ATC130325: Report of the Portfolio Committee on Basic Education on an oversight visit to the Eastern Cape, dated 11 March 2014.
Basic Education
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, p
ost 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
provinces 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. L
earner 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 Governments 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 Committees
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 Committees
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:
o
Jongilizwe Senior Secondary School
o
Tsolo Primary School
o
Reuben Ntuli Senior Secondary School
o
Tyeni Junior Secondary School
o
Welsh Senior Secondary School
o
Tyira Primary School
o
Sandy Majeke Senior Secondary School
o
Joubert 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 Committees 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 Committees 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 Departments
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 schools 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 Departments
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). T
he 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 years 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 sc
hools 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 schools 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 schools 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 schools
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. T
he 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. T
he 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. T
he 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.
·
T
he 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 schools 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 schools 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 schools 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 schools 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 schools
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 t
he 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 unions 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 SADTUs 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 t
he 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.
Documents
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