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ATC170314: Report of the Portfolio Committee on Basic Education on an oversight visits to the Port Elizabeth Education District (Northern Areas), Eastern Cape, dated 14 March 2017

Basic Education

Report of the Portfolio Committee on Basic Education on an oversight visits to the Port Elizabeth Education District (Northern Areas), Eastern Cape, dated 14 March 2017.

 

The Portfolio Committee on Basic Education, having undertaken an oversight visits to the Port Elizabeth Education District (Northern Areas), Eastern Cape, reports as follows:

 

1.         Introduction

 

  1. The Portfolio Committee on Basic Education conducted an oversight visit to the Port Elizabeth Education District (Northern Areas), Eastern Cape from 10 – 12 January 2017.

 

  1. The purpose of the oversight visit was to assess and support preparations for school readiness for 2017 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 2017; 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. 

 

  1. Of the challenges the Portfolio Committee had been made aware of included, amongst others, the withholding of report cards and examination results by some schools in these districts.  Apart from focusing on the challenges, the oversight visit would also afford the Portfolio Committee an opportunity to monitor and oversee the overall state-of-readiness of schools in these districts. This includes ensuring that learners and educators are in school, in class, on time, learning and teaching seven hours a day, as pronounced by the President in previous State-of-Nation-Addresses.

 

  1. As part of the oversight, the Portfolio Committee received briefings from officials of the National Department of Basic Education (DBE), the Eastern Cape Department of Education (ECDOE)), District Officials, SGB Associations and Organised Labour. The Portfolio Committee was also joined by the Portfolio Committee on Education in the Eastern Cape Provincial Legislature during engagements and visits to schools. 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.

 

1.5     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 2017;
    • The availability of learner transport and school nutrition to qualifying learners;
  • To investigate claims of school withholding report cards/results due to non-payment of funds by parents
  • 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 2016 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 D Mnguni MP (ANC), Hon G Davis MP (DA), Hon C T Msimang MP (IFP) and Hon C Majeke MP (UDM). Parliamentary staff consisted of Mr L A Brown (Committee Secretary) and Mr D Bandi (Content Advisor).

 

3.2        National Department of Basic Education: Mr S Mlambo, Ms L Munday, Mr B Mpanza, Mr J Ndlebe, Mr L Mahada and Ms M Letsoha-Mathae.

 

 

4.         Meeting with the Eastern Cape Provincial Education Department, Office of the MEC, National Department of Basic Education, Senior and District Officials, SGB Associations and Organised Labour – Algoa College, Struendale, Port Elizabeth

 

4.1        Opening Remarks – Hon N Gina, Chairperson: Portfolio Committee on Basic Education

 

The Chairperson gave a detailed overview in respect of the reasons for the oversight visit and indicated that - following the NSC results, there were three provinces that did not do as well as they should have. These three provinces had the capacity to affect the pass rate for the country as a whole – if they did well, the country did well. The Chairperson reiterated that the Portfolio Committee was interested in the full system of education starting from Grade R up to Grade 12. There was a need to find ways to improve the education system in the Eastern Cape. It was important that the Province attended to any challenges faced which may include time lost due to protest actions and disturbances. The Chairperson referred to the many areas of concern and challenges raised in the Provincial Education Department which included the following, amongst others:

 

  • Overcrowded classes;
  • The Filling of vacancies;
  • The stand-off with labour unions in respect of the movement of educators;
  • How policies were being implemented and followed in the Province;
  • No-fee schools (pockets) who do not follow policy – “donations towards the running of the school”. Learners are not being given their results due to non-payment of voluntary donations;
  • The readiness of the Province and District in respect of the Learner Teacher Support Material (LTSM) (textbooks, workbooks, stationery);
  • Infrastructure;
  • Learner Transport; and
  • Inclusive Education.

 

4.2        Address by the MEC for Education - Hon M Makupula

 

The MEC for Education, Hon Makupula, indicated that the Department now had a permanent Head of Department (HOD) in Mr Themba Kojana who started on 1st December 2016. Hon Makupula spent some time on the results release and the performance of the Province and Districts broadly. The MEC referred to areas of readiness of the Province, Districts and schools for the 2017. In his address, Hon Makupula touched on the following areas:

 

            4.2.1     Overcrowding: The Port Elizabeth Education District would always be challenged                                   with class overcrowding as the District consumed at least 50 percent of the economy of                          the Eastern Cape. The District experienced a large influx of families to the district                             which translated into the district with the largest learner enrollments. Schools in the                              district experienced extensive waiting lists for learners to be accepted in these areas.

 

4.2.2     Vacancies: The Department had spent considerable time and resources in the Northern Areas on the challenges around the filling of vacancies. The Northern Areas also had a specific challenge with attracting sufficient educators who taught Afrikaans. It was interesting that at least 80 percent of the learners in schools in the Northern Area were African learners from the neighboring townships. The MEC was of the view that challenges and issues of teaching and learning in African township schools needed to be addressed to curb the flight/exodus of learners from these schools. The Department had issued four Bulletins in the past year for the filling of vacant posts. The province also had a shortage of Mathematics, Science and Accounting educators – the Department was dependent on neighboring countries for these educators.

 

            4.2.3     Movement of educators: After much engagements, the Department and all Unions were able to reach an agreement and a way forward on the issue of the movement of educators. A further Bulletin had been circulated for additional educators internally. The MEC indicated that there was relative stability in respect of engagements with all             teacher unions and the Department was expecting a relatively protest-action-free 2017.

 

4.2.4     Admissions: In respect of admissions policy, the Department was guided by the South African Schools Act. The Department, in the past, had been too relaxed with admissions and had to deal with challenges pertaining to learners having registered without the necessary documented proof of identification or the Department of Home Affairs verification. The Department took steps to delay the issuing of Norms and Standards funding for schools until schools could supply valid and verifiable Identification of learners.

 

            The MEC raised the matter of certain no-fee schools withholding report cards of learners whose parents had not paid their voluntary contribution to the school as agreed. Hon Makupula warned that such practices was against the law and schools had no right to withhold report cards or results of learners for any reason. He was of the view that such principals deserved to be charged for these actions. He urged that where such practices was taking place, these schools be reported to him immediately.

 

4.2.5     Learner, Teacher Support Material (LTSM): LTSM was delivered in two forms i.e. stationery and textbooks. The Department indicated that they had delivered all stationery to all schools – there may be isolated cases where this was not done due to challenges with delivery. The Department urged schools to report any shortages and or non-delivery of stationery.

           

            Regarding textbook delivery and supply, the Department indicated that the only textbooks bought and supplied was the Literature Textbook for Grade 12 learners. All other Grades were only receiving “top-ups”. The Department urged schools to implement a retrieval policy for textbooks as books had a life-span of at least three years. The Department indicated that due to challenge and delays with ordering, all top-ups would be made available to schools as of 11 January 2017.

 

4.2.6     Slide Presentation on School Readiness: The District-Director gave a broad overview    of the District Office Profile with a breakdown of the vacancies and posts filled in the    various sections within the Provincial Department. He mentioned that there were    currently 99 vacancies in the Department. He spoke of the impact of these vacant positions and mentioned that an advertisement would be published the following week to fill vacancies.

           

            Mr Grobbler also gave a detailed overview of the principal, deputy principal, HOD and PL1 posts filled and vacant with a summary of vacant principal posts for 2017 and the status thereof. The District –Director also covered the following areas during his presentation:

 

  • Closed/Merged Schools – A detailed overview of the schools closed and merged and the number of principals who were now additional.

 

  • Infrastructure – A detailed overview of the infrastructural projects (Fencing, Disaster, Prefabricated Classrooms e.g.), Project identifiers, Strategic priorities and project cost.

 

  • Safety at schools – Drugs, violence and gangsterism had an effect on learners at schools in the area. The Department had introduced a matrix with divisions and sub-divisions that required schools to stipulate any wrong-doing or offences perpetrated and submit these reports on a monthly basis. Learner assistants helped to identify social related problems amongst learners and assisted them to get appropriate support. Most schools had two safety patrollers to protect learners.

 

  • NSC Examinations - Mr Grobbler also gave a broad overview of the results of the examinations from 2014 to 2016 for all schools in the district. Challenges noted in respect of Grade 12 final results included the following:
  • Closures and disruptions;
  • Vacancies;
  • Reporting/documentation is nor corroborated by examination evidence;
  • EDOs/subject advisors attrition;
  • Progressed learners;
  • Non-compliance of submission on time by principals;
  • Parents/learners not keen on modularisation; and
  • Lack of timeous information on performance.

 

  • Admissions – The Department received about 150 visits by parents seeking assistance with placement of learners. Further challenges faced in respect of admissions were as follows:
  • Schools in the Western areas had limited capacity to accommodate learners;
  • Parents skeptical about schools in the Northern areas due to strike action in 2016;
  • English being a home language places further pressure on Northern and Western areas;
  • Parents choices;
  • Foreigners not accepted at schools due to study permits;
  • Learners failing to move to other schools; and
  • Human settlements.

 

4.3        District Education Forum (DEF) – Mr M Peter

 

Mr Peter mentioned that, as was the norm, they engaged with the Department on various issues pertaining to education and acknowledged that there was a need to find common ground amongst all relevant groups and stakeholders to deal with challenges in the district. The DEF also applauded the Department for their interventions during the 2016 disruptions. The DEF remained cautious of the pace of improvements in the education sector. The DEF submitted the following areas of concern:

 

  • An understaffed Curriculum Unit in the Department;
  • Proper administration and management of quarterly reports to ensure timeous submission for redress and intervention;
  • Institutional challenges between various levels in supporting schools;
  • Social challenges finding its way into education. These need intervention from all stakeholders;
  • Vacancies of senior management with too many acting positions causing instability;
  • Undertakings not honoured by principals and departmental officials;
  • Parental involvement that required stimulation;
  • Inconsistent involvement by stakeholders;
  • Popularization of modularisation;
  • Unbalanced priorities of the Department; and
  • Merging or closing of schools which was not properly planned and implemented.

 

The DEF, in their presentation, recommended the following:

 

  • Management plan for infrastructure roll-out
  • Response to issues raised in letter to Premier
  • Decisive oversight to ELRC processes in respect of PPN, vacancies, Elsen etc.
  • Management plan for
  • Activating recommendation as per buffalo city metro findings

 

4.4        National Professional Teachers Organisation of South Africa (NAPTOSA)

 

NAPTOSA was of the view that every child had a right to education. Schools in the Northern areas and townships were characterised by deprivation, gangsterism and unemployment. This created much challenges for schools and communities in these areas. Challenges identified included the following:

 

  • Teacher shortages;
  • Slow pace at which posts were being filled;
  • Late and non-delivery of LTSM;
  • Electricity cuts at schools at crucial times for schools;
  • Shortages of circuit managers;
  • Fundza Lushaka bursars being absorbed by the Western Cape due to delays in the Eastern Cape Education Department;
  • Lack of Management Teams (HODs and deputies);
  • Lack of school improvement plans;
  • Social problems with a lack of school-based support;
  • Absent, unemployed and inactive parents;
  • School vandalism;
  • Late registration of learners – there was a need for a registration plan;
  • Movement of learners;
  • A lack of any Special Schools in the Northern areas;
  • Lack of sporting facilities at schools; and
  • Uncertainty of implementation of migration model.

 

In trying to mitigate the above challenges, NAPTOSA proposed the following solutions:

  • Consider allowing District-Directors to appoint educators and principals to speed up the             process of filling of vacancies;
  • Consider secondment of good educators to the Curriculum Section;
  • Establish subject committees to assist struggling schools;
  • Consider the training unemployed youth to assist schools and further empower youth;
  • Urgently fill vacant post at school and administration levels; and
  • Investigate and synchronize school time-tables for all schools in the District.

 

4.5        South African Democratic Teachers Union (SADTU)

 

SADTU acknowledged and agreed with Section 29 of Constitution which spoke of the rights of the learner which remained a focal point for the Union. SADTU also acknowledged that education was a societal matter. SADTU referred to the following matters that required attention:

 

  • Non-payment and/or timeous payment of educator remuneration;
  • Shortage of educators – with a special focus on the Foundation Phase;
  • South Africa was an unequal society and this was reflective of our unequal schools;
  • Upliftment of all underperforming schools;
  • Infrastructure development of schools was critical;
  • Professionalisation of Grade R practitioners;
  • Concern that the management plan agreed to with the Department was not being implemented at all schools;
  • The Department had too many acting positions. There was a need to urgently fill all          posts in the Department as per the PED organogram

 

4.6        Portfolio Committee Observations:

 

  • Members raised concern over the understaffing of district offices and queried how long the vacancies had been unfilled. Member noted that the advertisements for the filling of these posts was only being advertised now.
  • Members were interested to know the circumstances surrounding the disputes with certain schools and how the schools were being held to ransom.
  • Members queried the plans in place to assist and support those schools who were serial underperformers.
  • Members raised concern over the reasons for the late delivery of LTSM top-ups to schools. Members felt this was unacceptable and felt officials, if at fault, needed to account and be held responsible for allowing such a situation.
  • Besides the educator vacancies, Members were also concerned over the high rate of vacancies within the Department. Members queried the challenges being faced in filling these vacancies.
  • Members queried the amount of teaching time lost in 2016 due to disruptions and protest action.
  • Member queried whether there were programmes in place to enable parents to have ownership of school resources – as well as management programmes to enhance capacity of teachers in implementation of special needs education.
  • Members queried the efficiency and effectiveness of the QLTC structures in the district.
  • Regarding the issues around the verified identity documents versus the withholding of norms and standards, Members queried the challenges faced by parents in submitting the relevant documentation to schools as requested. Members also queried the support being provided by the Department in assisting parents with obtaining these documents. Members were clear that no learner be disadvantaged in the process by any means.
  • Members were concerned over teacher development and the quality of school improvement plans and proper coordination.
  • Members queried whether the Department had sufficiently engaged and consulted with affected communities on the issues of rationalisation, closing and merging of schools as well as issues around modularisation and progressed learners

 

4.7        Portfolio Committee Recommendations:

 

The Portfolio Committee on Basic Education, having engaged on the presentation received, recommend the following:

 

  • The Eastern Cape Department of Education (ECDOE) prioritised and speed up the pace for the filling of vacancies that assist schools (e.g. EDOs, subject advisors etc.) and ensure that these posts are equally split between schools in the various districts. Further to this, the ECDOE looked to find creative ways to fast track the issuing of bulletins for the filling of vacancies.

 

  • The ECDOE ensured that its officials monitored the implementation of school retrieval policies. Retrieval policies for schools needed to be developed at school level with assistance of the Department where there are challenges with implementation.

 

  • The ECDOE ensured consequence management of officials who placed late orders for LTSM which was now being delivered so late. Action must be taken against the responsible Directorate.

 

  • The ECDOE ensured that communities are adequately consulted and engaged on the issues that affect them e.g. modularisation, progressed learners, merging, rationalisation and closing of schools.

 

5.         Inloco Visits to Schools

 

            5.1        Astra Primary School

 

            5.1.1     Overview and Profile – The principal gave a detailed overview, profile and          breakdown of the following:

  • Linguistic profile;
  • Results analysis of the school for 2015 and 2016;
  • PPN (staff establishment) – Three vacancies in the staff establishment;
  • Learner enrolment which currently stood at 1 122 learners;
  • School infrastructure and various divisions of the school;
  • Audited financial statements;
  • Quarterly financial statements;
  • Examples of school time table;
  • LTSM and retrieval policy implementation; and
  • School successes.   

 

            5.1.2     Challenges - The principal referred to the following challenges being faced:

 

  • The school buildings and infrastructure was 38 years with no attempts at any renovation/refurbishments to date;
  • Drainage system, staircases and fencing was falling apart and needed urgent refurbishment;
  • The Department needed to adequately remunerate and appoint educators for the school. Currently the SGB was paying the salaries of at least 10 educators at the school.
  • Temporary teachers were not being paid
  • The Department was unable to provide substitutes for staff on leave or leaving the profession;
  • The school urgently required new furniture and desks;
  • The school unsuccessfully trying to convert to a Section 21 school – after numerous attempts they were still unsuccessful;
  • Textbooks were outstanding for some years after numerous orders were placed timeously; and
  • At a meeting with parents, the issue of the appointment of educators to be paid for by the school was raised. Parents agreed to make a voluntary contribution for payment of salaries for SGB appointed educators. Those parents who could not make monetary contributions were requested to make arrangements with the school to cover their voluntary contribution. Unemployed parents opted to do voluntary service at the school. At no stage had the issuing of report cards been refused due to non-payment of this voluntary contributions.

 

  1. Portfolio Committee Observations:

 

  • Members raised concerns over the non-delivery of textbooks and workbooks to the school over the years, as reported.
  • Members queried reasons why the school was being overlooked for furniture upgrades when many schools in the area were allegedly receiving the necessary furniture upgrades.
  • Members were also concerned that the school was not allocated adequate educators – and having to resort to employing educators at the school’s expense. It was important that the school PPN be reviewed.
  • Although the school seemed in good condition, Members needed the school to list all renovations and infrastructure needs.
  • Members queried whether the school was following the admission policies’
  • Members were concerned with the performance of the Grade-3 class.
  • Members requested a full report from the school and the Department on the issue of voluntary donations and stipends for payment of educators.
  • The errors on the SA-SAMS need to be investigated and rectified; and
  • There is a need to satisfy the needs of the Full Service Schools.

 

  1. Portfolio Committee Recommendations:

 

The Portfolio Committee on Basic Education, having engaged on the presentation from Astra                  Primary School recommend the following:

 

  • The Eastern Cape Department of Education (ECDOE) investigated the non-delivery of textbooks to the school and ensured that the school was supplied with textbooks as a matter of urgency.
  • The ECDOE further engaged with the school in respect of a list of renovations, refurbishments and new furniture – with a view to assisting the school.
  • The ECDOE reviewed the school PPN with a view to ensuring the school was supplied with adequate educators. This may involve the Department assisting with allocation of temporary educators in the interim;
  • The ECDOE, in conjunction with the National Department of Basic Education, ensured that schools received extensive training and development in respect of the utilisation of the full SA-SAMS system. This should also include a technical person seconded to the various districts to render further support to school on the SA-SAMS system.
  • The ECDOE ensures that the relevant District-Director compiled a report in respect to all the recommendations of the Portfolio Committee to be submitted to the Portfolio Committee within 21 days of the oversight visit to the Province. The report need to cover the following areas of concern:
    • LTSM delivery (textbooks);
    • Supply of furniture;
    • Withholding report cards;
    • Voluntary contributions;
    • Over 200 Lsen Learners, what are the plans, PPN etc;
    • Gangsterism/drugs/alcohol abuse and effects on schools; and
    • Consider refurbishing schools to cater for our special learners.

 

  1. Bertram High School

 

            5.2.1     Overview and Profile – The principal gave a detailed breakdown and overview of the      NSC results for the school with targets set for 2017. The projected enrollment for the school for 2017 stood at a total of 1 075 learners. The school PPN for 2017 stood at 34 educators (1        Principal, 1 Deputy Principal, 5 HODs and 27 PL1 Educators). The principal also spoke of the        issues of school safety and issues of infrastructure. He further gave a detailed breakdown of the       School Improvement Plan for 2017 covering Curriculum, parental involvement, school             environment and subject improvement plans.

 

            5.2.2     Challenges – The principal referred to the following challenges faced by the school:

  • Walls in dilapidated state and busy collapsing;
  • Vandalism and theft of electric cables (No electricity in most classes);
  • Late/non-delivery of LTSM;
  • Time-frame for filling of posts too long;
  • Issues with progressed learners;
  • No parent involvement;
  • High learner absenteeism;
  • Non-teaching personnel lacking;
  • SGB funded posts; and
  • Gangsterism/bullying/drugs.

 

  1. Portfolio Committee Observations

 

  • Members were keen to understand what the Department was doing to assist the school with progressed learners;
  • Again, Members raised concerns over the non-delivery or late delivery of textbooks to date;
  • Members queried the issues of voluntary donations from parents vs. withholding of report cards; happen regularly;
  • Members queried plans in place to attract more parental involvement;
  • Members queried whether the school had applied for scholar transport for qualifying learner;
  • Members queried the issues around admission figures and those learners who required to submit proof of identification – and how this affected the school numbers and PPN; and
  • Members queried the plans in place by the Department in assisting schools where teachers were retiring – to replace these retired teachers.

 

  1. Portfolio Committee Recommendations

 

The Portfolio Committee on Basic Education, having engaged on the presentation from   Bertram High School recommend the following:

 

  • The Eastern Cape Department of Education (ECDOE) investigated the issue of report cards being withheld by schools due to non-payment of voluntary contributions by parents. Where this could be confirmed, that principals be held to account and possibly charged;
  • The ECDOE ensures that learners are not negatively impacted in respect submitting proof of identification on admission to school;
  • The ECDOE ensures that schools received their textbooks as ordered;
  •  The ECDOE assisted the school with the filling of vacancies through a submission to the Department for a temporary educator in the interim; and
  • The ECDOE in collaboration with the National Department of Basic Education and the Department of Home Affairs ensured that all learners experiencing challenges with proof of identification be assisted.

 

  1. Machiu Primary School

 

5.3.1     Overview and Profile – The principal gave a detailed breakdown and overview of the      PPN of the school –with an indication of vacant positions for a deputy principal, three PL1 positions and no remedial. The Committee also received an overview of the school organogram and the general readiness of the school for 2017.  The school had a full time security paid by the SGB with adequate perimeter fencing.

 

            5.3.2     Challenges – The principal referred to the following challenges faced by the school:

 

  • A shortage of educators;
  • Furniture need to be refurbishment and/or renewed;
  • Orders for textbooks submitted but none received to date. The school has yet to receive Natural Science textbooks as promised;
  • There was a shortage of stationery received and the quality of stationery was questionable;
  • The school was built in 1968 and never been refurbished to date with ablution facilities needing painting and door. Many windows were also broken;
  • Challenges with parents who enrolled learners late; and
  • Challenges with proof of identification submitted on time.

 

  1. Portfolio Committee Observations

                       

  • Members raised concern over the shortage of educators and queried the support from the Department;
  • Members were concerned that the School also reported shortages of textbooks and stationery; and
  • Members were concerned that the school had not received any refurbishment or renovations since its opening in 1968.

 

  1. Portfolio Committee Recommendations

                                   

            The Portfolio Committee on Basic Education, having engaged on the presentation from   Machiu Primary School recommend the following:

 

  • The Eastern Cape Department of Education (ECDOE) ensured that the school was placed on the list for refurbishment/renovations since they had not received any for too long; and
  • The ECDOE ensured that the school received all outstanding textbooks and stationery shortages.

 

  1. ­­­    Sanctor High School

 

                        5.4.1     Overview and Profile –Learner enrollment for 2017 at the school stood at 1 189 with                               40 educators. The school ratio was 28:1 with vacancies for one PL2 educator, one PL1                            educator and three Remedial educators. The principal gave a breakdown of the non-                                  educator staff and a detailed overview and analysis of the 2016 results.  He further                              referred to the various programmes in place to assist learners in their performance.

 

                                    The principal mentioned that the school had started the year with a difficult situation                                where a parent reported a learner to be pregnant after an alleged rape ordeal.

 

                                    In respect of infrastructure, the principal mentioned that the buildings were well                                        maintained and in good shape for the past 23 years.

 

                        5.4.2     Challenges – The principal referred to the following challenges faced by the school:

 

  • Social challenges in the form of drugs, gangsterism, poverty and unemployment;
  • High rate of teenage pregnancies;
  • Learners underperforming in school due to socio-economic challenges;
  • Shortage of educators. Pace of appointment of educators need to be speeded up;
  • Shortage of non-teaching staff;
  • Shortage and non-delivery of textbooks for 2016 and 2017 (including new literature books not delivered);
  • The need for a better and effective retrieval policy;
  • Support for progressed learners was lacking;
  • Loaded syllabus (need more time for revision and testing);
  • Quality of learners from primary schools was poor;
  • ICT programmes supplied to school without backup and adequate;
  • Outstanding salary payments to educators;
  • Stipend for meal servers was too little and needed to be increased;
  • Shortage of drug-testing kits for the school; and
  • Infrastructure requirements:
    • Roof needs painting with a few leaks that need to be repaired;
      • Ablution facilities require upgrading and urinals need replacement;
      • No fencing at back of school – a security risk; and
      • Sport field need upgrading and development.

 

  1. Portfolio Committee Observations

 

  • Members noted the issue of stipends to meal-servers that required engagement at a departmental level;
  • Members raised concern over the non-payment of educators and queried the actions of the Department in dealing with this – and timeframes for dealing with the challenge;
  • Members queried the responses from the Department in respect of the  vacancies at the school;
  • Members was of the view that it was unacceptable that school had been without textbooks;
  • Members queried the programmes in place to improve results of the school; and
  • Members noted with concern that the safety patrollers for schools had not received payment from the Department of Public Works.

 

 

  1. Portfolio Committee Recommendations

           

The Portfolio Committee on Basic Education, having engaged on the presentation from   Sanctor High School recommend the following:

 

  • The Eastern Cape Department of Education (ECDOE) ensured that the school was adequately trained and developed in their roles in respect of modularisation and progressed learners;
  • The ECDOE engaged the school in respect of the educators that had not received payment and ensured that these educators received their remuneration due to them
  • The ECDOE engaged the school in respect of the possible increase of the stipend for meal-servers;
  • The ECDOE received a list of vacancies at the school and ensured that the Department assisted the school with adequate educators – with timeframes attached; and
  • The ECDOE, as a matter of urgency, ensured that the school was supplied with proper perimeter fencing where this was lacking.

 

  1. ­­­    David Livingstone High School

 

  1. Overview and Profile – The school is a quintile 3 school reportedly had 70 percent of learners from the township (30 percent from the surrounding neighbourhood). Most parents in the areas were unemployed with some learners being raised by single parents or grandparents. The principal referred to the Matric results for the past 3 years (60.7 percent (2014), 48.7 percent (2015) and 42.6 percent (2016). In respect of Post Provisioning Norms (PPN), the principal indicated that the school needed to shed one Deputy Principal and three PL1 teachers. The PPN was disputed by the school and they were awaiting a reply from the Department.  The school also qualified for two Elsen posts. In respect of admissions, the principal mentioned that the process had started in 2016 and the school was currently dealing with late applications. He indicated that no learners would be excluded from the admission process. The principal estimated that the school would admit 78 learners in the Matric Class 2017. On school finances, the principal mentioned that the budget for 2017 had not been completed. The process of finalising the budget for 2017 with outstanding matters being addressed in the next SGB meeting. Regarding infrastructure, the Department had approved plans for the rebuilding of the school in 2015/16. Although fencing had been erected as part of phase one of the plan, this still needed sign-off by the Department of Public Works due to non-compliance of certain prescripts.

 

  1. Challenges – The principal referred to the following challenges faced by the school:

 

  • Although the school received stationery, there was a shortage of 300 stationery               packs for learners;
  • Late/Non-delivery of textbooks;
  • The school was owed money from 2016 after a dispute was declared;
  • Lack of money – outstanding monies of last year which is under dispute
  • Shortage of educators;
  • High levels of crime in the area coupled with a high unemployment rate;
  • High rate of absenteeism amongst learners at the school;
  • Teachers leaving the school due to the environment. The moral teachers were                  very low due to outside elements.
  • A large number of learners requesting transfer letters; and
  • Lack of support for extra mural activities from the Department.

 

  1. Portfolio Committee Observations

 

  • Members queried the programmes of the school in respect of their core duty of learning, teaching and teacher development;
  • Members raised concern over the decline in results and queried whether the figures included progressed learners;
  • Members queried the programmes in place to train and develop teachers on the Peter Morkel model;
  • Members were keen to understand the responses from the Department regarding the outstanding monies owed to the school;
  • Members were curious as to the type of support required to take care of extramural activities for the school;
  • Members queried whether the school had the necessary programmes in place to improve results in 2017.

 

  1. Portfolio Committee Recommendations

 

The Portfolio Committee on Basic Education, having engaged on the presentation from   David Livingstone High School recommend the following:

 

  • The Eastern Cape Department of Education (ECDOE) assisted the school with programmes for subjects to be implemented after hours to assist our learners.
  • The ECDOE ensured that any monies owed to the school be paid as soon as possible.
  • The ECDOE investigates the feasibility of including a school hall to the build-project for the school.
  • The ECDOE in conjunction with sister departments ensured that all learners at the school undergo the necessary SIAS testing.

 

5.6        Papenkuil Primary School 

 

5.6.1 Overview and Profile        - The school had a learner enrolment of 742, from Grade R to Grade 7, with a staff establishment of 19. There were three vacancies for the principal and two HODs. It was reported that the principal’s post had been advertised in the bulletin whilst the two HOD posts had not been filled since 2016. The school was currently paying five SGB educators and a computer educator due to a shortage of permanent educators. In addition, the school had provisionally moved the isiXhosa educator allocated in terms of the Incremental Introduction of African Languages (IIAL) policy to a Grade 1 class, due to the changing needs of the school, and was awaiting approval from the Provincial Education Department.

 

All workbooks were received except stationery (writing books). In terms of its Improvement Plan, the school had initiated measures to support learners, including the “Drop all and Read” strategy especially reading aloud to improve pronunciation. Other measures included giving more comprehension exercises with the aim to read with understanding and holding regular meetings and workshops with parents on ways to support learners.

 

In terms of infrastructure, the school had 21 classrooms but lacked Grade R classes. One of the Grade R classes was accommodated in the storeroom. The school had access to clean water.

 

It was reported that the school had a very pro-active SGB, which participated in most activities of the school and was always willing to assist wherever they were needed. SGB meetings were             reportedly held regularly, at least once a month. Although the school was a no-fee school, parents were requested to make donations of R50 to contribute to the payment of the SGB educators. The school boosted several successes, including receiving financial sponsorships from Oceana Group and the Lotto Fund, producing two learners who made the SA Chess team and participating in choral festivals. 

 

                        5.6.2 Challenges – The school reported the following challenges faced:

 

  • The school experienced a shortage of classrooms and furniture for learners
  • Although there was electricity, some plugs and lights were not in working order
  • Fencing was not in good condition but the school had been prioritized by the Department to acquire a new fence
  • Some toilets for both learners and educators were not in working order and there was a shortage of toilet seats
  • Sport fields were not in a usable condition.
  • The school lacked a Feeding Scheme facility
  • The school had not received stationery (writing books) for 2017 and experienced a shortage of library books.
  • The school faced budget pressures and could only pay SGB educators until the end of March 2017, after which five classes would be without teachers
  • There was no maintenance done at the school
  • Parents were not fetching reports.     

 

                        It was reported that the Department of Public Works was rebuilding the school in 2017 to                         address its infrastructural needs.

 

                        5.6.3 Portfolio Committee Observations

 

  • Members observed that the school environment was clean and welcoming.
  • Members noted that senior management positions were currently filled in an acting capacity, which required urgent attention
  • Members were concerned that the school budget requirements had not been transferred to the school
  • Members also raised concern on the number of acting positions at management level.

 

  1. Portfolio Committee Recommendations

 

The Portfolio Committee recommended that:

 

  • The Eastern Cape Department of Education (ECDOE) ensured that the school received the necessary stationery as a matter of urgency.
  • The ECDOE ensured that any monies owed to the school be paid as soon as possible.
  • The ECDOE ensured that all vacancies at the school be filled as a matter of urgency.

 

 

6.         Report-Back/Wrap-up Session with the Eastern Cape Department of Education

 

This meeting served as a de-briefing session with the Eastern Cape Department of Education. The gathering was attended by officials from the National Department of Basic Education and the Eastern Cape 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 and challenges faced. Key issues highlighted, amongst others, included the following:

 

  • LTSM late or no delivery – This was a general challenge facing all schools visited. It was clear that officials somewhere in the system had not done his/her work. All schools visited reported a shortage of textbooks, late delivery of textbooks and/or no delivery of textbooks. Similarly, many schools reported shortages of stationery and poor quality of stationery.
  • Remuneration of Educators – Many schools raised the issue of non-payment or late payment of educators. Further to this, some schools reported that the Department owed the schools money since the previous year.
  • Post Provisioning Norms (PPN) – All schools visited indicated shortages of educators and some requested a review of their respective PPN. Challenges in respect of PPN covered the following generally:
    • Slow pace of vacancies being filled;
    • Insufficient Bulletins
    • Laborious administrative processes and procedures for filling vacancies
    • Dispute resolution hampering appointments

 

  • Lack of effective communication – It was reported that there was a lack of sufficient and effective communication from the Department to schools in respect of many matters including proper understanding of dealing with progressed learner and the new system of modularisation.

 

  • Infrastructure/Safety in Schools – Most schools visited were very old but well maintained by the schools themselves with little or no assistance from the ECDOE. Many schools appealed for assistance from the Department to refurbish/renovate school buildings and furniture. Requests for perimeter fencing came strongly from all schools visited. Furthermore, even District Offices complained of electricity failures and being hampered in their duties.

 

 

  • Documenting Learners – Schools commended the Department for assisting in ensuring that all learners were documented. However, some schools still had challenges in this regard. The Department needed to speed-up the process of those learners with outstanding cases.

 

  • Voluntary Contributions – It was agreed that the decisions between schools and parents regarding voluntary contributions could not be stopped. The only plea was that this be managed much better. The Portfolio Committee was awaiting a full report on the matter from the District-Director of affected areas.

 

  • Section 21 Application - Schools could not be barred from applying for Section 21 status or applying for a change in quintile status. It was important that these applications be speedily processed and completed. The Department was cautioned that these schools had to remain the responsibility of the ECDOE.

 

7.         Portfolio Committee Recommendations (Consolidated)

 

The Portfolio Committee on Basic Education recommend the following:

 

  1. The Eastern Cape Department of Education (ECDOE) prioritised and speed up the pace for the filling of vacancies that assist schools (e.g. EDOs, subject advisors etc.) and ensure that these posts are equally split between schools in the various districts. Further to this, the ECDOE looked to find creative ways to fast track the issuing of bulletins for the filling of vacancies.

 

  1. The ECDOE ensured that its officials monitored the implementation of school retrieval policies. Retrieval policies for schools needed to be developed at school level with assistance of the Department where there are challenges with implementation.

 

  1. The Eastern Cape Department of Education (ECDOE) investigated the non-delivery of textbooks to the school and ensured that the school was supplied with textbooks as a matter of urgency The ECDOE ensured consequence management of officials who placed late orders for LTSM which was now being delivered so late. Action must be taken against the responsible Directorate.

 

  1. The ECDOE ensured that schools and communities were adequately consulted and engaged on the issues that affect them e.g. modularisation, progressed learners, merging, rationalisation and closing of schools.

 

  1. The ECDOE further engaged with the school in respect of a list of renovations, refurbishments and new furniture – with a view to assisting schools (including perimeter fencing);

 

  1. The ECDOE, in conjunction with the National Department of Basic Education ensured that schools received extensive training and development in respect of the utilisation of the full SA-SAMS system. This should also include a technical person seconded to the various districts to render further support to school on the SA-SAMS system.

 

  1. The Eastern Cape Department of Education (ECDOE) investigated the issue of report cards being withheld by schools due to non-payment of voluntary contributions by parents. Where this could be confirmed, that principals be held to account and possibly charged;

 

  1. The ECDOE in collaboration with the National Department of Basic Education and the Department of Home Affairs ensured that all learners experiencing challenges with proof of identification be assisted.

 

  1. The ECDOE engaged the school in respect of the educators that had not received payment and ensured that these educators received their remuneration due to them. Further to this that the ECDOE ensured that any monies owed to school (held due to disputes) be paid as soon as possible.

 

  1. The ECDOE engaged the school in respect of the possible increase of the stipend for    meal-servers;

 

  1. The ECDOE in conjunction with sister departments ensured that all learners at the            school undergo the necessary SIAS testing;

 

  1. The ECDOE ensures that the relevant District-Director compiled a report on all the       recommendations of the Portfolio Committee to be submitted to the Portfolio     Committee within 21 days. The report needs to cover the following areas of concern:
    1. LTSM delivery (textbooks);
    2. Supply of furniture;
    3. Withholding report cards;
    4. Voluntary contributions;
    5. Over 200 Lsen Learners, what are the plans, PPN etc;
    6. Gangsterism/drugs/alcohol abuse and effects on schools; and
    7. Consider refurbishing schools to cater for our special learners.

 

8.         Conclusion

 

The oversight visit to the Port Elizabeth Education District (Northern Areas), Eastern Cape Province provided the Portfolio Committee with an opportunity to monitor and support preparations for school readiness for 2017 in key priority areas, as well as to ascertain the basic functionality of schools. The findings and recommendations contained in this report should help to assist the district and province to improve their preparations for school readiness for 2017 as well as to strengthen areas related to basic functionality.

 

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. A special word of appreciation was extended to Members of the Provincial Legislature Portfolio Committee on Education for their input and participation in the programme of the National Portfolio Committee on Basic Education. 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.

 

Report to be considered.

 

 

 

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