Honourable Speaker and Deputy Speaker;
Honourable Premier of our Province, Dr Zamani Saul;
Honourable Members of the Executive Council;
Honourable Members of the Provincial Legislature;
Members of the Traditional House;
Executive Mayors and Speakers of District and Local Municipalities;
The Head of the Department and senior official of Government;
Leaders and representatives of the Organised Teaching Profession;
Veterans of our beloved movement;
Representatives of the Governing party and Alliance structures and other political parties;
Representatives from various media houses;
Communities tuned in through your Local Community Radio Stations;
My special guests: Principals, Students and learners that I will introduce later on my presentation;
Distinguished Guests;
Ladies and Gentleman;
Comrades and Friends
Madam Speaker, I am profoundly honoured to address this august house, mine being the first as Member of the Executive Council for Education. Today, I stand once more here proud of the collective efforts of our people`s government in the construct of a better tomorrow in pursued of changing the quality of lives of our people. This policy statement will emphasize this government commitment to alter the course of history and together create a new-alternative path for people centred development.
Edward Osborne Wilson, an American author wrote: “People … yearn to have a purpose larger than themselves. We are obliged by the deepest drives of the human spirit to make ourselves more than animated dust, and we must have a story to tell about where we came from, and why we are here”.
As a country we have emerged from the National and Provincial General Election on the 8th of May 2019, where the people of the Northern Cape gave the ANC the mandate to construct a better life for all.
As a nation, we can be proud of our achievements and the progress we have made over the past 25 years of our democracy in transforming our country, but we are also not oblivious to the obtaining material concrete conditions in the realization of a South Africa that truly belongs to all who live in it. Yes, that is why we can distinguish that more needs to be done to address the interrelatedness and interconnections of poverty, unemployment and inequality in ensuring that we indeed bring change to every household in our beloved country.
We are gathered here during Women’s Month, as resolved by the South African Government to be a month dedicated to the women of our beloved country. Our rich history in South Africa is highlighted by various progressive commemorative events against the injustices of the past which brought about the freedom and democracy we are experiencing today.
Despite the gains made in South Africa over the past 25 years, women continue to face deep inequalities and oppression as well as enduring struggles against patriarchy. I want to congratulate the Provincial Executive in their continued recognition of the leadership role women played in the struggle history and the trust they continue to place on women in this province as the Executive displays a 50/50 representation.
Madam Speaker, I dedicate this budget vote to all uncelebrated fallen heroes and heroines from all corners of these Province, especially in the peripheral and rural areas, who fought against the colonial type of education. Since its formation in June 1979, the Congress of South African Students (COSAS) in the wake of the Soweto uprisings, when many learners were killed across the Country by the enemy of the people, learners never retreated. But rather under the banner of COSAS committed itself to the following strategic slogan which guided learners and students in fighting Bantu Education “We are the Future, No One can Stop Us!” They further echoed the following words in many of the learner/students funerals - “We will prove in action that Bantu Education is evil. We will revolt against it until it has been utterly scrapped, dumped in the junk-bin of history and buried once and for all.”
This young lions were a driving force behind the transformation of the Pedagogy of the Oppressed in South Africa that the current and upcoming generations will continue to enjoy. In his writings of the Pedagogy of the Oppressed which he dedicates to the oppressed, to those who suffer with them and fight at their side, Paolo Freire in Chapter One (1) writes about “The justification for a pedagogy of the oppressed; the contradiction between the oppressors and the oppressed, and how it is overcome; oppression and the oppressors; oppression and the oppressed; liberation: not a gift, not a self-achievement, but a mutual process”. Indeed this tells us that equitable access to education is an important part of restoration of social justice beyond just legislative redress, especially in the context of our history.
Madam Speaker,
As the Department, we are therefore continuously striving to give impetus to these ideals which many liberation heroes and heroines fought for and in some instances paid the ultimate price. The policy statement I am presenting, will pledge our unwavering commitment as recognition of their hard work and sacrifices to do our bit to continue improving lives and contributing towards South Africa becoming a prosperous nation.
I can confidently say that our Department has contributed immensely towards a better life for all and we will continue to do so with the mandate from our people. The fruits of our freedom and democracy belong to all South Africans no matter their race, religion, gender or age.
I want to emphasise, that nothing will derail us from delivering on our commitment to the people of this beautiful province to ensure that the doors of learning stay open for the provision of quality public education.
We strive towards the provision of requisite foundational knowledge and skills that will enable all people in the province to meaningfully participate in the mainstream economy, including the development and growth thereof.
All our efforts as outlined by the Premier Dr. Zamani Saul during his maiden State of the Province Address are aligned to his vision of a modern, growing successful Province. This is amongst others, is exactly what is going to be the mandate of the 6th administration, in particular the education sector.
In Building the Elements of, Capacity for and Momentum Towards a Modern, Growing and Successful Education System in the Northern Cape, the 6th Administration under the Leadership of Premier Saul, has decided to deploy members of the Cabinet as mentors to under-performing schools. Mainly, the MEC for Education is expected to make sure that this school adoption programme becomes a success of the 6th Administration. As a Department, we have embraced the “New Dawn” and the “Thuma Mina” concept as espoused by President Cyril Ramaphosa, as well as a Modern, Growing and Successful Province as advocated by Premier Zamani Saul. We also welcome the Premier’s decision to have an office space by the Department of Education as a mentor to the service delivery points of the Department to ensure that we build elements of, capacity for and momentum towards a modern, growing and successful education system in the Province.
This is an endeavour to have a strategic realignment of the Department of Education in the Province, which further open huge opportunities in the production of both knowledge, skills and to significantly contribute towards innovative education programmes.
In other words the new strategic focus by the Department of Education on Building the Elements of, Capacity for and Momentum Towards a Modern, Growing and Successful Education System in the Northern Cape, offers the Province with a unique set of strategic opportunities to redesign, realign, reposition and project their joint capabilities in new ways.
This strategic focus will not simply seek to ensure greater administrative efficiency or bureaucratic streamlining, but to drive the schooling, curriculum, knowledge and skills development imperative more decisively, more effectively and with greater transformational impact in society.
This, in my view, would be a major development in the struggle to overcome the spatial legacies of under-development inherited from the apartheid and colonial system. We are establishing a Task Team on the Fourth Industrial Revolution (4IR), to be led by the Sol Plaatje University, to provide critical policy advice and approach on how our school system should respond to opportunities and challenges presented by the 4IR, particularly on issues relating to curriculum development, science and innovation. Its output will also be a crucial input into the work of the coding and data science for curriculum digital migration in the Province.
Honourable Speaker, the total budget appropriation for the Northern Cape Department of Education for 2019/20 financial year is R6.9billion. Of this appropriation, R878million is for the various Conditional Grants administered by the department.
Programme 1: Administration R695million
Audit Report
The department has regressed in the 2018/19 regularity audit from the previous financial year 2017/18. The department received a qualified audit opinion on the following matters:
- On Immovable Tangible Capital Assets;
- On Expenditure Management;
- On Procurement Management;
- Infrastructure and;
- Lawsuits.
Disciplinary steps will be taken against officials who had incurred unauthorised, irregular and fruitless & wasteful expenditure as required by section 38(1)(h)(iii) of the PFMA.
The department will be working tirelessly to address all the shortcomings that have led to the current year regression in the audit outcomes.
This includes relooking at the scope and manner in which Infrastructure implementing agents manage projects on behalf of the department. There will also be enhanced strengthening of the internal controls within the department to ensure improved financial reporting. Consequence management will also be stepped up to improve governance and compliance with laws and regulations.
School Bag Audit
The School Bag Audit is one of numerous measures implemented by the department to ensure accountability within the system in order to achieve quality teaching and learning and build an efficient education system.
The School Bag Audit is an integral part of responding to the need for strengthening consistent monitoring in regard to the functionality of the basics at school level. We shall continue to intensify all our monitoring and support programs inclusive of the School Bag Audit.
Learning and Teaching Support Material (LTSM)
The total allocation for the 2019/20 financial year is R47.4million for 546 schools. Schools are therefore responsible for the procurement of their own material. The biggest threat to ensure universal coverage, from one year to the other, is the inability of most of our schools to retrieve the textbooks issued to learners. The responsibility of ensuring this valuable resource is looked after cannot be the responsibility of the Education Department alone. All role players are encouraged to be accountable for textbooks by retaining and returning them in a good condition.
School-Based Assessment (SBA)
Various assessment moderation sessions were conducted in Grades 3, 6, 9, 10, 11 and 12 in 2018 in the General Education and Training (GET) Band and gateway subjects in the Further Education and Training (FET) Band.
We once more call on school principals, in particular, to ensure that their respective school management teams exercise what is primarily expected of them, i.e. monitor curriculum coverage and SBA.
Literacy and Numeracy Strategy:
READING
Reading is a foundational skill for 21st century learners. Guiding learners to become engaged and effective users of ideas and information and to appreciate literature requires that they be developed as strategic readers who can comprehend, analyse and evaluate text in both print and digital formats.
Learners must also have opportunities to read for enjoyment as well as for information. School librarians are in a critical and unique position to partner with other teachers to elevate the reading development of our learners.
The number of established and registered Reading Clubs in identified Primary Schools has increased from 84 in 2018 to 101 in 2019.
TEACHERS DEVELOPMENT AND SUPPORT ON READING
Departmental officials and teachers have been trained on the Primary School Reading Improvement Programme (PSRIP) and the training was cascaded to School Management Teams (SMTs) on monitoring of the Primary School Reading Improvement Programme (PSRIP) at school level.
The objective of the Programme is to strengthen the capacity of the Foundation Phase teachers to use the different reading methodologies cited in the Curriculum Assessment Policy Statement (CAPS) document.
READING CAMP
Reading Camp is a literacy program that serves primary school learners. Each learner receives intensive reading instruction geared to his/her needs, participates in fun-filled group activities with other children from neighbouring schools.
This was a pilot programme targeting 50 Grade 4 and 5 learners in the Frances Baard district. These learners participated in different reading activities like storytelling, reading, literacy blocks, songs, poems and Love Life Games as part of Life Skills.
The Northern Cape Department of Education (NCDoE) in partnership with the Northern Cape Provincial Legislature (NCPL) is annually conducting the writing and poster development competition for Grade 9 learners since 2017 to enhance the reading skill and instil creative thinking.
The NCPL School Creative Writing and Art Form Schools Competition consist of two components; namely a Creative Writing component (350 - 400 word essay) and Visual Art component (paper based poster); size A2. The theme for the competition was, ‘Making Your Future Work Better: Learning from former President Nelson Mandela and Mama Albertina Sisulu’.
A total of 297 learners participated in the competition in 2018. Essays covered the following languages: English, Afrikaans and Setswana. The theme for the 3rd NCPL Schools Competition for Grade nine (9) learners across the Province is, celebrating 25 Years of Freedom in South Africa.
Spelling Bee Competition
The Northern Cape Department of Education believes that participating in the Spelling Bee as part of the Literacy and numeracy Strategy and the Read to Lead Campaign will enhance the quality of learning and teaching thereby resulting in improved learner performance.
The Northern Cape Department of Education has been participating in the Spelling Bee since 2015. The competition is in English for Intermediate Phase learners. The number of learners registering for this competition has improved from 135 in 2015 to 1032 in 2018. To ensure improved outcomes the province will continue to expose learners to this competition.
In addition to this the province is also participating in the “Woorde Open Wêrelde” (WOW) competition. This is an Afrikaans Spelling Bee competition in collaboration with Stellenbosch University and Sanlam. This competition is open for Grade 1 to Grade 10 learners.
Africa Spelling Bee
Tshegofatso Mojanaga from Beacon Primary School is one of the spellers who will be part of TeamSA to represent South Africa at the African Spelling Bee Championship in Uganda in October 2019. There are 6 spellers on TeamSA, 3 juniors (10 – 13 years) and 3 seniors (14 – 16 years). Tshegofatso is part of the junior team.
Appointment of Reading and Maths Assistants
The Reading and Maths Assistant programme targets out of school youth who passed matric and had obtained level 5 – 7 in languages and Mathematics.
Some of the students who can join the programme are qualified in other fields of study such as Journalism, Tourism and find it difficult to find employment.
The number of Reading and Mathematics Assistants has increased from 66 in 2013 to 202 in 2019 in all Districts.
Incremental Implementation of Indigenous Languages (IIAL)
The department continues to provide resources i.e., additional teachers (in some instances, schools are urged to re-allocate teachers with expertise where such exists), workbooks, training and also ongoing support to these teachers so as to realise success of the IIAL. The number of schools that are now offering an African Language has increased from 101 in 2018 to 192 in 2019.
All these schools are implementing an African language at Second Additional Language (SAL) level in Grade 1. Eighty six (86) out of the 192 schools are also implementing it in grade 2 and 20 in Grade 3. In order to promote social cohesion and multilingualism, we shall continue to intensify our advocacy measures through engaging parents/guardians, schools and SGBs to ensure an increase in the number of learners offering one of the two provincially recognised indigenous African languages.
SA-SAMS & LURITS
All 557 public schools are making use of the South African-School Administration Management System (SA-SAMS), while 34 of the 37 independent schools make use of the same system and 3 remaining independent schools make use of third party school management system which is compatible to SA-SAMS.
The compliance to the above mentioned is a demonstration of the Province’s drive and commitment to a modern, growing and successful Northern Cape Province that is in full swing with the fourth Industrial prescripts. It is in this regard that the Department partakes to the upload of learner records information to the National System referred to as LURITS (Learner Unit Record Information Tracking System). In order to upload Northern Cape learners to LURITS, the Department runs a fully-fledged Provincial Data Warehouse where all learners and educators’ SA-SAMS information are consolidated, therefore various reports on the Provincial education data can be provided at any given time.
Though SA-SAMS are currently a stand-alone system which is to be migrated to an online and web-based system by the National Department of Basic Education (DBE), the Province has invested in the Provincial Business Intelligence and Machine Learning System. While the former system provides statistical data that is key for informed decision making, the later provides data prediction for planning and informed interventions. In addition to this the Province has embraced the District Data Driven (DDD) dashboard which provides granular learner, educators and school information as another layer of informing decision making. For instance through this system, the education department is able to generate report that shows correlation between teachers’ absenteeism and learner performance.
Learner Admissions
The Northern Cape Department of Education regards early enrolment of learners as a priority for the start of a successful academic year.
In preparation for the 2020 learner admissions, the Department has issued Circular No 21 of 2019 in conjunction with Circular No. 58 of 2016 to guide schools on the administration of learner admissions in Public Ordinary Schools.
Despite the closing date of 07 June 2019, learner admissions are still in progress as a result of late applications. These applications must, however, be received and captured by the school on the NCDoE Electronic Admissions System.
Letters, sms’s and emails will be sent to parents by the school informing them of their successful/unsuccessful applications as from 26 August 2019.
As from next year, we will also be introducing for the very first time, an online admission system. For the past 2 years we have been administrating the admissions electronically to pilot the system. This new system will enable parents to enrol their children from the comfort of their home.
The Northern Cape is a rural province, and therefore we will have dedicated centres in each District to assist parents applying online, especially those who does not have access to the internet. In return, the online admission system will further assist the Department to speed the placement of learners where school spaces do exist.
Programme 2: Public Ordinary Schools Education R5.12billion
No Fee School
The ANC led Government introduced a “no fee schools” declaration which was introduced in January 2007 to waiver the registration or activity fees for parents that is either unable or not in a position to afford the school fees.
In terms of the No Fee School Policy, 408 schools in quintiles 1, 2 and 3 were declared No Fee Schools, which represents 74.73% of the total schools in the Northern Cape Province. It amounts to 70.24% of learners in no fee schools which exceeds the National prescribed percentage by 8.74%. An amount of R219million has been allocated for this purpose and will be transferred in three tranches during the 2019 Academic year for schools which possesses the relevant SASA Section 21 functions.
Fee Exemption
Public Ordinary Fee Paying School’s in the Northern Cape Province exempted 26 517 learners from the payment of school fees during the 2018/19 financial year. This represents a total of 118 schools out of 138 total fee paying schools which applied for compensation for fee exemptions.
For the 2019/2020 financial year, an amount of R12million was allocated for approximately 27 000 learners who will be conditionally, partially or fully exempted from the payment of school fees.
It’s worth mentioning that the increase in No Fees Schools and the Fee Exemption is indicative of the poverty levels being on the rise in the Northern Cape.
Teacher Development
To ensure that current initiatives devoted to the professional development of teachers contribute more effectively and directly to the improvement of the quality of teaching, there’s a need to enhance teachers’ skills, not necessarily only qualifications, but for the delivery of the new curriculum. A large majority of teachers need to strengthen their subject knowledge base, pedagogical content knowledge and teaching skills.
The plan for this financial year in collaboration with the ETDP SETA:
- Project Management for School Management Teams for 60 Principals and Deputy Principals;
- Foundation Phase: Barriers to Learning and Inclusive Education for 90 educators;
- Economic Management Science (EMS) Training in the GET Phase for 90 educators;
- Mathematics Training (Probability, Calculus application, Calculus functions) for new principals and 60 Educators.
Subjects include Mathematics; Physical Sciences; Life Sciences; Mathematical Literacy; Geography; Business Studies and EMS.
Teachers’ Week
The Northern Cape Department of Education will be hosting the Teacher’s Week from 30 September 2019 to 4 October 2019 and celebrate teachers through a variety of activities.
National Teaching Awards
The Provincial Teaching Awards will be hosted in Kimberley on the 05th October 2019.
The objectives of the Provincial Teaching Awards are to:
- Raising positive image of the teaching profession;
- Recognise and promote excellence in teaching performance;
- Honour dedicated, creative and effective teachers and schools;
- Encourage best practice in schools;
- To afford the South African teachers an opportunity to compete with the best teachers in Africa and globally.
Mr Papane Okhaa, Principal at Sishen Intermediate School in the John Taolo Gaetsewe District obtained position 2 in the category: Kadar Asmal Life Achievement at the National Awards in 2018.
Partnership with Sol Plaatje University (SPU)
A collaboration already exists in the province where twice a year Teacher Development meets with the Department of Higher Education (DHET) institutes in the Northern Cape. This meeting is planned in conjunction with DHET and Teacher Development. The Task Team is known as the Provincial Teacher Education Development Committee (PTEDC).
Teacher Development through South African Council of Educators (SACE) and SPU is in the process of assisting final year teacher students of SPU to be :
- Orientated and signed-up on the Continuing Professional Teacher Development (CPTD-IS) programme;
- The registration of all students with the South African Council for Educators (SACE) so that they are able to apply for posts when they have completed their studies;
- The Professional Code of Ethics also forms part of the training so that teachers are equipped and ready for the world of work.
Teacher Development will arrange information sessions on the placement of teachers be it Funza Lushaka bursary holders or students who have paid for their own tuition.
Teacher Development will continue to strengthen the Practice Teaching Process in a way that they ensure that schools and principals assist and support students who are placed at their schools for practice teaching. They will further ensure that more schools partake in the process and provide the necessary support for the process.
Sol Plaatje University is part of the Teacher Union Collaboration (TUC) and they are important cogs in the wheel of ensuring relevant training needs of the province.
CHINA STUDENT EXCHANGE PROGRAMME
The Department entered into a Memorandum of Understanding (MOU) with the Central South University of Forestry & Technology in Hunan Province, People's Republic of China.
This MOU stems from the Northern Cape Province's long standing existing agreements with Hunan Province to advance trade, growth and development between the two Provinces.
The International Undergraduate Student Exchange Programme came into effect on 1 September 2018. Currently the Province has three (3) students, (Nikite Hartley, Linten Mckenzie and Immaculate Vundisa) studying towards a Bachelor Degree of International Economics and Trade instructed in English at the above mentioned university.
These students are really of outstanding character and have adapted seamlessly to their completely new environment. They obtained very good academic results of 80%+ during their midterm exam. The department is awaiting their first year end results which they finished writing on 27 June 2019.
Noteworthy is that Nikite Hartley and her class teammate from Rwanda won a varsity competition from the Global Chinese Marketing Federation during the month May, where they represented their university in Singapore.
It goes without saying that these young people are flying the Northern Cape and the South African flag very high in The People's Republic of China.
Twinning Agreement with the Namibian ||Kharas Region
Honourable Speaker, I can proudly indicate that the Social Stream, of which Education forms part off and is the heartbeat of the Twinning Agreement. Eleven Programs were successfully completed during the period January 2019 to August 2019.
Our flagship program (running on a continuous basis) was the introduction of Nama in two of our schools in the Northern Cape. These schools are Riemvasmaak (ZF Mgcawu) and Johan Hein in Kuboes (Namakwa).
Successful negotiations were finalised with the University of Namibia (UNAM) to enrol five (5) students from the Northern Cape in 2020 to be trained as Nama Educators for South Africa. Honourable Premier, we must ensure that these 5 students are provided with bursaries.
Quality Teaching and Learning Campaign (QLTC)
Allow me to express our gratitude towards the Premier in leading us in adopting underperforming high schools. This is further strengthened by Senior and Middle Managers of the Department that are assigned as Guardians to all underperforming high schools. This endeavour should yield the desired results in ensuring that we achieved our objective as a Province with the 2019 NSC results.
Allow me also to thank Honourable Bentley Vass and the Department of COGHSTA for the support they are providing through the Community Works Programme to our schools. This include: cooking and distribution of meals, cleaning of school feeding scheme kitchens, scholar patrol, cleaning of school facilities, classroom assistance and assisting with extra-curricular activities.
We will keep on strengthening our mobilization of community involvement in our schools through engagements with Local Municipalities, Traditional Leaders and Mayors and Ward Councillors. Education is a societal matter and it deserves the involvement of all spheres of government including community members.
ICT in Schools
The Department (NCDOE) in collaboration with the National Department of Basic Education (DBE) and the former Department of Telecommunication and Postal Services (DTPS) have facilitated the provision of tablets and computers to all the schools in the Province. Furthermore, the Department provides monthly data bundle to all schools for administration purposes.
However, this is not sufficient as there is growing need for schools’ connectivity due to the demand of, not only, schooling in 21st century but also with the advent of the 4th Industrial Revolution (4IR).
The Department deemed the investment in an off-line resource prudent to negate the lack of connectivity, especially in our far flung rural areas. The investment in the off-line Edukite resources was first introduced in 2016 where approximately 750 educators received hard- and soft-ware packages, as well as data projectors.
The current expansion of the Edukite hardware and software will provide resources to 400 educators across three subjects, namely Mathematics, Natural Sciences and Physical Sciences. These educators received a laptop loaded with digital CAPS-aligned curriculum content in the form of Multimedia 2D and 3D animations, interactive simulations, virtual experiments, assessments, opportunities for prior learning and consolidation of the relevant subject.
These educators underwent rigorous two-day training on 2-3 August in Kimberley (for Frances Baard, Pixley Ka Seme and John Toalo Gaetsewe) and 16-17 August (ZF Mgcawu and Namakwa) in Upington which will enable them to understand the benefits of this resource as a lesson enhancer and utilise it correctly and optimally in the classroom. The Edukite resource will also transform the role of the educator in the learning space and teaching time will be maximised through an easy-to-use and time-saving tool.
In 2020, we will introduce coding as a subject in the Foundation phase. Teachers will be trained in the foundation phase to implement this computer related program.
We are excited about this new program as it will stimulate critical thinking and problem solving amongst learners. We understand that learning is flexible and can take various forms such as formal learning, informal training, or self-directed learning.
In its pursuit of creating opportunities for learners to strive for knowledge and achievement in new competencies, the Department has identified Multi-Purpose Interactive Learning Laboratories as a vehicle to boost youth development by providing exposure to a multitude of virtual disciplines through 3D-modeling, simulations, reality and interactive charts.
An investment into these laboratories will undoubtedly improve productivity and learning outcomes – in particular personalisation and adaptive techniques. As a hub of technology to support teaching and learning these laboratories will combine innovative technology with innovation in policy and practice and has the potential to deliver transformative and sustainable impact on teacher development and learner performance. Indeed we are preparing our learners for the future!
To further give meaning to this, we will embark on an outbound mission to Brazil and South Korea from 5-11 October 2019 to benchmark on how to integrate education with technology. The project known as connected education aims to cover 180 000 schools in Brazil. The pilot project has been so successful, it will become law at the end of 2019.
Matric Intervention Programmes
As we prepare the Class of 2019 for their final examination, we will provide learners and educators with support in the form of the following:
- Extra-ordinary Workshops which will focus on Teacher Development sessions to provide content, SBA and Methodological support;
- Whole School Day Teaching where learners from identified schools in problematic subjects participate in intense revision and consolidation of ONE subject for the whole school day;
- Lock-Inn Sessions for learners from in identified subjects are incubated from Friday at 16:00 until Sunday 12:00;
- Big Shows classes of 4 hours on a Saturday where groups of approximately 200 learners participate in identified districts;
- Mass Participation Sessions for learners offering Geography and Life Sciences;
- Spring Camps for Borderline, Middle and Top Achieving learners across the Province, starting on the 18th of September 2019. We are targeting 4700 learners which will be accommodated at 23 Camps.
Mathematics, Science and Technology (MST) Strategy
As part of the broader Mathematics Science and Technology (MST) plan to guide and support teachers, Departmental Heads, Subject Advisors and Subject Coordinators, the Northern Cape Department of Education is planning the MST training for Grade 7 teachers and Departmental Heads in their respective MST subjects. The training will take place on the 17-20 September 2019.
The Talent Discovery Initiative for Grade 9 and 11 learners will be conducted in order to increase participation and retention rate in Mathematics, Science and Technology (MST) subjects in an attempt to achieve our targets as directed by the National Development Plan (NDP).
We will pilot Coding and Robotics as subjects in 100 Grade 7 schools in the Frances Baard and Pixley Ka Seme Districts in 2020.
Economic and Management Sciences (EMS) Grade 7-9 teachers will be trained on Employability and Entrepreneurship Education in Schools Programme. Twenty (20) schools in the Frances Baard District have been identified for the pilot in 2019.
Three (3) Technical High Schools (Baitiredi Technical High School in JTG, Floors High School in Frances Baard and Veritas High School in Pixley Ka Seme) will be refurbished and adequately resourced to be able to compete with other modern technical institutions.
Science Kits will be procured for 110 schools to facilitate teaching and learning through proper curriculum pacing, completion of curriculum coverage as well as practical-based learning.
Marine Science curriculum will be introduced in 2020 at Port Nolloth High School.
Maths, Science and Leadership Academy (MSLA)
The vision of the Maths & Science Leadership Academy is to promote STEMI (Science, Technology, Engineering, Maths & Innovation) education and to develop a future generation of global thinkers who have the knowledge, values, skills and passion to actively grow the economy of the Northern Cape Province and to ultimately create the world we all want.
Since 2006, this non-profit organisation, which is based in Kimberley, Northern Cape Province, has worked in partnership with the private sector, government, civil society and recently with embassies, preparing our learners for the future.
The Northern Cape Department of Education is exploring all avenues to support the MSLA and expand their reach to all Districts in the Province.
Bloodhound Supersonic Car Project
The hub of the South Africa Bloodhound Education Programme (BHEP) is located in the Northern Cape Department of Education (NCDoE). The programme promotes interest in Science, Technology, Engineering and Mathematics (STEM) subjects in the Northern Cape Province and aims to create a high technological and innovative open data research platform which will enable the sharing of all data on a worldwide platform.
In October 2018, Grades 9 and 11 learners were exposed to Bloodhound Education Programme during the Talent Discovery Initiative in an attempt to increase STEM subject participation.
Furthermore, the department intends to launch a school model-building competition with Car Kits as completed in the “Wheels in Motion” Project. These models will build completely scratch in identified schools and once completed; they will race to determine a winner.
The Bloodhound Project will increase the number of learners taking the STEM subjects. The inspiration and motivation of teachers will enhance the way in which the STEM subjects are taught and, as the learners become enthused, the results and participation will subsequently improve.
Adoption of Schools
The Department of Basic Education introduced the National Strategy for Learner Attainment (NSLA) to provide national leadership of provincial efforts to improve performance in the grade 12 results. The focus has progressively increased to include grades 10 and 11. The Department of Basic Education Action Plan 2019 also requires a focus on grades 3, 6 and 9. A system wide approach covering grade R – 12, is ideal to ensure better learning outcomes across the entire system. Grade 12 results still remain a priority and particular attention is given to supporting underperforming schools throughout the country.
The Northern Cape Department of Education has decided to pay special attention to underperforming and chronic underperforming schools in an effort to ensure that no school in the Province achieves less than 75% in the National Senior Certificate Examinations in 2019 and beyond.
With the NSC pass rate of 73.3% in 2018, schools that performed below this average are actually underperforming, since the provincial intention is to increase the results to 80% in 2019. However, the focus for 2019, will be on those schools performing under 75%.
Guardians who are departmental officials and the Members of the Executive Council are assigned to 14 underperforming schools with a pass rate below 50% to provide support and motivation. The purpose of visits to underperforming schools is not to evaluate or grade them. Reports will be submitted for information purposes, to facilitate more effective support to teaching and learning.
In this gallery today, we are joined by five (5) Principals from the underperforming schools, and five (5) principals from performing schools.
On the other hand, we are also joined by learners from Monwabisi High and Greenpoint High. These learners are from my adopted underperforming schools. They hail from less than privileged schooling backgrounds in the Frances Baard and Pixley Ka Seme District, we want to work with them so that their current prevailing circumstance do not distract them from building solid foundation for their future prospects.
Programme 3: Independent Schools Subsidies R10.08million
The total budget for Independent Schools increased from R9.6million in 2018/19 to R10.08million in this financial year. The South African Schools makes provision for independent schools and there are only 36 such schools registered in the Northern Cape Province. Six of these schools qualified for subsidies, and the NCDOE will continue to visit these schools for monitoring and support. The presence of these schools also eases the burden of overcrowding in some of our public ordinary schools and is welcomed.
Programme 4: Public Special Schools Education R174million
The overall budget for this programme that caters for learners with special needs has also seen a significant increase from R158million in 2018/19 to R174million in this financial year.
There is still a need to continue to strengthen competency in the implementation of the Screening, Identification, Assessment and Support (SIAS) Instrument for both office- and school-based officials to ensure realization of White Paper 6 that was released in July 2001 and resulted in the provision of access to many learners who experience barriers to learning and development.
As promised in the budget speech of my predecessor, we provided training to 2000 educators on inclusive programmes on a whole range of areas, including the implementation of the SIAS instrument.
We have admitted 2 009 learners in Special Schools, and 476 learners in mainstream schools were assessed and are being supported in their current schools. Coordination of training programmes will be rendered to educators on different aspects of inclusion, which will be driven by the needs of the schools and educators. Further SIAS Policy (2014) and curriculum differentiation training will be conducted for all districts and head office officials.
Children who experience barriers to learning are placed in 26 Full Service School was set for 2019/2020 financial year. The schools are from Pixley Ka Seme (4), John Toalo Gaetsewe (4), ZF Mgcawu (4), Namakwa (7) and Frances Baard (7). Indeed the Full Service schools that support learners with moderate needs in the province. Although no learners are transported from Full Service Schools at the moment we provide assistive devices on needs basis.
Furthermore, support is provided through therapeutic services at special schools and at district level. The therapeutic services provide the critical support to our learners in the special schools. We are spreading the service to mainstream schools as well.
The Conditional Grant for Learners with Severe to Profound Intellectual Disabilities (LSPID) was introduced in 2017/2018 financial year. The strategic goal of this new grant is to ensure that learners with severe to profound intellectual disabilities, who are not in special or ordinary schools but in special care centres, access quality public funded education and support.
It is currently in the third year of implementation and the Northern Cape Department of Education has recruited the first transversal itinerant outreach team (comprised of specialized therapists) during 2018/19.
The MTEF Grant estimates is set as follows: R11.2million (2019/20), R13.2million (2020/21) and R13.8million (2021/22).
Programme 5: Early Childhood Development (ECD) R110million
Major strides have been achieved in ensuring that children have access to quality ECD centres. 98% of Primary Schools in the Province offer Grade R.
The enrolment of Grade R learners in Public Schools have increased from 16 307 in 2014 to 20 000 in 2019. This was made possible by the implementation of various strategies such as Fun Days, Road Shows and information sessions with parents.
Significant progress has been made with regard to the Grade R practitioners’ Conditions of Service. Practitioners are currently paid according to their qualifications and through PERSAL.
From 2002 to 2019, the stipend has increased from R500 for practitioners with ECD NQF Level 4 and 5 to R 6 500 and practitioners at REQV 13 and above are paid R 8000 through PERSAL.
In preparation for function shift of ECD Centres from Department of Social Development to the Department of Basic Education, consultation processes are underway at National level. In order to ensure that systems are in place and ensure smooth transition, the Provincial Department of Education in collaboration with Department of Social Development is in the process of aligning all programmes in ECD centres with National Curriculum Framework (NCF).
Quality in Grade R
130 Practitioners have been trained on the Diploma in Grade R Teaching through North West University since 2015 funded by different stakeholders.
- 30 Practitioners are funded by De Aar Solar Power Energy (Globeleq) – R1.2million
- 20 Practitioners are funded by Droogfontein Solar Power Energy (Globeleq) – R800 000
- To date, 39 practitioners have completed their studies. 20 Of these practitioners are enrolled in the B.Ed Foundation Phase with North West University from 2018 to 2021 and are funded by ETDP SETA.
Funders have committed to continue to invest in the training programme from July 2018 to 2021 as follows:
- 20 practitioners funded by De Aar Solar Power Energy (Globeleq) – approximately R1.8million
- 30 practitioners funded by Droogfontein Solar Power Energy (Globeleq) – approximately R2.1milion
- 20 practitioners funded by SIOC –approximately R2million
To improve performance in Mathematics and lay a good foundational knowledge at a very early stage, all 70 Grade R Practitioners in the Namakwa District have been trained on the Basic Concept Programme in order to address the diverse learning needs of children in Grade R and also to improve the quality of teaching and learning in grade R classes.
This will contribute towards improved learning outcomes in the Foundation Phase especially in Grade 1. 352 Practitioners in the other 4 districts (Frances Baard, Pixley Ka Seme, JTG and ZFM) will be trained on Basic Concepts in Mathematics Programme from 2019 – 2021.
Programme 6: Infrastructure Development R647million
The assets within the portfolio of the Northern Cape Department of Education are at different levels of functionality, condition and utilization and are categorized in line with existing policy as prescribed in The Regulations Relating to Minimum Uniform Norms and Standards for Public School Infrastructure as part of the South African Schools Act, 1996 (Act no. 84 of 1996) that was published in November 2013. These regulations provide a definitive path for planning and delivery that is geared towards the eradication of backlogs and the provision of new infrastructure in the Department’s effort to provide enabling learning environments for all learners in the Province.
These efforts include the provision or upgrade of basic services to schools and the eradication of inappropriate structures, which constitutes a first line intervention towards achieving the goals and strategic objectives of the Department. The following key milestones have been achieved as per the Action Plan for the Northern Cape Department of Education:
The 3 year Implementation Programme states that all Public schools in the Northern Cape must have access to water, power and sanitation and all inappropriate structures build from materials such as mud, asbestos, metal and wood, must be eradicated.
It is targeted that the Department will within the 2019/20 financial year provide adequate electricity to 9 schools, adequate water to 7 schools, and 14 schools will receive upgrades and additional sanitation. The Department targeted an additional 75 classrooms and a total of 6 ECD facilities to complete. The Department has ring-fenced 20% of the allocated Education Infrastructure Grant to maintenance of school facilities as per the Division of Revenue Act and therefore it is anticipated that a total of 36 schools will either receive corrective or preventative maintenance in order to repair buildings to their former glory.
List of new and replacement schools currently under construction:
Rooirand Primary School – Barkly West
Groenpunt Primary School - Kimberley
Ikhaya Primary School - Richmond
Dithakong New School and Hostel - JTG
Khiba Secondary School - JTG
State of the Art new Rederile Primary School - Kimberley
Vaal Oranje Primary School - Douglas
New schools that will officially be opened in January 2020:
Steynsville Primary School - Hopetown
Wrenchville Primary School - Kuruman
List of new and replacement schools where construction will commence during this 2019/20 financial year:
Cillie Primary School - Kakamas
Eureka Intermediate School - Noupoort
Homevale Primary School - Kimberley
JJ Booysen Primary School - Loxton
Venus Primary School - Kimberley
Programme 7: Examinations and Education related R148million
The Trends in International Mathematics and Science Study (TIMMS) will be administered in grades 9 from 26 August to 13 September 2019. The TIMMS achievement data in combination with the contextual questionnaire scales can be used to:
- Monitor system-level achievement trends in a global context;
- Inform educational policy, and monitor the impact of new or revised policies;
- Pinpoint any underperforming areas, and stimulate curriculum reform;
- See how the fourth grade cohort from a previous cycle performs at the 8th grade in the next cycle and;
- Obtain important information about the home and school contexts for teaching and learning in relation to learners’ achievement in Mathematics and Science.
This year we will also see the administration of the new model of Systemic Evaluation (SE) for Grades 3, 6 and 9. The SE is a new model of testing or survey that will be administered in October 2019.
The overarching objective of Systemic Evaluation is to improve the quality of the education system. It focuses on the General Education and Training Band through the measurement of learner performance as well as the context in which learners’ experience learning and teaching.
We will provide training of Examiners and Internal Moderators on the setting and moderation of quality assessment instruments as well as the strengthening of the quality assurance regime as it relates to the audit of SBA Systems, moderation of assessment tasks, monitoring of SBA implementation, moderation of the marking of learner evidence and feedback emanating from assessment. Important to note is that the February/March Supplementary Examination has been merged with the May/June examination. Out of school youth/adults over the aged of 21 years, with a minimum grade 9 qualifications are encourage to register for the May/June SC/NSC examination by the end of September annually.
In line with the modernisation of services, the registration for this examination can be done online until the end of January the following year. Assistance with online registration may be obtained from all our District and Circuit offices as well as any of our 134 examination centres. However, the 2019 year will be the last year that learners may use the Multiple Examination Opportunity (MEO), commonly known as Modularisation as it will be discontinued in 2020. Continuing with the modernisation of services, members of the public will now be able to apply for and collect their Statement of Results (SoR’s), replacement Certificates and lost Certificates in all 5 Districts.
As we move into the 4IR, the electronic deployment of question papers and the writing of online examinations or E-question papers in the lower grades will be piloted. This will be followed by E-marking.
Learners who experience barriers to learning are encouraged to apply at all schools for Accommodation and Concession for all assessments and examinations.
The National Senior Certificate (NSC) Examinations officially commences on the 23rd of October where all candidates will sit for English Paper 1 and conclude on 28th November. Minister of Basic Education, Angie Motshekga will release the 2019 NSC results on the 7th of January 2020, and Provinces on the 8th of January respectively. We appeal to all parents, communities and the broader society to support the Class of 2019 and grant them the space to prepare well for the NSC examinations. This is there last hurdle of the 12 years of schooling, as a promising future awaits them.
Support Programmes:
National School Nutrition Program (NSNP)
Through this programme we are able to provide at least one nutritious meal to 266 628 learners in 505 primary and secondary schools. Through this programme, we are able to provide a decent meal to 238 368 learners in no fee schools through the Conditional Grant.
An additional 28 260 learners in Quintile 4 to 5 schools also receive a daily meal through the equitable share. A total of R210 million is allocated for 2019/20, constituted of R189million from the NSNP Conditional Grant and R21 million from the Equitable share allocation.
1650 food handlers are contracted out of the school community, and 224 food garden initiatives are also supported. The objective of the programme is to provide nutritious meals to learners so as to improve their ability to learn.
Learner Transport
The Learner Transport Programme is one of the means to ensure access to education to all learners, especially in rural communities. The fact that educational institutions are situated some distance away from their residential areas, and the general lack of public transport for commuting should in no way be a reason for learners not to have access to education. This Learner Transport Programme is intended for farm, rural and special school learners where access to schools is a challenge. In terms of this Programme learners staying further than five kilometres (single) away from the school qualify to be transported provided that those learners attend the nearest school to the parents’ residence.
If the nearest school cannot accommodate these learners, they can enrol at the next nearest school, where they will also qualify for transport.
A total number of 24 659 learners are benefitting from this programme. This transport service is rendered without any costs to the parent – it is a 100% subsidy. The term of all learner transport contracts ends in December 2019. The process to advertising the tender for new contracts (2020) is underway. We expect the first tender (Namakwa) to be advertised by the end of August.
School safety
We have signed the School Safety Protocol on the 26th of October 2018 in Kuruman, a joint collaboration between the Department of Education, Department of Transport, Safety and Liaison and SAPS. This partnership seeks to develop a range of sustainable and replicable short, medium and long term school-based crime prevention programmes and interventions in order to prevent and address the crime and violence in all South African Schools.
A point is to be made that schools are a micro-cosmic of the community within which they exist. As such, learners also experience violence and bullying around schools, on the way to and from school, as well as online.
A high level of local media coverage of brazenly violent acts is partly due to the availability and accessibility to social media and general awareness by the affected parties. Violence in school is experienced through:
- General violence (especially arising from the communities surrounding the schools, e.g. gangsterism);
- Bullying (including cyber-bullying);
- Gender-based violence;
- Implementation of corporal punishment on learners by educators;
- Alcohol and drug abuse.
I am proud to announce that 159 schools were trained on the Protocol on the Management of Sexual Abuse & harassment in schools, and that we will continue to roll out this training to all schools in the province. Training on the Protocol on dealing with Corporal Punishment in schools was extended to 159 schools, and emergency readiness procedures were established in 19 farm schools, and 557 schools are linked to 97 police stations.
To this end we will be hosting a Provincial School Safety Summit on 20 September 2019 in Kimberley whereby all stakeholders will be invited to address matter relating to School Safety. The current situation in our school has reached unacceptable levels and requires our collective responsibility to create a conducive environment for quality public education.
School Sport
The Northern Cape Department of Education remains committed to promote mass participation through sports at school and cluster level. We will continue to support our 9 provincially prioritised codes of sport as well as the indigenous games in every school.
We will, in collaboration with the Department of Sport, Arts and Culture, strengthen our efforts to ensure participation at District, Provincial and National level. We will use this collaboration to eradicate all grey areas in the nationally signed Memorandum of Understanding (MoU) in order to address sport development at Primary School level, where this MoU is lacking.
The relocation of the conditional grant for school sport to the Department of Education is long overdue. This administration will pull out all stops to ensure that it realize in the 2020/2021 financial year and beyond. Learners and educators belong to this Department. This Department should be entrusted with addressing all their needs – including their sporting and cultural needs.
Madam Speaker,
Allow me to acknowledge Amogelang Matebese, a Grade 10 learner at the Bankara High School in Kuruman. Amogelang is a football player who achieved an once-in-a-lifetime opportunity of going to London, to train with Chelsea Football Club. Although this achievement is not entirely through our school sport programme, we salute him for being one of only 3 players who will represent South Africa at this world-renowned soccer club. Needless to say his skills have been honed by him participating actively in schools’ football. We wish him all of the best as he stands a chance to land a contract with the Orlando Pirates Multi-Choice Diski team – the team campaigns in the Reserve League of the professional league, the Premier Soccer League (PSL).
Madam Speaker,
As I conclude, allow me to echo the words of a well renowned poet, Donte Williams – “A Bright Future”
“Here I stand, Conformed.
Chasing a dream that’s miles away,
Thinking of things I struggle to say,
My arms outstretched; reaching for my destiny.
On a path that seemingly never ends,
I face adversity but I will never bend,
enduring the pain, prepared for the rain,
confronted by those who contain feelings of disdain.
Through it all, here I stand, Impervious.
Impervious to the bullets of life, grateful despite strife.
One day I will be heard,
One day in my bright future”.
A modern, growing and successful Province is what we need!
A modern, growing and successful Province is what our people deserve!
A modern, growing and successful Province is what we’ll pursue.
A modern, growing and successful Province is what we’ll ensure!
Lastly, I would like to thank the ANC for the confidence and trust they placed in me, by putting me in charge of this important portfolio. Our Honourable Premier, Dr. Zamani Saul and my colleagues in the Executive Council for their continuous guidance and support in navigating the Education system in the Northern Cape to greater heights.
Let me also take the opportunity to thank the Provincial Legislature and all Committees for the oversight responsibility and constructive engagements in the execution of our duties.
I thank all the unions who operate in this sector and all our dedicated teachers for their outstanding role in enabling the Northern Cape Department of Education to deliver quality learning and teaching in the Province.
I also want to thank my family for all their unwavering support, without which I would not be able to manage this important portfolio.
Let us work together to ensure a modern, growing and successful Province, through Education.
I thank you!
Air Jordan 1 Retro High OG "Obsidian" Sail/Obsidian-University Blue For Sale