ATC220303: Report of the Portfolio Committee on Basic Education on an oversight visit to the Western Cape and Northern Cape Provincial Education Departments, dated 1 March 2022

Basic Education

Report of the Portfolio Committee on Basic Education on an oversight visit to the Western Cape and Northern Cape Provincial Education Departments, dated 1 March 2022

The Portfolio Committee on Basic Education, having undertaken an oversight visit to the Western Cape and Northern Cape Provincial Education Departments, reports as follows:

1. Introduction and Background

The Portfolio Committee on Basic Education (hereafter referred to as “Committee”) conducted an oversight visit to the Western Cape and Northern Cape Provincial Education Departments from 30 January – 4 February 2022.
Education Districts to visited in the two provinces were as follows:

Western Cape – Metro South and Central Education Districts and Cape Winelands and Breede River Education Districts; and
Northern Cape – Z F Mgcawu and Frances Baard Education Districts.

1.3 The oversight visits form part of the Portfolio Committee’s 1st Term Parliamentary Programme for 2022 - to monitor the state of readiness of schools for the 2022 schooling year. This included the following areas of focus, amongst others:

COVID-19 protocols and compliance;
Procurement of COVID-19 essential;
The state of the admission and registration of learners;
Functionality of Farm and Technical Secondary Schools (infrastructure and resources);
The functionality of School Governing Bodies (SGBs) and School Management Teams;
The state of the school infrastructure (including backlogs and maintenance);
Roll-out of ICT for effective curriculum delivery, quality learning and administration;
Early Childhood Development (Grade R);
Inclusive Education, including progress on the introduction of Sign Language;
Progress on the merging and rationalisation of small and unviable schools;
The implementation of conditional grants;
Provision of Learner Teacher Support Materials (LTSM);
Staff establishments (Post-Provisioning Norms);
Learner transport and the School Nutrition Programme to qualifying learners; and
Utilisation of Education Assistants.

The areas of focus form part of the key deliverables finding expression in the Medium Term Strategic Framework (MSTF), 2019 – 2024 and the National Development Plan (NDP), 2030.

The primary purpose of the oversight visit was to monitor and oversee the overall state-of-schooling in the Provinces. This includes ensuring that learners and educators are in school, in class, on time, learning and teaching seven hours a day, as pronounced by the President in previous State of the Nation Addresses. The Portfolio Committee further aimed to monitor the timeous delivery of all Learner Teacher Support Material (LTSM) to schools, the provisioning of educators and the progress made in the admission and registration of learners. The Portfolio Committee sought to have an understanding of any further challenges being faced; the contingency plans in place and possible assistance that could be forthcoming.

For the oversight visit, the Committees also invited the School Governing Body (SGB) Associations, the South African Principals Association (SAPA) and Organised Labour. The Committees was also joined by the Portfolio Committee on Education in the respective Provincial Legislatures during engagements and visits to schools. The delegation held meetings with all relevant stakeholders to gain first-hand information on the areas of concern and focus - and to discuss various challenges faced in the Provincial Education Department (PED) and affected Districts.

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

2. Delegations

2.1 Portfolio Committee on Basic Education: Hon B P Mbinqo-Gigaba MP (ANC) (Chairperson), Hon N G Adoons MP (ANC), Hon B Yabo MP (ANC), Hon W Letsie MP (ANC), Hon E K Siwela MP (ANC) and Hon B Nodada MP (DA). Parliamentary staff consisted of Mr L A Brown (Committee Secretary), Ms P Mbude-Mutshekwane (Content Advisor), Ms N Mahlanyana (Committee Assistant), Ms R Azzakani (Parliamentary Communication Services), Ms L Stofile (Research Unit), Mr Z Velebayi (Protection Services), Mr D De Villiers (Protection Services), Mr M Gwadela (Protection Services) and Ms N Joka (Protection Services).

3. Oversight and Monitoring Visit: Western Cape Provincial Education Department

The oversight visits to the Metro South and Central, Cape Winelands and Breede River Education Districts were held from 31 January – 1 February 2022. Schools visited by the delegation included:

Metro South and Central Education District

- Agape Special School;

- Siyazaka Primary School;

- Belgravia High School;

- Astra Special School;

- St Mary’s Primary School; and

- Noluthando School for the Deaf

Cape Winelands and Breede River Education District

- Ingcinga Zethu Secondary School;

- Wolseley Secondary School;

- Lingomso Primary School;

- Vusisizwe Secondary School;

- P J B Cona Primary School; and

- Pioneer School for the Blind.

3.1 School Visits in the Metro South and Central Education District

3.1.1 Agape Special School

The school practiced and implemented strict Covid-19 protocols – with the procurement and delivery of all the necessary Covid-19 essentials. With all learners having returned to school as required there was a need to ensure enough classroom space for social distancing. The school also utilised disinfectant, sanitisers, masks and hand-soaps. The school kept a close watch on those learners with comorbidities. The school had the services of a sessional Doctor who visited the school to give medical assistance and support to the school and also ensured limited disruptions. The current staff establishment stood at 22 educators with three not filled due to it being specialised posts. In total there were 28 staff including non-teaching staff.

In respect of admissions, the school systems were in place to accommodate the mainstream schooling and was not necessarily inclusive of special schools. The school required much support and interventions from the Department with different processes for admission of learners through a referral system and admissions committee who decided on admissions. The school had no online admissions system in place. There was a need for placement of learners in the Autistic Spectrum.

Regarding infrastructure, the school was funded and built by the community and parents associations due to the needs of the surrounding areas. It was mentioned that maintenance of the school was very costly and although the school received a grant for maintenance, this was not sufficient. The SGB had raised funds to refurbish the walls, gutters and ceilings of the schools. Currently too much funds were being channelled to infrastructure maintenance – the school did most of the minor maintenance but the cost for outsourcing for major maintenance functions remained costly.

The school had equipped all classrooms with white boards and data-projectors. Although the school had laptops, these were outdated and old and needed replacement – the school had no funds for this. The laboratory was also equipped with mini-computers. The school required specialised equipment for learners with speech problems where the equipment assisted learners with speech.

The school had received all the necessary LTSM with no shortages. The school also employed the services of EAs and GAs – whose work was valuable and appreciated. Regarding inclusive education, the school also provided specific programmes for learners due to the specialised needs of learners.

Learner transport was provided to learners and the school, on a yearly basis, reviewed the transport routes. Scholar transport was expensive and some buses were old and needed constant maintenance which was costly as well. All learners were provided with nutritious meals which was delivered to their classrooms.

Some of the challenges highlighted by the school included:

The quality of the PPE and essentials were not suitable for some learners and insufficient – the school bought their own masks as well.
The maintenance budget was not sufficient with much major maintenance projects to be undertaken.
Scholar transport was expensive with high fuel costs and old busses that needed constant repairs.
Old and outdated laptops/computers need to be replaced and upgraded
The school also bought many of its own sanitisers and this had financial implications.
There were delays in delivery of goods for the preparation of meals as well as receiving the necessary cooking gas-cylinders.

3.1.1.1 Portfolio Committee Observations and Questions

Members queried the plans in place to ensure the school was accessible and user-friendly for all learners with disabilities.
Members also queried how often and over what intervals the Doctor visited the school.
It was noted that the school had six therapists and Members queried whether the school had a resident nurse and social worker on the premises.
Members were eager to hear of the safety and security of the school in the area it resided in.
Members noted the call for a Grade-R class and queried the status of such a request to the Department – and how was the Department responding to the request.
Members also sought clarity on whether the school funded its own transport for learners or whether this was subsidised by the Department.
Regarding learner admissions, Members queried whether the school reserved admission for learners from the surrounding area, the District and Provinces or admitted country-wide.

3.1.1.2 Responses to Portfolio Committee Observations

Most learners were placed in various programmes and work-centres at the school depending on their abilities. The school also assisted with placing learners in other schools as and when required as many learners were placed at schools of skills as well. The school was built to accommodate learners with wheelchairs and other disabilities including portable ramps where required – all learners had full access to the school.

The sessional doctor gave a programme of visits for the year and visited the school at least once a month – the Doctor also did medical interviews with learners. The school was also linked to the Red-Cross Hospital where doctors came to visit the school and offer health services etc. The school also employed a professional nurse who was on the staff establishment.

In respect of school safety and security, the school had access control with security guards manning the gates. There was also high perimeter fencing installed with funds generated from the SGB – there had been attempts to cut the fencing. A major challenge was the cost of having 24-hour security for the school. Although the school was surrounded by gangster activities, the school has not been negatively impacted by this.

The school did receive conditional grants and a ring-fenced budget as well as a transport allocation broken down towards fuel, licencing, maintenance etc. We also expect parents to pay a transport fee. This did not cover the transport costs of the school but did assist.

The admissions and referral process for learners to the school remained an ongoing process throughout the year – admission remained ongoing. The school did not have a resident social worker based at the school – but such services were available as and when required.

The costs of the municipal bill for water and electricity was expensive and it was difficult to adequately budget when the school was not sure of the amount of money they would be receiving for a particular year as this was dependent on the number of learners admitted to the school.

The school was a fee-paying school but the payment rate stood at around 60 percent. The school also had a rebate system on school fees. Although the transport was subsidised not all parents were able to pay transport fees. The SGB did regular fundraising to finance some of these activities.

The Circuit Manager was also of the view that the Department paid more attention to Special Schools and their specific needs and requirements. The view was that these school were being neglected and there was a need for more focussed interventions for these schools.

3.1.1.3 Portfolio Committee Recommendations

Having engaged with the school the Portfolio Committee recommended that the Minister of Basic Education and the Department of Basic Education, in collaboration with the Western Cape Provincial Education Department:

Ensure that fit-for-purpose masks are made available to the school as requested for certain learners 30 days after adoption of this report
Consider augmenting the school maintenance budget – and assist and support the school with infrastructure maintenance projects within a reasonable timeframe.
Consider augmenting the school learner transport budget – and assist and support the school with transport maintenance and procurement of new busses.
Ensure the school is supplied with upgraded laptops/computers before the end of 3rd school calendar term
Ensure the school received groceries and cooking-gas on time for preparing meals.

3.1.2 St Mary’s Primary School

The primary school is a no-fee public school on private property of the Catholic Church. The staff establishment of the school stood at 18 educators (2 SGB) who were all qualified with many being Funza-Lushaka graduates who were in a temporary position currently. The school also employed the services of EAs and Gas. All Covid-19 protocols were complied with and all Covid-19 essential, sanitisers and masks had been received. The school was back to full capacity but ensured distancing protocols were adhered with each class having screeners, sanitisers and masks. Food-handlers also wore protective gear, gloves and masks. The school is located in Nyanga East township amidst a poor informal settlement and is in high demand for placement of learners. For the school, time on task was important and absenteeism of educators was very minimal. Teaching and learning started on the first day of schooling in 2022.

The school was heavily dependent on the grants received for maintaining school infrastructure. The school had a fully functional laboratory as well as a new ICT educator and IT specialist employed.

The SGB and SMT were well established and functional.

Although the school experienced burglaries in the past, this had seized after a new perimeter fence was erected. The school had a Grade R class with approximately 30 learners – and the ECD practitioners were training and developing on an ongoing basis. The Church was assisting with the upgrade of the school toilets. The school had received all ordered LTSM as procured with no shortages. Book-retrieval was initiated at the school and learners were complying.

The school had challenges with learner transport and there was a need to ensure vehicles were licenced and roadworthy. The school kept an eye on vehicle overloading as this was arranged through private vehicles arranged by parents.

The Circuit Manager also commended the school for the way the school was being managed by able and strong leadership. The communication between the school and the Department needed to be strengthened.

Some of the challenges raised by the school included the following:

Overcrowded classes as the teacher/learner ratio was too high
Need for scholar transport for learners
High enrolment numbers
Upgrade and maintenance of school buildings is costly
Toilets need upgrading
No sporting facilities
The school was heavily dependent on the grants received for maintaining school infrastructure.

3.1.2.1 Portfolio Committee Observations and Questions

Members were concerned that the majority of the SMT was in acting positions. Members queried when the Department was to address the filling of posts and vacancies at the school.
It was noted that the school was located in a township and queried the issues relating to the safety and security of the school.
If the school was a no-fee school, Members queried how the SGB was able to pay for two educators.
Members also sought clarity on the number of EAs and GAs employed at the school and how they were being utilised.
Members also sought clarity on the vaccination rate of teachers and qualifying learners at the school.

3.1.2.2 Responses to Portfolio Committee Observations

The school enrolment figures for learners stood at 674 learners. All teachers at the school had been vaccinated to date and parents were encouraged to ensure their learners were vaccinated. It was brought to our attention that vaccinations needed to be paid for. After erecting the new perimeter fencing for the school, the school was very safe and secure with no incidents of burglary or vandalism. The school also received security guards during the school holidays – there were two guards stationed at the gates who were receiving a small stipend from school fundraising. There was a call for the Department to employ security guards at the school during the day and night as well as during school hours.

The Circuit Manager agreed that staff appointments for vacant posts needed to be filled to stabilise the system. The Department was in the process of making such appointment in the Circuit. It was important that the staff be developed and trained on ICT before they are able to teach learners. Such training and developed was being addressed and there was a move to secure funds for ICT training needs. If there was a need for further security at the school, this would be communicated and discussed with the Provincial Department

3.1.2.3 Portfolio Committee Recommendation

Ensure extra educators are appointed to alleviate overcrowding and teacher/learner ratios. Consider filling all the acting positions at the school to create stability within reasonable timeframe
Consider assistance and support to the school with learner transport challenges 90 days after adoption of this report
Ensure the school is assisted with infrastructure upgrades and maintenance as well as additional funding for maintenance, within reasonable timeframe
Consider supplying the school with upgraded sporting facilities.

3.1.3 Noluthando School for the Deaf

The school had the necessary Covid-19 committee established which ensured compliance and procurement and delivery of Covid-19 PPEs and essentials. The school also had a Covid-19 policy and action plan. The current staff establishment of the school was 49 educators, eight drivers, 18 EAs, six Admin Staff and a Therapist. The school also received visits from the District to monitor, oversee and verify school infrastructure conditions. With respect to infrastructure, the school reported some leaking roofs and dilapidated gutters that required refurbishment.

The school as a Special Needs Education institution, offers the three streams kind of education to cater not only for deaf learners, but those with other disabilities / learning barriers. Registration and Admission of learners continued throughout the year. This process is ongoing as learners continue to register and the relevant admissions committee consider and approve such registration and admissions – the school was in the process of a review of its admissions policy.

At end of each term the SMT meets and plans for the year ahead with a review of successes and failures – and where improvements were needed. Each SMT member had duties allocated to them and had to report on those allocations. The SMT also had scheduled and unscheduled class visits during the Term.

The SGB was established and fully functional. After the SGB elections, all members were called to a first meeting to hand-over from previous SGB. All members received training and development in respect of roles and responsibilities of SGB members.

With ICT the school had 49 laptops and computers as well as 45 tablets – for Autism the school mainly utilised the tablets. There were also seven data-projectors and all teachers were issues with laptops on daily basis for use for the day - and returned them after school.

For Inclusive Education the school utilised the SBST committee to intervene where learners were identified. The main aim is to ensure learners received the necessary assistance and support. As the school was not wheelchair friendly, the school had done what it could to change the situation with limited funds. The school offered two Sign Language classes on a Monday and Saturday with the assistance of four fully qualified SASL educators.

The school offered learner transport for learners and had eight busses with two Assistants and one driver. There were challenges with overloading and maintaining social distancing during learner transportation. The school was in need of more busses as there were only eight busses transporting 296 learners.

With the nutrition programme, the school prepared meals for all learners on a daily basis – with delivery of groceries from the Department on a weekly basis. The school experienced grocery shortages from time to time. Nutrition being an important component to support learners, the meals are prepared by two volunteer food-handlers.

EAs and Gas were very valuable and much needed help to the school as they assisted with screening, reading, sport codes, copies and tidying of the classroom. They are also deployed to escort learners where needed.

3.1.3.1 Portfolio Committee Observations and Questions

Members queried the vaccination rate of educators and qualifying learners at the school
Regarding scholar transport, Members were not clear if this was provided by the Department or an initiative between parents and the school.
The school was questioned on whether they admitted only learners with hearing disabilities or other disabilities as well.
How many of the educators were qualified and proficient in SASL – and whether the school had shortages of SASL educators.
Members queried whether the school had engaged the Department with a view to assist with making the school more wheelchair friendly to ensure access. What was the status of this engagements?
Members were eager to understand what the progression of learners at the school was – and what opportunities where available to them.
Members also queried the rate of learner pregnancies at the school and how these learners were supported and assisted with returning to schooling.
The school was queried on whether the school had any educator shortages currently.

3.1.3.2 Responses on Portfolio Committee Observations

Regarding learner transport, the school indicated that they provided all scholar transport currently. The school was battling to keep up with fuel costs and vehicle maintenance. There was a need for two extra busses to transport learners. Although there was an allocation from the Department, this was not adequate. The school was a no-fees school with minimal contributions from parents – currently a 30 percent payment rate. All educators employed at the school had been vaccinated. In 2021 all qualifying learners had been vaccinated – for 2022 there were no qualifying learners. The school enrolled mainly deaf learners but also had an Autism section with around 179 Autistic learners registered to date.

The school also offered skills program on hairdressing, bricklaying, sewing, welding etc. – so that learners may find suitable employment when they leave the school – others started their own businesses. Autistic learners receive sheltered employment as per their abilities. The school had four qualified South African Sign Language (SASL) educators employed with 20 EAs and 15 GAs. The school engaged the Department to request support with the view of making the building more wheelchair friendly after the school had used its own funds to build ramps.

For the period 2017 – 2021 the school only recorded one case of learner pregnancy – and she was supported up to eight-months. After delivery, the learner returned to school.

3.1.3.3 Portfolio Committee Recommendations

Ensure efforts were made to support the school in making the school wheelchair friendly to ensure access within 90 days of adoption of the report
Ensure the school was provided with two additional busses for scholar transport needs – and consideration for additional funding for transport within reasonable timeframes.
Ensure the delivery of groceries for the nutrition programme was adequate and sufficient with no shortages.

3.1.4 Belgravia High School

The school has a rich history tied to student’s participation in dismantling apartheid in 1976 and 1985 respectively. Currently there are 1124 Learners, and teacher learner ration is 1:40. Academically the school excels, however in 2021 – 122 learners who wrote NSC 20 learners did not make it. It would appear that what constituted to the drop in the results relates to learners doing Maths and Science even though they are not mathematically inclined, 60% of grade 11 work is covered in the Matric paper, yet their parents decided that the learners must register for these 2 subjects.

All COVID -19 protocols are in place. The rotational teaching was set aside for learners from Grade 8 to Grade 11. Social Distancing, was important for all entering the school to follow as the prescribed regulations. Learners remain in a class room to minimize movement, educators move from class to class, and subjects such as science learners move to the lab, this is done to protect the learners against spreading of the virus. Grade 12 attends school on a fulltime basis. EAs are allocated to the school and support the teachers.

In terms of LTSM, learners have been issued with textbooks. Top up orders have been placed. Regrettably textbook retrieval is a challenge because the parents don’t open the correspondence from the school.

With regards to NSNP Nutrition programme, the Peninsula Feeding Scheme provides the meals. Breakfast and Lunch is served. Teachers donate meat on an ad-hoc basis to supplement the meals

In terms of Learner Transport, it’s provided to learners who commute to school, as they do not necessarily live in Belgravia community, they come from other areas. The school is a Fee paying school, and have displayed that school readiness is in order for 2022.

A lot of Vandalism is a trend, whereby roof, and copper pipes are stolen. Break -in incidents occurred 4 times last year. The school is close to an informal settlement so the school has devised a collaboration with the community to ensure they monitor around to check the school during holiday term

Challenges

On top the list is the Infrastructure challenge, the school indicated that toilets need to be revamped, the school is 66 years old, the roof needs to be changed it has deteriorated and was reported since 2019.
The Hall needs replacement and repairs as matter of urgency
Leaking roof pose a risk when it is rains as wet floors may hamper the mobility of learners and teachers

3.1.4.1 Portfolio Committee Observations and Questions

Members were concerned about Infrastructure issues. With regards to toilets problem, Members asked what is the replacement strategy in place?
Members queried when last did the school go on scheduled maintenance?
Members queried what is the learner teacher ratio?
Members queried what is the progress on LTSM, and systems are in place to bring the LTSM to date?
On gangsterism Members wanted to find out how is the school dealing with it since gangsterism is an issue with most schools in Cape Flats.
Members queried why there is learner drop outs?
Members queried the school strategy for retention of Maths and Science teachers?
Members asked how are EAs functioning?
Members wanted to know whether learners from quantile 5, at Belgravia were subsidized?

3.1.4.2 Responses to Portfolio Committee Observations

Learners are supported and parent’s queries are responded to promptly. For learners whose parents are reluctant for them to change Maths and Science, they will have to do 8 subjects Computer Applications Technology (CAT) / History, further they have to catch up on Saturday as well. The inability to work at home without parental guidance was one of the reasons learners did not do well in 2021. EA and the General Assistants are assisted and their role has a positive impact. The school has a proud history of success, stories of people like Prof Volmink who was a student at Belgravia. He came back as teacher and sent his kids to Belgravia, with a sense making positive contribution to the community. The school worked hard to produce Lawyers, Doctors, Advocates, one learner came to plough back a donation R150, 000 contributions towards the school. Learner/teacher ratio is 1:42. Chairperson of SGB has good relationship with the school. The newly elected SGB planned 1st meeting on 1 Feb 2022. With regards to vacancies, the posts have been finalized. In response to the incident of teacher being gunned down, one of the teachers is doing self-defence classes to empower others. Security at school is effective and are at school 24/7, the fence is fully enclosed. When there are broken windows the school address the problem immediately. On the issue of Gangsterism, the school is not aware of any groups operating at school premises as gangsters. On LTSM the orders have been placed, and the purchase is done by the school. Supplier is the one doing the hold up. Scheduled maintenance has not happened for many years, toilets were done by the staff as well as painting to give the learners a sense of dignity. One of the reasons for drop in 2021 NSC is school is subject combination. The school plans to have support intervention. In terms of retention, the school has high retention for difficult subjects such as CAT.

3.1.4.3 Portfolio Committee Recommendations

Members were very pleased with the manner in which the school is managed and governed.
Members expressed that “Dignity as a value is demonstrated at the school” they, applauded by the best practises and had recommended that the school share practise with others.
Recommendation was made that the Principal that will take after the current one needs to treat the learners and teachers as the current principal has done.

3.1.5 Siyazaka Primary School

The School is located in Philippi amidst an informal settlement. Displayed motto of the school reflects that the school embrace excellence, values of punctuality, professionalism, discipline etc. The admission number of learners is 1297, staff establishment is 27 educators, 5 heads of departments. State of School readiness is in order as planning and preparation was done under the leadership of the principal working effectively with SMT.

Covid-19, all protocol and regulations are complied. The School was sanitized. Learners and staff were oriented on Covid-19 safety regulations. To observe social distance, the school operated on a rotational basis.

On the aspect of LTSM the stationery, textbooks and workbooks are in place and have been

distributed to the learners.

EAs support the educators in class, and some provide library assistance.

The SGB is fully functional. SGB were trained to ensure governance is in order, they developed and reviewed policies of the school. Appointment letters are in place. The principal spends time on one on one engagement with teachers. In terms of administering finances, the processes of accountability are in place. The financial reports are audited, everyone is informed, Mondays are set aside for teachers to put in requisitions.

Challenges

Safety in the school is of major concern due to incidents of burglary
Learner resources are stolen
Alarm system is old, it needs an upgrade
Department Wi-Fi is a problem
Infrastructure: Ablution facilities problem relates to drainage of sewerage

3.1.5.1 Portfolio Committee Observations and Questions:

Members queried the issue of Gangsters and wanted an explanation as to how does it impact dropout, absenteeism etc.?
Members queried how is the drainage problem escalated?
Members queried whether every learner have a desk and a chair?
Members asked what is the reason SBG members were not present at this meeting?
Members queried the Teacher: Learner ratio in class?
Members queried what is the school doing to encourage learners to stay in school?
Members queried what is the level of sport at the school?
Members asked when is routine maintenance being done?

3.1.5.2 Portfolio Committee Recommendations

Ensure that School Safety issues are addressed 30 days after adoption of the report
Ensure that infrastructure, and maintenance challenges are resolved within reasonable time, 60 days after adoption of the report
Ensure that the parking area provides for safety of visitors and staff
Ensure that learners are engaged in sports as an intervention against social ills
Ensure that the school engages initiatives like adopt a cop in addressing vandalism

and gangsterism

3.2 Engagements with the Western Cape Education Department (WCED)

In the introduction, the Department indicated that all teachers had reported to schools on 17 January 2022 and reopened for learners for the first quarter on 19 January 2022 without any serious challenges. Most schools were still following the rotational timetabling model and the National School Nutrition Programme (NSNP) had been activated since day one of the school quarter.

3.2.1 Learner Placements 2022 – The total placement confirmations by the 7 July 2021 stood at 119 439 (the number excluded the Grade-R, although most of the Grade-R learners had been admitted in the total) with 33 906 unplaced learners. There were a total of 157 419 unique applications. For in-time Grade-1 and Grade-8 application the total was 165 and 826 respectively. There were 52 Grade-1 and 242 Grade-8 late applications for 2021 – this brought the total unplaced learners for Grade-1 and Grade-8 to 217 and 1 068 respectively for January 2022. However, the Department had received new application since January 2022. Currently, 154 Grade 1 and 722 Grade 8 new applications had been registered by the eight District Admission Teams. A further 1 976 learners requested transfers to other WCED schools. The Department also gave a breakdown of the hot-spot areas in relation to admissions.

In trying to deal with accommodation needs the Department confirmed an additional 173 mobile units for implementation by the Department of Transport and Public Works (DTPW) - to date, 34 units had been completed and the remainder was in the process of being rolled out. For unused and underutilized vacant classrooms, a total of 97 vacant classrooms had been identified at schools in the Province for learner placement (e.g. vandalized/damaged classrooms and rooms used as storage spaces). The Accounting Officer (AO) had approved funds to be transferred to repair 32 vandalized classrooms over the summer school holidays and 4 628 had been accommodated in these classrooms.

3.2.2 Resource Support to Schools:

3.2.2.1 Learner Transport Scheme (LTS) – A total of 11 new Learner Transport Scheme (LTS) route applications were received and processed for January 2022. A total of 455 LTS applications were received and processed for January 2022, representing 6 656 learners which were all authorized and newly approved learners were currently being transported.

3.2.2.2 Learning and Teaching Support Material (LTSM) - Schools were afforded an online opportunity in June 2021 to order top-up textbooks for 2022 and 488 176 top up textbooks were ordered and delivered to schools by 3 December 2021. All stationery items ordered were delivered to schools by 10 December 2021. All textbook orders received for new schools and/or as a result of approved curriculum changes were delivered to the respective schools by 10 December 2021.

3.2.3 School Infrastructure (Backlogs and Maintenance) – as per the industry norm, between one and two percent of the capital replacement value of the asset base needs to be spent on maintenance. For decades, maintenance had been deferred, resulting in huge backlogs and degradation of facilities. The Department had developed a new Maintenance Strategy that dealt with replacing critical components in order to avoid failure of facilities. The strategic focus for the next five-year period was the enablement of resilient growth. Maintenance should enable schools to cope with rapid urbanization, overcrowding and climate change. This was vital to the improvement of the Department’s responsiveness.

In the 2015/16 financial year the Department embarked on an essential strategic shift in focus to the maintenance and renewal of the existing stock of school infrastructure, with the budget allocation increasing from 13 percent in 2013/14 to 41.4.6 percent in 2020/21. Taking a principle-based approach, the strategic shift towards maintenance was to continue with an increase in the overall maintenance spend to 47.4 percent, evident in the 2021/22 infrastructure budget, which placed a high priority on reducing the risk of critical component failure to ensure the safety of learners and educators. The Department shared details on the incremental, year-on-year increase in the maintenance budget allocations with an accumulative total of R3.054 billion over the previous 5-year period from 2017/18 to the current 2021/22 financial year.

3.2.4 Human Resource (HR) Matters – The Minister for Education in the Western Cape consulted on the 2022 Affordable Basket of Posts on 26 July 2021 with Unions and School Governing Body Associations and the Head of Education on the allocation of the 2022 Affordable Basket of Posts with the aforementioned parties on 12 and 16 August 2021. A total of 34 974 educator posts were made available for the 2022 academic year. Provision was made in the aforementioned allocation for a projected 18 000 unplaced learners and to support schools with specific curriculum needs, including new schools that opened in 2022. The 2022 educator staff establishments were issued to ordinary public and special schools on 20 August 2021. The Department also shared details on the teacher/learner ratio over time since 2015 due to the backlog in creation of educator posts as a result of increases in learner numbers over time.

3.2.5 Presidential Youth Employment Initiative – The Presidential Youth Employment Initiative in the Basic Education sector was implemented during 2020 as Phase 1 and was in the 2021/22 financial year in Phase 2. The outlook over the MTEF was that there would be a Phase 3, which would span over three financial years starting 1 April 2022. The Department shared details of the categories and confirmed placement of EAs and GAs per District.

3.2.6 Conditional Grants – The Department shared details on the various Programme/Conditional Grants in respect of expenditure, projections and budget allocations. The Department also gave a detailed overview of the Conditional Grant performance as at 31 December 2021 for the following:

Education Infrastructure Grant;
National School Nutrition Programme Grant;
Maths, Science and Technology Grant;
EPWP Integrated Grant for Provinces;
Social Sector EPWP Incentive Grant to Provinces;
HIV & Aids (Life Skills Edu) Grant; and
Learners with Profound Intellectual Disabilities Grant.

3.2.7 School Governing Bodies (SGBs) – SGBs had been successfully elected at all schools in the Province during 2021 and the training of all SGBs had been completed. SGBs could indicate to Districts if any further training on specific topics was needed. Interim SGBs had been established at new schools and the formal process to establish the permanent SGB would happen within the prescribed timeframe. The Exco had quarterly engagements with the various SGBs.

3.2.8 Grade-R – The Department gave a broad but detailed overview of the Grade-R Curriculum, Governance and Management, Funding and Learnerships which covered key performance areas, activities, readiness actions as well as timelines. The presentation also touched on the Grade-R innovations and improvements.

3.2.9 Curriculum Support – The Department highlighted the LTSM resourcing to the Foundation Phase as well as Intersen Curriculum support.

3.2.10 Farm and Technical Secondary Schools – A total of 26 technical schools in the Province offered a combination of the none technical specialisation subjects in Grades 10 – 12. Bellville Technical HS was a flagship school offering all the specializations. All technical schools in the Province were well resourced. With the MST Conditional Grant, tools and equipment were sourced every year and upskilling and reskilling of teachers were also conducted. Money was allocated per learner to all schools every year to procure materials for the PATs (Technical and Agricultural subjects). Selected Agricultural Schools received new workshops and/or Greenhouses and 99 percent of the Agricultural workshop projects were completed by the end of December 2021.

A total of six more schools had been earmarked for provision of infrastructure for Agriculture specializations with Technical High schools identified for infrastructure expansion between 2022and 2021. Regarding the human resources for Technical and Agricultural subjects the Department was awaiting approval for additional posts as artisans to address shortages of specialist’s teachers. The Department had introduced the three-stream pilot in 2021. The performance in Technical Mathematics and Technical Sciences improved significantly in the 2021 National Senior Certificate Examinations. The Department was making steady progress in increasing enrolment in technical and agricultural subjects and gave a detailed breakdown of the enrolments in technical and agricultural subjects in the Western Cape and a list of these schools in the various Districts.

3.2.11 Three-Stream Pilot – The Department gave a detailed overview of the introduction of the Three-Stream pilot of vocational and occupational subjects. This included the 2022 teacher and learner support activities. Some of the challenges highlighted included the following, amongst others:

Unavailability of LTSM;
Resources required: Consumables, Materials, Tools and Equipment;
Infrastructure: Special rooms (Increase of learner enrolment numbers);
Upskilling and re-skilling of teachers;
Enhancement of teacher capacity per school to implement more subjects;
Funding models; Partnerships and collaboration;
Inter-governmental planning and alignment;
Monitoring and Reports (All aspects); and
Recording and reporting of marks.

3.2.12 E-Learning Support – The Department touched on the enabling environment for E-Learning in respect of infrastructure and technology which included WCG Broadband, Schools LAN, Benefactor Projects and Special Projects. The Department also alluded to the technology in classrooms, subject specific refresh and model school projects.

3.2.13 Inclusive Education and South African Sign Language (SASL) – The Department was in the roll-out phase of the implementation of Inclusive Education and had embarked on a comprehensive plan to build capacity for the expansion of inclusive education. The Department had also started with designated full-service/inclusive schools, designated Special School Resource Centres and specialised support staff, with the goal of reaching all schools and all staff. Several special schools had been transformed into Special School Resource Centres with multi-disciplinary Inclusive Education Outreach Teams or Specialised Outreach Teams. Increasingly, special schools would only cater for learners who had high support needs. Learners with low and moderate support needs would be accommodated in an ordinary or full-service schools. Selected ordinary schools in every circuit was being capacitated to be demonstration inclusive schools. Inclusive teaching courses had been developed and would be offered to in-service teachers at these schools and incrementally to teachers at all schools. The Screening, Identification, Assessment and Support (SIAS) tool aimed to respond to the needs of children who are vulnerable or facing one or more barriers to learning in a consistent and standardised way, providing procedures and tools for supporting them. The Department had developed a support pathway, incorporating the SIAS. The pathway indicated the roles of the educator, the school-based support team, the circuit-/district-based support teams, Special School Resource Centres, outreach teams and special schools.

In respect of SASL the Department had five Schools for the Deaf using South African Sign Language (SASL) as the language of learning and teaching. Teachers and teaching assistants attended training offered either nationally or provincially. In addition to the national training, different short courses in linguistics as well as SASL literature had been offered at Stellenosch University in collaboration with the Department. Deaf teaching assistants, through these short courses, could obtain a formal certifcate (university accredited). A master SASL laboratory had been equipped at each of the schools with an electronic interactive whiteboard, a laptop for the teacher, laptops with webcams for the learners, camcorder and tripod, wireless network switch and a data video projector. Books and DVDs had been developed to address the needs of subjects within the SASL CAPS curriculum. In order to build up a bank of SASL skills, ECD students were being trained on an annual basis through a course at TVET colleges.

3.2.14 Portfolio Committee Observations and Questions

Members raised concern regarding the large number of learners who struggled to find placement in the Province and queried the contributing factors for this failure and how was the Department addressing the matter.

A common challenge was the issues of school safety and security and community outcry over gangsterism that negatively affected learning and teaching. Members sought clarity on how the Department was ensuring the safety and security of school infrastructure as well as that of teachers and learner. This included issues of burglary and vandalism of school property and infrastructure.
Another matter which was a common challenge at school was that of learner transport, especially ay Special Schools. Although the Department allocated a small budget, this was not enough to sustain the programme. Members queried whether the Department would consider an increase in the allocation and assist school with learner transport challenges.
Many Special/Full Service schools did not have the necessary infrastructure for wheelchair access. Many school used their own money to build ramps. How was the Department ensuring the all Special and Full Service school were equipped with the infrastructure to assist learners with access – and had the Department done an audit of the needs of these school with a view to support.
Members also raised the issue of the Special Investigating Unit (SIU) report that fingered senior officials in irregularities in respect of contracts – and the response from the MEC. Members queried whether these officials were being temporarily suspended or put on special leave pending the outcomes of the investigation. Why did the Department feel it was best to have the report referred to the Premier with no action against the officials to date?
A further common challenges faced by school was the incorrect Quintiling of school as many schools were Quintile 4 or 5 but the learners were not at that level of Quintile. Learners at fee-paying schools were unable to pay fees. Members queried whether the Department was considering a review of the quintiling system so-as not to disadvantage learners and schools in the process.
Members queried whether the Department was considering engagements with former Model-C school with a view to increase their capacity and contribute to an equitable system of education and assist with placement of unplaced learners.
With the maintenance of school infrastructure and the priority list of schools to be serviced, Members queried the criteria used to have school included on the list and the shifting of school on the list in respect of scheduled maintenance for schools. What were the reasons for school infrastructure maintenance being deferred by the Department?
Members also noted issues of African languages and queried why these languages were being undermined and not recognised in school in the Province.
Regarding admission hot-spots, Members queried whether the Department had done any research on the reasons for these hot-spots occurring every year – and what mechanisms were in place to support the Department from the National Department.
Members also queried the effects of the rotational learning methods on learners and the Curriculum coverage mechanisms in place when schools returned to full capacity.
Members also sought a comprehensive list of school having connectivity and network challenges – and how was the Department ensuring that these schools were assisted with network connectivity.
Members also queried how the collaboration school mechanism was working for school and the Department.
What was the data/information on the number of educators and qualifying learner who had been vaccinated in the Province?
There was an outcry as to how Special Schools were being treated in the Province and Members queried why the Department was not prioritising and focussing on these schools.
Members noted that the team representing the MEC and he Office was mostly males and Members queried whether there was no capacity for women to also lead in the Province.

3.2.15 Responses to Portfolio Committee Observations

The Department agreed that placement and admissions remained a problem that was ongoing. Another important stakeholder was National Treasury as there was an ongoing lack of stable base-line budgets for Provinces. Departments could not plan when they were told to keep cutting budgets and reprioritise. The Department also had to spend their budget on Covid-19 protocols and essentials. The Department agreed that there was a need for engagement with the National Department and National Treasury on issues of admissions and placements.

The Department also agreed with the sentiments on safety and security of school and mentioned that the Department had good relations with SAPS. The Department also agreed that theft and vandalism was putting additional strain on schools and Department. It was important that schools engaged with surrounding communities to ensure all took collective responsibility and ownership of the schools in their areas.

The Department gave all Special Schools all the assistance they were able to give and also allocated funds for the building of ramps for wheelchair access at school as required.

The Department alluded to the SIU report and mentioned that the Office of the MEC did not get involved in tenders and the accounting officers need to take the necessary action. This was a difficult matter and there were differences of opinion on how the matter needed to be address – it was not a simple case of corruption. The Department was committed to dealing with the matter appropriately.

There was agreement on the issues raised around the quintiling of schools that needed to be reviewed as it did not reflect the reality on the ground. Quintiling was a National policy and the National Department needed to be engaged on the matter of assessing the quintile system. Many school had made progress with their transformation processes. We do have discussions with our SGB and we need to do more on the roles and responsibilities of the SGBs. A vast majority of school had access to broadband and network connectivity and there were many ideas on online learning and on-line schooling and the Department was looking at such options with a view to expand.

Collaboration schools were working very well with whole communities and business being involved in the project. The Department had a total of 42 percent female senior management.

The Department also mentioned that they needed budget certainty to build schools in the Province. There was serious concern over issues of school maintenance and the scheduled maintenance which focussed on certain aspects of schools, specifically the bare essentials. No schools were removed or shifted on the priority list of schools for maintenance projects. The project also included security and fencing of schools. The Department also ensured an emergency maintenance budget for schools in the Province. The Department also assisted with learner transport and transported learners far above the policy radius. The matter of hot-spot areas was purely of demand and supply and the choices of parents. The Department was looking to incentivise learners to stay in school and the number of learners requesting access to school was growing. The Department was focussed on ensuring learner retention in high schools. In respect of the Skills Programme, the Minister mentioned certain programmes and focussed schools in the province. The Department had also introduced Marine Sciences for the first time.

The Department had the necessary budget to look at safety of schools in the province. With Special Schools, the Department had 72 Special Schools in the Province and 21 were categorised as schools of skills. Many utilised the mainstream learner transport. The Department supplied Special Schools with 22-seater busses and also included a portion of the Norms and Standards budget to be used for fuel and drivers. Ramps were being rolled out to all schools in the Province.

3.3 School Visits in the Cape Winelands and Breede River Education District

3.3.1 Vusisizwe Secondary School

The school was established in 1976 and was the only school servicing the area and neighbouring farms. Many people of this community in the surrounding areas were very poor and learners were from informal settlement environment. The school had the necessary Covid-19 protocols in place with learners being screened at the gates and temperature taken before entering the classroom. All visitors also needed to be screened and temperature monitored. All Covid-19 PPEs and essentials were procured and delivered – the school also bought their own to supplement as well as designed its own mask with the school logo. The school followed a rotational teaching method and learners attended classes on a two or 3-day weekly system – those at home at any time was given homework to do. The school had Grade 11 learners at school every day since the start of the year. After assessment of learners, it was agreed that there was a huge backlog for Grade 12’s – there was hope that schools would return to full capacity soon.

The SMT and SGB were established and fully functional with monthly meetings. There were no shortages of LTSM as all LTSM procured and ordered had been delivered. All learners benefited from the nutrition programme with two meals daily. A total of five busses where utilised to transport learners to and from school.

The school did not need the services of a Sign Language educator as yet – but had learners with physical disabilities that required wheelchairs. The SGB was considering the best way to build the necessary ramps for these learners to access the school grounds. Further to this the SGB had also managed to secure a wheelchair for a disabled learner to ensure movement was not hampered.

In relation to the staff establishment, the current learner population was 1 258 learners with an expectation that the number would still grow. The school PPN was 41 staff which included SMT and SGB appointees. All posts were filled – with two being in an acting capacity.

The school employed 23 EAs and GAs – of these there were two EAs who had dropped-out and six were GAs. The EAs were used within classrooms to assist teachers with informal work monitoring while GAs helped with photocopying and general cleaning of the schools and ground duties.

3.3.1.1 Portfolio Committee Observations and Questions

Members noted with concern the issue of the high numbers of learners arriving late at school – and how this impacted on their performance due to lost teaching and learning time. Members queried the strategies and interventions in place to address this matter.
Looking at the surrounding area, Members queried whether the school had any challenges with substance abuse and gangsterism – and what was the support and assistance from the Department.
Members queried the learner pregnancy rate of the school and how the school assisted and support such learners with a return to school.
Regarding the vaccination rate, Members queried how many teachers and qualifying learners had been vaccinated.
If the school experienced any learner drop-outs, Members queried what the reasons for such drop-outs were – and whether these learners could be tracked, traced and returned to school.
Members also queried whether the school utilised the SA-SAMS and the impact of the system on the work of the teachers and principal – and whether the system could be improved.
Members also queried the support and relations with the Circuit, District and Provincial Department – also the relationship and support from sister departments e.g. Social Development, Health and Security Clusters.
On infrastructure, Members sought clarity on the state and condition of classrooms, toilets and sporting facilities at the school.

3.3.1.2 Responses to Portfolio Committee Observations

Learner late coming had been a challenges for some time and the school had tried to engage with learners and parents regarding the matter – even adopted punitive measures for late coming. Similarly, parents also did not attend meetings and had very little interest in school activities – Covid-19 had made the situation even worse. Further to this the school was lobbying the SGB to find solutions to the problem of late coming.

With pregnancies, the school had two cases of 15-year olds who were pregnant – there was agreement that the issue of learner pregnancies was a crisis. The school had reported the matter to police who was dealing with it. This matter was complex as it was a combination of social issues in the home – it also contributed to the learner drop-out rate. Some of these learners had return to school.

The school mentioned that the textbook retrieval rate had improved significantly to around 90 percent. The school was also strengthening their LTSM policy to ensure parents took responsibility for learner textbooks. Although there was no verifiable data on vaccinations, a majority of teachers had been vaccinated.

The school was not utilising the SA-SAMS system at present and used an alternate system which required that the school bought their own timetable programme and software. The school was hoping to utilise the SA-SAMS system in future to save on costs.

Another challenge was the general apathy in the surrounding community which affected learners. There were many taverns and pubs in the area which made girls more vulnerable. The local community had serious challenges with substance abuse and many learners were caught smoking cigarettes within the school premises. Gangsterism also picked up during the holidays and spilled over onto the school premises.

In 2020 the school embarked on renovations/refurbishments to school infrastructure with a company allocated and all toilets were now functional. After attempting to clear the fields of weeds, this just grew back and the school was in needs of weed-killer for this project to be successful. It was clear that the school sport fields needed to be upgraded.

The school enjoyed the assistance and support from the Circuit, District and Provincial Department. The school needed to engage the Department to assist with appointing qualified personnel to test some learners who had difficulty with reading and writing for proper evaluation of these learners – to better plan any intervention strategies.

Another challenge was the issue of connectivity and access to the internet for learners to access virtual platforms and resources. The school was considering having information and resources loaded on SD-cards for learners to utilise. The school was able to secure hostel accommodation for five learners during examinations last year – the school is considering having around 60 Grade 12 learners to stay at the hostel this year.

The Circuit Manager agreed that provisioning of infrastructure was fairly slow but was engaging with the school on the matter as funds remained a constraint. The Circuit was also requested to submit a written reply on issues of ICT support and connectivity – and reasons why certain school enjoyed more support and assistance than others.

3.3.1.3 Portfolio Committee Recommendations

Ensure the school is added to the priority list for assistance and support with ICT and connectivity.
Assisted with the appointment of qualified personnel to test learners who had difficulty with reading and writing for proper evaluation of these learners – to better plan for any intervention strategies.

3.3.2 P.J. B Cona Primary School

The school had no challenges with late-coming as this was not tolerated by the school. The school was Covid-19 compliant with the necessary Covid-19 PPEs and essentials procured and delivered. School gates were supervised with screening and registration. There were 12 EAs and 5 GAs employed by the school and the school was running normally with all teachers in class teaching quality education. Many learners were also engaged with sports and athletics as the school had been given the mandate to keep learners engaged and occupied outside of schooling time to provide holistic development of learners.

The school used a rotation timetable and was in the process of moving back to the traditional timetable. The school had been operating at full capacity since the 4th Term of the previous year. The school ensured there was the necessary social distancing adhered to as well as wearing of masks and temp taken every morning.

As many of the learners came from neighbouring provinces, there were challenges with learners registering for admission late.

3.3.2.1 Portfolio Committee Observations and Questions

Members witnessed a learner having an asthma attack and queried whether the school had the necessary and immediate assistance required to stabilise a learner who became sick – and whether the school had a fully equipped emergency first-aid kit. Did the school have access to the services of a nurse of local clinic should the need arise?
Members also queried how the school planned to ensure learners were able to adapt to new and future technology in schools.
Members queried the vaccination rate of educators and qualifying learner at the school.
Concern was also raise with the staff establishment and the schools PPN which indicated 24 permanents and six temporary teachers – but the PPN indicated the school qualified for 30 full-time teachers. How much was the school able to convert?
Members queried the relationship and functionality of the SGB and the SMT – and whether the school enjoyed the cooperation and participation from parents in respect of school activities.
It was noted that the school had been supplied with ICT equipment and Members queried the support from the Department in respect of ICT connectivity and Wi-Fi.
Regarding learner pregnancies, Members queried whether the school had any cases of learner pregnancy – and how ere they supported and assisted to return to school.
Members sought clarity on the drop-out rate of learners at the school.
With learner transport, Members asked if the school had any challenges with transport and the assistance and support from the Department to ensure learners arrived safely
Members queried the interventions by the Department with the refurbishment/renovation of the school kitchen.
The school was also queried on progress with the introduction of Coding and Robotics.

3.3.2.2 Responses to Portfolio Committee Observations

The school had challenges with connectivity and Wi-Fi at the school that was not functional and this hampered the work in the classroom. Much of the ICT equipment was old and obsolete. Added to this, the school also experienced burglaries and looting of school equipment.

The school had experienced a learner pregnancy in 2019 but had since engaged with all primary schools in the area on the matter. This was augmented with the meetings of the Care and Support Assistance committee to discuss teenage pregnancies, peer pressure and other social ills. It was important to make teenagers aware of having unprotected sex. A further challenge was the number of child-headed families in the community it served.

The relationship between the SMT and the SGB was crucial and very good. Most parents were unemployed and not keen to participate in school activities and learner activities. For the SGB the safety and security of the school and leaners was a priority

The Circuit Manager agreed that the issue of school connectivity and network was a priority and would ensure this was addressed. The school had difficulty tracking and tracing drop-out learners as some came from neighbouring countries and farming communities. Many transferred back to their province and the school has no contact with them again. All teachers at the school had been vaccinated and would all be available for the booster shot.

Although the Department had delivered LTSM as procured and orders, the school had some shortages due to the late admissions and learner numbers increasing.

In respect of learner transport, the school had four busses travelling various routes – learners were on time and no late coming experienced. All Covid-19 regulations were being adhered to and observed.

The school had a case of one pregnant learner in the past who was in Grade 6. After being alerted by concerned parents, the school gave all the necessary support and assistance, and allowed her to learn from home, during the last trimester. The learner had passed and had returned to school.

The school had applied for six extra EAs as they proved to be valuable and effective.

3.3.2.3 Portfolio Committee Recommendations

Ensure schools are adequately equipped with emergency first-aid kits for any eventuality learners falling sick.
Engage the school with a view to review the schools PPN – and how many teachers the school was entitled to, including the number of conversions.
Ensure the school was assisted with network and ICT connectivity and Wi-Fi.
Ensure the school kitchen received the necessary renovation and refurbishment.
Assist the school with procurement of updated ICT equipment.
Ensure all shortages of LTSM was delivered to the school urgently.
Assist the school with a request for extra EAs.

3.3.3 Pioneer School for the Blind

The school was one off the oldest schools in the Western Cape and was 142 years old – established in 1881. There was a total learner population of 122 learners being taught two Curriculums:

Special Curriculum: for low functioning children up to Grade-3. They did not follow the formal Curriculum but a practically orientated Curriculum) and Mainstream Curriculum.
Mainstream Curriculum: learner do the full Curriculum

All learners at the school were either partially blind/visually impaired or completed blind.

In respect of LTSM the school had a supply of Braille books with specific textbook for specific subject converted into Braille. The school also had enlarger to enlarge text in books and Acrobats to enlarge text with various colour backgrounds.

There were very little infrastructure challenges faced by the school and there was enough running water and ablution facilities for learners and educators at the school. The school was currently running at half-capacity.

All Covid-19 protocols were strictly adhered to and practiced. A majority of the learners were housed in the hostel and learners were screened every morning before they arrived at classes – similarly all who entered the gates of the school. The school did not have to rotate their learners due to the fewer learner numbers. The school also employed a full-time nurse on the school premises.

The school was not part of the National School Nutrition Programme and had a private company employed to prepare and provide meals for learners on a daily basis. The school also did not utilise learner transport as the majority of learners were at the hostel.

Learner admissions was done by way of a processes of sifting to identify suitable candidates – parents paid substantially to have their learners admitted and registered. Learners came from all over the country.

3.3.3.1 Portfolio Committee Observations and Questions

Members noted that the school had done much and queried how the school benefitted from the Department in any way.
Regarding the LSIPD Grant, Members queried whether learners benefitted from this grant.
It was noted that the school spent a sizeable amount per learner for quality meals and wonder how the Department could replicate this good practice.
For the various sporting codes practiced, Members queried how trainers were being paid for their services.
Members queried whether the school was engaging with SITAs on sponsorships, grants and donations, specifically in respect of the sporting codes.

3.3.3.2 Responses to Portfolio Committee Observations

The Department was able to cover most of the salaries for educators. The school building belonged to the Church and the Department was hiring it from them. The school did the necessary maintenance of the buildings and covered most of the other items. Although the school did not utilise scholar transport, the allocation from the Department was used in the transport scheme to subsidise and pay for a driver – as learners who fell ill or needed assistance could be transported with the school bus.

The school also had the only learner in the country who was deaf and blind and doing the mainstream Curriculum – she communicated through a translator and used palm language. The school also covered the payment of translators and received an allowance from the Department to pay for teacher assistants.

The school funded all learners who participated in sporting and athletic events e.g. travelling, clothes, accommodation, meals etc. The school also had the assistance from local sponsors and donations which was utilised as an athletics fund to draw from.

3.3.3.3 Portfolio Committee Recommendations

Ensure the school was able to benefit fully from the LSIPD Grant for learners who qualified.

3.3.4 Ingcinga Zethu Secondary School

The school has 1 014 learners, 19 teachers, 4 feeding scheme workers, 17 Education assistants. They are supported by Community Program workers who come part time as well as Sport and Culture coaches. NCS Grade 12 results over the past 3 years are 55,2 % in 2021, 53,8%, in 2020, 44,8% in 2019. These results indicate that as much as the school is struggling the results are gradually improving.

In terms of COVID – 19, the school observe all the protocols. Procurement of PPE was done, regrettably one teacher succumbed to COVID and, 50 contracted the virus. To date 80% of the teachers have vaccinated.

The Curriculum was trimmed, and the school asserts that rotation system led to drop outs, as many learners opted to take part time jobs in nearby rural farming industries.

LTSM, all workbooks are in place for the learners, including Textbooks and stationery were received.

Challenges faced:

The majority of learners have no parental support at home as most of the parents are seasonal workers / some are migrant workers in rural farms which leaves limited time for interaction and involvement in their children’s education at home.
The prevalence of drugs in the nearby informal settlement negatively impact on learner’s behaviour at school and in the community.
Vandalism and theft are common for there is no security, the fencing is broken.
There is poor infrastructure and problems around sanitation,
The school identified a need for proper fencing.
The school expressed the need for the building of new school premises and sports facilities.
Safety and security an issue, due to lack of security at the school.
Culture of late coming is a norm

3.3.4.1 Portfolio Committee Observations and Questions

Members queried what made the school to be identified for the visit?
Members wanted to know what measures can the school take to ensure that safety and security is priority and that visible policing required?
Members were concerned to note that the school poor performance was linked to historical separate development by design.
Members wanted to find out the Success story of Ingcinga Zethu.
Members queried the pass percentages of NSC candidates and how the pass rate can be improved?
Members asked what is the plan to discourage drugs at the school?
In terms of Learner Transport, Members wanted some explanation as to how it is operated.
Members queried how will the building of a new school impact on results?

3.3.4.2 Responses to Portfolio Committee Observations

DBE: alluded that people selling things at school is a governance issue, the school must prescribe who sells, vendors must submit an application to get permission to sell at the school premises. Building of a school does not improve the school results, it is about teaching and learning.

The Acting Principal said that if the government wants to help to improve the school, resources are needed. The school used to perform below par, however the results as they stand are indicative of the progress made in so far as consistent incremental pass rate over the last 3 years. The school has safety sector and are part of the police forum, they come and move around to check, even the exam time they come and check. In terms of Infrastructure, the school responded that when one compares Charlie Hofmeyer High school in Ceres town, and Ingcinga Zethu, as a poor rural community there is a vast difference in terms of resources allocated which impact on the results. The schools in affluent Communities have financial resources to improve learning outcomes, while the reality of situation in Nduli as a rural community is not the same.

The principal referred to separate development issue saying the science labs at the school were built, and yet never sufficiently equipped and have been like that since the lab was established.

Vandalism – the underperformance of the school in NSC is also affected by vandalism, where there is no opportunity for jobs, learners resort to vandalism and live on the streets to survive.

As an intervention the school has a school improvement plan (SIP). Drug Abuse cases have been reported to SAFE schools for support. In some instances, learners were referred for rehabilitation. With vandalism, the police and the school do follow up.

The SGB supports the school in positive ways, however, most often SGB members are not well capacitated to understand governance issues as most have limited levels of levels of literacy. That challenge impact on SGB to address some of the challenges experienced.

With regards to Transport, learners travel 35 km from Tulbagh, and 25 km from Wolseley every day to reach the school. Online platforms - learners don’t have access to technology, to an extent that some were not as yet registered by January. There are 2 feeder primary schools. Parents of Learners from Lingomso Primary when choosing schools look at infrastructure.

NSNP Feeding, all learners benefit from the meals served. Those who are rotating, their meals are transported to reach the learners.

Responding on how the school can improve from 55% to 80%, the school responded that there is a school improvement plan in plan, they will monitor it quarterly.

The Community Councillor present at the meeting welcomed intervention from the Portfolio Committee. The Councillor expressed concern that the Community does not actively participate, to resolve some of the challenges. Previous principals did their part to report challenges but to no avail. The question he raised was - What can be done by the Department and the Parliament, to involve the youth outside the school who are involved in criminal activities. From the side of the municipality, they engaged to get information on programs to develop the young ones outside of the school. The Councillor also remarked that infrastructure is a problem, even if the Department can run away from it the Rural development touches on infrastructure and nutrition, what does the Department do to monitor that the programs are implemented in the rural communities? When one tries to engage with department / government, the government officials do not come back there are no follow ups,

The crime in the area is affected by unemployment rate, there is lots of substance abuse in the area. The school needs all stakeholders to come on board to assist the school, from the counsellor, things can be tackled.

Circuit Manager: responding to the question on the culture, of late coming, he acknowledged that the importance of education needs to be embedded in the community. The school has committed teachers; in the next 4 years the school will get to 70 %. Transport – there is antagonism between Tulbagh and Nduli it plays out in the bus, but it is addressed.

Vandalism – Circuit Manager complimented the Acting Principal and SGB who help to get the school on the upward trend, as it is stabilizing.

3.3.4.3 Portfolio Committee Recommendations

Engage with the school to get to a level where there’s improvement in the institution.
Ensure that the school is supported to deal with drug abuse, safety and security within 30 days after adoption of this report.
Ensure that issue of vandalism and theft is addressed
Ensure that poor infrastructure, sanitation and proper fencing receives attention within 90 of adoption of the report.
Ensure that the request for building of a new school /mobile classroom receives attention 90 days after adoption of the report.
Ensure that the lack of facilities for rural learners and sports facilities receives attention within reasonable timeframe.
Ensure that the principal works with the support of the SMT and SGB.
Ensure that the culture of late coming is addressed
Ensure that the Circuit Manager deals with Management, if there is no support the school will not improve.

3.3.5 Wolseley Secondary School

Classes started well at the beginning of the year. In terms of Academic performance: NSC results 2021 is at 80.2% pass rate. Grade 8 struggle to adjust to high school but managed an 80% pass rate. Poverty a big challenge in the area and most parents are seasonal workers.

The school is fee paying school yet learners come from low income household and there is no parent involvement in issues related to the school. On Learner transport, 140 learners use the transport. 6 routes operating. Many learners walk to school because they live less than 5 km away crossing. Nutrition is not part of the program although they have poor learners

LTSM – All textbooks have been issued to matric only. Other grades are only receiving prescribed books and workbooks.

The EAs are being used efficiently however there is a need for extension of the EAs. SGB is functional and supportive of the school

3.3.5.1 Portfolio Committee Observations and Questions

Members queried the number of Learners and Educators at the school.
Members queried the Quintile of the school?
Members raised concern about SGB not being present at meeting.
Members asked where learners using the Learner Transport System coming from?
Members were concerned that the learners come from primary schools that are no fee paying school to fee paying Secondary school, how does it happen that the same learners are expected to pay at this school, and how does the school deal with situation that parents are not able to pay for the school fees?
In view of Transition to Grade 8, Members wanted to understand which Primary schools were learners coming from? And what is the problem at the primary school?
Members were interested to know how much is school fees?
Members queried what extra - curricular activities took place at the school given that learners struggle to adapt after Grade 9?
Members queried the School safety: were there any issues related to vandalism
Members were interested to hear the success stories of the school if any?

3.3.5.2 Responses to Portfolio Committee Observations

In response to the Members questions, the principal clarified that the school is a Quintile 4 category. They were not aware that the SGB contingent was invited to be present at the meeting they would have arranged to bring them along. On the issue of Learner transport, 140 learners using the bus come from farms 28km radius of Wolseley, as well as Worcester, and Ceres. They stay on the farms. Regarding the challenges, the principal cited Numeracy and Literacy programs as foundational challenge that learners have from the primary schools they attended. Academically, learners that are struggling are those promoted in the phase. Further, work ethic is a problem with Grade 8 learners. Amongst others, the parents are struggling to pay school fees, so they would apply to get the department subsidy.

In terms of Extra Curricula activity, Sport and drama came to a halt due to Covid -19. The success story is that the school normally gets good results, they were identified for Oversight visit based on the 2021 results and will try to get achieve 100% in 2022. On overall performance, the NSC Matric results is a success story, also lots of social workers, lawyers, medical doctors studied at Wolsely secondary in their elementary years.

With regards to safety, the school experience vandalism happens every year, however they ensure safety measures on their equipment, as pay attention to learner safety.

3.3.5.3 Portfolio Committee Recommendations

Ensure that the school is supported with Nutrition program, as the learners come from poor farm communities.
Ensure that the discrepancy in quintile of the school is reviewed, within reasonable timeframes.
Ensure that the school is supported to address challenges related to Numeracy and Literacy so that as learners transition to Grade-9, weak foundations in these 2 subject areas are reinforced

3.3.6 Lingomso Primary School

The school is newly built school 2017, with enrolment of 940 learners, and 30 teachers. Learners from Chris Hani informal settlement in Tulbagh, Gouda, Pine Valley. Learners come from homes where parents are Seasonal worker at Tulbagh farms. Another dimension is that some learner’s parents are Migrants from Lesotho, as a result learners move from one area to another. Given the multicultural nature of the community, the school adopted Xhosa – English Medium of instruction because Learners come from diverse backgrounds i.e. Xhosa, Sotho, and Afrikaans. There are 60 learners per class, (overcrowded classes). Further there is outstanding placement of learners.

All Covid- 19 Protocols followed. The school identified staff who would form part of COVID 19 team. Teachers have their own thermometer and screens learners. Social distancing is difficult to observe due to overcrowding. Teacher assistants are assisting teachers in class. SGB is Constituted and well – functioning in matters of governance at the school.

Although the school caters for learners in poor informal settlement, in terms of NSNP, the school does not qualify for NSNP, learners do not benefit from nutrition program. This is attributed to quintile 4 category.

Challenges:

Even though the school has security alarm system, theft remains a consistent problem as well as vandalism.
Access control at front entrance is a problem for safety and the school cannot afford cameras.
The school was provided with computers, however there is no connectivity and Wi-Fi, as a result the computers in the media centre remain unused since 2019.
Learner transport is a challenge as new learners were not accounted for due to late applications.
Late admissions impact on the quantity of Textbooks ordered.
With respect to LTSM, the he school does not have enough Textbooks in Foundation phase. Orders were received late, the school is not on the ordering system

3.3.6.1 Portfolio Committee Observations and Questions

Members queried why the school was chosen for oversight?
On the issue of School safety, Members queried what kind of mechanisms are put in place to avert theft and break-ins?
Members queried whether there is any adopt a cop system in place?
Members asked if there no circuit based approach for safety and security?
Members were interested to know how is the school managing incoming and exit of learners?
Members queried whether the school qualify for additional teachers?
Members wanted to find out why is there overcrowding when the school has empty classrooms?
Members were interested to find out what is the Teacher Learner ratio?

3.3.6.2 Responses to Portfolio Committee Observations

The school is visited because of the good performance of the school, as well as high figures enrolment of learners from diverse cultural background. The enrolment figures increase, every year. Communication to parents is done in all languages, with assistance of staff who also speak the local languages. In respect of teacher learner ratio, the largest class is 57 :1, there are more classes in terms of infrastructure however they don’t have enough teachers. The school has 940 learners and 20 teachers including the principal. On the question of managing incoming and exit of learners, the school has not been finalised because Deputy Principal is teaching Grade 4 from 8am to 3pm.

According to the principal response, the school is incorrectly classified as quantile 5, therefore the school is pleading for assistance (SGB appeal) for, teacher from WCED. From parents, R250 pm, required by the school for stationery intervention.

The SGB in response to the issue of quintile indicated that as a community that lives in informal settlement environment, they applied for a school for the children. They did not know that the school would be classified as Quintile 5, and whoever was assigned by the department to do the classification did improper classification of the school Quantile 5.

The Circuit manager alluded that the Cape Winelands district, in respect of additional teachers, is of the view that the school is aligned with learner enrolment to the number of teachers. The principal must ensure that they sign the snap survey before going for CEMIS, and also the learner’s information must be filled in.

3.3.6.3 Portfolio Committee Recommendations

Ensure that the department resolve the quantile 5 classification of the school within 90 days of adoption of this report
Ensure that the department address the connectivity and Wi-Fi within 60 days of adoption of this report
Ensure that the dept. to looks into issue of posts so that learners are provided with the necessary teachers.
Ensure that the issue of learner transport is reviewed as per circumstances of learners within reasonable timeframes.
Ensure that the Snap Survey and CEMIS system is fully complied.
Ensure that the school is supported with issue of insufficient textbooks

4. Oversight and Monitoring Visit: Northern Cape Provincial Education Department

The oversight visits to the Z F Mgcawu and Frances Baard Education Districts were held from 2 – 4 February 2022. Schools visited by the delegation included:

Z F Mgcawu Education District

- Uitsig Primary School;

- Sternham Intermediate School;

- Friersdale Combined School;

- Saul Damon High School;

- Duineveld High School;

- Soverby Primary School; and

- Keimoes Combined School;

Frances Baard Education District

- Sol Plaatjie Primary School;

- Emang Mmogo High School;

- Re Thlamaleng School;

- Pniellandgoed Primary School;

- Kimberley Technical High School; and

- Floors High School

4.1 School Visits in the Z F Mgcawu Education District

4.1.1 Uitsig Primary School

The school was located about six kilometres outside Groblershoop and served the community from the neighbouring Uitkoms. Unemployment and poverty plagued the community and substance abuse was rife – which hindered learning and created challenges for teachers and learners alike. The school was a multi-grade school ranging from Grade R – 6. The enrolment for 2022 stood at 122 learners with the staff establishment allowing for two PL1 educators, one Grade R teacher and one principal.

The school enjoyed the support and sponsorship from other organisation and had the school painted as a Mandela Day project. The school also enjoyed sponsorship of aftercare classes where four facilitators were appointed as well as paying for an educator at the school to reduce the principals burden. Another organisation donated school jerseys and nutrient for the school vegetable garden.

The school had also acquired white-boards to assist with Mathematics and classes painted in different colours to enrich the learning environment for learners. The after-school programme allowed the facilitators to assist learners with homework, supervision and computer skills. They also provided educational software used by learners to improve on Afrikaans, English, Mathematics, Science and Perceptual Skills.

The school also had a programme where learners attended school for 10 minutes longer from Monday to Thursday for them to practice sounds, counting and reading time. The school wanted to participate in sports but there were no soccer/rugby fields or the use of a netball court. The Grade R class was in need of a classroom as well as an Admin Block. Although toilets were built by a contractor in 2020, these were never officially handed over to the school – the building remained incomplete with many defects.

4.1.1.1 Portfolio Committee Observations and Questions

Members noted the challenges with burglaries and vandalism and queried mechanisms in place to mitigate these challenges in collaboration with the Department and SAPS.
Members raised concern that learners from the school did not have scholar transport due to policy prescripts - and noting the incidents of learner deaths – Members queried how the Department was able to assist the school with providing transport. It was important that the Department reviewed the policy for such exceptional circumstances.
Members queried whether the school enjoyed the services of EAs and GAs – and how were they being utilised.
Regarding the request for an extra Grade-R classroom, Members were interested in progress and the status of the request as well as the assistance from the Circuit and the Department.
There was concern raised by Members regarding the toilets having been built but not officially handed over to the school – with many defects. Members queried the assistance by the Department in having the matter resolved – and have the toilets project completed and handed over.

4.1.1.2 Responses to Portfolio Committee Observations

The principal mentioned that the school was in a bad state when she arrived but has been able to do some repairs and the necessary maintenance to bring change to the school and the community. Learner performance had been on the increase every year to date and many learners find admission at the local high school in Groblershoop. The school was on private land and the Department hired the buildings from the owner. The owner had supplied learner transport but not all parents could afford to pay for the service.

The school had been a target for burglary and vandalism in the recent past and there were engagements with the local SAPS who agreed to patrol the school in evenings – but the problem persisted. Although there was a budget for minor maintenance, the budget was very small. The local community seemed not to be interested in the welfare of the school. Vandals had also cut the wires to the newly installed alarm system to continue with break-ins.

The school practices multi-grade teaching and received sponsorship for employing an extra teacher. All LTSM ordered and procured had been delivered with no shortages. The school was hoping to employ more teachers in the near future.

The school was in need of an additional Grade-R classroom and an Admin Block. The school had the services of seven EAs and 1 GA utilised at the school.

The Circuit Manager mentioned the involvement of the District in the affairs of school visited at least once a month. It was important that the community and stakeholders were involved in the affairs of the school as the school belong to all in the community. The Circuit and District also supported the school during fund-raising events. As the school only qualified for three educators, the Department was trying to secure an additional educator for the school.

The Department was aware of the issues with the incomplete toilet buildings that needed hand-over and was addressing the matter. Similarly, the Department agreed that in exceptional cases, there was a need to review the transport policy to ensure safe travels for learners to and from school. As the school was on private property, the Department found it difficult to engage with the owner on issues of planned additional buildings for the school and other infrastructure projects.

The Head-of-Department also thanked the principal for the good work she was doing. As a Department, they were also learning of the type of challenges faced by the schools and also alluded to the complexities when a school was on private land – and having to invest government money on private property. The Department commended the land-owner for their generosity and assistance for the school. It was brought to the HODs attention that the Department owed the landowner money and promised to have the matter resolved as soon as possible. It important departmental officials were able to respond sufficiently to all challenges faced – while some matter required further attention at a higher level.

4.1.1.3 Portfolio Committee Recommendations

Having engaged with the school the Portfolio Committee recommended that the Minister of Basic Education and the Department of Basic Education, in collaboration with the Northern Cape Provincial Education Department:

Ensure the school, in collaboration with SAPS, was adequately secured and the area was regularly patrolled to prevent vandalism and burglaries.
Ensure the school was assisted with extra teachers. As the school only qualified for three educators, the Department ensure the school secured the services of an additional educator.
Ensure completion of toilet structures that were unfinished and these must be properly handed over to the school
Ensure the school was considered for scholar transport as this was an exceptional case to secure the safety and security of learners to and from school. If needs be, the Department needs to review its transport policy.
Ensure the landowner was paid any outstanding money owed to him as a matter of urgency
The school be prioritised for the supply of an additional Grade-R classroom and an Admin Block.

4.1.2 Friersdale Combined School

The school was a public school situated on private land in the area of Friersdale just outside of Keimoes. The school was a combined school with Grade R – 12 and a learner population of 658 and 22 educators. The school is in a rural area and was Quintile-2 with 90 percent of parents working on farms. Most learners are transported by bus from their locations to the school while 35 learners were housed at the hostel. Educators were dedicated and the absenteeism was very low amongst teachers. The school adopted a learner-ticket system to manage movement on the school premises. There was a fairly good level of Curriculum management with a functioning sports-programme.

The school received donations from the Netherlands for the building of two classrooms and an Admin Block – they also upgraded the computer centre with a solar power system.

Some of the challenges highlighted by the school included:

Dangerous crossing over the N14 national road – the need for a pedestrian crossing;
Challenges with learner transport between 2012 – 2017 as there were outstanding payments for transport claims from the Department of Transport;
A need for the upgrading and developing the sportsgrounds and computer-centre;
Shortage of chemicals and science apparatus/equipment;
The need for an additional educator to relieve the Grade-12 educators

4.1.2.1 Portfolio Committee Observations and Questions

Members queried the number of EAs and GAs employed by the school – and how they were being utilised.
Regarding scholar transport, Member queried whether learners qualified and benefitted from the scholar transport programme – and whether there were any late coming.
Members queried whether the school had psychosocial support services for learners who may require.
Members also questioned whether the school had a register of the child-headed households in the area – and the assistance and support provided by the school and the department.
In respect of substance abuse and crime in the area, Members queried whether the school experienced any challenges in this regard.
Members were interested in understanding the challenges with the outstanding payments to transport services owed by the Department of Transport.
The school was queried on whether there were any over-aged learners currently at school.
Members queried the vaccination rate of educators and qualifying learners.
Members were interested in understanding the criteria used for choosing learners to stay at the hostel.
Members also queried the rate of learner pregnancies at the school and how these learners were being supported and assisted in possibly returning to school.

4.1.2.2 Responses to Portfolio Committee Observations

The school had learners pregnant on Grade-9 (one), Grade-10 (two), Grade-11 (one) and Grade-12 (one). Of all teachers, only one teacher did not vaccinate – the school had started a programme with Grade-11 and Grade-12 learners to have them vaccinated and at least 13 learners had vaccinated to date. The school did indicated shortages of computers for the computer centre. The school hostel was funded and managed by the Catholic Church and learners were referred for placement where they had challenges with accommodation. The school acknowledged that there were community members having challenges with substance abuse and the school tried to reach out to these families and learners to give support at assistance. The school had also identified orphaned learners and indicated that they were with foster parents.

The Circuit Manager acknowledged that the school was one of the best disciplined schools in the area. Although there were teenage pregnancies, this was not a major challenge at the school. The Department also indicated that the issues of problems with Mathematics was not a school problem but a provincial problem and there was a need to address the issue of Mathematics and Science subjects in schools at a departmental level – the Committee was urged to do the necessary intervention for these subjects to be strengthened. As the school was a Catholic school, learners had the services of psychosocial support provided by the Church.

The Department also agreed with the good performance of the school to date – taking into account the social-economic conditions learners came from. There has been an improvement in learner performance due to learners being kept occupied and engaged; creating a conducive environment for quality teaching and learning.

4.1.2.3 Portfolio Committee Recommendations

Engage with the school on review of post-provisioning norms with a view to assist with extra educators as requested at the school.
Collaborate with all relevant stakeholders to ensure the strengthening of the Mathematics and Science subjects in the Province.
Ensure that transport service providers are paid any money owed to them for transport services provided.
Ensure the school was assisted with supply of computers for the computer centre.
Ensure the school received a pedestrian crossing to safeguard the dangerous crossing over the N14 as indicated.

Assist the school with the upgrading and developing of the sportsgrounds, computer-centre, and supply the school with the necessary chemicals for science apparatus/equipment.

4.1.3 Sternham Intermediate School

The school is classified as a no fee quintile 2 institution with section 21 statuses. It’s a full service school, with total number of learners enrolled at 1028. Learners enrolled for remedial education is 182 and the entire school staff complement of 32 teachers. The language of is instruction is Afrikaans. Sternham 90% pass rate is made possible by a dedicated team of experienced teachers, principal, and learners hard work efforts.

Covid- 19 protocols and regulations are observed. The school has been allocated 13 EAs and 4 GSAs. LTSM, workbooks were delivered. With regards to ICT, the school has 25 tablets,2 data projectors and have use of a classroom dedicated for ICT. To deal with social challenges, the school works in partnership with Love Life, an organization whose focus is on Youth issues. To promote inclusive education, the school offers remedial program for learners with learning difficulties.

Water is not pure. All copper Taps are being stolen. Water tank is collapsing on one side.
Sanitation – 12 toilets for over 500 girls & 09 toilets for over 500 boys
Furniture shortages for learners.
Shortages of classrooms. Overcrowding is a problem.
Remedial: not enough funds and resources. Request for training.
Theft and burglary of cables and manholes.
Parental involvement a problem
Palisade fencing
Security
Netball, soccer and rugby poles, upgrading of sports field

4.1.3.1 Portfolio Committee Observations and Questions:

Members queried what is the reason for tank not being fixed?
Members queried reason for decline in Math’s marks for Grade 9
Members wanted to find out whether the school has teachers who can help all sorts

of disabilities?

Members queried issue of school safety and queried how is it that the school is not

place of safety?

Members queried what infrastructure plans are in place for toilets and classrooms.
Members queried how does the school encourage parent involvement.

4.1.3.2 Responses to Portfolio Committee Observations

The school, district, and department officials present provided responses to the questions and observations as raised by Members. On the issue of water tank, the school response that the matter was escalated to the department as the school has limited financial resources. With regards to decline in Math’s marks, the weak foundations in numeracy, played a significant role and learning losses, however the school has now 2 (abacus) Math’s teachers who utilize effective teaching methods to improve the Math’s. The school is using CAPS to strengthen solid Math’s foundation for all grades.

Considering the aspect of disabilities, the teachers are not fully equipped to teach inclusively however the school has 2 teachers that support remedial program for learners with learning difficulties, and more supported is needed in this area.

Regarding the issue of safety, the challenge faced by the school is rooted in the socio economic hardships in the rural area, Theft, burglary and vandalism had resulted to cables being stolen as offenders get through manhole broken down fence, which affects safety in the school. there is a need for collaboration between with the community and the school to safeguard the school against these elements.

In the context of Infrastructure plans for toilets and classrooms, the department outlined that a project is in place to improve infrastructure in schools and a resolve to address the issue of tanks and water leaks.

To address parent involvement, the school in collaboration with SGB tried strategies that invite parents to meetings so as to make a meaningful contribution. This was done to ensure that parents are involved in dealing with progress of their children and partake in issues affecting the school such as vandalism.

4.1.3.3 Portfolio Committee Recommendations

Ensure that department intervenes to address delivery of shortage in furniture items such as tables and chairs, 30 days after the adoption of this report
Ensure that the pace of providing infrastructure support with regards to sanitation, water tanks, extra toilets and overcrowded classrooms receives priority
Ensure that measures are in place for updating skills and professional development of Teachers so that they are empowered to teach inclusively and help learners with learning barriers / disabilities
Ensure that the department lead efforts on eradicating vandalism, burglary and theft at schools within reasonable timeframes.
Ensure upgrading of sport facilities to enable learner’s participation in school sport activities.
Ensure that communication between the school and the parents is strengthened, including calling meetings to accessible venues where parents can come

4.2 School Visits in the Z F Mgcawu Education District

4.2.1 Engagement with the Northern Cape Provincial Education Department.

The MEC in his opening remarks indicated that they face challenges with the vastness of the Province in parts of the area they served. The Department was doing all it could to ensure they were able to reach out to the communities and provide the necessary services in respect of education.

On the matter of the request for English classes in the Namakwa regions, the MEC gave a broad overview of the current status of the matter. He mentioned that after the matter reached his office, he had taken steps to address the concerns raised. He mentioned that most schools in the District taught in Afrikaans but there were parents who had English learners that needed to be accommodated. The MEC personally visited the District and met with all stakeholders on the possibility to assist and accommodate English learners. Taking into account the set-up of the region which was predominantly Afrikaans, the Department agreed they will work according to Norms and Standards to give education to all learners – however they also need to consider the practicability. It was agreed on a two-pronged approach:

In the interim assist learners with English textbooks.
Determine number of learners wanting to be taught in English, and receive reports on a 3-months basis.

After doing survey on the number of English learners affected, the Department did all in its power to assist these learners. The Department prepared a presentation to the Portfolio Committee on the outcomes.

4.2.2 Presentation on English Medium Classes in the Namakwa District

The presentation was given to provide a background and an update on the progress made with regard to the request for English Medium Classes in the Namakwa Education District. The Department gave a detailed overview of the Norms and Standards for Language Policy and background to the establishment of an /English Committee by the MEC to address the matter. The Department alluded to the English survey conducted, parent responses and the outcomes. It was noted that the differences amongst parents impacted negatively on the functionality of the Committee and parent representatives were focussed on their own personal matters. The National Department of Basic Education also had its own fact-finding meeting and the Department shared their recommendations with the Provincial Department. The Department also shared details on the English survey results per Grade and per town with a summary of the results. Further to this it was reported that, as per the English titles available, the allocation received by the schools was not enough to order Afrikaans (LoLT) textbooks. The purchasing of English textbooks resulted in extra pressure on the allocation. Social Sciences was out of print at publisher where school were purchasing and the Grade 10–12 textbooks were ordered as the need arises due to the limited allocations. All other schools would purchase textbooks as the need arises.

Regarding the strategies to support English learners, the District would explore alternative ways to accommodate struggling English speaking learners for the interim. The District would continue with engagement with SGBs, teachers, Teacher Unions and SMTs to meet with parents of affected learners to support these learners at home. The District would also provide affected learners with English textbooks and register learners on the Vodacom e-School zero rated platform. Subject advisors would develop support material and assist educators with translation of assignments/question papers as well as train educators in new subject content.

In conclusion, Northern Cape Department of Education acknowledged the request from parents for the implementation of English medium classes in the Namakwa District. Due to the low and distributed numbers of enrolment (vast distances) across various grades, it suggested that multi-grade English medium classes could not be implemented. The Department was of the view that the number of parents seeking English medium of instruction in the Namakwa District was too low to implement at this stage (Norms and Standard for Language Policy).

4.2.2.1 Inputs from DBE – The National Department was aware of the matter regarding the request for English in Namakwa. The Department received the complaint and the Director-General then communicated with the Provincial Department to establish a team to address the matter. Such a Committee was established with all relevant stakeholders to find solutions. The National Department had requested that the Provincial Department supplied the learners with English textbooks – and this was provided to learners. The Provincial Department was also instructed to communicate with affected parents in English. It was important that ways be found for schools to accommodate these learners.

4.2.2.2 Input by Mrs Matebe – Mrs Matebe differed with the presentation from the Department and indicated that the Committee being referred to was never established. The only meeting that was held was with the Chairperson of the Committee to elect members onto the Committee. Parents still did not have textbooks for Grade-9 although three packs were received for Grade-8 learners. Current Grade-8 learners did not receive any English material.

Mrs Matebe mentioned that she would continue the fight as this should not be allowed in this day and age. She mentioned that the MEC had indicated that if they did not want to implement this, it would not be implemented. She also mentioned that only her child had received the English material and this was communicated to the school and Department. A principal had said that if parents wanted textbooks, they needed to request them from him. Parents were afraid to speak up. Mrs Matebe also raised concerns with admissions, racism and bullying at certain schools but was told that the Department was not looking to review policies on admissions, racism and bullying. She also did not agree with the statistics from the survey. She further indicated that she had challenges with boarding/hostel facilities. She highlighted expressions made by the Department that learners would be accommodated with code-switching, however having spoken to principals, they knew nothing of this.

4.2.2.3 Portfolio Committee Observations and Questions

Members were of the view that these were policy matters and requested the Department to give a breakdown of the Grades and distances where English was being requested.
Members noted the vastness of the Province and the challenges faced by the Department. Members queried whether the Department could consider a special centre for English learners to be taught with boarding facilities.
Members were concerned with the utterances from the MEC in his response to Mrs Matebe as claimed by Mrs Matebe that needed to be addressed.
Members were of the view that all relevant stakeholders did meet to find solutions to the challenges – and there was a suggestion that the Chairperson of the Portfolio Committee considered mediation of the first meeting.
Members agreed that the issue of code-shifting needed to be further explored.

4.2.2.4 Responses to Portfolio Committee Observations

The MEC mentioned that, as per the policy, they could not be unwilling to assist learners in the Province with quality education. There was an agreement that all parties found each other and closed any gaps there may be. He explained the practice of code-switching which also meant educators needed to be further trained and reskilled in both languages. The Department would need to ensure the delivery of any outstanding textbooks for the affected learners.

4.2.2.5 Portfolio Committee Recommendations

Having engaged with the Department the Portfolio Committee recommended that the Minister of Basic Education and the Department of Basic Education, in collaboration with the Northern Cape Provincial Education Department:

Ensure the matter be resolved as soon as possible to the satisfaction of the concerned parents through engagements between all relevant stakeholders, 30 days after the adoption of this report
Consider a special centre with hostel accommodation for affected learners to be taught in English, plans for such a centre to be in place by end of 3rd term school calendar
Consider introducing code-switching at affected schools for affected learners.
Ensure all learners affected received any outstanding material in English as required within 7 days after the adoption of this report.

4.2.3 Presentation by the Northern Cape Department of Education

4.2.3.1 Compliance with Covid-19 Protocols at School – No changes had been effected on the COVID-19 Standard Operating Procedures (SOPs) for the Prevention, Containment and Management of COVID-19 in Schools and School Communities since approved in September 2020. Every school had a COVID-19 focal person responsible for the orientation of learners and staff on the SOPs and school principals and SGBs were responsible for ensuring that the SOPs were implemented. Due to space challenges at schools the Department would continue with the differentiated time tabling model.

4.2.3.2 Procurement of Covid-19 Essentials – The Department made provision for R20 million through the Education Infrastructure Grant in the 2021/22 financial year for procurement of COVID-19 essentials. Schools receive sanitizers, hand soaps and bleach on a quarterly basis through procurement made from the Education Infrastructure Grant. Two cloth face masks were provided annually to all learners due to the longer lifespan of cloth face masks and schools therefore have sufficient Personal Protective Equipment which were regularly replenished by the Department.

4.2.3.3 School Admissions and Learner Placements – The Department had placed all Grade-R (9 421), Grade-1 (3 925) and Grade-8 (11 203) learners who applied on the online system. A total of 971 Grade-7 learners who did not apply for Grade 8 on the online system had been placed manually by District Offices to ensure at least all Grade-7 learners in the system (on the SA-SAMS database) were placed. All learners in the other grades, which were not managed on the online system, had been placed by schools themselves after the progressions in December 2021. All learners in the system based on the 2021 SASAMS data had therefore been placed. The Department also agave a detailed overview of the application status on the system and learner placement appeals in the system.

In respect of the remaining learner placement challenges it was mentioned that all 1 279 appeals had been adjudicated and only 65 appeals were substantive (successful) and all these learners were placed in the schools which they appealed to. The remaining 1 214 appeals were unsuccessful. It was important to note that these learners were placed in at least one of their three schools of choice. To accommodate any other parent who had still not registered, the Department had allowed schools to manage the walk-in applications themselves in January based on their available capacities to prevent parents/groups going to District or the Provincial offices. To date 1 279 walk-in applications had been processed by schools. There was an increase in demand for schools who offered English Home Language in Kimberley, Postmasburg, De Aar and Kuruman/Kathu.

4.2.3.4 Functionality of Farm and Technical Secondary Schools - All farm schools would be provided with basic services where there were not sufficient services. All farm schools are eligible for maintenance projects to maintain the school buildings and if there was insufficient infrastructure, mobile units could be provided if available.

At ten Technical Secondary Schools, the Districts had identified the need for additional technical workshops and were prioritised according to available budgets. Two new Special Schools had been identified to be constructed in the Pixley Ka Seme and ZF Mgcawu Districts. Technical workshops would be included in the specification of the two new Special Schools.

4.2.3.5 Functionality of SGBs and SMTs – the National Department SGB Functionality and Building Block Tools were utilized to measure SGB and SMT functionality. The analysis of these tools indicated that SGBs were functioning well and SMTs were functional/manageable.

4.2.3.6 Infrastructure at Schools – All schools in the Northern Cape had water infrastructure but there were schools with varied water challenges in terms of reliability from municipal supply, sufficient supply to cater for needs, maintenance required to water infrastructure and additional supply required. The Department was looking to ensure regular maintenance of water infrastructure and the supply of water tanks in areas where reliability and sufficient supply was a challenge. Schools with water challenges would be supplied with water via mobile water tankers to storage facilities on-site up and till medium and long term interventions had been completed.

Regarding sanitation, all schools in the Northern Cape had sanitation infrastructure and there were schools with varied sanitation challenges in terms of sewer networks (blocked or damaged sewer pipes), sufficient supply in terms of number of toilet seats, maintenance to ablution facilities and age-appropriate sanitation. Medium and long term interventions had been identified that would address any identified challenges in terms of any water, electricity and sanitation and maintenance programmes.

Vandalism was reported at 43 schools during the school holidays and inspectors had been instructed to visit these schools and assess the damage. After assessments, specifications would be compiled where needed and procurement would be done, either through school transfers or internal SCM processes. Appropriate acceleration of these projects would be implemented for emergencies where needed.

4.2.3.7 Classroom Provision - The Department procured 100 hundred mobile classrooms to address admission challenges and the overcrowding experienced at some schools. Three suppliers were appointed and delivery of the mobile classrooms commenced in the week beginning 17 January 2022. The Department accepted that mobile classroom provisioning was not a sustainable solution and their endeavours were aimed at providing proper permanent infrastructure facilities for learners. A separate report would be drafted by the Department’s Infrastructure Unit regarding progress on infrastructure provisioning to be presented to the Premier as soon as practically possible.

4.2.3.8 Roll-out of ICT - There was no dedicated budget for ICT roll-out for effective Curriculum Delivery and the Department was extending the roll-out of ICT through Infrastructure, MST Grants and donor funding. A total of 10 10 Cyber-Labs had been established across all Districts through the Infrastructure Grant with hardware and software. Selected schools were provided with tablets for Grade-12 learners in Pixley Ka Seme and John Taolo Gaetsewe Districts. A total of 120 EMS teachers and another 120 teachers trained in inclusive education were provided with tablets.

4.2.3.9 Early Childhood Development (ECD) Function Shift – The Provincial Proclamation on the ECD Function Shift had been signed and Gazetted by the Premier and the Memorandum of Understanding between the Department and the Department of Social Development (DSD) was signed by both MECs and HODs. Provincial Treasury issued out a confirmation letter indicating the budget that had to be transferred to the Department. The organisational structures of the Department had been reviewed to accommodate personnel from DSD. A total of 27 posts had been ring-fenced to follow the function shift from DSD to the Department. Office accommodation had been finalised for DSD officials coming over to the Department.

4.2.3.10 Inclusive Education and SA Sign Language - Preparations of the system at the National Department for the implementation of SASL at Foundation Phase and Grade-9 had involved orientation of stakeholders and school management teams (SMTs) of Schools for the Deaf in February 2014 as well as an audit of existing LTSM for SASL within and outside of the National Department which lead to the development of a national catalogue. It also included the development of a training manual for teachers and Deaf Teacher Assistants for Foundation Phase and Grade-9 and the development of the Implementation Plan for SASL from 2014 through to 2018. ETDP SETA together with the University of Witwatersrand trained educators, officials and hostel staff at Special Schools on South African Sign Language (SASL). The support to Retlameleng Special School was very critical at the moment as the school was implementing Sign Language CAPS as a subject. The Curriculum Unit continued to support and monitor the implementation. Inclusive Education had already provided laptops and tablets as part of LTSM to support the implementation.

4.2.3.11 Progress on the Merging and Rationalisation of Small and Unviable Schools - The South African Schooling system recognized two types of schools namely, Primary and Secondary or High Schools. In the Northern Cape there was a number of schools that did not comply with the standard, e.g. Middle and Intermediate Schools, etc. To this end, the number of learners in these schools were low and the infrastructure at some of these also left much to be desired. Some were situated in close proximity to each other. In order to adequately use available resources, the Department had identified a number of schools for possible closure and merger. After the required consultations, the Department closed and/or merged 42 schools during the 2012-2013 period. The Department had identified a number of small and unviable schools once again, primarily in the John Taolo Gaetsewe District. The Department had not been able to finalize this process of consultation as a result of the COVID-19 pandemic and the Local Government Elections of 2021 and would resume this process during the year 2022. Some of the challenges identified with the process included:

Certain schools identified for mergers and/or closure could not be supplied with learner transport.
Certain Chiefs have been opposed to the idea of merging “their” schools with those of the other Chiefs.
Chiefs have also been opposed to the idea of closing “their” schools and allowing “their” children to attend those schools of other Chiefs.

4.2.3.12 Implementation of Conditional Grants:

EIG - As at the end of January 2022, the Grant recorded expenditure of 57 percent which was mainly due to slow progress on construction sites as a result of implementing agents. Plans were in place to ensure that the grant would spend at 100 percent at year end.
HIV/Aids Life Skills Education Grant - As at the end of January 2022, 80 percent of all planned programmes of the Grant for the 2021/22 financial was achieved. The remainder of the budget was at requisition stage and the last activity would be on the 8th of March 2022. The Grant was projecting to spend 100 percent at year end.
Maths, Science and Technology Grant - The Grant spent 41.6 percent of its allocation as at the end of January 2022. Plans were in place to procure laptops as part of teacher support for approximately 210 Grade-12 Maths and Science teachers in all five Districts. The Grant was projecting to spend 100 percent.
National School Nutrition Programme Grant - As at the end of January 2022 the Grant spent 97.2 percent of its allocation. All transfers to the 504 schools had been made and the Grant was projecting to break even at year-end.
EPWP Incentive Grant for Provinces - As at the end of January the Grant spent 65.5 percent of its allocation. For the 2021/22 financial year 96 work opportunities had been created and an additional 100 would be appointed for the next two months, to ensure 100 percent expenditure on the Grant. The Grant payed a stipend of R2,500 for administrative and general workers at schools.
Social Sector Expanded Public Works Programme - At the end of January 2022 the Grant had spent 92 percent of its allocation. A total of 127 job opportunities had been created for the year under review. All transfers had been made to schools for 100 NSNP Admin assistants, 19 ECD practitioners assisting at Pre-Grade R classes were appointed, 8 admin assistants at Districts and head office were appointed. A stipend between R2,300 and R2,100 was paid to the participants.
LSPID – At the end of January 2022 the Grant spent 62.1 percent of its allocation. The Department received an approval letter from the National Department to deviate from the approved business plan in order to procure LTSM and assistive devices for learners with Severe to Profound Intellectual disabilities at Special Schools, as well as to supplement the cost for hybrid training on alternative communication for transversal itinerant outreach team members, teachers from special schools and caregivers from all special care centres.

4.2.3.13 Provision of Learner Teacher Support Material - The Departmental Textbook Procurement Model was utilised by 545 schools to place top-up textbook orders. A total of 309 schools used the centralised procurement model while 236 schools procure directly from suppliers. Schools also procured stationery directly from suppliers utilising their Section 21 allocations.

4.2.3.14 Provision of Teachers/Staff Establishments - All the schools in the Province received their staff establishments for 2022 based on the number of learners in the school while staff establishments were issued in September 2021. Staff establishments were calculated annually using the National Norm based on the confirmed learner totals at the school as at June the previous year. To enable the Department to address the need for additional educators due to late registrations and admissions, learner totals are confirmed after the 10th day of schooling in the new year. Based on the outcomes of the 10th day snap survey, schools submitted requests for additional educators and were allocated where necessary. The current teacher/learner ratio in the Province was 1:32 for Public Ordinary Schools and 1:12 for Special Schools. The provision of additional and substitute educators remained a challenge in the Province due to the personnel budget challenges. Given the rural nature of the Province and the geographical spread, many small and rural schools rely on multi-grade classes due to the small learner totals. Multi-grade teaching was not ideal and where possible the Department allocated additional educators. Allocation of educators were prioritized in line with the needs requirements of the schools.

4.2.3.15 Learner Transport – All 430 learner transport routes were operational. While the learner transport tender was being finalised, the current service providers were operating on a month to month basis. It was expected that the tender would be awarded for implementation by 01 April 2022. Responsible officials were instructed to directly liaise with current providers to ensure they would be transporting learners from day one.

4.2.3.16 National School Nutrition Programme - All 540 qualifying schools were participating in the school nutrition programme. The final 2021/22 NSNP allocations were transferred to all schools by 20 January 2022 and food handlers were receiving their stipend every month.

4.2.3.17 Utilisation of Education Assistant – The Department gave a detailed breakdown of the categories of assistants allocated to the Department as well as the categories allocated per district. Education and General Assistants were appointed in various categories and the Department was experiencing shortages of support staff at schools and hostels and therefore opted to augment the capacity through this programme. The Department issued letters to all schools to ensure clarity on the recruitment and appointment processes and utilisation of assistants. All schools were issued with the necessary guidelines and directives and each participant was also issued with a contract and a job description outlining their roles and responsibilities and conditions of service. Monthly monitoring visits were done by District and Provincial teams to ensure proper implementation of the Programme.

4.2.3.18 Portfolio Committee Observations and Questions

Members raised concern with the challenges of school safety and security and urged the Department to strengthen and focus attention on the matter to ensure safety and security of school infrastructure as well as teachers and learners.
Members queried whether the Department could ensure learner transport to needy learners even when they did not qualify – as there were special circumstance which required special intervention from the Department.

Members noted the possibility of schooling returning to normal and full capacity. Members queried the plans and interventions by the Department to ensure adequate Curriculum coverage for all learners.
Members noted challenges with learner drop-outs and queried the strategies to track, trace and return learners to the schooling system. Members also queried the reasons for learner drop-outs.
Regarding assistance for Special School, Members queried how these schools benefited and was included in the Equitable Share.

On ICT roll-out, Members noted that many schools received sponsorships and donations for ICT resources. In preparing learners for the 4th Industrial Revolution, Members queried the plans by the Department to address and manage this.
Members queried how the Department was implementing new policies and legislation in respect of learner/teenage pregnancies, especially with under-aged learners.
Members requested that the Department considered allowances for two meals a day for learners, especially those from the poorer communities.
On school infrastructure maintenance, Members questioned the framework of the Department and responsibility placed on schools in respect of school maintenance – and whether there were accountability measures in place in respect of responsibilities for school maintenance.
Members were concerned with the low intake of Maths subjects at school. What was the Department doing to boost the morale of learners and teachers to popularise Maths, Science and Technology subjects?

When the Department decides to make a school a full-service school, these schools needed to be adequately equipped to operate optimally and accommodate all learners, including those with barriers and disabilities. How was the Department ensuring that this was addressed?
Members noted the many Intermediate Schools in the Province and queried whether the Department was considering a review of these and have the standard primary and secondary school in future.

4.2.3.19 Responses to Portfolio Committee Observations

MEC - The MEC agreed that school infrastructure needed to be maintained which came down to school management and involvement of communities to play their part. Most vandalism occurred during school holidays and if communities took ownership of schools, they would protect the school and infrastructure and there would be less incidents of school vandalism and looting.

The Department was looking to ensure all qualifying learners benefit from learner transport. There were times the Department had challenges with service providers and the Department wanted to ensure all service providers were registered and licenced. The Department would consider assisting school where there were exceptional circumstances and provide learner transport.

Regarding the nutrition programme the Quintile 1 – 3 school had nutrition programmes that were decentralised for them to provide meals for learners. The Department may be able to improve on this to ensure disadvantages learners received more than one meal.

The MEC was in agreement that not all Special and Full Service school were 100 percent compliant to accommodate varyingly abled learners - this needed to be addressed.

HOD - The Head-of-Department mentioned that ways needed to be found to ensure matters raised by the Portfolio Committee was adequately responded to in a written format. The Department needed some space from the time of the Lekgotla to look at amendments and changes to policies on Curriculum implementation and teaching models wi th a view of returning to full capacity. There was a need to revisit and study some of the Lekgotla resolutions going forward. The Department was busy developing a Curriculum recovery plan to be implements over a 3-year period in an attempt to address learning loses. The Department also encouraged schools to extend school days and weeks for additional teaching time. The Department had two schools of skills but the intention was to have at least two focussed schools in each District – this process had already started with agricultural school newly established.

Issues of teenage pregnancy was of concern for the Department, particularly in the John Taolo Gaetsewe District which was mainly a mining area. Currently the Department utilised the HIV/Aids Life Skill Grant to start small projects against teenage pregnancies. This was augmented with Life Orientation subject advisors, coordinators and teachers to expose learners to sexual education.

For the Department, the participation rate in maths was of equal concern and the Department had brainstormed a programme to address this matter. The Department would start small due to budget constraints and identify certain school at Grade-8 and 9 and offer additional support to them with Maths, Science and Technology - but support them holistically. The Department would also draw in the assistance of parents for further support and assistance.

The Department noted the comments in respect of learner transport and may need to review policies on learner’s transport to be able to assist in exceptional circumstances. The Department remained flexible to submissions from schools where there was a need for a special arrangement for any unique circumstances.

The Department was engage with school maintenance projects with full cost analysis for the various school projects. The Department also guided school in respect of the utilisation of the Norms and Standards funding and maintenance budget for school’s maintenance – there was a need to develop asset management template for schools.

FEDSAS – The Federation raised concern with the moratorium on the appointment of support staff and requested that vacancies be advertised and filled. The Quintile 4 and 5 schools also battled with smaller subsidies and there was a request that the system be reviewed taking into account learner economic circumstances. On the profile of educators, the Department needed to correctly appoint and convert positions.

SADTU – The Union raised concern with safety at schools and queried the plans in place to address this matter. With QLTC the union was of the view that the relevant stakeholders had failed them.

4.3 School Visits in the Z F Mgcawu Education District (Continued)

4.3.1 Soverby Primary School

The school was a deep rural no-fee, Quintile-2, Section 14 public school where 90 percent of the parents depending on Government Grants. The surrounding community also suffered under severe financial constraints due to the volatility in the agricultural sector. The settlement was controlled by a community trust that was very successful.

The school had a total of five educators with one Grade-R practitioner. The enrolment figures stood at 164 learners – all benefitting from the school nutrition programme

Regarding the integration of the Fourth Industrial Revolution (4IR) to prepare learners and teachers for the future, there was a need for enhancement of the connectivity to school (Internet/Wi-Fi). This would also be utilised by the neighbouring community. All blackboards were replaced with white boards as well as interactive whit boards. There was a sponsor who covered the training of staff on developing Power Point presentations as well as incorporating Apps like You Tube to lessons.

The principal also highlighted some of the school successes from 2014 – 2021.

Some of the challenges highlighted by the school included:

The need for additional Grade-R classroom and furniture;
Punctuality - Learners came to school when they were ready and in winter they even come an hour late
Absenteeism - There was a pattern where learners looked after siblings on Fridays and Mondays. This was also evident on Social Grant payment dates. Parents also kept learners at home when there was a death in the family.
The school buildings needed attention and refurbishment
There was a need for an Admin Block and extra toilets for staff – learner toilets also needed upgrading and refurbishment
There was no Grade-R classroom, a library and school hall
The school needed perimeter fencing and sporting facilities
The school needed a kitchen to prepare meals for learners.

4.3.1.1 Portfolio Committee Observations and Questions

Members commended the school management for the neat and tidy school and school environment.
Members queried the number of EAs and GAs employed by the school and how they were being utilised. Were there any vacancies in relation to EAs and GAs.
Members sought clarity on the vaccination rate of teachers and any qualifying learners at the school.
As this was a farm/rural school, Members queried whether there were any incidents of Gender-Based Violence in the surrounding community - and how this affected learners. Member queried whether learners also experienced violence at their homes.
Members queried any incidents of senior learner pregnancy at the school
Members also queried the age-average of learners who completed schooling as well as those who started their schooling.
Members queried the school quintile and also checked the involvement of parents in matters school-related.
Members queried the support the school received from the Circuit and District as well as the Province.
Members noted the request for an additional Grade –R classroom and queried the progress and status of this request.

4.3.1.2 Responses to Portfolio Committee Observations

The school had secured the services of nine EAs and GAs, unfortunately, three had fallen pregnant. All educators and EAs, except one had been vaccinated. The EAs and GAs were utilised in the classroom and in the Admin Unit. The school had the necessary roster for the screening of learners and playground duty. EAs were also active with the school sports and all were proving very valuable to the school.

The school had run a successful GBV campaign with participation of all parents and learners. With the issues of absenteeism, the school had reached out to the parents and explained the necessity for learners to be in school – absenteeism and late coming had significantly reduced. At least 70 percent of parents attended school meetings – mostly mothers and very few fathers. The school enjoyed good support and assistance from the Circuit and District especially with issues pertaining to Curriculum coverage.

The Provincial Department agreed that the issue of the extra classroom requested need urgent attention. There was a departmental process of procuring extra mobile classrooms to schools in need and the Department would ensure the school was on the list of school who required. Plans for a more permanent structure would be considered in the near future – but the mobile would be prioritised for the school.

4.3.1.3 Portfolio Committee Recommendations

Ensure the school was prioritised for the extra mobile classroom as requested and consideration be given for a more permanent structure in the near future.
Ensure the school received its full contingent of EAs and GAs – where there were shortages, that this be filled as soon as possible, 30 days after adoption of the report
Ensure the school buildings received the necessary refurbishments/renovations as requested, including learner toilets, within reasonable time frames
Ensure consideration was given to provide the school with an Admin Block and extra toilets for staff.
Ensure the school was assisted with a library, school hall, perimeter fencing and sporting facilities
Ensure the school is supplied with a kitchen to prepare meals for learners, as a matter of urgency

4.3.2 Keimoes Combined School

The current staff establishment of the school was 26 with two new posts (PSA3). The total number of learners enrolled at the school stood at 798. The school had the services of 15 EAs and GAS as well as general workers and food handlers. The school was a full service and sport-focussed school. Much of the sporting equipment was received from the Department of Sport and Recreation. The school was experiencing an increase in leaner numbers. The infrastructure of the school was fairly good with a few challenges.

The school had made provision for ramps for learners with disabilities and the school nutrition programme was functioning well. The school also enjoyed the necessary support guidance from the Department in all areas. Many learners did utilise scholar transport by travelling on the bus but due to the school sharing the transport with the neighbouring school, this did create some problems. Also, the scholar transport was also not wheelchair friendly. The kitchen for preparing meals required a mobile unit which needed to be upgraded. In respect of LTSM procurement and delivery, the school reported some shortages.

It was further mentioned that the school had a shortage of toilets, especially for girls. The school was experiencing an increase in learner numbers. There was also a shortage of general workers for the school. Due to school vandalism, the school had employed the services of security gaurds paid for by the SGB.

4.3.2.1 Portfolio Committee Observations and Questions

Members queried the interest of learners in Mathematics and Sciences.
The challenges with toilets and sanitation was noted with concern and Members queried how the Department was addressing the matter.
Members also queried the drop-out rate of learners and whether such learners were being tracked, traced and assisted with returning to school.
Members also sought details on any learner pregnancies at the school – ages of pregnant learners and assistance to return them to the schooling system.
Members sought a breakdown of the utilisation of the EAs and GAs at the school.
Members also sought details on the vaccination rate of teachers and qualifying learners
On fees, there was clarity sought on whether learners paid school fees and what the payment rate for fees was – was the methods to recoup any money owed to the school.

4.3.2.2 Responses to Portfolio Committee Observations

The school had reported a pass rate of 97 percent in 2021 with around 69 percent Bachelor passes. A total of nine learners had done Mathematics and this number had increased to 14 learners currently – the school continued to encourage learners to enrol for Mathematics and Science. The school needed extra ablution facilities due to the increase in learner enrolment. Although the school had experienced drop-outs, this was minimal – it was difficult for the school to track and trace learners who dropped out. The SGB was established and functional. The school also qualified for 17 EAs and GAs but currently only had 15 as two had resigned and needed to be replaced. Although parents were responsible to pay school fees, this was difficult as many were fairly poor and 75 percent had applied for fees exemption. The school was a Quintile-4 school.

With scholar transport, the school shared the transport busses with the neighbouring school with a route inherited from the Department of Transport. The contractor picked-up all learners along the route and challenges were that the two schools could not plan extra-mural activities due to transport availability. Further to this, the busses did not wheelchair access for one learner with disabilities. The school was in dire need of a mobile kitchen to prepare meals for learners.

The District mentioned that they had restructured their policies and school were required to resubmit requests/applications for learner transport. The Department was also looking to address challenges with learner substance abuse which was rife in the surrounding community. It was important that the Department considered having at least one Special School per District.

4.3.2.3 Portfolio Committee Recommendations

Ensure that the school was supplied with mobile kitchen unit and extra ablution facilities as a matter of urgency.
Ensure the full complement of EAs was employed by the school 30 days after adoption of the report.
Ensure any outstanding/shortages of textbooks and workbooks was supplied to the school, 7 days after the adoption of the report
Ensure the school was assisted with extra learner transport to accommodate learners after extra-mural activities, 60 days after the adoption of this report

4.3.3 Saul Damon High School

This is a Technical High School with academic stream, classified as Quintile 3 school. Learners of this school are drawn from a feeder area which is represented by a vibrant community. The Saul Damon School takes pride in its academic, socio-economic and cultural diversity. Principal and dedicated staff ensure that all learners are congratulated for their effort and dedication to achieving scholastic success. The school starts with Grade 8 to Grade 12, and current learner admission is 1267. Staff established is 42 teachers, Principal, 2 Deputy Principal and out of 14 temporary posts, 13 have been filled. In terms of 2021 NSC performance, the school achieved 74,2% in Matric results. The school is compliant with all COVID- 19 regulations/protocols. The EA and GAs are effective to assist the school.

LTSM is in progress and some materials would arrive at the school. The SGB is fully functional and declared parental involvement is of paramount importance.

Challenges

Upington needs more Afrikaans schools and at least 1 English school.
There is no Economics Subject advisor to support the school.
On Technical subjects, there is shortage of qualified teachers, for Technical Maths and Technical science.
Lack of security due to limited finances.
In terms of Infrastructure - Asbestos roof and broken roof,
School has limited resources to cover costs for repairs and maintenance of the roof.
Electrical wiring has been removed by thieves with burglaries and vandalism
Upgrades are needed at the school.

4.3.3.1 Portfolio Committee Observations and Questions

Members queried why was the school chosen for Oversight visit?
Members were interested to hear of the school success stories?
Members raised Concern about the performance of Mathematics.
Members queried why is there a low pass percentage in the academic subjects?
Members queried whether the vacancy is linked to Maths or Science?
Members pointed the issue of poor school attendance linked to drop-out and wanted to find out what is the percentage of learner drop-outs?
Members were keen to know about whether the school has a tracking, retention and retrieval system for drop-outs?
Members wanted to establish why the school does not have Grade 8?
Members queried the intervention from department on the infrastructure challenges?
Members were keen to know what support has the school received from the circuit or district offices?
Members queried the Languages that are being taught in school?
Members queried what is the SGB and community doing about the safety in school and property?

4.3.3.2 Responses to Portfolio Committee Observations

The school was visited because it produces good results., it has success stories of best doctors and professionals that were studying at Saul Damon school. In addressing performance on Maths and Science, the school needs support, they advertised posts but are sitting with temporary teachers. The school analysed the results of 2021 and identified key gaps that they will focus on to improve on the subject. On the low percentage in academic subjects the school is doing intervention, the school is addressing issue of poor school attendance, and will go the extra mile to cover learning losses as experienced during Covid -19. The school also plans for Winter schools. In term of languages the school offers, Afrikaans and English is offered to learners whose home language is not speak Afrikaans. In that regard the school offers parallel medium of instruction. At the school those learners doing technical subjects whose orientation is other languages, it’s not conducive to bring them to be taught in Afrikaans. With regards to drop out, there are initiatives to motivate learners back to school, however the challenge of drop out is those who use drugs, it’s difficult to bring them back. The school managed to get learners back by sending letters to parents that inform parents the child is not back and the parents must explain why the learner is not at school.

In terms of SGB support, the school relies on them for support from the community, SGB bring in security guy.

On the question of Grade 8, due to infrastructure problem- there is no space for Grade 8, and they are at primary schools. The school building needs upgrade, it’s difficult to maintain with limited budget. Indeed, the school addressed the infrastructure challenges to the department

Pertaining support from the district, the school requested regular support by the Subject Advisors especially on Technical subjects.

4.3.3.3 Portfolio Committee Recommendations

Ensure that the department supports the school with Technical Subject Advisors 30 days after the adoption of this report.
Ensure that Grade 8 are part of the School for integrations into Secondary schooling
Ensure that the vacant posts are filled, within 90 days’ adoption of this report.
Ensure the infrastructure needs of the school are addressed, within reasonable timeframes.
Ensure that the SGB is capacitated to support the issues of safety, and security at the school

4.3.4 Duineveld High School

The school was established in 1964. Its focus is Technical & Business school. Enrolment for 2022 stands at 900 learners; and 50 Teachers. The school has hostel accommodation and workshops for practicals of technical subjects. In terms of classification, it’s a Quintile 5 school that has Grade 12 pass rate of 97.2%. Of the 2021 matric class, only 5 did not write, 3 did not pass, hence they got 97,2%. The school has ECD, 3 Grade R classes and they want 5 Grade R classes to feed to Grade 1. Of the R22 million budget, 60% of it goes to SGB posts. Regarding vacancies, the school has 6 posts, but has no funds to appoint departmental staff. Sports code include rugby, hockey, swimming etc. Duineveld is values driven school, every policy is driven by values of honesty, integrity, respect friends, teachers, community, and self-discipline, to do everything with excellence

Challenges:

There is an increase in percentages of parents applying for school fee exemptions.
Currently the hostel only accommodates 300 learners, therefore the school cannot accommodate all learners who apply.
The hostel facilities provide for those in the proximity of around 600km from Upington.
The school needs support to upgrade and maintenance for tiling, gutters and swimming pool.
Support is also needed from QLTC processes.
The department does not pay for support staff and admin, they are paid by SGB.
QLTC is not existent.

4.3.4.1 Portfolio Committee Observations and Questions

Members queried how does the school get the funds to sustain the school?
In terms of learner admissions, Members wanted to know where does the school draw learners, who are in Grade 8
Members queried extra curricula activities at the school?
What makes the school hold?
Members queried whether the SGB compensate the Principal in accordance with his status as a Dr?
Members wanted to find out if the school offers Sign Language to those who may need it

4.3.4.2 Responses to Portfolio Committee Observations

Pertaining Financial sustainability, the school appropriates funds from school fees. 60% of budget is paid by parents. The school fees on average are charged atR10,000 - R20,000 per learner per annum. The fees income possibly provides the school with a Budget of R22million annually.25 % of the parents are not able to pay. Admissions policy is in line with Northern Cape Dept.In accordance with admission policy, the school draws learners as far as 450km from Upington. Where applicants come as far as Namibia, Botswana and Zimbabwe, their admission is subject to specific criteriaandthe Department decides who comes to the school.

With enrolment of Grade 8, the school processed 400 applicants, and 200 learners placed. There were no Matric social events/ function as per COVID-19 regulations and the School missed out on extra – curricular activities due to the pandemic.

4.4 School Visits in the Frances Baard Education District

4.4.1 Pniellandgoed Primary School

In respect of the admission and registration of learners to the school there were a total of 27 applications for Grade-1 for 2022 with 25 learners placed (two learners did not return). The principal also gave statistics on the placement of the middle grades. Some of the challenges highlighted around the placement of learners included the fact that parents not responding to phone calls and messages on 25 October 2021 for online registration. Parents only responded with late registrations as they still preferred coming in person at the first week of the academic year.

The principal gave a detailed breakdown of the number of classes with more than 35 learners per classroom as well as the number of classes with more than 20 learners per classroom during Covid-19. In respect of the teacher provisioning and staff establishment, it was indicated a total of four PL1, one PL2 and one PL4 educators appointed permanently. The school was requesting an additional PL1 educator for the multi-grade in the Foundation Phase.

The school SMT and SGB were well established and functional. The school was requesting further interventions for training of newly elected SGB members.

Regarding the provisioning, procurement and delivery of LTSM, the school recorded 100 percent delivery of stationery, textbooks and workbooks with no shortages. The school book-retrieval rate stood at 93 percent.

The school also gave a detailed overview of the plans to ensure recovery of learning losses in 2022 in all grades in the GET phase which included:

Extra support measures;
Tracking topics that would not be covered in the 2022 Academic Year in different subjects and grades;
Strategies and plans to ensure that receiving teachers in the next grades had time and space to teach critical topics not taught in the previous grades – and able to start new content; and
Plans to ensure good coverage of content in formal assessment.

Additional infrastructure needs for the school included an additional mobile classroom for Grade-R – as the current Grade-R classroom was housed in a building that was dilapidated and posed a health and safety risk for both teachers and learners. The Grade-R classroom in the old building was a death trap and the learners and practitioner were exposed to serious life threatening safety hazards. The roof was falling in and the walls were cracked very badly. The school also required extra toilets for learners and staff. A kitchen was urgently needed as the school was currently using a shack on the premises which was hot in summer and cold in winter – the kitchen also had no electricity and no cooling facilities.

Some challenges highlighted by the school included:

A shortage of an additional PL1 educator for the multi-grade in the Foundation Phase.
A ned for interventions for training of newly elected SGB members.
A need for an additional mobile classroom for Grade-R.
A need for extra toilets for learners and staff.
A need for a fully equipped kitchen.

With learner transport, the school transported a total of 38 learners from the surrounding areas with no challenges. A total of 185 learners qualified and received meals daily. The school had a food/vegetable garden to supplement vegetables for meals.

The school indicated that they were Covid-19 compliant with all the necessary protocols and Covid-19 essentials procured.

The school had the services of 9 EAs and GAs as follows: EAs – 4, Cleaners – 1, ICT e-Cadres – 1, Youth Worker – 1, Sport Assistant – 1 and Handyman – 1.

4.4.1.1 Portfolio Committee Observations and Questions

Members noted the request from the school for an additional Grade-R classroom and queried how the Department was able to assist. It was of concern that the current classroom was dilapidated and poses a health and safety risk to both learners and teachers. As an interim measure the school needed to be supplied with a mobile unit with the aim of building a more permanent structure.
The Department was urged to close the gaps in respect of vacant posts and acting posts by ensuring that they were filled to close the gaps with staffing and ensure stability in the system.
Members queried what the school drop-out rate was and how such learners were being tracked, traced and returned to the system.
Members also queried whether there were any of the senior learner show may have fallen pregnant and the type of assistance and support provided by the school to return them to schooling.
Members noted that the school had applied for an additional educator and queried the status of the application – and whether the Department was able to offer the additional educator.
Members noted the difficulty in reaching the school, especially in rainy weather and urged the Department to look into upgrading the access road to the school.
Members also queried whether the school was able to supply more than one meal per learner daily as the surrounding community seemed to live in poverty.
Members noted the challenges with the school kitchen and requested that the Department urgently assisted the school with refurbishment or new kitchen for preparation of meals.

4.4.1.2 Responses to Portfolio Committee Observations

The Circuit Manager explained the challenges with the educator that had been on extended leave and allowances for such leave in the system. The District and Human Resources division made the necessary provisions for the substitution of the teacher as an interim arrangement. The District and Circuit gave the necessary support to the school to ensure no learner was without a teacher in class. There was agreement on assistance for the school with infrastructure needs and have engaged on the infrastructure challenges of the school. The Department would consider a temporary structure for the ECD classroom and plan for a more permanent structure in the near future. The dilapidated structure would either be refurbished/renovated or may have to be demolished. This matter would be prioritised. Further to this, the Department would address the challenges with the kitchen and ensure that it was refurbished/renovated or a new bigger structure to be built altogether – but would look to supply a temporary structure in the interim.

The Department would share their project list with Portfolio Committee and show the various multi-year projects. There were always further additions received from the various Districts which was added to the planning and project list. To date, the school had not been added to the list for additional classrooms/mobiles – but the Department would ensure the school was prioritised.

Generally, there were challenges with Special Schools as there were just not enough built in the province. Further to this, parents were reluctant to release learners to special schools and have to reside in hostels or boarding facilities. Schools had the option of applying to be a full service school to accommodate our learners with barriers to learning.

The school had not recorded any learner pregnancy in the history of the school. There was, however, substance abuse as reported by parents in the surrounding community.

Where there were gaps in the system regarding acting positions and vacancies, the Department urged the Portfolio Committee to do the necessary interventions and the Circuit and Districts had challenges of the unavailability of admin clerks and cleaners. The matter was urgent and there was a need for intervention to have these appointments made.

There was also a plea for the Portfolio Committee to intervene in the review of the current policy on progression – as learners took advantage of this progression policy.

4.4.1.3 Portfolio Committee Recommendations

Ensure the filling and appointment of an additional PL1 educator for the multi-grade in the Foundation Phase as requested by the school within 60 days of adoption of report
Ensure the school receive the additional classroom for Grade-R – a mobile unit in the interim, and the school to be prioritised for a permanent structure. This includes supplying the toilets that the school requested within reasonable time frames.
Ensure the school kitchen was either refurbished/renovated or a new structure supplied for the school to prepare meals.
Ensure the access road to the school received the necessary attention and upgrading.
Ensure a review of the current progression policy by the National Department as well as the moratorium on filling of post by the Provincial Department.

4.4.2 Kimberley Technical High School

The school was a public Quintile 5 High School and was established on 19 January 1975. The school is a fully fledged Technical High School, situated in a suburb, Hadison Park, Kimberley in the Northern Cape Province and catered for male and female learners from Grade 8-12 with a current learner enrollment of 942 learners. The school had a hostel as a boarding facility for learners coming from nearby towns like Jan Kempdorp, Hartswater, Pampierstad, Taung, etc.

The Principal gave a detailed breakdown of the school infrastructure as well as the human resources capacity. Currently support staff stood at 18 (6 departmental and 12 SGB) with 41 educators (32 departmental and 9 SGB) and one hostel personnel (departmental). There were a total of 24 learners utilising the hostel facilities. The Portfolio Committee was given a detailed breakdown of the number of new learner applications and the number of learners placed for all the grades. Some challenges with the admission and registration of learners included parents not responding to phone calls and messages and in the middle grade applications, learners were not prepared for the technical streams.

The principal also gave a detailed overview of the school Curriculum packaging offered to learners. Members received a breakdown of the school performance from 2019 – 2021 with some of the reasons for the decline in school performance as well as the intervention strategies being implemented to improve on performance. The school also presented on the MST resources procured and utilised. In respect of the impact of the MST Grant, it was noted that the school was a technical school and attracted more learners in the technical subjects. There was a need to improve the quality of passes in the technical subjects. The school benefitted from the resources allocated by the MST Grant to upgrade the workshops with machinery and equipment bought. The additional human resources and infrastructure added value to the school.

In respect of Covid-19 protocols and compliance, the school reported that all protocols were complied with and the necessary procurement of Covid-19 essentials had been done with the Department and also included the schools own procurement on top-ups. Due to Covid-19 all learners followed a platooning timetable. The principal also gave a breakdown of the number of classes with more than 35 learners as well as the number of classes with more than 20 learners during Covid-19 for all grades.

Statistics on the staff establishment for 2021/22 was shared with the Committee with a breakdown of the number of posts the school qualified for as well as the number of support staff. The projected number of learners was 851 which translated into 32 posts but the current learner numbers stood at 942 learners and the posts qualified for were 1 principal, 2 deputy principals, 5 departmental heads and 24 PL1 educators. There was one post awaiting conversion, two new appointments and five technical educators not qualified as yet.

The school SMT and SGB were established and functional. In respect of school safety, the safety audit was done and the SMT and SGB developed a safety plan for 2022. The school safety committee was functional and there was planned training for fire marshals and first aiders.

Regarding provision of learner teacher support material (LTSM) the principal indicated that learners bought their own stationery. With workbooks, all was procured, ordered and delivered with no shortages. Similarly, for textbooks but there were shortages of material for vocational subjects. Some of the reasons for the textbook shortages was that the school phased out Creative Arts and Technology for Grade-8 in 2022 and these were replaced by Mechanical Technology, Civil Technology and Electrical Technology. There were currently no textbooks available for these subjects as yet.

The school also gave a detailed overview of the plans to ensure recovery of learning losses in 2022 in all grades in the GET and FET phases which included:

Monitoring plans;
Extra support measures;
Tracking topics that would not be covered in the 2022 Academic Year in different subjects and grades;
Strategies and plans to ensure that receiving teachers in the next grades had time and space to teach critical topics not taught in the previous grades – and able to start new content; and
Plans to ensure good coverage of content in formal assessment;

With school infrastructure needs, the school was built for 550 learners and there were currently 942. The classes built for 30 learners were too small especially for the EGD. Bathrooms were only built for male learners and there were not enough toilets and too many urinals. Even though the hostel had a capacity of 150 learners, currently there were only 24 learners in the hostel. There was a roof leaking at the school foyer ad hall and needed to be repaired. The school buildings were very old with many defects, especially in the hostel. The school did not have adequate resources for the introduction of occupational subjects and there was a need for more workshops and educators. For the current year there were not enough cclassrooms as three educators were currently without a class and the gym, library and other venues were being used for teaching. Workshops were limited to 15 learners and there was a need to split each class in two and the school would not have enough manpower nor infrastructure. The additional resources would be required by the end of 2022 if the school wanted to implement vocational subjects successfully.

The school had the services of 18 EAs and GAs as follows: EAs – 6, Hostel Assistants – 4, Cleaners – 4, ICT e-Cadres – 1, Youth Worker – 1, Sport Assistant – 1 and Handyman – 1.

Some of the challenges highlighted by the school included the following:

workshops too small to implement vocational subjects in 2023 – the school needed a workshop specifically for Grade 8 and 9;
classes too small for EGD desks and learners;
struggle to appoint educators with technical qualifications and school have to top – up educator’s salary to be attractive;
more resources needed to perform practical assessment tasks;
shortage of infrastructure to increase learner participation;
increased number of learners in Grade 8 and impact of learners to choose workshops in grade 10;
staff establishment – Grade 8 and 9 not considered, workshops can only accommodate 15 learners at one time; and
Quintile 5 allocations not sufficient as most learners apply for concessions, learners at school are not from Quintile 5 communities with only 52 percent school fees collected in 2021.
Non-availability of textbooks for Mechanical Technology, Civil Technology and Electrical Technology.
Bathrooms were only built for male learners and there were not enough toilets and too many urinals
There was a roof leaking at the school foyer and hall and needed to be repaired. The school buildings were very old with many defects, especially in the hostel.
For the current year there were not enough cclassrooms as three educators were currently without a class and the gym, library and other venues were being used for teaching.

4.4.2.1 Portfolio Committee Observations and Questions

Members raised concern with the staff establishment for Technical Schools as they were not to be treated as normal/ordinary schools. Further to this, Members queried the assistance from the Department to attract and employ suitably qualified teachers for these technical subjects.
Members queried how the Cyber-Lab had been built, was it donations, sponsors or was it an initiative from the Department and the school.
Members noted the call for extra laboratories and workshops – and queried how the Department would be assisting in this.
Members noted that five technical teachers were not fully qualified as yet, and queried how this impacted on learner performance.
Members raised concern with the shortage of textbooks for the new technical subjects and queried how the Department was addressing the matter.
Members also queried whether the school had any learner pregnancies and how where they supported with returning to school.
Members queried the vaccination rate amongst teachers and qualifying learners.
It was concerning that, as a Quintile-5 school, the school was only receiving around 52 percent of learner fees from parents with minimal contribution from the Department.
Members queried whether the quintile for the school was not be reviewed by the Department after looking at the demographics of the surrounding area and radius. Members also queried whether the National Department would consider an alternative system to the quintiling.

4.4.2.2 Responses to Portfolio Committee Observations

The Cyber-Lab was a collaboration between the school, the Department and business partners – making the school a focus school for the area. The school had been engaging the Department on issues of learner enrolment and learner numbers. Regarding the five unqualified teachers it was explained that although they had the technical qualification they still required the additional two-years of teaching the subject to be fully qualified – there had been no impact on learner performance to date as these teachers were trained artisans.

The school in collaboration with the Department had numerous lock-in sessions with learners to assist with performance in Mathematics and Science. As these subjects remained problematic subjects, the school was looking to acquire better technology and textbooks to assist our learners.

The Circuit Manager explained the engagement with the school in respect for additional educators and would do the necessary due diligence after the applications were received. The Department also checks the various packages for these educators and looked to the pool of educators in the system. The Department had further engaged the school on the introduction of the vocational streams and would assist and support the school with extra educators – the issue of the shortage of textbooks still needed attention.

The Department also mentioned that there was a need to look at the reconfiguration of the new occupational subjects by law. The Department needed to check if the subjects featured in the current catalogues. The Department further explained the processes and procedures for the filling of posts on the staff establishment – and the need for the 10th-day snap survey conducted at the start of every to mitigate for any increases and be considered for and granted the additional educators as per the reconfigured learner numbers. It was noted that the issues of the review of the quintile system was a National competence.

The National Department indicated that the issues of the review of the quintile system was receiving attention by the Department with a task team being set-up to do the necessary review. The Department would make a follow-up on the issue of the shortage of textbooks for the new piloted technical subjects introduced.

4.4.2.3 Portfolio Committee Recommendations

Ensure that school was supplied with the extra workshops and laboratories as well as extra classrooms for certain subjects as per the request from the school. Due to an increase in learner numbers, there was a need for more resources and infrastructure and the school needed to receive the necessary additional resources required for the subjects offered, within 90 days after the adoption of this report
Ensure the school was assisted with the appointment of educators with technical qualifications, 60 days after the adoption of this report
Ensure that the staff establishment for technical school was calculated differently to normal/ordinary schools.
Ensure consideration is given to the review of the current quintiling system for schools.
Ensure the school was assisted with procurement of textbooks for the new subjects introduced within 30 days of adoption of this report

4.4.3 Floors High School

Since the inauguration of Floors High School on 18th June 1957 the school had always strived to deliver the best. The school had represented South African schools on two occasions in New York at the UN Assembly Public Speaking Competition. The school had won the last Robotics-Coding National Competition even though they did not present it as a subject. School teachers established the Northern Cape Drug & Rehabilitation Programme to assist the schools within our community with the scourge of drug usage amongst pupils.

Regarding admissions, the school received a total of 222 applications in 2022 – with 175 placed, 43 walk-ins and 92 failures. It was noted that challenges with placement of Grade 8 learners included parents not responding to calls and messages and not visiting the school after receiving messages. The school was able to accommodate learners who returns after dropping-out and deregistering in 2021

The school followed a rotation timetable model since the start of the year with Grade 12 leaners attending daily – other grades attending every second day. The number of classes with more than 35 learners per class:

Grade 8 – 8 classes;
Grade 6 – 6 classes;
Grade 10 – 8 classes;
Grade 11 – 6 classes, and
Grade 12 – 5 classes.

The number of classes with more than 20 leaners per class:

Grade 8 – 11 classes;
Grade 9 – 4 classes;
Grade 10 – 4 classes;
Grade 11 – 4 classes; and
Grade 12 – 5 classes

With the school staff establishment, the school indicated that there were 29 PL1, six PL2, two PL3 and one PL4 educator. There was one PL1 educator in excess. Of the educators, 21 PL1, six PL2 and 1 PL3 were permanent with eight PL1 educators being temporary/substitute appointments. The school did not have educators for some of the critical subjects – or was struggling to recruit suitable educators for Mathematics (FET) and Social Science.

The school had an established and functional SMT and SGB

Regarding the procurement and delivery of textbooks, workbooks and stationery, the school indicated that orders were placed and 100 percent delivery received. Some textbook shortages were due to learners withholding books suspecting they would fail or due to learner drop-outs

The school also gave a detailed overview of the plans to ensure recovery of learning losses in 2022 in all grades in the GET and FET phases which included:

Monitoring plans;
Extra support measures;
Tracking topics that would not be covered in the 2022 Academic Year in different subjects and grades;
Strategies and plans to ensure that receiving teachers in the next grades had time and space to teach critical topics not taught in the previous grades – and able to start new content;
Plans to ensure good coverage of content in formal assessment;
Subject educators to adhere strictly to the ATP’s;
Meso plans must be drawn up indicating dates when content will be covered; and
Monthly curriculum coverage and regularly book audits.

In respect of school infrastructure needs, the school indicated that there was only one mobile that required desks, electricity and air-conditioning. The school also requires an additional two mobile units, air con. Some of the school structures were in dire need of repairs, renovation and refurbishment. The school also indicated that they required extra taps and JoJo tanks. With the introduction of occupational subjects, the school indicated they would require additional resources in the form of added space and extra workshops as well as equipment, tools, stationery and machinery.

With the National School Nutrition Programme, a total of 950 learners received meals daily according to the prescribed menu. In respect of the school safety and security, the school completed a safety audit in December 2021 and the SMT and SGB was able to develop a safety plan for 2022 with a functional school safety committee.

The school was Covid-19 compliant with all the necessary protocols in place and the necessary Covid-19 essentials procured for the school.

The school had received the services of eight EAs, three GAs with one handy-man, one sports administrator and one youth worker.

In respect of psychosocial support, the District had placed a social worker at the school in 2021and visited the school one day a week to assist learners in need. The school urged the Department to continue the arrangement for 2022.

Some of the challenges highlighted by the school included:

The need for two extra mobile units;
Additional taps and JoJo tanks for the school grounds;
Parents not cooperating with the school in respect of meetings and communication;
Critical subjects without educators as the school struggled to recruit suitable educators for Mathematics (FET) and Social Science;
Some textbook shortages due to learners withholding them and learners dropping out;
Furniture and electricity required for one mobile unit;
School structures were in dire need of repairs, renovation and refurbishment; and
With the introduction of occupational subjects, the school indicated they would require additional resources in the form of added space and extra workshops as well as equipment, tools, stationery and machinery.

4.4.3.1 Portfolio Committee Observations and Questions

Members noted with concern the gaps in the system in respect of the acting positions and unfilled vacant posts. Members queried how the Department was able to fill these gaps by advertising and filling vacant posts to create more stability in the system. Members further noted the struggle to appoint suitable Mathematics and Social Science educators.
Members noted that huge learner numbers and queried the quintile status of the school and whether learners paid school fees – and the rate of payment of such fees.
Members queried the school performance in Mathematics and Science in the main stream.
Members queried the vaccination rate of educators and qualifying learners at the school.
Members also queried the pregnancy rate of learners and how they were being assisted and supported to return to school.
Regarding substance abuse and gangsterism, Members queried whether the school had any challenges in this respect as well as any burglaries having been reported at the school.
Members queried the learner drop-out rate and whether such learners were being tracked, traced and returned to school.
Members generally queried the support from the Circuit, District and Province.

4.4.3.2 Responses to Portfolio Committee Observations

The school was a fee-paying school with an amount of R 950.00 per year. Unfortunately, the payment rate was around 25 percent as many parents were unemployed and lived in poverty. The school has experienced an increase in the payment of fees recently. The school reported that all educator posts had been filled. The school recorded a slight increase in pass rate performance in 2021 – but there were challenges with Mathematics, Mathematics Literacy and the Sciences. Although the school had a newly appointed Physical Science teacher with a subject advisor, there was a need for further intervention to increase performance in the subject.

All teachers, except two, had been vaccinated – the school had no verifiable data on qualifying learners who have vaccinated.

The school experienced around eight learner pregnancies and they were mostly in Grade 12. Although there was issues with gangsterism in the past, this had subsided with 24-hour security.

There was a struggle to complete the elections for the SGB as parents showed little or no interest in school matters.

The Circuit and District did support the school very well and was always available to take calls, visit the school and assist with any challenges faced.

The Department indicated that there were challenges with the many acting positions and the filling of vacant posts. There remained a moratorium of filling of posts in offices as well. The Department continued to advertise for vacant posts and appointments concluded around January. A challenge is that some posts could not be filled when the staff is seconded to office-based position. done in January. Where schools cannot fill posts is when people are seconded to offices. The school had, in the past, implemented the adopt-a-cop initiative which saw a drop in gangsterism and substance abuse. SAPS visited the school regularly. It was a concern that, although the culprits were known to the community and SAPS, no arrests had been effected to date.

4.4.3.3 Portfolio Committee Recommendations

Ensure the school is supplied with the extra two extra mobile units, additional taps and JoJo tanks as requested. Further to this, the mobile identified by the school be equipped with furniture and electricity. School building infrastructure received the necessary maintenance, refurbishment and renovations, within reasonable timeframes
Ensured the school was assisted with recruitment of suitable educators for the critical subjects, within 60 days after adoption of this report
Ensured the school was assisted with shortages of textbooks and any outstanding LTSM.
With the introduction of occupational subjects, Department ensured the school was assisted with additional resources in the form of added space, extra workshops as well as equipment, tools, stationery and machinery.

4.4.4 Sol Plaatjie Primary School

The school was established in 1962, named after the well-known scholar, activist, journalist, author, Solomon Tshekisho Plaatjie. The objective of the school is to infuse into the learners the fundamentals of a good education, the triple R’s – Reading, Writing and Arithmetic in order to replicate what Sol Plaatjie espoused. Initially, the school existed as a Junior Primary later a Senior Primary until 2005 when the rationalization of schools was introduced. In 2012 the school was amalgamated and was reclassified as Sol Plaatjie Primary catering for Grade R to Grade 7. In 2016 the school became a Full-Service School catering for moderately intellectual learners.

Currently, the total number of learners is 1087. At Foundation phase, all learners report daily those who report on rotation basis are at Intermediate and Senior Phase (InterSen).

Procurement and delivery of Stationery and Workbooks for 2022, has been done. However, there is shortage of textbooks. With regards to plans to ensure Recovery of Learning Losses, the school has scheduled at a minimum of an hour and a maximum of two hours of extra classes for the Grade 6s and Grade 7s in the core subjects. To provide extra support to progressed learners, the Intervention planned is to intensify extensive use of learning and teaching aids, planned monitoring of subject educators and implementation of agreed recovery plan.

On the aspect of Infrastructure, the roof, ceilings, gutters & down pipes need attention. Flooring needs maintenance and walls need painting. There is no electricity in Grade 2 to Grade 7 classes. Identified infrastructure resources required includes shortage of 123 chairs for the learners and 157 tables, for educators its 6 tables and 12 chairs.

NSNP - Number of learners qualifying is 1095. Pertaining to how learners are fed, the food handlers bring the food in classes and each learner is given his/her own utensils. Meals are provided before 10am every day. In respect of SGB functionality, there is vacancy on SGB for: 1 Educator representative.

In 2021 new SGB Executive was elected, but due to COVID- 19, there were limited number of meetings were held. With regards to roles and responsibilities on school governance, some SGB Members were trained in 2021 and the rest will be trained in 2022. Financial record Books were submitted for Auditing in 2021. One SGB Meeting was held this year.

COVID 19, all protocols in place.

Challenges

Reasons for textbook shortages was due to wear and tear of old titles and change from one title to another – a limited number is procured at a time
Failure of parents to take responsibility for lost textbooks
Learner population dropped in 2021 /22 since the inception of online registration
Psychosocial Support, the school indicated they are not receiving support from provincial office.
There is no ongoing teacher training and development
Teachers are not equipped to teach learners with learning barriers.
The school has not received additional funding for full service school.
No permanent appointment of a district IE official.
There is a backlog of referral of learners.

4.4.4.1 Portfolio Committee Observations and Questions:

Members queried how are learner placements done?
Members wanted to find out if 30 min adequate for curriculum recovery?
Members raised question on what additional resources are allocated for full service schools with special needs learners?
Members queried how are learners tracked, traced and retrieved?
Members raised concern on shortages and wanted to find out what are the plans to procure furniture required?
Members queried what are norms and standards for funding used for maintenance issues?
Members asked why is the full service school not being equipped or resourced?
Members were interested to know what is the pass rate?
Members queried whether parents are capacitated to use online admission system?
On the issue of NSNP, Members queried how meals served on rotation?

4.4.4.2 Responses to Portfolio Committee Observations

On the issue of Learner placements and admission, the Principal indicated that there are admission challenges, and often times Online systems are not user friendly /conducive for parents. In that regard parents prefer walk-ins. The school alluded to learner drop out as due to challenges with online registration.

NSNP system is in place to provide food parcels once a month, those learners not coming to school get their food as parcels. On matter of drop out, the school does not go out to check learners, however when they come back and ask for their placement, they are accepted.

Regarding infrastructure, the gutters need maintenance as the school is very old. It’s difficult to maintain everything, often electrical cables get stolen’ to an extent that when the weather is overcast it becomes difficult to learn where there are no lights.

The roofing is not up to standard, when it rains the school puts buckets and basins to catch water. In terms learner safety, younger children depend on their siblings to go back home. For Learning losses, the Grade 6 and 7 will have extra class on Saturday, and prioritize reading for the foundation phase

The Circuit Manager alluded that outstanding books will be delivered before end of business day on 4 February, 2022. Burglaries are a problem. Once a term the he pays visits to the school to give support. The number of teachers that resigned is not good for teaching, as it creates instability. He expressed that learners at foundation phase cannot be exposed to 3 teachers coming in and going out in one year. Tables and chairs are a problem, the department has made an arrangement to replace and to repair the furniture.

The District Director responded that furniture in the province has been a challenge, for a long time. Should the learners return on daily basis, that will make the furniture problem more pronounced. On question of School safety, there are multiple break- ins in most of the schools, the reality is that the department does not appoint Security.

In terms of dropout rate- in the Francis Baard district, the impact of rotation time table affected the learner drop out. At Sol Plaatjie Primary the drop out is 12 out of 1097 learners

Special schools, in Northern Cape are concentrated in Sol Plaatjie Municipality in Kimberly.

There are challenges in terms of admission, placement. On Infrastructure - ablution facilities are insufficient, the department has not been able to add in line with number of learners. For Full service schools, there are challenges, and is hoping that the Provincial Summit will address all the related challenges.

SADTU, expressed the concern that 2 teachers who declared in excess, is unfair, a collective agreement was not implemented when the decision was made. SADTU made suggestion that with Online registration, the District and Province needs to come on board to help parents of Grade R, Grade 1, and Grad 8 – focus

Province, responded that there are 10 special school in the province. 1 in Namaqua, 1 John Taolo District and 8 in Frances Baard, however it will look address the challenges of special school. In terms of Recovery plan, the department aims to extend the school days or school week in key subjects. In line with the Curriculum – trimmed ATP was developed and made available to schools to ensure that learning and teaching takes place at the start of 2022. In partnership with the Dept. of Labour, they will ensure that repairs are done to fix the broken desk/ chairs. The official expressed commitment that engagement with HOD, will ensure on grant, to buy furniture now that schools are going back to normal

QLTC, there is no coordinator on site, the co-ordinator and team are not effective as they would be. Acknowledge some of the issue have not been addressed 100%.

Therapists - Responding to some of the questions, the Therapist present indicated that they are part of the district, however since COVID- 19 they support schools on referral basis.

4.4.4.3 Portfolio Committee Recommendations

Having engaged with the school, the Portfolio Committee recommended that the Minister of Basic Education and the Department of Basic Education, in collaboration with the Northern Cape Provincial Education Department:

Engage with the school on the review of the post-provisioning norms for the school with a view to assist with extra educators as requested.
Ensure that the department infrastructure team includes the school as part of the list of schools in infrastructure projects as this is an old school.
Ensure that the school is assisted through social cohesion programs to reduce incidents of vandalism, school safety and adopt a cop strategy amongst others.
Ensure that the school needs plan in is in place.
Ensure that issue of Text books is addressed – so that the learners can take textbooks home to enhance learning within 14 days of adoption of the report
Ensure that the envisaged procurement of furniture as schools are going back is prioritized as a matter of urgency
Ensure that the QLTC co-ordinator and team are effective to support the school

4.4.5 Re Tlameleng Special School for the Deaf and Blind

The school is a special school, focusing learners with disability of sight and hearing. In terms of admission and registration process, Learners only placed once they are assessed. The department approves the placement of Learners at this school. Its classes start from Grade R-12. The staff establishment is 21 teachers who teach small classes. The foundation phase is Multigrade, with 2 teacher assistant per class. EAs – School is allocated 7 assistants, 3 EAs support teachers and 4 are Gas.

With Covid- 19, the school is compliant on all Covid regulations. Protocols such as screening and social distance are in place. Only 50% of learners were admitted to hostels due to Covid-19 protocols. Learners stay in a hostel which do not belong to the school.

LTSM Provisioning:

Stationery and books were delivered in January 2022.
All deliveries done and received by the school.
Braille textbooks and workbooks received and being used multiple years.
Retrieval report submitted to Department
The school has their own Braille machine for printing books but no catalogue for SASL, and no reputable resources for the deaf.

For Learner transport, 30 learners travel from hostel using 3 busses which belong to school - these are Sponsored vehicles.

On Curriculum Planning:

All learners are accommodated in class.
Due to the small number of learners, there is no rotation of learners. Lessons plans and assessments are in good order. Weekends are devoted to Saturday extra classes.

NSNP, there’s 106 learners who benefit from this Nutrition program. Learners are fed daily i.e. morning is breakfast, mid-morning fruit etc.

ICT: All teachers have laptops, and all classes have interactive whiteboards and projectors

Governance:

School has functional SGB in place,

All positions are filled

RCL chosen and must be trained.

Infrastructure: The needs identified is:

Hostel
Workshops
School Hall
Science lab
Therapists Rooms

Challenges:

Psychosocial support needed
Need for more social workers in the district.
School needs support from subject advisors who are knowledgeable about Special Needs Education
QLTC is non existent
Parents do not pay school fees.
For Financial Sustainability, the School depends on private sponsors

School safety

Safety audit done
Safety plan developed

4.4.5.1 Portfolio Committee Observations and Questions

Members queried how many learners did not return because of space - and whether the learners have you tracked learners?
Members were interested to know whether at learner’s homes work has been sent to parents?
About LTSM approved catalogue, Members wanted explanations as to why there is no catalogue for SASL?
Members queried whether the school has submitted suggestions for resources to procure?
Members enquired whether the school has access to WI-FI / ADSL?
Members queried if there was a plan in place for building a hostel?

4.4.5.2 Responses to Portfolio Committee Observations

On the issue of hostels, due to Covid- 19, learners outside Kimberly were placed at Elizabeth Conradie hospital for accommodation. The Skills class has 13 learners, in consultation with the parent the school work is done at home so that the skills project work is completed. Those who did not come back, the school has traced that 2 learners need to be returned. Learners come from impoverished communities

In so far as LTSM, the school does not know how the supply chain / procurement works. The school gets donation from Vodacom. On ICT there are 35 notebooks in 2 trolleys, the laptops have educational games from DEAFSA. The school has Wi-Fi but it needs to be put in place properly. Suggestion for resources submitted includes a Braille printing press. There is no one available to run the printing press,1 Master copy of a braille textbook is very expensive at approx., (R 45,000). The school also needs a transcriber to type the content in braille, and training of staff to fix the braille machines. To date the school, rely on a former learner Bonolo and have recommended that he be appointed due to his expertise in Braille machine operation.

The school approached the department for subject advisors and resources however Subject advisers do not support the school, they are not capacitated to deal with the learners and educators. CAPS curriculum, and DCAPS puts school in predicament, in terms of locating support and services. The department responded by alluding that there is a proposed Provincial summit to discuss all the issues of Special Needs education, as at the moment there is no provincial plans, for Special needs. The department in the interim will assist. Further the department indicated that, Vodacom is a government project, all Special Schools are linked with Vodacom

4.4.5.3 Portfolio Committee Recommendations

Ensure the need for establishment of Special school in the Northern Cape is addressed within reasonable time frames
Ensure that challenges and remedial action needed around the learning needs takes priority as a matter of urgency.
Ensure the school procurement needs for Braille and Sign Language matters
Ensure that educators are capacitated in workshops for Curriculum support, Supply chain issues etc.
Ensure that the Infrastructure needs of the school takes precedence and addressed within reasonable timeframes
Ensure that learner transport support is reviewed taking into account the circumstances of learners
Ensure the department provides the school with Subject Advisors/ Specialist within 90 days of adoption of the report

4.4.6 Emang Mmogo Comprehensive School

The school was established in 1989. At the time of oversight visit, the Admission and Registration of learners were as follows: Grade 8: 229, Grade 9: 239, Grade 10: 315, Grade 11: 203, Grade 12: 115. In terms of Staff Establishment, the school has 36 teachers. In line with Presidential Youth initiative, 13 EA, were allocated to the school, and 1 ICT specialist. The Year Plan and School Timetables are in place. LTSM Workbooks were delivered; however, the textbooks are in short supply. Covid-19, all protocols and regulations are observed.

Regarding LTSM, the school is experiencing difficulties with textbooks. Reasons for textbooks shortages is:

Worn books;
Retrieval;
Theft and vandalism;
Lack of funds; and
Increased learner numbers

On Curriculum Planning, the school has planned for Recovery of time lost by putting in place mechanism for extra classes. Further the plan is to do regular Monitoring & Parent involvement in school activities. Planning for Moderation of formal tasks and assessment is in place. Regarding the NSNP, there are 1101 Learners that are fed, each class lines up at designated time for meal. Learner Transport - the school has no learner transport. Psycho social problems identified included drug abuse, child-headed households and teenage pregnancies.

SGB is functional, and have contributed to ideas on School safety plan taking into account the Safety audit.

Challenges:

For online application for admissions, Parents do not use online system – they prefer in walk ins.
There is a need for support staff of cleaners
Its challenge to get teachers to come work at the school
There is a need for isiXhosa teacher in the school.
The School does not have adequate resources for the introduction of occupational subjects.
Infrastructure challenges:
- Sanitation – need for more toilets
- School fence was cut
- Water pipes keep on bursting
- Roof is loose
- Stairs are moving away from the building
- Windows are broken
- Handles and sliders are broken
- Doors do not have locks
- Vandalism is a huge problem.

Members queried how are results affected by the lack of teachers and resources?
Members queried have challenges with water and sanitation been reported?
Members asked what safety and security plan does the school have?
Members queried how often is school vandalized?
Members were keen to know about SGB Relations with the school?
Members queried why is QLTC not functional?
Timetabling challenge – 18 subjects.
Members queried the Moratorium on support staff i.e. EPWP staff used for cleaning. Why is COGTA not sending people?

4.4.6.2 Responses to the Portfolio Committee Observations

For Technical Maths and Technical science, the recruitment of teachers qualified is a challenge to an extent that the school is using the pure Maths and Science educators to teach these new subjects. Learners are struggling with Maths, in accordance with the stream. In addressing the challenge, the recruitment strategy is to utilise the skills of teachers from outside the country such as Ghana or Zimbabwe because in SA it’s hard to get teachers who specialized in Maths.

To mitigate the issue of Drugs, the SGB is involved. When the school can’t get learners back due to drugs, the rely on calling the police forum to assist. Drugs affect the performance of the learners and the school, when learners are on a high during tuition, its traumatic. They bunk classes because they want to smoke dagga, they can’t be stopped for they have easy access of drugs from people in the nearby hostel.

2021 NCS Performance of Grade 12 is 66.7%. The Performance of the school in the last 3 years fluctuated in these trends:

2018 - 62.8%

2019 - 77,5%

2020 - 59,8%

2021 - 66,7%

Water issue was addressed when the school got Jojo tank. Incidents of Vandalism are rife as the school is located near hostels that were designated for Migrant workers. The fence is broken down, giving easy access to vandalism.

Laboratory is vandalised,
Science equipment was stolen,
Vandalism incidents are reported at Police station, Finger prints were done by police,

and 1 suspect is arrested.

School has cameras however they are stagnant,
Alarm Security response is in place but are slow to respond

The admission of 2022 stats is affected in the sense that isiXhosa speaking learners, have no teacher. Those who need isiXhosa, are leaving for another school, this move has affected the school. Timetable is redesigned to accommodate full return of learners, however, the school is struggling to combine some of the 18 subjects. On norms and standards, the school is using the budget to fix areas that need repairs.

SGB is working well, and most useful in dealing with issues of theft, vandalism and break -ins. The SGB is capable of handling the security when they see t that the security company did not do a proper job. The issue of supporting staff, was raised as concern, the school needs 2 support staff.

SADTU alluded to the moratorium on support staff, no cleaners were appointed for many years, that is affecting the schools, the school must indicate how many there are now.

NAPTOSA commented that is seems the newly appointed, principal is not sure where to go. It may be that the department has not been fully supportive.

On QLTC: it was remarked that as a team they visit schools in the districts. QLT came to school in 2019 to make sure that the QLTC is in place. They have done their part, at Emang Mmogo so the school must put education a standard agenda on the ward committee. The community is responsible for the security of protecting the school.

District: Corrected the number of temporary teachers, 8 temps and 2 substitute and also alluded that isiXhosa, migrated learners from primary school come to this school and want to continue learning isiXhosa. This school used to have isiXhosa in Grade 10, so now they would need work on getting isiXhosa teacher.

District does not have a plan on issue of Drugs, there is overall use of drugs but the dept. will try to assist the school. On the issue of Technical Maths and Science teachers from Ghana/Zimbabwe, the department’s response is that they can’t convert these teachers as they come from other countries. Dropout rate stands at 44, those returned is 3 Grade 11, 2 Grade 12.

isiXhosa, learners moving to Vuyolwethu is an indication that there is immediate need to consult with SGB, to check whether the school cannot transfer an isiXhosa teacher from Zingisa school to assist learners at Emang Mmogo.

Province: The department will come with a plan, to assist the school on School improvement plan as the dept. notes that is not done yet. If the school needs assistance, they must ask for help to look at holistic dev of the school. On use of Ghana /Zim educators - these educators have problem with permits, at present learners have no teachers, the school can look into HR to look at deployment of teachers from other provinces. To recover learning losses, current cohort of Grade 12 was in Grade 10 in 2020, they have learning gaps, the province is concerned that the school has no recovery plan.

4.4.6.3 Portfolio Committee Recommendations

Ensure that QLTC are directed to support the school
Ensure that CDW/CDP as deployed in schools are there to assist the school
Ensure that QLTC team is visible in all schools, and is supporting all identified schools
Ensure that the District and the Province develop a Drug Master plan in liaison with the department of Social Development to mitigate the challenge of Drugs, 30 days from adoption of this report.
Ensure that the Province and District is guiding the school for Recovery Plan
Ensure that the department officials from Curriculum / Assessment teams visit the school, to analyse the results and push the school for improved performance outcomes

5. Portfolio Committee Recommendations (Overall)

The Portfolio Committee on Basic Education, having conducted oversight visits to the Western Cape and Northern Cape Provinces, and having considered the issues that were highlighted, requests that the Minister of Basic Education ensure that the Western Cape and Northern Cape Departments of Education consider the following overall recommendations.

5.1 Western Cape Department of Education

Ensure urgent engagement between the Western Cape Education Department, the National Department of Basic Education and National Treasury on ongoing challenges with admissions and placement of learners
Ensure engagement and collaboration with sister departments regarding issues of school, teacher and learner safety and security.
Ensure schools are supported and assisted with scholar transport, especially Special Schools. Consideration to be given to increase the allocation to schools and, where possible, supply schools with busses as required.
Ensure all Special and Full Service schools are assisted with the necessary infrastructure to ensue wheelchair access for learning with disabilities. The Department should also do an audit of the needs of Special Schools with a view to offer assistance.
Consider special leave or temporary suspension of senior officials implicated in possible irregularities as per the SIU report pending the outcome of the investigations.
Ensure engagement with the National Department of Basic Education with a view to reconsider and review the current quintiling system in the country so-as not to disadvantage learners and schools in the process.
Consider engagement with former Model-C school with a view to increase their capacity and contribute to an equitable system of education and assist with placement of unplaced learners.
Commission research as to the reasons for admission hot-spots with a view to address the problem with the support and assistance from the National Department of Basic Education.
Ensure the compilation of a list of all schools having connectivity and network challenges and find alternate ways of assisting these schools network connectivity.
Ensure Special Schools received the necessary focussed attention and support.
Ensure consideration and actioning in respect of school-specific recommendations contained in the report.

5.2 Northern Cape Department of Education

Ensure addressing the challenges of safety and security of school infrastructure as well as the safety and security of teachers and learners.
Review the learner transport policy to ensure transport for all qualifying learners – but also look at exceptional circumstance for transporting non-qualifying learners.

Review the nutrition policy to ensure poorer learners were able to receive two meals a day where possible.
Consider lifting the moratorium on support staff and advertise and filling vacant positions.
Ensure the Department placed some responsibility and accountability on schools and communities in respect of responsibilities for school maintenance.
Devised programmes and plans and assist schools to boost morale of learners and teacher to do Maths and Science subjects.
Consider a review of the current Quintiling system and take into account the economic circumstances of learners and parents.

Ensure that Special and Full Service schools were adequately equipped to operate optimally and accommodate all learners, including those with barriers and disabilities.
Review the utilisation of Intermediate Schools in the Province and consider moving to standard primary and secondary schools.
Ensure consideration and actioning in respect of school-specific recommendations contained in the report.

6. Conclusion

The oversight visit to the Western Cape and Northern Cape Education Departments provided the Portfolio Committee with an opportunity to monitor, support and learn from the good work and best-practices of the Department, as well as ascertain the functionality of schooling system in the Province and its readiness for the 2022 academic year. The findings and recommendations contained in this report should help to assist the district and province to improve on schooling in general as well as to strengthen areas related to basic functionality.

7. Appreciation

The delegation, led by the Hon B P Mbinqo-Gigaba MP, thanked the Members of the Provincial Departments of Education and the National Department of Basic Education for their support given during the oversight visits. The team also extended appreciation and thanks to the Teacher Unions and SGB Associations for taking the time to meet with the Committees and share their experiences and challenges.

Report to be considered.

Documents

No related documents

ATC220303: Report of the Portfolio Committee on Basic Education on an oversight visit to the Western Cape and Northern Cape Provincial Education Departments, dated 1 March 2022

Basic Education

Documents

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