Report of the Portfolio Committee on Basic Education on an oversight visit to the Eastern Cape, dated 11 March 2014.

The Portfolio Committee on Basic Education, having undertaken an oversight visit to the Eastern Cape, reports as follows:

Executive Summary

The Portfolio Committee on Basic Education conducted oversight visits to underperforming districts in the Eastern Cape from 28 – 31January 2014. The identified districts were Qumbu and Sterkspruit. The purpose of the oversight was to assess the state of school readiness for 2014 in these districts in the province. The framework for the visits was guided by key interventions and priorities set out in major government plans to ensure that enabling conditions for quality teaching and learning were established. In this regard, the Committee focused on critical areas such as the state of the school environment; the supply and training of teachers; readiness to implement the Curriculum and Assessment Policy Statement (CAPS); the state of the admission and registration of learners; the delivery of textbooks, workbooks and stationery; the functionality of school governance and management bodies; and, the availability of learner transport and school nutrition to qualifying learners.

As part of the oversight, the Portfolio Committee received briefings from the MEC and senior officials of the Provincial Department of Education and District Officials, the Portfolio Committee on Education in the Provincial Legislature and Organised Labour on aspects of school readiness. The Portfolio Committee also visited a total of 16 schools, 10 secondary and six primary schools, where members held meetings with stakeholders in order to learn first-hand the state of school readiness and to discuss the challenges faced by schools.

Key findings

Overall, the Committee found indications of positive preparations made in terms of readiness to start the school year in 2014. Learner Teacher Support Material (LTSM), for the past two years, were delivered by October/November of the previous year. The National School Nutrition Programme, which advances learner wellness and thus impacts on quality teaching and learning, had commenced smoothly at all schools visited, despite a shortage of utensils and storage facilities in some schools. The Department had been reaching its minimum requirement in respect of support per learner in terms of the Norms and Standards funding, with a minimum of R 1 059.00 per learner for 2014. Teachers had received the necessary training to implement CAPS in most schools. The districts visited reported that they had already started with their examination readiness plans for 2014 during the previous year and would intensify the implementation of the plans for 2014.

Despite the good work noted above in preparation for the 2014 school year, issues of concern were also observed. Despite considerable strides the province was making in the delivery of LTSM, several schools visited experienced shortages and in some cases oversupply of textbooks, mainly due to changes in learner enrolment. Encouragingly, the Department reported that it was doing mop up operations to identify and deliver outstanding textbooks. The retrieval of textbooks was at a low level in several schools. As in 2013, post provisioning remained a major challenge. A number of schools visited experienced shortages of teachers or lacked qualified teachers in gateway subjects, despite the availability of Funza Lushaka bursars, which raised the province’s capacity to manage the policy of Post-Provisioning Norms (PPN). Further challenges in post provisioning related to the movement of teachers additional to the post establishment and temporary teachers being made permanent.

The Committee also found that not all deserving learners were benefiting from learner transport. Another challenge facing the Department was that of accurate records of numbers. There was an urgent need to address the inefficiencies in the system as data could not be verified.

Some schools experienced infrastructure backlog which included the poor state of the school buildings, inadequate basic facilities such as the water supply, sanitation, security fencing and electricity as well as a shortage of classrooms, laboratories and libraries. There was also a shortage of furniture for learners, particularly chairs, which needed to be addressed as a matter of urgency.

In respect of strategies to improve learner performance, it was found that several schools were not utilising their ANA results as a diagnostic tool to improve their performance. In a few cases, schools did not have a record of their ANA results. Learner admission for 2014 was not completed in several schools across the two districts visited, despite the policy requirement that it should be completed by September of the previous year. The Committee also found that although the Quality Learning and Teaching Campaign (QLTC) was established in several schools, it was ineffective, which compromised efforts to address the challenges of learner discipline and parental involvement.

In terms of the realignment and rationalisation of schools that was underway in Qumbu District, it seemed that the Province was not prepared since there seemed to be no proper planning in place. From the engagement with schools, circuit and district officials in both districts, it became evident that there was a need for more targeted support to schools. The Committee also observed the need to scale up the implementation of the Rural Incentive/Allowance for educators in the province. A further challenge noted in some schools was the mismanagement and misuse of leave by principals and teachers respectively, as well as a practice of leaving school early, which resulted in loss of teaching and learning time and curriculum coverage.

The oversight visit has provided the Portfolio Committee with an opportunity to identify areas that need to be strengthened in order to improve learner outcomes. The findings and recommendations contained in this report should help to assist the districts and province to improve their preparations for school readiness in the future.

1. Introduction

1.1 The Portfolio Committee on Basic Education conducted oversight visits to the underperforming districts of Qumbu and Sterkspruit in the Eastern Cape from 28 – 31 January 2014.

1.2 The purpose of the oversight was to assess the provincial state of school readiness for the 2014 school year in the identified districts. There was an additional need to provide support to the Provincial Department of Education, the districts and schools in identifying the challenges and to assist in finding effective solutions to the challenges being faced.

1.3 The Portfolio Committee focused on, amongst others, the following crucial areas:

· The timeous and complete delivery of all Learner Teacher Support Material (LTSM) (workbooks, textbooks and stationery) to schools;

· The supply and training of teachers;

· Readiness to implement the Curriculum and Assessment Policy Statement (CAPS) with emphasis on the Senior Phase;

· The state of admission and registration of learners;

· The functionality of school governance and management bodies; 

· The functionality of the Quality Learning and Teaching Campaign (QLTC), and

· The availability of learner transport and school nutrition to qualifying learners.

1.4 The focus areas formed part of key interventions and priorities set out in major government plans to ensure that enabling conditions for quality teaching and learning were established. As part of its oversight, the Portfolio Committee had a constitutional responsibility to ensure that these priorities were implemented, particularly since they are linked to the improvement of quality basic education as Government’s Priority Outcome 1.

1.5 As part of the oversight, the Portfolio Committee received briefings from officials of the provincial department, districts, circuits and organised labour on aspects of school readiness. The Portfolio Committee also visited a total of 16 schools (10 secondary and six primary schools). The delegation held meetings with all relevant stakeholders in order to gain first-hand information on the state of school readiness and to discuss challenges faced by schools.

1.6 In line with the Portfolio Committee’s resolve as set out in its five year Strategic Plan (2009-2014) to focus oversight on schools and districts with the most challenges in the provision of quality education, the Portfolio Committee selected the province and underperforming schools for oversight visits based on the 2013 NSC results. The Portfolio Committee also visited feeder primary schools for these schools.

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

2. Delegations

2.1 Portfolio Committee on Basic Education: Hon H H Malgas, MP (ANC) (Chairperson), Hon N Gina MP (ANC) (Whip), Hon P J Ngubeni-Maluleka MP (ANC), Hon A C Mashishi MP (ANC), Hon A T Lovemore MP (DA) and Hon K J Dikobo MP (AZAPO). Parliamentary staff consisted of Mr L A Brown (Committee Secretary), Mr D Bandi (Content Advisor), Ms S Ntabeni (Committee Assistant), Dr H Baloyi (Senior Researcher) and Mr S Maputi (Communications Unit).

2.2 Provincial Legislature Portfolio Committee on Education: Hon P J Mnguni MPL (ANC) (Chairperson), Ms M Daniels: Committee Coordinator and Mr M Mandisi: Researcher.

2.3 National Department of Basic Education: Mr H Mweli: Acting Deputy Director-General, Mr E Rabotapi: Acting Chief Director, Mr T Nkomo: Director, Ms M Fuzile: Acting Director, Mr A Subban: Director, Dr J Joshua: Director, Ms E Mamathuba: Deputy Director and Mr L Mahada (Parliamentary Liaison Officer, Office of the Director General).

2.4 Eastern Cape Provincial Education Department: Mr M Makupula: MEC for Education, Mr M Gaca: Chief Director and Mr M Dlelanga: Parliamentary Liaison Officer.

2.4.1 Qumbu District Office: Mr A Z Zola: Chief Education Specialist, Mr G Adonis: Chief Education Specialist, Mrs N Mqoqi: Deputy Director, Mr Vunguvunga: Deputy Director, Mrs L Dyodo: Director, Mr N Mankahla: Chief Education Specialist, Mr L Mkumbuzi: Chief Education Specialist, Ms P Neka: Chief Education Specialist, Mrs M Ndaba: Chief Education Specialist, Mrs N Ngoma: Chief Education Specialist, Mr T Tshwentshwe: Chief Education Specialist, Mr N Sotomela: Specialist, Mr s Nkqwihi: Education Specialist, Ms A Mbana: Circuit Manager, Mrs Q Nakani: Circuit Manager, L Makuzeni: Circuit Manager, Mrs N Mcengwa: Circuit Manager, Mrs A Flatyela: Chief Education Specialist, Mrs P Myeko: Chief Education Specialist, Mr K Suresh: Chief Education Specialist, Ms Y Dudula: Integrated Quality Management System (IQMS) Coordinator, Mr Z Swebe: Circuit Manager, Mr G Lingani: Chief Education Specialist, Mr T Mlenzana: Deputy Director and Ms M Skele: Deputy Director.

2.4.2 Sterkspruit District Office: Mrs N Kanjana: Director, Mr L Mabanjwa: Chief Education Specialist and Ms N Duka: Chief Education Specialist.

2.5 South African Democratic Teachers Union (SADTU): Mr K Mbete: Chairperson - Tsolo, Mr T Bekiswa: Secretary, Ms J Sobekwa: Chairperson - Qumbu, Mr S Magqazolo: Negotiator, Ms N Gomo: Deputy Chairperson, Ms N Nomaciwa: Gender Convenor, Mr S Mtwazi: Deputy Secretary, Ms N Nyangiwe: Convenor, Ms M Yako: Convenor, Ms N Gxalaba: Convenor, Mr H Mmbo: Treasurer, Ms N Nogwanay: Negotiator, Mr J Mandlomso: Secretary, Ms S Maqwara: Branch Treasurer and Ms N Mapatwana: Gender Convenor.

2.6 National Professional Teachers Organisation of South Africa (NAPTOSA): Mr K Dalasile: Executive Officer, Mrs N Magqazolo: Executive Member, Mr S Mvana: Deputy Chairperson and Mr N Keswa: Secretary.

2.7 Professional Educators Union (PEU): Mr M Mlandeli: District Chairperson and Mr M H Gwesha: Motions and Labour Chairperson.

2.8 Suid-Afrikaanse Onderwysunie (SAOU): Mr S Mzinjana: Representative and Mr B Bongani: Representative.

2.9 National Education Health and Allied Workers Union (NEHAWU): Mr Z Kratshi: Branch Secretary and Mr B Zihlwele: Branch Chairperson.

3. Oversight in the Eastern Cape Province (Qumbu and Sterkspruit Districts)

3.1 Qumbu District, Eastern Cape Province

The oversight visit started in the Qumbu District from 28 – 29 January 2014 with the Portfolio Committee having meetings and school visits as follows:

· A meeting with the MEC for Education in the Eastern Cape, the National Department of Basic Education, Senior officials in the Office of the Head of the Provincial Education Department and Senior Provincial and district officials

· Schools visited by the delegation included:

oJongilizwe Senior Secondary School

oTsolo Primary School

oReuben Ntuli Senior Secondary School

oTyeni Junior Secondary School

oWelsh Senior Secondary School

oTyira Primary School

oSandy Majeke Senior Secondary School

oJoubert Ludidi Senior Secondary School

· A meeting with Organised Labour

3.2 Sterkspruit District, Eastern Cape Province

From the 30 – 31 January 2014, the delegation visited the Sterkspruit District and visited the following schools.

· Masakhane Senior Secondary School

· Mbobo Junior Secondary School

· Nyathela Senior Secondary School

· Macacuma Junior Secondary School

· Ebenezer Nyathi Senior Secondary School

· Magumbu Junior Secondary School

· Mehlomakhulu Senior Secondary School

· Nompumelelo Senior Secondary School

The Portfolio Committee concluded its visit to the province with a wrap-up/report back session with the National Department of Basic Education and the Provincial Department of Education, Eastern Cape.

4. Oversight in the Qumbu District

4.1 Meeting with the Eastern Cape Provincial Education Department

4.1.1 Opening Statements by the Chairperson of the Portfolio Committee on Basic Education (Hon H H Malgas MP)

The Chairperson of the Portfolio Committee, in her opening remarks, alluded to the 11 teams from the Portfolio Committee on Education in the Provincial Legislature who had embarked on similar oversight visits the previous week. It was brought to the attention of the meeting that the Head of Department (HOD) and senior officials from the provincial department were not present as they were preparing for the upcoming Lekgotla two days later with the Deputy Minister. In addition, the Chairperson of the Portfolio Committee of Education in the Provincial Legislature apologised for his delegation not being present as they were recalled to the Provincial Legislature to pass legislation. He reiterated his Provincial Portfolio Committee’s full support for the work of the National Portfolio Committee in the province.

The Chairperson indicated that although there had been improvements in results, the province still had underperforming districts. The Chairperson touched on some of the areas the Portfolio Committee was interested in during the oversight visit and stressed that the Portfolio Committee was not there to fault-find, but to rather give assistance and guidance to improve the education system in the province. In closing, the Chairperson indicated that the provincial department needed to consider amalgamating the two Qumbu satellite offices.

4.1.2 Address by the MEC for Education, Eastern Cape (Hon M Makupula)

The Hon Makupula thanked the Portfolio Committee for choosing to visit the Eastern Cape since the province needed to account to the Portfolio Committee on its achievements and challenges. Hon Makupula alluded to the re-organisation of the Provincial Department and the interventions (Section 100) in place after the collapse of services in the province. He indicated that there had been a marked improvement in service delivery with the Section 100 team permanently stationed in the province. He mentioned that the province had ensured that support programmes were shifted to where they were needed, for example, the National School Nutrition Programme (NSNP) and Scholar Transport. He admitted that not all deserving learners were being transported though the department was working on rectifying the situation. There were also focused efforts to ensure support and monitoring of schools and school buildings in the various districts. The department was focusing on its core business, that of access to education and quality education.

Hon Makupula admitted that the province had a huge backlog in respect of ASIDI which needed to be attended to. The Department had been reaching its minimum requirement in respect of support per learner in terms of the Norms an Standards funding, with a minimum of R 1 059.00 per learner for 2014. The Department was also spending close to a billion rand on feeding learners in the province.

A major challenge facing the Department was that of accurate records of numbers. There was an urgent need to address the inefficiencies in the system as data could not be verified. Further, the department was grappling with the following:

· Appointment of educators;

· Movement of additional/excess educators; and

· Temporary educators being made permanent.

The Department had contracted Statistics South Africa (Stats SA) to do the verification of learner numbers in the system as the Department did not have a system to verify numbers. This information was only made available to the Department approximately three weeks before the Committee’s oversight visit. With this information at hand, the department was in the process of preparing letters to principals requesting that they explain the variance (if any) of their numbers against that of STATS-SA.

Hon Makupula was pleased to announce that all Learner Teacher Support Material (LTSM), for the last two years, had been delivered by October/November of the previous year. He reiterated that Curriculum and Assessment Policy Statement (CAPS), stationery and Learner Teacher Support Material (LTSM) were non-negotiables for the department. He also confirmed that the National School Nutrition Programme (NSNP) started at all schools from day one of the school year. Hon Makupula also indicated that the province was prone to natural disasters and that the province experienced a disaster at least once every two years. The province had 15 schools affected by disasters, including two ASIDI schools which were completely destroyed.

Hon Makupula indicated that the province had been failing in the management of the policy of Post-Provisioning Norms (PPN). This was being discussed with Organised Labour. Currently there was no employment of temporary educators. It was important that the province looked at the implementation of the Rural Incentive/Allowance for educators.

4.1.3 Presentation on Qumbu District – District Manager (Ms L Dyodo)

Ms Dyodo, in her opening remarks, indicated that the Qumbu District was located in the Mhlontlo Local Municipality and covered Qumbu, Tsolo, Libode (partly) and Tabankulu (partly). The District operated from two satellite offices, one in Tsolo and the other in Qumbu. Ms Dyodo gave a detailed breakdown of the infrastructure in the district (office buildings, office space, telephones, computers, vehicles etc.), including the functionality of the infrastructure. She further gave a breakdown of all the staffing within the district; with vacancies where applicable. On learner support services, the Portfolio Committee received a list of the number of specialist and support staff including the number of vacancies).

Ms Dyodo also touched on special programmes i.e. the National School Nutrition Programme (NSNP) and Scholar Transport, with figures for the number of primary and secondary schools and learners in the various Quintiles who benefited. She mentioned that the National School Nutrition Programme (NSNP) had improved learner attendance and concentration. All payments to voluntary food handlers and services were delivered on time. She also mentioned that there was a visible improvement in food production initiatives (e.g. school gardens). The main challenge facing the National School Nutrition Programme (NSNP) in the district was the unavailability of food preparation and storage facilities. With regard to Scholar Transport, Ms Dyodo indicated the following figures:

• Number of schools benefitting - 20
• Number of routes - 50
• Number of benefitting learners - 2 899

The main challenge in respect of scholar transport was the fact that some needy learners were not being transported.

On infrastructure, Ms Dyodo gave a detailed breakdown of the schools, implementing agents, scope and status of infrastructure upgrades in the district. She also listed the schools that had been affected by a tornado in September 2013 including enrollment figures and the nature of the damage. She mentioned that at least 40 schools were in need of desks.

Ms Dyodo further alluded to the ordering and delivery of Learner Teacher Support Material (LTSM) in the district as follows:

· The number of schools who placed orders - 247

· The number of school with 100 percent delivery - 242

· The number of schools with shortages - 5 (identified)

All 247 schools received 100 percent delivery of stationery ordered. Only 5 schools (identified) had shortages of workbooks.

The district had identified the management of schools as a key challenge and had identified a programme to address this challenge. The district hoped to intensify the monitoring schools. Ms Dyodo went on to give a summary of the schools in the district compiled from Circuit information. The meeting also received a breakdown of the district overall performance for the past four years with a summary of the 2013 results for Grade 12. Ms Dyodo gave some of the factors which contributed to the failure rate as follows:

· A shortage of Mathematics and Science educators;

· High educator/learner ratio in some schools;

· Unqualified and under-qualified educators for Mathematics, Science and Accounting; and

· Two schools were involved in strike action, which created instability.

The strategy being implemented to improve the 2013 results included:

· Monitoring of activities at schools by District officials through multi-disciplinary teams and focus teams;

· Incubation centres for Mathematics, Physics, Accounting and Life Sciences over weekends and holidays;

· Intensive revision;

· Monthly accountability meetings for principals conducted;

· Learner support activities conducted by Education Social Support Services; and

· Mobilisation of stakeholders in the form of Quality Learning and Teaching Campaign (QLTC) structures to assist revision camps.

Ms Dyodo also presented an analysis of the Annual National Assessment (ANA) results and provided strategies to be implemented to improve the 2014 Annual National Assessment (ANA) results. She also commented on the teaching and learning patterns of the district as well as curriculum coverage. The placement of Fundza Lushaka bursars was low in the province with education becoming compromised by social matters e.g. service delivery protests.

The Portfolio Committee also received information on the planned interventions by the District to improve learner outcomes and performance. Ms Dyodo touched on the issue of re-alignment and rationalisation as well as the Post Provisioning Norm (PPN) for 2014 as follows:

· The total number of additional educators - 416

· The total number of additional posts (as identified) - 236

· Post level 3 - 7

· Post level 2 - 26

· Post level 1 - 203

· The total number of vacancies - 321

Ms Dyodo, in her closing remarks, captured the main challenges facing the district with the planned interventions as follows:

CHALLENGES	INTERVENTIONS
Only 2 899 learners receive scholar transport	More routes are needed due to the rural nature of the district
50 schools were dilapidated mud and prefabricated structures	10 School were under ASIDI Phase 2 and they had been assessed in preparation for construction
45 Schools needed additional classes	A priority list had been submitted to Head Office
25 Schools needed major renovations	A priority list had been submitted to Head Office
15 Schools with permanent structures were without electricity	A priority list had been submitted to Head Office
80 Schools were without water and sanitation	A priority list had been submitted to Head Office
100 Schools with permanent structures needed security fencing	A priority list had been submitted to Head Office
Additional photocopying machines/telephone lines/computers were required	A submission was made to Head Office
Lack of office space	A request has been made to Physical Planning for the construction of a new office
Shortage of school and office furniture	There was aneed for the re-distribution of furniture to where it was most needed
Shortage of Mathematics, Commerce and Science educators	These posts needed to be prioritised by Head Office

4.1.4 Presentation on Sterkspruit District – District Manager (Ms N Y Kanjana)

Ms Kanjana indicated that the district had 169 schools including public ordinary schools and special schools. She mentioned that the communities in the district were poor and depended mainly on drawing pension funds to survive. This was the main reason for all schools in the district being no-fee schools. In 2013, the district had gained a one percentage point over the previous examinations of 2012. With a target set at 65 percent for 2014, the district held monthly disciplinary team meetings. Ms Kanjana indicated that there had been unrest and disturbances for two months between February and March 2013 which negatively affected teaching time. Many learners did not even write the examinations as they were afraid. Contingency plans were put in place to assist learners with preparations for the examinations in 2013 (e.g. night classes, lock-up sessions, winter-schools and special camps). Ms Kanjana mentioned that the district had already started with its examination readiness plan for 2014 during the previous year.

On Learner Teacher Support Material (LTSM), Ms Kanjana stated that all Learner Teacher Support Material (LTSM) had been received in December of the previous year. Those who did not receive made arrangements with service providers to deliver at a time when they were able to take possession of the goods. Ms Kanjana touched on the following challenges facing the district:

· Furniture : At least 40 schools were in need of furniture.

· Scholar Transport : Only 832 leaners were receiving transport while the need was as high as 1 850 learners.

· Vacancies : the district faced challenges with the movement of educators

Ms Kanjana mentioned that the district had improved in respect of quality education being offered. Where schools underperformed, they were incubated/twinned with better performing schools in order to learn best practices.

4.1.5 Input from the Department of Basic Education (DBE) – Acting Deputy Director-General (Mr H Mweli)

Mr Mweli echoed the sentiments of the MEC and the Office of the Head of Department (HOD). He indicated that it was important that the problems facing the province, going forward, were understood by all. A major problem was the schooling landscape and the types of schools in the province. Mr Mweli mentioned that the placement of the Fundza Lushaka bursars was very low in the province, a matter for concern. He gave an undertaking that the National Department would work with the Provincial Department with regard to those schools that were hit by disasters, to ensure that schooling would not be compromised. The Department noted the outcry for mobile classroom where they were needed. Mr Mweli commended the strong decisive leadership shown by the Eastern Cape Department of Education. He further congratulated the province for being the first to meet its targets in respect of Learner Teacher Support Material (LTSM) delivery. Finally, Mr Mweli mentioned that it was important that the impacts of all interventions were properly measured.

4.1.6 Input from the Portfolio Committee on Basic Education

The Portfolio Committee thanked the National Department for the support and willingness to assist the Provincial Department. There had been huge improvements in respect of provincial finances. It was important that infrastructure backlogs and post-provisioning was urgently attended to. The Portfolio Committee congratulated the Sterkspruit District for maintaining its pass-percentage despite unrest and disruptions. Further comments from the Portfolio Committee included:

· How were schools insured, if at all, particularly with reference to the two ASIDI schools which were completely destroyed, two years following their construction?

· How were study camps funded and how did this affect the finances of the district?

· Ablution facilities at schools needed to be upgraded as officials could be held liable in cases of injury or loss of life as a result of the poor state of the toilet facilities. Urgent attention needed to be given to infrastructure challenges.

· There seemed to be a disjuncture with the Circuit Managers, District Officials and Subject Advisors, with some not qualified to give support.

· What action would be taken against principals who were found to have inflated their numbers?

· The movement of educators needed to occur according to the needs of the particular schools.

· The issue of inadequate scholar transport needed further attention and resolution.

4.2 Visit to Schools in Qumbu District

4.2.1 Jongilizwe Senior Secondary School – Jongilizwe Senior Secondary School had a learner enrolment of 443 and 12 teachers (two of whom were temporary). The school experienced staffing challenges which required attention. Although the school qualified for the posts of principal, deputy principal and two Heads of Department, these had to date not been confirmed. The position of principal had been occupied in an acting capacity since July 2013. Members of the Portfolio Committee were informed that short listing for the posts of principal and deputy principal was conducted in June 2013; however, the selection process was contested. Interviews for the positions of HODs were conducted in July 2013 and successful candidates received appointment letters in the following month. However, the incumbents were currently receiving the salary of post level 1 educators.

The Portfolio Committee was further informed that allegations of mismanagement of funds were labelled against the current acting deputy principal, which resulted in learners embarking on a strike action in 2013. In terms of the post establishment, the school had a shortage of four teachers - two of whom were unqualified, which impacted on their performance. The school experienced a major drop in results from 60 percent in 2012 to 15.2 percent in 2013 and did not perform well in a number of subjects including Mathematics and Physical Science. The Committee heard that the feeder schools to Jongilizwe were mainly deep rural schools. Learners from the local junior secondary school preferred to attend schools elsewhere.

The infrastructure at the school was being renovated and the buildings were in good condition. It was envisaged that once the renovation was complete, estimated in April 2014, the school would have enough classrooms and pit toilets for learners, as well as an adequate water supply. The school was fenced and had a library and science laboratory though there were no books and equipment for the science laboratory. The Committee was informed that the school had excess furniture which was donated to other schools.

The school received its 2014 first tranche of the norms and standards allocation essential to buy its basic needs. It also received stationery and textbooks ordered though there was a need for the provision of top ups for Grades 10 and 11 owing to a number of repeaters in these Grades. The Portfolio Committee was informed that the School Governing Body (SGB) was functional until the issue of the dispute over the selection process for the posts of principal and deputy principal, which resulted in some members leaving the SGB. Bi-elections were underway.

Portfolio Committee Observations

· The Portfolio Committee was concerned about the instability at the school due to delays in the appointment of the principal and deputy principal.

· Members expected the district to ensure that the appointed HODs received the salaries due to them.

· The shortage of suitably qualified staff also affected effective teaching and learning.

· There was concern that the Eastern Cape had the highest number of Funza Lushaka recipients who had not been placed and yet there were teacher shortages.

· The Portfolio Committee questioned why allegations of mismanagement of funds against the deputy principal were not investigated and resolved.

· There was concern over the transfer of furniture to other schools without the Department’s knowledge.

Responses:

Provincial Department of Basic Education - The District stated that they would follow up on the salary issues of the appointed HODs as well as the appointment processes of the principal and deputy principal.

National Department of Basic Education – The Portfolio Committee received a commitment from the Department of Basic Education that they would liaise with the district to ensure that the staffing issues at the school were addressed as a matter of urgency.

Recommendations:

The Portfolio Committee on Basic Education recommends the following:

· The District fast tracks the appointment of the principal and deputy principal to ensure stability at the school.

· The District ensures that the appointed HODs receive their requisite salaries as a matter of urgency.

· The District attends to the qualifications issue affecting two teachers as a matter of urgency.

· The Provincial Department ensures that suitably qualified teachers were appointed in needy subjects at the school, particularly the gateway subjects of Mathematics and Physical Science.

· The District provides the necessary support to the school to improve its results.

4.2.2 Tsolo Residency Junior Secondary School – The school is situated in Circuit 9 and offered Grades R to 9. The school had a large learner enrolment of 1 243 and a staff establishment of 33 educators, including three temporary teachers, as well as three practitioners for Grade R. The school had three vacancies. According the principal, the school was a school of choice for most learners in the surrounding communities.

The school was neat with well-renovated buildings, an adequate water supply and 27 pit latrine toilets - which the principal reported as insufficient. Grade R learners were currently using toilets for Grade 1 which were unsuitable for them. The Portfolio Committee was informed that plans were underway to build proper Grade R classrooms and toilets. The school had a total of 31 classrooms, including 22 which were prefabricated, thus having a shorter life span. The principal indicated that there was a shortage of five classrooms. The school was electrified, fenced and has a computer laboratory with 18 outdated computers requiring an upgrade. It was reported that the District promised to attend to the school’s computer needs, when money became available. The school lacked a library and although a science laboratory had been built, it was not yet used. In terms of furniture, it was reported that the school lacked 250 chairs.

The SGB was functional and had established the necessary sub-committees. The SGB coordinator expressed satisfaction with the work of the school, including its management team. Although the school attracted many learners from surrounding communities - and there was general satisfaction with the standard of teaching and learning at the school - the ANA results showed that there was underperformance in certain Grades, particularly Grade 9 in Mathematics.

It was reported that the school received the LTSM which they ordered but there was a shortage in Grades 6 and 9 due to the increase in the number of learners enrolled in 2014. The school was also receiving its tranches of the allocation of the norms and standards funding, though this was not always at the right time. The school management reported that the payment of temporary teachers at the school was irregular.

Although the school nutrition programme was functioning well, the school lacked a kitchen and was using one of the classrooms to prepare meals. The school did not have a functioning QLTC but was planning to launch the structure by April 2014.

Portfolio Committee Observations:

· Members of the Committee emphasised the need for the school to integrate computers into the teaching and learning process.

· It was noted that the school needed to receive its infrastructure requirements.

Responses:

National Department of Basic Education – The Department urged the school to utilise workbooks appropriately and consult support material on the Department’s website. The Department also offered to give the school a compact disc with diagnostic evaluations of the results of the ANA.

Recommendations:

The Portfolio Committee on Basic Education recommends the following:

· The District, together with the Department, supports the school to improve its results in affected grades, particularly Grade 9 Mathematics.

· The District ensures that the school received learner chairs as required.

· The District follows up on the claim regarding the irregular payment of temporary teachers as a matter of urgency.

· The District ensures that the school received the outstanding textbooks and workbooks.

· The Provincial Department considers prioritising the school for the provision of the kitchen facility.

4.2.3 Reuben Ntuli Senior Secondary School – The school, named after the local chief, had Quintile 3 status. The staff establishment stood at 21 posts (One Principal, One Deputy Principal, Three Heads of Department (HODs) and sixteen educators). The post of Deputy Principal and Head of Department (Head of Department (HOD) was yet to be advertised. The school offered three subject streams. Research on the school indicated that the school performed well in 2011 and 2012 but experienced a major drop in results in 2013. The school did not perform well in Geography, Life Sciences and Physical Sciences and particularly in Mathematics. It was noted that the schools was offering Grade 8 and Grade 9 for the first time in 2014. The Portfolio Committee made the following observations and identified challenges faced by the school as follows:

Portfolio Committee Observations:

· The school had a lack of experienced educators for the various subjects (in particular for Mathematics and Physical Science);

· The school received all the Learner Teacher Support Material (LTSM) as ordered;

· It was noted that the school was not built to accommodate Grades 8 and 9;

· The school did receive support from the district;

· The Integrated Quality Management System (IQMS) was being partially implemented. The school had a co-ordinator trained in Integrated Quality Management System (IQMS) who gave feedback to educators. The school was currently working on advocacy of educators. The school had started an Integrated Quality Management System (IQMS) diary to log good practices and strengths but also any weaknesses;

· District teams visited the school regularly to meet with learners on the issue of drug abuse and learner pregnancy;

· The working relationship with the SGB was good, with the school receiving much assistance and support from the SGB;

· It was noted that the number of learners enrolled at the school was too high;

· Further, the Portfolio Committee was informed that the promotions process of 2012 (for 2013) was incorrect; and

· The school was to have been completed by January 2014. There was pressure to occupy sections of the school already completed. Because of this, the school did not have all the necessary furniture and infrastructure in place.

Challenges:

· The staff shortage at the school included one Deputy Principal, one Head of Department (HOD) and three Post-Level-1 Educators. Vacant positions at the school that needed urgent filling were:

o Grade 10 : Life Orientation and Life Science Educators

o Grade 9 : Mathematics, Natural Science and Technical Educators

o Grade 8 : Mathematics, Natural Science and Technical Educators

· Classrooms were overcrowded which led to a huge number of learners in a single classroom (two classes had at least 128 learners);

· There was a general lack of discipline both amongst educators as well as learners. Absenteeism was common practice at the school;

· Scholar transport was insufficient. Coupled with this was the bad state of the roads in the area;

· Drug abuse and learner pregnancy was at a high rate at the school;

· The school had no fencing to safe-guard learners and educators;

· There were not enough Subject Advisors (particularly in Life Sciences). Subject Advisors found it impossible to implement certain programmes due to the lack of infrastructure at the school;

· It was noted that the number of learners enrolled at the school was too high and there was an over-registration of learners for 2014;

· It was noted that there seemed to be no educator accountability for learner outcomes; and

· It was noted that educators did not take/carry-out instructions from the School Management Team.

Responses:

Provincial Department of Education – With regard to furniture and infrastructure, the Department mentioned that the school was only due to have been occupied after completion of the entire school and that some of the structures still needed to be completed, including ablution facilities. The school would receive all furniture after completion of the school buildings. It was important that the school revisited its acceptance/registration policy as it could not accept learners beyond its threshold.

National Department of Basic Education (DBE) – The DBE undertook to have all vacant positions filled by the end of that week. It was important that all levels of government worked together to deliver on the needs identified. It was important that the school did an internal analysis of problems at the school.

Portfolio Committee Recommendations:

The Portfolio Committee on Basic Education recommends the following:

· The Provincial Department urgently addresses the shortages of educators at the school as well as the shortages of textbooks and workbooks as alluded to.

· The Provincial Department finds solutions to the current scholar transport problems facing the school.

· That the District ensures that parents were properly consulted on the strategy to have Grade 12 learners relocated closer to the school (in an attempt to have them closer without excuses of transport problems) – as such a strategy came with its own challenges.

· That the District submits the following reports from the school:

o Absenteeism of Educators

o School Turnaround Strategy.

4.2.4 Tyeni Junior Secondary School – The school had a staff-establishment of five (one Principal and four Educators) with one Head of Department (HOD) in excess. The school employed one Grade R practitioner and one support staff (general worker). The school had an enrolment figure of 130 learners. The Grade R educator also taught Grade 1 learners; with the Head of Department (HOD) teaching both Grade 2 and Grade 3 learners. The school had only six classrooms:

· Grade R and Grade 1 in one classroom

· Grade 2 and Grade 3 in one classroom

· Grades 4, 5, 6 and 7 in one classroom respectively.

The Portfolio Committee made the following observations and identified challenges faced by the schools as follows:

Portfolio Committee Observations:

· It was observed that the school had received most Learner Teacher Support Material (LTSM) as ordered. Although almost 100 percent was received, the school still required additional Learner Teacher Support Material (LTSM) but were unable to order them due to budget constraints. The school did not receive the Life Orientation, Social Science (Grade 7) and English (Grade 7) Teachers Guides. There was a shortage of Grade R workbooks in all subjects;

· It was noted that educators were not sure as to exactly which workbooks and textbooks they were supposed to receive. It was brought to the attention of the SMT that Circular 10 of 2013 stipulated all the standard requirements.

· The school did the necessary Integrated Quality Management System (IQMS) with evaluations of all educators after each term. This has had a positive impact with improved teacher performance;

· Support from the District was good with teachers attending Curriculum and Assessment Policy Statement (CAPS) workshops and partaking in competitions run by the District. Circuit Managers and Subject Advisors visited the school on a monthly basis;

· The Portfolio Committee noted that the school had not launched the Quality Learning and Teaching Campaign (QLTC); and

· The school received no scholar transport as none of the learners qualified for the service.

Challenges

· Learner absenteeism;

· Infrastructure: the school buildings had no ceilings. There was a shortage of classrooms and an Administration Block. The school needed a kitchen to cook meals for the National School Nutrition Programme (NSNP). The school also needed benches;

· The school required an administration clerk; and

· The school leave register was not well managed and administered.

Responses:

Provincial Department of Education - The Department undertook to liaise with the main storage warehouse to deliver the shortages experienced by the school by the end of the week. The Department also alluded to the budget constraints which hampered the Department from meeting infrastructure challenges. With the school learner numbers, it was difficult to argue for extra classrooms to be supplied. The Department was of the view that the school accepted its status as a functional, successful Multi-Grade school.

Portfolio Committee Recommendations:

The Portfolio Committee on Basic Education recommends the following:

· The Department re-evaluates the Quintile-3 status of the school.

· The Department urgently addresses the shortage of an administrative clerk at the school.

· The Department addresses the shortages of teacher guides and workbooks as well as infrastructure requirements as alluded to.

· The Department gives the school the necessary assistance and guidance with the analysis of diagnostic reports on the Annual National Assessment (ANA) results and ensures the school had an implementation plan in place to improve the Annual National Assessment (ANA) results.

4.2.5 Joubert Ludidi Senior Secondary School – The Portfolio Committee was informed that the school was offering Grade 8 and Grade 9 for the first time in 2014. Enrolment figures for the school stood at 520 learners. The school post establishment was 20 staff (One Principal, one Deputy Principal, three Heads of Department (HODs), 14 Post-level-one Educators plus two Educators for Grade 8 and Grade 9). The school had not performed well in Geography, Life Sciences and Physical Sciences, and particularly in Mathematics. The school was re-visiting its subject choice with the current four streams and was looking to reduce this to only three streams. The Portfolio Committee made the following observations and identified challenges faced by the school as follows:

Portfolio Committee Observations:

· The proper management and administration of leave policy needed urgent attention;

· It was noted that the implementation of rationalisation needed to be implemented circumspectly. It seemed that the province was not ready for rationalisation since there seemed to be no proper planning in place;

· It was also noted that there seemed to be no analysis of previous results nor a planned turnaround strategy;

· The text book retrieval policy was being rigorously implemented and enforced;

· The Integrated Quality Management System (IQMS) started two years ago with the school receiving the necessary reports;

· The Portfolio Committee observed that there was a need for further training on the utilisation of workbooks; and

· It was noted that the school had an excess of Grade 12 textbooks;

Challenges:

· The subject choices and streaming was too wide and was causing problems;

· There were serious concerns raised over the retention strategy of the Grade 11 learners;

· The school had a shortage of educators;

· There were not enough buses to transport scholars to school;

· The newly elected SGB was not fully functional;

· There was a need for further orientation of educators for the new Grades 8 and 9;

· The school experienced little parental support;

· The Portfolio Committee observed an unknown practice of “early departure” where educators left school early for personal reasons;

· There was a general lack of discipline; both amongst educators and learners;

· It was noted that the principal was not able to properly manage the school and instil the necessary discipline; and

· Working relations amongst educators and SMT were strained and non-cooperative.

Responses:

Provincial Department of Education – The Department was of the view that many of the problems experienced were due to inadequate support from the district and circuit managers. The school seemed to have no targets or academic plans in place to manage teaching and learning. The Department was of the view that the school needed refresher courses for the principal – with the introduction of multi-disciplinary teams visiting schools. The Department indicated that principals had received all the necessary training on how to deal with leave and leave recording. The Department agreed to follow up on the issue of an educator who had been on special leave for almost a year, without the school receiving a substitute educator.

National Department of Basic Education – The Department agreed that many of the matters raised needed responses within two weeks with the assistance of the District Office. The Department cautioned that rationalisation needed to be applied circumspectly.

Portfolio Committee Recommendations:

The Portfolio Committee on Basic Education recommends the following:

· The Department ensures that the school received special urgent attention in respect of the challenges being faced.

· The Department urgently addresses the shortages of educators at the school.

· The Department further investigates the phenomenon of “early departure” of educators.

· The Department arranges an urgent workshop to deal specifically with leave policy and leave application - coupled with this, there needed to be further refresher courses for all principals and management teams.

· The Department ensures that rationalisation should only occur when schools and districts were ready, with proper planning in place.

· The Department affords schools the necessary assistance and interventions during the rationalisation process.

4.2.6 Sandy Majeke Senior Secondary School – The Portfolio Committee was informed that the school principal had retired in 2013 and that there was currently an acting principal. The staff establishment of the school for 2014 was 15 staff (One Principal, one Deputy Principal, two Heads of Deparment (HODs), and 11 Post-level-one Educators). The post for a new principal had been advertised and interviews were underway. The school had generally been underperforming. The school did not perform in Accounting, Business Studies, Economics and Physical Sciences and in particular Mathematics (none of the 33 learners obtained a pass mark in 2013). The Portfolio Committee made the following observations and identified challenges faced by the schools as follows:

Portfolio Committee Observations:

· It was mentioned that the school was struggling to attract qualified and experienced educators;

· The school offered two subject streams with all learners taking pure Mathematics;

· The school only had twelve Grade 12 learners for 2014;

· The Quality Learning and Teaching Campaign (QLTC) was launched in September 2013 with all the necessary structures in place and functioning; and

· The Integrated Quality Management System (IQMS) was implemented mainly for the sake of compliance.

Challenges:

· The school was experiencing a shortage of educators;

· The school did not receive Life Sciences textbooks for Grades 11 and 12;

· The school only received Mathematics workbooks for Grades 8 and 9;

· Learner discipline was lacking (issues included drug abuse, using cellphones in class, no learning culture, lack of dedication, lack of motivation);

· Educator discipline was also lacking (early departure, high rate of absenteeism);

· Educators having been physically pushed from classrooms; and

· A lack of parental support.

Responses:

Provincial Department of Educators – The Department indicated that there was a pool of educators and principals that could be accessed to assist the school. The Circuit Manager would follow-up on the textbooks not received, with assistance from the Department of Basic Education. The Department was not aware of the “early departure” register at the school and was of the view that it was unlawful and that the practice should be stopped.

National Department of Basic Education - The Department was of the view that teachers needed to be held accountable for learner performance in subjects. The department felt that extra classes were not for covering the syllabus – but for revision. It was important that the school received motivational speakers/sessions/workshops on discipline, leave administration and absenteeism. It was important that the culture and practice of “early departure” be stopped. The department gave an undertaking that the vacancies at the school and the Leaner Teacher Support Material (LTSM) shortages would be resolved without delay.

Portfolio Committee Recommendations:

The Portfolio Committee on Basic Education recommends the following:

· The Department urgently addresses the shortages of educators at the school as well as the shortages of textbooks and workbooks as alluded to.

· The Department ensures that the school implemented the specific cellphone policy – and ensure that parents were kept updated on the problem.

4.2.7 Tolweni Senior Secondary School – It has to be noted that the School Management Team including members of the SGB and community came to the Qumbu District Office to meet with the delegation. Due to time constraints, the delegation did not visit this school at all. The Portfolio Committee held a special meeting with the group at the Qumbu District Office. It was mentioned that the school had performed well before 2011 but had seen a dramatic decline in results since then. The Portfolio Committee was able to identify the following:

Portfolio Committee Observations:

· It was noted that the entire Grade 11 learners failed in 2013 which resulted in no Grade 12 class for 2014;

· Parents had difficulty placing learners at FET Colleges as there were none in the area;

Challenges:

· The main challenge facing the school was the lack of sufficient educators (three in the GET band and six in the FET band);

· There were not enough classrooms to accommodate all Grades;

· Educator discipline was lacking and absenteeism was rife;

· There was incorrect promotion of learners by the direction of the principal (in fear of the community); and

· The school required furniture (desks/benches/chairs).

Responses:

Provincial Department of Education – The province indicated that there had been several visits to the school in the recent past. The Department indicated that foreign educators had many problems with the Department of Home Affairs in respect of documentation for permits. The Department also mentioned that there were many problems with the redeployment of educators in the province, with a limited number of suitable educators. The Department had done an investigation into learner promotions at the school and found it to be incorrect. The Department admitted that there was a major problem with Mathematics and Science educators in the province as a whole. The department gave an undertaking that, at least, the three GET educators were supplied to the school by the following Monday. It was important that the school submitted an application for an educator for Mathematics and Sciences.

National Department of Basic Education – The Department clearly stated that planning in the province was a problem. The Department reminded the delegation that they had invested in the training and development of educators through the Fundza Lushaka Bursary Scheme. The Department could only assist the province with educators if they received the necessary statistics on the shortages to enable the Department to place for Fundza Lushaka bursars. The department committed to prioritise the challenges being faced by the Tolweni Senior Secondary School. They requested that the school submit a detailed list of the challenges faced by the following Monday, for the Department to resolve.

Portfolio Committee Recommendations:

The Portfolio Committee on Basic Education recommends the following:

· The Department urgently addresses the shortages of educators at the school as alluded to.

· The District Office and Circuit Office gives the school the necessary focussed support.

· The District Manager supplies the Portfolio Committee with a full report on the matters raised and how they would be remedied.

4.2.8 Tyira Primary School – The school was a Quintile 3, Section 21 primary school offering Grades R to 9. At the time of the oversight, the school had a learner enrolment of 281, a staff establishment of nine teachers and one practitioner for Grade R. The principal indicated that the school had a shortage of two teachers since the current post establishment was based on the assumption that the school would offer Grades R to 7 in 2014.

The school was electrified and fenced but lacked a library and a computer centre. It had two tanks and a tap for water though it was reported that the tap was often not working. The school relied on rain water. The state of the toilets was not satisfactory and posed a health hazard. The grass around the toilets was long and also posed safety concerns for young learners. Some toilets did not have doors while the unused ones were not able to lock. In terms of classrooms, the principal indicated that they were adequate but the school encountered a shortage of furniture.

The principal reported that the school had received its first tranche of money allocation for 2014, based on the previous year’s enrolment. In respect of LTSM, the school had received the ordered stationery and workbooks but had an oversupply in certain Grades and subjects. Although learner registration for 2014 was reportedly closed, the school was still admitting learners in exceptional cases.

With regard to the 2013 ANA results, the Portfolio Committee observed that performance was satisfactory in lower Grades but declined as the Grades progressed, reaching a low of 11 per cent in Grade 9 Mathematics. The principal indicated that the school had a record of the analysis of ANA results and pledged to improve the results.

The SGB was functional and had established the necessary sub-committees. It was further reported that parental involvement was satisfactory and the QLTC was functioning. The school Nutrition Programme was also functioning smoothly and learners were receiving their meal as required.

Portfolio Committee Observations:

· The Portfolio Committee observed that the transfer of Grades 8 and 9 learners from one school to another was not communicated effectively.

· It was felt that schools needed to be afforded the necessary assistance and intervention from the Provincial Department during the rationalization process.

· There was concern that two classes were without teachers since the beginning of the academic year, which deprived them of meaningful learning.

· The District was urged to conduct an urgent audit to determine the extent of teacher shortage in order to give supply where required.

· In respect of the funding allocated to the school for 2014, the Portfolio Committee asked the District to ascertain if it covered Grades 8 and 9.

Responses:

Provincial Department of Education - In respect of the transfer of schools, the District stated that several high schools were approved to take learners from Grades 8 and 9. However, SADTU felt that there were issues to resolve regarding the rationalisation process and therefore pleaded that learners be placed in their current schools until 2015 when all schools would be ready. The District was waiting for the 10^th day survey before they could distribute teachers to schools where needed.

Portfolio Committee Recommendations:

The Portfolio Committee on Basic Education recommends the following:

· The school ensures that the toilets and their surrounds were kept clean and tidy and that safety measures were in place.

· The school was supported in ensuring regular supply of water for learners.

· The District ensures that the school receives additional furniture as required.

· The District addresses the challenge posed by the movement of Grades 8 and 9 learners as a matter of urgency.

· The District, together with the Provincial Department, ensures that the school receive the teachers who are required.

· The District supports the school to improve the results.

· The District conducts an audit of surplus LTSM in schools with the view to redistribution to needy schools.

4.2.9 Welsh Senior Secondary School – The school had a learner enrolment of 571 and 11 teachers at the time of the oversight. The Portfolio Committee was informed that the educator post establishment for 2014 was 21 based on the assumption that the school would admit Grades 8 and 9 learners, as part of the rationalisation. However, Grades 8 and 9 learners who were initially enrolled at the school later moved to a neighbouring junior secondary school, leaving the school with a lower learner enrolment and staff establishment.

The school was experiencing staffing challenges, following acts of intimidation against teachers during a strike action in 2013. The Committee was informed that learners embarked on the strike between May and July 2013, in opposition to a decision for parents to contribute R100 for the renovation of classes. It is alleged that acts of intimidation and violence were committed by learners against teachers, resulting in some teachers seeking transfers. These included a principal who was deployed to another school, an HOD who accepted a promotional post in another school as a deputy principal and a post level 1 teacher who transferred to another school. The current acting principal was brought from another school where she was an HOD, and required training in her management responsibilities.

Teaching and learning was not in full progress due to staffing problems. It was reported that the school was struggling to acquire qualified teachers for Mathematics and Science for Grades 10 to 12. Existing lists of teachers in excess only contained those qualified to teach in lower Grades. The school also required a qualified Geography teacher. The school was currently engaged with transfers of additional teachers.

The school’s NSC results had been on a downward trend since 2010. The school underperformed in the 2013 NSC results in Accounting, Business Studies, Economics, Geography, Life Sciences and Physical Sciences, and in particular, in Mathematics where only 4.8 per cent of the total number of learners passed.

In terms of infrastructure and basic facilities, the school experienced an inadequate water supply, a shortage of toilets and required adequate fencing to safeguard learners and teachers. One block of classrooms required electricity. There was also a shortage of furniture (300 desks), a lack of a science laboratory and a library. The school had received its tranche of the Norms and Standards funding.

The LTSM had been delivered as ordered but there was an oversupply of stationery and a shortage of textbooks for Grades 10 and 11, owing to the movement of learners to and from the school. The school experienced a challenge in retrieving textbooks. The Portfolio Committee was informed that, although the SGB was functional, some SGB members had been inactive after the 2013 strike action and bi-elections were underway to replace them. The QLTC Committee had been established.

The School Nutrition Programme was operating smoothly and had started on the first day of schooling. However, there was a shortage of utensils.

Learners at the school were benefitting from scholar transport though some qualifying learners were excluded due to budget constraints. The Portfolio Committee was informed that the school would apply for additional learner transport for 113 learners.

Portfolio Committee Observations:

· The Portfolio Committee queried the learner enrolment from Grades 10 to 12 being on a sharp downward decline, with a large number of learners enrolled in Grade 10, a sharp drop in the number of Grade 11 learners and a very small enrolment in Grade 12.

· There was concern over the shortage of Mathematics and Science teachers while there were Fundza Lushaka bursars who could teach the gateway subjects, but who had not been placed in schools in the Eastern Cape. This raised questions around the capacity of management to plan.

· With regard to the strike action of 2013, the Portfolio Committee questioned whether acts of intimidation against teachers were reported.

Responses:

Provincial Department of Education - The District undertook to track the movement of Grades 8 and 9 learners to ensure that they were accounted for and placed appropriately. In respect of the effects of the strike action, the District stated that they had introduced social awareness campaigns and counselling programmes to provide support to learners, a matter which the community was involved in. Parents’ contributions to renovate classrooms had been refunded. With regard to the major drop in enrolment between Grades 10 and 12, the District attributed this to the large number of learners admitted in Grade 10 from the neighbouring school and, the high failure rate due to the strike action of 2013.

National Department of Basic Education - The Department of Basic Education emphasised the need to revise the school’s staff establishment in view of its updated learner enrolment.

Portfolio Committee Recommendations:

The Portfolio Committee on Basic Education recommends the following:

· The Provincial Department addresses the staffing challenges at the school as a matter of urgency to enable effective teaching and learning. This includes the placement of Funza Lushaka bursars, particularly in gateway subjects, in needy schools.

· The District follows up on the issue of allegations on acts of intimidation against teachers to ensure that the matter was resolved.

· The District determines the exact number of Grades 8 and 9 learners who had moved from Welsh Senior Secondary School to other schools to ensure that they were properly catered for in terms of resources.

· The Provincial Department, together with the District, ensures that members of the SGB were properly trained on their roles and responsibilities, including in respect of raising funds for the school’s needs.

· The District delivers outstanding textbooks as a matter of urgency as well as conduct an audit of surplus LTSM in schools with the view for redistribution to needy schools.

· The District assists the school to acquire its infrastructural requirements, including water supply, toilets, furniture and repairing fencing.

· The Provincial Department, together with the Department of Transport, find solutions to the current learner transport problems facing the school.

· The District ensures that the principal receive induction on management responsibilities to ensure stability at the school.

· The District gives the necessary support to the school to ensure that its results improve.

5. Oversight and Visit to Schools in the Sterkspruit District

5.1 Nompumelelo Senior Secondary School – The school was built and established in 1995 as an emergency measure as the area only had one high school at the time. The school enrolment for 2014 stood at 155 learners with a staff establishment of eight staff (the eighth was on incapacity leave). Research showed that the school needed to work on Geography and Physical Science. The Portfolio Committee made the following observations and identified challenges faced by the school as follows:

Portfolio Committee Observations:

· The community had built five classrooms and a further two classrooms were built by a mining company in the area;

· There had been a drop in the number of learners due to the subjects on offer at the school;

· The school had started with extra classes in the morning, afternoon and weekends; and

· The school had sought the assistance from neighbouring schools in respect of the critical subject that needed attention;

Challenges:

· The school had no qualified educators for Geography, Mathematics, Physical Sciences and isiXhosa;

· There was no community support due to the history of the establishment of the school;

· Parents did not attend school meetings and showed a lack of interest;

· The school received 99 percent of Leaner Teacher Support Material (LTSM) – there was a need for English Grade 12 textbooks;

· The leave register was not well managed and administered. In the recent past, at least three educators were on long leave with no substitute educators provided; and

· Absenteeism was a problem.

Responses:

Provincial Department of Education – The Department indicated that the school needed to supply all the necessary and correct documentation for any request for substitute educators to be employed at the school. The policy stated clearly that schools qualified for substitute educators when an educator was away for more than three working days. The Department undertook to work closely with the school to resolve this issue. It had happened in the past that the schools went directly to the provincial office for reporting without informing the District. The Department also cautioned the school to review its subject streams, and advised that the school consider only two streams in the future.

National Department of Basic Education –The Department was of the view that support to the school was inadequate. There was a need to develop a clear improvement plan for the school within five working days – with the assistance from the District and Circuit Offices.

Portfolio Committee Recommendations:

The Portfolio Committee on Basic Education recommends the following:

· The Department urgently addresses the shortages of educators and textbooks at the school as alluded to.

· The Circuit, Subject Advisors, District and Province works closely with the school and identified contingency plans with the necessary assistance and focussed support.

· The Department submits a detailed turnaround strategy for the school.

5.2 Mehlomakhulu Senior Secondary School – The school staff establishment for 2014 was 16 staff (One Principal, one Deputy Principal, two Heads of Department (HODs) and 12 Post-level-one Educators). The learner enrolment stood at 513 learners. The school improved its results from 33.5 percent in 2012 to 42.9 percent in 2013. There was a need for further improvement in Geography and Life Sciences. The Portfolio Committee made the following observations and identified challenges faced by the school as follows:

Portfolio Committee Observations:

· The school had 11 classrooms for the total of 513 learners;

· It was noted that the school received the necessary support from the District Office;

· It was also mentioned that the Integrated Quality Management System (IQMS) structures were in place;

· Most of the learners accessing the scholar transport came from the Sterkspruit area. There were many learners who could not access the transport as many of the routes had been cancelled; and

· It was noted that the school was revisiting its subject streams, with a view to reduce and specialise.

Challenges:

· Scholar transport was insufficient to cover all learners who qualified. Many of the routes had also been cancelled;

· There were a number of vacant posts that needed filling urgently;

· Centralised procurement of Learner Teacher Support Material (LTSM) was problematic with budget constraints. The school had not procured any furniture since the introduction of central procurement;

· The school had no Afrikaans educator

· The calibre of learners received from the feeder primary schools was allegedly poor;

· There was a lack of a strong foundation by learners at Grade 10 level – educators were focussed more on the Grade 12 learners;

· Promotions at the Grade 9 level were questionable;

· There was poor learner attendance at extra/afternoon/evening classes; and

· There were chronic cases of absenteeism of educators.

Responses:

Provincial Department of Education – The Department would do the necessary follow-ups with the school in respect of the posts that needed to be filled, as well as the number of learners requiring transport. The school was requested to make a submission to the provincial department regarding the Afrikaans educator post that needed filling.

National Department of Basic Education – The Department indicated that they had worked closely with the provincial department in respect of centralised procurement processes and model. The provincial system was such that learner numbers used were already entered on the database. The Department noted the non-delivery of the textbooks and undertook to have them delivered by the following Monday. The school was requested to identify the number of desks required by the school. The Department reiterated that any strategic interventions needed to include a study of the diagnostic reports on the various subjects.

Portfolio Committee Recommendations:

The Portfolio Committee on Basic Education recommends the following:

· The Department urgently addresses the shortages of educators at the school as well as the shortages in respect of scholar transport.

· The District submits a full report to the Portfolio Committee on the progress in addressing challenges faced by the school – with a detailed school improvement plan.

5.3 Ebenezer Senior Secondary School – The school staff establishment for 2014 was 13 staff (One Principal, one Deputy Principal, two Heads of Department (HODs) and nine Post-level- one Educators). The post of Deputy Principal still needed to be filled. The learner enrolment stood at 388 learners. The school was generally underperforming and its results dropped from 44.8 percent in 2012 to 25.4 percent in 2013. The school underperformed in Accounting, Life Sciences, Mathematics and Physical Sciences. The Portfolio Committee made the following observations and identified challenges faced by the school as follows:

Portfolio Committee Observations:

· The school received all Learner Teacher Support Material (LTSM) as ordered;

· Although the school continued with the Integrated Quality Management System (IQMS), they could not follow all the procedures. There was a need for further workshops on the Integrated Quality Management System (IQMS);

· Unrest in 2013 had a negative impact on school results;

· Co-operation and involvement of the SGB was good;

· The school offered three subject streams;

· The school did not experience many problems with educator discipline as all educators were very committed;

· The school turnaround strategy showed better preparedness;

· There was a plan to have the Grade 12 learners relocated closer to the school;

· The school received the necessary support from the District Office with regular visits from the Subject Advisors and Circuit Manager; and

· The school debate team won R45 000.00 in prize money. This was used to build some flush-toilets.

Challenges:

· Learners were not returning books at the end of the year;

· The school was short of Grade 10, 11 and 12 Physical Science textbooks;

· The Quality Learning and Teaching Campaign (QLTC) had not been launched;

· There was poor parental involvement, particularly low attendance at meetings;

· The quality of learners from the feeder schools were poor;

· The school was in need of a Head of Department (HOD) for the Science Department;

· The school required a laboratory, library and ablution facilities;

· The school also required chairs for tables received; and

· The subject streaming offered was too broad.

Responses:

Provincial Department of Education – The Provincial Department did indicate that they had a turnaround strategy for schools of this nature. The district would continue with its visits and monitoring of the progress of the school.

National Department of Basic Education – The Department undertook to investigate the books not received and ensure that the matter was dealt with as a matter of urgency. They indicated that they recognised that the Grades needing the most assistance in the system came from the Senior Phase. It was important that schools had definite planning and preparations in place for all Grades.

Portfolio Committee Recommendations:

The Portfolio Committee on Basic Education recommends the following:

· The Department urgently addresses the shortages of textbooks as alluded to.

· The Department ensures that parents were properly consulted on the strategy to have Grade 12 learners relocated closer to the school

· The Department needs to have focussed attention on primary schools - as many high schools had been complaining of the quality of learners coming from the feeder schools.

· The Department encourages schools to forge relations with feeder primary school educators to improve the situation.

5.4 Mbobo Junior Secondary School – The school offered Grades 1 to 7 and had a learner enrolment of 344 with 24 Grade R learners. There was a staff establishment of 10 for 2014 and there were two vacancies including one for an HOD in Mathematics and Natural Sciences. The Portfolio Committee was informed that teaching and learning in respect of Mathematics and Natural Sciences had not yet started due to the lack of a teacher.

The school had an unsafe structure of four classes built by the community. The school was electrified and fenced. It experienced a limited water supply for learners and often hired vehicles for the delivery of water. Toilets were dilapidated. The school lacked a library, a laboratory and computers and experienced a shortage of furniture for the Intermediate and Senior Phases.

The School Nutrition Programme was functional and running, though the school lacked a proper kitchen. The SGB was reportedly fully functional with the necessary sub-committees. It was also reported that parents were actively involved in the affairs of the school. The QLTC Committee had been established and was functional.

The school underperformed in the ANA, particularly in the Intermediate and Senior Phases, where the lowest performance was 0 per cent in Grade 9 Mathematics. The principal stated that they had analysed the results and developed a school improvement plan.

Responses:

Provincial Department of Education - The District indicated that they had supplied the school with the format of the School Improvement Plan, and the school had submitted its plan to the Circuit Office for consideration and support.

National Department of Basic Education - The Department of Basic Education noted the importance of monitoring the School Improvement Plan. They would give the Circuit a compact disc on diagnosis of the ANA results.

Portfolio Committee Recommendations:

The Portfolio Committee on Basic Education recommends the following:

· The Circuit Manager fast tracks the process of filling the vacancies at the school.

· The District ensures that the school receives urgent attention in respect of its toilet requirements.

· The District, together with the Provincial Department, addresses the shortage of teachers at the school.

· The District urgently attends to the school’s infrastructural needs, particularly water supply, toilets and furniture. The District, together with the Provincial Department considers including the school in its infrastructural development plan in respect of the unsafe structure of classrooms and the kitchen facility.

· The District provides the school with the necessary support to ensure the improvement of its results.

5.5 Macacuma Senior Primary School – Macacuma Senior Primary School is a Quintile 2 Multi- Grade school offering Grades R to 6. It is situated in Macacuma village, which has three other primary schools. The school had three teachers and a learner enrolment of 103, including nine learners in Grade R and 13 learners in Pre-Grade R.

The school lacked running water, was electrified and was in the process of being fenced at the time of the oversight. Members of the Committee were informed that the school housed a clinic on its grounds.

Only one teacher at the school received training in Multi-Grade teaching. The school received its first allocation of the norms and standards funding for 2014. With regard to LTSM, the principal reported that the school had received the stationery, textbooks and workbooks ordered but there was an overflow and shortage of workbooks in certain subjects. The school had not yet reported the shortages to the Circuit Office.

The school did not have a record of the ANA results. The principal stated that the results had been submitted to the District Office. It was reported that the SGB was functional and that parental involvement was satisfactory. The QLTC Committee was also established but not meeting regularly. The School Nutrition Programme was running smoothly.

Portfolio Committee Observations:

· There was concern that shortages and overflow of workbooks had not yet been reported to the circuit office, three weeks into the school term.

· In respect of ANA, the Portfolio Committee was concerned that the results were not noted at a school level and used as a diagnostic tool for the purposes of improvement.

· It emerged that the clinic housed at the school did not contribute to services such as electricity and water. It was felt that the school should explore formalising the arrangement to ensure that both parties share expenses.

· There was a query as to why the school had not considered merging with neighbouring schools, given its low enrolment.

Portfolio Committee Recommendations

The Portfolio Committee on Basic Education recommends the following:

· The District ensures that the school received its outstanding workbooks.

· The District submits the school’s ANA results to Parliament and the school be assisted to utilise the results for their diagnostic purposes.

· The District facilitates the formalisation of an agreement between the school and the clinic regarding the sharing of the school’s premises.

· The Department considers whether it was feasible to merge the school with other schools, given its low enrolment and that there were three other primary schools in the area.

5.6 Nyathela Secondary School – The school was a Quintile 2 school with a learner enrolment of 408 from Grades 10 to 12, and a post establishment of 17 teachers. The school had one teacher additional to the staff establishment, for whom the District was looking for a school for placement. The school had been underperforming in recent years with its results dropping from 44.4 percent in 2012 to 24.1 percent in 2013. The school underperformed in Accounting, Geography and Physical Sciences, and in particular in Mathematics in the 2013 NSC examinations.

In respect of learner transport, although some learners travelled long distances of up to 16 kilometres to and from school, the school did not have learner transport due to budget constraints. The Committee was informed that learner transport was discontinued when the provision of the service was transferred to the Department of Transport. It was reported that many schools in the circuit were in a similar situation.

In terms of infrastructure and basic facilities, the school was electrified but lacked a library, a science laboratory and had inadequate fencing. The school was community built and had cement blocks that cracked easily. It had 16 classrooms, some of which were without ceilings. There was also a computer laboratory equipped with 25 computers. In terms of furniture, there was a shortage of chairs. Although the school had three water taps, it lacked water since November 2013. The Committee was informed that the matter had been reported to the relevant authorities though no action had yet been taken. The school also had six water tanks. It was reported that the area had a general problem of water supply. The circuit manager indicated that the municipality used to deliver water to schools but due to service delivery protests the service was terminated. Schools were advised to use their budgets to buy water. However, some schools had budget constraints. Some toilets were in a terrible condition. The school experienced regular burglaries due to inadequate fencing. The school lacked a library, a computer laboratory and a strong room for the safekeeping of computers.

The LTSM had been delivered on time to enable the school to start the new academic year smoothly. It was reported that the school could experience a textbook supply challenge in respect of learners advised by the district in 2014 to change their subject choice from Mathematics to Mathematical Literacy.

The SGB was functional and had established the necessary sub-committees. Parents were not actively involved in the activities of the school. Although the principal indicated that the QLTC was established and functional, the Portfolio Committee was concerned that it limited its focus on maintenance issues. The District was urged to assist the school in understanding and executing the responsibilities of the QLTC.

Portfolio Committee Observations:

· There was concern that many qualifying learners were not receiving learner transport.

The Department was urged to look into this issue and how it could be resolved.

· In respect of the school’s underperformance, it was noted that the school required intensive support from the District, particularly in subjects where learners underperformed.

· The Committee was concerned that some learners were advised to change their subject choice from Mathematics to Mathematical Literacy, which limited their options for university entrance and was thus less viable for their career options.

· The Committee was concerned over the lack of drinking water for learners at the school. It was important that the matter be addressed as a matter of urgency.

· Members of the Committee commended the school for the trophies obtained which included for debate, public speaking and cultural activities.

Responses:

Provincial Department of Education - In respect of the advice to learners on subject combinations, the District indicated that their advice was based on the observation that many learners were failing Mathematics, including in Grade 11. The school used to be a Dinaledi school.

National Department of Basic Education - The Department was in agreement with the Portfolio Committee that redirecting learners from Mathematics to Mathematical Literacy would disadvantage learners since they would not have the optimal combination for university entrance into viable programmes.

Portfolio Committee Recommendations:

The Portfolio Committee on Basic Education recommends the following:

· The Department, together with the Department of Transport, find solutions to the challenge of learner transport.

· The District assists the school to acquire its infrastructural requirements, including fencing, water supply, toilets, ceilings, maintenance of the buildings and furniture.

· The District, together with the school, ensures that learners chose viable subject combinations.

· The District intensifies the support given to the school, particularly in subjects where learners underperformed.

· The District assists the school to understand and effectively execute the responsibilities of its QLTC.

5.7 Masakhane Senior Secondary – The school had a learner enrolment of 252 with 15 educators, five of whom were additional to the post establishment. The principal indicated that the educators in excess had already been identified for deployment to other schools. The Committee was further informed that the school previously enjoyed a much higher learner enrolment; however, this had dropped due to learner transport problems and the school’s current poor results.

The school was generally underperforming and had experienced a significant drop in the NSC results, from 45.5 percent in 2012 to 17.9 percent in 2013. The school underperformed in Accounting, Life Sciences and Mathematics, and in particular in Business Studies, Economics and Physical Sciences. The school management attributed the poor results to several factors, including the quality of learners received from feeder schools and the challenge of some teachers who struggled to deliver the subject content. It was also stated that in respect of Mathematics, learners lacked calculators. Another challenge raised was the lack of discipline amongst learners.

In terms of measures to improve the results, the principal reported that the school had attempted in the previous year to utilise teachers from better performing schools but the effect was minimal since the teachers were only available to assist on some Saturdays. District programmes targeting learners did not reach all the learners due to insufficient resources. It was also alleged that an intervention introduced by the District to support learner performance in Business Studies did not have the desired effect since several schools who participated in the intervention underperformed.

In respect of infrastructure, the school had a tap and five water tanks but experienced a limited water supply. During the dry season the tanks ran dry and the supply from the municipality was irregular. The school was satisfied with the condition of the pit latrines. The school was electrified with adequate classrooms but lacked a library and a science laboratory. 10 computers had been received from the District Office, though nine of these were not connected to the Internet.

It was noted that there was a shortage of textbooks for Business Studies Grade 11 since 2013. The school had not received the first tranche of funding for 2014.

The SGB was reportedly fully functional with the necessary sub-committees. However, there was a low level of parental involvement. The Portfolio Committee was informed that although there were attempts to establish the QLTC Committee in 2013, the structure did not receive support from parents. The school was trying to involve other structures in the community to support the re-establishment of the QLTC Committee. The School Nutrition Programme was functional and running.

Portfolio Committee Observations:

· The Portfolio Committee was interested to know the status of learners who had left the school.

· In respect of the issue of the perceived quality of the learners from the feeder school, the District was urged to look into the matter and provide the necessary remedy.

· It was a matter for concern that learners lacked calculators integral to enhancing the learning of Mathematics. Members noted that the school required the necessary support from the District, including regular visits from Subject Advisors and the Circuit Manager.

· Members were concerned that schools in Sterkspruit District had not received the first tranche of funding for 2014, which raised questions whether districts were receiving equal attention. It was noted that other districts had received their school budgets and were undergoing rationalisation.

Responses:

Provincial Education Department - With regard to budget allocations to schools, the District stated that they had not yet received the final paper budget for the first tranche for 2014.

National Department of Basic Education - The Department urged the Circuit to track the status of learners who had left the school. The Department encouraged the school to forge relations with its feeder primary school educators to improve the situation. It was also important for teachers to seek support from colleagues to delivery sections of the curriculum which they did not understand. The District and subject advisors were further advised to continuously check the DBE website for material, as well as to source compact discs presented on TV by subject experts, in order to build capacity in schools.

Portfolio Committee Recommendations:

The Portfolio Committee on Basic Education recommends the following:

· The District collaborates with other departments to intensify their support to the school in order to address social challenges experienced at the school.

· The District intensifies the necessary support given to the school, focusing in particular on subjects where learners had underperformed

· The school needs to be supported by the District to ensure a regular supply of water for learners.

· The District delivers outstanding textbooks as a matter of urgency.

· The Provincial Department ensures that schools in the Sterkspruit District receive their Norms and Standards funding allocations timeously.

6. Meeting with Organised Labour

The Portfolio Committee held a meeting with the South African Democratic Teachers Union (SADTU), the National Professional Teachers Organisation of South Africa (NAPTOSA), Suid-Afrikaanse Onderwysersunie (SAOU), Professional Educators Union (PEU) and the National Education, Health and Allied Workers' Union (NEHAWU). The following is a summary of the issues raised by the various unions:

6.1 The South African Democratic Teachers Union (SADTU) - As SADTU had made a submission to the Portfolio Committee in the previous year, the union wanted to check the progress in respect of the submission made. SADTU highlighted several challenges attributed to underperformance in the Eastern Cape in general, and the two districts visited in particular. These related to post provisioning, temporary teachers, infrastructure, delays in the transfer of funds, non-payment of personnel, quintiling of schools, scholar transport and rationalisation, realignment and the merger and closure of schools.

6.1.1 Post-provisioning: SADTU noted that the issue of post provisioning posed a serious challenge. The union was of the view that post provisioning as applied did not respond to the needs of the curriculum and those of personnel. They felt that the Department was unilaterally declaring posts without proper consultation with the unions. SADTU also indicated that there was a pattern of downsizing the number of educators whilst the province had a high vacancy rate. The pace of filling the posts was also slow. The union related the case of a school which had been without teachers for English, Mathematics and Life Sciences since April 2012. The union also complained that there was a dire shortage of subject advisors, which compromised quality education.

6.1.2 Temporary Teachers: SADTU was concerned that the contracts of temporary teachers were renewed on a quarterly basis and terminated at the end of each year (except in 2013), causing instability in schools. Most schools opened with high educator shortages, job losses and insecurity. The union stated that in 2013 many temporary educators who were reinstated only reported back to their schools on the 8^th of April. SADTU further alleged that the Provincial Department was often not implementing Collective Agreements and Court Orders relating to the filling of vacant posts, the reinstatement of temporary educators and the conversion of teachers to a permanent status, thereby undermining the justice system. The union mentioned that contrary to a signed collective agreement, the Provincial Department declared educators additional to the staff establishment before learner enrolments were verified.

6.1.3 Infrastructure, basic facilities and resources: the union pointed out that most schools required proper structures since they were built by the community. Prefabricated classrooms were supplied to some schools with large enrolments. The union further stated that most schools lacked laboratories, libraries, computer access, as well as support and office staff. It was mentioned that many teachers doubled up as administrative and finance officers, which increased their workload. The union also noted security concerns at schools, with burglary and vandalism being rife, threatening the safety of teachers and learners.

6.1.4 Delays in the transfer of the Norms and Standards funding: SADTU mentioned that in most cases the funds were transferred only in May/June, thereby adversely affecting teaching and learning in no fee and Section 21 schools.

6.1.5 Non-payments of staff: The union highlighted delays in the payment of temporary teachers, inadequate implementation of rural incentives and delays in the payment of staff who gained promotion as follows:

· Some temporary teachers worked for up to six to twelve months without salaries, which often led to frustration and demotivation.

· The matter of rural incentives had been outstanding for several years and in 2013 payments were partly made. 2 273 incentivised posts from 468 schools were not receiving payments. There were inconsistencies in the implementation of the agreement that all quintile 1 schools, Post Level 1 educators should be prioritised. This resulted in many teachers migrating to urban areas.

· Payments were not made for promotion posts (principals and deputies) that were filled in September 2013.

6.1.6 Conditions of employment of Grade R learners: The union was concerned that Grade R practitioners were not enjoying employment benefits of other educators and that most found themselves at the mercy of SGBs to renew their contracts every three months.

6.1.7 Quintiling of schools: SADTU noted that there were schools in impoverished communities that were wrongly placed in Quintile 4, resulting in such schools not benefitting from pro-poor programmes such as the School Nutrition Programme.

6.1.8 Learner transport: Challenges around the programme included the transportation of learners by service providers, particularly in taxis, which resulted in the late coming of learners.

6.1.9 Rationalisation, realignment, merger and closure of schools: SADTU indicated that they had agreed to the rationalisation, realignment, merger and closure of schools in 2007, as provided for in relevant legislation. Their concern was that the employer had unilaterally implemented the two proto-type systems without observing the necessary consultative processes and engagements, despite the union’s call for proper advocacy and provision of the necessary infrastructure, teaching personnel, LTSM, learner transport and the School Nutrition Programme. The union noted that Grade 8 and 9 learners had been moved to FET schools without the necessary provision in terms of these necessities. Despite these challenges, SADTU acknowledged the existence of the District Education Forum which has developed a plan of action to salvage the situation.

6.2 Professional Educators Union (PEU) - PEU echoed most of what SADTU reported on. On the issue of the Post Provisioning Norms, the union reiterated that the Provincial Department had declared fewer posts compared to previous years. PEU also echoed that rationalisation and realignment of schools was taking place without proper preparations. In respect of temporary teachers, PEU indicated that the Department promised that there would no longer be temporary teachers but did not fulfill the promise.

6.3 National Professional Teachers Organisation of South Africa (NAPTOSA) - NAPTOSA was concerned over the fate of their submission, given that the five year political term was approaching and that there could be new Members of Parliament with new priorities. On learner transport, NAPTOSA reiterated SADTU’s submission that the provision of the programme was inadequate and that no proper planning was made to ensure that learners benefited from the programme in the context of rationalisation and alignment of schools. NAPTOSA also echoed SADTU that the rural allowance was inadequate and noted that in the Qumbu District very few schools which qualified were participating in the scheme. NAPTOSA further noted shortages of LTSM in schools. Another concern was the safety of teachers in schools, with the union citing the incident at Welsh Senior Secondary School where learners allegedly committed acts of intimidation and violence against teachers, as reported elsewhere in this report.

6.4 Suid-Afrikaanse Onderwysersunie (SAOU) - SAOU concurred with the other unions.

6.5 National Education, Health and Allied Workers' Union (NEHAWU) - NEHAWU raised concerns regarding the shortage of administrative staff at schools and the non-payment of allowances of administrative staff in the Qumbu District, particularly in special schools. Further concerns expressed included the delays in the payment of pensions and the non-replacement of staff leaving the service, resulting in remaining staff carrying the workload of the departed staff.

6.6 Portfolio Committee Observations:

· The Portfolio Committee noted that most of the issues raised showed that the Provincial Education Labour Relations Council (PELRC) was not fully functional since they should have been addressed at that level. These included the issue of the Grade R conditions of service.

· In respect of the concern that pensions were paid late, it was important for unions to refer to the relevant resolution on the matter of the ELRC.

· The Portfolio Committee required more information in respect of allegations of wrongdoing, including claims of non-implementation of collective agreements. The unions were also advised to submit to Parliament a list of names of educators who had not been paid as alleged, in order to refer the matter to relevant authorities.

· It was important that the unions reached an agreement with the Department regarding processes of post provisioning.

· The Portfolio Committee noted the unions’ concern regarding the implementation of the rural allowance and the realignment and rationalisation of schools. It was important that the Department attended to these concerns.

· The Portfolio Committee recommended that the unions sent their submission to the Portfolio Committee via the Portfolio Committee Secretary. The Portfolio Committee would ensure that important aspects of the submissions formed part of the Portfolio Committee report.

7. Wrap-up/Report-back Session

With the conclusion of the oversight visit to the Qumbu and Sterkspruit Districts in the Eastern Cape, the Portfolio Committee had a short wrap-up/report-back session with the National Department of Basic Education and the Provincial Department of Education. The objective was to receive a broad summary of the major challenges and obstacles that hampered the establishment of enabling conditions for quality teaching and learning. What the Portfolio Committee drew from the monitoring and oversight visit would also assist the Provincial Department and its districts to improve its preparations for school readiness in future. Broadly, the main challenges facing the province, amongst others, were:

· Shortages of Learner Teacher Support Material (LTSM) at some schools, while others had received an oversupply;

· Many challenges around Post Provisioning Norms (PPN);

· Insufficient scholar transport, including limited transport routes;

· The lack of discipline amongst educators and learners in some schools (absenteeism, lack of respect, drug abuse, learner pregnancies etc);

· The lack of proper administrative and management support;

· The lack of adequate provincial, district and circuit support to schools;

· No rural incentive for many educators;

· Districts not being given equal attention. Some received their budget while others did not. Rationalisation seemed to be occurring in Qumbu but not in Sterkspruit;

· The Annual National Assessment (ANA) results were not being used for their intended purpose in some schools;

· Subject streaming in some schools was too broad;

· Where rationalisation was occurring there seemed to be no proper planning in place with schools not prepared for rationalisation;

· The movement of assets and furniture was unmonitored;

· Inadequate infrastructure and furniture, – the need for further ablution facilities, classrooms, laboratories, libraries, desks, chairs and benches.

It was agreed that the issues raised would receive attention through a collaborative effort of National, Provincial and District Offices to urgently resolve the challenges alluded to.

8. Overall recommendations

The Portfolio Committee on Basic Education, having conducted the oversight visits to the Eastern Cape, and considered the issues that were highlighted, makes the following general recommendations:

The Minister of Basic Education should ensure that:

8.1 The Eastern Cape Department of Education deal with the issue of vacancies, including in gateway subjects, as a matter of urgency. A report on timelines for the filling of posts should be submitted to Parliament within two weeks of the adoption of this report by the National Assembly.

8.2 The filling of vacancies, by the Eastern Cape Department of Education, for Mathematics and Science educators should be dealt with entirely separately from the process of placement of “excess” educators; a shortage of Mathematics and Science educators exist, but none of the “excess” educators are qualified to fill the relevant posts.

8.3 To attract and retain suitably qualified educators to deep rural areas, the Eastern Cape Department of Education should scale up the roll out of the Rural Incentive/Allowance for educators in the province. The implementation of this Incentive should be closely monitored to ensure that it has the desired effect.

8.4 Districts should ascertain that all schools have the necessary Learner and Teacher Support Material and where there are shortages that they are delivered promptly.

8.5 The Eastern Cape Department of Education should find a more amicable solution to the challenge posed by the termination of temporary teachers. There is also a need to fast track processes to deal with the absorption of teachers in order to facilitate the employment of new educators.

8.6 Given that transport is one of the keys to access, it is critical that the Eastern Cape Department of Education, together with the Department of Transport, make transport available to all qualifying learners to ensure that they are able to travel to and from school.

8.7 The Eastern Cape Department of Education should ensure that the implementation of the adjustment and rationalisation of schools is conducted circumspectly to ensure that learners benefit from the process.

8.8 The Eastern Cape Department of Education should urgently assist schools with furniture and infrastructural needs.

8.9 The Eastern Cape Department of Education should give urgent attention to the proper management and administration of the leave policy.

8.10 The Eastern Cape Department of Education, through its district and circuit offices should investigate and monitor all turnaround strategies developed and implemented to improve National Senior Certificate results in poorly performing schools, to ensure that such strategies are both practicable and effective.

8.11 Districts and Circuits should intensify their support for schools including ensuring that they effectively utilise their ANA results for their intended purpose as a diagnostic tool to improve learner performance.

8.12 The Provincial Education Departments should progressively address the challenges facing individual districts and schools as identified in this report. In this regard, a report back should be submitted to Parliament. The matter should be taken up in the Fifth Parliament in order to ascertain progress made.

9. Appreciation

The delegation, led by Hon H Malgas MP, thanked the Members of the Provincial Legislatures, Provincial Department of Education and the National Department of Basic Education for their support given during the oversight visit. Although the visit was arranged at short notice, the Province, Districts and Provincial Legislature were able to accommodate the delegation, which proved successful.

Report to be considered.