ATC170620: Report of the Portfolio Committee on Basic Education on an oversight visits to the Ilembe and King Cetshwayo Education Districts, KwaZulu-Natal Province, dated 20 June 2017

Basic Education

Report of the Portfolio Committee on Basic Education on an oversight visits to the Ilembe and King Cetshwayo Education Districts, KwaZulu-Natal Province, dated 20 June 2017.

The Portfolio Committee on Basic Education, having undertaken an oversight visits to the Ilembe and King Cetshwayo Education Districts, KwaZulu-Natal Province, reports as follows:

1. Introduction and Background

The Portfolio Committee on Basic Education conducted an oversight visit to the Ilembe and King Cetshwayo Education Districts, KwaZulu-Natal Province from 29 January to 3 February 2017.

The purpose of the oversight visit was to assess and support 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 are established. In this regard, the Portfolio Committee’s oversight sought to focus primarily on the following:

The state of the school environment;
The state of the admission and registration of learners;
The provision of Learner Teacher Support Materials (LTSM);
Staff establishments (Post-Provisioning Norms);
School Improvement Plans and District support;
The availability of learner transport and the School Nutrition Programme to qualifying learners;
The functionality of School Governing Bodies (SGBs) and School Management Teams (SMTs);
The state of the school’s infrastructure and ICT;
The availability of school furniture; and
Inclusive Education.

The oversight was also meant to confirm that learners and educators were in school, in class, on time, learning and teaching from the beginning of the academic year.

The above areas of focus form part of the key deliverables finding expression in the Medium Term Strategic Framework (MSTF), 2014 – 2019 and the National Development Plan (NDP), 2030.

In giving impetus to the resolve to prioritise oversight in schools and Districts with the most challenges in the provision of quality education, the Committee selected the KwaZulu-Natal Province, the targeted Districts and schools based on their performance in the 2016 National Senior Certificate (NSC) examinations, as well as specific challenges faced by the identified Districts. Whilst KwaZulu-Natal has improved its results remarkably from 60.7 per cent in 2015 to 66.4 per cent in 2016, the Province remains amongst the three lowest performing provinces. Based on these results, there is a need to continue to pay particular to the Province, with a view to supporting them in finding solutions to all challenges faced.

The oversight also afforded the Portfolio Committee an opportunity to receive an update on the Province’s progress in addressing the Committee’s recommendations in respect of the 2016 oversight visit to the Province.

As part of the oversight, the Portfolio Committee received briefings from officials of the National Department of Basic Education (DBE), the KwaZulu-Natal Department of Education, District Officials, SGB Associations, Traditional Authorities, the South African Principals Association and Organised Labour. The Portfolio Committee was also joined by the Portfolio Committee on Education in the KwaZulu-Natal 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 state of readiness and to discuss various challenges faced in the PED and affected Districts.

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. Delegations

2.1 Portfolio Committee on Basic Education: Hon N Gina, MP (ANC) (Chairperson), Hon J Basson MP (ANC), Hon N Mokoto MP (ANC), Hon T M Khoza MP (ANC), Hon H D Khosa MP (ANC), Hon G Davis MP (DA), Hon N Tarabella-Marchesi MP (DA), Hon C T Msimang MP (IFP) and Hon C Majeke MP (UDM). Parliamentary staff consisted of Mr L A Brown (Committee Secretary), Mr D Bandi (Content Advisor), Ms S Ntabeni (Committee Assistant), Mr M Kekana (Parliamentary Researcher) and Ms R Azzakani (Parliamentary Communication).

2.2 National Department of Basic Education: Mr J Ndlebe, Mr A Subban, Ms E Mamathuba, Mr E Behane, Mr S P Govender, Mr L Mahada, Ms M Fuzile

2.3 KwaZulu-Natal Department of Education: Dr E V Nzama, Mrs W Hadebe, Mr N Mpanza, Ms G Madlala, Ms C Browne, Ms H Dladla, Mr L Rambaran, Ms N Dlamini, Mr G N Ngcobo, Mr N Bridglall, Mr Z Thusi, Ms H Kumalo, Mr N Sithole, Ms G Madlala, Mr T Motha, Mr M Msweli, Mr S Manganye, Ms L Madondo, Mr E Mntungwa, Ms S Keswa, Mr V Khumalo, Ms T Mbanjwa, Mr B Dlamini, Mr S Devendranath, Mr M Sibiya, Mr T Cele, Mr P Ndlovu, Mr M Khumalo, Mr W Sibiya, Mr N Ngcobo, Mr S Gumede, Mr D Sibisi, Ms B Ntuli, Dr D Singh, Ms P Halimana, Mr S Khanyi, Ms S Zakuza-Nyakazi, Mr M Mokoena, Ms T Gumede, Ms N Maphumulo, Ms Z Sishi, Mr T Nkosi, Mr R Bobat, Mr N R Ndlela, Ms L Hlongwa-Madlala, Mr W Mahlambi, Ms Q Mrobe, Ms S Hadebe, Mr L Mthetho, Mr N Madela, Ms S Mandraj, Mr S Dube, Ms S Moodley, Mr N Moosa, Mr M Mthethwa, Mr M Majola and Mr B Makhathini.

2.4 Organised Labour:

3.4.1 Suid Afrikaanse Onderwysersunie (SAOU) – Ms L Roos

3.4.2 National Teachers Union (NATU) – Mr N Khuzwayo

3.4.3 National Professional Teachers Organisation of South Africa (NAPTOSA) – Ms T Moodley

2.5 South African Principals Association – Ms E M Hayes-Hill

2.6 South African National Association for Special Education – Mr S Nkosi

3. Oversight and Monitoring Visit in the Ilembe and King Cetshwayo Education Districts, KwaZulu-Natal Province

The oversight visit to the Ilembe and King Cetshwayo Education Districts occurred from 29 January – 2 February 2017 and concluded with a debriefing session/report back in Durban on 3 February 2017. The Committee had meetings and school visits as follows:

A meeting with the MEC for Education in the KwaZulu-Natal Province, the Head of Department in the Kwa-Zulu-Natal Provincial Education Department, the National Department of Basic Education, Senior officials in the Office of the Head of the Provincial Education Department and Senior Provincial and District officials, Traditional Authorities, SGB Associations, South African Principals Association and Organised Labour.

Schools visited by the delegation included:
- Sisebenzile Secondary School
- Ezindlovini Primary School
- Chief Ngonyama Secondary School
- Isifisosethu Secondary School
- Hlonono Secondary School
- Imushane Primary School
- Bizimali High School
- Sigananda Primary School
- Velanganye High School
- Mnyakanya High School
- Zinqobele Secondary School
- Eshowe High School
- Amazondi Secondary School
- Mpotolo Primary School

A wrap-up/debriefing session with the Office of the Head of Department in the KwaZulu-Natal Provincial Education Department, the National Department of Basic Education and Senior officials.

4. Meeting with the KwaZulu-Natal Provincial Education Department, Members of the Provincial Legislature Committee on Education, Office of the MEC, Traditional Authorities, National Department of Basic Education, Senior and District Officials, SGB Associations, SA Principals Association and Organised Labour

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 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 KwaZulu-Natal. It was important that the Province attended to any challenges faced which may include time lost due to protest actions and disturbances. The Chairperson alluded to the many areas of concern and challenges raised in the Provincial Education Department which included the following, amongst others:

Vacancies – the slow pace of filling vacancies ;
Low performance in Mathematics and Science – plans to mitigate challenges in the offering of these critical subjects;
Inadequate provision of learner transport – progress made in expanding access to learner transport in the Province;
The National School Nutrition Programme (NSNP) - a need for a progress report on the use of cooperatives and issues over protests in respect of service providers;
Inclusive Education – the status of Inclusive Education in the Province;
Teacher Centres – issues of reporting/line functions for these teacher centres and whether they benefitted educators;
Infrastructure and rationalisation – Progress and the status of the rationalisation of schools;
Learner Teacher Support Material (LTSM) – A full report on procurement, delivery and shortages (including Section 21 schools);
District Support – Certain districts were underperforming continuously. These districts required focussed assistance. Some districts had a huge number of schools and did not seem viable.
Underperforming schools (performance of 40 percent and under).

4.2 Address by the Head-of-Department – Dr E V Nzama

Dr Nzama was encouraged that the Portfolio Committee chose KwaZulu-Natal for oversight and monitoring. He mentioned that the list of issues raised by the Portfolio Committee were being addressed by the Provincial Education Department. He indicated that after the release of the National Senior Certificate results for 2016, the Department stepped up its plans and programmes to improve performance. The same plans and programmes would be revisited and strengthened in preparing for the 2017 examinations.

4.2.1 Review of the 2016 National Senior Certificate Results

The objective of the 2016 Improvement Plan was to:

Improve the overall pass percentage by at least 10 percent;
Improve pass percentages of the 12 Districts ;
Increase the number of passes in key gateway subjects;
Do away with the 0 – 30 percent pass rate;
Reduce the number of schools performing below 60 percent; and
Improve the quality of passes by increasing the total number of Bachelor passes.

In trying to reach the objectives as stipulated, Dr Nzama gave a broad, but detailed overview of the efforts by the Department.

4.2.2 The 2017 Academic Improvement Plan

The plan aimed to improve the attainment of learner outcomes in the Province by at least 10 percent. The Province had identified areas which needed urgent attention in the General Education and Training (GET) and Further Education and Training (FET) bands. The 2017 plan did not exempt Directorates and Chief Directorates from developing their own business plans. The 2017 improvement plan was only a point of convergence for all branches to contribute towards the achievement of planned interventions. The improvement plan was a response to challenges identified during the 2016 academic year. The objectives of the improvement plan could be categorised into two.:

The whole system objectives that addressed learner performance; and
Grade 12 specific objectives that addressed improvement of the 2017 National Senior Certificate (NSC) examination results.

The improvement plan was based on six broad pillars as follows:

Basic school functionality;
Effective Curriculum delivery and learner attainment;
Assessment for learning and assessment of learning;
Teacher development;
The promotion of reading; and
The management of stakeholder participation.

The Portfolio Committee was given a detailed overview of the six pillars where the Department alluded to the key issues identified, activities, improvement indicators, main responsibility and time frames.

4.2.3 School Readiness for 2017

The Department reported on findings of the 2017 school readiness oversight conducted by Members of the Provincial Legislature. This oversight took place from 11 – 13 January 2017. Its findings could be summarised as follows:

4.2.3.1 First day of school – Teaching and learning continued uninterrupted. Meals were served in all Quintiles one, two and three schools, as well as a few Quintile four schools through the NSNP. Learner and educator attendance was good except in few schools in the Inanda, Ntuzuma and KwaMashu. A road accident in the Pinetown District where four learners lost their lives was reported. No incidents of violence, service delivery protests or faction fighting was reported.

4.2.3.2 Learner Admission and Registration - Learner admission and registration was completed in October 2016. Schools were currently updating SA-SAMS data using information from the admissions registers. Class lists were available in all schools that were visited. In mostly urban districts, the Admissions Committees were finalising cases of learners who were placed on waiting list in ex-model C schools.

4.2.3.3 School Post Provisioning Norms (PPN) and Teacher Provisioning - All schools were allocated approved Post Establishments for 2017 in September 2016. A total of 90 057 posts were created. Surplus educators were identified and vacant posts were declared. Circuit and District Task Teams matched and placed surplus educators against vacant posts. A total of 989 Funza Lushaka posts had been allocated and currently the bursary holders were being placed against vacant posts.

4.2.3.4 Resource Provisioning - Textbook orders for the 2017 school year for 4 097 out of 5 882 public ordinary schools were placed through central procurement, with 99.8 percent of orders placed for textbooks having been delivered to schools. Stationery orders for the 2017 school year for 3 210 out of 5 882 public ordinary schools were placed through central procurement, with 100 percent of orders placed for stationery having been delivered to schools. All Grade R material for 192 186 Grade R learners were procured centrally for the 2017 school year with 99.9 percent of orders placed having been delivered to schools. Schools with Section 21(1) (c) Function that opted for school-based LTSM procurement had their budgets transferred between August and September 2016. During the school visits only few cases were reported of textbook shortages in schools with limited funding in Norms and Standards. Principals were advised to report textbook shortages to the LTSM Section for assistance. Workbooks for relevant Grades had been delivered to all schools. All schools visited had an effective textbook retrieval policy. All teachers had all the relevant curriculum policy documents, as well as subject policy documents and guidelines.

4.2.3.5 School Furniture - All schools had learner furniture but some serious shortages had been identified in schools with increased learner enrolment. Districts had delivered new school furniture procured through the 30 percent and other allocation within the Norms and Standards budget. Schools with additional classrooms were provided with new school furniture purchased from the infrastructure equitable share budget allocation. New schools built within the 2016/17 financial year were allocated new school furniture. Schools with surplus furniture were encouraged to assist schools experiencing serious overcrowding.

4.2.3.6 Curriculum Planning - Most of the schools developed draft School Improvement Plans in 2016 and would be finalised following the analysis of the 2016 results. Schedules and lesson plans for the first term were in place. Schools had Programmes of Assessment (PoA) and Annual Teaching Plans (ATP) in place and had developed Subject Improvement Plans.

4.2.3.7 Minimum Infrastructure Needs - The Province still had schools with asbestos roofing and a plan has been put in place to replace these in a phased-in approach. Due to the increase in learner enrolment, ablution facilities needed to be increased in affected schools and the Department has prioritised these schools in the District Infrastructure Plan. In mostly rural districts there was a serious water crisis as a result of drought. The Department was currently working on a plan to install boreholes to support affected schools.

4.2.3.8 New Schools – The Department opened new schools that were fully functional. Reported information on learner admissions revealed that some schools were experiencing serious overcrowding due, in part, to migration of learners from poorly performing schools to high performing schools. The Department had to urgently provide some of the schools with mobile classrooms. The Province had a total of 355 storm-damaged schools. Contractors were already on site in 105 schools with the rest out on tender.

Dr Nzama also alluded to some of the following pertinent concerns:

Teacher Centres – The issue was mainly the question of the location of these centres within the Department. This had been corrected and the Department had decided to revise the organogram locating these centres under the Teacher Development directorate.
Rationalisation – It was agreed that the process, which started five years ago, was not easy to manage. The Department had opted to outsource the rationalisation of small and non-viable schools. Although there had been resistance in some areas, the Department put a team together to deal with all challenges. There was agreement that the entire process had been extremely slow.
Support to Districts – The Department had a number of interventions in support of the districts. There was agreement that, in Zululand District, there were too many schools and there were moves to have the district further divided.
Underperforming Schools – The Department was engaging with these underperforming schools to improve their performance. The focus currently was with those school who performed between zero and ten percent and the Department planned to move from there.
Learner Transport – There had been no increase in the budget for transport (R186 million). Currently the Department provided scholar transport to approximately 47 747 learners but the demand for transport stood at around 64 000 learners requiring transport. The Department was unable to assist all needy schools with learner transport due to severe budgetary constraints. It was acknowledged that learner transport was a sector that was being marginalised. The Department was considering setting a budget aside for the procurement of ferry-boats for learners who have to cross rivers during rainy periods.

4.3 Inputs by Organised Labour

4.3.1 National Professional Teachers’ Organisation of South Africa (NAPTOSA)

NAPTOSA was concerned that school functionality was only a focus at the start of the academic year but there were challenges throughout the academic year and urged stakeholders to play a continuous oversight role. The union acknowledged the efforts by all stakeholders in contributing to the improvement of results. It was noted that all districts produced results over 50 percent with an overall improvement in quintile 1, 2, and 3 schools. The drop-out rate was almost 48 percent since 2012 which was concerning. Almost a third of these learners had not passed in 2017. It was important that these learners be absorbed in the Second Chance Programme.

School functionality could not be looked at or evaluated in isolation as this function did not rest solely with the Department of Education. Parents, communities and sister Departments, including corporate and private sector had a hand to play. These role-players should never be excluded. Challenges affecting school functionality:

Staffing of Schools: NAPTOSA was unhappy with the current staffing of schools with staffing issues still unresolved. Unfilled vacancies remained a point of concern. A school that opened the year without its full complement of staff was not able to start learning and teaching on the first day – this was unacceptable. The delays in the filling of vacancies rests with the Department who failed to convene its placement structures on time.
Administrative Personnel: Vacancies that arose as a result of attribution of administrative personnel had not been filled in the recent past. All posts in the Province had been frozen by Provincial Treasury with the exception of educator posts. This placed an enormous burden on the administration of the school and impacted on the functioning of the school. Schools and SGBs have to fund these posts that were actual the responsibility of the Department.
Qualified Educators in Maths and Science: The Province was failing to attract qualified and skilled educators in the fields of Maths and Science as the NSC results in the Province for these subjects remained a concern. It was unacceptable that the Province, as a Maths Province, was unable to employ qualified Maths educators despite the Department having a database of about 5 000 qualified educators who were unemployed.
Class Size/Infrastructure: The teacher pupil ration in the Province was 1:31 but despite this there were schools with enrolment figures over 2 000. The infrastructure of schools were not designed to accommodate such numbers (including physical size of classrooms and toilet facilities)
Failure/Late Delivery of LTSM: Despite schools placing orders timeously, some schools, to date, were yet to receive textbooks and workbooks. The CAPS Curriculum relied on learner and teacher support material for curriculum delivery. There had been no communication from the Department regarding any delays and despite this process being initiated in the first half of 2016.
Late Admissions: Parents did not consider registering learners the previous year which resulted in a scramble for places in already overcrowded schools. As a result, learners lost learning time.

NAPTOSA enjoyed a productive relationship with all stakeholders in the Province and acknowledged efforts and successes of the Department. NAPTOSA was confident that the challenges were not insurmountable and there was a need for an open and honest relationship to resolve challenges together.

4.3.2 Suid Afrikaanse Onderwysersunie (SAOU)

SAOU indicated that education remained the future of our country. The Department needed to move teachers as per the needs of schools – these included excess educators. SAOU felt that the time taken to fill vacant promotional posts was too long and needed to be speeded up. Training and development programmes needed to focus on teacher development for specific subjects taught by educators. Improvement plans needed to be plans of action for the Department, districts and schools and become a reality to ensure that the Province improved on all its targets

4.3.3 South African Democratic Teachers Union (SADTU)

SADTU was of the view that for the Province to advance in performance, there were certain basics that needed to be adhered to as follows:

Good human relations with all stakeholders and a closer working relationship between the various levels;
Ensuring that staffing stability at school level was achieved through the necessary filling of vacant posts at all levels;
A review of the funding model in respect of interventions in districts as the funding model needed to be standardised for all districts;
The tackling of substance abuse by learners becoming a norm at many schools;
The Department needed to prioritise capacitation of subject advisors appointed;
Common in underperforming schools was that they did not have enough educators as well as educators not being adequately capacitated to teach the subjects they taught;
There were schools who currently had no educators. The Department needed to consider a review of the PPN model for schools;
Absenteeism remained a huge challenge. The Department needed to address issues of long-leave, medical boarding, suspended educators etc;
In respect of learner transport, the Department needed to ensure that the budget be fully utilised for this intended purpose. The Department needed to review where the transport budget resided as the union was of the view that it resided with the Department of Basic Education;
The union was concerned that only 30 hours were set aside for learners in the Second Chance programme. This was insufficient; and
The Department needed to ensure that progressed learners were assisted and supported.

4.3.4 South African National Association for Special Schools

The South African National Association for Special Schools raised the following concerns:

Special Schools did not enjoy the type of support and assistance from the Department as other schools;
There were challenges with the employment of educators at Special Schools as these were not indicated in the PPN;
Although learner transport for Special Schools was different, the policy was implemented similarly for all schools; and
Many Special Schools did not enjoy the services of specialised staff e.g. therapists. Where the school had such staff, when they left, they were not being replaced

4.4 Portfolio Committee Observations:

Members were concerned with districts that underperformed year-on-year and queried the support, programmes and interventions from the Department in improving performance. These included schools who achieved zero percent.
Members raised concern that many educators were underqualified or unqualified to teach the subject they taught. Instead of targeting the school principal, the Department needed to ensure that these educators were trained, developed and capacitated.
Members were concerned with the underperformance in Mathematics and Science and queried reasons for the underperformance.
Members queried the intervention strategies for the Department in dealing with drug and alcohol abuse by learners at schools.
Members were disappointed that the MEC was not present at the engagements as it was important that a perspective from the political leadership was understood.
Members also queried the drop-out rate at schools and the whereabouts of these learners.
Members queried the support from the National Department of Basic Education in assisting the provincial department with intervention strategies for those schools that performed between 0 – 40 percent.
Members queried the amount of teaching time lost in the province due to protest and strike action. Faction fighting in some districts was of concern and queried how the Department was dealing with this to ensure peace and stability in these areas.
Members queried how learners were being accommodated at storm-damaged schools currently under refurbishment by contractors.
Members raised concern over the shortage of subject advisors and queried timeframes for these posts to be filled.
Members queried whether the Department had any incentives for attracting Mathematics and Science.
Members required a full report on the exact numbers of learners and schools that had shortages of textbooks and workbooks (including top-ups)
Members were puzzled with the consideration of utilising ferry-boats for learners and queried the number of students that would be affected and whether there were no alternatives being considered.
Members queried the timeframes for the filling of critical posts and completion of disciplinary processes at all levels.
Members queried whether principals had signed performance contracts.
Members queried the programmes and plans in place to assist progressed learner who opted for modularisation.

4.5 Portfolio Committee Recommendations:

The Portfolio Committee on Basic Education, recommended that the KwaZulu-Natal Department of Education:

Address the perceived tensions, factions and power-struggles within the Department.
Ensure that the filling of critical posts be prioritised and concluded speedily.
Ensure that educators are earmarked for further training and development in the subjects they taught to capacitate them.
Ensure that qualifying learners benefit from the learner transport programme and the Department explore other alternatives for learners to cross rivers during winter other than the procurement of ferry-boats.
Ensure that there is agreement with unions that educators do not lose teaching time to attend meetings, workshops or training during school time.
Address challenges with the SA-SAMS system to assist educators and discourage the use of alternate systems for capturing data.
Investigate the allegations of the establishment of Independent Schools merely as a money-making business.
Investigate the allegations that, at certain schools, a large number of learners were not resulted for examinations written.

5. Inloco Visits to Schools

5.1 Sisebenzile Secondary School

5.1.1 Profile:

The school is a no-fee school, ranked as Quintile 3, with 870 learners and 26 educators. Currently the school offered all education streams from Grade 10 to Grade 12. The school was adversely affected by its quintile ranking. Parents contributed immensely towards the building of the school and enjoyed ownership of the school. The school had forged business partnerships resulting in the development of the infrastructure. The School Management Team (SMT) worked well together and the SGB was fully functional and very active. The school received good support and assistance from the district office and subject advisors. The school also had extra classes in the morning and afternoon to assist learners. Educators tried to ensure that at least 75 percent of the syllabus was completed by May.

5.1.2 Challenges:

The school experienced an exorbitant water and electricity bill;
Huge increase in school enrolment causing overcrowding;
The school requires at least five extra classrooms to be built/supplied;
The school requires a media centre and computer room; and
Ablution facilities require upgrading.

5.1.3 Portfolio Committee Observations:

Members were concerned over the shortage of classrooms as indicated by the principal. At least five classrooms were required). Members queried whether the school had submitted the necessary request to the Department in respect of the additional classes;
Members queried the high water and electricity tariff and billing against the school. Members queried whether the school budget was sufficient to service its billing;
Members queried how the provincial department supported and assisted the school with resources;
Members queried whether learner qualified and benefited from the learners transport programme;
Members also noted the need for a borehole for accessing water – and what assistance the provincial department was offering in this regard.

5.1.4 Portfolio Committee Recommendations:

The Portfolio Committee on Basic Education, having engaged on the presentation from Sisebenzile Secondary School recommend that the KwaZulu-Natal Department of Education:

Ensured that the school was supplied with the necessary classrooms as indicated.
Engage with the local municipality and Eskom regarding the consideration of a special tariff for schools usage at a lower rate. Further, to dissuade the municipality from cutting the water supply

5.2 Ezindlovini Primary School

5.2.1 Profile:

The school was established in 1906 and was located in the KwaNgongoma area in the iLembe Education District. The school was ranked as a Quintile 3 school with 1 190 learners and 38 educators. The school served as a feeder school to the nearby secondary school.

5.2.2 Challenges:

Classrooms need to be refurbished. Some classes were in a bad state;
Vacant positions (including principal);
Ablution facilities need to be upgraded and refurbished as learners;
Water pressure at the school is very low;
The Grade R class has declined since the year before – the class was built with corrugated iron and was extremely hot during the day. The school had put in a request for air conditioners;
Transport for learners was of concern as vehicles were overcrowded and roadworthiness was questionable. The school was requesting proper school vehicles for transporting learners;
The school requires the services of a person with skills to identify learners with special needs;
Some classrooms still had asbestos roofing;
Shortage of water due to low water-pressure;
Shortage of desks and furniture;
Conditions of toilets were horrendous and the school was requesting flushing toilets;
A request for proper school vehicles for transporting learners;
The school perimeter fencing needed to be renewed/upgraded; and
The school did not have a sports ground.

5.2.3 Portfolio Committee Observations:

Members queried whether the school had a costed maintenance plan communicated to the Department;
Members were concerned with the vacant positions since the previous year – and when would these be filled;
Members also queried the effect of high water and electricity tariffs on schools – and whether the school had considered the option of pre-paid metering; and
Members queried the timeframe for the installation of planned ablution facilities.

5.2.4 Portfolio Committee Recommendations:

The Portfolio Committee on Basic Education recommended that the KwaZulu-Natal Department of Education:

Ensure that the school’s Grade R corrugated iron classroom is properly refurbished and possibly installed with air conditioning;
Ensure that vacant positions were filled urgently, specifically that of the principal
Ensure that all asbestos roofing at the school is replaced.

5.3 Isifisosethu Secondary School

5.3.1 Profile:

The school was established in 1988 and was located in the Kwa-Smamane area in the Ndwedwe Circuit in Ilembe. The school was a Section 21 school and had a quintile ranking of one. Learner enrolment stood at 227 learners with 11 educators. The community in the surrounding area experienced many challenges with political instability and unrest – which affected schooling negatively. In 1987 the area experienced the overflow of the local river causing flooding, collapsed homes and drowning. Hullets built three classrooms on the school site identified. With the assistance from the Lotto, extra classrooms were built.

In January 2016, learners embarked on an illegal and violent strike causing damage to school property. The main target was the principal of the school who was compelled to take long sick leave. Reasons for the strike was the over-diversification of the Curriculum as well as promises to rebuild new infrastructure not kept by the Department.

Teachers were demotivated to perform their duties due to strike action and unruly behaviour of learners who did not respect authority.

5.3.2 Challenges:

The 2016 school environment was not conducive for teaching and learning;
There was a shortage of classrooms – but the Department was addressing this issue;
There are many social ills in the area;
An educator was on sick-leave for a while and the school required a stand-in educator;
The SMT and SGB were not functioning as a collective unit to improve the school environment;
A maths educator who did not have the necessary qualifications and seemingly a protected educator; and
There was no commitment from educators in respect of teaching and learning.

5.3.3 Portfolio Committee Observations:

Members queried whether educators at the school were sufficiently qualified for the subjects they taught- and whether educators received the necessary training and development on a regular basis;
Members raised concern over educators teaching subjects that they were not qualified to teach – and these educators being in protected positions.
Members raised concern regarding the challenges the school was facing with the Curriculum and queried progress in resolving these;
Members queried the timeframe for completion of the building project by the contractor;
Members queried the functionality of the computer class;
Members queried whether a substitute educator was placed at the school due to an educator being on long sick leave;
Members raised concern over the teaching time lost during the strike action at the school – as well as any action taken against learners;\
Members were concerned that there was no quality teaching and learning happening at the school added by the SMT being dysfunctional

5.3.4 Portfolio Committee Recommendations:

The Portfolio Committee on Basic Education recommended the following:

The Portfolio Committee on Education in the Legislature should consider prioritising this school for assistance and support;
That the KwaZulu-Natal Department of Education:

Ensure that the school is supplied with a qualified Mathematics and Science educator;
Ensure that the school received focussed attention and support with many of the challenges identified. The Portfolio Committee would do a follow-up with the Head-of-Department on progress; and
Ensure that the promised pre-fab classrooms are delivered to the school as a matter of urgency.

5.4 Chief Ngonyama Secondary School

5.4.1 Profile:

The school was established in 1998 and situated in the Chibini Area, Ozwathini in the Ilembe Education District. The school was ranked as a Quintile 2 school with 272 learners and 16 educators which also included a security guard, cleaner and administrative clerk. The school was a no-fee school with learners from the deep rural areas who walked up to 10 kilometres to school. The majority of the learners were orphans living with grandparents and/or relatives who depended on social grants. Educators had done all they could to prepare learners for the last Matric exams – which included teaching time during weekends. Learners did not attend the weekend classes and the school even approached the parents to intervene with no success. The school has also arranged for motivational speakers.

5.4.2 Challenges:

The majority of the learners were orphans living with grandparents and/or relatives who depended on social grants;
Ill-disciplined learners; and
School buildings and ablution facilities requiring upgrading and renovation.

5.4.3 Portfolio Committee Observations:

Members queried whether the school had attempted to study good practices from neighbouring school who did well in exams;
Members were concerned with the overall decline in the school performance and queried reasons for this decline;
Members queried the measures in place to encourage learners to attend extra classes;
Members were concerned with the zero percent pass rate in maths and queried the reasons for this.
Members noted with concern the long distances learners walked to school.
Members were of the view that the school’s turn-around strategy was merely a copy of educator’s job descriptions – there was a need for a more in-depth programme.

5.4.4 Portfolio Committee Recommendations:

The Portfolio Committee on Basic Education recommended that the KwaZulu-Natal Department of Education:

Ensured that the school was assisted and prioritised with learner transport for those who qualified.
Ensured that the school was prioritised for refurbishment and renovation of ablution facilities and buildings
Ensured that the school was assisted with providing security at the school during the evenings as well.

5.5 Hlonono Secondary School

5.5.1 Profile

The school is a Quintile 1 school with a learner enrolment of 305 and a staff establishment of of 11 educators.

The school had been underperforming over the past three years, experiencing a decline in the NSC pass rate from 20.3 per cent in 2014 to 14.8 per cent in 2015 and 7.8 per cent in 2016.

It was reported that the school enjoyed the support of the SGB and experienced active parental involvement. In terms of infrastructure, the school lacked computer and science laboratories and a library. They also required an admin block. The school requested the Department for a computer lab equipped with computers and were granted.

5.5.2 Challenges

The SMT and SGB were not functioning as a collective unit to improve the school environment
Learners were ill-disciplined.

5.5.3 Portfolio Committee Observations

Members observed that there were weaknesses in leadership at school level. Of further concern was that the principal was absent during the Committee’s interaction with the school stakeholders.
Members were concerned that there was ineffective teaching and learning at the school, based on its results.
Members also observed a good working relationship between the SMT and the SGB.
Members were concerned that toilets were not maintained due to lack of water.

5.5.3 Portfolio Committee Recommendations

The Portfolio Committee recommended that:

The Kwazulu-Natal Education Department should prioritise the school for urgent and immediate intervention in respect of its challenges, including:

weaknesses in school leadership;
the lack of collaborative work between the SMT and SGB;
learner ill-discipline;
Underperformance and ineffective teaching and learning; and
Inadequate access to water and sanitation.

The KwaZulu-Natal Education Department should progressively assist the school with its other infrastructural needs such as laboratories and a library.

5.6 Imushane Primary School

5.6.1 Profile:

The school was established in 1860 and was located in the Emambedwini area in the iLembe Education District. Enrolment of learners stood at 380 with 11 educators. The school was ranked as a quintile ranking of one. The school was started by the UCC Missionaries. There were renovations currently underway of four classrooms, principal and reception offices. The school was an Eco School promoting environmental awareness within the school and outside.

5.6.2 Challenges:

The school did not have a proper kitchen for preparing meals;
Certain classrooms still had asbestos roofing as well as leaking roofs;
The access road to the school needs to be upgraded;
Ablution facilities were in a poor state (pit-toilets);
The school had no running water and relied on rain-harvesting;
The school needs the services of a cleaner;
The school needs a school hall; and
The school has requested paving for certain areas of the school.

5.6.3 Portfolio Committee Observation:

Members queried the progress in respect of acquiring a school hall;
Members queried whether the school had the necessary tools-of-trade in respect of the administration of the school;
Members raised concern over the bad state of the access road to the school;
Members were concerned over the water source challenges and queried how the municipality was assisting;
Members queried whether the school has progressed learners and the remedial support offered to these progressed learners

5.6.4 Portfolio Committee Recommendations:

The Portfolio Committee on Basic Education recommend that the KwaZulu-Natal Department of Education:

In collaboration with the municipality should assist the school with the following:

Options for servicing school water and electricity billing;
Upgrading the access road to the school; and
Providing water to the school.

In collaboration with sister Departments to supply cleaning staff to the school; and
Ensured that the processes in obtaining a hall for the school be speeded up.

5.7 Bizimali High School

5.7.1 Profile:

The school is a large Quintile 1 school with 2 054 learners and 58 educators. Since its inception until 1995 the school only offered up to Grade 10 but from 1997 Grades 11 and 12 were introduced. A trust supplied seven classrooms and the RDP supplied an extra two classrooms for the school. The school has maintained a good pass-percentage record to date. Learners received tuition seven days a week and were accommodated with families in the surrounding community. As the school was performing well for many years it has attracted learners from all over – hence the overcrowded classes. Although the new buildings had been completed, they all lacked furniture and desks and therefore could not be utilised. The school also started a School Tertiary Programme which assisted learners with expectations for further study and admission to tertiary institutions. The school enjoyed the support from the IDC and Adopt-a-School-Foundation who supplied solar panels for the generation of electricity for drawing water for the school. The school had been earmarked by the Department for focussed support as well as being identified as a Dinaledi School. Initially most educators were unqualified and underqualified teachers – but this had improved as they attained their degrees.

5.7.2 Challenges:

The school had no electricity and relied on generators;
The school had no running water;
No learner transport provided for qualifying learners;
Ablution facilities were in a bad state due to no running water;
The school needs a hostel for learners from outlying areas;
Learners have no parental support;
Learners have no recreational facilities; and
Classes are overcrowded as the school awaits hand-over of new buildings once furniture has been secured.

5.7.3 Portfolio Committee Observations:

Members were concerned that the school was without electricity and running water.
Members queried whether the possibility of hostel facilities had been considered for the school.
Members queried whether the school had enough ablution facilities for all learners and educators.
Members raised concern that the new school buildings had been completed some time ago but that no furniture had been installed to date. Members queried what the hold-up was.
Members queried whether the school had any progressed learners and programmes to assist and support these learners.
Members queried whether the school had relevantly qualified educators for special needs education.

5.7.4 Portfolio Committee Recommendations:

The Portfolio Committee on Basic Education, having engaged on the presentation from Bizimali High School recommend that the KwaZulu-Natal Department of Education:

Ensured that the school was considered for learner transport and possibly the building of a hostel.
Ensured that the school received all necessary furniture for installation in new school buildings as soon as possible.
In collaboration with sister departments considered the possible electrification of the village and school.

5.8 Velangaye High School

5.8.1 Profile:

The school is ranked as a Quintile 1 school with 1 424 learners and 56 educators. It is situated in a deep rural area about 17 kilometres from the Nkandla Township. School performance has been good for consecutive years.

5.8.2 Challenges:

The school had overcrowded classrooms with a ratio of 1:75 amongst a number of educators;
Alcohol abuse amongst learners, especially female learners
Teenage pregnancies;
Scarcity of water at school;
Shortages of Mathematics and Science educators;
Dilapidated furniture that require refurbishment or replacement;
Still awaiting handover of new buildings;
Shortage of textbook delivery e.g. IsiZulu for Department of Services;
Incorrect PPN according to the school – a request for the review of the current school PPN;
No learner transport offered to the school. The school even requested school bicycles from the Department but no responses to date;
Too many learners doing too many subject streams; and
No proper furniture – too little desks.

5.8.3 Portfolio Committee Observations:

Members were concerned with the shortages of furniture for the newly completed school buildings
Members were concerned that the school was underperforming in Maths and Science – and the turnaround strategy of the school to deal with these challenges
Challenges with non-payment of contractors
Members raised concern over the shortage of Mathematics and Science educators which resulted in the use of Foreign Educators at schools. Members queried how the Department was able to assist these Foreign Educators in processing work-permits once these expired.
Members queried how the donated tablets were being utilised
Members were concerned over the safety of learners having to come to early morning and late evening classes
Members queried whether the school had a fully equipped kitchen for preparing learner meals

5.8.4 Portfolio Committee Recommendations:

The Portfolio Committee on Basic Education, recommended that the KwaZulu-Natal Department of Education:

Ensured that the school received all the textbook shortages as a matter of urgency.
Ensured that the school was prioritised for the delivery of school furniture.
Ensured that the school was supplied with a qualified maths and science teacher.

5.9 Mnyakanya High School

5.9.1 Profile:

The school was established in 1995 and is situated in the Nkandla area in the King Cetshwayo Education District. The school is ranked as a Quintile 2 school with a learner enrolment of 785 and a staff establishment of 28 educators.

In terms of infrastructure, the school is well resourced, with 24 classrooms and other facilities that are needed to facilitate effective teaching and learning. These include water and electricity supply as well as toilets for boys and girls, female and male educators and the disabled. The school received a donation to build an admin block, laboratories, a school hall and 12 classrooms through the assistance of the President. Fencing was in an excellent condition.

Despite good infrastructure, the school has been underperforming over the past three years, experiencing a decline in the NSC results from 44.1 per cent in 2014 to 29 per cent in 2015 and 16.4 per cent in 2016. It was reported that one of the key reasons for underperformance was that the school had employed unqualified or underqualified teachers. These were replaced in 2016. The school has also developed an Improvement Plan covering short term and long term strategies to improve the results. Such strategies include conducting regular assessments in all subjects, paying special attention to progressed learners and twining educators with those in high performing neighbouring schools.

The School Nutrition Programme was functioning well.

5.9.2 Challenges

The school experienced faction fighting amongst learners which reportedly impacted on the results.

The majority of the learners at the school are orphans due to HIV/AIDS and faction fighting.
The school had three acting Heads of Departments (HODs)
The school experienced a high rate of substance abuse by learners
Inadequate monitoring of learners by the School Management Team (SMT)
A lack of commitment by learners and parents resulting in underperformance
Although the school has a bus for learner transport, many qualifying learners are not benefiting from this service, which results in late-coming.

Portfolio Committee Observations

Members were concerned that of the four HODs at the school, three were acting.
Members observed that there were weaknesses in leadership at school level, requiring urgent attention. The SMT needed to take back the responsibility and authority of the learners at the school, as well as instructional leadership.
Members urged the school to carry out its Improvement Plan, including the twinning of its educators with those in high performing neighbouring schools.
It was noted that the school needed urgent targeted support to improve its results.

5.9.4 Portfolio Committee Recommendations

The Portfolio Committee recommended that:

The Kwazulu-Natal Education Department should prioritise the school for urgent and immediate intervention in respect of its challenges, including:

Underperformance and ineffective teaching and learning;
Weaknesses in school leadership;
The lack of collaborative work between the SMT and SGB;
The lack of commitment by learners and teachers; and
Substance abuse.

The KwaZulu-Natal Education Department should take the necessary steps to ensure that learners at the school receive adequate transport.
The KwaZulu-Natal Education Department should support the school to find a long-lasting solution to faction fighting.
The KwaZulu-Natal Education Department should urgently fill the vacant HOD positions.
Members noted with concern that the toilets for learners were dirty.

5.10 Sigananda Primary School

5.10.1 Profile:

The school was established in 1989 and is located in the Nkandla area in the King Cetshwayo Education District. The school is ranked as a Quintile 2 school with 467 learners and 14 educators. The school started to register Grades 1 – 3 and in terms of the South African Schools Act (SASA) 1996, the school became a public school on privately owned property of the Amakhosi. Thereafter the land was taken over by the municipality. Sigananda Primary is a partially Section 21 school and 60 percent of textbooks and stationery are supplied by the Department and 40 percent from the school.

5.10.2 Challenges:

The school indicated they had challenges with progressed and retained learners;
The school performed poorly in IsiZulu, English and Maths;
The school has had an acting Head of Department since 2011;
The school had challenges with running water;
The school required perimeter fencing to curb vandalism;
The school had no sporting facilities or field. After a visit from the previous Mayor and officials from the Department of Public Works, the school was promised a sports field;
The school reported an excess of textbooks;
Learners were ill-disciplined;
There was no learner transport for qualifying learners; and
The school has requested a school hall.

5.10.3 Portfolio Committee Observations:

Members were concerned over an educator being on sick leave for a long period and queried whether the school was given a substitute teacher;
Members queried whether the school had enough space to accommodate a sports field – and further queried the promises made by the former mayor regarding a sport filed being supplied to the school.
Members were concerned that the school was having to pay such a huge municipal bill for services. There was a need for intervention.

Members queried whether the school had engaged the Department regarding the availability of scholar transport for qualifying learners.
Members were concerned over safety and security at the school with no perimeter fencing.
Members queried whether the school received its Norms and Standards disbursement on time.

5.10.4 Portfolio Committee Recommendations:

The Portfolio Committee on Basic Education, having engaged on the presentation from Sigananda Primary School recommend that the KwaZulu-Natal Department of Education:

Investigated and followed up on the alleged promises from the previous Mayor and Officials from the Department of Public Works regarding the sports field for the school.
In collaboration with the Department of Home Affairs ensured that learner data was correctly captured on the Lurits and SA- SAMS systems.
Ensured that the school was supplied with scholar transport for qualifying learners.
Considered the feasibility of supplying the school with a school hall
Ensured that the school was prioritised for perimeter fencing to curb further vandalism at the school.
Ensured that applications for medical boarding be reviewed and the process speeded up.
Members were concerned that the school was having to pay such a huge municipal bill for services. There was a need for intervention.

5.11 Zinqobele Secondary School

5.11.1 Profile:

The school was established in 1991 and was a Quintile 1 school situated in the Umhlathuze Circuit in the Uthungulu Education District. The school enrolment stood at 392 with a PPN of 20 staff. Initially the school offered only Gr 8 – 10 – but from 1996 this was increased to include Gr 11 – 12. The school was well-known for excellence in soccer, netball and cultural activities. During 2000 – 2009 the enrolment figures stood at around 500 – this was due to 2 primary schools feeding the school. There has been a severe drop in enrolment for 2017 due to security reasons as there were disruptions in 2016 with serious riots causing damage to school buildings and educator vehicles. Learners wanted a deputy principal removed. The riots caused a month’s loss in teaching time. The principal gave a detailed overview of the school academic improvement plan which also touched on teacher development programmes being run in conjunction with the PED at all levels.

The Department conducted site inspection for the construction of additional classes. However, due to a decline in enrolment figures this infrastructure plan required a review. New toilets were erected in June 2016. There were ongoing meetings to resolve faction tensions in the area – which brought some stability to school functionality.

The principal alluded to some of the main contributing factors to the decline if performance as follows:

Due to instability throughout 2016. In March 2016 learners were fighting amongst each other. Parent were called to a meeting to resolve the impasse. Parents indicated that the cause was the Deputy Principal. The school discovered the accusations were unfounded as they were based on rumours. It was agree that there was no case against the Deputy Principal. Learners began rioting and destroyed property and educator vehicles. The SCM suspended teaching and learning until a following meeting. The DP stopped coming to work as he felt vulnerable. He was eventually placed at another school. This was followed with staffing issues as educators felt intimidated. All teachers worked in fear. Learners created a loist of teachers who needed to be replaced at the school. Another fight broke in June 2016 - this seemed intended to stop the June exam as they felt they were not ready to write. Fights were organised outside to destabilise the school. June exams written under unstable conditions. Teaching and learning commenced under strained conditions. Another fight started in August 2016. This was resolved at local traditional court.
Another factor was the late coming and ill-discipline of learners.
Learners skipped classes and preferred to stay outside in bushes.
Non-submission of SBA resulted in low marks for the year.
Uncooperative parents who seemed to be on side of learners.

5.11.2 Challenges:

A severe drop in enrolment at the school;
Disruptions in 2016 with serious riots causing damage to school buildings and educator vehicles;
Vandalism at schools;
Faction fighting amongst learners;
Intimidation of, and threats to educators with educators not feeling safe;
Teaching and learning commenced under strained conditions;
General ill-discipline of learners running amok at school with no respect for elders;
Uncooperative parents who seemed to be on the side of learners;
Damaged classrooms due to storms;
Classrooms with asbestos roofing;
Truancy and late coming;
High rate of pregnancies amongst learners, especially in Matric;
Alcohol and substance abuse amongst learners;
No culture of learning and teaching at the school – learners come to school merely because they were forced to be there;
Feeder primary schools not doing the necessary assessment of learners before they reached high school;
A shortage of science laboratory resources; and
No learner transport for qualifying learners. The school was promised busses from the Department but none had arrived to date.

5.11.3 Portfolio Committee Observations:

Members raised concern over the loss of teaching and learning time during 2016.
Members noted that the school PPN had an excess of educators.
Members queried the type of assistance and support given to the school by the Department during the strike period as well as when educators were on leave for stress.
Members were concerned that there were still classrooms with asbestos roofing which urgently needed to be replaced.
Members were concerned with the continuous faction fighting amongst learners and queried what other social factors affected learning and teaching.
Members queried the attempts to intervene and assist learners with teaching and learning during the unrest period
Members queried how the school was accommodating learners with special needs.
Members were generally concerned that the SMT and SGB was not able to manage the school, educators and learners.

5.11.4 Portfolio Committee Recommendations:

The Portfolio Committee on Basic Education, recommended that the KwaZulu-Natal Department of Education:

In collaboration with the school, looked to review the feasibility of constructing additional classrooms taking into consideration the declining enrolment numbers.
Ensured that, in conjunction with sister departments, the issues around faction fighting is stemmed.
Ensured that the school was prioritised with the resolving of challenges faced in conjunction with all relevant role-players. A possible Parents Indaba should be considered
Assisted the school with arrangements for a team-building exercise between the SMT and staff to improve communication channels.

5.12 Mpotolo Primary School

5.10.1 Profile

The school is a Quintile 1 school with a learner enrolment of 308 and a PPN of nine educators, though with a current staff complement of 10 educators.

Learner performance at the school is generally satisfactory and ranged from a pass rate of 79 per cent in Grade 5 to 100 per cent in Grades R, 2 and 3 in 2016. The school had developed its Improvement Plan which identified key areas for improvement in 2017 and beyond, in respect of curriculum delivery, teacher development and basic functionality.

5.12.2 Challenges

The school experienced infrequent provision of the School Nutrition Programme in July 2016. The District Office reportedly supported the school to resolve the matter.
Infrastructure challenges included the unavailability of computer and science laboratories, and a library.
The school also needed an admin block.
Toilets were not well maintained due to a lack of running water.
Due to the existing PPN calculation, teachers reportedly experienced work overload.

5.12.3 Portfolio Committee Observations

Members were impressed that the school environment was clean and welcoming, despite not having running water.
Members noted that the school had an effective management team, with a vision for improving the learning environment.
Members also observed a good working relationship between the SMT and the SGB.
Members were concerned that toilets were not maintained due to lack of water.

5.12.4 Portfolio Committee Recommendations

The Portfolio Committee recommended that:

The KZN Department of Education should attend to the infrastructural needs of the school.
The KZN Department of Education should take the necessary steps to ensure that the SNP is delivered without interruptions.

5.12.5 Commitments made to the school

Different levels of the Department made commitments to the school as follows:

The office of the Minister of Basic Education pledged to deliver to the school a computer lab with computers within 90 days
The DBE committed to supply the school with readers and a library within 90 days
The Chief Director in the Province committed uniform to the school
The Principal of the School would be flown to Cape Town to attend the Minister of Basic Education’s budget speech
It was reported that the school will receive the facility for water supply

5.1.13 Amazondi Secondary School

5.1.13.1 Challenges

By its own admission, the school faced several challenges that rendered it dysfunctional. These include the following:

Ineffective management and leadership (Principal and SMT):

Lack of curriculum monitoring by Principal and SMT;
Irregular staff and SMT meetings;
Lack of control measures, including checking regular attendance of learners;
Ill-discipline of learners, including drug abuse, late coming and absenteeism without consequence;
Irregular class visits;
Lack of monitoring of late coming;
Irregular testing of learners; and
Inadequate curriculum planning.

Curriculum delivery (teachers):

There was little teaching and learning happening in the classrooms.
Teachers lacked content knowledge, particularly in Accounting, Physical Sciences, Mathematics and Life Sciences.
Testing of learners was irregular.
Inadequate curriculum coverage contributed to poor learner performance.
There was a shortage of textbooks and an ineffective textbook retrieval system.

5.1.13.2 Portfolio Committee Recommendations

The Portfolio Committee on Education recommended that the KwaZulu-Natal Department of Education urgently intervene to assist the school in respect of its challenges

The Portfolio Committee recommended that:

The Kwazulu-Natal Education Department should prioritise the school for urgent and immediate intervention in respect of its challenges, including:

Weaknesses in school management and leadership;
Underperformance and ineffective teaching and learning, including teachers’ lack of appropriate content knowledge in certain subjects; and
Substance abuse.

The Kwazulu-Natal Education Department should ensure that the school receive the outstanding textbooks as a matter of urgency and effectively implement its textbook retrieval system.

5.14 Eshowe High School

5.14.1 Profile:

The school was established in 1896 and was located in Eshowe in the King Cetshwayo Education District. The school was a Quintile 5 school with an enrolment of 654 learners and a PPN of 20 - but a current staff complement of 38 educators. Around 1984 the school and hostel reached capacity levels. In 1991 the school enrolment figures dropped as a result of new schools having been built in Richards Bay which attracted a majority of learners from the hostel. In 1992 the school became a “Model C” School and opened its doors to learners of all races. The school did not participate in the NSNP programme.

The School Management Team (SMT) comprised seven members which also included grade controllers. The school had a committed teaching staff supported by an active and functioning SGB. Educators were made aware of and encouraged to attend teaching and learning courses. The school continued to ensure a stable environment at school. If teachers had to attend workshops/meetings, it was important to ensure that learners had work/exercises to do while being cared for by a substitute teachers. The school offered extra classes after school where educators were available to assist learners with any challenges. All new educators underwent orientation at the school over a number of weeks. The school strived to create a disciplined environment and a strong code of conduct was adhered to.

5.14.2 Challenges:

Municipal tariffs for electricity and water was too high. The school was charged at peak tariff.
Maintenance of school was costly and consumed a huge portion of the school budget.
Issues around subject combinations needed to be reviewed and addressed.
Shortage of subject advisors for IsiZulu (FAL), Afrikaans, English and Graphic Design).
Learners from primary school still had some gaps and required extra lessons.
The school required perimeter fencing.
The progressed learner policy was challenging and there was a need to ensure parents were brought on board.

5.14.3 Portfolio Committee Observations:

Members queried whether the school admission policy was not discriminatory in any way.
Members were interested in knowing the cost of school fees at the school with so many SGB appointees.
Members queried how the school managed to bring African learners on par with other learners in respect of the various sporting codes offered.
Members agreed that the school performance was very good, but queried how the school intended to improve subject performance at the lower levels.
Members queried how the school was able to ensure that learners were adequately prepared for coping with exam questions with high cognitive demand.
Members queried whether language was a barrier at school.
Members queried how the school was able to supplement its budget.

5.14.4 Portfolio Committee Recommendations:

The Portfolio Committee on Basic Education recommended that the KwaZulu-Natal Department of Education:

Collaborate with the municipality on concerns around peak tariff rating for schools.
Review the subject streaming/combinations for the school in an effort to streamline the process.
The school be assisted with perimeter fencing.

6. Report-Back/Wrap-up Session with the KwaZulu-Natal Provincial Education Department:

This meeting served as a de-briefing session with the KwaZulu-Natal Provincial Education Department. The gathering was attended by Members of the Portfolio Committee on Education in the Provincial Legislature, officials from the National Department of Basic Education and the KwaZulu-Natal Provincial Education Department. The Chairperson of the Portfolio Committee on Basic Education 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 included the following:

Areas showing positive preparations in respect of school readiness for 2017

LTSM – During the 2016 oversight visit to the Province, the Portfolio Committee was concerned regarding the shortage of textbooks in some schools despite earlier reports of schools receiving top-ups from the Department. In the 2017 oversight, the Committee found that schools reported having the necessary LTSM. In line with the findings of the oversight by the Provincial Legislature, only few cases were reported of textbook shortages in schools with limited funding in Norms and Standards.

NSNP - The Portfolio Committee observed that the School Nutrition Programme was functioning well except in a few neighbouring schools supplied by the same service provider, in the King Cetshwayo Education District.

Good performing schools – The Portfolio Committee also observed a few pockets of excellence of schools which consistently produce good results in Grade 12, often under difficult conditions. These include Bizimali Secondary School and Sisebenzile Secondary School. There were also well functioning primary schools, such as Mpotholo Primary School. All these schools have effective leadership. Their areas of excellence should be replicated to other schools.

b) Key challenges

Religious Discrimination – The delegation was flooded with complaints of discrimination of learners over their religious beliefs e.g. Shembe/Nazarene beliefs. Learners felt victimized for following their religious beliefs which included dress-code and hair dress.

Filling of Vacant Posts – The matter of the large number of vacancies and the slow pace of filling these vacancies was raised sharply throughout the oversight visit. It was noted that even in the provincial Department, there were too many acting positions which impacted negatively on performance of the Department. Further to this, the issue of the slow pace at filling replacement/substitute teachers was also raised sharply.

Infrastructure

It was understood that infrastructure at schools was not too bad and there was agreement that there would always be shortages in one form or the other. However, of concern was the dangerous asbestos roofing in use at many schools visited. This required prioritised focus for replacement urgently. Many schools visited had raised challenges with shortages of and dilapidated ablution facilities. There were instances where the Department had built beautiful new school buildings. These building could not be utilised by overcrowded schools as the Department had not furnished the buildings with the necessary desks and equipment

School Management – It was clear from many of the schools visited that School Management Teams (SMTs) had no idea of their respective duties and responsibilities as management of the school. Members would like to see more consequence management being implemented by the Department.

Scholar Transport - Scholar transport was still a challenge for the Province. Most schools visited had challenges with scholar transport not being supplied for qualifying learners. It was important that the Department reviewed the policy and criteria for qualifying learners as well as finding strategies to overcome transport challenges.

Language – It was important that there was support for indigenous languages but also admission that English remained the language of teaching and learning. The province was experiencing huge challenges with language of teaching and learning against home language learners.

Lack of Communication – It was clear that, as observed during the 2016 oversight, there was still a lack of communication or gaps in communication within the provincial department administrative systems, processes and procedures at all levels.

Centralisation – The concept of a centralisation of powers at provincial level proved to be problematic as schools were forced to navigate cumbersome bureaucratic red-tape for mundane and simple matters needing attention and support e.g. a school requesting a substitute.

Maths and Science – It was noted with concern that qualified and experienced Mathematics and Science educators continue to be in short supply in the Province. It was acknowledged that this was a country-wide challenge.

Municipal Tariffs – It was noted with concern that municipal tariffs for water and electricity were too high and contributed to high debt for schools. Many schools claimed they were charged at the peak tariff rate with no concessions. Many schools complained of a lack of running water and electricity.

Second Chance Programme – It was clear from the visits to schools that the Department needs to ensure that all schools were well versed in the processes, procedures and advantages of the programme for learners. This needed to also be communicated to parents of these learners.

Urgent School Interventions – The delegation listed the following schools that required urgent and prioritised intervention by the Department on the challenges they faced as follows:

Amazondi Secondary School
Hlonono Secondary School
Mnyakazi Secondary School
Zinqobele Secondary School; and
Sigananda Primary School.

7. Conclusion

The oversight visit to the Ilembe and King Cetshwayo Education Districts in KwaZulu-Natal 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.

8. Portfolio Committee Recommendations (Consolidated)

The Portfolio Committee on Basic Education, having conducted the oversight visit to the KwaZulu-Natal Province, and having considered the issues that were highlighted, requests that the Minister of Basic Education ensure that the Department consider the following overall recommendations:

The KwaZulu-Natal Provincial Education Department (KZNPED) investigates allegations of religious discrimination of learners at certain schools and ensures that this be addressed.

The KZNPED ensures that vacancies at every level in the system be identified and filled as a matter of urgency – and the processes of filling of vacancies be accelerated.

The KZNPED ensures that schools with shortages of furniture, classrooms and infrastructure be prioritised for support and assistance (e.g. perimeter fencing, ablution facilities, desks, equipment). The Department should urgently replace all asbestos school roofing where such is identified. The Department should ensure that all new schools already built are supplied with the necessary furniture and planned schools to be built included furniture having been budgeted for.

The KZNPED ensures that schools who reported shortages of textbooks and workbooks be supplied with these as a matter of urgency.

The KZNPED in collaboration with the National Department of Basic Education, consider and review the subject streaming/combinations for affected schools in an effort to streamline the process.

The KZNPED applies the necessary consequence management over staff who are found to be in breach of departmental codes and policies, duties and responsibilities and bringing the Department into disrepute.

The KZNPED reviews its budget allocation, policy and criteria for learner transport and ensures that all qualifying learners benefitted from the learner transport programme. Further to this, that the Department conducts a feasibility study of, and considers alternatives to, the planned acquisition of ferry-boats to ferry learners across rivers during winter.

The KZNPED improves its communication within the provincial department administrative systems, processes and procedures at all levels.

The KZNPED considers a review of the concept of the centralisation of powers at provincial level which creates cumbersome, bureaucratic red-tape for mundane and simple matters needing attention and support.

The KZNPED investigates ways and means of attracting qualified and experienced Mathematics and Science educators in the Province. Further to this, that the KZNPED conducts training and development programmes to capacitate serving Maths and Science educators in schools.

The KZNPED engages with local municipalities to discuss ways and means of ensuring that schools have running water and electrification. There should also be engagement on possible lowering of the municipal tariffs for schools to lessen the burden of municipal debt of schools.

The KZNPED ensures that challenges faced regarding the SA-SAMS system are adequately addressed and educators are adequately versed in the use of the system.

The KZNPED should investigate allegations that certain schools had not resulted learners for examinations written.

The KZNPED should broaden and heighten its advocacy in respect of the processes, procedures and advantages of the progression policy as well as the Second Chance Programme for learners.

The KZNPED should ensure urgent and immediate intervention, prioritisation and focussed attention of the challenges faced by the following schools:

Zinqobele Secondary School;
Mnyakanya High School;
Hlonono Secondary School;
Amazondi Secondary School; and
Sigananda Primary School.

The Provincial Education Department should progressively address all the other challenges facing schools as identified in this report. The Department of Basic Education should provide Parliament with a progress report in addressing the recommendations made in this report, within two months of the adoption of the report by the National Assembly.

9. 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 Traditional Authorities, SAPA, Unions, and SGB Associations for taking the time to meet with the Portfolio Committee on Basic Education and share their experiences and challenges.

Report to be considered.

Documents

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ATC170620: Report of the Portfolio Committee on Basic Education on an oversight visits to the Ilembe and King Cetshwayo Education Districts, KwaZulu-Natal Province, dated 20 June 2017

Basic Education

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