When do kzn schools open in 2018

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Should you have come across any abnormalities in this calendar we would appreciate it if you contact us at [email protected]. Moon Phase Calendar. Put your cursor over the calendar dates for more information. If a principal stated that they had not ordered stationery because they had run out of funds, then that principal was a criminal.

Where had those funds gone to? Ms Tyobeka stated that she would start by clarifying the unplaced learners issue. The information as at 15 December was still split in terms of grade 1 unplaced learners and grade 8 unplaced learners.

So the number that Mr Ollis was referring to was actually a combination, which was over 40 and so the media was right -- but they were talking about the combination. There may be some misrepresentations, but at some point they had to take what they were given. The Northern Cape had been highlighted in red because it was the only province where the combination of unplaced learners had gone up. Their explanation was that these learners were unplaced because there was suddenly a flood to schools that did well in the metropolitan areas, so many of these were around Kimberley.

The Western Cape, in terms of placement, had gone much slower but she had been assured that they would have the learners placed by the end of February. Those were separate presentations. The readiness report was led by her branch because her responsibility was planning and delivery. How the process was structured was that in the DBE, the branches give her their sector plans, and her role was to verify. She could not go to all schools, but the key branches do that throughout the year and they report.

Then her branch organises. This year, she had pulled a team of 40 together, as well as using telephonic follow-ups. She had omitted to say that she had contact people in each of the provinces, and these people worked with issues that had been raised with the DBE through the Presidential hotline, as well as the call centre.

In terms of readiness monitoring, the process also includes the expectations which were sent out to all districts and provinces. Schools reported on whether they had received LTSM, teachers and all the areas that had been prioritised. Districts and provinces do their own verification. Her team was obligated to go and verify and do the sampling.

Their sampling was not statistical -- it was to prioritise quintiles one to three schools. They took two circuits per district before closure, and another two circuits when schools opened. Even well performing districts like Xhariep experience challenges -- the Department had found that stationery was not delivered in Xhariep. One would find gaps, but the process was set up in a way that everyone in the system was meant to be doing their own monitoring, and they tried not to overlap.

She accepted that there were some areas in their work that needed strengthening such as timelines, and the issues in KZN which Members had identified. There was an order for 25 mobile classrooms. By the end of the February, all those learners would be placed.

Ms Tyobeka had touched on the Northern Cape, but the matter was still under investigation. On the admission of children at Afrikaans schools, it was a matter of the Basic Education Laws Amendment Bill, which was a policy issue. The matter was still being deliberated as to who determined the language policy, the school or the DBE.

Regarding the undocumented learners in the Eastern Cape who were not receiving school nutrition, in some cases it was found that schools tended to inflate the number of undocumented learners, so what was required was for the schools to prove that the learners were indeed there before those funds were released. In most cases there were unplaced learners, but in other cases there was duplication where parents had applied at several schools, so the clean-up process took time.

R million had been allocated to those schools, and mobile classrooms had been provided to all the schools that were affected. There were sanitation projects that were being implemented in the provinces. He could not provide details on the furniture backlogs and timeframes, but the main issue with furniture was funding. He had noted the schools that Mr Mnguni had provided and would follow-up on them as well as the school in Mashishing mentioned by Ms Boshoff.

The EIG was not disbursed to schools -- the day-to-day maintenance at schools was funded by the norms and standards for school funding which should be used for maintenance.

To deal with the issue of overcrowding, the immediate response from an infrastructure point of view was to provide mobile classrooms. What the DBE was trying to do was to work on a transversal tender with National Treasury for the provision of mobile classrooms. However, following the comment that Gauteng was not bringing mobile classrooms in fast enough, the truth of the matter was that there were 11 companies providing them, and currently Gauteng was in the process of cancelling contracts with four of those contractors for orders that were placed in the last financial year.

With the current budget cuts, the DBE was going to have even more serious challenges. There had been a R7. This financial year, there was a R million cut, and over the medium term expenditure framework MTEF period there would be R3.

There was an interface with provinces which provided the DBE with information on the challenges. He wanted to make available the contact numbers of LTSM people in the provinces so that when Members visited schools, they could phone someone when they discovered issues. An electronic system was being put in place so that schools could place orders for workbooks, stationery, textbooks etc, and orders could be tracked. Regarding the Encotsheni school, raised by Mr Ngwezi, this was a Section 21c school and an amount of R had been transferred to it on 8 December.

The school had to procure these resources themselves. Also, with Langalibovu High School, an amount of R He added that he would check personally what had happened to these funds.

In terms of SASL, there would be a report on the training of the teachers. Ms Tyobeka responded that it was not an area that they had particularly focused on, but it was possible that some schools were gate-keeping. Ms Tarabella-Marchesi said that when she had compared the examination process and the readiness of schools, she had not heard why the DBE was not as efficient when it came to readiness. Learners in Mpumalanga did not get textbooks as late as November, yet sampling was being done.

The Chairperson interjected that the issues of sampling had been widely discussed by the delegation from the DBE. She believed the issue of sampling had been responded to. Ms Tarabella-Marchesi said her problem was that if the DBE was going to sample, they would again end up in January next year with learners without textbooks because of the sampling.

Learners did not get any textbooks, and the sampling was not efficient. Even after sampling, there were learners that did not have desks, electricity and teachers. Sampling achieved nice figures, but when one went down on the ground, the picture was not the same. It was a futile exercise that was being done year after year. Mr Tshwaku said that the reason he had asked about the number of schools nationally was because was a very small number. He suggested that the Department use a bigger sample.

There were also unemployed graduates who could do the sampling for the DBE and do the verification. There were progressed learners who had written all seven subjects. By , the country was already at There were also provinces which were performing above the target, which was commendable. Referring to the subject breakdown, she said there were some subjects which went up and down like a yo-yo. Boys were doing better than girls with regard to the percentage of boys that entered and passed.

Essentially that was a percentage, but when looking at numbers, the girl numbers were higher. In several subjects, the number of distinctions had dropped in Accounting had had a 0. Social grant recipients had performed well, and many of them had passed in a manner that would enable them to go on to higher education.

Mr Tshwaku referred to the evaluation model, and asked if it would be logical to track the child from grade R to grade 12? Had the DBE done such a study? If so, was there a paper on it? He asked if the DBE could explain the numbers in the slide dealing with the number of learners, educators and schools in the ordinary school sector by province in Were the On the social grants, what were the criteria for people getting them?

Regarding the education system in general, how many languages should a learner take, because people were forced to study Afrikaans? Why could they not just take Xhosa and English? Based on the presentation, it seemed like the DBE was trying to find a way of evaluating the system, looking at the imperfections and learning, but 25 years done the lineit should have mastered it by now. Should processes not be standardised by now? Ms Basson referred to gate-keeping, and said that the enrolment of learners from grade 9 to 12 had become fewer and fewer.

She asked whether modularisation would not stop the measures that were used at schools for gate-keeping the learners that were not going to do well. She commented that absenteeism was too high during examination time, and asked if they were not the learners that were being held back. Looking at the NSC results, she noticed that the immigrant candidates and the Correctional Services results were impressive, and asked what had contributed to that and why they were better than the public schools.

Ms Tarabella-Marchesi said that the dropout rate had been left out of the presentation. There was no information regarding what was happening to the learners that had dropped out of the system. Ms Mokoto asked what the view of labour was on the systemic evaluation model. Who was going to administer it, and was there a document that the Committee could access? Mr Ollis stated that when one started digging into the numbers, one could see where the elephant in the room was.

It was not that there was a shortage of teachers, but rather that the vast majority of principals in South Africa did not have the skills to manage a school. Schools were a complex entity to manage and if a principal did not know how to manage a school, then all these other things were going to fail. The only thing that would be left was to push learners out of the system, and they were doing it in vast numbers when one looked at the drop-out rate. Learners were being pushed out to improve pass rates.

He encouraged the DBE to keep the drop-out rate in front of their minds, because it was skewing the figures. In his opinion, school principals did not know how to manage.

It was a different skill from standing in front of a classroom. Principals had to ensure that teachers arrived on time, textbooks were delivered, leaks were fixed, and disciplining learners who arrived with knives at school.

The Department needed to train principals on how to manage complex schools. Mr Mnguni said that the DBE needed to improve communication. He recalled that when modularisation was introduced, parents did not know what was happening.

The DBE should start helping from grade The Chairperson said that the inclusive basket should apply throughout the system. It was easier for a teacher to be accountable for each learner. It would be best for the DBE to introduce this concept in all the schools. How were special education papers marked? Where were they marked?

Ms Ogunbanjo said the Department was not trying to hide drop-out figures. One could see from grade one the number of learners, and finally how many learners were coming out. Just because some learners had not made it to grade 12, it did not mean that they were not being retained. It was about retention and the throughput rate. The progression policy was also there to respond to the drop-out rate.

The Department had come to realise that not all children would go into the academic stream, so they had vocational schools and other opportunities to branch out.

On whether the statistics were a combination of primary and high school, she confirmed that they were for the whole schooling system. She could not answer the question on who got a social grant, as the Department of Social Development had the answers.

Regarding the number languages, she said that it was two languages -- one home language and one taught language. However, immigrant candidates were allowed to do one language.