1. Quality Learning and Teaching Campaign (QLTC) STRATEGIC FRAMEWORK Portfolio Committee on Basic Education Meeting 28 August 2018

2. PRESENTATION OUTLINE Purpose Introduction and Background
The purpose of the QLTC strategic framework
What informed the conceptualisation of QLTC
Strategic focus of QLTC for the next two years
QLTC quarterly thematic plan of activities
Engaging society to play a critical role in making education a societal issue
progress on the implementation of the repositioned QLTC (activities) Mobilization & Engagement Strategies
Recommendations 1

3. PURPOSE
The purpose of the presentation is to present to the Portfolio Committee the QLTC Strategic Framework and Progress on its Implementation. 2

4. INTRODUCTION AND BACKGROUND
The material conditions upon which QLTC was founded have changed/shifted hence the need to refocus its priorities, e.g. quality, curbing social ills, etc.
QLTC was conceived and subsequently launched as a social compact between the former Department of Education, education stakeholders and communities. Its primary goals were to:
inform citizens about the importance of education, and their roles, responsibilities and obligations towards education;
be the catalyst for positive change, quality improvement and transformation; and
provide a platform for communities and broader society to actively and constructively become involved in the improvement of teaching and learning.
QLTC is not a DBE programme but a campaign geared towards mobilising every stakeholder to play a role and take responsibility towards the attainment of quality learning and teaching (there are experts who are implementing the technical aspects of these programmes). 3

5. THE PURPOSE OF THE REPOSITIONED QLTC
QLTC is now repositioned to respond to the dictates of the Education Action Plan 2019, Towards Schooling 2030 as enshrined in the education programme of action, to also encourage societal involvement in the NDP’s vision and goals for the education of the country as articulated in Chapter 9 of the NDP and to concretely give meaning to the words of the President:
“The Plan has been adopted as a National Plan for the whole country. It is our Roadmap for the next 20 years. All the work we do in Government is now part of the comprehensive National Development Plan, including all operational plans, be they social, economic or political” 4

6. WHAT INFORMED THE CONCEPTUALISATION OF QLTC
As a successor to COLTS/PTSA’s which focused on the culture of learning and teaching, QLTC concerns itself with issues of Quality Public Education through campaigns and community engagement forums.
The education system has now stabilised and schools are now performing in the region of 80% to 100% in terms of their learning outcomes.
Therefore QLTC was developed and conceptualised as a mechanism to campaign for Quality Public Education on how to involve society broadly. 5

7. STRATEGIC FOCUS OF QLTC FOR THE NEXT TWO YEARS
The repositioned QLTC will focus on two critical areas, i.e. Social Cohesion and Nation Building. It is therefore important that the repositioned QLTC pay special strategic attention to the following campaigns and activities to enhance implementation of DBE programmes:
Stakeholders engagement and community participation;
Parental involvement in education;
Interventions in education emergencies;
Quality Public Education initiatives and innovations; and
Read and interpret the various reports produced by the DBE such as:
Roundtable reports
NECT quality reports
Annual surveys
IQMS reports 6

8. QLTC QUARTERLY THEMATIC PLAN OF ACTIVITIES
The Department of Basic Education’s work is based on four main broad quarterly themes which are informed by the business of the Department in each quarter, in the following order:
Q one focuses on data analysis and results;
Q two focuses on measuring the impact;
Q three focuses on the state of readiness for exams; and
Q four focuses on the monitoring of the exams writing and schools readiness for the following academic year. 7

9. ENGAGING SOCIETY TO PLAY A CRITICAL ROLE IN MAKING EDUCATION A SOCIETAL ISSUE
The QLTC Strategic Framework is geared towards mobilising stakeholders and communities to play their part in the implementation of the following DBE Programmes:
Social Cohesion and Nation Building in Schools and Communities around schools;
Turning around the underperforming Schools and Districts;
Three Tier model system, i.e. Technical, Vocational & Academic);
Matric Second Chance and Funza Lushaka bursary programmes;
2018 National Elections of School Governing Bodies advocacy & Induction programmes;
Read to Lead (to increase the level of literacy and numeracy in and beyond schooling environment);
ASIDI Schools and merger of small schools;
National Celebratory Days;
School sports, arts and culture; and
Education Emergencies and the protection of Quality Learning and Teaching time and spaces. 8

10. OR Tambo Coastal (EC): 61.7% Ilembe (KZN): 64.9%
PROGRESS ON THE IMPLEMENTATION OF THE QLTC STRATEGIC FRAMEWORK (ACTIVITIES)
The QLTC Programme being rolled out is biased but not limited to the following seven (7) underperforming Districts in 2017 and each QCT member has been tasked with overseeing the implementation of these programmes as stipulated below:
Amathole West (EC): 53.6%
Amathole East (EC): 56.7%
Chris Hani East (EC): 62.2%
OR Tambo Coastal (EC): 61.7%
Ilembe (KZN): 64.9%
Capricorn (Limp): 59.7%
Greater Sekhukhune (Limp): 57.3% 9

11. PROGRESS ON THE IMPLEMENTATION OF THE QLTC STRATEGIC FRAMEWORK (ACTIVITIES) (Cont.)
1. The progress thus far in contributing towards turning around these underperforming Districts (to improve learning outcomes) is as follows:
Convened all inclusive stakeholder meetings to familiarise them with the results of their respective Matric Results both at School and District levels;
Shared the respective Turnaround Strategies (District and/or School Improvement Plans) with all stakeholders – the stakeholders had to identify their respective roles and responsibilities in contributing towards turning around these underperforming Districts;
In collaboration with stakeholders, QCT was able to mobilise, monitor and support the Winter Enrichment Classes during the month of June – July;
Currently in the process of convening meetings/seminars/roundtables to assess the impact of the Turnaround Strategy on the June Examination results and to identify gaps (areas of weakness), learners and teachers would have to focus on; 10

12. PROGRESS ON THE IMPLEMENTATION OF THE QLTC STRATEGIC FRAMEWORK (ACTIVITIES) (Cont.)
QCT was able to create awareness of the Departmental programmes, e.g. Second Chance (modularisation), Read To Lead, CAPS 2, Issues of social cohesion; and
QCT will continue to monitor, support and report on the progress of these Districts.
2. Strengthening the collaboration with the NECT and QLTC in the establishment of District Steering Committees (DSC’s), e.g. Sekhukhune, Mopani and Dr RS Mompati Districts 11

13. PROGRESS ON THE IMPLEMENTATION OF THE QLTC STRATEGIC FRAMEWORK (ACTIVITIES) (Cont.)
3. Currently collaborating with the Eastern Cape and Limpopo PEDs in the process of setting up functional and all-inclusive QLTC Structures and the rationalisation of schools in the newly configured Districts;
4. QCT has collaborated with SACE in identifying cases of learner abuse in the Eastern Cape and there was prompt intervention (currently investigation is underway);
5. In response to: Education Emergencies and the Protection of Quality Learning and Teaching time and spaces programme – QCT intervened in collaboration with the NW PED to normalise the situation in Dr RS Mompati District by convening stakeholder and community meetings whereby some schools were burned down and learners prevented from attending school during the service delivery protests; and 12

14. PROGRESS ON THE IMPLEMENTATION OF THE QLTC STRATEGIC FRAMEWORK(ACTIVITIES) (Cont.)
6. QCT collaborated with other Units within the DBE in the rolling out of the following programmes:
a. Mobilisation of stakeholders in monitoring pre and post schools re-opening;
b. Monitoring, supporting and reporting of the SGB elections and training;
c. Collaborated with the EMGD in the monitoring of Curriculum coverage and assessment tracking and monitoring for principals in Northern Cape, Limpopo and North West Provinces; and
d. Collaboration with the Ministry in the launch of the Nelson Mandela and Albertina Sisulu centenary activities in Kwaggafontein , Mpumalanga Province – QCT tasked with advocacy and mobilisation of stakeholders communities. 13

15. MOBILISATION & ENGAGEMENT STRATEGIES
The programme is biased but not limited to the aforementioned seven (7) underperforming Districts in 2017 and each QCT member has been tasked with overseeing the implementation of their respective Turn Around Strategies as stipulated below: 
Engage and secure diverse and strong community and organisational leadership;
Ensure authentic and productive roles and responsibilities for broader community especially young people;
Ensure authentic participation and shared decision making;
Develop a shared vision with the concerned community;
Jointly conduct needs analysis;
Establish and Resuscitate formal all-inclusive and functional QLTC structures;
Create fundraising strategies; and
Conduct processes and outcome evaluations;
Mobilise and capacitate Communities to support education as a “societal issue” and an apex priority” of government 14

16. RECOMMENDATION
It is recommended that the Portfolio Committee discusses the QLTC Strategic Framework, progress on its implementation and provides further guidance. 15

17. “The children of any nation are its future
“The children of any nation are its future. A country, a movement, a person that does not value its youth and children does not deserve its future.” OR Tambo 16