1. Progress Report on Oversight Visits by the Portfolio Committee on Basic Education (2015: Limpopo and Mpumalanga; 2016: KwaZulu-Natal and Eastern Cape) __________________________________________________ Portfolio Committee Meeting 16 February 2016

2. PRESENTATION OUTLINE Purpose Problem statement Areas of focus for the oversight visits Report on progress –2015: Limpopo and Mpumalanga –2016: Eastern Cape and KwaZulu-Natal Way forward 2

3. Purpose To present progress that Limpopo and Mpumalanga Provincial Education Departments have made in response to challenges that were identified in special schools and full service schools during the Portfolio Committee oversight visit of July 2015 3

4. Problem Statement The PEDs have been plagued differentially by a number of challenges in the implementation of Inclusive Education, and these include:  Lack of appropriate Human and Financial Resources;  Non-responsiveness to parliamentary questions and submission of incomplete and sketchy information for reporting on implementation of White Paper 6;  Conditions and functionality in certain special schools and full service schools including the inhumane and unconducive conditions for teachers and learners at Setotolwane that have dragged on for years;  Poor progress in the establishment of functional district-based and school-based support teams in special schools and full service schools; and  Irregular attendance of Inclusive Education officials to Inter- provincial and TDCM meetings at DBE. 4

5. Areas of Focus for the Oversight Provision of Learner and Teacher Support Material (LTSM); Teacher Supply, Utilisation and Development; Availability of Learner Transport; Access to School Nutrition Programme; Functionality of School Governance and Management; Inclusive Education, Social Mobilisation and Well-being; Early Childhood Development (Grade R); and Information and Communication Technology (ICT) 5

6. REPORT ON PROGRESS 6

7. PORTFOLIO COMMITTEE OVERSIGHT VISIT IN 2015 7

8. LIMPOPO 8

9. Limpopo: LTSM FindingsRecommendationsProgress Lack of Braille LTSM in Special Schools for Learners with Visual Impairment: (Setotolwane; Letaba; Siloe, Rivoni, Tshilidzini, Bosele) Provide schools with Braille LTSM and Assistive Devices (The PED’s LTSM Unit to coordinate procurement of material for special schools as well) Letaba Special School received workbooks by 7 August 2015; Special Schools for visually impaired learners were provided with Apex Braille notebooks; Setotolwane still awaiting delivery of Braille textbooks for all the grades and SASL material; Setotolwane however was provided with 15 Apex Braille notebooks for 37 learners requiring these from grades 8-12; No Braille textbooks have been procured Much of the budget (R1.989m for 2015) goes to hostel catering and electricity bill (R53 000 monthly) Schools procure own LTSM through limited subsidies LTSM Unit to centrally procure LTSM for all Schools including Special Schools. Special Schools for visually impaired learners were provided with information on how to download textbooks into their Apex Braille notebooks 9

10. Limpopo: Teacher Supply, Utilisation and Development FindingsRecommendationsProgress Lack of Teacher Assistants and Professional Staff; Professional and Support Staff posts to be filled; 204 Posts for Health Professionals advertised in December 2015; Will make use of newly qualified therapists internships Teachers redeployed to Special Schools without requisite skills Lack of qualified Teachers in Braille and Sign Language Re-skilling of redeployed unskilled educators; future redeployment will be done after re-skilling; Profile teacher qualifications and competences in Special Schools; Educators in special schools are being profiled to determine the need for supply; Collaboration on teacher development in Braille and Sign Language has been established with ETDP SETA; Training of teachers has taken place in the following specialised areas: 60 in Braille; 80 in Sign Language; and 50 trained in Augmentative and Alternative Communication; Over-crowded classrooms Management of learner admissions and provisioning of infrastructure; A school such as Grace and Hope was affected by dropping learner numbers and excess teachers due to learner transport problems 10

11. Limpopo: Learner Transport FindingsRecommendationsProgress Learner transport a concern at Grace and Hope Learner transport policy must be complied with Grace and Hope procured a Bus from the SGB school Fund Most learners struggle without transport to school due to un-road worthy school buses and mini buses which spend most time in workshops for repairs Learners in Special Schools must receive transport support Nine (9) mini Buses were procured in September 2015 for the following Special Schools: Matobule, Rehlahleng, Asiphumelele, Rethuseng, Lebone, Nthabiseng, Jane Furse, Siloe, and Sedibeng A Bakkie was given to Botlokwa Special School Pfunanani Special School was included in the Scholar Transport programme for ordinary schools as a stop-gap measure. 11

12. Limpopo: School Nutrition Programme FindingsRecommendationsProgress PEDs are not following the set business plan in the implementation of NSNP Special Schools to participate in NSNP programme 32 Special schools are given direct transfers of funding for the School Nutrition Programme, except for Sedibeng School, which awaits relocation to a new site Sedibeng Special School to be included in the NSNP programme as soon as the school has relocated to the new site. General Piet Joubert to conduct needs assessment of learners who can benefit from the NSNP programme; Harry Openheimer Agricultural High school also to be included in the NSNP programme General Piet Joubert special school is experiencing labour issues with cooks reluctant to cook for day scholars thus not participating in NSNP yet Harry Openheimer Agricultural School – plans are afoot to ensure that the school participates; Other full service schools visited by the PC participate in the Programme 12

13. Limpopo: School Governance FindingsRecommendationsProgress Issues of concern at Setotolwane: The SMT was not up-to- speed with governance and management responsibilities Support school to develop and implement management systems; Establish functional support structures (DBSTs, CBSTs and SBSTs). The MEC conducted a seminar of SGBs in the Capricorn District on 30 July 2015 The principal needs support to manage challenges at school; Appointment of Deputy Principals overdue Enhance capacity of SMT at Setotolwane; To sort out staff establishment; Appointment of SMT to support the principal - filling critical vacant posts The PED started twinning Setotolwane with a school that has sound governance and management to empower the SMT; Vacant posts have been advertised Learner discipline is a challenge Over-aged learners contribute to ill-discipline The PED to conduct Whole School Evaluation Not yet completed 13

14. Inclusive Education, Social Mobilisation and Well-being FindingsRecommendationsProgress Understanding Inclusive Education is a challenge; Collaboration and partnerships with social partners and stakeholders on disability issues Established collaboration and partnerships with social partners and stakeholders to understand disability and Inclusive Education Collaboration with Departments of Health and Social Development was prioritised to benefit both special schools and full service schools with access to services No therapists and psychologists in districts and special schools Each Special School will identify 10 critical support staff posts for appointment as per the HOD circular; Posts for special schools and Psycho-social support officials will be advertised 204 posts of therapists, psychologists, social workers etc. were created and advertised end of 2015 5 and 13 students were recruited respectively for Speech Therapy and Educational Psychology 34 special schools and 15 full service schools nominated SIAS coordinators for implementation Little or no support provided to special schools and Full service schools by districts and PED SBST Coordinators from FSSs and SSs attend quarterly meetings on an ongoing basis 60 ordinary schools were targeted for designation as FSSs per district thus totalling 300 schools in the 2015/16 year 14

15. Limpopo: ECD FindingsRecommendationsProgress Early identification and early intervention on barriers to learning are crucial between 0-9 years The concept of Inclusive Education to be introduced in pre-grade R and grade R classes Orientation in Inclusive education was conducted with 17 district officials during 2015/16 1 600 ECD practitioners for 0-4 year-olds from crèches, pre-schools, community sites and officials from DSD and DoH were trained in SIAS Policy during the week of 12 October 2015 57 ECD Curriculum Advisors were trained in SIAS Policy 15

16. Limpopo: Infrastructure FindingsRecommendationsProgress Relocation of Setotolwane Special School Concurrent work on 2 different sites i.e Setotolwane and Hwiti Secondary Schools. Immediate upgrading of Setotolwane hostels for shot term Works at Hwiti are comprised of ; 1.repairs to vandalism to the existing buildings 2.External works 1. Setotolwane is estimated to be 98% complete. 2. Building Work at Hwiti is 96% complete pending furniture delivery i.e kitchen joinery, beds and steel cabinets for all hostels, dining hall/kitchen gas stoves and associated equipment. 3. Civil Works is about 40% complete. 4. Mobile classroom refurbishment work is about 92% complete pending electrifying the units and installation of insulation in the ceiling void 5. Learners scheduled to move to the school by 20 February 2016 16

17. Relocation of Setotolwane to Hwiti The contractor has been contracted to move facilities from the old to the new site Beds and steel cabinets were found to be ravaged and unsuitable for further use – new ones ordered to the value of R500 000 and will be delivered by 17 February 2016 The outstanding infrastructure work will be completed by 29 February 2016 Catering equipment from the old site will be moved as it can still be used – target date is 1 March 2016 On 29 February buildings and grounds will be ready for relocation The PED will have to take responsibility for moving personnel and learners as this is not part of the contractor’s contract 17

18. Limpopo: ICT FindingsRecommendationsProgress Special schools and Full-service schools are not prioritised in Provincial ICT Strategy Special schools need to receive more attention as part of the Provincial ICT Strategy Computers that were bought for Deaf learners through the Lottery in 2013/14 are still not being utilised at Setotolwane pending relocation No further provision of Apex Braille notebooks has taken place at Setotolwane since the PC’s visit The Braille machines promised to Setotolwane by the PED have not yet been procured, but Perkins Braillers have been repaired. The case of computer theft at Mahlodumela Full Service School has not yet been resolved. 18

19. MPUMALANGA 19

20. Mpumalanga: LTSM FindingsRecommendationsProgress No funds to procure textbooks DBE has negotiated with Publishers to carry the cost for Master copy textbooks in Braille Workbooks including Braille and large print were ordered for all schools All 18 special schools and 47 full service schools including Ndabeni, received assistive devices and ICT equipment 3 special schools and 2 full service schools offering SASL have received LTSM to implement SASL CAPS at Intermediate Phase in 2016 Versailles Farm School closed down at the end of 2015 and learners distributed to neighbourhood schools and Emakhazeni Boarding School for 2016. LTSM for 5 special schools that will be offering SASL at Intermediate Phase has been ordered. 20

21. Mpumalanga : Teacher Supply, Utilisation and Development FindingsRecommendationsProgress No suitable Maths teachers in some schools Poor learner performance Teachers not well trained Implementation of 1+4 Model and MST Strategy 488 teachers have been trained in Curriculum Differentiation 240 teachers have been trained in SIAS Policy Training of teachers in the following specialised areas: 30 special school teachers have been trained in Autism, 33 trained in ADHD and 35 from full service schools trained in AAC 230 SBST members have trained on how to support learners experiencing barriers to learning SMT members of Tsakane Special School have been trained in Curriculum Management and SGB members on their governance roles 281 teachers have been trained in Multi-grade Toolkit 21

22. Mpumalanga : Learner Transport FindingsRecommendationsProgress Lack of learner transport Learners travelling long distances to school The province will prioritize transport; and Needs analysis to be conducted Scholar transport procurement process for Tsakane Special School was set in motion late 2015 Tsakane Special School has already submitted a list of qualifying learners for Scholar Transport One special school has been provided with a 50-seater bus in the current financial year Transport that was stolen from Masinakane Special School has been replaced 22

23. Mpumalanga : School Nutrition Programme FindingsRecommendationsProgress No kitchen, no equipment The two schools to receive equipment and utensils during the 2015- 16 financial year as per conditional grant; Kitchens will be provided as per norms and standards; A make-shift kitchen has been provided; and Fire wood used as fuel A workshop for principals and NSNP Coordinators has been conducted in 26 circuits An Internal Audit circular on identified risks has been sent to schools 229 out of 431 schools that have been monitored for implementing the Programme are compliant with prescripts and thus categorised as Green Schools 175 of the above schools are categorised as Yellow Schools while 27 are categorised as Red Schools Spot checks are done regularly in schools 23

24. Mpumalanga : School Governance FindingsRecommendationsProgress  Community lacked information on the existing SS and FSS;  Lack of financial management; and  Dwindling learner enrollment and no- viability of the school  Embark on advocacy campaigns;  SGB and SMT training on financial; and  The province is considering closing down the school The PED appointed a service provider to train all SGBs to ensure effective and efficient governance in 2015 The training focused on: roles and responsibilities, financial management, democratic governance, policy development, interviewing skills etc. The target date for completing the training was end of November 2015 24

25. MP: Inclusive Ed, Social Mobilisation and Well-being FindingsRecommendationsProgress  LSEN not given enough attention;  Not enough subject advisors;  Long overdue waiting lists;  Lack of non- teaching, professional staff like therapists; and  No financial resources to buy devices  Advertised non- educator posts will be filled with effect from 1 April 2016 Subject advisors for Inclusive Education were deployed to schools to assess training needs No learners were identified for high level support needs at Versailles Farm School Human Resource Development on inclusion is done incrementally Special schools, full service schools and merged boarding schools are targeted for capacity building in 2016/17 488 teachers were trained in Curriculum Differentiation in 2015/16 25

26. Mpumalanga : ECD FindingsRecommendationsProgress ECD practitioners not adequately trained  Training practitioners to get Level 6 qualification;  200 practitioners will be trained on ECD programmes; and  NQF Level 5: 300 practitioners recruited and capacitated FET colleges First cohort of ECD practitioners were employed as full-time educators with full benefits. 600 practitioners were capacitated in ECD Introductory Basic Care. 26

27. Mpumalanga : Infrastructure and Transport FindingsRecommendationsProgress  The new special school does not have hostel facilities  The new school will be provided with hostel facilities The PED prioritised sanitation over the building of hostels at Tsakane Special School Specifications have already been crafted for the development of a Multi-purpose Sports Field Plans are in place to build ramps and rails at Ndabeni Full Service School in 2016/17 Two new ablution facilities for the disabled were constructed at Pelonolo Special School A 30-classroom school for the Deaf will be built with additional facilities including multi-purpose hall, workshops, etc. – procurement of a site in Mbombela Municipality started late in 2015 8 classrooms, Admin Block, 4 workshops were completed at Osizweni Special School Assessment of conditions in all 140 FSSs are planned for 2016/17 27

28. Mpumalanga : ICT FindingsRecommendationsProgress Special schools and Full-service schools are not prioritised in Provincial ICT Strategy Special schools need to receive more attention as part of the Provincial ICT Strategy Assistive devices were procured for special schools and full service schools Assistive devices for FSSs included: plasma screens, data projectors, DVD players, printers and desktop computers LTSM procured for schools for the Deaf that implement CAPS for SASL included specialised equipment such as data projectors for classrooms, laptops for teachers and learners, memory sticks, etc 28

29. PORTFOLIO COMMITTEE OVERSIGHT VISIT IN 2016 29

30. KWAZULU-NATAL 30

31. KZN: CURRICULUM DELIVERY FindingsRecommendationsProvincial Plans Although declaring itself a Maths province, lack of proper and appropriate planning especially in terms of resource provisioning. Lack of Maths educators and unable to attract Maths teachers. No support programmes and interventions to strengthen the teaching of Mathematics Provide Just-In-Time programme targeting Maths, Maths Lit, Geography, Accounting, Life Sciences and Physical Sciences; Conduct pre and post-tests in teacher development programmes; Strengthen the implementation of the Teacher Collaboration Programmes such as the 1+4 Model. There are a high number of multi-grade and non-viable schools that do not have the necessary resources or educators. Ring-fence funds from the Provincial Equitable share specifically for Multi-Grade schools Develop a Multi-Grade improvement plan and implement as part of the funding 31

32. KZN: CURRICULUM DELIVERY FindingsRecommendationsProvincial Plans Curriculum coverage is compromised. There is no evidence of curriculum monitoring by circuit managers and district officials due to the lack of human resources. Intensify monitoring and compliance of curriculum coverage by capacitating all officials (subject advisors) and track learner performance on a quarterly basis Implement the Curriculum Coverage tool designed in the province to monitor curriculum coverage Poor quality of School- Based Assessment (SBA): In some instances there were indications that SBA might not have been done. Teachers are unable to set appropriate cognitive level questions to assess learners due to the lack of knowledge and understanding of SBA. Set and provide to schools with question papers of high quality. Intensify the quarterly moderation of SBAs. Capacitate HoD to provide support and conduct moderation on a regular basis. Districts will set common tests on a quarterly basis. Districts will conduct quarterly moderation of SBA, extend sample for moderation and SBA marks will be collected and monitored on a quarterly basis Training workshop for HoDs on the moderation of SBA at school level 32

33. KZN: CURRICULUM DELIVERY FindingsRecommendationsProvincial Plans There is a dire need for differentiated and specified programmes for progressed learners in the province. The Boot Camp that the province organised in 2015 was for high achievers only. Develop a programme that provides support to all learners should be across the system. Develop a plan for supporting progressed learners including a differentiated teaching model Introduce regular Saturday classes for progressed learners at each district. Restructure the hosting of spring and winter camps for selected learners based on term performance. 33

34. KZN: CURRICULUM DELIVERY FindingsRecommendationsProvincial Plans Subject advisors were given only a limited number of kilometres to travel to schools thus compromising curriculum support. Explore the use of ICT as a mechanism for curriculum management and support. Institute and strengthen Just-In-Time training for teachers at the beginning of each term on all the content for the term. Introduce school-based support for teachers wherein HODs are directly accountable for curriculum coverage HODs submit weekly reports to Principal; Principals submit reports to Cluster Coordinator on curriculum coverage; and Subject Advisors receives monthly reports from Cluster Coordinator 34

35. KZN: CURRICULUM DELIVERY FindingsRecommendationsProvincial Plans The intervention of circuit and district officials in curriculum support was not yielding the desired results. Circuits and districts were failing to detect problems and challenges at an early stage. Some only became aware of curriculum challenges during the Committee’s oversight visit Institute and strengthen Just-In-Time training for teachers at the beginning of each term on all the content for the term. Introduce school-based support for teachers wherein HODs are directly accountable for curriculum coverage. HODs submit weekly reports to Principals on curriculum coverage. Principals submit monthly reports to Cluster Coordinator. Subject Advisor receives monthly reports from Cluster Coordinator 35

36. KZN: LTSM FindingsRecommendationsProvincial Plans Procurement of LTSM by Section 21 schools is still a challenge due to the high cost of prescribed books. The centralisation of LTSM procurement and delivery must be seriously considered Additional budget to be made available to procure outstanding textbooks for Section 21 schools Centralised delivery of textbooks using the National Treasury process to be adopted to reduce costs. Although textbook retrieval policies are in place, schools are unable to implement an efficient retrieval of textbooks. The schools must prioritise the retrieval policy and it must be closely monitored The province, District offices must ensure that schools establish a Textbook Retention Plan and implement it effectively and that effective monitoring of LTSM management and annual stoc 36

37. KZN: TEACHER PROVISIONING FindingsRecommendationsProvincial Plans High vacancy rate in the district that negatively affected the monitoring and support to schools. There is a need to increase the post basket for office- based personnel. This could be achieved by increasing the Learner Educator Ratio from the current 1:30. There is a need to synchronise the issue of management and curriculum Explore increasing L:E ratio in order to make provision for office based posts In 2015 there were no teacher development programmes to assist in curriculum and school-based assessment due to challenges of funding. Monitoring and oversight systems to be improved. The province released R7 million for teacher development in January to be used between February and March 2016. 37

38. KZN: TEACHER PROVISIONING (cont.) FindingsRecommendationsProvincial Plans Large number of temporary teachers in rural districts. The province needs to fully utilise the existing supply of Funza Lushaka(FL) graduates. The issue of rural incentives should also be intensified. Place FL graduates in rural areas. Redeploy excess educators Poor management of leave at school level by school management. This meant that some schools could not complete all topics in the year plan. Teacher absenteeism also affected teacher support by districts because subject advisors would go to schools and find that teachers were not at school. The province has a high attrition rate of teachers. Increase district capacity. Strengthen monitoring systems, especially SASAMS. A profile of teachers exiting the system should be conducted to determine the extent and the nature of the crisis. Improve monitoring of time frames for each PILLIR case to ensure that they are adhered to. Profile all teachers exiting the system and analyse information to determine the extent and nature of crisis. 38

39. KZN: TEACHER PROVISIONING (cont.) FindingsRecommendationsProvincial Plans There is no payment of rural allowance and teachers migrate to urban districts. A high number of resignations led to the appointment of unqualified, underqualified and foreign teachers. Re-evaluate the criteria for rural allowance Do impact study as to the current implementation and consider re-evaluating the current criteria Funza Lushaka bursars who were meant to teach Maths were qualified without Maths as a subject. No appropriate mentoring and support programmes for newly qualified teachers. Bursars were not staying in rural provinces due to lack of rural incentives and that seemed to suggest that district-based recruitment was not yielding required results. The new entrant teachers should be constantly supported not only curriculum wise but emotionally and socially. Teacher development training should include a model that supports that. Provide support to new entrants. Introduce mentoring programme for new teachers. 39

40. KZN: TEACHER PROVISIONING (cont.) FindingsRecommendationsProvincial Plans Poor management in schools Strengthen development and monitoring of school improvement plans Advertise vacant management posts 40

41. KZN: INFRASTRUCTURE FindingsRecommendationsProvincial Plans Insufficient scholar transport in Umzinyathi A detailed list of all learners who qualify for learners transport in be developed and be send to the learner transport unit for prioratisation. The learner transport unit to prioritise these learners to be included in the existing transport. Overcrowding in some schools is due to the number of secondary schools in the area. Learners are forced to seek admission at the only school available in the area, resulting in overcrowding. An infrastructure priority list drawn up by the Department will assist in ensuring that renovations and construction of classes are done fairly. There are plans to build a new secondary school in Umzinyathi and to provide mobile classrooms in other schools that are overcrowded. 41

42. KZN: INFRASTRUCTURE FindingsRecommendationsProvincial Plans Maintenance: Some school reported maintenance challenges Schools to have a maintenance plans and use the Norms and standard allocation to day to day maintenance. Some schools has been prioritised for major maintenance in Umzinyathi. Implementation of these projects are underway in other schools. Shortage of school furniture reported in some schools. The school affected to provide quantities of furniture required to the District. School Principals and SGBs to consider the repair of furniture through the assistance of circuits and district. The province to assist those schools that are unable to buy furniture from their Norms and standard allocation. 42

43. KZN: MANAGEMENT AND GOVERNANCE FindingsRecommendationsProvincial Plans SGBs are present in most schools but they have not been capacitated to fulfil their roles and responsibilities. Lack of parental involvement in supporting the schools. Umzinyathi is polarised by faction fights which spill over to schools and this affects teaching and learning. There is constant fear and anxiety among teachers and learners. The DBE will support the province to implement guidelines on the capacity building of SGBs which was distributed to all schools and districts Assist the province to establish Provincial Consultative Forum with all SGB associations in the province Implement the recently approved HEDCOM and CEM guidelines on parental support The QLTC will mobilise stakeholders to work with communities in Umzinyathi to deal with faction fights Identify schools requiring immediate intervention Identify SGB associations operating in the province and sign agreements with them to form a consultative forum. Cascade and mediate guidelines on parental support to all schools Identify relevant stakeholders and organise meetings in affected areas through the QLTC 43

44. KZN: MANAGEMENT AND GOVERNANCE FindingsRecommendationsProvincial Plans Teaching and learning time is lost in some schools and districts due to service delivery protests. Mobilise stakeholders through the QLTC to affected educate communities about the importance of protecting their children education Identify relevant stakeholders and organise regular stakeholder meetings Size of districts was a concern. The province had not yet implemented the District Policy on the Organisation, Roles and Responsibilities of Education Districts. Branch D will work with the province to comply with the Policy on the Organisation, Roles and Responsibilities of Education Districts Develop district structures that are not only aligned to provincial boundaries but making educational sense in balancing the number of schools per province. 44

45. KZN: MANAGEMENT AND GOVERNANCE FindingsRecommendationsProvincial Plans SMTs were found to lack capacity to manage schools Lack of systems to manage absenteeism and late coming by both teachers and learners Circuit managers and Subject Advisors were found to lack capacity to support schools effectively The province must be assisted to strengthen appointment processes by strengthening the role of Circuit Managers and the implementation of competency tests in promotional posts through training Provide the province with recommended monitoring tools to record absenteeism and analyse it Provide training for Circuit managers on what to support schools on and how to support schools Put training programmes for appointment processes in place Customise the provided management tools Organise training sessions for the training of Circuit Managers and Subject Advisors 45

46. KZN: MANAGEMENT AND GOVERNANCE FindingsRecommendationsProvincial Plans Districts expressed concern that all processes were centralised at Head Office and these led to delays in procurement, the management of leave, medical boarding and appointments. Directors do not have delegated authority at all. District Directors do not have meetings with the HoD Branch D will work with the province to comply with the Policy on the Organisation, Roles and Responsibilities of Education Districts Encourage the HoD to establish Broad Management meetings where provincial challenges and recommendations are discussed. Identify powers that can be delegated to districts and put accountability check and balances for district directors. The province will develop a management plan for Broad Management meetings 46

47. KZN: MANAGEMENT AND GOVERNANCE FindingsRecommendationsProvincial Plans Some teacher unions destabilise teaching and learning and interfere with school and district management with no intervention from the leadership of the provincial department. Support the province’s Labour Relations to implement Labour Relations Act on illegal strikes and implement the principle of non work no pay Take disciplinary action against reported teachers by districts NSNP service providers were appointed in 2013 and their contracts are continually renewed, regardless of non- compliance and non-supply of food according to specification. Inadequate monitoring and support of the NSNP due to lack of personnel and tools of trade. Finalisation of the appointment of new service providers for April 2016, with conditions wrt compliance to Food Specifications. Delivery of the 13 procured vehicles. Filling of the 65 identified posts, at provincial and district levels, to strengthen monitoring and support to schools. The province indicated that the contracts of the old service providers will be renewed. The vacant posts have been budgeted for in NSNP Conditional Grant business Plan for 2016/17; however the province has frozen the filling of all vacant posts. The delivery of 13 vehicles by the Department of Transport is awaited. 47

48. EASTERN CAPE 48

49. EC: LTSM FindingsRecommendationsProvincial Plans STATIONERY Delivered but very poor quality. packs did not have all requirements The district needs to identify the exact problems in order to follow up. Poor quality of stationery must be ascertained and immediately replaced by the service provider/s TEXT-BOOKS: Gross shortage of textbooks was exacerbated by poor retrieval. (In some instances three learners were sharing one textbook) and Top ups were not received The district needs to follow up with schools as according to the report in the possession of the DBE, the text-books were delivered and only top-ups are needed. The schools must prioritise the retrieval policy and it must be closely monitored Shortages of LTSM due to low retrieval and influx of learners must be immediately ascertained. Orders and provisioning must be completed by end of February. The province, District offices must ensure that schools establish a Textbook Retention Plan and implement it effectively and that effective monitoring of LTSM management and annual stock- taking is done at school level. All outstanding top up deliveries to be completed in two weeks 49

50. EC: CURRICULUM DELIVERY FindingsRecommendationsProvincial Plans Curriculum not completed due to shortage of teachers and absenteeism from teachers Curriculum coverage must be closely monitored Province to procure a tool for monitoring curriculum coverage The policy on progression was misinterpreted and wrongly implemented which resulted in no proper support given to the progressed learners There must be adherence to the policy Aggressive advocacy via road-shows to be conducted Shortage of science laboratory apparatus Time table design a problem Use SA-SAMS to design the time-tables and at multi- grade schools the toolkit Strengthen support by the district and circuit 50

51. EC: CURRICULUM DELIVERY (cont…) FindingsRecommendationsProvincial Plans Bad subject combinationAdvise schools on subject combination Strengthen support to schools by district and circuit Minimal support from subject advisors District to provide provincial department with details for follow-up. Monitor the district improvement plans. Implementation of EGRA to be prioritised. Implementation of 1+4 to be intensified. Weak curriculum implementation 51

52. EC: TEACHER PROVISIONING FindingsRecommendationsProvincial Plans Gross shortage of teachers in schools. Schools did not have enough teachers and some classes are not taught mainly due to delays in filling of posts. Province to consider giving back the delegation for appointment of PL1 teachers to Districts All vacant posts to be filled by end of February in Lady Frere Constant change in educators due to the 3 months contract awarded to temporary teachers, especially foreign educators. This led to incompletion of syllabus and poor discipline in schools The short timespan for contracts for temporary teachers must be addressed. A one year contract coinciding with the school calendar year. Longer term contract for foreign educator in line with the work permit expiry. Investigate the devolving of powers to district managers Province was struggling to retain quality teachers in rural areas due to non-payment of rural incentive District to investigate and provide details to provincial department Province will rectify the problem encountered. 52

53. EC: TEACHER PROVISIONING (cont…) FindingsRecommendationsProvincial Plans Teacher development and support/ mentoring were not happening in the province Double parking of teachers a problem. This was caused by teachers who were not at work for extended period of time. Mostly because of unresolved labour disputes and non-finalisation of medical boarding cases The Province to review the turnaround time in resolving PILIR cases with the view of expediting the resolution of cases. Continuously improve relationship with unions at local level Province is working with the HRM manage (consultants) to expedite. This includes home visits to cases to suspicious cases wherein teachers who have recovered may delay return to work. Teacher absenteeism high and blamed on teacher unions. Includes attendance of union activities and memorial services. Absences not properly recorded and submitted All absences recorded at school level and submitted accordingly to the district in order for the extent of absenteeism to be accurately measured. Build on improved relations unions at Province level and extend that to local structures particularly at school level. 53

54. EC: TEACHER PROVISIONING (cont…) FindingsRecommendationsProvincial Plans Gross teacher shortage in schools Address cases of schools with teachers additional to staff establishment. All schools to have teachers by end of February 2016. To conclude process of placement of teachers additional to staff establishment. Retention of quality teachers in rural areas is a challenge Implement Collective agreement on rural incentives. To investigate cases of teachers not getting rural incentives. Lack of Teacher development To develop a structured teacher development plan. 1+4 model be intensified. 1+9 model be implemented. Support and mentor new teachers 54

55. EC: INFRASTRUCTURE FindingsRecommendationsProvincial Plans Mud schools were still prevalent in the districts An assessment of schools built out of inappropriate materials has been conducted to be incorporated into the ASIDI programme Lady Frere has been prioritised as well. Shortage of school furniture in some schools The district needs to do a comprehensive furniture needs quantification and a prioritization model The province is including furniture in all newly built spaces as part of infrastructure delivery 55

56. EC: INFRASTRUCTURE FindingsRecommendationsProvincial Plans High number of small and non-viable schools was still a challenge in terms of resourcing them and teaching and learning Schools Rationalisation process to be concluded Rationalisation is receiving attention Lack of community ownership of schools, resulting in theft and destruction at schools Infrastructure delivery has to incorporate end-user training and social facilitation including maintenance manuals All implemented projects have a social facilitation component that involves communities, SGBs and all stakeholders 56

57. EC: MANAGEMENT AND GOVERNANCE FindingsRecommendationsProvincial Plans It was alleged that the provincial office does not respond to queries and correspondence from schools and districts The province should be assisted to draw a service level agreement that indicate the amount of time required to acknowledge and respond to a correspondence Develop a service level agreement for all units in the province and districts Leadership and Management in schools very poor. Schools are not well managed and HODs in schools did not know what to do and officials are not clear of their monitoring and supporting role roles. Unsuitable appointments made at all levels of the province There is no proper planning in schools Train Circuit managers and Subject Advisors on how to support schools so that they can in turn train their principals Arrange for the training of Circuit managers and Subject Advisors Work with the DBE to strengthen appointment procedures 57

58. EC: MANAGEMENT AND GOVERNANCE FindingsRecommendationsProvincial Plans Lack of systems to manage curriculum, absenteeism, late- coming and discipline Poor parental involvement is schools Assist the province to strengthen appointment processes including the implementation of competency test Train Circuit Managers and Subject Advisors on data-based planning, school improvement planning and subject analysis Provide management template to guide districts officials for utilisation in schools Implement guidelines on parental support Implement guidelines on the training of SGBs Establish district and provincial SGB consultative structures Revive Representative Councils of Learners Arrange for the training of Circuit managers and Subject Advisors Plan to implement templates in schools Mediate the guidelines on parental support Train SGBs according to prescribed guidelines Contract SGB associations operating in the province Conduct RCL elections and provide training 58

59. EC: MANAGEMENT AND GOVERNANCE FindingsRecommendationsProvincial Plans High usage of drugs especially drugs in the Lady Frere district, particularly dagga The involvement of QLTC and Health Promotion section of the DBE to develop an intervention programme Organise relevant community stakeholders to implement intervention programmes from the QLTC and Social Mobilisation Shortage of kitchens in the district Districts to identify schools that need to be provided with kitchens for inclusion in the provincial infrastructure plans Province to undertake a prioritisation exercise on schools that to be provided with nutrition facilities for consideration in the infrastructure provision plans 59

60. EC: MANAGEMENT AND GOVERNANCE FindingsRecommendationsProvincial Plans No enough provision of learner transport A comprehensive list of learners that qualify to benefit from Learner transport to be compiled and submitted to the district for prioritization. The province to prioritize the district lists for inclusion in new and existing routes were applicable. Taverns very close to schools (e.g. Lukhanyo S School) Province to utilise capacity provided through the HR process for representation of the sector on the IDPs and adherence to by laws. Involvement of SGBs to assist in community forums to prevent the establishment of taverns closer to schools Contact local government to close taverns that don’t conform to by-laws stipulations in terms of them being very close to schools 60

61. WAY FORWARD DBE to conduct regular follow-up visits to the respective provinces to track progress; Report on Action Plan to be submitted to DBE by provinces on monthly basis; and DBE to submit progress reports to the PC on a monthly basis. 61

62. Website: www.education.gov.za Call Centre: 0800 202 933 | callcentre@dbe.gov.za Twitter: @DBE_SA | Facebook: DBE SA THANK YOU