to the provincial and national government to intervene
immediately making a stand to
retain a
political appointment and sacrificing the future of children was unacceptable.
With the schools being re-opened, it
was important that learners and educators were
focussed
on revising academic work lost. NAPTOSA supported the catch-up
programme and gave assurance that all its
members were ready to assist learners in
preparing
for the final examinations. There remained a concern over the budget allocation
for this programme. It was important
to get clarity on how the Department would deal with
promotions at the end of the year as NAPTOSA did not believe in a
pass-one-pass-all
approach, This
would not assist the quality of education or the future of the affected
learners. The
union applauded the efforts by the Department to ensure Grade 12
learners
were being taught and
taken out of the volatile areas. There was a concern over a few
affected learners who still did not form part
of the programme. In high risk areas, the union
urged
teachers to ensure
that they prioritised the safety of learners and their own.
The union also raised concern around
the trucking of learners to neighbouring areas to do
seasonal work on farms. This needed to be investigated and
stopped. It was important that
in
all schools affected, the Department of Social Development needed to give
support to
both learners and
teachers through counselling.
5.3
Suid-Afrikaanse Onderwysunie (SAOU)
SAOU also shared serious concerns regarding
education in the district. The views were
echoed
that the protest action had very little to do with education, but was affecting
education in a serious way. It
was a matter of concern that politicians were too slow in
responding to the matters at hand. It
was important that the departmental officials played
their roles in resolving the crisis at hand.
6.
Engagements with the South African
Principals Association (SAPA)
The Principals Association was also taken
by surprise with the protest action and closure of
schools. SAPA had an open relationship with the Provincial
Department although they had
yet to
secure a meeting with the Head of Department. SAPAs appeal had always been to
ensure that schools remained open, especially
with the upcoming final exams. SAPA fully
supported
the initiative from the provincial department to remove learners to special
study
camps. Principals had later
received a circular in respect of the recovery plan and the
process going forward. There was concern that
those educators who were still at the study
camps
would not be available for their normal teaching at their own schools. Of
further
concern was the
possibility of learners not accepting failure and possible further
unrest? SAPA needed further assurance
that all the necessary security measures were in
place to ensure the safety and security of examinations. There
was a possibility that
communities
would disrupt the examination process. It was important that the Committee
had information on any undertakings promised
to communities during previous visits and the
timeframes
given for such undertakings.
7. Committees Observations
-
The Committee applauded the
efforts of the Department, in collaboration with relevant stakeholders, to
create the necessary environment for affected learners to continue
schooling at special centres. The Committee noted in particular during
visits to the centres that Subject Advisors and lead teachers in their
respective areas of specialisation were collaborating effectively to
consolidate their support for learners. The Committee was further impressed
with the standard of the facilities at these centres and the dedication of
the learners. It was questioned, however, as to whether the learners would
be sufficiently prepared for the upcoming examinations, given the time
constraints.
·
The Committee shared the concerns of the Department and the
unions that schools were closed and learners were prevented from attending
classes over service delivery protests that were unrelated to education. A more
serious concern was that learners in Olifantshoek had not returned to school at
the time of the oversight and had missed both the June and September
examinations. It was evident that there was a need to intensify dialogue on the
value of education through meetings with a whole range of affected stakeholders
and protesters. Politicians also needed to come together to find lasting
solutions to the problems experienced. The Committee was mindful of the fact
that there had been previous visits by various Ministries to deal with the
challenges.
·
The Committee was concerned that the violent protest action
must have had a negative effect on the psychological well being of learners,
teachers as well as parents. Members suggested that there was a need for those
affected to receive the necessary counselling and therapy. The Committee heard
from the Department that the district had ongoing motivational and career
guidance programmes funded by local mining houses but agreed on the need for
more structured counselling programmes for learners affected by the protest
action.
-
The Committee raised the need
for the Department to intensify educator support on the utilisation of the
Annual National Assessments (ANA) and the National Senior Certificate
(NSC) diagnostic/technical reports that had been released.
-
The Committee noted that the
study centre would be moved again from Tigerkloof to Warrenton. This could
create further instability, especially since the camp at Warrenton needed
to have classrooms erected as they had none.
-
There was concern over the
reasons by the Department for not using available legislation to hold
those responsible for preventing children from schooling to account for
their actions.
-
The Committee observed that the
budget for the Provincial Departments interventions and catch up plans to
deal with the situation had to be re-directed. This would have a negative
effect on other priority areas of the Department due to the movement of
funds. The Committee advised the Department to approach the Provincial
Treasury for assistance in accessing additional funds.
-
The Committee raised a concern
regarding the transporting of learners from their homes to do seasonal
work on farms in the neighbouring areas. Members felt that this needed to
be investigated as it constituted child-labour.
-
The rumours of a
pass-one-pass-all scenario, and possible uprising were of concern to the
Committee who would follow up on this issue.
8.
Recommendations
The
Portfolio Committee on Basic Education, having conducted the oversight visit to
the
8.1 The Minister of Education should ensure
that:
8.1.1
The
Northern Cape Department of Education, in conjunction with the Department of
Labour, investigate the trucking of learners to neighbouring areas to do
seasonal work and submit a report on a way forward.
8.1.2
The
Northern
Cape
Department of Education submits a report on the progress on the
following recommendations that were
made during the oversight visit, which required urgent
attention:
·
That the issue around the adapted work
schedules needed to be finalised as a matter of urgency.
·
That the safety and security measures at
schools during the final examinations needed to be strengthened.
·
That the Department reported on whether
examinations were scheduled for Grade 1 11.
·
That the Northern Cape Department of
Education considered dealing with complaints raised by unions regarding a Chief
Director in the Department.
All reports
should be submitted within 30 days of the adoption of this report by the National
Assembly.
8.2.
Given that the service delivery protest
action in the John Taolo Gaetsewe District was
complex,
Parliament should consider
establishing an inter-faith, inter-disciplinary team to
work with the communities and School Governing Bodies (SGBs)
to find lasting solutions to
the problems experienced.
Report to be considered
Documents
No related documents