ATC101122: Report on Oversight Visit to Mpumalanga Department of Education

Basic Education

Report of the Portfolio Committee on Basic Education on an oversight visit to Mpumalanga Department of Education, dated 16 November 2010

 

The delegation of the Portfolio Committee on Basic Education, having undertaken an oversight visit to the Mpumalanga Department of Education from 23 – 24 February 2010, reports as follows:

 

1. Introduction

 

1.1 A delegation of the Portfolio Committee on Basic Education conducted an oversight visit on 23 – 24 February 2010 to the Mpumalanga Department of Education and three of its four regions, namely, Enhlanzeni, Bushbuckridge and Gert Sibande.

 

1.2 The visit followed a Committee briefing on 3 February 2010 by the Department of Basic Education and the Council for Quality Assurance in General and Further Education and Training (Umalusi) on the Matric results of 2009 and its challenges. A key issue raised in the meeting was the leakage of five question papers in Mpumalanga during the 2009 National Senior Certificate (NSC) examinations. Significantly, this is not an isolated occurrence in this province as breaches of this nature have occurred previously on more than one occasion, costing the State millions of rands and seriously endangering the integrity of the National Matriculation Examination introduced a mere two years ago.   

 

1.3 The purpose of this oversight visit was to assess the state of security systems for the printing, distribution and storage of examination question papers. The Committee also aimed at assessing the conduct of examinations in the province and developing ways to support the process.

 

1.4 In pursuit of the oversight programme objectives, the delegation conducted working sessions with senior curriculum and examinations officials in the three identified regions of the provincial department. The delegation also undertook site tours of storage facilities for the examination question papers in order to obtain first hand knowledge of the state of security in these facilities.

 

1.5 This report provides a summary of the key issues that emerged from the interaction with officials of provincial department and the committee’s deliberations, observations and recommendations.

 

2. Delegation

 

The multi-party delegation from the Portfolio Committee on Basic Education comprised of Ms M T Kubayi MP (ANC) (leader of the delegation), Ms A C Mashishi MP (ANC), Dr J C Kloppers-Lourens MP (DA) and Mr N M Kganyago MP (UDM).

 

The Department of Basic Education (DoBE) was represented by Mr SNP Sishi, the Chief Director: National Examinations, Assessment and Measurement and four of the five Deputy Directors deployed to Mpumalanga from the DoBE to assume responsibility for the administration of the NSC process until such time as the necessary systems are in place in the province. These officials are Mr T P Ngwenya, Mr M D Ramoroka, Mr P D Ngubane and Mr A.S. Bodasing.

 

3. Background and overview of the national examination system

 

The national examination system in South Africa is managed by the Department of Basic Education (DoBE) supported by the nine Provincial Education Departments (PEDs). National examinations are conducted in accordance with the Regulations Pertaining to the Conduct, Management and Administration of the National Senior Certificate. The DoBE monitors the implementation of these regulations, while the heads of examinations in the provinces are responsible for their implementation.

 

In keeping with Section 16 of the General and Further Education and Training Quality Assurance Act, 2001 (Act No. 58 of 2001) stipulating the bodies to be involved in quality assurance and assessment, the other role players include the General and Further Education and Training Quality Assurance Council (Umalusi), Higher Education South Africa (HESA), the South African Qualifications Authority (SAQA), the Independent Examinations Board (IEB) and the Teacher Unions.

 

The DoBE sets examination question papers for the NSC. Printing, packaging and distribution of the question papers to examination centres is done by Provincial Education Departments (PEDs). The PEDs have further operational responsibilities which include the supervision of the writing of the examinations and the capturing of marks on the Integrated Examination Computer System (IECS).

 

4. Welcome by the Superintendant General for Education, Ms Mahlasedi Mhlabeni

 

The SG welcomed the delegation and apologised for the MEC who was on leave until the following week of the visit. The SG was joined by Dr. van Zyl who is part of the department’s management team.

                                                                                                            

In her input she highlighted that the occurrence of the exam paper leakage in Mpumalanga was historic since 1998. She said that the 2009 exam paper leakage was different to the circumstances of previous years. She said that the department had implemented recommendations made in previous years and could not foresee the occurrences of 2009.

 

In 2009 the Chief Director responsible for exams received instructions from the national department for changes to be made in the examination question paper CD. After making the changes the Chief Director saved the question papers on the desktop which was also not secured. These questions papers were then copied on a memory stick by a junior staff member working in the examination section.

 

When realising this problem after a whistle blower contacted the department they immediately informed the national department who in turn responded promptly.  The question papers were replaced and enhanced security measures were enforced. The SG noted their shock at the response by Umalusi who then announced that they would not release their results despite having made enquiries as to whether students benefited from the leakages during their examinations. This was later resolved with the Minister and some results were released as well as the department taking over the running of the examination in Mpumalanga.

 

The SG further briefed the delegation that both the provincial and national departments have taken a decision to remove all the candidates from the examination centre and relocate them to other areas outside the examination centre. It was highlighted that the staff members are not happy with the situation resulting in their low morale. They have put together a placement team to oversee the process and take responsibility for the recruitment of the new examination team. All new team members will be vetted and trained to meet the needs of the section. The team was briefed that previous staff members who wish to rejoin the section will need to undergo the process of interview, vetting and training.

 

Lastly the SG briefed the team that EXCO took a decision to build an examination centre in the government complex to ensure security since the current situation lacked the necessary security systems, being a leased building. Mr. Sishi informed the committee that the examination paper leakage was costly to the department and that the deployment of the team to Mpumalanga put a strain on the national department’s examination section who had limited resources. He also highlighted the fact that, due to its limited budget the team were at times compelled to pay for their own expenses. As part of the discussion, the delegation raised concerns regarding the standardisation of the administration of examination in all provinces as it was indicated that there is no standard structure or accepted organogram and that the national department had not developed such a structure to be implemented by the provinces. It was agreed that there is a need to look at best practices and to implement them where possible.

 

5. Visit to Regions

 

The delegation visited the Enhlanzeni and Bushbuckridge regions on 22 February 2010 and the Gert Sibande Region on 23 February 2010. Each region, led by a Regional Director, made presentations covering three broad aspects, namely, performance in the NSC examinations, Learner Attainment Strategy for 2010 and examination management plans for NSC February/March Supplementary Examinations, June Examinations and October/November Final Examinations. These were followed by site tours of the storage facilities, including the provincial examination facility ofValencia.

 

The Learner Attainment Strategy is primarily aimed at supporting schools to achieve higher levels of learning outcomes for all learners. This is in keeping with the call by the Department of Basic Education for provinces to take an interventionist approach in supporting schools, particularly those schools that underperformed in the 2009 NSC examinations. While in general the Learner Attainment Strategy draws from a common framework, each region develops a strategy that suits its unique environment.

 

The Public Examination Management Plans are developed in accordance with the Regulations for the Conduct, Management and Administration of Assessment for the Senior Certificate of October 2005 to ensure that the examinations are conducted with integrity. The plans cover areas such as logistical preparations in respect of storage points and security, deliveries and dispatches of examination papers to storage points, persons responsible in various roles and steps and processes relating to examination and monitoring.

 

In general terms, the regions’ examination plans show compliance with national policy and procedures but there is a need to minimise security risks in some instances.

                                                                                                 

5.1 Visit to the Enhlanzeni Region

 

5.1.1 Situation analysis

 

The Enhlanzeni Region consists of 15 circuits with 368 schools and a learner enrolment of 280 348 learners. The region is at a radius of 170 km to schools with some of the circuits having a radius of 75 km to their schools. For logistical purposes, the region has been divided into three sub-regions, namely, Hazyview, Malelane and Nelspruit, the province’s capital.

 

The Enhlanzeni Region obtained the highest percentage pass of 56.95% compared with the other three regions in the 2009 matriculation results. The following table compares the performance of the regions in the NSC examinations.

 

Table 1: Comparison of district performance in Mpumalanga province, 2009 Matriculation results

Region	Total	Total wrote	Total passed	Pass %
Enhlanzeni	15 877	15 365	8 751	56.95
Nkangala	13 748	13 299	7 132	53.6
Gert Sibande	11 684	11 336	5 919	52.2
Bushbuckridge	14 253	13 806	3 897	28.2

 

Of concern, the top performing region in Mpumalanga performed below the national average pass rate of 60.6%.

 

 

5.1.2 Learner Attainment Strategy for 2010

 

Enhlanzeni Region’s Strategy for Learner Attainment in 2010, includes the following:

 

• The analysis of results per subject performance in order to identify areas that need attention;
• Monitoring the implementation of the Foundation for Learning Campaign to ensure that every learner is able to read and write;
• Conducting capacity building workshops for educators, especially in areas such as Mathematics and Physical Science;
• Monitoring the implementation of the School-Based Assessment (SBA);
• Conducting workshops and seminars for School Management Teams (SMTs) on leadership and management;
• The presentation of Learner Attainment Strategies by all schools;
• Visiting underperforming schools on Sundays to hold Izimbizo (discussion forums) with all stakeholders with a view to finding solutions to the challenges experienced;
• Monitoring the implementation and assessment of work schedules and lesson plans; and
• Motivating educators through the holding of achievers’ award functions in all circuits and inviting motivational speakers.

 

The region emphasised that the results had already been analysed for areas of weakness in order to find ways to support schools to improve. Intervention workshops would be conducted on 2 – 26 March 2010. It was further noted that the region had conducted fruitful visits on Sundays to two underperforming schools to engage with stakeholders.

 

5.1.3 Examination System in the Region

 

5.1.3.1 Administration Structure

 

The examination system in the regions is administered by the Public Examination Section. The Enhlanzeni Region noted that the Public Examination Section has a total of 18 posts of which six are vacant, namely, three drivers, one senior administrative clerk, three general workers and one lithographer. Due to the vastness of the region, additional resources are utilised in order to conduct legitimate and credible examinations. The Public Examinations Section is headed by a Chief Education Specialist (CES) responsible for FET Curriculum and Public Examinations divisions. A Deputy Chief Education Specialist (DCES), who reports to the CES, coordinates all public examination activities, assisted by a Senior Education Specialist (SES) and a Senior Examination Officer, two Chief Administration Clerks and five Administration Clerks.

 

5.1.3.2 Public Examination Management Plans

 

The region highlighted, amongst others, the following key aspects of its management plans: 

 

5.1.3.2.1 Storage points and security

 

• The region has two strong rooms for the safekeeping of question papers.
• Most circuits have strong rooms for storage purposes. Circuits with no strong rooms of their own share storage with neighbouring circuits.
• Security guards are deployed at circuit offices and the regional office to provide 24 hour security at storage points.
• Armed security guards are always made available to escort vehicles transporting question papers and scripts.

 

 

 

5.1.3.2.2 Delivery of question papers and scripts to and from assessment centres

 

• Regional officials with subsidised cars are responsible for deliveries.
• The Examination Section develops a deployment list (in consultation with the Chief Education Specialist (CES): Further Education and Training (FET)) of the regional officials who assist with the delivery of question papers and collection of scripts.
• Circuit managers also assist with the dispatch of scripts from circuits to the region.
• Principals and chief invigilators whose assessment centres are within a radius of 10 km from the circuit are to collect question papers and deliver scripts to their respective Circuit Offices.
• Care is taken to ensure that the distribution chain is short.

 

5.1.3.2.3 Management of irregularities

 

• Chief invigilators, circuit managers and other examination officials are trained regularly to minimise the occurance of irregularities.
• Examination centres collate and submit daily reports outlining irregularities to relevant authorities, including the Provincial Examination and Irregularities Committee, the Department of Basic Education and Umalusi. 

 

5.1.4 Challenges

 

The region encounters the following challenges:

 

• There is a need for a full complement of personnel for exam services;
• The computer centre used for exam activities is attached to the education development centre;
• The examination section shares office space with other sub-directorates;
• The strong rooms are not big enough and are adjacent to a passage used by other officials allocated to the block. This poses security risks.
• Dispatch of question papers happens a day prior to the examination due to shortage of drivers and the distance of examination centres.

 

5.1.5 Deliberations

 

• The delegation commended the region for the thorough preparation of their presentations, which included a host of documents on the various areas covered.
• A concern was expressed that the Examination Section did not have a full complement of staff whereas it performs a vital service. The delegation suggested that this matter be attended to as a matter of urgency.
• The delegation welcomed the region’s strategy of engaging with stakeholders during weekends to find ways of improving learner performance. A need was expressed for other regions to use this strategy.
• Questions were raised around the lack of suitable storage premises for the safekeeping of question papers.
• A concern was expressed regarding the fact that examination papers were not always distributed to exam centres on the day of writing due to the long distance to some of the examination centres.

 

5.2 Visit to Bushbuckridge Region

 

5.2.1 Situation Analysis

 

Bushbuckridge is one of the most poverty stricken regions in South Africa. It was identified in 2001 as one of the Presidential nodal areas that require special support in terms of provisioning of key services. The node was affected by the realignment of cross boundaries. Up to March 2006 it was part of Bohlabela District Municipality of Limpopo Province. When Bohlabela was disestablished, the Bushbuckridge municipality moved toEhlanzenI District Municipality. It was then resolved that since the geographic space had not changed all the nodal municipalities that were affected by the realignment of boundaries should retain their status as nodes. This shift brought about challenges in terms of the coordination of service delivery in certain sectors. In education, one of the critical challenges experienced was the reclassification of some schools from being no-fee schools to becoming fee paying schools due to lack of funding in the receiving province of Mpumalanga[1].

 

The Bushbuckridge Region comprises 14 circuits, a total of 333 primary and secondary schools (215 primary and 118 secondary) and a learner enrolment of 204 048. Many schools experience challenges with regard to inadequate infrastructure, including lack of facilities such as educational libraries and laboratories and insufficient classrooms resulting in overcrowding. The table below indicates the availability and levels of service in the education facilities.

 

Table 2: Availability and service levels in education facilities.[2]

Facility	Available	Required
Classrooms	4 618	501
Water and sanitation	174	159
Toilets	1 334	5 462
Libraries	15	318
Laboratories	14	319
Unsafe structures	111
Electricity	256	77
Fence	256	77

 

The Bushbuckridge Region obtained 28.2% pass rate in the 2009 NSC results, which is down from 30.09% in 2008. The performance of learners in the region is notably lower than other regions in Mpumalanga and rates as the lowest in the country. Over and above the challenges of inadequate infrastructure and facilities, the region attributes high failure rate to a high vacancy rate of teachers in the region.

 

5.2.2 Learner Attainment Strategy for 2010

 

Bushbuckridge’s Learner Attainment Strategy focuses mainly on the 92 schools that obtained less than 30% in the NSC results. Encouragingly, the region has also identified the feeder schools of these underperforming schools for special support. Key elements of the turn around strategy include the following:

 

• Reorientating principals, educators, parents and learners about their roles and responsibilities;
• Schools to pledge pass rate targets to be achieved in the 2010 final examinations;
• Ensuring that all learners reach the expected outcomes for their age cohorts;
• Ensuring that the regional strategy is linked to the General Education and Training (GET) Numeracy and Literacy strategy;
• Ensuring that an effective and efficient examination management plan is in place;
• Encouraging the adoption of schools by department officials;
• Embarking on an intensive programme of action from 1 March 2010 to monitor and support schools in areas such as management and leadership, the curriculum, a school nutrition programme and scholar transport;
• Ensuring that learners are taught for full contact time without the hindrance of memorial services, workshops and any other meetings with educators;
• Principals to support each other in sharing best practices in the maintenance of discipline in schools; and
• Consultation with educator unions regarding the bahaviour of their members.

 

A feature of great concern in the context of education in the region is that the Regional Director and the management team of the region report at the provincial head office in Nelspruit. Since October 2009, they are reportedly barred from reporting at the regional offices in Hoxani by members of the greater community and the South African Democratic Teachers’ Union (SADTU). This state of affairs compromises efforts to turn around the underperformance of schools in the region and further erodes the culture of teaching and learning.   

 

5.2.3 Examination system in the region

 

5.2.3.1 Administration structure

 

As in other regions, the Public Examinations Section is headed by a Chief Education Specialist (CES) responsible for FET Curriculum and Public Examinations divisions. A Deputy Chief Education Specialist (DCES), who reports to the CES, coordinates all public examination activities, assisted by a Senior Education Specialist (SES) and Senior Administration Officer, two Chief Administration Clerks and four Senior Administration Clerks. The Section also employs a lithographer, a driver and a general support clerk.

 

5.2.3.2 Public Examination Management Plans

 

The region noted, amongst others, the following key aspects of its management plans: 

 

5.2.3.2.1 Storage points and security

 

• The region has one strong room to store all examination materials.
• Six of the 14 circuits have a strong room each with the remaining eight sharing (two per strong room).
• Security guards provide 24 hour security at storage points at the circuit offices and the regional office.
• Each vehicle transporting question papers and scripts is escorted by armed security guards.
• The region plans to intensify security through seeking the support of the South African Police Services and traffic control officers to regularly patrol routes and examination centres during the examinations.

 

5.2.3.2.2 Delivery of question papers and scripts to and from assessment centres

 

• Regional officials with subsidised cars are responsible for deliveries.
• Question papers are delivered to examination centres on the day of writing.
• The Examination Section develops a deployment list of the regional officials who assist with the delivery of question papers and collection of scripts.
• Care is taken to ensure that the distribution chain is short.

 

 

5.2.3.2.3 Management of irregularities

 

• Chief invigilators, circuit managers and other examination officials are trained regularly to minimise the occurance of irregularities.
• It is a requirement for examination centres to collate and submit daily reports outlining irregularities to relevant authorities, including the Provincial Examination and Irregularities Committee, the Department of Basic Education and Umalusi. 

 

5.2.4 Deliberations

 

• The delegation was concerned that the region was yet to implement its Learner Attainment Strategy which should have already happened at the beginning of the year.
• The delegation believes that it is not in the interest of the region that the Regional Director and the Regional Management Team continue to report at the provincial head office. It believes that senior management of the province has a vital role to play in ensuring a speedy resolution of the issues at stake.

 

5.3 Visit to the Gert Sibande region

 

5.3.1 Situational Analysis

 

The Gert Sibande Region consists of 18 circuits, a total of 556 primary and secondary schools and a learner enrolment of 228 693. To facilitate effective management, the region has been divided into three sub-regions, namely, Eerstehoek, Ermelo and Standerton.

 

A key challenge facing the region is that many schools are small, comprising of one to four teachers. Multigrade teaching is therefore a norm. Most of these schools are farm schools. The table below gives the number of one - three teacher schools per circuit to illustrate the magnitude of the challenge of small schools.

 

Table 3: Number of small schools per circuit

Circuit	Total Schools	Total Learners	1 Teacher Schools	2 Teacher Schools	3 Teacher Schools
Amsterdam	35	10249	5	3	5
Badplass	36	15272	-	1	2
Balfour	26	8853	2	8	-
Bethal	33	12749	6	5	4
Breyten	36	10071	4	5	3
Carolina	17	5277	3	3	2
Dundonald	31	9499	-	-	-
Ermelo 1	27	14809	1	3	2
Ermelo 2	27	9031	1	3	2
Highveld Ridge East	26	23710	-	-	-
Highveld Ridge West	25	18555	-	-	-
Mashishila	34	14205	-	-	-
Mpuluzi	34	15287	-	-	-
Piet Retief	44	22392	1	3	5
Stan East	35	6402	2	9	2
Stan West	25	14282	1	3	1
Volkrust	30	12008	3	5	3
Wakkerstroom	35	6042	2	9	3
Total region	556	228693	31	60	34

 

The region noted that many teachers teaching in these schools have been teaching for a long time and are often underqualified. Another challenge faced by the region is that 49 119 learners are dependent on scholar transport daily, costing the region a substantial amount of R1.6 million on scholar transport alone. In a bid to save costs, the region is exploring the possibility of building hostels for these learners. The district expressed concern and acknowledged the need for financial support. The region also encounters a high vacancy rate of teachers and school managers. In an effort to close the skills gap, the region has appointed foreign teachers in critical subjects such as Mathematics, Physical Science and Accounting. Table 4 below shows the breakdown of vacancies in the region.

 

Table 4: Breakdown of vacancies

Teachers	1038[3]
Heads of Department	164
Deputy principals	70
Principals	67
Total	1 339

 

 

Despite these challenges, the region obtained a pass rate of 52.2% in the 2009 NSC examinations. Mention was made that former Model C schools still dominate in performance. Most schools that obtained less than 20% are combined schools, in remote areas and from the Badplaas circuit.

 

5.3.2 Learner Attainment Strategy for 2010

 

The Gert Sibande’s turn around strategy, for improving learner performance in 2010, focuses on curriculum support, management support to schools and direct learner support. Key elements of the strategy include the following:

 

Curriculum support

 

• Holding one day content workshops for educators in Accounting, Mathematics and Physical Science at the beginning of each term;
• Visiting schools to provide in-class support to educators focusing on content,  assessment and methodology;
• Setting and administering common cluster based tests and examinations for Grade 10 - 12 learners; and
• Encouraging schools to have reading sessions.

 

Management support to schools

 

• Training of School Management Teams (SMTs) focusing on curriculum and general school management;
• The monitoring and implementation of implementation of training by Regional Management Teams;
• Monitoring the development and implementation of School Improvement Plans (SIP) of schools that performed below 20% in the matric examinations of 2009;
• The monitoring of curriculum delivery and management systems in the underperforming schools, targeting 16 schools a week over a period of eight weeks;
• Monitoring feeder schools; and
• Conducting quarterly reviews on the performance of selected consistently underperforming schools.

Learner Support

 

• A programme to be developed by the Further Education and Training (FET) in collaboration with Osizweni Mobile Lab to support schools with limited or no laboratory facilities;
• Mondi Centre to offer support in schools with limited or no facilities; and
• Interactive learning programme to be developed and monitored by FET.

 

5.3.3 Public Examination Management Plans

 

Key aspects of the region’s management plans include the following:

 

5.3.3.1 Storage points and security

 

• The region has one strong room with adequate space for the safekeeping of question papers.
• 14 circuits have a strong room each with the remaining four circuits storing their examination material at the regional office.
• Security guards provide 24 hour security at storage points at the circuits and the regional office.

 

5.3.3.2 Delivery of question papers and scripts to and from assessment centres

 

• The region uses its vehicles to deliver and collect question papers to circuits daily, assisted by officials with subsidised vehicles. The region identifies officials who assist with the delivery.
• Care is taken to ensure that the distribution chain is short.

 

5.3.3.3 Management of irregularities

 

• Chief invigilators, circuit managers and other examination officials are trained regularly to minimise the occurance of irregularities.
• Examination centres collate and submit daily reports of irregularities to relevant authorities, including the Provincial Examination and Irregularities Committee, the Department of Basic Education and Umalusi. 

 

5.3.4 Deliberations by the committee

 

• The delegation felt that the region was performing reasonably well and commended it on giving a comprehensive outline of its plans and activities.
• The delegation noted that performance was low in all areas that experienced service delivery protests in 2009. This underscored the need to ensure political stability in the region as a pre-condition for improving the quality of education.
• Members welcomed the region’s initiative to involve stakeholders as partners in the improvement of the quality of education. The delegation felt that the involvement of stakeholders would help create a culture of education in all its communities.
• The issue of teacher vacancies is of concern to the delegation as it threatens the region’s ability to improve the quality of education.

 

5.4 Observations by the delegation regarding the state of storage facilities

 

The delegation noted that the security measures regarding the storage of question papers both at the regional offices and the provincial examination centre have been intensified through the use of strong rooms, safes, burglar alarms, and security guards. However, there are areas of concern, which include the following:

 

·         The delegation shares the concerns of the Enhlanzeni Region that its strong rooms are not big enough and that they pose a security risk as they are located adjacent to a passage used by officials allocated to the same building. The committee would require regular feedback on progress made in establishing alternative accommodation.

·         It was observed that some of the old surveillance cameras installed in the privately owned provincial examination facility of Valencia were facing the wall and therefore could not have possibly detected intruders in the facility. Encouragingly, the delegation noted that the private owner of the facility was installing new cameras.     

 

5.5. Feedback session with Mpumalanga management

 

The delegation, led by Ms M T Kubayi MP, thanked the provincial management, represented by the Superintendant-General of Education and the senior management of the provincial department, for the support given during the duration of the oversight visit. The delegation also expressed satisfaction at the level of preparedness of teams who made presentations.

 

The delegation briefed the S-G on the several areas of concern and achievement that emerged during the oversight visit, including the following:

 

·         The sense of control and stability displayed by the senior management of the Gert Sibande Region. The delegation reported, amongst others, that the region interacted effectively with various stakeholders and could provide a good model from which other regions could gain lessons.

·         The delegation expressed dissatisfaction at the sense of instability that exists at Bushbuckridge, especially the fact that the Regional Director and members of the Regional Management Team have been reporting at the provincial head office since October 2009. The delegation was particularly concerned since the region is seriously underperforming and urged the provincial management to intervene as a matter of urgency. The S-G highlighted that she had written reports to the MEC for education on the state of affairs in Bushbuckridge and that the matter was being handled by the MEC.

·         The delegation noted that the vacancy rate for teachers was high and that this affected the functionality of the system. The S-G expressed a sense of surprise that there was a high vacancy rate in the department and undertook to attend to the problem. The delegation would be interested to see progress in this regard, challenges notwithstanding.

·         The delegation showed its concern that in the Enhlanzeni Region, examination papers were not always transported to the examination centers on the day of writing. It stressed the need for the region to establish strong rooms closer to the examination centres in order to facilitate the speedy delivery of the question papers and thus minimise security risks.

·         The delegation expressed surprise that the provincial department was installing new surveillance technology at the Valenciaexamination centre yet a decision had been taken to move to new examination storage premises. The S-G clarified that the new premises were yet to be built and that the department had a five year contract with the owner of the Valencia facility.

 

5.6 Conclusion

 

The delegation, having conducted the oversight visit and deliberated on the issues that were highlighted, concluded the following:

 

·         Senior management of the Mpumalanga Department of Education should pay urgent attention to resolving the management instability in the Bushbuckridge Region as this negatively impacts on the region’s ability to improve learner performance. 

·         The high vacancy rate of educators remains a matter of concern and should be attended to as a matter of urgency.

·         There is a need for the Enhlanzeni Region to develop mechanisms to transport question papers to the examination centres on the day they are written in order to minimize security risks.

·         It came out strongly that the Committee may need to undertake a follow up visit to Mpumalanga to assess progress in addressing the issues raised in this report.

·         The Committee should hold public hearings in Mpumalanga on examination issues and aspects affecting quality learning outcomes.

 

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[1] Oversight report of the People’s Assembly held in Bushbuckridge, 15 and 16 September 2008.

[2] The accuracy of the statistics for facilities as received from the region is questionable given that exactly the same figures were presented in September 2008 to the Parliamentary delegation to the People’s Assembly held in Bushbuckridge. It is unlikely that the statistics could have remained constant in all items particularly since the regional administration indicated that it would target the 2009/10 financial year to address some of the backlogs in the required infrastructure and facilities.  

[3] Seven hundred and twenty-two (722) educators are currently appointed on contract. The figure of 1038 teacher vacancies includes these positions.