ATC150626: Report of the Portfolio Committee on Basic Education on oversight visits to the North West Province, dated 14 April 2015

Basic Education

Report of the Portfolio Committee on Basic Education on oversight visits to the North West Province, dated 14 April 2015.

The Portfolio Committee on Basic Education, having undertaken oversight visits to the North West Province, reports as follows:

1. Introduction

The Portfolio Committee on Basic Education conducted an oversight visit to the Dr Ruth S Mompati District (Vryburg), North West from 24 – 26 November 2014. The Portfolio Committee had further planned to conduct an oversight and monitoring visit to the Vhembe (Thohoyandou) and Mopani (Tzaneen) Districts in the Limpopo Province from 27 – 28 November 2014. However, due to a special plenary called by the Speaker of the National Assembly for Thursday, 27 November 2014, all Members on oversight and monitoring visits were recalled to Parliament. The Portfolio Committee would create space in its first term programme for 2015 to honour this visit.

The purpose of the oversight visit was to assess and support preparations for school readiness for 2015 in key priority areas, as well as to ascertain the basic functionality of schools. The framework for the visit was guided by key interventions and priorities for the Basic Education sector set out in major government plans to ensure that enabling conditions for quality teaching and learning were established. In this regard, the Portfolio Committee’s oversight sought to focus primarily on pressing issues of the provision of Learner Teacher Support Materials (LTSM) and staff establishments as part of preparations for school readiness for 2015; the availability of learner transport and school nutrition to qualifying learners; the functionality of school governance and management bodies; and the state of school infrastructure.

In the first half of 2014, media reports suggested that despite improvements in the delivery of textbooks in Limpopo, several schools had not received the textbooks by April in this province, and to some extent in the North West Province. The textbook delivery process would require monitoring to ensure that challenges are minimised in 2015

As part of the oversight, the Portfolio Committee received briefings from officials of the National Department of Basic Education (DBE), the Provincial Education Departments (PEDs), District Officials and Organised Labour and School Governing Bodies (SGB’s). The Portfolio Committee received correspondence from the Portfolio Committee on Education in the North West Provincial Legislature that due to by-elections, their Portfolio Committee was unable to meet with our Portfolio Committee. The delegation held meetings with all relevant stakeholders in order to gain first-hand information on the various challenges faced in the PEDs and affected Districts.

In line with the Portfolio Committee’s resolve to focus oversight on schools and districts with the most challenges in the provision of quality education, the Portfolio Committee selected the provinces, districts and schools for oversight visits based on the reported challenges that emerged.

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

2. Objectives of the oversight visits

The objectives of the oversight visits were as follows:

To consider provincial and district progress reports and plans in respect of:
- The provision of Learner Teacher Support Materials and staff establishments for 2015;
- The availability of learner transport and school nutrition to qualifying learners;
To assess the functionality of school governance and management bodies;
To assess the state of the school infrastructure;
To consider updates in the conduct of the 2014 matriculation results; and
To gain first-hand experience from schools in respect of the implementation of the priority areas for the oversight visits.

3. Delegations

3.1 Portfolio Committee on Basic Education: Hon N Gina, MP (ANC) (Chairperson), Hon T M Khoza MP (ANC), Hon D Khosa MP (ANC), Hon D Mnguni MP (ANC) and Hon D Van Der Walt MP (DA). Parliamentary staff consisted of Mr L A Brown (Committee Secretary), Mr D Bandi (Content Advisor), Ms S Ntabeni (Committee Assistant) and Mr M Kekana (Parliamentary).

3.2 National Department of Basic Education: Mr H M Mweli: Acting Deputy Director-General, Mr H Karimula: Acting Director, Ms S Makatu: Chief Education Specialist, Ms M Maduna: Deputy Director, Ms G Modise, Ms E Mamathuba, Mr M Tshitema: Chief Education Specialist, m: Deputy Director, Mr A Subban: Director, and Mr L Mahada (Parliamentary Liaison Officer, Office of the Director General).

3.4 North West Provincial Education Department: Ms M Ramabe: Chief Director, Mr J Myburgh: Chief Director, Mr G Valtyn: Acting District Director, Ms S H Mvula: Chief Director, Mr K B Moepedi: Acting Chief Director, Mr M Tutubalang: Education Specialist, Mr K K Boemah: Coordinator, Ms B T Molaolwa: Acting Deputy Director, Ms E Tlhale: Circuit Manager, Ms D Mohube: Chief Director, Mr s M Semaswe: Deputy Director-General, Mr G Mvula: Circuit Manager, Ms A Monarens: Deputy Director, Ms K Makhoana: Area Manager, Mr E Van Staden: Chief Education Specialist, Mr M Morake: Chief Education Specialist, Mr K Makhoana: Area Manager and Ms L C Tire: Chief Director.

3.5 South African Democratic Teachers Union (SADTU): Mr L C Modiba: Deputy Provincial Secretary, Ms M L Kubyana: Regional Education Convenor, Ms N Leepile: Provincial Education Convenor and Mr M Kqwadi: Chairperson.

3.6 National Professional Teachers Organisation of South Africa (NAPTOSA): Mr M V Mocwana: Convenor.

3.7 Suid-Afrikaanse Onderwysersunie (SAOU): Ms N M Bartlette: Executive Member.

3.8 South African Civic Organisation (SANCO): Mr T Itsile

4. Meeting with the North West Provincial Education Department

The North West Education Department indicated that the profile of the Dr Ruth S Mompati District included 240 primary schools, 60 intermediate schools, 69 secondary schools and 13 combined schools. The District was one of four education districts in the North West Province. The District was predominantly deep rural with access to many schools challenging due to poor road conditions. The District had four Area Offices (sub-districts) headed by an Area Manager at Chief Education Specialist level. There were 17 Circuits within the District headed by a Circuit Manager. The process of the rationalisation of schools was changing the landscape of the District. The District adopted the “Race-to-the-Top – 80 Percent” Strategy towards improved performance in 2013. This had resulted in the District’s National Senior Certificate (NSC) results improving from 71.73 percent in 2012 to 82.9 percent in 2013, improving further to 84.6 percent after the supplementary examinations. The slogan was adjusted to 90 Percent for 2014 with academic strategies to be implemented. The District boasted second place in the “Most Improved District” in the country as well as first place for the National School Nutrition Programme Best Practice Award.

Key Curriculum Strategies towards improved performance in 2014 included:

Clear target setting at all levels of the District;
Monitoring the implementation of the operational plan with a minimum of 84 school visits per subject advisor per annum;
Vigorous implementation and monitoring of the Learner Attainment Improvement Plan (LAIP), and
Interventions in focus schools.

In respect of the National School Nutrition Programme (NSNP), the Department provided meals for Quintile 1 to 3 schools in the District. The Department employed approximately 4 331 food handlers who were trained in food preparation and were providing healthy, hygienic meals. Food handlers received a stipend of R 900.00 per month for preparing meals. The Department provided both kitchens and school dining halls.

The Department had identified all learners who were eligible for learner transport in the district as well as the amount of routes required. The Department faced a major challenge due to insufficient learner transport. The Department continued with compliance monitoring of transport services.

Due to past demarcations in the old dispensation, the District had many small schools that were unmanageable. The Department had begun the rationalisation of these schools and developed guidelines in respect of rationalisation in three phases. Some schools were not rationalised due to issues around learner transport and ineffective consultation and communication. Many of the schools that were standing empty were handed back to the Department of Public Works. The Department was not able to complete the rationalisation of schools by 2016 as targeted, due to the many challenges experienced.

The Portfolio Committee received a detailed overview and analysis of results for schools identified for oversight by the Portfolio Committee. This included a breakdown of the following:

Grade 2:

Name of School	Number of Leaners	Number of Educators	Number of Classrooms	Grade 12 Average

Thusoetsile Secondary School	428	15	10	21 percent

Sekhing Primary School	503	13	13	-

Boijane Secondary School	283	10	7	93 percent

Jerry Mahura Secondary School	671	20	15	33 percent

Motlhamare Primary School	769	23	18

Annual National Assessment (ANA) Results:

Name of School	Number of Leaners	Number of Educators	Number of Classrooms	ANA Results

Thusoetsile Secondary School	428	15	10	Grade 9: Mathematics – 9 percent Language – 40 percent

Sekhing Primary School	503	13	13	Grade 6: Mathematics – 17.6 percent HL Language – 32.25 percent FAL Language – 31.68 percent

Boijane Secondary School	283	10	7	No Grade 9 in 2013

Jerry Mahura Secondary School	671	20	15	Grade 9: Mathematics – 33 percent Language – 52 percent

Motlhamare Primary School	769	23	18

The North West Education Department also reported on Learner Teacher Support Materials (LTSM) in respect of Grades 1 – 12 procurement orders and delivery to distributors with a summary per phase. These included details such as publisher, quantity ordered, quantity received and quantity outstanding. It was reported that 57.54 percent of Grades 1, 2, 3 and 10 procurement orders had been delivered to distributors. The delivery rate for Grades 4, 5, 6 and 11 orders stood at 68.48 percent and for Grades 7, 8 and 9 at 75.90 percent. The Department had experienced delays in the delivery rate due to legal challenges with tenders awarded for LTSM. However, the Department remained committed to complete the delivery by the end of November or early December 2014.

With regards to the Post Provisioning Norms (PPN), the Department reported that all teaching staff establishments for 2015 were issued on time. Excess educators had been declared and matched to posts at other schools. It was reported that a significant percentage of foreign educators employed by the Department were found to have fraudulent certificates.

The Portfolio Committee also received a detailed overview of the District infrastructure. The PED also touched on the Academic Targets and Curriculum Strategies for 2014 with details regarding the academic performance for 2013 (with comparisons) and the top ten performing schools in 2013.

The main challenges facing the district included the following:

The district was deep rural and struggled to retain staff with competencies and skills;
Awarding of tenders for LTSM was delayed due to legal challenges which affected delivery time;
Deteriorating and aging infrastructure – there were huge backlogs in respect of infrastructure delivery. The delivery of infrastructure was based on the needs of the District. The Department was trying to provide the necessary infrastructure and renovations/maintenance as per the priority list of schools.
Shortages in respect of Learner Transport and routes;
Many schools did not have NSNP Centres;
The District and Department had no control over learner enrollments which put added pressure on infrastructure needs; and
Communities using schools/learners to advance their service delivery objectives.

4.1 Portfolio Committee Observations:

Members commended the District for its improvement strategies which resulted in the District obtaining second place in the “Most Improved District” in the country in the 2013 NSC results. Concerns were raised regarding the type of support afforded to underperforming schools in the ANA, Senior Phase results.
Members raised concerns over the issue of unqualified foreign educators with fraudulent certificates currently employed by the Department. Members queried how it was possible that a significant percentage of foreign nationals were unqualified to teach but were still teaching learners. What plans were in place to deal with the situation since it was against policy?
Members highlighted the issue of sporting facilities at schools and requested details on the budget available for this. Members also requested the District to present data on infrastructure within the National Education Infrastructure Management System (NEIMS) format to enable the tracking of progress made. They further raised concern over the non-maintenance of school ablution facilities and other infrastructure.
Of concern was the matter of absenteeism – Members identified that there were many educators who were on long extended leave periods with full pay.
Members queried the relationship and cooperation between the Department of Education and the Department of Transport in furthering successful learner transport.
Members queried the Department’s retrieval policy and questioned the retrieval rate at schools. The Department indicated that they had appointed a service provider to strengthen the implementation of the retrieval system.
Members queried how the Funza Lushaka bursars were being accommodated and placed at schools where there were backlogs.

5. Meeting with Organised Labour

5.1 The South African Democratic Teachers Union (SADTU) – SADTU informed the Portfolio Committee that they were aware of the challenges facing the schools in the District. They were concerned that there had been many similar visits from various government departments though very little feedback was forthcoming as a result of such visits.

SADTU raised some of the following ongoing challenges that required intervention:

LTSM: there were language books that had many spelling errors, the incorrect book-covers and content with shortages’
Many schools had problems with Post Provisioning Norms and could not attract and provide quality learning and teaching. SADTU questioned the rating and different weighting for similar subjects.
Schools had in their employ unqualified foreign nationals with fraudulent certificates.
Information and Communications Technology (ICT) was almost non-existent at most schools due to their rural conditions.
Subject Advisors were not being adequately resourced and were not as visible as required, mainly due to transport challenges.
There were serious problems and shortages in respect of scholar transport with the two Departments (Education and Transport) not collaborating and cooperating. Many transport providers refused to increase their routes and there was very little monitoring conducted by the Department in this respect. Learner safety was also a concern since some vehicles were overloading learners.
On the rationalisation of schools, SADTU was of the view that there had been irregular merging of schools, without proper consultation.
The Department needed to re-visit the issues and frustrations in respect of the re-capitalisation of schools since only certain schools reaped any benefit from this.
The universalization of textbooks: SADTU was of the view that this would not be effective since learners could not focus on a single textbook, but required various other sources to work from.
School Safety: most schools did not have any security.
The appointment of General Assistants and Administration Assistants:– there was a practice where General Assistants were not replaced or appointed when there was a vacancy. It seemed these posts had been frozen. The Department was not budgeting for these posts.
NSNP – It was important that the school infrastructure ensured a hygienic environment for food preparation. The Department needed to ensure that adequate kitchens were built at schools. Unfortunately, many schools lacked running water.
There was a need to revisit the Collective Agreement on temporary educators in substantive posts (which cannot be converted to a permanent post before 24 months). SADTU was urging the Department to reverse this agreement as it impacted negatively on educators.
There was a situation where Funza Lushaka Bursars were placed ahead of teachers who had been teaching a longer period. There was a need to place some limitations on placement of Funza Lushaka Bursars.

5.2 National Professional Teachers Association of South Africa (NAPTOSA) –NAPTOSA was of the view that conditions at farm schools were untenable and invited the Portfolio Committee to do oversight and monitoring at these schools. NAPTOSA was of the view that multi-grade schooling at farm schools was not working. The farm schools were remote, and had no support from the Department.

5.3 Suid-Afrikaanse Onderwysersunie (SAOU) – SAOU raised concern over the Curriculum, particularly at Foundation Phase, where educators were being overburdened with assessment tasks. This left little time for teaching content as teachers were laboured with assessment tasks. SAOU pleaded with the Department to reduce the number of assessment tasks since learner numbers were large, which caused over-crowding at schools. SAOU cautioned that with the learner admission numbers currently, there was a possibility that not all learners would be placed. Many learners experienced language barriers, particularly those from informal settlements since few learners had English as their home-language. SAOU also indicated that there was a shortage of Language educators, especially in Afrikaans. Another challenge facing schools was that there were many educators on long extended leave on full pay, while stand-in educators were struggling to receive their remuneration. SAOU also raised the matter of over-age learners being forced upon schools where they were the cause of much frustration with reports of bullying resulting in younger learners being afraid to attend school. SAOU was concerned that the allocation of General Assistants to schools was based on learner numbers and not the actual size of the school. The union was of the view that this situation should be reviewed.

5.4 Portfolio Committee Observations:

The Portfolio Committee noted that some of the issues raised showed that the relationship between the Unions and the Department was not sound and needed to be revitalised.
Members noted concerns raised in respect of spelling mistakes and the quality of workbooks, which required the Department’s urgent attention.
Members appreciated the concerns raised regarding the resourcing of the Subject Advisors.
Members were concerned that posts for General Assistants and Administration Assistants were not being filled as required, due to budget constraints.
Members questioned how the Department intended to deal with the challenges of learner transport shortages.
In respect of the rationalisation of schools, Members observed that the views expressed from the interaction with the Department were in conflict with those expressed by the unions. Members were concerned over the allegations that the Department had irregularly merged schools in respect of the rationalisation project without proper consultation. It was important that the Department and its social partners found each other on this matter.
Members noted the concerns regarding the different rating and weighting of similar subjects.
Members were concerned over the issue of the lack of water supply experienced at many schools, especially in the kitchens where meals needed to be prepared.
Members were concerned over the issue of foreign educators with fraudulent qualifications teaching at many schools, whilst they were not qualified to teach.
Members noted concerns raised by the Unions in respect of the unbearable circumstances at farm schools in the area.
Members questioned how the Department was going to deal with the complaints from teachers in respect of the volume of assessment tasks; and how this could be reduced.
Members noted the concerns regarding the struggle of stand-in teachers to access their monthly salaries, whereas teachers on extended leave received theirs.
Members noted the concerns raised by the Unions regarding the request for the reversal of the Collective Agreement regarding temporary educators who were only allowed to be permanently appointed after serving 24 months unbroken service.
Members acknowledged the call of Unions to place some limitations on the appointment of Funza Lushaka Bursars above temporary educators who were already teaching.

6. Visits to Schools

6.1 Totonyane Secondary School

The School is situated in a deep rural area of the Province. It had a learner enrolment of 289 and a post establishment of 11 educators, including a principal. There were four temporary educators. The school was currently underperforming and obtained a pass rate of 42.1 percent in the 2013 Grade 12 examinations, which was below the North West provincial target of 70 percent. In 2011 and 2012, the school obtained pass rates of 44.4 percent and 36.8 percent respectively. The school had been underperforming in Geography, Life Sciences, Mathematics and Physical Sciences but was performing well in English and History. The achievement level in the 2014 Annual National Assessment also required special attention, particularly in Grade 9 Mathematics, where the performance of learners was very low.

Despite the school’s underperformance in several subjects, the Committee was informed that all educators were qualified for subjects they were teaching and were committed to their work. The school was identified as one of the 16 focus schools for 2014 receiving District attention towards improved performance. According to the principal, district support was satisfactory and the Circuit Manager visited the school regularly. A science laboratory was built recently at the school to enhance teaching and learning in the Science subjects.

In terms of Learner Teacher Support Materials (LTSM), the Committee was informed that stationery was delivered and top up textbooks were also received. The National School Nutrition Programme (NSNP) was functioning well, providing daily meals to learners. In line with the Province’s decentralised procurement system, funds were transferred into the school’s bank account to purchase food and pay food handlers.

Challenges

The main challenges facing the school include the following:

A significant percentage of the school’s Norms and Standards funding allocation was spent on transport for educators, due to long distances travelled to venues for official meetings, workshops and seminars. This left very little budget for other basic needs.

The school struggled to retain teachers because of its deep rural geographic location and the state of the access road. It was stated that although teachers at the school qualify for a rural allowance, several schools in the district benefited from the programme posing a challenge to attract teachers since most of them are drawn to less deep rural schools.
Many families of learners were child-headed, which contributed to disciplinary challenges.
The school experienced a high pregnancy rate with six learners in a group of 14 female learners in Grade 12 being pregnant. Many children were orphaned or had single parents.
Although the working relationship with the SGB was sound, it was difficult to encourage parents to come to meetings since many were working far. There was no parental support with homework.
Issues were raised in respect of foreign educators who were employed at the school on a temporary basis, on annual contracts, to offer scarce subjects. Concerns were raised that they were not appointed at the beginning of the school year and were apparently not benefiting from the rural allowance and incentives linked to the IQMS.
Although the upgrade of infrastructure at the school was recently completed, which included two new classrooms and toilets, there was a host of defects needing attention, including the toilet that was leaking, cracks in the building and the lack of a ceiling and water supply. The laboratory had no equipment and apparatus and classrooms had no furniture. There was reportedly no proper communication with the school regarding the handover of the new buildings. The school experienced a shortage of furniture, which resulted in some learners bringing furniture from home. The Circuit Manager had submitted requests for furniture to the Department though these were unsuccessful due to insufficient budget.
The school felt that they were closer to the Northern Cape than the North West in respect of demarcation.

Portfolio Committee Recommendations:

The Portfolio Committee recommends that:

The North West Education Department should intensify its support, guidance and empowerment to the school to ensure that performance is improved.
The North West Education Department, together with the Department of Basic Education, should strengthen the standard of the School Based Assessment.
The Department should consider measures to support schools in deep rural areas to minimise their travelling costs to official workshops and functions.
The North West Education Department, working together with the Department of Basic Education should find solutions to challenges raised in respect of the working conditions of foreign educators, including ensuring that they receive clear communication regarding their employment status.
The North West Education Department should ensure that there is effective communication and handover of completed infrastructure projects with relevant stakeholders. Steps should be taken to ensure that the defects in respect of the newly upgraded infrastructure of Totonyane Secondary School are attended to as a matter of urgency, including the shortage of furniture.
The North West Education Department should take the necessary steps to ensure that there is consistent implementation of the Teacher Incentives Policy (rural allowance). It is also important that the Department agree on the framework of implementation with social partners. An in-depth evaluation of the teacher incentives policy at national level should be considered in the long run, as an effective way in finding lasting solutions to challenges in the implementation of the policy.

6.2 Thusoetsile Middle School

The school offered Grade 12 for the first time in 2013 and learners did not perform well though there had been a steady improvement. A major challenge faced was inexperienced teachers at the school. The school received additional support from the Department in respect of acquiring experienced teachers and assisted the school with study camps. With school rationalisation, the school had insufficient accommodation with proper infrastructure. The school had too many temporary educators (seven out of 15 were temporary). The school was experiencing a shortage of classrooms and furniture. The school had to deviate from the timetable to avoid overcrowding. There was a need for a laboratory and a fully stocked library (currently utilised as a staff room). The Administration block did not have sufficient offices.

Learners from neighbouring villages arrived late at school due to the lack of transport services. The school struggled with a lack of learner discipline. Learners did not attend any of the extra classes offered by the school. The morale of the educators at the school was very low. The school had a retrieval rate of 40 percent and had the necessary policies and strategies in place to ensure compliance.

The school used at least 10 percent of its budget for maintenance and the rest for LTSM. The school received support from the Department in respect of utilisation of the budget. The QLTC was non-functional, a matter that added to issues of discipline.

Portfolio Committee Observations:

Member were concerned that the school indicated a shortage of classrooms due to rationalisation. Further to this the school required a fully stocked library and laboratory as well as additional office space in the Administration Block.
Members were also concerned that the school had too many temporary educators.
Members raised further concern over the lack of adequate learner transport.
There were many questions raised regarding the ill-discipline of learners and educators; and how this needed to be addressed.
Members raised concern over educators that were on long special leave (for almost six years in one instance).
Members also questioned the functionality of the QLTC structures, – which could help to improve issues of discipline.

Portfolio Committee Recommendations:

The Portfolio Committee recommends the following:

The Department assist the school in respect of infrastructure challenges, backlogs and shortage of classrooms and furniture.
The Department investigate and find solutions to the challenge of too many temporary educators at the school.
The Department ensure that the school receive the necessary learner transport for all qualifying learners as a matter of urgency – to mitigate learner absenteeism.
The Department investigate and deal with teachers on extended sick-leave and ensure that schools had adequate stand-in teachers.
The Department finds ways to assist and facilitate community involvement in the school through revitalising and energising schooling and community dialogue.

The North West Education Department, working with relevant Departments, should support the school in order to address the high pregnancy rate and disciplinary challenges.

6.3 Sekhing Primary School

The principal indicated that the school learner number stood at 503 learners with only 13 educators. This resulted in overcrowded classrooms. Parents tended to only register learners late in January which meant that the enrollment and admission numbers were always higher than the registered numbers. The School had not received a single workbook and requested that the Department offer the necessary assistance. All textbooks had been received on time. The school had a policy of charging parents for any books not retrieved by the school. Although the school was striving to improve results, this was hampered by the many challenges faced, including overcrowding, PPN and Infrastructure backlogs.

The school indicated that all learners eligible for transport receive scholar transport. All learners enjoyed meals prepared through the NSNP. Another problem facing the school was that of little or no parental involvement with parents not taking responsibility for the behavior of their children. Many did not attend any of the school meetings or meetings with the SGB.

Regarding QLTC, the principal alluded to and requested advice on a merger of the school with a nearby high school, to have one QLTC structure for both schools. The principal needed guidance and advice on such a move and to verify whether this was permitted. It was brought to the attention of the Portfolio Committee that the school was prohibited from co-opting skills to assist. Further challenges facing the school included:

Insufficient ablution facilities
The need for an Administration Block
Insufficient furniture
Insufficient funding to address school challenges
Non-cooperation of area offices to assist with administrative duties such as assisting with transportation of documents
Dealing with the issues around excess educators
Spelling errors in some printed workbooks
The budget for food needed to be increased to feed all the eligible learners.

Portfolio Committee Observations:

Members were impressed by the cleanliness of the school in general.
Members acknowledged and raised concerns over the list of challenges the school currently faced.
Members were concerned over the learner numbers and overcrowding of classrooms.
Members queried the fact that the school had, to date, not received the required workbooks.
Members cautioned that money received in lieu of retrieval of books was actually used to buy new books where they could not be retrieved.
Members queried the school being prohibited from SGB co-option.
Members raised the question of sporting facilities for the school – and who was responsible for ensuring that this would happen.
Members raised concern over the quality of workbooks received when they contained so many spelling errors.

Portfolio Committee Recommendations:

The Portfolio Committee recommends the following:

The Department assist the school with employing extra teachers to deal with overcrowded classrooms.
The Department urgently investigate and finds solutions to the matter of workbooks not supplied to the school, especially in Grade R.
The Department assist the school with the establishment of QLTC structures in the area, possibly also incorporating the nearby high school.
The Department ensure that the school be prioritised for any infrastructure backlogs (e.g. ablution facilities, classrooms, furniture and administration block).
The Department ensure that meetings be arranged with Provincial/District officials and parents at least once a semester.
The Department investigate the claims that the school was prohibited from co-opting skills to assist the SGB.
The Department look into the matter of the quality of workbooks received since there were complaints of spelling errors and incorrect wording.

7. Report-Back/Wrap-up Session with the North West Provincial Education Department

This meeting served as a de-briefing session with the Provincial Education Department in the North West Province. The gathering was attended by officials from the National Department of Basic Education and the North West Provincial Department of Education. The Chairperson gave a brief outline of the many inputs received from stakeholder engagements during the oversight visit in an effort to unlock some of the bottle-necks. Key issues highlighted, amongst others, included the following:

Totonyane Secondary School –Although the school received its Norms and Standards allocation, it was inadequate as the majority of the budget was spent on transport between various meetings. After the finalisation of the building and renovations to the school, there was no official hand-over. There was a host of problems that needed attention in respect of the building and renovations. The school was of the view that the Department was not involved in ensuring that the “retention clause” was invoked. The laboratory had no equipment and apparatus and classrooms lacked furniture.

There were issues raised in respect of temporary teachers not appointed at the start of the school year, a matter which caused tremendous disruptions. The issue of the Collective Agreement stipulating that no teacher could be appointed in a permanent position without having completed 24 months unbroken service needed to be addressed. There was a view that this Collective Agreement be reversed since it was disadvantaging teachers. The Funza Lushaka Bursars were given first preference for filling posts above teachers who financed their studies to find employment. There was a need to impose limitations on the appointment of Funza Lushaka Bursars. The matter of the rural allowance was raised and questioned as to how it was determined. There was a view that there was no effective attraction and incentive for teachers to teach in rural areas and many of them had resigned.

The school felt they were closer to the Northern Cape than the North West in respect of demarcation – and requested that their incorporation into the Northern Cape be addressed by the Department.

Thusoetsile Middle School – The school reported a shortage of classrooms, ablution facilities, furniture and sporting/playground facilities. It was mentioned that the subject allocation for the school had yet to be completed. The school also had challenges with parents not registering learners in time. Most waited until January or February to enroll learners, creating a negative impact on the school. The entire Grade R had not received the required workbooks, and spelling errors were reported in some workbooks received for other Grades. There was an outcry that the Department should hold a meeting with parents at least once a month to keep all stakeholders involved. The school had requested that they form a single QLTC structure with the adjoining school. The school also complained that the Senior Phase was overcrowded and needed Departmental intervention. The school also mentioned that food for preparing meals was stored un-hygienically in portable containers. It was pointed out that a large number of learners came from “child-headed” homes, a matter which required intervention from the Department of Social Development.

Sekhing Primary School – The school also reported that they lacked a Science laboratory and computer laboratory with equipment and apparatus. The school also reported a shortage of classrooms and furniture as well as insufficient scholar transport. Most teachers at the school were employed on a temporary basis, with inexperienced Grade 12 teachers.

Unions - The Unions, generally, indicated shortages in respect of workbooks and textbooks. There was a feeling that multi-grade teaching was not working for schools in the district. Unions were unhappy that there was not enough consultation and proper communication in respect of the rationalisation of schools in affected areas. The relations between the Department of Education and the Department of Transport needed to be improved to facilitate solutions to learner transport challenges. Schools experienced shortages of General Assistants and Administrative Assistants as these posts were not being filled by the Department. It was noted that although kitchens were being built at schools, many had no running water for food preparation. Unions noted the unbearable conditions at farm schools with little or no support from the Department. There was a feeling that teachers were burdened with too many assessment tasks leaving little or no time for teaching content. Many teachers were booked off on long extended sick leave with full salaries while temporary/stand-in teachers struggled to access their monthly salaries on time. The Unions were concerned over the huge number of unqualified foreign educators with fraudulent qualifications and certificates in the employ of the Department teaching our learners.

8. Conclusion

The oversight visit to the Dr Ruth Segomotsi Mompati District, Vryburg, North West Province provided the Portfolio Committee with an opportunity to monitor and support preparations for school readiness for 2015 in key priority areas, as well as to ascertain the basic functionality of schools. . In terms of preparations for school readiness for 2015, the Committee observed that, despite initial delays in the provision of LTSM due to legal challenges, the North West Department of Education had started making advances in the provision of LTSM, including taking steps to strengthen the retrieval of textbooks. However, more work needed to be undertaken to conclude the delivery by the end of the year, including ensuring that shortages were attended to. The Department had also issued all teaching staff establishments on time as part of preparations for school readiness. The Portfolio Committee also made critical observations relating to the basic functionality of schools requiring attention. These included the employment of unqualified foreign educators with fraudulent certificates and qualifications teaching learners currently, and the lack of effective consultation and communications amongst key stakeholders particularly in respect of rationalisation/merging of schools in affected areas. The Collective Agreement on permanent employment of stand-in/temporary educators after completing 24 month unbroken service needed to be revisited for possible reversal. There was an urgent need for the Department of Transport and the Department of Education in the Province to engage with each other as a means to mitigating the challenges of learner transport.

The findings and recommendations contained in this report should help to assist the district and province to improve their preparations for school readiness for 2015 as well as to strengthen areas related to basic functionality.

9. Portfolio Committee Recommendations:

The Portfolio Committee on Basic Education, having conducted an oversight visit to North West, and having considered the issues that were highlighted, requests that the Minister of Basic Education ensure that the Department consider the following recommendations:

The North West Education Department, working closely with the Department of Basic Education, should address, as a. matter of urgency, the issue of unqualified foreign educators currently in the employ of the Department, teaching learners whilst in possession of fraudulent qualifications.
The North West Education Department should ensure that the challenges in respect of learner transport be addressed speedily in conjunction with the Department of Transport to afford all qualifying learners access to transport. It is important that both Departments hold engagements on a regular basis to mitigate transport challenges.
The North West Education Department should ensure that schools be afforded the necessary assistance and budget to address the infrastructure backlogs at schools.

9.4 The Department should ensure that, in respect of the rationalisation of schools, all proper procedures, consultation and communication be conducted with affected communities and stakeholders to ensure proper buy-in from all concerned.

9.5 The Department should ensure that underperforming schools receive the necessary guidance, empowerment and support to improve their performance.

The Department should take into consideration the allocation of space for sporting facilities at all schools where applicable. This may entail the sharing of facilities amongst schools in close proximity to each other.
The Department should ensure that schools carry out the necessary book retrieval policies through proper communication with learners and parents.

9.8 The Department should take steps to ensure that all qualifying teachers at rural schools are rewarded with appropriate and attractive incentives to ensure that they remain in their posts.

The North West Education Department should progressively address the challenges facing individual schools as identified in this report. The Provincial Education Department and the Department of Basic Education should also carry out their commitments made to individual schools as covered in this report. In this regard, a report back should be submitted to Parliament within two months, in order to ascertain the progress made.

9.10 With respect to issues raised by organised labour the North West Education Department should:

Find ways and mechanisms to foster and revitalise its relationship with organised labour to increase co-operation and collaboration.
Ensure that Subject Advisors are adequately resourced in all aspects.
Ensure that posts of General Assistant and Administrative Assistant be advertised and filled where required.
Investigate and ensure an adequate supply of running water at schools who lack this facility.
Look into the matter of schooling conditions at farm schools and give these schools focused attention and support.
Investigate the claims of too many assessment tasks for teachers and the possibility of reducing them to enable teachers to focus on teaching time for content.
Ensure that stand-in/temporary teachers are able to access their monthly salaries easily.
Investigate claims of illegal merging of schools in certain areas without proper consultation and communication with communities.
Consider the reversal of the Collective Agreement regarding temporary educators only allowed to be permanently appointed after 24 months unbroken service since these teachers were being disadvantaged.
Consider the placing of some form of limitation on the appointment of Funza Lushaka Bursars above other educators in practice.

10. Appreciation

The delegation, led by the Hon N Gina MP, thanked the Members of the Provincial Department of Education and the National Department of Basic Education for their support given during the oversight visits. She also extended appreciation and thanks to the Unions and SGBs for taking the time to meet with the Portfolio Committee on Basic Education and share their experiences and challenges. Due to a special Plenary called by the Speaker of the National Assembly, the Portfolio Committee cut short its oversight visits and returned to Cape Town on Wednesday, 26 November 2014 as instructed by the Office of the House Chairperson.

Report to be considered.

Documents

No related documents

ATC150626: Report of the Portfolio Committee on Basic Education on oversight visits to the North West Province, dated 14 April 2015

Basic Education

Documents

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