ATC220224: Report of the Portfolio Committee on Basic Education on an oversight visit to the North West and Free State Provincial Education Departments, dated 22 February 2022

Basic Education

Report of the Portfolio Committee on Basic Education on an oversight visit to the North West and Free State Provincial Education Departments, dated 22 February 2022.

 

The Portfolio Committee on Basic Education having undertaken an oversight visit to the North West and Free State Provincial Education Departments, reports as follows:

 

1.         Introduction and Background

  1. The Portfolio Committee on Basic Education (hereafter referred to as “Committee”) conducted an oversight visit to North West and Free State Provincial Education Departments from 16 – 21 January 2022.
  2. Education Districts to visited in the two provinces were as follows:
  • North West: Ngaka Modiri Molema and Dr Kenneth Kaunda Education Districts; and
  • Free State: Lejweleputswa and Mangaung Education Districts.

 

1.3     The oversight visits form part of the Portfolio Committee’s 1st Term Parliamentary Programme for 2022 - to monitor the state of readiness of schools for the 2022 schooling year. This included the following areas of focus, amongst others:

  • COVID-19 protocols and compliance;
  • Procurement of COVID-19 essential; 
  • The state of the admission and registration of learners;
  • Functionality of Farm and Technical Secondary Schools (infrastructure and resources);
  • The functionality of School Governing Bodies (SGBs) and School Management Teams;
  • The state of the school infrastructure (including backlogs and maintenance);
  • Roll-out of ICT for effective curriculum delivery, quality learning and administration;
  • Early Childhood Development (Grade R);
  • Inclusive Education, including progress on the introduction of Sign Language; 
  • Progress on the merging and rationalisation of small and unviable schools;
  • The implementation of conditional grants;
  • Provision of Learner Teacher Support Materials (LTSM);
  • Staff establishments (Post-Provisioning Norms);
  • Learner transport and the School Nutrition Programme to qualifying learners; and
  • Utilisation of Education Assistants.

 

The areas of focus form part of the key deliverables finding expression in the Medium Term Strategic Framework (MSTF), 2019 – 2024 and the National Development Plan (NDP), 2030.  

 

  1. The primary purpose of the oversight visit was to monitor and oversee the overall state-of-schooling in the Provinces. 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 the Nation Address. The Portfolio Committee further aimed to monitor the timeous delivery of all Learner Teacher Support Material (LTSM) to schools, the provisioning of educators and the progress made in the admission and registration of learners.  The Portfolio Committee sought to have an understanding of any further challenges being faced by schools; the contingency plans in place and possible assistance that could be forthcoming.

 

  1. For the oversight visit, the Committees also invited the School Governing Body (SGB) Associations, the South African Principals Association (SAPA) and Organised Labour. The Committee was also joined by the Portfolio Committee on Education in the respective Provincial Legislatures during engagements and visits to schools. The delegation held meetings with all relevant stakeholders to gain first-hand information on the damages, vandalism and looting and the impact on schooling - and to discuss various challenges faced in the Provincial Education Department (PED) and affected Districts.

 

  1. 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 Committee’s deliberations, observations and recommendations.

 

2.         Delegations

2.1          Portfolio Committee on Basic Education: Hon B P Mbinqo-Gigaba MP (ANC) (Chairperson), Hon N G Adoons MP (ANC), Hon B Yabo MP (ANC), Hon W Letsie MP (ANC), Hon E K Siwela MP (ANC), Hon B Nodada MP (DA), Hon D Van Der Walt MP (DA) and Hon M E Sukers MP (ACDP). Parliamentary staff consisted of Mr L A Brown (Committee Secretary), Ms P Mbude-Mutshekwane (Content Advisor), Ms N Mahlanyana (Committee Assistant), Ms R Azzakani (Parliamentary Communication Services), Mr S Mthombeni (Research Unit), Mr S Abrahams (Protection Services) and Ms N Alberts (Protection Services).

             

3.         Oversight and Monitoring Visit: North West Provincial Education Department

The oversight visits to the Ngaka Modiri Molema and Dr Kenneth Kaunda Education Districts were held from 17 – 18 January 2022. Schools visited by the delegation included:

  • Ngaka Modiri Molema Education District

-           Onkgopotse Tiro Comprehensive School;

-           Reatlegile Special School;

-           Makgwe Primary School;

-           Boitseanape Technical Secondary School;

-           Retlametswe Special School; and

-           Sannieshof High School.

  • Dr Kenneth Kaunda Education District

                        -           Ikalafeng Special School;

-           Cocekani Technical High School;

-           Tiang Primary;

-           Nkagisang Primary;

-           NW Secondary School for the Deaf;

-           Maquassi Hills Secondary;

-           Tshedimoseto High; and

-           Letlhasedi Combined Farm School.

 

3.1     Presentation by the North West Department of Education, Dr S H Mvula (Deputy Director-General)

 

3.1.1     Learner Admissions - Dr Mvula, in his opening remarks, gave a breakdown of the placed and unplaced (Grade 1 and Grade 8) learners for 2022 in all the Districts. In managing the learner admission in hot-spot schools, the Department had the following interventions:

  • Circuit Managers had to submit lists of schools that had enough spaces to the Learner Registration HUBS to refer learners.
  • Onsite support would be given to Learner Registration HUBS during school reopening monitoring process (branch officials).
  • Unplaced learners and late applicants had to be referred to Learner Registration Hubs from 10th January 2022. Schools had to send names of unplaced learners to Circuit Managers for alternative placement.
  • Learner Registration HUBS were expected to use templates provided to direct unplaced learners and late applicants to alternative schools.
  • Referred learners had to produce letters received from the HUBS to the school learner registration committees for admission.

3.1.2     Special School Readiness - In respect of Special School readiness, the Department indicated that the North West had 32 special schools which were all ready to open for the 2022 academic year. A total of eight (8) out of the 32 schools would be using the rotational time tabling model due to limited space - to comply with COVID-19 regulations of physical distancing. Assistive devices were procured for 22 of the 32 special schools. All seven from Dr Kenneth Kaunda District and three from Dr Ruth S Mompati procured assistive devices. Two out of eight in Ngaka Modiri Molema and eight out of 14 special schools from Bojanala were still busy with procurement of assistive devices. A total of 18 laptops with webcam to record leaners assessment were delivered to NWSSD on 23 June 2021. A total of three cameras used for Sign Language Recording and Assessment of learners at the sign Language Laboratory were delivered to NWSSD on 04 August 2021. A total of seven white boards used as cubicles for learners’ assessment were procured for Kutlwanong. Delivery of LTSM to NWSSD was done on 29 October 2021.

3.1.3     Monitoring School Reopening - All schools had to be monitored (Public and Independent Schools) as there had been a school readiness monitoring deployment list distributed. The monitoring documents was shared with all relevant stakeholders. The monitoring tool and related Google Form was developed and shared with monitors and schools. All monitors to submit electronic and hard copies for verification and filing purposes. All findings would be addressed by districts with the support of the head office. The Department shared the management plan and the areas of focus of the school readiness monitoring tool.

3.1.4     Delivery of Learner Teacher Support Material (LTSM)

  • Stationery: Delivery of stationery was at 100% and all schools have received stationery packs as well as supplementary stationery material. Payment of all five Manufacturers (Palm, Power, Raptoscore, APP and Freedom Stationers) was done. All the schools received their orders before schools closed in 2021
  • Textbooks: At least 99.5% of ordered textbooks top-ups had been dispatched by publishers and 98.1% had been confirmed as received by distributors. Delivery to schools was at 91%. Publishers with backorders were still finalising delivery to distributors and 100% delivery to schools was therefore not yet realised. Communication was ongoing with publishers with outstanding deliveries. Distributors were in contact with outstanding schools arranging receipt of textbooks as some schools were out of reach during December holidays. Delivery has resumed and was expected to be completed by the 10 January 2022. Delivery to schools would be monitored closely to ensure that all schools received their outstanding orders before the reopening of schools.

3.1.5     Opening of New Schools and Hostels – The Department gave a detailed list of all new schools ready for opening in 2022 as well as merging of non-viable farm schools to Mega Farm School.

3.1.6     School Furniture – The Department gave a breakdown of the school furniture deliveries for all the districts with details pertaining to the following:

  • Total number of schools with shortage of furniture;
  • Number of units required;
  • Number of schools planned for 2021/22;
  • Number of units planned for 2021/22;
  • Actual number of schools that received furniture;
  • Actual number of units delivered; and
  • Actual number of units ordered.

3.1.7     Storm Damaged Schools – The Department gave a detailed overview of the schools that suffered storm-damage in the various districts with extent of damage and plans for intervention by the Department.

3.1.8     Basic Services

  • Sanitation – In the Bojanala District, there were 21 schools with inadequate toilet facilities including traditional pits. Of these 17 had maintenance related challenges and four were traditional pits. Of these, 17 maintenance related were completed and temporary structures removed. The four remaining traditional pits were undergoing procurement processes. In Ngaka Modiri Molema – The Department reported two traditional pits. Contractors were on site and the anticipation was to complete by March 2022. In the Dr Kenneth Kaunda Education District - All schools were provided with proper sanitation. In Dr Ruth Segomotsi Mompati District, there were five schools with inadequate toilet facilities including traditional pits. The schools had been provided with proper sanitation and all temporary/mobile sanitation units had been removed.

 

  • Water – In respect of the number of schools with inadequate toilet and water supply the details were as follows:
  • Bojanala Platinum: 12 schools with 12 completed. All schools were provided with water - either through the municipality or bore-holes. Schools were further provided with JoJo-Tanks for storage of water
  • Ngaka Modiri Molema: 16 schools with zero water   completed. The schools are supplied through the water-tanker service by the Municipality as the boreholes had dried up.
  • Dr Kenneth Kaunda: None. All schools were provided with water – either through the municipality or bore-holes. Schools were further provided with JoJo-Tanks for storage in case of water shedding.
  • Dr Ruth Segomotsi Mompati – Five schools with five completed. Schools were provided with boreholes – no more tinkering.
  • ASIDI Programme – The Department was allocated 10 sanitation projects with nine schools completed and one (Tirelo Primary) outstanding. The Department was allocated 3 water projects which are all completed

 

3.1.9     Grants – The Department gave a detailed breakdown of the budget allocation and expenditure summary for the various grants i.e.

  • LSPID;
  • Sanitary Dignity Programme;
  • Life skills HIV/Aids;
  • MST Grant; and
  • NSNP Conditional Grant.

3.1.10  ECD Function Shift (Progress) – The Department indicated that the process was unfolding with the Provincial Macro Organisation of Government (PMOC) having been signed off. A total of 89 officials were coming over to the Department. There was a need to finalise the budgetary processes for officials coming over from DSD as well as finalisation of the costed organogram, budget and assets. The Department continued to participate in interprovincial meetings. It was however, difficult to hold meetings provincially and as a result the Department was struggling to finalise critical issues.

3.1.11   Asbestos Schools – The first priority was to get rid of schools that were fully asbestos – and that had been completed. The Department was now focusing on the total eradication of schools that were partially having asbestos (e.g. classroom, hall, hostel). Currently, the Moedwil mega farm school hostel was out on tender. The intention was to have no school with any structure of asbestos in the coming three years.

3.1.12   Personal Protective Equipment (PPEs) – The Department gave a detailed breakdown of the COVID-19 essentials and PPEs procured by the districts for 2021/22 which included:

  • Masks for learners;
  • Hand sanitizers and soap;
  • Disposable gloves and aprons; and
  • Thermometers.

3.1.13   Learner Transport - Routes were identified by the Department but there were serious delays in granting the routes. There was a shortage of buses as many buses were overloaded and many appear not to be roadworthy. The results were late coming and regular absenteeism by learners.

3.1.14   Update on Vaccinations – Some of the challenges highlighted by the Department included the long distance between the DoH vaccination sites and the schools. Learners would require transport to the vaccination site, which had huge financial implications. There would also be disruption of teaching and learning for those learners who would be out for the whole day for the purpose of vaccination. Teachers would have to supervise learners who travel to the vaccination sites - therefore some learners who remain at school might be left unattended. The Department of Health did not have the capacity to establish the out-reach site for schools that were too far from their established vaccination sites.

3.1.15 Portfolio Committee Observations and Questions

  • Members queried whether the Department had an updated record and database on the number of teachers vaccinated at all schools in the province.
  • In respect of school nutrition – Members queried whether, with the rotational model, learners not at school on a particular received their meals as well.
  • Members noted complaints with the current menu and queried whether the Department was considering a change in the prescribed menu.
  • The Department was queried on whether there were any SAFE and ASIDI projects managed by the Department – and whether the Department experienced any challenges with Implementing Agents.
  • Regarding ICT connectivity, Members queried how many schools had challenges with network access and connectivity – and how was the Department managing these challenges.
  • Was the Department taking the necessary advice from Specialist and Scientific Experts on research outcomes on the rotational model and moving back to normal, full-time classes – and whether this was advocated with the Minister, Cabinet and the NCCC.
  • On learner transport, Members urged the Department to find workable solutions to challenges with learner transport matter. Members sought clarity on the departmental interventions to mitigate these challenges. Members were concerned with overcrowding of learner transport busses.
  • Regarding learner and teacher vaccinations, Members sought clarity on how the Department was implementing the protocol on vaccinations – and whether learners who qualified, were adequately informed and parents allowed to take a decision on their consent.
  • Members raised concern with the number of learners not placed as yet and queried what the challenges were with placement – and how the Department was working to ensure placement of unplaced learners. Members proposed that the Portfolio Committee call the Department to a briefing on learner placements.
  • Members noted challenges with overcrowding and classroom space. The Department was procuring 250 mobile classrooms. Members queried whether these would be enough and whether the extra classes had the necessary teachers – and whether the Department was considering more permanent structures in the future. With overcrowding, Members also urged the Department to do the necessary planning for trends in enrolment to avoid overcrowding.
  • Members also queried the interventions by the Department at schools with water, sanitation and drainage challenges.
  • Members noted the presence of the Administration Team from the National Department and queried how long the Administration team would be in place in the Province.
  • Members queried how the Department was affected by teenage/learner pregnancies - and how are such learner accommodated and retained in schools.
  • Members also noted extra furniture that was delivered over what was ordered. Members queried what the Department was planning to do with the extra furniture received.
  • Members sought clarity on the figures for the Department in terms of drop-out learners in the system
  • Members raised concerned that the political leadership was not present in the meeting as scheduled
  • Regarding the protest action at the North West School of the Blind, Members queried how this matter was resolved and requested an update on the matter.
  • It was noted that there were schools without principals for an extended period of time – and queried why these posts were not being filled by the Department.
  • Members also sought clarity on how the Department was dealing with the vandalism at the Iterelong School
  • Members agreed that the issues around the schooling model (rotational/full capacity) required much more engagement with the National Department and Ministry.

3.1.16 Responses to Portfolio Committee Observations

  • Department of Basic Education Administration/Intervention Team – Mr Matthews mentioned that the Portfolio Committee, through the Office of the Minister would receive a substantive submission from the Administration/Intervention Committee. Much of the challenges in the Provinces related to financial management, human resources, curriculum delivery – there were also challenges with documents signed around the VBS matter. The Team was welcomed into the Department with a willing management to cooperate with the Team. There was a commitment to find solutions to all of the challenges faced by the Department – as officials were willing to correct any wrongs. The Team was eager to reach closure on challenges, engage with emerging challenges and ensure schools were insulated. It was important to ensure the protection of the rights of children and reopen schools for the benefit of learners.

 

Regarding asbestos schools, there was a project that appears to have been abandoned – some schools have roofs/classrooms of asbestos. There was a need to focus on dealing with these schools as a matter of urgency to rid schools of asbestos. Some schools also had challenges with pit-latrines and the Department was engaging schools to report whether they had pit-latrines for the Department to ensure they were eradicated.

 

The Department was of the view that the management of Covid-19 in schools should not be sensationalised. The Minister took directive from Cabinet and NCCC and there was a directive that children be vaccinated as per age-groups. There may be challenges with the distance for learner to visit the various vaccination centres. The Department was encouraging the Department of Health to use their mobile clinics to schools to assist with accessibility to vaccination sites for children. The Department was also looking to ensure they provided Covid-19 essentials as well as sanitary towels for girl learners. The Department was looking to ensure the budget for many of these, as well as the acquiring of mobile classrooms was reviewed.

 

  • National Department of Basic Education - Mr Ndlebe indicated that the North West Department of Education was doing well due to the Cooperative nature of the Province. The Department did not have rigid bureaucratic and protocol challenges. The Department was able to easily engage with the Provincial Department at any time. In the province issues of protest action and school closures due to protests was not pervasive or recurring. It had been noted that the relationship between principals and SGBs was healthy – as well as relations with organised labour in the province. The Department noted the role played by the provincial department in establishing mega-schools and closing or merging of small/non-viable schools were applicable. Department – the Department was using the best-practice model of the North West for other provinces to follow. There was adequate oversight and monitoring by provincial, district and circuit officials to schools as required. Where there were challenges faced by Circuit Manager, these needed to be addressed at a provincial level.

 

  • District Directorate – The District assured Members that they had done all the necessary preparations at the end of 2021 for schools reopening in January 2022. This included the delivery of PPEs to schools as well as mobile classroom units for schools with space challenges. The Department also developed and utilised the partitioning of class desks to ensure Covid-19 compliance. In respect of the provisioning of teachers, the Department had released a draft Post-Provisioning Norm (PPN) and declared excess educators in December 2021. Issues of post provisioning was being finalised to ensure stability of the system by the end of January 2022 – for further placement of teachers where required. Further to this, the Department was in the process of placing Funza Lushaka graduates and utilising temporary teachers where they were needed.

 

All schools received delivery of stationery by the time schools closed in December 2021. Top-ups delivery stood at 80 percent with some suppliers being sluggish with delivery of stationery. Although some schools still used the rotational model for schooling, most schools had returned to the traditional timetables – other used a hybrid of the two models.

 

There were no challenges with school nutrition – although there was a slight delay in the transfer of funds for January 2022. Generally, schools received funds on time and learners did receive their meals on time. The Department had embarked on a school kitchen upgrading programme to ensure all schools had decent kitchens for preparing meals.

 

  • NAPTOSA – NAPTOSA was of the view that the procurement of Covid-19 essentials was non-negotiable. There was reports that some schools still struggled with the provision of masks and sanitisers. Schools had been advised to use Section 21 budget for procurement of essentials. It was also noted that some thermometers were not functional. There were still schools with pit-latrines and this needed to be eradicated as a matter of urgency and replaced with flushing toilets. There were further reports that school were still admitting and registering learners currently as they were not able to turn learners away from school. There was concern that, with the delivery of mobile classrooms – and the PPN already issued – how would the Department ensure adequate teachers for these new classes.

 

Where schools opted for the rotational model, how was the Department ensuring that learners were able to fully engage on the Curriculum. There were challenges with SGBs as some thought they had employment – which negatively affected the functionality of the SGB and running of the school. It was important that SGBs received continuous training and development. There was agreement that issues of learner transport which negatively affected teaching and learning needed urgent attention and solutions.

 

  • SADTU – The Unions had started their own oversight and monitoring of schools in respect of readiness for 2022. A comprehensive report would be compiled and shared with all relevant stakeholders in the Provinces.  Some of the matter that needed urgent attention included the following:
    • Infrastructure challenges. Some school were operating out of temporary structures. There was a need for the Department to revisit its infrastructure audit.
    • Learner transport – There was urgent need for political intervention in respect of non-payment of service providers as many service providers were not offering their services due to non-payment. The Union was of the view that the transport function be returned to the Department of Basic Education.
    • Issues of teacher shortages and PPN. Many of the temporary teachers were not being appointed permanently. There were schools were learners did not have a teacher. There was a need to ensure all office-based educators need to be appointed as required to offer the necessary assistance to schools.
    • Presidential Youth Employment Initiative – Although this was an important programme, unfortunately it was coming to an end. Schools would be forced to source teacher assistant and general assistants once the programme ends.
    • Many schools had not received relief posts and the Union queried the interventions from the Department to ensure the retention of rural teachers by a commitment to paying the rural incentive to teachers in rural areas

 

  • SAOU – Communication between unions, stakeholders, governing body association and the Department was worrying. There was little or no feedback from the circuit or district office in respect of correspondence and reports from the unions. Many senior officials did not attend important workshops/meetings as required. There was slow progress with the conversion of temporary posts to permanent post by the Department – this needed to be sped-up. Regarding the promotional posts, it was reported that the vacancy list was a mess and posts had to re-advertised – the Union queried where the budget for the vacancy list would be sourced. Many schools were without a principal for up to three years now.

 

  • FEDSAS – The Federation was also concerned with the principal posts not being filled after some time – as well as budgets for appointment of principals and teachers. There was a need to urgently appoint the necessary therapists and specialised staff to LSEN schools. There was an appeal for the Department to manage the purchasing of LTSM for Section 21 schools - the quality of LTSM was very poor, but expensive. The Department needed to consider building and equipping non-fee-paying schools with sporting facilities – and support these schools financially.

 

  • North West Provincial Education Department – The Department would ensure that the Committee received an updated report on data/statistics pertaining to the teacher vaccination programme in the province. The Department had a clear programme in respect of the rotational model and the traditional timetable. Most schools had returned to the traditional timetable while others remained on rotation due to certain factors affecting only them. Learners received meals even when they were not at the school at a specific time during rotation. There was a roll-out plan for the eradication of pit-latrines and schools with asbestos material. Regarding ICT, the Department implemented a plan to use ICT to roll-out the Curriculum and provided learners and teachers with tablets and laptops - connected through the Teams Platform. Further to this, there were alternative learner support programmes in place which was made available through the National Department. The ICT Directorate had plans in place to ensure all schools had connectivity. Currently learner transport was vested with the Department of Transport and there was agreement that more engagements were required to find solutions to transport challenges faced. There was a view that learner transport be returned to the Department of Basic Education.

 

Regarding placements, the Department indicated that the unplaced learners had reduced drastically. Many who had not been placed was due to parental transfers and parental choices. The Department gave assurance that by the end of January 2022 all learners would have been placed. On furniture procurement the Department indicated that orders were done in 2021 and delivery done – there were some that would be delivered during January 2022. Schools were required to utilise a percentage of their budget for minor repairs and maintenance work – major maintenance and repairs needed to be escalated to the District and Provincial Department. All Districts had reported successful election of their SGB structures – and these were receiving the necessary training and development. In respect of data/statistics on learner drop-outs, the Department would make the information available to the Committee via the Secretariat.

In respect of the ASIDI projects, the Department was in the process of completing its pit-latrine eradication project. There were also water-projects which had been completed. The Department utilised the EIG to assist schools with water and sanitation challenges. The Department had already started delivery of mobile classrooms to school in need – and would look to ensure additional teachers for these additional mobile classes. The Department could make available data/statistics on the educator vaccination programme. The Department was engaging the Department of Health to consider deploying mobile clinics to schools for easy access. Regarding the protest action at the North West School for the Deaf, the Department indicated that they had done the necessary interventions after a communication break-down – by directive of the Head-of-Department and the Administrator, the Department was able to make payments to the school as well as service providers. The school was receiving its regular LTSM on time. 

  • National Department of Basic Education - The Department was of the view that SGB training was not a one-size-fits-all exercise. There was a need to identify and highlight challenges specific to schools and attend to them adequately. In respect of LTSM delivery, the Department cautioned that there were schools who were not in a position to take possession of LTSM due to their own unique challenges – these could only be delivered once the schools reopened.

 

  • Intervention/Administration Team – The Administrator mentioned that there was much work to be completed as a province – including the many issues raised at the meeting. The Department needed to commit to ensuring that schools remained insulated against the challenges to be dealt with. The was a need to investigate the over-use of the Compensation of Employees Budget within the Department – it may be that this budget be augmented in the near future. There was understanding for the positions held on the rotational and traditional timetable - this needed further engagement at a higher level. Issues of learner transport remained a perennial problem and continued to persist. The matter had been raised at Inter-Ministerial meetings to have the function returned to the Department of Basic Education – but there had been no movement on the matter. The Administration would ensure that they engaged with all relevant stakeholder to find solutions to the challenges with learner transport.

 

3.2       School Visits in Ngaka Modiri Molema Education District

3.2.1     Boitseanape Technical Secondary School – The school was established in May 1996 and resided in the Montshiwa Township in Mmabatho. The school observed the one-meter social distancing and all wore masks. All who entered the school premises were sanitised, screened and temperature taken for the school register. There were one-meter markings visible on the ground, in classrooms and between desks.

            The school received three thermometers, two 25-litre sanitizer and masks for 1 035 learners in 2020. The SGB procured hand-soap and 25-litre sanitizer to augment what was received from the Department. Regarding vaccinations, around 1 146 learners from Grade 8 – 12 was eligible to vaccinate and all 196 Grad3 12 learners had been vaccinated. A total of 40 out of 41 teachers had been vaccinated – the one staff member did not vaccinate due to religious beliefs. The school recorded 17 cases of learners who were infected with Covid-19 – but fully recovered. Also five staff were infected and all recovered except one staff who passed away.

            Admission of learners stood at 99.9 percent and there were currently no learners on the waiting list. The school did not benefit from the School Nutrition Programme due to it being a Quintile 4 school.

            The school benefitted from the utilization of Education Assistants and qualified for 10 (EAs) and five General Assistants (GAs). EAs and Gas were appointed and trained and had received their remuneration. EAs were allocated to each department to render assistants.

            The school had all the necessary resources to offer the technical subjects, however some of the textbooks were not in good condition. The school had challenges with receiving the Section 21 budget late with the PAT transferred in September only. The school buildings were very old and in need of refurbishment. The Section 21 funding was used to augment on existing resources but the school could not meet all the needs. The Committee received a detailed breakdown of the subject offerings, the number of teachers and learners for the subject offering. Further to this, the Committee received a breakdown of the Grade performance in subjects and the average percentage per subject from 2018 – 2020.

            The SGB was established and functional with around 80 percent parent attendance at meetings. The SMT also functioned well with all the necessary schedules and reports available. The SBST Committee was functional and waiting to update profiles for newly admitted learners. A total of 15 learners with poor eyesight was referred to the SBST who arranged for eye-tests.

            The school ordered the necessary LTSM as per the 2021 statistics with 100 percent delivery to the school. Book retrieval stood at 80 percent.

            In respect of Post Provisioning Norms (PPN), the school had 39 posts for 2022 with no posts abolished and one post gained.  

            Challenges highlighted included the following:

  • Old and dilapidated buildings with high maintenance costs;
  • With ceilings collapsing, the schools required major renovation;
  • The Sub-Committee for maintenance needed to be strengthened;
  • Workshop machinery and equipment not being services and maintained – needs replacement;
  • The school did not receive tablets (Quintile 4 School) but had two mobile computers;
  • No access to internet and connectivity challenges.
  • Vacant post of Deputy Principal was vacant.
  • The PPN did not cater for the Norms and Standards for Technical Subjects (Ratio of 1:15) but treated as an ordinary school.
  • A burnt-out dilapidated building on the precinct was a hub for criminal activity and needed to be demolished.
  • The school had reported blocked toilets

The Circuit Manager indicated that the Department was trying to assist the school with the necessary resources but had a limited budget for infrastructure. As the school was performing well, many parents preferred their learners to be admitted at the school – which created challenges with overcrowding

  1. Portfolio Committee Recommendations:

Having engaged with the school the Portfolio Committee recommended that the Minister of Basic Education and the Department of Basic Education, in collaboration with the North West Provincial Education Department:

  • Ensure that the school is prioritised for renovations, refurbishments and maintenance of infrastructure as required, within 90 days of adoption of this report
  • Ensure that the school receive updated machinery and equipment for the workshops within the next 2 school calendar terms
  • Considered how best to assist the school with possible connectivity
  • Review the PPN for the school and not be treated as an ordinary school – the ratio should be 1:15 for No access to internet and connectivity challenges.
  • Assist with the demolishing of burnt-out building currently a hub for criminality as a matter of urgency

 

3.2.2     Retlametswe Special School – The school was situated in the Imperial Reserve, Mafikeng and catered for the severely intellectually disabled learners with special educational needs. The school was established in 1986 in a house in Rhodes crescent Mafikeng with a few learners because of lack of accommodation. The current building started accommodating learners in 1993 and the learner admissions fluctuated due to challenges the parents and learners encounter as well as the continuous placement of learners by the District. Currently, the school accommodated a maximum of 190 learners due to limited building capacity. The Committee received a detailed breakdown of the various grades and subjects offered.

            Regarding Covid-19 protocols, the school had a no-mask no-entry policy with the necessary screening done every morning with sanitizing, temperature reading and completion of the school register. Social distancing of 1-meter was observed and there were visible markings on the floor/ground. There was regular sanitizing, washing of hands with hand soap and disinfecting of all surfaces at the intervals of 30 minutes.

            A total of 88 learners were illegible to vaccinate with only two learners having been vaccinated to date. The school had two infections and recoveries. In respect of teachers, there were 36 staff with 30 vaccinated. The school had four infections and recoveries. The school continued to motivate parents and staff to vaccinate. The Committee received a detailed breakdown of the Covid-19 essentials and PPEs received from the Department as well as those procured by the school (with the budget allocation and breakdown).

Only 15 learners from the District Office were placed for admission in the school for 2022 with no learners on the waiting list.

The SGB was well established and functional with all sub-committees meeting as they should. The SGB was also responsible for review, amendment where necessary and adoption of the school policies. The SGB was actively involved in fundraising and ensured that all school vacant posts were timeously filled. Similarly, the school SMT was strong and functional and worked well with the SGB. The SMT held monthly meetings and monitored the implementation of school policies and curriculum delivery.

Regarding LTSM the school received an allocation which included stationery (LTSM) with a tariff of R 604.00 per learner. The school had 190 learners and stationery was procured from different book-shops and service providers. No LTSM material was delivered as the stationery (LTSM) funds were deposited directly into the school account.

In respect of the PPN the number of staff corresponded with the number of posts allocated in the 2022 PPN with no vacant posts.

The school catered for learners from different villages around Mafikeng and travelled between 6 - 180 km per day. Service providers transported learners from their different homes to the school and were paid according to their different travelling distances after service provision. All learners received 100 percent transport subsidy.

The school provided learners with a balanced stipulated nutrition menu on a daily basis. The Department of Correctional Services assisted the school in establishing a vegetable garden and the school was able to provide learners with extra vegetables to augment what was provided by NSNP. The school was able to donate vegetables to needy learners and sold vegetables to buy seedlings to sustain the project.

Regarding the Presidential Youth Employment Initiative (PYEI), the school was provided with 15 assistants (10 EAs and 5 GAs). EAs assisted teachers with different classroom and extramural activities as well as ICT. GAs assisted with the general cleaning of the school and surrounds, general maintenance of the school infrastructure and premises and maintenance of the garden project.

In respect of Inclusive Education and the introduction of SA Sign Language, it was mentioned that all teachers were trained in the Differentiated CAPS Curriculum in 2020 with further training in LSPID for three teachers and five teachers in Autism.

Some of the challenges highlighted by the school included the following:

  • Overcrowded classes - not built according to norms and standards of classrooms.
  • Under-developed outdoor facilities.
  • Two shanties used as classrooms.
  • One shanty used as workshop for fence making
  • Due to lack of infrastructure, learners with different conditions were grouped in one classroom e.g. LSPD, Autism, Attention Deficit Hypertension Disorder (ADHD) etc.
  •  Funds raised by SGB were not sufficient to erect a proper school building.

 

  1. Portfolio Committee Observations and Questions
  • Members queried reasons for the absence of the school principal in the meeting.
  • Members queried what the maximum level of education achieved by learners of the school – and their option and prospects for further education and training. How successful were these learners after graduating from the school?
  • Members were curious to know whether the school had access to, and employed the services of the necessary psychologists, therapists and social services.
  • How were learners accommodated when they fell ill at school?

 

  1. Responses to Portfolio Committee Observations

In responding the Committee was informed that the principal was currently on sick-leave. Learners who graduated from the school left with a Grade 5 qualification and had difficulty finding employment – many left school without the necessary skills due to their mental incapacity. Many registered at Adult Centres to continue with training and development. The local clinic visited the school regularly and sick learners were transported to the local hospital or clinic as needed.

 

  1. Portfolio Committee Recommendations

Having engaged with the school the Portfolio Committee recommended that the Minister of Basic Education and the Department of Basic Education, in collaboration with the North West Provincial Education Department:

  • Ensure the school acquired the necessary extra classrooms (6 spacious standardised classrooms and 5 specialised classrooms), a Needlework Centre, Physio Room, Dining Hall and Kitchen, Consumer Studies Room as well as a Computer Laboratory as indicated within adequate timeframes
  • Ensure the school had access to, and employed the services of the necessary psychologists, therapists and social services as required within 6 months after adoption of the report
  • Assist the school with the development of outdoor facilities, in liaison with the department of Sports Arts and Culture and other sponsors/ donors

 

  1. Sannieshof High School – The school was located in the town of Sannieshof and was an Agricultural focus school catering for the learners in Tswaing. In order to increase accessibility, English medium classes were introduced in 2020 and currently the Grade 10 class was doing English. It was the only English/Afrikaans medium secondary school in Tswaing Sub-district. The school complied with COVID -19 protocols with visible markings on the floors. All SOP’s promulgated were distributed to all and the maximum learners in a class was 25. Screening was done at the hostel every morning before breakfast and in the afternoon before dinner. Learners residing outside the school were screened before entering the school together with staff and visitors.

 

Regarding the procurement of COVID-19 essentials it was noted that all learners received masks in 2020 and teachers received face-shields. Additional masks were procured for needy learners and for emergencies. Hand soaps and sanitizers were available in all the classrooms (there was an occasional supply of sanitizers and hand soaps by the Department). Paper towels were available in all the toilets. Additional thermometers were purchased after those that were supplied had broken. Hostel staff received all the necessary PPEs for catering.

 

In respect of vaccinations a total of 2 215 learner qualified for vaccination in 2022. Currently only 136 were vaccinated – this included learners and teachers. Of the 38 staff personnel only 15 had vaccinated (11 teachers and 4 non-teaching staff) as most of the staff members were reluctant to vaccinate. A total of 33 learners eight teachers were infected and recovered from Covid-19 – no deaths were reported.

 

With admissions, compared to 2021, 50 more learners had been admitted to the school. There was adequate availability of classrooms but the school needed additional chairs and tables – these had been procured by the Circuit. Two Grade 8 and one Grade 9 learners did a late registration (January 2022) and they have been placed on a waiting list and would be placed as soon as there was an opening. The last of them had been placed on that day.

 

On the functionality of the farm, the Committee was informed that the farm was functioning with the following production lines:

  • Dairy cows (Fries);
  • Meat cows (Simmental); and
  • Sheep.

There was lucerne under the centre pivot and also maize was planted. The farm was 286 ha in total of which 20 ha were under irrigation. The school currently had 55 dairy cows and sold about 1 000 litres of milk every second day to Clover – also supplying the hostel and old age home with milk. The Simmentalers was a new stud that was donated to the school. The sheep herd consisted of 67 meat Merino ewes and two rams.

For the past four years all Agricultural subjects had been receiving 100% pass rate. The post of the farm foreman was vacant. Business plans were submitted for the funds and all the money was used for their intended purposes. Transfer for Agricultural subjects was received in November 2021 (which was late for the current year) and also funds to purchase consumables for PAT (Hospitality and Consumer Studies). What would help is that the schools were notified when payments were made what those payments were for.

The SGB was elected and was functional with workshops and meetings held and relevant committees established. The SMT was performing their duties to the letter and the school was fully operational.

In respect of school infrastructure, the school spent its 10% allocation on maintenance and spend above that through sponsorships and various projects done by the school. The necessary procurement processes were followed by the SGB for any spending. Renovations were done in 2018 (using own funds) to half of the school – there was a need to renovate the other 50%.

For ICT, the school did not receive tablets and learners used their own devices to access educational material. The school had installed unlimited WIFI, which was accessed by the teachers to assist the learners. The CAT centre also had WIFI access which assisted with teaching. Most of the classes had overhead projectors installed.

Regarding Inclusive Education and Conditional Grants the SBST was functional and held meetings as required. Internally, concessions had been applied for internal classes and on an annual basis qualifying Grade 12 learners received concessions. Grants were received for CAT and Hospitality Studies and the money was utilised for keyboards, ink, paper etc. The money was utilised for the intended purpose and invoices and expenditure were send to the Department on an annual basis.

LTSM was duly ordered in the time-frames as stipulated by the Department in September 2021 and the budget allocated catered for exercise books and photocopying paper. Book retrieval stood at 98% and the school was still waiting for the delivery of English medium textbooks – after interventions of the District, delivery was expected.

With the PPN it was noted that there was provision for two posts for Agric. Focus. The school introduce English medium in 2020 from Grade 8 and incrementally to Grade 10 in 2022. The District assisted the school with two additional posts and for 2022 two more posts had been allocated by Corporate for Grade 10. There was an expectation of an increase in the number of posts as a result of increase in learner numbers.

A total of 10 EAs had been appointed and five were placed in the neighbouring schools as the school only required five EAs. EA’s were allocated according to their competencies and allocated mentors.

The school highlighted some of the following challenges:

  • The need for a sewage plant to be installed;
  • Asbestos walls in the workshops needed replacing;
  • Asbestos roofs of the hostels needed replacing;
  • Funds transfer were not received on time. There was a need for notification of payment made to the school – and what those payments were for;
  • Shortage of English medium textbooks;
  • Assistance required for renovation of the second half of the school; and
  • Shortage of chairs and tables.

 

  1. Portfolio Committee Observations and Questions
  • Members were curious to know how many girl learners were doing agricultural subjects.
  • Members also requested a breakdown of the school demographics in respect of a breakdown of the race and gender of learners and teachers at the school.
  • In respect of vaccinations, Members queried how this was being administered and managed by the school.

 

  1. Responses to Portfolio Committee Observations

The principal gave a breakdown of the staff which stood at 19 teaching staff (including the principal) – currently there were no teachers of colour. Most of the teachers were at a young age-group. Of the learner numbers, a total of 98 were female and the rest was male. A third was doing agriculture with 15 subject offerings for Grade 12. The school was also in need of an extra teacher. There was an appeal that any funds for school be made available to the school within adequate timeframes.

 

  1. Portfolio Committee Recommendations

Having engaged with the school the Portfolio Committee recommended that the Minister of Basic Education and the Department of Basic Education, in collaboration with the North West Provincial Education Department:

  • Ensure that the school is supplied with an extra teacher as requested.
  • Ensure that any funds due to the school was made available within adequate timeframes – and indicate what the funds are for.
  • The school be prioritised for assistance and support with the refurbishments for the second half of the school as well as the replacement of the asbestos walls and roofing. Further to this the school was assisted with the installation of a sewage plant.
  • Ensure any shortages of textbooks was procured and delivered.
  • Ensure the school was supplied with extra chairs and tables as requested.

 

3.2.4     Onkgopotse Tiro Comprehensive School- The school mostly has learners from farming communities. The number of learners are 704, with 129 staying in school hostel. With regards to school focus, the school is prioritizing artisanship and is working with the surrounding mines to give learners training. The school achieved 100% pass rate on the technical side of the curriculum, and is expecting a 100% matric pass in 2021 NSC Results given that the learners passed the other quarters.

In terms of vacancies, all management posts are filled. There is only 1 vacancy in the school and they are in the process of filling the position. Eight (8) teaching assistants have been appointed through the presidential youth employment stimulus.  In terms of school governance, the school has a fully functional SGB, and they meet with the SMT. With regards to Covid-19, all areas related to health and safety protocols are followed and implemented by the school i.e.

  • Learners have access to masks, hand sanitizers;
  • 89 learners at the school contracted COVID-19 in 2021; and
  • Out of 129 learners in the hostel, 100 have been vaccinated.

In terms of the NSP, all learners receive school nutrition from the school and it is served using good menus. The school received all learner’s material including text books and stationary. In addition, learners have been provided with tablets, for which the school is grateful for.

 

Challenges

The school is facing challenges with regards to learner’s accommodation.  There is a serious infrastructure challenged at the school hostel.

  • The school is now 7 months without the hostel grant which affects teaching and
  •  
  • There are poor resources directed towards the school hostel.
  • In terms of transport, the travelling learners have a shortage of vehicles there is

only one bus available. This leads to overcrowding of learners in the current

transport system.

  • The school needs a hostel bus because when transport is needed by the hostel

learners, teachers use their own cars.

  • The hostel learners are therefore unable to travel, even to the clinic
  • The learners wrote matric final exams without electricity.
  • There are challenges on the training of SGBs.
  • There is no Grade R class

 

3.2.4.1  Portfolio Committee Observations and Questions

  • Members queried how did the school approach its vaccination rollout?
  • They wanted to know whether the parents/guardians had been informed in       respect of Learner vaccination?
  • Members sought clarity   on who must account for the money for the school         hostel?
  • Members wanted to know why did matric learners write exams without electricity?
  • Members raised a concern that the management from the North West Provincial

government is not doing much to support the school to a point that some challenges are escalated to national department of education. Members sought clarity as to why is the provincial management not available to assist the school?

 

3.2.4.2  Responses to Portfolio Committee Observations

The school clarified what type of support they are expecting so that there’s a better understanding between the school and management. The department indicated that that the bus within the school needs to be replaced, given that it has excessive mileage.  The department has noted the school’s unavailability of ECD (Grade R) and will begin discussions with the school on how Grade R can be introduced. The process of hostel money distribution is done by the head office and the request starts at an institutional level. It was reported that the documents for the release of the hostel funds were misplaced at the head office. The district created new documents and were referred to the head office and it was found that the payment was captured in the system for payment to the school to be authorized, but no payment was made. The circuit manager responded by indicating that there is a challenge around the training of SGBs as there are delays in training by the province.  In response to the COVID-19 vaccination Programme, the school has a joint programme with the NMM health sub-district. A consent form was sent to the parents in order the get permission to vaccinate the learners.

In respect of Matrics writing without electricity, it was mentioned that there was lightning that hit the electrical transformer. The school was told by the Director of corporate services that after agreement with the district that the electricity will be restored, but however the latter has not happened. The school has to date spent R185 000 on diesel in order to have electricity. The school has submitted a business a business plan requesting a bus, and they were provided with the funds but told by the district manager not the buy a Kombi, but instead use it for other school operations and this has occurred twice. There is poor distribution of funds between the school and the district, to a point that the last disbursement of funds, the HOD had to intervene.

In terms of placement of learners, a lot of learners placed by the Department at other various schools end up dropping out and coming back to Onkgopotse Tiro.

 

The school had a budget of R8 million a year, yet none of the SGB members have been trained on financial management.  

 

Poor communication between the district and the school, it was highlighted that the district does not respond to the letters from the school. The chairperson of SCOPA in the province indicated that the Northwest Legislature Education committee is doing oversight over the Provincial Department.  He alluded to the fact that the Provincial department is under administration and had 2 accounting officers held responsible. The department over the past 2 financial years have surrendered its funds to the other provinces. The departments have not met its targets for the last 3 quarters of the current financial year. The auditor general’s report cited poor consequence management within the Department. The issue of the school bus sounds like a sabotage. This is the best performing school in the province despite the poor support by the province and district. The whole situation shows no willingness to support the school from the district.

 

  1. Portfolio Committee Recommendations

Having engaged with the school the Portfolio Committee recommended that the Minister of Basic Education and the Department of Basic Education, in collaboration with the North West Provincial Education Department:

  • The DBE, PED and School SMT, SGB work together to ensure that they deal decisively with issues, for the education of learners.
  • The department needs to ensure that the new bus required, needs to be included in the school’s business plan. Further they need to ensure that there is a budget for the bus.
  • The department must ensure that issues addressed by the Committee of the Provincial Legislature matters are dealt within a reasonable time frame. 

 

3.2.5     Reatlegile Special School - The school emerged from the merger of Folang and Lekgetho Special schools effective from 1 Nov 2011, for the Severe Intellectually Disabled Learners (SID).  Reatlegile is categorised as   a no fee school that provides skills in cookery, fine art, English, Setswana, Maths, Woodwork, Fine Art, Basic Computer, Life skills and other Learning areas within the foundation Phase for Autistic learners. The school caters for 237 learners from rural areas within the Ditsobotla Local Municipality. With regards to Compliance with COVID -19 protocols, the school complies with social distancing, observe the 1 metre social distancing, and screening 3 times a day etc.

In terms of Procurement of COVID- 19 essentials the school prioritized the masks to be made available to all learners and staff. Items such as hand soaps, sanitizers, thermometers and 7, uniform of food handlers, (sets of aprons,) were procured.

 

In matters related to   vaccination, 230 learners are eligible. The number of learners vaccinated is 30 while 207 is not vaccinated.  Total number of staff members are 16, with only 3 educators not vaccinated.  8 staff members had COVID-19 with one being deceased. It is reported that none of the learners contracted COVID-19.

 

Pertaining to Vacancies, all staff members are in their posts and there are no vacancies. The school has a functional governing body (SBG), which was elected in 2021. The SGB is well structured and meets regularly. Only 5 SGB members have been trained due to COVID-19 limitations.

 

On the aspect of Learning Teaching Support Materials (LTSM) R186, 378 was allocated and there is a balance R104, 931. For ICT the School has no tablets for learners to take home. The school received notebooks as a donation from old mutual. In terms of access to data and ICT, Vodacom provides school with Wi-Fi.

Implementation of conditional grant, the school receives the necessary grants on time. The allocated Conditional Grants was spent on Assistive Devices. The allocation is   R241, 333 and the balance is R85,841.

 

Regarding Infrastructure, the dining hall needs to be renovated. School is awaiting approval of their request from the department on renovations. To enhance security, fencing needs to be increased to prevent theft during holidays.

 

On the issue of school attendance, it has been limited due to COVID-19 regulations. The school implemented the rotational system.

 

Learners are benefitting from the school transport. They are also collected from a central point. However, many learners are disabled, most parents get the learners private transport from their homes to the central area where they catch the school transport.

 

The school has a challenge of not having a full-time social worker and the current one works on a part time basis. The school is also in need of a full time nurse.

 

3.2.5.1  Portfolio Committee Observations and Questions

  • Members queried whether there are adequate therapists within the school?
  • Members wanted to know about the condition and the state of the school’s kitchen?
  • MPL raised a concern that the school had prepared answers based on the questions sent and the answers provided may not be a direct reflection of what’s happening on the ground.

 

3.2.5.2  Responses to Portfolio Committee Observations

The department responded that the school is prioritized in terms of fencing of the facilities and should be concluded soon. The department indicated they will do a follow-up with HR why the school does not have the necessary PPN. The department indicated that they have realized that school kitchens are small, so plans are in place to build dining halls in the schools. In some areas construction has started. It is difficult to retain therapists / nurses because the salary structure is low to retain nurses.

 

3.2.5.3  Portfolio Committee Recommendations

Having engaged with the school the Portfolio Committee recommended that the Minister of Basic Education and the Department of Basic Education, in collaboration with the North West Provincial Education Department:

  • Ensure that the school receive its Post Provision Norms (PPN) for 2022
  • Ensure that all SGB members are inducted and receive the necessary training
  • Ensure that the prioritized dining hall plan is implemented as part of

infrastructure provision

  • Ensure that educators are capacitated on the integration of ICT in learning and teaching

 

3.2.6     Makgwe Primary School - The school has 485 learners enrolled from Grade R to Grade 7. In terms of COVID -19, they are complying with all relevant protocol.  The school received their allocation of conditional grants.  As per presidential youth initiative, the school has Educator Assistants in place. For orientation of EAs, virtual training was provided with GSA in 2021. The role of the EA’s is to assist with Reading, ICT, and afterschool home work of the learners.

 

On the implementation of Grants, the school receives Section 21 grant.  The school got 14 tablets from Math’s Lab. The school also got a donation of 24 Tablets from MTN but they’re not CAPS compliant. As much as ICT tablets are in place, the school indicated that the ICT Tablets, need to be upgraded as content is not relevant.  On the situation of Learner Support Materials, the school has only 44% learner support material delivered. It was confirmed that the NSP school nutrition programme is going well. Pertaining infrastructure, it was reported that a tree had fallen on top of classrooms and school was paid out by the insurance.

 

Challenges

  • The school has no learner transport
  • ICT Tables are not CAPS compliant
  • The SGB is dysfunctional due to unavailability of working policies.

 

3.2.6.1  Portfolio Committee Observations and Questions

  • Members queried with 44 % of LTSM delivered where is the rest of the learning materials?
  • Members wanted to find out why did the SGB refuse to pay the service provider they have recommended?
  • Members queried   if there is there possible conflict between the school principal and the SGB?
  • Members queried what is the total cost of fixing the damages?
  • Members raised concerns over maintenance of infrastructure at the school.
  • Members were concerned over the low delivery of the learner teacher support material.
  • Members wanted to find out who sent out communication that 11 year olds were eligible for vaccination?
  • Members queried   whether all teaches would be able to return if schools were told learners must return?
  • Members observed with concern that the SGB had put the principal in a difficult position
  • In the myriad of challenges, the school was facing, Members queried   how the Committee would be of assistance to   the school?

 

3.2.6.2  Responses to Portfolio Committee Observations

The principal thought that the service provider was going to claim directly from the insurance but the insurance paid the funds into the school account. Then the treasurer of the SGB indicated that he/she will not allow the funds to be paid towards a project he/she was not part of.  The principal indicated the difficulties to work with 3 members of the SGB out of the 5. Usually during meetings between the school management and SGB over issues facing the school, the resolutions will be reached by all parties, but after the meeting the 3 members of the SGB will go and write letters disagreeing with the resolutions.

 

The school has a serious problem of leakage due to a lot of wind affecting the zinc roof. The usually work with public works but it has its own challenges.

 

If the entire school block is fixed, then the school can afford to bring all learners back to the school. The principal indicated that the SGB is dysfunctional, there is low vaccination of learners. Only 1 staff member was unvaccinated due to pregnancy.

 

The school is working on a plan on how it will approach parents to that their children may go for vaccination. Only 5 educators in the school contracted COVID-19. The circuit manager indicated that the management of the school is functional and they have a good working relationship. The circuit manager of the school also indicated that the relationship with the SGB is dysfunctional and they are not prepared to work together with the management of the school.

 

The school corrected that children of 12 years old were eligible for vaccination, and this correction was made   by the department   with all schools.

 

The chairperson of the SGB responded the following:

  • The SGB was not happy with the amount charged and non-implementation of proper procurement policies.
  • The SGB cited that poor working relationship is because of poor availability of policies.
  • The SGB indicated that the school management is not accountable to the SGB.
  • The SGB indicated that the school loses over R120 000 on unnecessary equipment or services at the school*
  • The SGB treasurer indicated differences between the SGB and the school management is mainly to do with budget matters. There’s a mistrust on how school monies are spent.
  • The SGB indicated that they need honesty from the school Principal.

 

3.2.6.3  Portfolio Committee Recommendations

Having engaged with the school the Portfolio Committee recommended that the Minister of Basic Education and the Department of Basic Education, in collaboration with the North West Provincial Education Department:

  • The Department ensure that they intervene between the school management and SGB. The report must be sent to the secretariat of parliament, 90 days after adoption of this report.
  • The department must ensure that the communication lines are improved and mistrust issues are cleared between the school and the SGB
  • The members recommended that the SGB must also be solution driven, they must work as formidable team with the Principal and SMT.
  • The department must ensure that communication for intervention from the school and SGB is addressed with proper responses.
  • The department ensure that   there is effective planning and budget for all necessary resources required by the school. 
  • Members recommended that the district director must meet with all parties to try and reach an amicable solution between the school management and the SGB
  • Ensure that the department, school SMT and SGB work together in the interest of the learners, the bottom line is the learners of the school. The school management and SGB must always remember that everything is for the best interests of the learners.

 

3.3       School Visits in Dr Kenneth Kaunda Education District

3.3.1     North West Secondary School for the Deaf - Regarding Covid-19 protocols, the school had the necessary daily screening and record keeping done by screeners and supervisors. For social distancing floors were visibly marked and the school had 24-hour hostel supervision with supervisors always on standby to assist learners who may report sick, and the nurse in charge at the nearest clinic was always available to assist.

The school had adequate running water and running taps with ablution facilities and sewerage system was effective and functional. The school needs to have the borehole connected to the municipal water supply. There were also an additional four JoJo-Tanks as an alternative water source. The school purchased PPEs through the Section 21 budget and received provisions from the Department e.g. sanitizers, hand soaps and protective gear.

 

Regarding admissions, the schools gave a breakdown of the admissions per grade and indicated that there were currently seven learners on the waiting list. Admissions remained ongoing as the school was a special school – the aim was to consolidate the numbers by the end of February 2022 – currently the learner numbers stood at 147.

 

The SGB had been established and was functional. There was a high rate of vandalism of school infrastructure but the SGB was finalizing a policy review for the maintenance of the hostel infrastructure. The school did regular maintenance according to the maintenance plan.

 

With ICT, the school had the necessary laptops, tablets, SASL laboratory, Computer laboratory and projectors. ICT acted as assistive devices for educators to enhance teaching and learning and promoted effective learning. With the increase in learner number, the school was in need of extra laptops and a bigger SASL laboratory (can only accommodate 17 learners to date). All assistive devices were received and available as per the allocated budget. The school also received most of the LTSM but was awaiting final delivery of shortages. The shortage was with Matric textbooks as the order placed was from the 2021 budget were the numbers stood at six but now was 28. It was noted that the LTSM budget allocation per term was too little as the number of learners had increased. The school had a retrieval figure of 100 percent.

 

Regarding the PPN, the school received the 2022 final PPN and it was noted that all promotional posts had not been filled. The Department was in the process of facilitating the advertisement of posts. This affected management of the school as SMT had acting positions.

 

The school employed a number of EAs who were utilised utilised as a support system to teachers and assisted with administrative issues in the classroom. However, reading specialists and e-cadres often work with students directly and provided more support to curriculum development and implementation. Reading coaches lead professional development workshops, model strategies, or techniques for teachers, and conduct collaborative lessons. The e-cadre aimed to support schools and teachers with the specific ICT related activities to assist towards ICT integration in schools.

 

The school highlighted some of the challenges as follows:

  • Capacity and support for the SMT – all five SMT members were acting and were PL1 educators. Awaiting five promotional posts to be filled. Also awaiting the filling of the principal position.
  • A need for an extra sign language centre.
  • Struggle to attract and appoint suitable educators for school.
  • Vandalism of infrastructure by learners
  • Shortage of Matric textbooks due to the increased numbers.
  • Borehole yet to be connected to the municipal supply
  • Shortage of interpreters for the school – currently only three for the whole school.

 

  1.  
  • Members were concerned with the long period the school has been without a principal and urged the Department to fill the vacancy as soon as possible.
  • Members queried whether the school had enough health care assistants for the needs of the school.
  • Members queried whether EAs had received their remuneration – and whether the school received their funding timeously.
  • On vaccinations, Members queried the data on learners and teachers who had been vaccinated to date.
  • Members queried whether the school had learners from other provinces – and the number of learner that may have dropped out.
  • Members queried whether the school received frequent visits from nurses and therapists

 

  1.  

Regarding the borehole matte, the school was engaging with the Department and the local municipality to have the borehole connected as soon as possible. All learners and staff who may have been infected had recovered full with no fatalities. All EAs had received their remuneration and was awaiting their January 2022 payment. The school continued to encourage teachers to vaccinate while parents refused to have their learners to be vaccinated. All learners, except four had been tested and were negative. The school had enrolled learners from other provinces as well. The School had approached the Department for concessions for all learners sitting for Matric. Teachers had the necessary resources for teaching and learning and the classes would soon have mounted projectors. Although there were incidents of vandalism by learners, the school was trying address this through engagements to effect behavioural change. The school was also reviewing its hostel policy to ensure the condition of hostel remains – any damage by a learners was payable by the learner and parents.

 

  1. Portfolio Committee Recommendations

Having engaged with the school the Portfolio Committee recommended that the Minister of Basic Education and the Department of Basic Education, in collaboration with the North West Provincial Education Department:

  • Engage the Department of Health to consider prospective doctors/therapists that must be placed at special needs schools to do their practical year – and provide a much needed service to schools, within adequate timeframes as special schools are priorities
  • Ensured all vacant post at the school be filled as a matter of urgency (principal, and promotional posts). Further to this the Department ensured that the school was provided with more interpreters as per the needs of the school. The school also be assisted with attracting and appointing suitably qualified educators.
  • Considered building an extra sign language centre for the school
  • Ensured that, in collaboration with the municipality, ensured that the borehole was connected to the municipal water supply within 90 days of adoption of this report.
  • Ensured that any outstanding textbooks be provided to the school urgently before end of 1st school calendar term.

 

 

3.3.2     Maquassi Hills Secondary School - The school Covid-19 Team comprised four members and ensured the environment was clean and welcoming. The school received ample masks with extras for emergencies. There was strategic signage for distancing with paper towels and soap available for hand washing. All who entered the school premises was screened.

 

In 2021 the school had 411 learners with only 10 classrooms and currently the enrolment had increased to 700 learners. The school has a shortage of classrooms and had requested for an additional six classrooms. The school would continue with staggered and rotational classes – with only Grade 11 attending daily. School admissions closed in December 2021.

 

The SGB was established and functional and worked well with the SMT to ensure a positive school climate. The SGB was kept abreast of all developments and was engaged in the governance of the school through its meetings.

 

Currently the school had 12 mobile classrooms of which 10 was used for teaching and learning. The school would require 20 classrooms to return to daily attendance. The school also required additional mobile toilets as 17 male and female staff shared one mobile block. Water supply was reliable with the school also having a borehole. The school had been re-electrified and the kitchen had been renovated. Any minor repairs were being attended to by the SGB.

 

In respect of ICT, the school had three projectors and two laptops. The school had budgeted for white-boards for 2022. The school had fibre connected for videos, simulations and clips in various subjects. At least five out of 13 teachers regularly applied ICT in the classroom.

 

The school received all LTSM as ordered and boasted a high success rate in book-retrieval. Many parents paid for any lost textbooks.

 

The school received its final staff establishment for 2022 with 13 educators (five permanents and 8 temporary). There were no Departmental Heads appointed and the school had vacancies for a principal and two Departmental Heads.

 

The school had no learner transport currently but had applied for learner transport services for 39 learners residing in an area 16km away – this number will increase in 2022. The NSNP was also functional with three food-handlers as per the 2021 enrolment figures. Three garages at the sub-district had been converted into NSNP kitchens and was ready for 2022.

 

  1. Portfolio Committee Observations and Questions
  • Members queried whether the school had experienced any drop-outs and teenage/learner pregnancies.
  • There was concern for the long period without a principal and Members queried the functionality of the SMT – and reasons why the principal post had not been filled to date.
  • Members sought clarity on the number of learners who benefitted from the nutrition programme as well as the learner transport.
  • On vaccinations, Members queried the number of teachers and learners who qualified for vaccinations – and how many had been vaccinated.
  • Vaccinations – how many teachers and learners qualify for vaccination and have vaccinated to date.
  • Members also queried whether EAs and Gas had received their remuneration

 

  1. Responses to Portfolio Observations

The school recorded two Grade 9 learner who had become pregnant in 2021 – both had returned to school. There were no challenges with learner drop-outs. The school had been sharing the premises with the sub-district and had a total of 658 learners who all received school nutrition and benefitted from the NSNP. In 2021 a total of 39 learners needed scholar transport and this number may have increase for 2022. The school had a total of 14 educators of which 13 had vaccinated and one was unable to do so due to medical reasons. Only one learner had vaccinated in 2021 and the school was engaging with the Department of Health to assist with learner vaccinations. Although EAs and Gas were remunerated, the school had reported a shortfall which was being addressed by the Department.

 

The Circuit Director indicated that there had been some community protest in the past due to space at the school – and the Department had identified a new site for the building of the school. Regarding the principal post, the Department had advertised the post in 2021 but this was done wrongly and needed to be resubmitted for re-advertising. Plans for the new school was in progress with engagements with the city planner and the council.

 

  1. Portfolio Committee Recommendations

Having engaged with the school the Portfolio Committee recommended that the Minister of Basic Education and the Department of Basic Education, in collaboration with the North West Provincial Education Department:

  • Review the building infrastructure and ensure there was more brick-and-mortar permanent structures and expedite the move to ensure brick-and-mortar structures to replace temporary structures within adequate timeframes
  • Ensured that the school was provided with extra classrooms and toilets as per the needs of the school.
  • Ensured the school was assisted with filling of posts of principal and two Departmental Heads within 90 days of adoption of the report
  • Ensured the school received the necessary scholar transport for benefitting learners as per the needs of the school.

 

  1. Tshedimoseto High School

Regarding Covid-19 protocols, all staff members and learners received orientation with four screeners doing daily routine screening and taking body temperature and sanitizing staff, learners and visitors. A register was kept by screeners at the gate. The six food handlers prepared food on a daily basis and learners were fed in their classes. The school had received its Covid-19 essentials as procured for 2022 (Masks, sanitizers, detergents and thermometers).

 

Learner admissions for all grades stood at 1 008 leaners. The school SGB and SMT were established and functional. Regarding infrastructure, the school had the following projects:

  • Sanitation – 20
  • Borehole – none
  • Renovation – completed
  • Fencing - completed
  • NSNP kitchen - none

 

The school was also in the process of procuring extra toilets (10 for boys and 10 for girls). There was sufficient furniture for learners with delivery of chairs and tables. The school was in need of the extra ablution facilities. The school had provided tablets for learners and laptops for teachers. The school had received delivery of stationary and textbooks as orders.

 

Regarding the PPN, the school had 28 temporary PL1 teacher, 4 Departmental Heads, 2 Deputy Principals and 1 Principal.

 

  1. Portfolio Committee Observations and Questions
  • Members noted the request for extra ablution facilities and upgrading of existing ablution facilities as a matter of urgency.
  • Regarding teenage/learner pregnancies, Members queried whether the school had any such cases. Further to this, Members queried whether the school had any learner drop-outs.
  • Members queried whether there were learners from other areas who may require scholar transport – and were learner being assisted with scholar transport.
  • Members queried whether the school was prepared for fire eventualities and if there were sufficient fire containment systems – and were they regularly checked and services.
  • With the mental stat of teachers and learners, did the school receive any form of psychological support.
  • What was the teacher and learner vaccination rate for those who qualified?

 

  1. Responses to Portfolio Committee Observations

Toilets were continuously being repaired and the Department had offered the temporary toilets that did assist, however, there was a need to have more permanent structures added. The school had reported a drop in the school performance from 2019 to 2020. Learners did benefit from the scholar transport and arrived at school on time. Regarding fire prevention, there were fire extinguishers in the Admin Block and these were regularly serviced – with functioning fire-hoses. Both the SGB and SMT were functional and parents were hands-on in their support. In respect of teenage pregnancies, the school QLTC was very involved with business and the Department of Health who assists with workshops and mentorship for teenagers regarding pregnancy, drug abuse and code of conduct matters. The school had eight pregnancies the previous year. The school also had the services of an in-house social worker and learner support agents. Of all teachers and learner who qualified, only two had not vaccinated to date.

 

  1. Portfolio Committee Recommendations

Having engaged with the school the Portfolio Committee recommended that the Minister of Basic Education and the Department of Basic Education, in collaboration with the North West Provincial Education Department:

  • Ensured that the school is provided with the necessary toilets/ablution facilities as a matter of urgency – with a view to have more permanent structure built

within adequate timeframes

 

  1. Letlhasedi Combined Farm School

The school was in compliance with all Covid-19 protocols with all the necessary screening and temperature taken. The school had received PPEs in the form of masks, sanitisers and hand-soaps. The school was still registering learners for admission and would conclude at the end of that week – the school was experiencing high enrolment numbers for Grade 8 and 10.

The SGB and SMT was established and fully functional with meeting held to review school policies. The school received ICT equipment in the form of tablets for Grade 12s. The school also received all LTSM with top-ups – book retrieval stood at 85 percent. A sanitary budget for girl-learners was also available. The total staff compliment stood at 21 with two management staff – the school also qualified for three Departmental Heads.

The school had challenges with scholar transport and this was communicated to the Department and was receiving attention. All learners received nutrition and funding resources were received on time. With the help of the Department, a new kitchen was being built. A total of eight EAs and five Gas were employed and dispatched in all the phases.

Challenges highlighted by the school included the following:

  • School building were dilapidated and falling apart.
  • Shortage of classrooms (4) classrooms.
  • Ceilings in classrooms were collapsing and floors need refurbishment.
  • Scholar transport challenges needs to be solved.

 

  1. Portfolio Committee Observations and Questions
  • Members were very concerned that the school had reached a state of dilapidation with no intervention from the Department.
  • Infrastructure – how does a school reach a point of such dilapidation before there is intervention from the Department.
  • Members queried whether the Department, sister departments and relevant stakeholders were engaging on the challenges with scholar transport with a view to finding solutions.
  • Members sought clarity on the percentage of learners and teachers who had vaccinated.
  • Members queried how the Department was assisting the school with teacher shortages.
  • It was noted that the school had mobile classrooms – and Members queried the plans to ensure more permanent structures to be built for the school.
  • Regarding preparedness for fire outbreaks, Members queried whether the school practiced fire-drills and had the necessary signage for emergency gathering points. Were fire extinguishers and fire-hoses regularly serviced and maintained.
  • What interface was in place with social development partners, specifically in relation to child-headed households,  

 

  1. Responses to Portfolio Committee Observations

 

The District indicated that there was a need to do an audit of learners from the adjoining area that may have to be placed in that area to alleviate the learner numbers and scholar transport challenges. Many families resided in the Tegani area where there were two schools that had been merged and the infrastructure was fully utilised. All asbestos structures were being demolished and replaced.

 

The Department had engaged the Department of Transport to make available a bus from the farms to the school – with a request that the distance be extended by another five kilometres. The engagement remains ongoing.

 

The Department had a huge task in respect of the maintenance, refurbishment and renovation of the school. There were several maintenance projects of the school completed and in the process of being addressed.

 

Regarding vacant posts to be filled, the Department had previously advertised for these posts but could not attract suitable candidates to fill these positions – there was a need to re-advertise.

 

Vaccination rate was very slow amongst learners with only six learners having been vaccinated while all staff except four had been vaccinated.

 

  1. Portfolio Committee Recommendations

Having engaged with the school the Portfolio Committee recommended that the Minister of Basic Education and the Department of Basic Education, in collaboration with the North West Provincial Education Department:

  • Ensure that the school is prioritised for refurbishment, maintenance and renovations.
  • Ensured that the school is provided with the extra classrooms as per the needs raised within 90 days of the adoption of this report
  • Ensured that, in collaboration with sister departments and relevant stakeholders, solutions to the transport challenges are found, within 60 days of adoption of the report
  • Ensured that the school is provided with the teachers required as per the needs of the school, before the end of the 2nd term of school calendar

 

  1. Ikalafeng Special School - The school has 365 number of learners registered for the 2022 academic year, however the admission happens throughout the year. The school provides technical subjects in line with CAPS and they received its budget from the District. The school has a hostel for accommodation of learners.

In terms of Covid -19, staff and learners were oriented on Standard Operating Procedure for the containment and management of COVID-19, in that regard the school is compliant with COVID-19 regulations and has a COVID-19 steering committee. Classrooms and hostels are marked with the red tape to mark 1.5m social distance.

 

The school has a functional SGB, and tasks related to budgets were presented and approved by parents’ AGM on the 5th December 2021. Audited financial statement submitted to the Department 22nd June 2021.

 

With regards to infrastructure, the school has 5 inappropriate classrooms made of Asbestos, the school is in line to get prefab structures to replace the asbestos. Offices and Therapy rooms are converted into classrooms. The school is part of the district auxiliary services plan for the removal of asbestos.

 

In terms of available ICT resources, the school has Interactive white boards, office equipment, computers, WI-FI, educational programmes and assistive devices. The school has also installed 5 interactive whiteboards for educators.  The resources are used for Office Administration subject which is focusing on equipping learners to have Admin Skills. It is for Grade 4-6 learners.

 

In respect of Educator Assistants, the school has utilized    1 EAs as Reading Champion: 1, 1 ICT E-cadre, 7 Curriculum Assistants, 1 Child and Youth Care Worker 1. The EA initiative has proven to be of great value to special schools in that it improves reading skills of learners, it provides educators with additional support to give learners individual support and it enhances the use of technology in curriculum coverage.

 

For Learner Transport, the school received a subsidy for provision of transport and appoints service providers to provides transportation for its learners. Because it is a special school, it is not part of the DBE transport system. 202 learners qualify for transport subsidy

 

The school received LTSM budget, and the schools is allowed to buy its own learner material for its learners. The LTSM for special school is quite expensive for the school and the service providers increase the prices annually, yet the school budget for LTSM does not increase.

202 Learners benefit from NSNP; all learners receive meals as expected. Extra mural programs include Athletics, Football, Basketball, Netball, Boccia

 

In terms of ECD, the he school has not yet enrolled Grade R learners. It will only start enrolling Grade R learners from 2023.

 

With regards to vacant posts, there is 1 vacancy for deputy principal and will be advertised in due course.

 

Challenges outlined include

  • The school has infrastructure challenges as the workshops do not yet comply with health and safety Act.
  • The school has a shortage of class rooms
  • The District was approached to build 5 class rooms for the school in the current financial year as the school with currently having infrastructure challenges.
  • The lack of provision of learner support materials for elective subjects adversely impact the quality of education that is provided.
  • Lack of Subject Specialist to oversee the curriculum delivery is a huge impediment to quality of education provided.  

 

3.3.5.1  Portfolio Committee Observations and Questions

  • Members wanted to know how many special learners were still unplaced in the district?
  • Members queried the kind of sports facilities that the school have for its sport activities?
  • Members wanted to find out what the school has not as yet received in terms of its budget allocation?
  • Members queried whether the school does have therapy staff, if so how many?
  • Members were interested to know how is the school handling the rotation of learners due to COVID-19
  • Members commended the cleanliness of the school and wanted to know how the school maintained its cleanliness.
  • Members wanted to know what happens to the special learners once they finish school
  • Are there any government assistance programs to make the learners independent after school completion?
  • Members queried if the are there any dropouts at the school, if so, what would be the cause of dropouts?
  • Members wanted to know if the school is doing anything the school is doing to build

the self-confidence of the learners?

 

3.3.5.2  Responses to Portfolio Committee Observations

The learners take part in athletics, football, basketball, netball and Boccia (for learners who have severe physical disabilities). The school uses its yard for sport facilities. However, the school’s sports field is not in the best of conditions. The school cannot have the learners residing at the hostel at once as this will be against the COVID-19 regulations, therefore rotation has to take place. The special school financial year is not the same as the traditional school financial year. The school is still awaiting its final allocation for the fourth quarter for financial year ending 31 March 2022. There were dropouts at the school due to some parents removing their children from the school due to fears of COVID-19, but however the number is quite low. The waiting list for placement currently has 230 special needs learners that are awaiting placement within the district. Out of the 230, 131 learners with severe intellectual disability are still within the care centers awaiting placement. There are 6 therapists hired by the district which all visit the special schools. The school workshops are doing various skill training at the school that they end up being hired by local businesses during and after completion of school. All educators at the school are vaccinated. However, the concern is with the vaccination of learners. Consent forms were sent to parents and the school received negative response from parents citing various reasons why their children should not be vaccinated. Mostly fears of stories they hear around the community. So the school is currently awaiting intervention from the department of health. The district continuously appoints therapists but however always loses them to other departments or provinces because of better notches/offers.

The SGB chairperson confirmed that they had challenges with the asbestos classes as they were too hot for the children but they applaud the school for its efforts. But is essence the SGB has a good working relationship with the school.

 

3.3.5.3  Portfolio Committee Recommendations

Having engaged with the school the Portfolio Committee recommended that the Minister of Basic Education and the Department of Basic Education, in collaboration with the North West Provincial Education Department:

  • Ensure that the school vacancy is supplied filled with immediate effect
  • Ensure that inappropriate asbestos classrooms are replaced as per infrastructure project within adequate timeframes
  • Ensure the school is prioritised for assistance with regards to shortage of classrooms, including mobile classes 90 days’ after the adoption of this report
  • Ensure that the replacement of the asbestos receives priority.
  • Ensure that shortages of LTSM   is procured and delivered.
  • Ensure that the school is provided with Subject Specialist to assist with curriculum related matters as requested.

 

3.3.6     Nkagisang Primary School - The school was established in 2007 in a farm area, and currently has regarded as a no fee school. The school is one of 27 farm schools, in the district that provide service to several farms. A total number of learners enrolled   685 with 14 classrooms and 13 Teachers. For proper social distancing to be observed the school needs 16 classrooms. In terms of COVID -19, the school is compliant with the COVID-19 regulations, to ensure the safety of all stakeholders inside the school yard, the screeners keep the gates locked all times. Food handlers like all other stakeholders were made aware of the importance of food hygiene and keeping their working space clean at all times.  In line with COVID-19 Regulations, the Screeners issue forms to visitors daily, PPEs were provided in July 2020 including masks, sanitizers, and liquid soap

 

The school has Learner Transport, which remains a challenge as 385 learners travelling to school from a nearby informal settlement only use 2 busses.

 

In terms of LTSM, the school is waiting for workbooks from DBE. The school has received other learning materials. One of the challenges is that learners do not bring their books to school.

 

School Admission, the school has challenges with their grade 7 learners. When they finish primary school and go to nearby schools in Jouberton Township they end up dropping out of school due to bullying at Jouberton. To that effect the school would like to request that Grade 8 and 9 classes, remain at Nkagisang, till they mature for FET phase.

 

In respect of Infrastructure, the school converted computer room into a class room. The school uses part of the 10% of the infrastructure maintenance funds for COVID19 cleaning items.

The school has a kitchen but no dining hall. It usually becomes a challenge for the learners during rainy days when they wait in queues in order to receive food.

 

Regarding governance, the school has 5 SGB board members, the school management has a good working relationship with the SGB and is very supportive. Both the SGB Chairperson and Treasurer are a link between the parents and the school.

Communication with our school community takes place through letters for our parents and guardians without gadgets compliant to social media such as, WhatsApp and Facebook through we communicate.

 

ICT, the school has 30 Computers, an ICT committee and ICT policies are present at the school.

Even though the laptops were received last year 2021, they are not yet used for curriculum delivery as they are not enough and the school     in a process of training Teachers.

 

Vacancies, all posts at the school are filled.

In terms of NSP School Nutrition, the school has a good nutrition program. The school is currently piloting Breakfast provision to learners.

 

Challenges

  • The school does not have enough classrooms, and is relying on the district to provide 2 more additional classrooms.
  • The mining activities in the area are a threat to school infrastructure. School has 14 class rooms of which 7 are used for foundation phase
  • Ablution facilities remain a challenge as an institution.
  • The eminent threat to the buildings from mining started last year.
  • Although our school has double desks the there is a need for single desks to address lack of space.

 

3.3.6.1  Portfolio Committee Observations and Questions

  • Members were curious to know how many learners have dropped out of the school in the last 2 years? Are there any plans for intervention to fix the problem?
  • Members wanted to find out, how many educators are vaccinated?
  • Members asked if the school is ready to go back to full classrooms should the rotations be stopped?
  • Members were concerned with the current lack of infrastructure at the school and wanted to know whether the school would be able to host Grade 8 and 9 classes?
  • Members queried the impact of the mine in the area and whether there has there been any social environmental assessment done in the area to assess damages that can be caused by the mine?
  • On the learner transport, Members queried why is the school receiving only 2 busses instead of the 3 they requested. Are service providers being paid for 3 busses?
  • Members were concerned about the alleged bullying in the schools in the Jouberton area leading to dropouts and has encouraged the district to needs to do an immediate intervention to stop the problem.
  • If the school have 14 classes and 7 classes are for the foundation phase, then how many learners are there in Grade R?
  • Members queried what   was the communication sent to parents regarding vaccination and the age?

 

3.3.6.2  Responses to Portfolio Committee Observations

The principal indicated that he will communicate the exact number of dropouts. All educators in the school are vaccinated. The Grade 7s are not coming to schools full-time because of lack of space. They are currently rotating with other Grades. The computer room was converted into a classroom for the Grade R learners. This causes delays in learner’s ability to learn ICT. The chief Director indicated that the workbooks will be delivered on the 19th of January 2022. There was an error made with the delivery. The dropout rates in primary schools are very low. Most of the dropout rates occur in high schools due to various challenges. So community engagements are taking place in order to try and combat the dropout rates.  In terms of bullying, there are 63 registered NGOs that are assisting the department on the issues of bullying in schools and any incidences of bullying should be reported. There’s a problem of institutionalized gangsters within the nearby townships and they are terrorizing schools. The youth is lured to join gangs or be bullied in the areas. So most parents refuse for their children to leave the farm school to attend school in the nearby Jouberton township in avoidance of gangsters and bullying. In terms of transport, the specifications are provided to the Department of Transport and they ensure that transport services are provided to the learners. Usually the transport problem lies with the Department of transport. The mine assessment issue will be taken up by the district director. The rotation of learners leads to a backlog in learning and teaching, so therefore it is important that the learners go back to full time schooling as soon as possible. The SGB chairperson appealed for mobile classes to the school to introduce new grades as a way to avoid their children going to high schools in Jouberton where there’s high levels of crime. The SGB were also happy with the way the principal was running the school.

On the aspect of vaccination, a meeting was held to determine the age 12 upwards for vaccination, 100 students must still be vaccinated.

 

3.3.6.3  Portfolio Committee Recommendations

Having engaged with the school the Portfolio Committee recommended that the Minister of Basic Education and the Department of Basic Education, in collaboration with the North West Provincial Education Department:

  • Department must ensure that the additional mobile classes are provided to the school
  • In terms of learner transport, the Department must ensure that transport services are provided to the learners
  • Ensure that the mine social environmental assessment issue is taken up by the district
  • Ensure that the department is working with the community and other relevant organizations to address the issues of bullying in schools and other   reported incidences of gangsterism.

 

3.3.7     Tiang Primary School - This school is deeply rooted in Inclusive Education, as it caters for   differently abled learners It provides educational support for diversity of abled and those who are   wheel chair bound. The school is an inclusive school that is allowed to admit learners with mild to moderate disabilities. To enhance their educational programs, the school also get a disability budget allocation. The school is COVID-19 compliant, and has decided that grade 1s, 4s, and 7s will be at school on a full-time basis. COVID-19 is observed, only 5 contracted Covid-19 in the school and 1 staff member, succumbed to death. Out of 27 staff, 26 have    vaccinated, all support staff also   vaccinated. The school received enough PPEs from the district in 2021 and COVID -19 essentials are in place. The are 8 screeners who do the daily checks. Nutrition, food handlers attend to the school nutrition program   and assist with feeding of learners EAs assist with reading.  The SGB exists and is fully functional, supporting the principal and SMT.

 

In terms of infrastructure, the school was renovated in 2021. There are still renovations still taking place at the school. ICT, the school has a computer center but none of the computers are functioning. There are current Wi-Fi challenges. On ECD, the school started Grade R in 2006 and is still going well to date. There are qualified teachers for Grade R.

 

Vacancies, the school has no vacancies, however they    would like to request employment of the teaching assistants for a longer term. Amongst the support staff is a councilor comes to the school twice per week to assist learners and parents.

 

LTSM, the school has received 100% of its textbooks

 

3.3.7.1  Portfolio Committee Observations and Questions

  • Members queried the whether the school knows why there’s a number of South African learners who are undocumented?
  • Members queried what is being done in terms of the ICT policy, given that the school has tablets but no IT policy?
  • Member queried why out of 27 teachers    is 1 teacher not vaccinated?
  • Members were concerned as to speak to the children about vaccination and whether    there is pressure for children to get vaccinated?

 

  1. Response to Portfolio Committee Observations

The Department of Education have relationship with the Department of Home Affairs in order to provide the learners with documentation and help those without IDs. It was mentioned that ICT, computer centre burned due to renovations taking place, the WIFI   cannot give network to the tablets, therefore the school relies on   DR Kenneth Kaunda Wi-Fi, within the nearby vicinity.   ICT computer room was used as a classroom to make space for learners and the school is currently planning to seek a sponsor to build its math’s lab.

 

In terms of vaccination, the Department is working together with the health Department to implement the vaccination programme within schools. The department also tries to get the consent of the parents when it comes to vaccinating the children at schools. The vaccination programme of the 12 year olds and older has not yet been implemented because of a few minor matters, however for 18 years and older the vaccination roll-out is in full operation.

 

The school does not get vandalized a lot because of the good working relationship with the SGB which gets volunteers to physically look after the school overnight.  The SGB chairperson indicated that they have a good working relationship with the school management. On the issue of wheel chairs, the response was that Tiang is a Full Service School, they received R50, 000 funding   to procure assistive devices and to   provide support to leaners with mild to severe disabilities

 

3.3.7.3  Portfolio Committee Recommendations

Having engaged with the school the Portfolio Committee recommended that the Minister of Basic Education and the Department of Basic Education, in collaboration with the North West Provincial Education Department:

  • Ensure that there   is implementation of ICT policies and is reinforced
  • Ensure that Grade R class, is accommodated in conducive space /classroom
  • Ensure School library is resourced to enhance more reading skills
  • Ensure the need for School laboratory is addressed and that staff are capacitated for enhancement of science subjects and technology.
  • Ensure that infrastrucre project gives attention to the issue of School hall for better accommodation and other multipurpose activities of the school

 

3.3.8     Cocekani Technical High School - The school has 762 learners, with a   pass rate   of 65%, in 2020   academic year. In terms of COVID -19, the school is compliant with regulations. 2 educators contracted COVID-19, and 3 learners contracted COVID-19 in the school in 2021. Infrastructure, there are reported incidences of vandalism in one of its buildings which has a negative impact on the school   in terms of   maintaining and repairing the infrastructure. The school has enough furniture, however the school has projected that their   enrolment will increase and therefore requested an additional 100 desks and Chairs. On ICT, the school has 25 PCs, and the   department is assisting the school with data. With regards to governance, the SGB is functional and has undergone training. The SGB has a good working relationships with the school. There will be SGB By-Elections taking place in 2022. Pertaining to NSP school nutrition program, the school provides meals for all learners.

 

Learner Transport, the school is provided with learner transport which assists learners who reside in areas further from the school in the farms.  LTSM   is prioritized and the learners have all the necessary stationary and study materials.

 

School presented that w.r.t vacancies, it has 4 vacancies, there are 17 permanent educators ,3 Temporary,2 Deputy Principals, in terms of education assistants (EAs), the school has 8 EAs

 

Challenges

  • There was a tender issued for someone to re-fence the school however few months later the service provider indicated that he/she is incapacitated. Currently the process is in place to find a new supplier.
  • Vandalism of school infrastructure remains a main challenge at the school. This includes stealing of metals such as steel pipes and taps.
  • There is gangsterism happening within the surrounding areas of the school

 

                        3.3.8.1  Portfolio Committee Observations and Questions

  • Members expressed a question to ascertain whether the school does offer extra mural activities?
  • Members queried what is the teacher to learner ratio?
  • Members wanted to know how many teachers have vaccinated?
  • Members were keen to know whether learners are rotating at the school?
  • Members queried learners who don’t come to school, how do they get their food?
  • Members queried what is the safety plan for the school given the vandalism?
  • Members raised concern about pass rate of technical maths and technical science?
  • Members were curious to know as to why did the SGB elections not take place in 2021?
  • Members queried why is there such a high drop from Grade 8 enrolments to Grade 12 enrolments?

 

                        3.3.8.2  Response to Portfolio Committee Observations

The school is offering technical maths and technical science as well as technology related subjects. The school has 21 educators vaccinated and 5 who have not vaccinated, on the aspect of learners, only 25 learners in the FET phase got vaccinated. Grade 11 and 12 learners are attending school on a full time basis. The SGB by-elections are due to parents pulling out of the SGB due to other personal opportunities. Learners migrate to other school because, they lose interest in engineering related subjects and go to schools where that can study something else. The challenge in the school is that it has a number of learners on substance abuse. But the school is doing its level best to address the situation. The school is not doing well in terms of mathematics. The school has a challenge of poor performance in terms of technical mathematics and physical science. The school has 8 EAs who are professionally qualified and have been placed in departments within the school.

The school electrical cables are being stolen regularly. This creates an electricity problem in the school.

The school has high failure rate in grade 10 and 11 in technical subjects, hence the school, through the district, is trying to build a technical knowledge to the learners from grade 8 and 9 so that they can have a solid foundation going into grade 10-12.

The SGB indicated that they are worried about the pass rate at the school. The kids at the school are taking drugs and other substance abuse issues. Kids are taking nyaope which is affecting the school kids.

The teachers are eves scared of kids because the kids come to school with dangerous weapons. The kids have become uncontrollable that they don’t even listen to the principal because they come to school drunk or high.

The parents are even losing hope on the kids due to substance abuse which is easily accessible. The culprits are well known and around the communities. Kids are dying because of these drugs.

The SGB chairperson would like someone to communicate out of the school to voice her frustrations about the school.

There’s a crisis that there are learners from other countries that come and apply at the school without documentation and results, yet the parents want the school admit the child. The policy allows the school to admit the learner without documentation, but it doesn’t say anything about results. Parliament must look into this policy.

There are learners enrolling at the school but throughout the year, they are nowhere to be seen. The school is admitting learners who have a history of bad behaviour in the primary schools which created a crisis in the school in terms of misbehaviour. The parents in the area are sometimes rude and fight the school for failing their children. Most parents don’t attend meetings but will come to the school to force the school to promote their children despite them failing the grade. The school also have a problem of over aged learners. They were advised that over aged learners should not be admitted by the school, especially is they had a gap in learning.

 

3.3.8.3  Portfolio Committee Recommendations

Having engaged with the school the Portfolio Committee recommended that the Minister of Basic Education and the Department of Basic Education, in collaboration with the North West Provincial Education Department:

  • To mitigate drop out, the department needs to ensure that the strategy of the school to bring on board past successful   to motivate others is implemented.
  • Ensure that psycho-social support and teacher wellbeing programme are   implemented as intervention to address gangsterism as it affects learning
  • Ensure that the district rework its school admission policy, it terms of the zoning issues.
  • The district needs to rework on its school admission policy, it terms of the zoning issues
  • The department to do an analysis as what makes the drop from 200 to 93, and put in place    an intervention,

 

4..        Oversight and Monitoring Visit: Free State Provincial Education Department

The oversight visits to the Lejweleputswa and Mangaung Education Districts were held from 19 – 20 January 2022. Schools visited by the delegation included:

  • Lejweleputswa Education District

-           Leseding Technical High School;

-           Seabo Primary School;

-           Teto Secondary School;

-           Orion Special School;

-           Mojaho School; and

-           Sekgweng Farm School

  • Mangaung Education District

                        -           Eersteling Primary School;

-           Lettie Fouche Special School;

-           Hodisa Technical School;

-           Reamohetse Articon School;

-           Bainsvlei Combined School;

-           Pholoho Special School;

-           Kagiso Comprehensive School; and

-           Nozala Primary School

 

4.1     Presentation by the Free State Department of Education

         4.1.1     Covid-19 Protocols and Compliance

All schools received the manual outlining the SOPs, social distancing and orientation training. The Department had appointed cleaners and screeners for all schools and allocated funds to procure two masks for each learner and teacher. School policies were adapted to comply with Cobid-19. Health and safety committees were established in all schools. Schools were also linked to both police station and the local clinic. The wearing of mask and screening at gates were compulsory and social distancing had to be adhered to at all times.

         4.1.2     Procurement of Covid-19 Essentials

A fogging machine and three five-litres of fogging liquids were provided to each of the 39 hostels where farm learners were accommodated. Money was transferred to schools to procure two masks per learner per teacher and all schools were supplied with Covid-19 essentials. Where there were infrastructure challenges, these were given the necessary attention e.g. toilets, doors, windows etc.

            4.1.3     Admission and Registration of Learners

The Department gave a detailed breakdown of the placed and unplaced learners for all grades for all the five Districts in the Free State. Further to this the Department also highlighted the hot-spot towns for placement and registration of Grades R, 1 and 8 per District. In respect of the challenges with learner admissions, the Department indicated that late applications continued to be a problem despite massive advocacy on application cut-off dates. The challenges included:

  • parents mainly from township schools ignored the published closing dates for learner admission.
  • parents from rural communities who move to big cities at the beginning of the year to lodge applications.
  •  informal settlements that spring up around established communities due to the influx from rural to urban areas also present a challenge as it is difficult to predict expected numbers ahead of the new year (Welkom and Bloemfontein)

There was also a high demand for admission in English medium schools as they were perceived to provide better quality education and also face an annual challenge of managing and accommodating all the applications they receive. Some of these challenges lead to insufficient schools in urbanised areas and the ever-present demand for spaces at schools of choice.

To mitigate these challenges, the Department ensured that District placement teams were activated. Each district had submitted its management plan to resolve all unplaced learners and the names and contact details of officials responsible for learner placement had been published. The Department had also ensured the provision of mobile classrooms. The Department assured the Committee that all outstanding admission cases would be finalized by the end of January 2022.

            4.1.4     Infrastructure and Resources

Technical schools and Agricultural Technology schools were supplied with materials for the Practical Assessment Tasks (PATs). All technical schools, except the three new schools, had workshops and equipment. A three-year contract was in existence to replenish and accommodate any shortages. Existing technical schools, with shortages of workshops due to increase in numbers, were part of the infrastructure plan to erected workshops. Three new technical schools (Wongalethu, Boaramelo, Thuto ke Lesedi) in the province did not have workshops.

  1. Functionality of School Governing Bodies (SGBs)

The SGB elections were successfully conducted in all of the 1 013 schools amidst the challenges of Covid-19. All schools had their elections following three modes of elections i.e. traditional mode, full day and e-Election. The Department gave a detailed overview of the training of newly elected SGB members in respect of modules, facilitators and training/activity period.

The Department had established both Districts SGB Councils and the Provincial SGB Council and they were taken through an intensive three-day induction session from the 27th to the 29th September 2021. The purpose of these structures was to advise the MEC for Education on matters pertaining to school governance and to serve as consultative forums on school governance matters. Members of the councils provided the Department with invaluable perspective on the number of governance challenges our schools are beset with. The breadth of experiences represented by the Council’s membership provided the Department with much needed insight as the Department consider the many challenges facing school governing bodies.

  1. Functionality of School Management Teams (SMTs)

The Department had a management and leadership functionality tool to establish whether SMTs were functional or not. Of the 220 schools surveyed, 98 percent revealed that SMTs were performing at the required level i.e. in terms of curriculum management as well as recording keeping. The remaining 2 percent was struggling and the Department would continue supporting the SMTs through workshops and information. To develop the second layer of school leadership the Department partnered with University of Johannesburg to train 100 aspiring school principals on the 2-year new qualification on School Leadership and Management (Advanced Diploma in Education: School Leadership and Management).

 

  1. School Infrastructure and Maintenance

The Department gave a detailed breakdown and overview of all the Capital Projects in the various Districts which included details pertaining to the following:

  • Name of town;
  • Name of school;
  • Planned / Procurement;
  • Under construction; and
  • Comments

The Department also gave a detailed breakdown and overview of all the mobile classrooms provided to schools under the following:

  • Number of mobile classrooms that have been provided;
  • Number of additional mobile classrooms that have been provided; and
  • Whether there were plans to provide more mobile classrooms to help mediate social distancing in schools in order to bring back all learners in all grades.

 

  1. Water Supply

The Department detailed the water supply to schools that experienced water supply challenges – this included schools with no water and unfilled water tanks. The figures showed only two schools in the Thabo Mofutsanyana District (0.19 percent).

 

  1. Sanitation

The Department gave a breakdown of the provision of sanitation facilities for school with sanitation-related challenges. The figures showed only three schools in the Thabo Mofutsanyane District (0.28 percent). Regarding schools with pit-latrines, the Department gave a breakdown of the number of schools with pit-latrines in all the Districts, the number of project son procurement, the number of schools rationalized/closed and projects under construction. This included the percentage of completion by value of work.

 

  1. ICT Roll-out for Effective Curriculum

The Department gave details in respect of the ICT roll-out for effective Curriculum delivery, quality learning and administration. A total of 463 laptops for Curriculum, exams, teacher development officials and Circuit Managers as well as 360 laptops and 180 data projectors for 180 Mathematics schools. Further to this, there was a total of 220 desktop computers, one printer, one server and one projector for CAT and IT laboratories. A total of 125 laptops and 50 Data Projectors were procured for 125 Primary Schools and 148 devices was procured before end of March 2021 for Education and Development Officials.

 

In respect of ICT teacher development, the Department set a target of 1 400 officials and teachers to be trained on ICT integration including the use of Virtual Platforms, MS Teams and Zoom. To date, a total of 856 officials and teachers received the training. Around 55 percent of training activities had been conducted through virtual platforms. In respect of connectivity, the Department procured 20GB Data cards for all curriculum officials for Grade R – 12, Head Office and Districts. A total of 500 officials were provided with data cards. The Department also procured 197 10GB data cards for all CAT and IT teachers.A total of 194 teachers would be provided with these data cards.

 

  1. Early Childhood Development (ECD) (Grade R)

In respect of the Grade R universalization, the Department alluded to the number of practitioners per category, the number of practitioners qualified, the creation of new Grade R post as well as the resource provisioning. The Department also alluded to Grade R access which covered the number of schools with and without Grade R. The Department further touched on the issues pertaining to the increment paid to practitioners per category and the number of subsidised Grade R practitioners. The Department reported that 438 teachers had Level 6 or above qualifications. A total of 227 practitioners submitted the relevant documents to HR to verify the qualifications and to be appointed in the newly created posts. A total of 211 teachers still needed to submit outstanding documents (SACE, Vetting and Police Clearance certificates).

 

In respect of progress on the registration of Grade R at public schools, the Department mentioned that the 27 public schools without Grade R all applied to register Grade R classes and were in the process of appointing qualified Grade R teachers for 2022. Posts were allocated to these schools according to the number of learners admitted for 2022.The 28 farm schools without Grade R classes would be assisted to register before the end of 2022. Schools in all five Districts applied for additional Grade R posts due to the increasing number of Grade R learners that enrolled for 2022. The Department shared details on the training and development of Grade R practitioners and subject advisors.

 

  1. Rationalization of Small and Non-Viable Schools

The Department had developed an Integrated Rural Education Strategy (IRES) whose objective was to ensure quality education for rural school learners. The IRES had four pillars as follows:

  • Pillar 1: Rationalization and re-alignment of schools which seeks to achieve the following:
    • Close or merge all schools with less than 50 learners;
    • Close or merge schools with more than 50 learners where multi-grade teaching takes place and one teacher teaches across phases; and
    • Realign schools to clearly define primary (Gr R up to Grade 7) and secondary schools (from Grade 8 to Grade 12) 

The Department supplied details on the progress on the closure of non-viable schools with less than 50 learners – and the placement of farm learners in hostels. Farm learners from the closed non-viable schools were placed in identified spaces in 39 hostels that were subsidized by the Department. By the end of 2021, five new hostels were identified to place learners. The Department has identified 11 more hostels to accommodate learners from closed non-viable schools. Some of the challenges with the closure and merger of schools included the following:

  • Delays in the completion of renovations of identified hostels. In this regard the Department indicated that the process of renovations was monitored on a regular basis.
  • Resistance by parents to release their children to stay in the hostels. Here the Department was supporting Districts in the process of engaging stakeholders

 

  1. Implementation of Conditional Grants

The Department gave a detailed breakdown of the figures pertaining to the implementation of the following Maths, Science and Technology Conditional Grants which included the targets and achievements.

 

  1. Learner Teacher Support Material Provision

In respect of the procurement of textbooks, this was done as per the Provincial LTSM Management Plan. Requisitioning was completed on 16 July for batch 1 and 13 August for batch 2. Official orders were issued-out on 9 August for batch 1 and on 16 August for batch 2. A total of 24 publishers were appointed for both batches and delivery commenced as from 31 August until 10 November 2021. The last submission of invoices by publishers was 10 December 2021 with the exception of new generation publishers. The invoices were expected on 14 January 2022. The National Department conducted one-one virtual meetings from 14 October until 17 December 2021 to check the state of readiness for 2022. Delivery for textbooks was at 100 percent. Regarding the delivery of workbooks, Volume 1 had been delivered to all schools. With the procurement of Braille, SASL and big print, the Department indicated that the SASL resource packs had been procured and delivered to affected schools.  For Braille, the procurement of master copies for Foundation Phase and FET had been completed – for Intermediate and Senior Phases the procurement of Braille master copies was underway.

In respect of the procurement of stationery, the Department indicated that service providers were appointed on orders were issued on stationery commenced as of Delivery plans were shared with the Districts on 7 and 8 January 2021 for distribution to schools and delivery would be done in . The Department also monitored such delivery per service provider. It was noted that five schools under one service provider and four school under another service provider could not be reached due to damaged roads.

 

  1. Post-Provisioning Norms (PPN): Staff Establishment

All schools were given their staff establishment for 2022 in August/September 2021 and vacant posts had been filled by either extending the temporary appointments and substitutes. The process of filling vacant promotional posts underway.

 

  1. Learner Transport and School Nutrition Programme

All qualifying learners were being transport and service providers had been appointed. All learners from Quintile 1 – 3 schools were benefiting from the nutrition programme.

 

  1. Inputs by Organized Labour
    1. Principals Council

The Council indicated that there were regular meetings with the Circuit to discussed various matters as well as meetings with the Department four time a year. There was a need to ensure learners were returned to school every single day to make up for the learning losses.

 

  1. SADTU

The Union worked well with the Department at all levels and structures. School safety was a huge concern and there was a need to work together to ensure safety of schools and learners. The Union in collaboration with the Department had embarked on a campaign of “I am a School Fan”. The Union expected its members to teach and protect schools and denounced any form of violence in schools.

 

  1. FEDSAS

The Federation worked well with all stakeholders in the education sector and thanked the Department for prompt payment of Norms and Standards – an improvement. The vacancy list for promotional post created challenges as the list had not been available for some time. There were queries aa to reasons why there was no vacancy list for PL1 posts as this would eliminate much uncertainty. The Federation also congratulated the Department on the expansion of farm schools. Concerns were raised that schools paid a commercial rate for municipal water – this needed to be reviewed. The Federation was also of the view that the rotational timetable needed to be stopped and the traditional timetable re-introduced for full-time schooling. There were also challenges with the non-payment of cleaners and screeners as they did not always receive their salaries – and principals then instructed to pay them. There were further challenges with communication with the Department and officials as correspondence was ignored and not replied to.

 

  1. SAOU

The Union had a good working relationship with Department and relevant stakeholders but also highlighted that communication with Department needed to be strengthened.

 

  1. SAPA

Although there was a good working relationship with the Department, the Association requested that there be more meetings with the HOD to discuss matters. SAPA also assisted with the induction of new principals.

 

  1. NASGB

There was a good working relationship between the Department and SGB structures with regular meetings to discuss challenges that schools may report. There was a need for SGB members training to be more in-depth. Relationship between SGB and Department is working well to ensure they were more effective in their duties and responsibilities.

 

  1. Portfolio Committee Observations and Questions
  • Members noted that there were many pockets of excellence in Free State where other schools can learn from, and also could share best practise to advise other schools. Members queried the number of schools, applying the 1-meter social distancing, could fully reopen. The Rotational system was a challenge and Members queried whether the Department had put forward their views on the scrapping of the rotational model for schools.
  • Members raised concern that, in respect of the pass rate, schools were losing 55 – 57 percent of learners between Grade 10 and Grade 12. What retention strategies were being put in place to mitigate these losses.
  • Regarding Specialisation Schools, Members queried whether the Department had a plan to ensure implementation of these schools.
  • Members noted the classrooms to be supplied to a certain school and queried whether the specific school was aware of the classes to be supplied.
  • Members also queried whether it was not compulsory for schools – and at what point did a school qualify for a deputy principal.
  • Members also queried whether the Department had any ASIDI and SAFE projects running.
  • Members also sought clarity on when schools would be receiving there outstanding LTSM.
  • It was noted that at some schools, learners walking to school had been mugged, assaulted and raped. Members queried plans in place to ensure the safety and security of learners by providing them with scholar transport.
  • Members also sought clarity on reasons for learners not having been placed to date.
  • The Department was urged to do more research around farm schools as they provided a better environment for children to become well balanced adults.
  • Members indicated that the drop-out rate was a challenge due to non-integration of learners into the schools and communities. There was a need to investigate the root causes for learner drop-outs and the intervention programmes in place as well as integration programmes available for new learners.
  • Due to quintiles of schools many did not qualify for scholar transport or nutrition – many school were in dire need and the Department was requested to review the quintile system of schools.
  • It was noted that the teenage pregnancy percentage for the province was fairly high – and Members queried how these learners were being assisted to return to schooling.
  • Members also sought clarity on the Gender-Based-Violence rate in schools in the Province.
  • Members again raised the issue of the PGCE qualification and non-appointment of PGCE graduates. Members queried whether the Department had deemed this qualification to be irrelevant.
  • Members noted that there were schools visited with infrastructure challenges not on the priority list for assistance and support - and queried whether these schools could be considered for inclusion on the priority list.
  • Education as a sector required synergy from a broad section of stakeholders to make it work and could not afford to have a sector where people worked in silos – this will invite failure. A sector where basics need was adhered to included:
    • Maintenance of school infrastructure was responsibility of school leadership;
    • Scholar transport -why are schools transporting learners from far flung areas; and
    • Workshops and Technical labs needed to be modernised.
  • Members queried plans by the Department to ensure that all unplaced learners were placed as a matter of urgency and pit-latrines be eradicated.
  • The Department also needed to ensure school demographics and race transformation was dealt with.
  • How was the Department tracing and tracking learners who may have dropped-out of school and what plans were in place to return them to the education system?

 

  1. Responses to Portfolio Committee Observations

On infrastructure the Department could confirm that schools were informed and aware of the delivery of classrooms to schools in question. The Department conducted roadshows to check progress on projects underway and picked up on requests from schools through the circuit managers and directors. The Department would investigate challenges with workshops and equipment to see how far this process was. The Department had 30 ASIDI projects and all had been completed (eradication of inappropriate structures). Regarding the SAFE programme there were 70 projects with 41 completed – the balance was at an advanced stage of completion. The Department was hard at work with the programme to eradicate all pit-latrines. Further to this, the Department was also looking at water provisioning for our schools that required.

 

Regarding the norms for the appointment of a deputy principals, the Department mentioned that such appointments were determined by the number of learners in a school and the number of subjects and weighting. This applied similarly to support staff for schools – schools received a letter indicating the number of learners and teacher posts they were entitled to. With the retirement of teachers in critical subjects, this depended on the level of the post - there was a list of qualified Funza Lushaka graduates and a database of unemployed educators in the system across all subjects to utilise. There were challenges with retaining qualified teachers for certain subjects.

 

There was an acknowledgement that 2020 was a difficult year due to Covid-19 and the Department categorised schools in the following in respect of the learning and teaching timetable to be followed:

  • Micro primary schools (up to 135) – these must not follow rotational but traditional model.
  • Small Primary schools – (135 -300): also follow traditional attendance depending on capacity.
  • Medium Primary (311 – 600): as per capacity follow traditional attendance.
  • Large primary (621 – 1000): follow daily rotation. But Grade 11 and 12 report daily
  • Mega primary schools (over 1000) – came with a hybrid model

This categorisation was similar for high schools. The Department also gave a detailed breakdown of the daily school attendance in all districts. The Department had submitted their views to the MEC for returning to the daily attendance for all learners. Where schools were unable to return – there was a request to deviate from the Department and give reasons and submit plan to have all learners back.

The Department would do the necessary investigation and research in respect of the drop-out rate at schools – and how to track, trace and retain learners in the system. Regarding LTSM, the Department had appointed four service providers and they were all at various levels of final delivery of stationery – there were plans to meet service providers to expedite the process of LTSM delivery.

On the issue of PGCE qualifications, the Department wanted to ensure they had trained teachers who understood the subject content. In Foundation Phase, there was an agreement to have trained and qualified teachers. PBCE qualified graduates possibly never wanted to become teacher, but, due to circumstances they opted for the PGCE qualification. The Department agreed to still accept PGCE candidates but hey had to have done at least two school-related subjects.

Most farm schools went up to Grade 9 and learners could not progress to other grades and this contributed to drop-out. There was a need to collaborate with farm schools to identify schools with hostels for learner to progress to. The Department also only catered for transport for learners at rural schools – and was budget driven.

 

4.2     School Visits in Lejweleputswa Education District

4.2.1     Leseding Technical High School - The school was a Section 21 no-fee paying school and parents struggled to assist the school with donations. Parents struggle to assist the school with donations. The SGB had made a commitment to assist with fundraising for the school. There were discussions and engagements with the local mining houses to assist the school with funding and maintenance of the schools. There were challenges with the drainage system of the school, especially on the side of the municipality – there was engagements with the municipality to open trenches and repair drainage but no progress to date. The school was built over a water-table with much underground water - when it rained there was continual flooding of the school grounds. There had been flood damage to furniture and other infrastructure in the past.

Because of the good performance of the school, many wanted to enrol at the school which caused overcrowding. There were challenges with scholar transport and learners were not safe walking to school -  as there had been incidents of rape, murder and assault of learners in the past.

In respect of LTSM the school had managed to procure their own textbooks – other parents procured on request. The Department did supply study material for certain grades and subjects which did assist.

Regarding PPN – The school was a technical school and the model used by the Department needed to be different from ordinary schools – this was communicated to the Department. The school had admitted 1 158 learners for the year while the school originally only accommodated 900 learners. The Department had indicated that the school may lose six teacher posts and the school was in discussion with the Department on this matter.

The school was requested to drop a subject to allow space for Robotics – but the school indicated to the Department that this would be difficult – the matter was being discussed and awaiting feedback.

With vaccinations, the school reported that over 50 percent of teacher had vaccinated. With learners, the percentage was lower as parents requested the school to engage the Department of Health to visit the school with mobile units to vaccinate learners at the school.

The school employed EAs and GAs who were doing sterling work having been deployed to various classes.

The school highlighted the following challenges:

  • Paving and perimeter fencing needed upgrading/refurbishment
  • School had experienced burglary in the past
  • Drainage system not functional and needs the municipality to open the trenches and repair. School continually flooded during rainy days.
  • School PPN needed to be review as it was currently treated as an ordinary school and not a technical school.
  • The school was in danger of losing teacher posts.
  • Learners were unsafe walking to school and needed scholar transport.

 

  1. Portfolio Committee Observations and Questions
  • Members raised serious concern regarding the safety of learners walking to school and queried how the Department was able to assist the school with scholar transport. Members also queried whether the school had approached the local mining companies for assistance and donation of school bus.
  • Members sought information on the school learner pregnancies if any – and steps to assist learners to return to school and be retained.
  • With the current rotational system, Member queried whether the school would be able to accommodate all learners if the schools returned to full capacity and the traditional timetable.
  • The school had electrified fencing that did not work – what was the assistance from the Department to re-electrify the fencing.
  • Members were concerned with the drainage challenges faced and queried the assistance and feedback from the Department in addressing the problem.
  • Members queried the 50 percent vaccination of teachers and sought clarity on reasons for the low number and why teachers were not vaccinating.
  • Learner pregnancies – what is the pregnancy rate amongst school learners – if so, what are the ages. What steps by school to assist pregnant learners to retain them.
  • Members queried whether learners, who were not at school during rotation, also received their meals on a daily basis.
  • It was noted with concern that the school had no maintenance sine 1987 – Members urged the Department to prioritise the school for maintenance, renovation and refurbishment.
  • NAPTOSA –  raised concerns around the capacity of the school kitchen to service 1 158 learners and requested that the kitchen be expanded and more food-handlers employed.

 

  1. Responses to Portfolio Committee Observations

The SGB had been invited to the meeting but had other school-related commitments to attend to. The SGB was established and fully functional. Many did not want to vaccinate due to myths or religious reasons – and could not be forced to vaccinate at this time. In the previous year there were three girls who had become pregnant, two had returned to school while the other had remained home on advice from her doctor. Learners received food-parcels during holidays and when attending school.

 

  1. Portfolio Committee Recommendations

Having engaged with the school the Portfolio Committee recommended that the Minister of Basic Education and the Department of Basic Education, in collaboration with the Free State Provincial Education Department:

  • Ensured the school was prioritised for refurbishment, maintenance and renovations – specifically the paving, fencing and electrification.
  • Ensure that the school remained on programmes and plans for building of a new kitchen.
  • Ensure that the school drainage system is upgraded and repaired to avoid flooding within adequate reasonable timeframes.
  • Review the schools current PPN to ensure that it is treated as a Technical School and not an ordinary school.
  • In collaboration with sister departments and relevant stakeholders, ensure that the school is considered for scholar transport to protect learners, within 60 days of adoption of the report

 

  1. Seabo Primary School - The school was the only one in the area with English home language with many learners from former Model C schools. The school had an increase in its teacher component bringing the total to 22 teachers. The school enjoyed good support from the community and the Department. With the closing of farm schools in the area, the school absorbed these learners. Learners from the farm school received extra support and assistance during schooling as well as at the hostels. The school enjoyed a good relationship with the local clinic and pharmacy and did not pay for any consultation – only the medicine.

 

The school was considering a request to introduce Grade 8 at the school. The school was always trying to ensure a conducive and healthy environment for teaching and learning and bullying was not tolerated at the school. The school was also promised a mobile library and a bus for scholar transport from the Department.

 

The school highlighted some of the challenges as follows:

  • Shortage of library and scholar transport
  • Dilapidated school fencing
  • No staff room
  • Classroom space inadequate – require extra mobile classrooms and mobile toilets

 

  1. Portfolio Committee Observations and Questions
  • Members queried whether the school was Covid-19 compliant – and availability of PPEs to the school
  • How was the school PPN being addressed at the school?
  • Was all LTSM procured delivered to the school las ordered?
  • Members ought a breakdown of the number of teachers and learners
  • Members queried whether the school had any learner pregnancy cases.
  • Members queried whether the school experienced any significant drop-outs.
  • Members also requested details on the vaccination rate of teachers and learners.
  • In respect of the farm learners, Members queried whether they had any challenges with language as they were predominantly from Sesotho farms.

 

  1. Responses to Portfolio Committee Observations

The principal mentioned that in respect of the farm learner, the school was able to identify where the gaps were and addressed those matters as best they could. The school, with support from relevant stakeholders was able to produce and develop booklets to assist learners with reading and address those gaps – and learners conversed with each other in English which also assisted. Further to this, all presentation was done in English and learners were exposed to programmes such as “Spelling-Bee”.

The school was Covid-19 compliant and had been provided with the necessary PPE essential – the school also bought essentials as the need arises. There was a 94 percent vaccination rate for staff and the aim was to have all vaccinated by the end of the first term. There were no cases of learner pregnancy at the school to date. All LTSM ordered had been delivered as procured. Currently the school had a total of 840 learners with 22 teachers (2 non-teaching staff). The school had employed the services of 13 Assistants. There were no drop-outs recorded at the school. There were no vacancies outstanding in respect of the school PPN. The school did not have the services of scholar transport as learners resided at the school hostels. The Department assisted with busses during the holidays to transport learners to their home-base and back. The school also advised parents in respect of learner transport they may want to use.

 

  1. Portfolio Committee Recommendations

Having engaged with the school the Portfolio Committee recommended that the Minister of Basic Education and the Department of Basic Education, in collaboration with the Free State Provincial Education Department:

  • Ensure that the school is prioritised for receiving a mobile library, extra classrooms, staff room and mobile toilets as per the request from the school, within adequate timeframes
  • Ensure that the school fencing is replaced/refurbished within 90 days of adoption of the report

 

  1. Teto Secondary School - The school SGB was established and fully functional with meetings held to review policies in preparation for the 2022 year. Parents, when called upon to attend meetings, were willing and able to do so. The school was Covid-19 compliant with learners being screened, sanitised and wearing of masks. There was hand-washing stations for those who were sensitive to sanitisers. The Department had delivered PPEs procured with no shortages to date. The learner enrolment stood at 1 716 learners. There was a small percentage of repeaters learners. With the high enrolment figures the school had challenges with classroom space.

The school had an efficient and functional Computer laboratory with internet access as well as a fully functional ICT room and media room. In respect of Inclusive Education, the school was led by an HOD, and the EAs appointed was experts in their field e.g. clinical psychologists.

Learners received two meals per day and the Grade 12 learners also received meals over weekends during weekend classes. All learners from poorer households also received food parcels during the lockdown period. The school was granted 25 Assistants (20 EAs and 5 Gas). As per the PPN the school was entitled to 64 teachers – currently there was a vacancy for one HOD. The Department had done the advertising and the school was awaiting feedback on the filling of the post.

The school experienced a shortage of LTSM due to the increased number – but was awaiting delivery of some textbooks. The school depended on the Department to provide some of the resources.

The school highlighted some of the challenges as follows:

  • Inadequate classroom space
  • One HOD vacancy to be filled
  • Shortage of LTSM
  • The school had challenges with the safety of learners who walked to school as many had been mugged, assaulted and raped.
  • Perimeter fencing had been broken and stolen
  • Appreciated if we could have scholar transport as majority comes from far-flung areas.

 

  1. Portfolio Committee Observations and Questions
  • Members noted that there was heavy construction and renovations being done at the school and queried why this could not have been done f=during the school holidays.
  • Members also noted a heap of broken chairs and tables piled up on the premises – what was the school planning to do with them
  • Members queried the school’s pregnancy rate and drop-out rate. How were pregnant girl learners assisted with returning to school?
  • Members noted the lack of female representation on the school SMT. Members requested that the post to be filled be a female if possible.
  • There was concern raised over issues of classroom space and the need for extra classrooms. In the interim, Member advised that the school reprioritised classroom space through adequate utilisation of double and single desks.
  • Regarding vaccinations, Member sought clarity on the vaccination rate of teachers and learners who qualified.
  • Members also queried whether the school had any scholar transport challenges.
  • Noting the dam of water on the school precinct, Members queried whether this did not pose a health risk to learners – how was the school addressing the matter in collaboration with authorities
  • Members also queried whether teachers were registered with SACE – and the interaction and benefits from SACE.
  • Members also queried whether the SA-SAMS system was any benefit for the school – and whether it was working well.

 

  1. Responses to Portfolio Committee Observations

The school pass rate stood at 98.2 percent for the previous year. Because many contractors also went on holiday for the December 2021 break, all renovations had to be started when schools re-opened. The school had plans to fix some of the broken chairs and tables -some had been re-introduced and utilised. The school also engaged parents and learners on issues of learner pregnancy and this advice was heeded and the school received support from parents. In 2021, there were five Grade 12, three Grade 10 and one Grade 8 learners who were pregnant.

The school was in agreement that the current HOD post to be filled needed to be a female. Also, the school would take the advice on the better utilisation of classroom space with better use of the desk choices and arrangements.

The school had challenges with the safety of learners who walked to school as many had been mugged, assaulted and raped. There was little assistance and support from the SAPS – even after requesting a satellite-station for the areas closer to the school. On this matter there needs urgent intervention. The school was situated close to a dangerous hostel and the school fencing had been damaged and stolen.

Regarding vaccinations, in 2021 a total of 58 teachers had been vaccinated with only two not vaccinated. Even non-teaching staff had vaccinated. Although the health officials had vaccinated learners at school, not all had vaccinated.

Educators were affiliated to SACE and subsidies were deducted from them but they did not see any value in support from SACE. The school used the SA-SAMS system and indicated that it worked perfectly for them and assisted teachers with many functions e.g. timetabling and data-collection. It made teachers lives much easier.

The Department indicated the challenges with completing renovation and continuing with construction during holidays – there was engagement with contractors to ensure identification of activities while learners were still at school and others that required to be done during holidays/weekends. The Department would include the school for classrooms to be built in the next financial year – in the interim, the school would be supplied with mobile classrooms.

 

  1. Portfolio Committee Recommendations

Having engaged with the school the Portfolio Committee recommended that the Minister of Basic Education and the Department of Basic Education, in collaboration with the Free State Provincial Education Department:

  • Ensure that the school is prioritised for receiving extra classrooms – in the interim to supply mobile classrooms but have permanent structure built within 120 days of adoption of the report
  • Ensure that consideration be given to scholar transport for learners walking to school, as a matter of urgency
  • Ensure that the school fencing is replaced/refurbished within 90 days of adoption of the report
  • Ensured that the vacant HOD post was filled, preferably by a female.
  • Ensure that any outstanding LTSM is delivered to the school, 14 after   days the adoption of the report  

 

4.2.4     Orion Special School - The school has 43 staff members with 2 HOD posts still vacant, and 6 SGB Educators. The enrollment figures at the school 450 learners. In terms of curriculum, the school offers plumbing, panel beating, woodwork, general maintenance. Learners usually struggle to make entrance to TVET colleges so it’s almost a dead end and more support is needed it that area.

 

The school complies with COVID-19 regulations by making use of daily screenings which take place regularly. School has PPEs and sanitizers.  The school communicates with the health department when there’s cases of COVID-19. All educators except 6 were vaccinated. Those   unvaccinated were not interested in vaccination.  When staff members have been in close contacts with COVID cases either at school / close contacts in community, there’s usually challenges around special or sick leave which presents challenge at the school.

 

Regarding vacancies, there is 2 HOD Posts vacant, and 1 Educator post vacant. The school has a functional SGB with 15 SGB Members, and   4 Educator posts. Learners mostly are accommodated to stay in the school hostel, and transport is not a challenge for local students.

 

LTSM were not delivered in January 2022 for the special learners, and there are no text books.

 

NSP Nutrition program is provided however few learners take the food. Most bring their food to school. The school prepares food parcels so that when day learners are absent from rotation, their meals would be available at home.

 

Challenge

Learners usually struggle to make entrance to TVET colleges so it’s almost a dead end and more support is needed it that area.

The district struggles to get educators who can teach subjects such as panel beating and steel/ wood works.

Infrastructure, the school hostel is a challenge, can only house approximately 43 learners

 

4.2.4.1   Portfolio Committee Observations and Questions

  • Members enquired about the state of rotation, would the school be able to accommodate all its learners should the COVID-19 restrictions be lowered?
  • Members needed more information on the school nutrition program
  • Members wanted to know how learner vaccination is being implemented within the school?
  • Members queried how many children with special needs are being placed at the school?
  • Members enquired about specialist subjects for girls?
  • Members were interested to know whether the school hostel is for all learners and not any specific gender?
  • Members were concerned that the school only had white educators

 

4.2.4.2  Responses to Portfolio Committee Observations 

As from January 2022 all the learners are back at the school fulltime. The school can accommodate all its learners, even after implementing social distancing. In terms of vacancies, the department indicated that all vacant educator posts will be filled by March 2022.

 

For the girls the school offers food production, sewing, and ECD.  Learners from nearby townships either walk of take a bicycle to school, the kids from the township usually travel with a taxi, and those from far areas such as farms, stay at the hostels.  The department subsidizes the school for the food. Often, learners bring their own food from home.

 

Water and Electricity takes almost half of the departmental subsidy.

 

Learners enrolled at Orion Special School   struggle academically/cognitively. The main challenge is that some mainstream schools keep these learners for too long to a point where when they come to the special school, they’re already too old. In nurturing talent, learners who are competent participate in sports as the district usually hosts a number of sporting events from time to time.

 

The school is classified as a quintile 5, however the principal believes that its actually a quintile 3 because it received majority of its funding from the Department of Education and only 100 learners pay school fees. To rectify this misclassification, the school will consider to apply for re-classification as quintile 3.

The hostels are not big enough to accommodate more learners, which is one of the school’s shortcomings. The department needs to focus its attention of how long should school staff should isolate for when they are COVID19 close contacts. The school has a challenge of attracting specialists such as plumbers because they are hired by the school as plumbers and not as educators. For them to be qualified as educators, they need to get an education qualification (PGCE). So mostly leave because they earn a low salary because of not being educators. SACE policy that does not recognize such specialist skilled employees as educators, therefore most are compelled to go back and study for the education qualification or leave the school.

 

The SGB is functional but the principal did not know they had to be there

 

The school has challenges in terms of finance as the workshop equipment is very expensive.

The provincial gazette causes the delay in the filling of posts. There are infrastructure challenges because the school is short of classrooms, there’s no offices for the HODs, as well as the social worker. The issue of lack of diversity in terms of the educators does create a challenge in terms of language barriers. The circuit manager reiterated that many black applicants do not apply at the school because of stigmatization of special schools.

 

4.2.4.3  Portfolio Committee Recommendations

Having engaged with the school the Portfolio Committee recommended that the Minister of Basic Education and the Department of Basic Education, in collaboration with the Free State Provincial Education Department:

  • Ensure that the school receives the identified LTSM
  • Ensure the infrastructure plan for Orion pays attention to hostel accommodation in order to address space shortcomings in hostels and that more learners from farms can be admitted.
  • Ensure mobile classroom are provided as interim to address   shortage of a class room, offices for the HODs, as well as the social worker consulting room.
  • Ensure that commitments made to the school to build workshops in 2017, are followed-up, and the department appraise the Portfolio Committee on how far the progress is within reasonable time frame.
  • The circuit manager be assisted to address the issue of stigmatization of learners at the school
  • The department ensure that the issue of lack of diversity in terms of the educators appointed is addressed as it does create a challenge with language barriers.
  • Ensure that the senior management posts are filled

 

4.2.5     Mojaho School - The school is a full service school, accommodating learners with disabilities as well. The school has 13 Educators, and 524 learners. It is an institution that accommodates learners who have intellectual challenges, these learners are placed in a remedial class, from Grade 4,5, and 6, and 1 class in Grade 7 and 8. In terms of performance, the school has a 90% pass rate.

 

The school indicated that its compliant with all COVID -19 protocols. All the educators have been vaccinated. In terms of learners, parents are reluctant to sign consent for their children to be vaccinated. The school has enough PPEs provided by the department.

 

In as far as LTSM is concerned the school received all necessary materials for 2022 and has no challenges.

 

SGB, the school has a functional SGB that supports governance matters, working in liaison with the SMT.  NSP   the school has a nutrition programme that is going well. Pertaining Vacancies, the school has 10 EAs, 2 E-Cadres,2 Reading Champions and 5 General assistants.  Infrastructure, is lacking the school does not have enough classrooms for special learners.

 

 

 

Challenges

The school is having challenges with parents who don’t want their children to be transferred to special school because of stigmatization that those schools are for the mentally retarded. So the school is trying to conscientise the parents that the special schools are just as good as normal schools. The school doesn’t have space for all learners to return to the school full time due to COVID-19 restrictions.

 

4.2.5.1  Portfolio Committee Observation and Questions

  • Members queried how many educator vacancies are at the school
  • Members also queried the   teacher learner teacher ratio
  • Members wanted to know if the school would be willing that all the learners return to school?
  • Members were interested to know what is the school’s dropout rate?
  • Members queried as to why the school does not have a deputy principal?
  • Members enquired whether the 90% pass rate across the board?
  • Members were interested in more information about school budget
  • Members queried what the application for extra facilities was approved for and what other infrastructure challenges does the school have?
  • Members wanted to know, before COVID-19 what sports codes were offered at the school?

 

4.2.5.2  Responses to Portfolio Committee Observations

The school responded that if the school will   allow all learners back it will not be able to observe a 1.5-meter social distancing and will need more classes. The maximum number of the educators at the school is supposed to be 16. The school has not experienced any dropouts in the past 4 years. All learners get a meal every day, even those that are not at school for that day, are allowed to come and eat. For the learners that stay far from the school get food parcels.

The lack of space means that the educator has to convert his/her class to be a practical venue as well. The school doesn’t have a lot of liabilities due to proper management of its budget. The school is still awaiting feedback from the Department of Education regarding the provision for extra class room. The application was handed over in 2018. The school is not having any sport facilities. Since COVID-19 the school does not have any sport activities. The sporting codes offered by the school is Netball, Soccer, and Chess but the learners use an open field.

 

The district coordinator indicated that the challenge of the school infrastructure of building a special class for the school was due to the budget. The school project will commence within the 2022/23 financial year. The school does not qualify to have a deputy principal due to the lower number of learners at the school. Sport could not be implemented immediately after the minister restriction on sport was lifted because when learners returned to sport, the COVID-19 cases increased. So the participation in sport was put on hold in order to try and find a solution on how best to reintroduce activities. There is a ground next to the school belonging to the secondary school next door, which is a health hazard. It was advised that the school meets with the secondary school to find a way to clean the area and utilize it for sport activities. The members were concerned about infrastructure planning takes a long time to implement

 

4.2.5.3  Portfolio Committee Recommendations

Having engaged with the school the Portfolio Committee recommended that the Minister of Basic Education and the Department of Basic Education, in collaboration with the Free State Provincial Education Department:

  • Ensure that the school gets feedback from the department of education regarding the provision for extra class room, within 30 days after the adoption of this report
  • Ensure that the infrastructure planning is implemented within 90n days of adoption of this report

.

4.2.6     Sekgweng Intermediate School - The school was founded in 1963, it was a 2-man school with Grade 1 – 7. It is situated 8 km outside Bultfontein n the Free State Province. Grade 08 was introduced in 2007 and Grade 09 in 2008. The number of learners is 310 learners. Parents pay for transport of the learners. Farm learners are transported by farmers. School Nutrition - all learners receive food from the school.

LTSM, all learners have textbooks.  The school has a SGB is functional and supporting all activities of the school.

 

Challenges

  • The school needs a fence around is.
  • The soccer field needs to be redone.

 

COVID-19, the school indicated that it complies with COVID-19 regulations and all staff members have been vaccinated

 

4.2.6.1  Portfolio Committee Observations and Questions

  • Members expressed compliments in how the school is managed and governed.
  • Members queried what extra mural activities are offered by the school?
  • Members enquired how was the consent granted from parents of learners regarding vaccination?
  • Members wanted to know which schools do the learners go to after Sekgweng and how do they integrate?
  • Members were grateful for good reception at the school. It shows that the school has culture that is embedded on positive values
  • Members were happy with the diversity within the school
  • Members queried whether learners rotating due to COVID-19? If the 1-meter social distancing was ended, would the school be prepared to take all learners full time?
  • Members expressed concern over farm children walking long distance to school.
  • Members asked whether the school have a vegetable garden?
  • Members asked when do children play sport?
  • Members queried if there are there plans to extend the school to accommodate Grade 12s?
  • Members queried whether the learners qualify for the departmental scholar transport?
  • What quintile is the school?
  • Members queried if the school have EAs?
  • Members enquired whether the parents can all afford the school fees including the transport expenses?

 

4.2.6.2  Response to Portfolio Committee Observations 

The school is a quintile 1, with only10 staff members, offering sports codes like   Netball, Soccer. The Soccer field not ready for the learners to play soccer again. None of the learners at the school have been vaccinated. At this particular school, learners are not rotating. The school needs a clear directive on the vaccination of 12 year olds and older.

 

In terms of learner progression, from grade 3 to grade 4 it is difficult for some learners to pass because in grade 3 they are still taught in their home language and from grade 4 they are taught in English full time. The school has a vegetable garden and they’re looking for sponsors to develop it further.

 

The school is in a situation that it will not be allowed to go to grade 12 because of increased subjects and the school would not afford to appoint more educators. In future there’s also a possibility that the school will lose grade 8 and 9 as well.

 

With regards to learner transport, the school does not have any learner transport. Due to the fact that   learners are out of their residential jurisdiction and there’s schools where they live, their parents opt not to send them to those schools. The school has already applied for the fence at the district office in 2021. The issue of the fence has to do with safety within the school.

The SGB confirmed that there is a good working relationship with the school. The chairperson of the SGB wishes that the school could offer Grade 12. The mayor committed to speaking to the farmers with regards to the transportation for the learners. The principal appreciated the district for being helpful towards the school.

 

4.2.6.3  Portfolio Committee Recommendations

Having engaged with the school the Portfolio Committee recommended that the Minister of Basic Education and the Department of Basic Education, in collaboration with the Free State Provincial Education Department:

  • Ensure that the learners walking long distances to the school are assisted with transport.
  • Ensure that the grade 8 learners walking to school from the farm are accommodated in a hostel, depending on individual circumstances.
  • Ensure that the fence issue is escalated to the relevant officials   to build a fence for the school, within 90 days after the adoption of this report.

 

  1. School Visits in Mangaung Education District

 

  1. Eersteling Primary School - The school has a learner enrolment of 90 learners who mostly came from disadvantaged homes and were supported by DSBT. Those learners from outlying areas were placed in a hostel and after Grade-7 most learners moved to Bainsvlei High School which was a very good school. There were challenges with learner drop-outs prior to the introduction of the hostels. The learners of different grades were sharing a class due to a lack of adequate classrooms for different grades at the school. The school had a mobile kitchen which was used to prepare meals for learners. Overall, the facilities were neat and tidy. The school was concerned that it would be classified as a non-viable school due the having less than 100 learners in total.

Scholar transport for learners was properly functional and regarding NSNP, the school provided meals with the support of the SANDF and Shoprite - in addition to the NSNP. All LTSM for learners had been procured and delivered as ordered. The SGB was established and functional. Learners have all their support material delivered and there’s no challenges in that regard. All educators had been fully vaccinated and the 12 and 17-year olds would be vaccinated as the vaccination programme continued in the weeks to come.

 

The school highlighted some of the challenges as follows:

  • The learners of different grades were sharing a class due to a lack of adequate classrooms for different grades at the school.
  • The school was concerned that it would be classified as a non-viable school due the having less than 100 learners in total.

 

  1. Portfolio Committee Observations and Questions
  • Members noted the concerns with grades sharing one classroom due to classroom space. It was important that the Grade-7 learners were allocated their own classroom, separate from other learners to adequately prepare for the next phase of schooling
  • Members queried whether the Curriculum also included agriculture for learners to focus on agriculture practically to gain farming skills.
  • Members queried whether the challenges of sexual abuse of school children was rife in the area.
  • Members queried the state of school safety and security within the school premises.

 

  1. Responses to Portfolio Committee Observations

In terms of school safety, there was only one break-in at the kitchen of the school in the past but it was found to be one of the naughty children. Other than that incident, the school had never had any incidences of burglaries or theft to date. The SGB was concerned with the risk of the school closing down due to learner numbers. It would be disappointing for parents and learners to leave their homes and go to areas where they no longer see their children on a daily basis. Parent and the SGB were trying to raise funds to assist the school. The District had a school of skills which mainly focussed of agricultural school. Talking walls were launched in the Motheo District and to date at least 80 percent of school participated. The farms school did not have challenges with teenage pregnancy. Reasons for the decision on non-viable schools was mainly distance of transportation, number of learners within the school and the number of educators within the school. However, the school was currently still a viable school and was not in the process of being closed down. The school had ICT material and a well-functioning WIFI.

 

  1. Portfolio Committee Recommendations

Having engaged with the school the Portfolio Committee recommended that the Minister of Basic Education and the Department of Basic Education, in collaboration with the Free State Provincial Education Department:

  • Ensure that the school is prioritised for extra classrooms to accommodate the various grades individually.
  • Review any decision on the non-viability of the schools and support the school to attract more learners to the school.

 

  1. Lettie Fouche Special School

The school was a special school for learners with moderate to severe intellectual disabilities.  Enrolment figures for the school stood at 300 learners with 29 teachers, three deputy principals, 12 therapists and nurses. Subjects offered from Grade 1-3 included Mathematics, Life Science, and Languages. From Grade 4 – 5 the school offered hands-on skills such as plumbing, car wash, sewing, etc.  The priority of the school was to ensure that when learners left the school they were able to have skills that could ensure their independent - and be able to make a living for themselves. The school had a number of vacancies for therapists and a hostel mother - which it hoped to fill in 2022. Facilities were neat and tidy and well-maintained.

The school had its own transport system but would like to be included in the scholar transport programme of the Department as scholar transport was an expensive exercise with vehicle maintenance and fuel expenses.

In respect of infrastructure, the school had challenges with asbestos material utilised that needed to be replaced. The girls hostel needed to be fixed because of damages and moulding – this was communicated to the Department. When it rained the school fields were all flooded due to challenges with the drainage system – this needed urgent attention.

The SGB was established and functional and had a good working relationship with the SMT.

The school highlights some of the challenges as follows:

  • The school had a number of vacancies for therapists and a hostel mother
  • Although the school had its own transport. It would request the Department to consider including the school in the scholar transport programme.
  • Some infrastructure had asbestos material that needed urgent replacement.
  • The girls hostel needed to be fixed because of damages and moulding
  • Flooding of the school fields when it rained due to drainage challenges.

 

  1. Portfolio Committee Observations and Questions
  • Members queried whether the school had any females in management positions.
  • Members sought clarity on the vaccination rate for teachers and qualifying learner.
  • Members noted with concern the presence of asbestos material at the school and queried how the Department was looking to replace these with urgency.
  • Members also raised concern with flooding reported and queried how and when the Department would prioritise fixing this problem. There was a need for the Department to investigate the flood lines within the school to better plan buildings and the sport fields to be protected from water damage.

 

  1. Responses to Portfolio Committee Observations

The school currently had two female HODs and all educators in the school had been fully vaccinated. There has been no major fighting or bullying incidents within the school. The computer room and therapy areas of the school were the most recently built facilities at the school. Learners, upon graduating from the school were admitted to TVET colleges to learn specialized skills.

 

The Director for infrastructure indicated that they would include the school in their asbestos removal programme. They would send an assessor to see how best the water problem of the school fields could be resolved.

 

  1. Portfolio Committee Recommendations

Having engaged with the school the Portfolio Committee recommended that the Minister of Basic Education and the Department of Basic Education, in collaboration with the Free State Provincial Education Department:

  • Ensure that the school is prioritised for asbestos removal as well as renovation and refurbishment of the girls-hostel, within 120 days after the adoption of this report
  • Ensure that the flooding and drainage challenges are addressed.
  • Ensure that the school is assisted with recruitment of therapists and a hostel-mother before the end of the 2nd term school calendar
  • The department must consider to include the school on the scholar transport programme.

 

  1. Hodisa Technical School - The school had challenges with the high number of learners within classrooms which impacted on Covid-19 regulations. The Department had supplied the school with adequate PPEs and sanitisers with three screeners at the front-gate. The school ICT gadgets but some were out-dated and other did not have the relevant software needed within the school. The school did not have sufficient laptops which had a negative impact on teaching and learning.

The SGB was established and functional, however, two members of the SGB had left because of work-related commitments – and had to resign. The SGB did not have an opportunity to attend SGB training as it was virtual and they had network challenges.

The school currently had five HODs, 2 deputy principals and one principal. Two educators were promoted to act in the HOD posts.

The workshops were functional, however, the digital electronics workshop had challenges in terms of servicing of the machines. The woodwork and automotive workshop also needed machines to be serviced. This was due to the school budget being overstretched and it spent most of its funds on consumables in the workshops.

The school had learners with barriers to learning both social and intellectual.

In respect of LTSM, the school had received learning material for all learners. The school had lost a large number of textbooks because of the retrieval system. Currently, there were engagements with parents to ensure that learners were able to return textbooks to the school.

The school had the services of EAs and they had been allocated to different teaching roles within the school.

The school highlighted some of the challenges faced as follows:

  • Overcrowded classrooms that negatively impacted on social distancing
  • Outdated ICT gadgets with irrelevant software
  • Insufficient laptops
  • Non-servicing of workshop infrastructure (machines).
  • Low book-retrieval rate

 

  1. Portfolio Committee Observations and Questions
  • Members sought clarity on the number of learners per Grade for the school.
  • Regarding the maintenance budget, Members sough clarity on the school budget for maintenance.
  • Members sought information on the learner pregnancy rate at the school.
  • Members noted with concern the untidy state of the boys’ toilets.
  • Members requested an overview on the performance of the school in general.
  • Members were of the view that, instead of learners moving between classes, that teachers be moving between classrooms to minimise interaction between learners.
  • Members noted with concern that there were learners sharing desks or with no desk at all.
  • Members also sought information on the vaccination rate of teachers and qualifying learners.

 

  1. Responses to Portfolio Committee Observations

It was responded that the school had the necessary budget for school maintenance. The school had the necessary cleaning personnel and just needed to manage and ensure that the school was kept clean. It was explained that the leakage in the boy’s toilet was because of old infrastructure and vandalism. The school had recorded five learner pregnancies in 2021 and they were able to return to school and write their examinations. There were 48 educators and a total of 35 had fully vaccinated. A small percentage of learners had vaccinated to date due to reluctance from learners and parents to vaccinate. The Matric pass rate for 2020 was 57 percent.

The Department of Health decided to start with other school in Botshabelo in terms of their vaccination drive and would only visit the school at a later stage to encourage vaccination of learners.

The District indicated that it would work on the issue of social distancing within the school. The allocation for infrastructure maintenance was minimal at 1 percent. The school is also trying to raise money for maintenance from parents.

 

  1. Portfolio Committee Recommendations

Having engaged with the school the Portfolio Committee recommended that the Minister of Basic Education and the Department of Basic Education, in collaboration with the Free State Provincial Education Department:

  • Ensure that the school is prioritised for extra classrooms to alleviate the overcrowding.
  • Ensure that the school is supplied with extra laptops and more updated ICT gadgets with relevant software within adequate timeframes
  • Ensure that workshop machinery is either replaced or adequately serviced.
  • Assist the school with plans to increase book-retrieval

 

4.3.4     Reamohetse Articon School - The school was Covid-19 compliant with three screeners and three cleaners. The school had measures in place to reduce the spread of the virus. The school was busy moving toward a more focused school with the introduction of certain subjects, phasing out of others and retaining certain subjects. The current enrolment figures stood at 447 learners.

The SGB was duly established and was functional with school policies being reviews and meeting held with parents. The SGB had engaged the necessary stakeholders with a view to changes to the learner uniforms. One SGB member left due to work-related challenges. The local community also used the school for gatherings and church meetings. The school had also benefited from the adopt-a-cop initiative

All LTSM was procured and delivered as ordered

Regarding the NSNP, all learners were receiving meals on a daily basis since the reopening. The current kitchen would be moved to a permanent structure after conversion was completed. The school utilised the services of parents for cooking meals. Contractors were in the process of repairing damages ceilings, doors and electrification. Toilets were repaired by the school itself.

The school did not utilise scholar transport as all learners lived close enough to the school.

In respect of teenage pregnancies, the numbers were dropping. There were seven learners pregnant in 2021 and eleven in 2020. The school engaged with parents and also involved social workers on the matter. A total of 25 out of 27 teachers; four out of five support staff and 78 out of 447 leaners had been fully vaccinated to date.

The school highlighted some of the challenges as follows:

  • The learners were damaging infrastructure through graffiti on walls.
  • The members were concerned about the inability of the school to sustain matric performance over the years.

 

  1. Portfolio Committee Observations and Questions
  • Members noted the poor performance of the Matrics in the previous year and queried whether the projections of 85 percent for 2021 was correct.
  •  Members were encouraged by a township school being converted into a fulltime arts school.
  • Members urged that the school not neglect programmes that focussed on the boy child and grooming young boys to be responsible men.
  • The members were concerned about the inability of the school to sustain matric performance over the years.

 

  1. Responses to Portfolio Committee Observations

It was mentioned that scholar transport in the district was meant for the farm schools and not for township schools.

 

  1. Portfolio Committee Recommendations

Having engaged with the school the Portfolio Committee recommended that the Minister of Basic Education and the Department of Basic Education, in collaboration with the North West Provincial Education Department:

  • Ensure that the school is prioritised for focussed intervention, assistance and support to enhance an increase in school performance, especially for Matrics, within 30 days of adoption of the report

 

 

4.3.5     Bainsvlei Combined School - The school is in compliant with COVID19 and all protocol is followed. They received a car from the department to transport hostel learners to the clinic. The learners are from the farming community. Grade 12 learners were vaccinated last year before the exams, Parents gave consent, and Grade 11 learners were also vaccinated.

 

All stationary was received from the department in 2021. The learner transport is effective with no   problems experienced. With regards to the NSNP, the school cater for hostel learners as well as day learners. The school has access to Wi-Fi and laptops,  

 

Challenges

  • Drop-outs - learners leave and go work on farms after Gr 7, to mediate that the school has since allowed the learners to remain in the hostels up to Gr 12
  • More mobile classes needed to accommodate all learners.
  • As a hostel, the school does not have personnel for clinic on site as a result the teaches use own resources to attend to medical needs of the learners.
  • Sport facilities have huge backlog, there is no extra mural sports played at the moment, don’t have a proper field.

 

                        4.3.5.1  Portfolio Committee Observations and Questions

  • Members queried what process was followed for the vaccination of Matriculants?
  • Members queried how many drop outs, how many learners have the school lost and in what Grades?
  • Members were keen to know what are the extra mural activities for learners?
  • Members queried the number of teachers and learners at the school?
  • Members want to know whether the school   has Educator Assistants and General Assistants in place?
  • Members were interested to find out how many teachers and learners got vaccinated?
  • On the basis of the rotational system, Members wanted to know how does the school deal with NSNP when learners are not at school?
  • Members wanted to whether the school received LTSM?
  • Members queried the school is not   asking for assistance from farmers
  • Is your SGB at the school?
  • What are the pregnancy rate?
  • What was your matric pass rate last year?
  • How long have you been acting?
  • Does the department assist you with Transport, who pay for the taxis?
  • Are you reimbursed for paying doctor for learners?
  • Does the school have Grade R? In terms of drop outs- how many learners have you lost and in what Grades

 

4.3.5.2  Responses to Portfolio Committee Observations

The school has an enrolment 1088 learners. On the issue of vaccination for the learners, the school provided parents with Consent forms. Drop-outs occur due to parents relocating to farms away from the school then learners stay away because it is too far to travel. NSNP - food are delivered to learners on farms, even if they are rotating.  The department assists with transport; however, the acting principal is not reimbursed for taking learners to the doctor (GP consultation payments).  The school is allocated 15 EA's and 5 GA's- assigned to a class to assist teachers.  As at January 2022, out of 37 Teachers only 2 were not vaccinated. 69 Learners vaccinated 464 yet to be vaccinated. In terms of vacancies, the acting principal is acting for 9 days, however the school is busy with the recruitment process, as interviews for the Principle post were ongoing.  The LTSM is received but they need top up due to influx of new learners.  In terms of Matric 2020, 91.5 percent pass rate- was achieved in 2020. If the school can go back to normal tomorrow the school would be happy. Hostels play sport against other schools every weekend, however Bainsvlei does not have   proper field for extra mural sports activities.

 

4.3.5.3  Portfolio Committee Recommendations

Having engaged with the school the Portfolio Committee recommended that the Minister of Basic Education and the Department of Basic Education, in collaboration with the Free State Provincial Education Department:

  • Ensure that the school is linked with   the department of health, so that learners can get medical attention
  • With 90% vaccinated, the school may   consider to return learners on full scale
  • Ensure that issue of learner drop out is addressed and learners are tracked back to school.
  • Ensure that the school is supported with mobile classes.
  • Ensure that learners residing in hostel have access to sports facilities
  • Ensure that the department pays attention to implementation of ECD- Grade R at the school and begin discussions with the school on how Grade R can be introduced.
  • Ensure the dept. play a pivotal role to fast track infrastructure projects so that sports facility involve learners in extra mural activities

 

4.3.6     Pholoho Special School - The school was established in 1980s in Mangaung to cater for Severe Intellectual Disability School (SID). Main Disability: Most learners have multi-disabilities, which includes: Autism, Down Syndrome, Cerebral Palsy, Physical disabilities, Epilepsy, Vision impairment and Hearing impairment. The current staff establishment at Pholoho is as follows: 52 teachers, 1 Principal, 2 Deputy-Principals, and 9 Departmental Heads. Further the school has a multi-disciplinary team, consisting of 7 Occupational Therapists, 1 Physiotherapist, 1 Social Worker, 1 Professional Nurse and 1 staff Nurse

 

For 2022, the learners enrolled for admission stands at 560.  The school has a hostel 20 boys 20 girls. Those who don’t live in hostel are transported by bus often times the parents drop /collect them They follow a curriculum specifically compiled for LSPID learners by the Department of Basic Education.  4 classes are for Autism and Life skills is the main subject at the school.

 

From Grade 1 to Grade 3 the school follows   the Foundation phase curriculum, with Language, Mathematics and Life Skills. In the Intermediate phase, which is from age 14 to 18, learners do Language, First Additional Language, Mathematics and Life Skills. They have 3 streams of skills subjects, which are,

  • Stream 1. Agriculture, welding and woodwork,
  • Stream 2. Food production, sewing, arts and Crafts,
  • Stream 3. Ancillary health, Office Administration and Arts and Crafts.

 

In terms of COVID 19-  the protocols are followed. No learner or teacher is allowed on the school premises without a mask. When a staff member arrives at school, his hands are sanitized and his temperature is taken.  On a Monday the 7 COVID questions are asked to ensure the learners and staff member is not at risk. The school achieved significant milestones in international sports activities, by encouraging learners to participating in different sport codes.

 

4.3.6.1   Portfolio Committee Observations and Questions

  • Members raised a question on Learner Transport and wanted to find out how does the school pay for learner transport, and whether they need extra transport, also how many learners use transport?
  • Members raised a question about Woodwork   as a subject and what subjects is the school offering?
  • Members queried what are the most urgent challenges at the school?
  • Members, wanted to know whether the SGB – is functional? And if so how is the relationship with the school management team
  • Members asked for a breakdown of staff component?
  • Members queried what is the budget of the school?
  • Members wanted to know if the school has vacant posts?
  • Members wanted to find out how many teachers are vaccinated?
  • Members queried if there were learners affected with the 1-meter distance and therefore have to rotate?
  • Members queried what was the biggest impact of lockdown on learners with special needs?
  • Members queried how many learners on the waiting list?

 

4.3.6.2  Responses to Portfolio Committee Observations

There are 7 buses, and the department provide 1 bus, the rest of the busses are bought by SGB. Woodwork is a subject in school - doing this big project to help learners to expand and to create Jobs. Two learners tested positive for COVID 19, even though they were at home during the school holidays. Only 430 learners are using the Transport. The school experience Funding Challenges when learners need to travel internationally to an extent that SGB must do programs for funding. SGB relations are good with the management. The budget is mostly used for Transport. Posts will be filled by end of February. Thee rotational system was used on a weekly based but learners are attending everyday now. Impact of lockdown on our learners was bad and the school couldn’t do skills 100 percent. All teachers are vaccinated. There are 3 SID learners   on the waiting list by the one school, Pholoho school have 3 learners waiting   and a, school in Town have 6 on the waiting list.

 

4.3.6.3  Portfolio Committee Recommendations

Having engaged with the school the Portfolio Committee recommended that the Minister of Basic Education and the Department of Basic Education, in collaboration with the Free State Provincial Education Department:

  • Ensure the school is assisted on CAPS Curriculum for LSPID 
  • Ensure the   Life skills program is supported
  • Ensure the Woodwork workshop is resourced to assist learners with skills
  • Ensure that parents are encouraged to send learners to Special Schools

 

4.3.7     Kagisho Comprehensive Secondary School - The school has 1911 learners with a pass rate of 85% achieved 2020. For 2022, the admissions stood at 100 percent. The school complies with all COVID 19 – protocols and has a functional SGB. Focus is on Technical Infrastructure i.e. Automotive and is waiting on deliveries. SMT meetings are conducted weekly and SGB is functional.

 

In terms of School infrastructure broken windows were repaired Windows repaired with the assistance of SGB. The District and the department assisted with new doors, further the department will assist with roof leakage. Regarding ICT, the school received laptops from the department for teachers to use in class.

On aspect of LTSM   all learners have stationary, and books. NSNP -functional kitchen, kitchen was extended. The school was allocated 11 EA, s and GA, s   and   they are assisting teachers in the classes.

 

Challenge

  • Relate to poor performance in tech maths - Gr 10, 11 and 12.
  • Rotation system is not working it slow down the learning process.
  • Tech maths, performance is low, no support

 

4.3.7.1  Portfolio Committee Observations and Questions

  • Members queried whether there was enough accommodation for all the learners?
  • Members asked whether there was any the school challenge with the stipends for the administrators?
  • Members were interested to know if the school has a learner Transport?
  • Members raised concerns about issue of learner pregnancy and queried what is the pregnancy rate for the last two years and whether the girls are accepted back at schools?
  • Members queried if the school   has a hostel and whether there is enough space for learners?
  • Members wanted to find out if the school has outstanding Municipal accounts?
  • Members queried whether the EA's - are assigned to specific school needs?
  • Members sought to get some clarity on how many teachers are vaccinated?
  • Members were concerned about equipment and queried how updated is it? 
  • Members queried whether the school has access to Wi-Fi
  • On the issue of EAs, Members were concerned about EAs dress code and queried whether their casual dress does impact on the   culture of the school and learners.
  • Members were concerned about technical maths results and queried - What type of support are there for the school from the department?

 

                        4.3.7.2  Response to Portfolio Committee Observations

The school in addressing the situation of accommodation for learners indicated that the try not to have too many learners in class. In the interim, the department has assisted the school with 6 mobile classes. SGB is supporting the school and is clear on which aspects are falling under the school governing body. The School performance in Maths is 75 percent. Stipend of EA's and GA' are paid on time. There is no learner Transport from school- parents arrange private Transport for learners. Pregnancy rate is a big challenge, for intervention the Gr 9 and Gr 10-  teachers get people in on Fridays to talk to the learners.  With regards to the vacant posts, the school is busy with interviews to fill the posts. On the aspect of rotation, this affected Gr 8 to 11, while Grade 12 attended daily. The municipality accounts are updated and Budget allocations for 2021 are in place. With regards to the dress code for EA, s – they went for Orientation training and it is expected that they dress appropriately. In response to Vaccination, only 1 %   of teachers got the jab while   Grade 12 learners was vaccinated last year before exams. The school has Wi-Fi connection located at admin block. On the aspect of workshop machinery, it was bought for the learners. The school indicated that lack of support for Technical Maths and that workshops are held back. Wi-Fi has financial implications. Indeed, pregnant girls are allowed to attend school until 1 month before the delivery, thereafter they can come back.

 

4.3.7.3  Portfolio Committee Recommendations

Having engaged with the school the Portfolio Committee recommended that the Minister of Basic Education and the Department of Basic Education, in collaboration with the Free State Provincial Education Department:

  • Ensure that scholar transport is followed up on to assist the learners.
  • Ensure the school provides support to learners and teachers to improve on Technical Maths and other technical subjects where they are lacking behind
  • Ensure that Technical workshop infrastructure and equipment is upgraded
  • Ensure that the school has access to connectivity (Wi-Fi)

 

4.3.8     Nozala Primary - The school was established in the early sixties (1963). It was built through the efforts put forth by the community members/Parents. Each household was asked to contribute a sum of R 10.00. According to the principal, the idea of building their own school was as a result of the fact that the Xhosa community did not have any educational institution at the time and were forced to attend at Lereko. Communities were divided along ethnic groups hence there were areas designated for Xhosas, all this was due to the apartheid laws. The school has 28 classrooms, of which some of these have been converted into: 2 ECD Classes, Library/Media Centre, Maths Lab, Telkom resource centre (Computer centre). The pass rate in 2020 89.8 %.

 

In terms of staff establishment: 13 educators: Principal; Deputy and two HOD’s, 2 Admin Staff, 2 General Assistants, 2 SGB appointed personnel (Cleaner and Security guard). The school starts from Grade R exit is Grade 7. Total learner enrolment is 670, and most learners come from the Eastern Cape. the school was allocated 13 Education Assistants, 2 reading champions, 2 E-Cadres, and 2 GSA’s. EA's and GA’s very helpful

 

The school has received all identified LTSM, workbooks and stationery. The school is compliant with all COVID-19 protocols and a COVID    committee comprised of dedicated teachers was established to work collaboratively on   activities related   COVID -19. It was confirmed that all teachers at Nozala are vaccinated, the SGB-  is functional and maintains good working relationship with SMT.

 

With regards to infrastructure- the PED assist the school and the SGB do the minor maintenance.  NSNP – is fully operational, when learners are rotating, they come to school to fetch their food.

 

Challenges:

  • No kitchen, No Grade R classroom, roof leakage, blocked drains affect the toilets at school - reported to the education department.

 

4.3.8.1  Portfolio Committee Observations and Questions

  • Members queried the issue of Learner Transport, do learners need Transport?
  • Members queried the aspect of Library resources, they wanted to find out what type of books does the school have?
  • Members enquired about needs of the school in relation to Infrastructure?
  • Members were interested to find out how did the rotational system affect the school
  • Members queried how big are the sizes of the classes?

 

4.3.8.2  Responses to Portfolio Committee Observations

In terms of lack of transport some learners walk long distance to reach the school as there are few schools in the close proximity that offer isiXhosa as their home language. The books in the Library have fiction and Maths content, they are hopeful that the community project will assist. Infrastructure- The toilets are a big problem – the matter was reported to the province, someone will come and fix the toilets. The rotation system delayed the learning process. The Maximum learner teacher ratio is 1:40 learners in a class.

 

4.3.8.3  Portfolio Committee Recommendations

Having engaged with the school the Portfolio Committee recommended that the Minister of Basic Education and the Department of Basic Education, in collaboration with the Free State Provincial Education Department:

  • In line with Infrastructure plan department ensure that   the school old structures are replaced with new classrooms as well as well   kitchen to effectively implement NSP program
  • Ensure that the challenges related to toilets   are fixed within 60 days after the adoption of this report
  • Ensure that the department’s Learner Transport Policy is reviewed, within reasonable timeframe to consider circumstances / needs of learners in dire situations
  • Ensure the library is resourced with variety of learning materials to enhance reading

 

5.         Portfolio Committee Recommendations (Overall)

The Portfolio Committee on Basic Education, having conducted oversight visits to North West and Free State Provinces, and having considered the issues that were highlighted, requests that the Minister of Basic Education ensure that the North West and Free State Departments of Education consider the following overall recommendations.

5.1       North West Provincial Education Department (NWPED)

  • The NWPED ensure that they engage with organised labour on the many challenges raised by Unions in the meeting.
  • The NWPED ensure that all unplaced learners find placement, by end of February 2022
  • It is important that schooling proceed in the face of many challenges e.g. appointment of principals, transport, appointment of teachers etc. as a matter of urgency.
  • The NWPED ensure that there are regular engagements with all relevant stakeholders to find solutions to the challenges with learner transport – and ensure that service providers receive payments due to them.
  • The NWPED ensure that issues of appointments and vacancies receive urgent attention within 90 days of the adoption of this report by the National Assembly.

 

  1. Free State Provincial Education Department
  • Ensure that needy schools are prioritised for refurbishment, maintenance and renovations, including eradication of asbestos and pit-latrines, water supply and sanitation where applicable.
  • Submit views on the scrapping of the rotational system and the 1-metre social distancing to ensure schools returned to full capacity teaching and learning.
  • Ensure that Technical schools and Agricultural Technology schools are supplied with materials and updated machinery as required. Also build fully equipped workshops for these technical school where there is none.
  • Ensure that the process of rationalization/merging and closure of small non-viable schools is finalized and advocacy in this regard is better communicated to affected schools and communities.
  • Ensure that the learner pregnancy numbers are reduced and devise plans and programmes to help these girl-learners to return to the schooling system within 60 days of the adoption of the report by the National Assembly.
  • Ensure that all outstanding LTSM are delivered to schools as a matter of urgency within 30 days of the adoption of the report.
  • Ensure that all vacancies and promotional posts are advertised and filled before the end of the 2nd term school calendar.
  • Review the learner transport and nutrition policies to ensure needy learners are able to benefit from these programmes.
  • Investigate and research the factors that lead to learner drop-outs and find ways to track, trace and retain learners in the system.
  • Ensure that all unplaced learners are placed as a matter of urgency within 60 days of the adoption of the report by the National Assembly.

 

6.         Conclusion

The oversight visit to the North West and Free State Education Departments provided the Portfolio Committee with an opportunity to monitor, support and learn from the good work and best-practices of the Department, as well as ascertain the functionality of schooling system in the Province and its readiness for the 2022 academic year. The findings and recommendations contained in this report should help to assist the district and province to improve on schooling in general as well as to strengthen areas related to basic functionality.

 

7.         Appreciation

The delegation, led by the Hon B P Mbinqo-Gigaba MP, thanked the Members of the Provincial Departments of Education and the National Department of Basic Education for their support given during the oversight visits. The team also extended appreciation and thanks to the Teacher Unions and SGB Associations for taking the time to meet with the Committees and share their experiences and challenges.

 

Report to be considered.

Documents

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