Draft Revised National Curriculum Statement: briefing

Meeting report

EDUCATION AND RECREATION SELECT COMMITTEE
7 November 2001
DRAFT REVISED NATIONAL CURRICULUM STATEMENT: BRIEFING

Chairperson: Mr Kgware

Relevant documents:
Briefing on Draft Revised National Curriculum Statement
Draft Revised National Curriculum Statement
Summary of draft Revised National Curriculum Statement (see Appendix 1)
Annual Committee Report (see Appendix 2)

Department of Eduction delegation:
Ms Saleema Hendricks, National Director for Schools: Department of Education;
Professor L Chisholm, Chairperson: Ministerial Project Committee for National Curriculum Statement;
Mr Lebs Mphahlele, Member: Ministerial Project Committee for National Curriculum Statement.

SUMMARY
The Committee was briefed on the highlights of the Draft Revised National Curriculum Statement.
The Committee's annual report was adopted.

MINUTES
Draft revised national curriculum statement for grades R -9
Mr Mphahlele indicated that the Committee had already been briefed on most of the Draft Revised National Curriculum Statement and to avoid repetition, he would merely highlight important points.

His introduction gave a background to the National Curriculum Statement (NCS): the structure of Minister, Reference Group and the twelve working groups. He also outlined the process of designing and developing the brief. He concluded the introduction by stating five principles underlying the NCS:
- Outcome Based Education (activity-based, developmental process using critical and developmental outcomes to determine what learners should know and be able to to do at the end of the learning process)
- Social and Environmental Justice, Human Rights and Inclusivity
- High Level of Skills and Knowledge for all
- Clarity and Accessibility
- Balance between progression and integration

The qualifications framework, the General Education and Training Certificate (GETC), was not based on unit standards. It would begin at level one of the National Qualifications Framework. Exit level would be based on the demonstration of knowledge, skills and values. Each learning area should be defined and its purpose clearly stated and it should have specific learning outcomes and assessment standards. Assessment would be formative, summative, continuous and also external. At the end of the GET the learner should experience a bio-psychosocial well-being with knowledge in human and natural science, technology, aesthetics, life and problem-solving skills, multilingualism and entrepreneurship.

The implementation phase would run from 2001 to 2008:
- The present phase (2001) focused on public comment and redrafting of the NCS.
- The next phase (2002-2003) would be a pilot project and development of Learning Support Materials (LSMs).
- The final phases (2004-2008) would be the implementation of the foundation, intermediate and senior phases according to grades.

Mr Mphahlele displayed graphs showing the time allocated to different learning programs (literacy, numeracy, life skills) during the seven-hour day for the foundation, intermediate and senior phases including contact, non-contact and break hours. Most time was allocated to literacy, then numeracy followed by life skills. According to the graphs, contact hours would steadily increase according to the learning phases but non-contact hours would steady decrease from the foundation to the senior phases. Break hours would remain constant across phases.

Learning programs for the intermediate phase were listed as: language (Lan), science and technology (S&T), social science (SS), life and environmental science (LES), arts and culture (AC). Time allocation is unequal and decreases as the list progresses.

The learning programs for the senior phase would be language (Lan), math (M), natural science (NT), technology (T), economic management science (EMS), life orientation (LO) and arts and culture (AC). The last four programs of the senior phase would be allocated equal time whereas the first four would be allocated decreasing time as listed.

Mr Mphahlele ended the briefing by outlining the present context to show how conducive it was for the development and implementation of the NCS.

Discussion
Mr van Niekerk (NNP, Northern Cape) asked to what extent the documents on the NCS had been distributed. Ms Hendricks replied that the document has been widely distributed as a discussion document to organisations such as universities, teacher unions, schools, interested NGOs district offices, national and provincial government organs. She added that there were eleven thousand copies produced for public request.

Mr van Niekerk wanted to know how multilingualism would be implemented because it was emphasised in the NCS. Ms. Hendricks said that multilingualism would be implemented according to both law and policy on language in schools. She emphasised that the medium of instruction in schools should be seen as an outcome that is informed by relevant Acts and policies.

Mr van Niekerk asked about the bases of the NCS model and if it had been adopted and tested elsewhere. Ms Hendricks replied that it was a South African model based on sound educational principles.

Mr van Niekerk asked if there was financial capacity for implementing the NCS. Ms. Hendricks replied that the NCS was not a new policy that would require separate funding, but rather a continuum of South Africa's education system towards developing it. She emphasised that there were Acts, policies and structures that are in place ready to be implemented as part of transforming the education system. All that was needed was to have support, and realign and renegotiate the budget.

Mr Tlhagale (UCDP) asked for an explanation of the change in the concept of a teacher to that of an educator. Ms Hendricks replied that the term "educator" included teachers, officials and other people working within the education sector whereas "teacher" referred to a person at classroom level.

Mr Raju asked if there would be adequate free time for teachers in between classes. Ms Hendricks said that once again that was an issue of using both policy and law pertaining to the conditions of employment for teachers. She added that the seven hours should not be seen as office hours but that outside the seven hours teachers are in fact given time for self-development.

Mr Papo (special delegate from Gauteng) asked if multilingualism could be seen as having an impact in economic terms. Ms Hendricks once again said that it was a mixture of policy and law in the workplace.

Mr Papo asked if submissions to the Minister would receive individual responses. Ms Hendricks said that it was not compulsory by law, but that archives of submissions and proof of analysis by Department was compulsory. She added that in some instances the Department engaged in bilateral talks regarding a discussion document.

Annual report of the Committee
The Chairperson asked members to skim through the report before accepting it. Nothing was discussed and Mr Raju moved that the report be accepted. He was seconded by one member and the report was accepted. However, the clerk said that there were minor corrections to be made pending the final report to be considered by the committee next year.

The meeting was adjourned.

Appendix:
Summary of draft Revised National Curriculum Statement
This draft Revised National Curriculum Statement for Grades R-9 is the result of a decision in mid-2000 by the Council of Education Ministers and Cabinet. The Council of Education Ministers and Cabinet required the Department of Education to develop a National Curriculum Statement for Grades R-9 (schools) which would deal in clear and simple language with what the curriculum requirements are at various levels and phases. This National Curriculum Statement would embody a vision of the kind of learner required by our society. It would also give consideration to how overload in the curriculum could be reduced and present a plan for its implementation. Special attention would be paid to history and environmental education.

The draft revised National Curriculum Statement consists of:

- An Overview of the background, principles, process, key elements of the eight

Learning Area Statements, guidelines for the development of Learning Programmes, a related qualification framework and implementation plan.

- Learning Area Statements for: Languages, Mathematics, Natural Sciences, Social

Sciences, Arts and Culture, Life Orientation, Economic and Management Sciences, Technology.

- A Qualification Framework for General Education and Training for schools.

It was produced over a period of six months by close to 150 people who were ministerially appointed. They were selected in an open process of nomination and were fully representative of race, gender and national organisations such as teacher unions and professional associations.

Learning Area Statements

The Learning Area Statements provide the substance of the revised curriculum. The curriculum for each learning area is structured in such a way as to:

- Realise the broader social goal of the creation of learners who, by the end of Grade 9,

are confident and independent, literate, numerate and multi-skilled, compassionate, environmentally respectful and able to participate in society as critical and active citizens - these goals are embedded in the critical and developmental outcomes.

- Realise the achievement by learners of specific knowledge, skills and values that can

be gained through the learning of languages, mathematics, natural and social

sciences, arts and culture, life orientation, economic and management sciences and technology - these are the learning outcomes.

- Ensure that these goals are embedded in specific requirements of learning and

teaching at each grade - these are the assessment standards.

- Ensure that the management of assessment, including the recording and reporting of

learners progress, is streamlined and simplified through a clear statement in each learning area of how assessment is linked to the curriculum.

Each Learning Area Statement consists of:

- An Introduction

- A section on learning outcomes and assessment standards: These express the

requirements and expectations of learners by grade. The learning outcomes and assessment standards are the minimum knowledge, values and skills to be covered, but should not be all that is taught. They indicate what is essential for conceptual progress through the system and are designed down from the Grade 9 requirements.

- A section on Assessment

- Reference Lists

- Appendices

The values which inform the revised National Curriculum Statement include those of:

- Outcomes-based education as an activity-based and developmental process encom

passing what learners learn and are able to do at the end of the learning process.

- Social and environmental justice, human rights and inclusivity.

- A high level of skills and knowledge for all.

- A balance of integration and progression in what is expected at each level.

- Clarity and accessibility.

The Revised National Curriculum Statement strengthens and consolidates Curriculum 2005 which was first introduced in 1998. It does so through simplifying and streamlining its main design elements while at the same time ensuring that learning expectations are clearly spelt out at each grade. The main design features of Curriculum 2005 are the critical outcomes, 66 specific outcomes, range statements, phase and programme organisers, assessment criteria, performance indicators and expected levels of performance.

This Revised National Curriculum Statement reduces these to three: critical and developmental outcomes, learning outcomes and assessment standards. Assessment standards, as indicated above, are pegged per grade and are linked to the learning outcomes of each learning area and the broader social vision of the kind of learner envisaged and that is expressed through the critical and developmental outcomes.

Time allocations based on national priorities are provided for each Learning Area and Programme.

Learning Programmes

Learning Area Statements present the curricular requirements at each grade. These are determined nationally. Learning Programmes structure the outcomes and assessment standards in a year-long programme. The draft revised National Curriculum Statement provides guidelines to schools for the development of Learning Programmes. It also shows how overload in the curriculum can be reduced through Learning Programmes which combine learning areas where there is overlap and/or a shortage of teachers and/or equipment.

Three Learning Programmes are proposed for the Foundation Phase, Grades R-3 (Literacy, Numeracy and Life Skills), six for the Intermediate Phase, Grades 4-6 (Languages; Mathematics; Science and Technology; Social Sciences; Arts and Culture; Life Skills, Economy and Society) and eight for the Senior Phase (Languages; Mathematics; Natural Sciences; Social Sciences; Arts and Culture; Life Orientation; Economic and Management Sciences and Technology). Time allocations based on national priorities are provided for each Learning Area and Programme.

Qualification Framework
A General Education and Training Certificate currently exists which is linked to Curriculum 2005 with its eight design features. The proposed qualification framework for the revised National Curriculum Statement will be:

- Linked to the design of this curriculum.

- A whole school qualification rather than unit standards based curriculum.

- Specifically for schools.

- Achieved at the end of Grade 9.

- Implemented for the first time in 2008 when the first cohort to have experienced

this curriculum graduate from Grade 9.

Implications for Implementation

Critical to successful implementation are the timely provision of good learning support materials, effective professional development of teachers, principals and district-based personnel and feasible timeframes. In order to ensure that enough time is provided for a manageable implementation process, the following time frames are proposed:

2001: Public comment followed by revision and finalisation of the draft Revised National Curriculum Statement for implementation; development of Learning Programme guidelines.

2002: Pilot; preparation for teacher orientation; development of policy for learning support materials.

2003: Incorporation of pilot results into a detailed implementation strategy; teacher orientation and development; development of learning support materials; orientation of school and district-based management; development of Learning Programmes at school level.

2004: Implementation of Grades R-3; further teacher orientation and development; supply of learning support materials; development of Learning Programmes at school level.

2005: Implementation of Grades 4 to 6; further teacher orientation and development; supply of learning support materials; development of Learning Programmes at school level.

2006, 2007, 2008: Implementation of Grades 7, 8 and 9, and the first General Education and Training Certificate for the revised National Curriculum Statement in 2008.

This revised National Curriculum Statement is one step in an ongoing process of curriculum transformation and development. It signals the consolidation of the major curriculum gains made in South Africa since the achievement of democracy

Appendix 2:
Annual Report of the Select Committee on Education and Recreation

1 Background
The Select Committee on Education had 19 meetings from February until November 2001. These included briefings from various Departments as well as stakeholders on issues that fall under the Committee's scope of enquiry. In addition the Committee passed numerous Bills as well as Conventions and Statutes that were referred to it. The Chairperson and members on behalf of the Committee attended conferences, seminars and launches as well as Public Hearings on Sexual Violence in Schools.

2 Legislation
The Committee passed the following Bills:
2.1 On 20 March 2001 the Select Committee on Education and Recreation (NCOP), having considered the subject of the National Council for Library and Information Services Bill [B 44B - 2000] (sec 75), referred to it, reports the bill with proposed amendments.

2.2 On 9 May 2001 the Select Committee on Education and Recreation (NCOP), having considered the subject of the South African Boxing Bill [B 13B - 2001] (sec 75), referred to it, reports the bill with proposed amendments.

2.3 On 9 May 2001 the Select Committee on Education and Recreation (NCOP), having considered the subject of the South African Sports Commission Amendment Bill [B 2B - 2001] (sec 75), referred to it, reports that it has agreed to the bill.

2.4 On 26 September 2001 the Select Committee on Education and Recreation (NCOP), having considered the subject of the Cultural Laws Amendment Bill [B 45B - 2000] (sec 75), referred to it, reports the Bill with proposed amendments.

On 26 September 2001 the Select Committee on Education and Recreation (NCOP), having considered the subject of the Cultural Laws Second Amendment Bill [B 46B - 2000](sec 76), referred to it, reports the Bill with amendments.

2.6 On 26 September 2001 the Select Committee on Education and Recreation (NCOP), having considered the subject of the Education Laws Amendment [B 55 - 2001](sec 76), referred to it, reports the bill with amendments.

2.7 On 26 September 2001 the Select Committee on Education and Recreation (NCOP), having considered the subject of the General and Further Education and Training and Quality Assurance Bill [B 57 - 2001](sec 76), referred to it, reports the bill with amendments.

2.8 On 5 October 2001 the Select Committee on Education and Recreation (NCOP), having considered the subject of the Higher Education Amendment Bill [B 61B - 2001] (sec 75), referred to it, reports that it has agreed to the Bill.

2.9 On 31 October 2001 the Select Committee on Education and Recreation (NCOP), having considered the subject of the Africa Institute of South Africa Bill [B 47B - 2001] (sec 75), referred to it, reports that it has agreed to the Bill.

2.10 On 31 October 2001 the Select Committee on Education and Recreation (NCOP), having considered the subject of the Academy of Science of South Africa Bill [B 67B - 2001] (sec 75), referred to it, reports that it has agreed to the Bill.

2.11 On 31 October 2001 the Select Committee on Education and Recreation (NCOP), having considered the subject of the "Woordeboek van die Afrikaanse Taal" Act Repeal Bill [B 30B - 2001] (sec 75), referred to it, reports that it has agreed to the Bill.

3 Conventions and Statutes
The Committee approved the following on 27 February 2001.
The Select Committee on Education and Recreation, having considered the request for approval by Parliament of theAgreement of the United Nations Economic Commission for Europe concerning the adoption of uniform technical prescriptions for wheeled vehicles, equipment and parts which can be fitted and/or be used on wheeled vehicles and the conditions for reciprocal recognition of approvals granted on the basis of these prescriptions Convention to the Means of Prohibition and Preventing the Illicit Import, Export and Transfer of Ownership of Cultural Property, 14 November 1970, referred to it, recommends that the Council, in terms of section 231(2) of the Constitution, approve the said Convention.


The Select Committee on Education and Recreation, having considered the request for approval by Parliament of the Agreement of the United Nations Economic Commission for Europe concerning the adoption of uniform technical prescriptions for wheeled vehicles, equipment and parts which can be fitted and/or be used on wheeled vehicles and the conditions for reciprocal recognition of approvals granted on the basis of these prescriptions Convention for the Protection of Cultural Property in the event of Armed Conflict (the Hague Convention) with regulations for the execution and the coverence resolutions, 14 May 1954, referred to it, recommends that the Council, in terms of section 231(2) of the Constitution, approve the said Convention


The Select Committee on Education and Recreation, having considered the
request for approval by Parliament of the Agreement of the United Nations Economic Commission for Europe concerning the adoption of uniform technical prescriptions for wheeled vehicles, equipment and parts which can be fitted and/or be used on wheeled vehicles and the conditions for reciprocal recognition of approvals granted on the basis of these prescriptions Statutes to the International Centre for the Study of the Preservation and Restoration of Cultural Property (ICCROM), referred to it, recommends that the Council, in terms of section 231(2) of the Constitution, approve the said Statutes.

4 Briefings and Discussions
Various Government Officials as well as the Ministers of Sport and Recreation and Education briefed the Committee.

On 27 February 2001:
1. Briefing by the Department of Arts, Culture, Science and Technology briefed the Committee on the: -

Convention on the means of prohibiting and preventing the illicit, import, export and transfer of ownership of cultural property.
Convention for the protection of cultural property in the event of armed conflict (The Hague Convention)
Statute to the International Centre for the study of the Preservation and
Restoration of Cultural Property (ICCROM)

On 7 March 2001:
1. Briefing by the Department of Arts, Culture, Science and Technology on the:

Budget and Programme for 2001.
National Council for Library and Information Services Bill [B 44B - 2000]
Cultural Laws Amendment Bill [B 45 - 2000]
Cultural Laws Second Amendment Bill [B 46 - 2000]

On 20 March 2001:
1. Briefing by the Department of Education on the Budget and Programme for 2001
2. Finalisation of National Council for Library and Information Services Bill [B 44B - 2000]

On 27 March 2001:
1. Briefing by Sport and Recreation South Africa on the Budget and Programme for 2001
On 4 April 2001:
1. Briefing by Sport and Recreation South Africa on the: -
South African Sports Commission Amendment Bill [B 2B - 2001]
South African Boxing Bill [B 13B - 2001]

On 9 May 2001:

1. Briefing by the South African Sports Commission

2. Finalisation of: -

South African Sports Commission Bill [B 2B - 2001]
South African Boxing Bill [B 13B - 2001]

The Minister of Sport and Recreation was in attendance.

On 16 May 2001:
1. Briefing by the CEO of PANSALB

On 23 May 2001:
1. Briefing by the Department of Education on Sexual Violence in Schools

On 30 May 2001:
1. Briefing by the Department of Arts, Culture, Science and Technology on:

Cultural Laws Amendment Bill [B 45B - 2000]
Cultural Laws Second Amendment Bill [B 46B - 2000]

On 6 June 2001:
1. Discussion on: -
Proposed Parliamentary Multi lingualism Conference
Mr A E van Niekerk's proposed Pan South African Language Board Amendment Bill

On 7 September 2001:
1. Briefing by the Department of Education on:

Education Laws Amendment Bill - sec 76
General and Further Education and Training Quality Assurance Bill - sec 76

On 19 September 2001:
1. Negotiating mandates for:

Education Laws Amendment Bill [B55 - 2001] - sec 76
General and Further Education and Training Quality Assurance Bill
[B 57 - 2001] - sec 76
Cultural Laws Second Amendment Bill [B 46B - 2000] - sec 76

2. Finalisation of Cultural Laws Amendment Bill [B 45B - 2000] - sec 75

On 26 September 2001:
1. Final consideration of:
Education Laws Amendment Bill [B55 - 2001] - sec 76
General and Further Education and Training Quality Assurance Bill
[B 57 - 2001] - sec 76
Cultural Laws Second Amendment Bill [B 46B - 2000] - sec 76

On 5 October 2001:
1. Briefing and finalisation of Higher Education Amendment Bill [B 61B - 2001] - sec 75

On 12 October 2001:
1. Intergovernmental Fiscal Review 2001 - Education Chapter. The Minister of Education was in attendance.

On 17 October 2001:
1. Briefing by the Department of Arts, Culture, Science and Technology on the:

Progress of the SA Languages Bill.
Findings of the study tour undertaken to Brussels

On 24 October 2001:
1. Briefing by the Department of Arts, Culture, Science and Technology on the:

"Woordeboek van die Afrikaanse Taal" Act Repeal Bill [B30B - 2001] - sec 75
Academy of Science of South Africa Bill [B67B - 2001] - sec 75
Africa Institute of South Africa Bill [B47B - 2001] - sec 75

On 31 October 2001:
1. Final consideration of:

"Woordeboek van die Afrikaanse Taal" Act Repeal Bill [B30B - 2001] - sec 75
Academy of Science of South Africa Bill [B67B - 2001] - sec 75
Africa Institute of South Africa Bill [B47B - 2001] - sec 75

On 7 November 2001:
Briefing by the Department of Education on "The National Curriculum Statement"
Discussion of Committee's Annual Report.

5. Public Hearings
The Chairperson of the National Council of Provinces mandated the Select Committee on Education and Recreation to address the issue of Sexual Violence in Schools. This was in light of the Report of the Human Rights Watch on Sexual Violence in Schools.

The Committee decided that the provinces should conduct Public Hearings on the issue and that members of the Committee would be divided into groups and attend these Hearings. Unfortunately due to the programme of the NCOP members of the Committee only attended two of the Public Hearings.

Mr D M Kgware and Mr N M Raju attended the Public Hearing conducted by the Free State From 31 July to 2 August 2001
Mr B J Mkhaliphi and Mr T H Sogoni attended the Public Hearing conducted by the Eastern Cape from 31 July until 2 August 2001.
The Public Hearing conducted by the North -West from 20 August 2001 until 24 August 2001 was not attended. Members did not receive permission from the Deputy Chairperson of the NCOP to attend, as it clashed with the NCOP Policy Workshop that was viewed as a priority.
The Chairperson and the members did not attend the Public Hearing in the Northern Cape on 3, 4, 6 and 7 September 2001 due to Committee related commitments.
The Public Hearing conducted by Mpumalanga on 18, 26 and 28 September 2001 could not be attended due to Committee related events and the sitting of the NCOP.
Gauteng indicated that the stakeholders need to interact with each other in a meaningful way and would hold its Public Hearing on 23 November 2001.
At a meeting on 14 August 2001 the Standing Committee on Education, Environmental and Cultural Affairs in the Western Cape, "resolved that a special multi-party committee, consisting of three members, be established and report to it on the implications of having public hearings on this issue and the best procedure to adequately address this matter on a provincial level."
The provinces of Kwazulu-Natal and the Northern Province have not held Public Hearings as yet.


In light of some of the provinces not being able to conduct the Public Hearings and others not having finalised their reports emanating from their Hearing, the debate on Sexual Violence in Schools scheduled with the Minister of Education for 30 October 2001 in the Council, had to be postponed until 2002.

6. Visits
The Chairperson and members have attended a number of Conferences, Launches on behalf of the Select Committee on Education and Recreation.

22 - 24 February 2001

4 Members of the Committee attended the "National Conference on Values, Education and Democracy in the 21^st Century", hosted by the Department of Education in Cape Town.

24 February 2001

Ms S N Ntlabati attended the launch of the Revival of Indigenous Games by the South African Sports Commission, in Qwa-Qwa.

28 February 2001

Members of the Committee attended the Ministerial Recognition Awards for Schools on the invitation of the Minister of Education in Somerset West.

11 May 2001

Mr Kgware attended the launch of the SCOPE PROJECT with Minster Kader Asmal and the Finnish Ambassador in Upington, Northern Cape.

31 May 2001

Mr Kgware attended the inauguration of the new PANSALB members in Cape Town.

25 - 27 July 2001

Mr D M Kgware attended the Provincial Conference on Anti-Racism, Sexism and Xenophobia in Upington, Northern Cape.

31 July - 2 August 2001

Mr D M Kgware and Mr N M Raju attended the Public Hearing on Sexual Violence in Schools conducted by the Free State.

31 July - 2 August 2001

Mr B J Mkhaliphi and Mr T H Sogoni attended the Public Hearing on Sexual Violence in Schools conducted by the Eastern Cape.


4 September 2001

Mr D M Kgware attended the International Colloquium on Racism in Durban hosted by Sport and Recreation South Africa. This preceded the World Conference Against Racism.

7. Conclusion

The Committee was not able to achieve all its objectives for 2001 due to financial constraints.


__________________________ _______________
Mr D M Kgware
Chairperson: Select Committee on Education and Recreation Date