Equal Education briefing on School safety in the province: WCED support to learners with severe disabilities

Meeting report

The Chairperson extended a warm welcome to all attendees and requested that the guests introduce themselves.

Equal Education on School Safety in the Western Cape

Ms Ntsiki Dlulani, Head of Equal Education's Western Cape office, thanked the Committee for the opportunity. She introduced EE as a civil movement dedicated to addressing educational issues in schools throughout South Africa, explaining that the primary purpose of the presentation was to deliver a report on school safety. EE operates across five provinces and is actively advocating for equal education. The organisation conducts various campaigns in all five provinces, with a particular focus on school safety in the Western Cape. This campaign was initiated in 2014 and formally labelled the School Safety Campaign in 2016. Since then, EE has been actively raising awareness about challenges learners face in disadvantaged communities.

The presentation discussed the work of EE in South Africa, focusing on its efforts to promote equal, just, and quality education. The report is based on school visits conducted in the Cape Town Metro area between August and September 2019, with the following objectives:

1. Determining and identifying the types of violence perpetrated at these schools.
2. Identifying and investigating contributing factors to the recurrence of violence at schools.
3. Understanding whether national and provincial governments adequately support these schools to create safe and resilient environments for learners and assessing if interventions implemented at national and provincial levels translate to positive shifts in experiences of school safety in the Western Cape.

The methodology involved structured interviews with school officials, including members of school management teams, teachers, and safety officers, as well as physical observations. Follow-up interviews were conducted with members of school safety committees and school-based support teams to deepen the understanding of their roles and responsibilities, the functionality of the structures, and whether they require support from government officials.

The findings revealed various types of school violence:

- 20% of schools reported physical assault resulting in serious injury to a learner.

- 38% of schools reported stabbings.

- 23% of schools reported incidents of sexual harassment.

- 18% of schools reported physical assault against a teacher by a learner.

- 8% of schools reported physical assault resulting in significant injury to a teacher.

As reported by EE, it was revealed that drug usage was widespread, with an occurrence in 85% of the visited schools. Alcohol abuse was also prevalent, impacting more than half of the schools. Furthermore, over 50% of the 40 schools visited, reported instances of burglary. Significantly, substantial vandalism was deemed a notable threat in about half of the schools, and gang violence was identified as a major safety concern for learners in 53% of these educational institutions.

(see presentation attached)

The report concludes with several recommendations, as follows:

1. The Department of Basic Education (DBE) should initiate a fully funded revision of the National School Violence Study (NSVS survey).
2. The WCED should collaborate with the DBE to ensure immediate and complete compliance with the security requirements outlined in the school infrastructure law. This includes implementing adequate access control measures to safeguard school premises and the school community.
3. The WCED should actively support schools in the establishment of functional safety committees by:

• Identifying safety stakeholders within the community.
• Providing initial and additional training on comprehensive safety plans.
• Ensuring systems are in place to prevent the loss of knowledge and information.

       4. The WCED should facilitate and enhance the provision of access to psychosocial support services in schools by:

• Ensuring that school-based support teams are adequately trained.
• Creating a conducive environment within schools for the delivery of psychological support services.
• Collaborating with government departments and Non-Governmental Organizations (NGOs) specialising in psychosocial support services.
• Exploring alternative methods of delivering psychosocial support services in innovative ways. Modern technology being key to modes of communication.

       5. The WCED should enhance schools' knowledge and internal capacity regarding national and provincial school safety initiatives such as the                       National School Safety Framework (NSSF) and the Safe Schools Programme by:

• Providing regular guidance to schools on how to implement the NSSF.
• Increasing awareness of the Safe Schools Programme by prominently displaying the Safe Schools Programme call centre number.
• Toll-free number of the Safe Schools Programme should be displayed on school’s stationery, and pamphlets that outline what the Safe Schools Programme does.

Ms Stacey Jacobs, Researcher, Equal Education, concluded the report by providing further details under the fifth recommendation, including the NSSF and the Safe Schools Program. Firstly, she mentioned that it is proposed for the WCED to offer regular training to schools on how to implement the NSSF. Additionally, the WCED should identify external training providers who can deliver this training. Secondly, it was suggested that the WCED follow up with schools that have undergone the training to understand any challenges they may face in implementing the NSSF.

Further, the WCED should assist schools in increasing awareness of the Safe Schools Programme among learners. This can be achieved by distributing materials like pamphlets and presentations outlining the programme's functions. Additionally, it was recommended that the WCED should monitor schools to ensure they prominently display the toll-free Safe Schools Programme number on their premises.

Ms Jacobs emphasised the importance of adequately capacitating school centres to handle emergencies and ensuring that schools and other stakeholders receive immediate assistance when needed.

(See attached for a full presentation)

Closing Remarks

Ms Noncedo Madubedube, General-Secretary, Equal Education, added three key points. Firstly, she highlighted that the report reveals a clear issue or challenge faced by learners in the Western Cape, which has led to the School Safety Campaign in the province. She emphasised that the report is evidence-based and learner-centred.

Secondly, Ms Madubedube stressed that it is the EE's duty to empower these children through advocacy and activism, promoting participatory democracy for children in the education system.

Lastly, she mentioned that school safety is a complex issue that requires immediate attention. Equal Education aims to support and strengthen state capacity in South Africa by aligning policy with the actual experiences of learners in the schooling environment. The recommendations are meant to contribute to the safety of children and school staff in these environments.

Discussion

Mr F Christians (ACDP) conveyed concerns regarding the presentation. While the findings were presented, and he listened attentively, he heard the speaker at the end emphasising the importance of hearing the truth from learners. He urged everyone to heed the truth.

His concern pertained to school infrastructure, particularly fencing. Some Members even humorously referred to Mr Sayed as 'Mr Fencing' due to the extra budget allocated for fencing. However, it seems that almost every issue mentioned in the report is attributed to budgetary constraints. So, he posed questions about the budget projection for the year, what needed to be implemented, and whether it was implemented. He wondered if the WCED accomplished the task of fencing 30 schools in a year, as was suggested.

Further, he expressed the view that it would have been beneficial for Equal Education to engage with the Department before presenting its findings. He agreed with the importance of identifying problems but noted that securing the necessary funding is a different challenge.

Secondly, he emphasised that the Committee had visited many schools, marking his ninth year in the Education Committee since 2014. Committee Members were well aware of the challenges and the need for a 'whole of society' approach since issues at home often spill over into the school environment. Changing mindsets and involving parents were crucial aspects of addressing this significant problem.

Lastly, he mentioned the issue of gangs, a severe problem in townships. Learners arriving at school with tattoos was alarming. Substance abuse, including alcohol and drugs, also remained a major concern. While there were policy discussions, he expressed uncertainty about the progress. He mentioned the Committee's intention to sit down and engage with the Department to enhance safety, taking into account budget limitations.

Regarding psychosocial support, Mr Christians highlighted that the Committee had discussed this extensively, engaged with the Department, and emphasised the lack of resources. He noted a disconnect between what was on the Department's budget and the actual implementation. He mentioned that they were aware of these issues and had been advocating for solutions.

In conclusion, he stressed the importance of taking action on what was already planned and budgeted for the financial year. He suggested considering certain measures and moving forward, highlighting that the Committee had been advocating for many of the issues raised by Equal Education.

The Chairperson appreciated the introductory remarks about the significant issue of safety in the province, both inside and outside the classroom. The Committee's dedication to making the Western Cape safer was acknowledged. The Chairperson mentioned receiving additional information on the presentation from the WCED on 3 November of the previous year, which included details about 64 district-based support teams consisting of psychologists, learning support advisors, and social workers. These teams were intended to provide support to schools. The Chairperson also noted that the presentation was based on a study from 2019 and suggested requesting the raw data to address specific points identified.

Mr K Sayed (ANC) then took the floor and welcomed the presentation and Equal Education's efforts in assisting with oversight work. He expressed support for the recommendations made by Equal Education. He asked several questions, starting with slide six, inquiring about attacks perpetrated by outsiders who gained access to school grounds and the recommendations to address such incidents. He also asked if Equal Education continues to monitor school safety and if there are any recent incidents worth highlighting. He proceeded to slide seven, where he mentioned complaints from teachers in gang-infested communities regarding robberies and hijackings while commuting to and from school. He asked if Equal Education had observed this issue and for specific recommendations to mitigate it. Mr Sayed also mentioned discussing fencing later.

Mr C Fry (DA) acknowledged that Mr Christians had partially addressed some of his questions. Mr Fry proceeded to inquire about the areas where schools lacked adequate safety plans, seeking clarification on the specific regions affected. Regarding mental health, he asked whether there was collaboration between NGOs focusing on mental health in schools and the Department of Education, stressing the importance of promoting better mental health. He also questioned whether there was a broader public awareness campaign for the Safe Schools Programme Call Centre beyond the recommendations.

Mr Fry expressed interest in whether Equal Education had engaged with the Department of Education (DoE) regarding these inquiries.

The Chairperson requested to take note of Mr G Brinkhuis (Al Jama-ah) for the second round of questions to ensure that the EE was not inundated with numerous questions.

Responses

Ms Madubedube mentioned that EE has engaged with the WCED and committed to quarterly meetings to keep each other updated. In these meetings, they discussed the issue of fencing in schools. EE is aware that there are problems with fences being put up in schools and then being vandalised or removed by communities, sometimes ending up in scrap yards. This is why EE’s recommendations emphasise the idea of a school community approach. EE wants the DoE to run an interdepartmental intervention, involving not only education but also structures like community safety and the police to monitor and safeguard schools when they are unoccupied.

Ms Madubedube also discussed budget monitoring at both provincial and national levels, noting that National Treasury has announced further cuts to budgets, including education, due to austerity measures. In EE's advocacy efforts, it emphasises the importance of building state capacity efficiently and effectively. EE advocates for equitable funding allocation, specifically focusing on high-risk communities, to ensure that infrastructure remains intact.

Equal Education operates as a social movement with support from learners, parents, teachers, and school staff. EE believes in empowering individuals in school committees by helping them understand their roles, reporting procedures, and effective system functioning. EE's focus is not solely on requesting additional funding but on generating creative ideas to enhance the efficiency of existing resources.

Ms Madubedube also highlighted that learners have expressed a need for increased psychosocial support in schools. EE is advocating for a public education campaign on psychosocial support. Additionally, EE is exploring the possibility of establishing a network of NGOs to assist the Department and schools in providing greater access to counsellors, guidance counsellors, psychologists, and psychiatrists to effectively address this issue.

Ms Dlulani mentioned that there were several questions and comments regarding the community's role in safety. She highlighted the need for moral support from the community. She underlined that the EEs Theory of Change extends beyond challenging and holding the government accountable through submissions and advocacy. It also involves helping communities understand their role. Ms Dlulani mentioned a campaign called "Working Class," initiated by parents within Equal Education. This campaign involves parents accompanying learners to and from school. It originated from the School Safety Campaign, recognising that ensuring school safety is not solely the responsibility of schools or cities; the community also plays a vital role.

Regarding questions about police safety and incidents like robberies and hijackings, Ms Dlulani explained that EE members are engaged in a provincial campaign. They understand that discussing safety is only a fraction of the issue because if the community is not safe, schools would not be either. Learners are involved in a school-based campaign where they march to their local police stations, demanding police visibility during their journeys to and from school. This discussion goes beyond that and includes questions about allowing police inside schools and concerns about schools feeling like prisons. Learners are taking the initiative to engage with politicians to ensure police play a role in accompanying them to and from school, making their voices heard in their communities.

Addressing the question about safety plans, Ms Dlulani mentioned that during group visits to various schools in Cape Metro, including Khayelitsha, Gugulethu, Inyanga, Manenberg and other marginalised communities, they observed that many schools, particularly in Khayelitsha and similar areas, lacked safety plans.

Ms Jacobs added to Ms Dlulani's remarks about the role of the South African Police Service (SAPS) at schools. In addition to the school-based campaigns undertaken by EE learners, she stressed the importance of school safety committees partnering with local organisations and SAPS. Ms Jacobs noted that there was a positive working relationship between school principals and local SAPS representatives in some schools they visited. These SAPS members attended meetings, assisted in developing safety plans, and helped schools understand specific community challenges, enabling them to respond proactively rather than reactively.

Regarding Mr Fry's question about recommendations related to reported violence, Ms Jacobs explained that one of their recommendations focuses on improving the school environment as a sign of safety and resilience to ensure learners can focus on their education. However, Ms Jacobs noted that learners often come from communities exposed to violence and safety threats, which can affect how they manage conflicts and interact with peers. She stressed the importance of psychosocial support, not only in response to traumatic incidents but also throughout learners' school journeys to help them engage effectively with peers. Psychosocial support is a key recommendation in this regard.

Ms Jacobs highlighted that school leaders need to be aware of what is expected of them in terms of safety interventions, including the NSSF and the Safe Schools Programme, which falls under the WCED.

Further discussion

The Chairperson also suggested that providing the raw data on visited schools and their findings would help assess developments over the past three to four years. The Chairperson pointed out that there had been school resource officers in some schools, with 14 previously and nine this year. She mentioned the specific schools that received additional school resource officers for safety. Access to raw data could help identify schools at greater risk or those needing more infrastructure attention or psychosocial support services. She highlighted that the statistics showed a mixed bag of results, and it might be useful to focus on the approximately 20% mentioned in the statistics.

Mr Sayed inquired about the number of schools not complying with school infrastructure laws and the specific laws being violated. He also questioned whether Equal Education believed that the Western Cape Education Department's fencing project, targeting 30 schools per year from 2019 to 2023, was adequate within the context of the Western Cape's education system. He asked if Equal Education thought this project should be a permanent feature despite funding constraints, considering National Treasury's review of the provincial equitable share education component.

The Chairperson responded by expressing concerns about National Treasury's review and the potential impact on budget allocations.

Mr Christians emphasised the importance of psychological and psychosocial support and noted the efforts to involve various stakeholders, including quarterly reports and meetings with the WCED. He stated that while safety was crucial, the Department's primary role was education. He highlighted the need to reduce class sizes while ensuring learner safety, recognising that it required a delicate balance. He appreciated the presenters' suggestions regarding low-hanging fruit and addressing budget constraints while involving stakeholders in enhancing learner safety during school and commutes.

The Chairperson, who had previously served on the budget committee, explained that she had sought assistance from the Financial and Fiscal Commission (FFC) to calculate the costs of various initiatives. She provided an example of costing the placement of a psychologist in each of the approximately 1 500 schools in the province. She emphasised the challenge of finding the necessary funds for such initiatives, especially when schools struggled to secure extra funding for additional teachers. She suggested the need to strike a balance and find a way to explain these budget allocations to schools.

The Chairperson further proposed an idea: apart from seeking assistance from the FFC, she suggested involving the Community Safety Committee. She wanted to arrange a joint meeting with SAPS to discuss how it could collaborate more effectively with them, particularly concerning school safety. Additionally, she highlighted the concern of limited parental involvement in some schools during their Committee oversight visits. She expressed worry about the increasing responsibilities placed on teachers, which extended beyond teaching and affected their ability to fulfil their primary mandate. She concluded by stating that her remarks were more commentary than specific questions and encouraged Ms Dlulani, Ms Madubedube, and Ms Jacobs to allocate questions as necessary.

Responses

Ms Madubedube mentioned that EE could not provide the exact number of schools in the Western Cape not complying with school infrastructure laws regarding fencing and access control. However, it offered to assist in gathering this information. She suggested that the WCED could share the findings, or the status of the risk assessment tool filled in by schools.

Ms Elizabeth Biney, Head of Research, Equal Education, added that there is often too much focus on teaching and learning materials and teachers, while neglecting the physical school environment and conditions for learning. She stressed that these aspects are interconnected and should be considered together to ensure quality education for all learners.

Regarding funding constraints, Ms Biney acknowledged that the budget is a significant factor in implementing these recommendations. Still, she stressed that these recommendations are fundamental requirements that should have already been addressed. She suggested that if the Department is willing to implement these interventions, it should also consider increasing budget allocations for education in line with inflation.

Ms Biney emphasised the importance of a comprehensive approach to address learners' experiences and the school environment, focusing on meeting basic requirements outlined in existing policies. She also stressed the need for improved information sharing and dialogue to identify and address obstacles in the implementation process.

Ms Biney highlighted the need to allocate funding to provinces and specify its purpose. She acknowledged that addressing all the issues would take time and a structured process. She emphasised the importance of a strong relationship, information sharing, and dialogue to effectively identify bottlenecks in implementing recommendations.

The Chairperson thanked Ms Biney and mentioned that Members could consider these points when making resolutions and recommendations. She discussed the possibility of proposing adjustments to revenue allocation and outlining how national funding should be distributed to provinces.

The Chairperson invited other colleagues to provide their input.

Mr Alan Meyer, DDG: Institution Development and Coordination, WCED, was invited to speak.

The Chairperson was surprised by Mr Meyer's unexpected presence at the meeting and welcomed him. Mr Meyer inquired whether there would be an opportunity for the WCED to respond to EE’s presentation. The Chairperson clarified that the meeting session aimed to collect information, especially raw data, to identify areas where assistance is needed and to help the WCED understand where it might need to respond.

Mr Meyer acknowledged the Chairperson's request and indicated that the Department had engaged with Equal Education the previous day, making the same request for information. He expressed the need to wait for this data before providing a detailed response.

As he had additional queries, Mr Sayed asked if there would be another opportunity for questions.

The Chairperson noted the time constraints due to another presentation scheduled for 2:30 PM but allowed Mr Sayed to ask a brief question regarding the effectiveness of the Safe Schools Call Centre, its response times, reported issues, and any recommendations for improvement.

Ms Jacobs addressed Mr Sayed's question, noting that most learners at the visited schools were unaware of the Safe Schools Call Centre and rarely made calls to it. She shared data indicating that only 0.1% of the over 5,000 calls made to the call centre between 2019 and 2020 were initiated by learners themselves. In its recommendations, EE suggested increasing awareness through school assemblies and the provision of stickers with the call centre number. She also discussed the challenges schools face when reporting incidents, such as high call volumes and delays in receiving feedback.

The Chairperson thanked Ms Jacobs for her response and asked Mr Sayed to reserve any question he might have had for the resolutions section at the end of the meeting.

Closing Remarks

The Chairperson thanked the Equal Education team for their presentation, recognising the significance of having such statistics to aid the Committee in their oversight efforts. She acknowledged the challenges of physically visiting each school and highlighted the value of accessible data like this.

Ms Jacobs also conveyed her thanks to the Committee Members for granting them the opportunity to present the Safe Ngoku Presentation.

The Chairperson then introduced the next presentation.

WCED Presentation on Learners with Severe (Learning) Disabilities

Dr Sigamoney Naicker, Chief Director: Inclusive Education and Special Programmes, WCED, greeted the Members and began the presentation on learners with severe learning challenges and disabilities.

He introduced Ms Berenice Daniels, WCED Director: Specialised Education, who would lead the presentation.

Ms Daniels began by providing an overview of learners with severe disabilities in the Western Cape, highlighting their distribution across the province. She emphasised the shift towards assessing students based on their support needs rather than just medical diagnoses.

The presentation outlined various categories of disabilities, including deaf, blind, cerebral palsy, and specific learning disabilities, among others. Ms Daniels explained that the focus was on learners with severe intellectual disabilities and discussed the levels of support they might require.

She introduced the concept of full-service schools, which provide support between regular mainstream schools and special schools. Full-service schools receive support from special schools and inclusive educational disciplinary teams.

Ms Daniels discussed the placement process for learners with severe intellectual disabilities. These learners are identified in ordinary schools or by medical practitioners and then assessed through the Screening and Education Assessment and Support (SEAS) protocol. Applications for placement in special schools are reviewed by a quarterly learners' placement meeting.

The presentation also addressed the draft curriculum for learners with severe intellectual disabilities, emphasising core subjects and skill subjects. The curriculum aims to develop useful skills and soft skills to help these learners become contributing citizens.

Ms Daniels outlined the educational goals of the adapted curriculum, focusing on exposing learners to useful skills and promoting their employability and personal development.

The main objectives of this adapted curriculum for learners with severe intellectual disabilities are as follows:

1. Address the specific needs of these learners.
2. Expose them to a diverse range of practical skills required in the job market.
3. Create more opportunities for them to be employable.
4. Foster the development of their personality, talents, creativity, and mental and physical abilities.
5. Unlock their human potential, dignity, and soft skills.
6. Enable them to become contributing citizens in their communities, despite not achieving an academic Grade 12 qualification.

This adapted curriculum was piloted in 2018 and is implemented in schools catering to learners with severe intellectual disabilities. It aligns with the Foundation and Intermediate phases of the National Curriculum Statement but operates at a more practical and functional level based on the learners' age, interests, and aptitudes. It does not confer a National Qualifications Framework (NQF) level or qualification, but learners receive a statement of achievement upon completion.

The curriculum exposes learners to various skills, such as bead making, woodworking, pottery, gardening, and more. It includes job training programs initiated by schools in collaboration with therapists and educators. Learners are guided in creating simple CVs and portfolios for future employment. Schools establish connections with local businesses and NGOs to facilitate job placements and work skills experiences.

Occupational therapists and educators closely monitor learners at their workplaces to ensure a smooth transition into employment. There are protective workshops for learners unable to work in the open labour market where further learning and skill development continue. Schools and occupational therapists assist parents in securing placements for learners at these protective workshops.

The curriculum has yielded success stories, with learners finding employment in various roles. Examples include a learner working as a security guard, one as a gardener, one at a chicken skill centre, and one working for a tire company. These achievements demonstrate the effectiveness of the adapted curriculum in enhancing the employability and life skills of learners with severe intellectual disabilities.

Ms Daniels explained that the students often had severe physical and visual impairments in the awareness group. She noted that many of them also had physical disabilities and could be classified into various levels. According to Ms Daniels, level one encompassed students who could walk without limitations, while level five included those who relied on manual wheelchairs for mobility. She mentioned that various assistive devices were provided to students based on their individual physical needs.

Ms Daniels went on to provide statistics for the students in special care centres. She stated that approximately 61% of the learners were mobile, meaning they could move independently. About 17% of them required some assistance and used assistive devices, and roughly 20% were immobile. The educational institutions supplied learning and teaching support materials and various assistive devices to aid these learners. She also presented examples of these assistive devices during her presentation.

Regarding funding, Ms Daniels reported that they had secured an additional R135 million earlier in the year through a provincial development initiative. She explained that this funding would serve several purposes, including opening two new special needs schools to address specific needs in certain areas and expanding existing special or full-service inclusive schools by adding 28 classrooms. Furthermore, she mentioned that the funding would be used to hire extra teachers, classroom assistants, and therapists to support the new schools and additional classrooms. Ms Daniels emphasised that while their primary focus was on transforming regular schools into full-service inclusive schools, they recognised the ongoing need for specialised schools in certain regions and for specific categories of students with support needs.

Integration of Learners with Profound Intellectual Disabilities into the schooling system.

The additional R67 million budget for the 2023-24 fiscal year is being utilised to make provisions for integrating Learners with Profound Intellectual Disabilities into schools. This includes:

- Provision of classrooms.

- Hiring teachers and support staff.

- Providing Learning and Teaching Support Materials (LTSM) and necessary adaptations, such as a nappy changing station.

- Transportation.

- Compliance with norms and standards for Learners with Profound Intellectual Disabilities.

(see attached for a full presentation although it might be an outdated version)

Discussion

Mr Christians shared his satisfaction with the presentation and the draft curriculum aimed at empowering individuals with intellectual disabilities. He appreciated the focus on skills development and employability for this group.

However, he raised concerns about learners not receiving formal qualifications, particularly grades, which could put them at a disadvantage when applying for jobs. He acknowledged the difficulty of assigning formal grades to learners with intellectual disabilities but was glad to hear about an online platform called "Job Able."

Mr Christians highlighted the significant investments made in equipping these learners with skills and expressed a desire for a balanced approach that combines essential skills with formal qualifications to ensure a mutually beneficial outcome. He sought information about the number or percentage of learners who successfully secured employment after completing these skills development programs, aiming to understand the effectiveness of these initiatives in facilitating learners' integration into the workforce.

The Chairperson's questions revolved around the theme of empowerment. Firstly, the Chairperson inquired about the number of learners participating in the job shadowing program. Secondly, the Chairperson sought information on the job placements achieved through the Job Able platform. Thirdly, the Chairperson wanted to know if the learners were being equipped with entrepreneurial skills. In light of the significant role that small, medium, and micro enterprises play in the country's economy, there was an emphasis on exploring ways for learners not only to seek employment but also to potentially create their own businesses.

Responses

Ms Daniels provided an overview of the three streams of education in the country, focusing on learners with intellectual disabilities. She began by explaining that the three streams are academic, technical vocational, and technical occupational. The academic stream goes up to Grade 12, while the technical vocational stream also goes up to Grade 12 but includes technical subjects in Grades 10, 11, and 12. The primary focus was on the technical occupational stream, which is designed for learners functioning at a higher cognitive level than those with severe intellectual disabilities. This stream goes up to the equivalent of Grades eight and nine in the General Education and Training band and awards an NQF Level 1 qualification after completing.

Ms Daniels then provided a diagram illustrating the pathways for different groups of learners. She explained that learners with mild to moderate intellectual impairments can follow a pathway leading to occupation-specific training or enter the world of work. However, the discussion primarily focused on learners with significant intellectual impairments who reach the equivalent of Grade 5. Ms Daniels acknowledged that, while she did not have specific numbers, more learners with significant cognitive impairments were now entering the job market thanks to the differentiated curriculum developed for severe intellectual disabilities. Previously, very few of these learners found employment in the open labour market; most went to protected workshops.

Regarding the Job Abled-platform, Ms Daniels mentioned that she would consult with someone who will provide information about the percentage of learners on the platform who secured job placements.

Ms Daniels discussed the inclusion of entrepreneurial skills within the technical occupational curriculum, affirming their coverage. She suggested involving Miss Rhoda Manuel, a former School of Skills Programme manager, to provide insights into the extent of these skills within the curriculum. Ms Daniels also presented slides illustrating the articulation between different educational streams.

Mr Dheena Achary, Inclusive and Specialised Education Support, WCED, mentioned that he could not provide specific numbers on learner employment within this sector at the moment. However, he mentioned plans to obtain relevant data from the JobJack or JobAble platform due to its online nature. Mr Achary noted that school principals consistently reported positive employment outcomes for learners leaving these schools.

Ms Daniels highlighted that entrepreneurial skills are integrated into the curriculum, with practical experience gained through activities like operating school markets involving parents. Ms Daniels then requested input from Miss Rhoda Manuel, who possessed statistics related to School of Skills employment.

Ms Rhoda Manuel, Programme Manager: Schools of Skills, WCED, aimed to provide clarity regarding learners with intellectual disabilities, differentiating them into categories of severe intellectual disabilities, profound intellectual disabilities, and mild intellectual disabilities. She explained that the curriculum specifically addressed these categories, with a distinct focus on learners with mild intellectual disabilities within the School of Skills sector.

Ms Manuel emphasised the importance of keeping learners off the streets and engaging them in a four-year programme. The final year of this programme was crucial as it incorporated life skills and prepared learners for the world of work, including entrepreneurial skills. Academic studies comprised 50% of their time, while the remaining 50% involved hands-on training, such as crafting models and various practical items showcased and sold to parents, teachers, and visitors during open days. Schools were encouraged to establish partnerships with industry.

She mentioned a request made in 2022 for the Minister to inquire about the employment status of learners who had completed their four-year program in December 2021. Ms Manuel shared statistics from 2022, indicating that 33% of the learners who completed their fourth year in 2021 were employed by companies. Another 12% pursued further studies at TVET colleges in 2022. However, 7% of learners stayed at home, and 18% were unaccounted for, as they had left in December 2021, and tracking their whereabouts was challenging.

Ms Manuel expressed satisfaction with the gathered statistics in 2022, noting the need for future surveys to obtain more recent information.

Dr Naicker encouraged the Chairperson and Members to explore the Job Able website, highlighting its 70% success rate in employing learners. However, he noted that approximately 25 to 30% of employed learners dropped out after gaining employment. Dr Naicker also discussed the School of Skills programme, emphasising that many of these learners faced challenging backgrounds and developmental delays. Despite emotional maturity challenges, these learners acquired valuable skills, making the programme a significant intervention.

He suggested visiting specific School of Skills institutions, such as Wellington School of Skills or Mitchells Plain School of Skills, to witness the programme's impact firsthand. Dr Naicker discussed a provincial-wide initiative aimed at mobilising schools to connect young people with institutions capable of employing them. Learners would attend school and work at these institutions, ensuring they acquired job opportunities.

Dr Naicker said he was satisfied with the Job Able programme's performance and noted that the number of individuals gaining employment through the program was remarkable, especially compared to mainstream unemployment rates.

The Chairperson shared insights from a previous engagement with a member of the South African Chief Industry Association. The association highlighted the need for individuals to enter the hospitality sector, especially in regions experiencing increased investment like Saldanha Bay Industrial Development Zone, where there is a demand for people to assist with catering, laundry, and personal care for persons. The Chairperson highlighted the importance of addressing secondary and tertiary sectors linked to such developments. She suggested exploring partnerships in the hospitality sector given its significance in the region's economy.

Dr Naicker committed to following up on the Saldanha issue and connecting with relevant stakeholders to explore opportunities in the hospitality sector.

The Chairperson thanked the officials for their presentation and excused them, requesting that Committee Members remain online.

Committee Resolutions / Actions

The Chairperson requested that any resolutions be shared before proceeding to the minutes, then presented the resolutions that were discussed, which included requesting raw data from Equal Education regarding school visits, joint meetings with Community Safety, including SAPS, to discuss school safety, providing information on the number of learners employed in various sectors, costing for employing social workers in schools, and following up on Equal Education's engagement with NGOs for counsellors.

Mr Christians added two resolutions, one to ensure that Equal Education is held accountable for its statements and efforts in assisting schools, and the other to request quarterly meetings between the WCED and Equal Education.

The Chairperson supported these resolutions and stressed the need for progress and collaboration. She also suggested involving the FFC to assist with financial analysis and advice.

Mr Christians and the Chairperson further discussed resolutions related to school safety committees and the network supporting schools. She suggested visiting the Wellington School of Skills or Mitchells Plain School of Skills.

Committee Minutes

Minutes dated 13 June 2023

The minutes were adopted with no amendments.

Minutes dated 15 August 2023

Mr Fry moved for the adoption of the minutes.

Mr Christians mentioned that he was not present at this particular meeting and sent his apologies for it.

The Chairperson considered seconding the minutes but also wanted to review the contents of that meeting before doing so.

The Committee Procedural Officer advised that only one Member needed to agree that the minutes were a true reflection, and as the Chairperson was also a Member, she could do so.

The Chairperson then seconded the minutes.

The minutes were adopted with no amendments.

Ad hoc Matters

The Procedural Officer reminded everyone of the upcoming outside visit to the District Office of the Central Metro Central District Office and mentioned that the date for the annual report presentation had been moved to 20 October 2023.

The Chairperson thanked everyone and adjourned the meeting.-3