NSC Document Examination 2013

KwaZulu-Natal Department of Education - Nasional Senior Certificate 20131

COAT OF ARMSREPUBLIC OF SOUTH AFRICA

Nelson Rolihlahla Mandela



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COAT OF ARMSREPUBLIC OF SOUTH AFRICA


The Honourable Mr Senzo Mchunu

KwaZulu-Natal Department of Education - Nasional Senior Certificate 2013 KwaZulu-Natal Department of Education - Nasional Senior Certificate 20134


TABLE OF CONTENTS

Foreword by the MEC .. (i)

Overview by the HoD ... (ii)

CHAPTER 1: POLICY FRAMEWORK

1.1. Medium Term Strategic Framework . 15

1.2. National Development Plan .. 15

1.3. Provincial Growth and Development Plan (PGDP). 16

1.4. Educational Indicators to the PGDP. 17

1.5. Strategic Interventions . 18

1.6. Programme of Action ... 18

CHAPTER 2: SCHOOLING LANDSCAPE IN KWAZULU NATAL

2.1. Distinguishing characteristics of KZN DoE .. 19

2.2. Basic School Data 19

2.3. Schools Landscape . 20

2.4. School, Learner and Teacher Distribution . 22

2.5. Distribution of learners by Grades . 24

2.6. Quintiles of Schools . 25

2.7. Educator Landscape 26

2.8. Infrastructure Landscape 28

2.9. Conclusion 29

CHAPTER 3: SYSTEMIC QUALITY INTERVENTIONS

3.1. Early Childhood Development . 30

3.2. Infrastructure Planning and Delivery Management 31

3.3. Infrastructure Achievement 31

3.4. No fee Schools . 35

3.5. Aspect of Curriculum Management Strategy 36

3.6. Dealing with Social Ills in schools .. 41

3.7. National School Nutrition Programme .. 42


VisionA well - educated, skilled and

highly developed citizenry

MissionTo provide equitable access to

quality education for the people of KwaZulu-Natal

CHAPTER 4: ASSESSMENT

4.1. Scope and size of the NSC examinations . 43

4.2. Registration of candidates 44

4.3. NSC fulltime 5 year enrolment ... 46

4.4. Registration of Examination Centres 47

4.5. Improving Learner Performance through Assessment

4.6. Concessions

4.7. Marking

CHAPTER 5: NATIONAL SENIOR CERTIFICATE RESULTS

5.1. National Performance

5.2. Provincial Performance

5.3 District Performance

5.4. Subject Performance

6. CONCLUSION


VisionA well - educated, skilled and

highly developed citizenry

MissionTo provide equitable access to

quality education for the people of KwaZulu-Natal


KZN NATIONAL SENIOR CERTIFICATE RESULTS - 2013

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STRATEGIC GOALS AND OBJECTIVES

The strategic goals are an instrument focusing the Department in achieving the vision using the

mission as a vehicle. The articulation of the goals contributes to a concerted effort in ensuring that

goals achieve the vision which in turn achieves the Provincial, National and International mandates

of the Education sector. The strategic goals of the Department are:

STRATEGIC GOAL 1 BROADEN ACCESS TO EDUCATION AND

PROVIDE RESOURCES

Strategic Objective 1.1. To increase access in education in public

ordinary schools

Strategic Objective 1.2. To provide infrastructure, financial, human

and technological resources.

Strategic Objective 1.3. To implement teaching, management and

governance support programmes at all

schools

Strategic Objective 1.4. To provide diverse curricula and skills

oriented programmes across the province.

STRATEGIC GOAL 2 IMPROVE SCHOOLS FUNCTIONALITY AND EDUCATIONAL OUTCOMES AT ALL LEVELS

Strategic Objective 2.1. To implement quality assurance measures, assessment policies and systems to monitor success of learners.

Strategic Objective 2.2. To develop and enhance the professional quality and academic performance of managers and teachers in all institutions.

Strategic Objective 2.3. To administer effective and efficient examination and assessment services


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STRATEGIC GOAL 3 DEVELOP HUMAN RESOURCE AND

ORGANISATIONAL CAPACITY AND

ENHANCE SKILLS

Strategic Objective 3.1. To develop the skills of the Departments

workforce at all levels.

Strategic Objective 3.2. To ensure equitable distribution of human

resource in the Department

STRATEGIC GOAL FOUR DEVELOP SCHOOLS INTO CENTRES OF COMMUNITY FOCUS, CARE AND SUPPORT

Strategic Objective 4.1. To implement an integrated programme in

dealing with the impact of communicable

diseases, and HIV/AIDS in the workplace and

in all institutions.

Strategic Objective 4.2. To provide support to mitigate the

challenges of unemployment and child-

headed households.

STRATEGIC GOAL FIVE ENSURE GOOD CORPORATE GOVERNANCE, MANAGEMENT AND AN EFFICIENT ADMINISTRATION

Strategic Objective 5.1. To implement administrative management systems and accounting procedures in order to ensure maximum support and curriculum delivery.

Strategic Objective 5.2 To implement the Batho Pele principles in all institutions.

Strategic Objective 5.3. To decisively deal with all issues of fraud, corruption and maladministration.

Strategic Objective 5.4. To implement the Education Management System to improve information management.



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STRATEGIC GOAL 3 DEVELOP HUMAN RESOURCE AND

ORGANISATIONAL CAPACITY AND

ENHANCE SKILLS

Strategic Objective 3.1. To develop the skills of the Departments

workforce at all levels.

Strategic Objective 3.2. To ensure equitable distribution of human

resource in the Department

STRATEGIC GOAL FOUR DEVELOP SCHOOLS INTO CENTRES OF COMMUNITY FOCUS, CARE AND SUPPORT

Strategic Objective 4.1. To implement an integrated programme in

dealing with the impact of communicable

diseases, and HIV/AIDS in the workplace and

in all institutions.

Strategic Objective 4.2. To provide support to mitigate the

challenges of unemployment and child-

headed households.

STRATEGIC GOAL FIVE ENSURE GOOD CORPORATE GOVERNANCE, MANAGEMENT AND AN EFFICIENT ADMINISTRATION

Strategic Objective 5.1. To implement administrative management systems and accounting procedures in order to ensure maximum support and curriculum delivery.

Strategic Objective 5.2 To implement the Batho Pele principles in all institutions.

Strategic Objective 5.3. To decisively deal with all issues of fraud, corruption and maladministration.

Strategic Objective 5.4. To implement the Education Management System to improve information management.



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STRATEGIC GOAL SIX PROMOTE NATIONAL IDENTITY AND SOCIAL

COHESION

Strategic Objective 6.1. To promote youth development, arts,

culture and sport in all institutions

Strategic Objective 6.2 To preserve heritage through utilisation of

national symbols in encouraging unity and

patriotism amongst the people of KZN.

Strategic Objective 6.3. To develop strong partnerships with all

education stakeholders.

Strategic Objective 6.4 To implement nation building programmes

and projects


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VALUES

The KwaZulu-Natal Department of Education subscribes to the following values:

Honesty

Displaying honesty in service, as well intolerance to fraud, corruption, nepotism and

maladministration.

Caring

Discharging our duties with kindness and generosity, and being mindful of the circumstances of

other people, their needs and special requirements.

Empathy

Sharing one anothers emotions and feelings.

Professionalism

Demonstrating the highest standard and exceptional conduct of our profession.

Integrity

Ensuring consistency of actions and conduct with the highest ethical and moral standards.

Fairness

Treating all people in a manner that is fair and just.

Excellence

Maintaining high standards of performance and professionalism by aiming for excellence in

everything we do.

Team-work

Establishing and maintaining shared goals, and working together towards improving service

delivery.



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VALUES

The KwaZulu-Natal Department of Education subscribes to the following values:

Honesty

Displaying honesty in service, as well intolerance to fraud, corruption, nepotism and

maladministration.

Caring

Discharging our duties with kindness and generosity, and being mindful of the circumstances of

other people, their needs and special requirements.

Empathy

Sharing one anothers emotions and feelings.

Professionalism

Demonstrating the highest standard and exceptional conduct of our profession.

Integrity

Ensuring consistency of actions and conduct with the highest ethical and moral standards.

Fairness

Treating all people in a manner that is fair and just.

Excellence

Maintaining high standards of performance and professionalism by aiming for excellence in

everything we do.

Team-work

Establishing and maintaining shared goals, and working together towards improving service

delivery.



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ACRONYMS AET Adult Education and Training ACE Advanced Certificate in Education AFS Annual Financial Statement ANA Annual National Assessment ASGI-SA Accelerated and Shared Growth Initiative BREPRCO Budget Review Expenditure Performance and Risk Committee CAPS Curriculum Assessment Policy Statement CASS Continuous Assessment CEM Council of Education Ministers CEMIS Central Education Management Information System CEO Chief Executive Officer CHE Committee on Higher Education CPF Community Policing Forum CLC Community Learning Centre DBE Department of Basic Education DoE National Department of Education DTC Departmental Training Committee ECD Early Childhood Development EE Employment Equity EFA Education for All EMIS Education Management Information System EPWP Expanded Public Works Programme ETDP Education, Training and Development Practices ELITS Education Libraries and Information Technology Services EWP Employee Wellness Programme FET Further Education and Training FETC Further Education and Training Certificate FETMIS Further Education and Training Management Information System FTE Full-time Equivalent GET General Education and Training GETC General Education and Training Certificate HDI Historically Disadvantaged Individual HEDCOM Heads of Education Departments Committee HRD Human Resource Development HSRC Human Sciences Research Council ICT Information and Communication Technology IDP Integrated Development Programme IP Infrastructure Plan IQMS Integrated Quality Management System KZN KwaZulu-Natal KZNDoE KwaZulu-Natal Department of Education LSEN Learners with Special Education Needs LTSM Learning and Teaching Support Materials LURITS Leaner Unit Record Information and Tracking System MDG Millennium Development Gaols MEC Member of the Executive Council MTEF Medium-Term Expenditure Framework MTSF Medium Term Strategic Management NCS National Curriculum Statements


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NDR National Democratic Revolution NEIMS National Education Infrastructure Management System NEPA National education Policy Act NGO Non-Governmental Organisation NQF National Qualifications Framework NSC National Senior Certificate NSNP NationalSchool Nutrition Programme NSSF Norms and Standards for School Funding PAJA Promotion of Administrative Justice Act PED Provincial Department of Education PFMA Public Finance Management Act PGDP Provincial Growth Development Plan PGDS Provincial Growth Development Strategy PPP Public-Private Partnership PSA Public Service Act QIDS-UP Quality Improvement, Development, Support and Upliftment Programme RCL Representative Council of Learners SACMEQ Southern Africa Consortium for Monitoring Educational Quality RPL Recognition for Prior Learning SAQA South African Qualifications Authority SASA South African Schools Act SASAMS SouthAfricanSchool Administration and Management System SCM Supply Chain Management SDIP Service Delivery Improvement Plan SDP School Development Plan SGB School Governing Body SETA Sector Education and Training Authority SITA State Information Technology Agency SMME Strategic Management, Monitoring and Evaluation SMS Senior Management Service StatsSA Statistics South Africa UNESCO United Nations Educational, Scientific and Cultural Organisation UNLD United Nations Literacy Decade WHO World Health Organisation

PERFACE BY THE HONOURABLE MS NELISWA PEGGY NKONYENI, MEMBER OF THE EXECUTIVE COUNCIL (MEC)



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NDR National Democratic Revolution NEIMS National Education Infrastructure Management System NEPA National education Policy Act NGO Non-Governmental Organisation NQF National Qualifications Framework NSC National Senior Certificate NSNP NationalSchool Nutrition Programme NSSF Norms and Standards for School Funding PAJA Promotion of Administrative Justice Act PED Provincial Department of Education PFMA Public Finance Management Act PGDP Provincial Growth Development Plan PGDS Provincial Growth Development Strategy PPP Public-Private Partnership PSA Public Service Act QIDS-UP Quality Improvement, Development, Support and Upliftment Programme RCL Representative Council of Learners SACMEQ Southern Africa Consortium for Monitoring Educational Quality RPL Recognition for Prior Learning SAQA South African Qualifications Authority SASA South African Schools Act SASAMS SouthAfricanSchool Administration and Management System SCM Supply Chain Management SDIP Service Delivery Improvement Plan SDP School Development Plan SGB School Governing Body SETA Sector Education and Training Authority SITA State Information Technology Agency SMME Strategic Management, Monitoring and Evaluation SMS Senior Management Service StatsSA Statistics South Africa UNESCO United Nations Educational, Scientific and Cultural Organisation UNLD United Nations Literacy Decade WHO World Health Organisation

PERFACE BY THE HONOURABLE MS NELISWA PEGGY NKONYENI, MEMBER OF THE EXECUTIVE COUNCIL (MEC)



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Ms Neliswa Peggy Nkonyeni, MPL MEC for Education

Education is a central pillar for every countrys social, economic and political development. In 2009,

our government took a conscious decision to make education an apex priority during the term of the

current administration. In this regard, government committed to introducing tools that would

measure our progress as a means of confirming our progress in education. This was also to ensure

that our accountability to our people s kept in check through these tools of measurement.

Consequently, the Department of Education introduced the Annual National Assessment as an

instrument to monitor the health of education in the primary schooling sector. This was done

alongside the already established National Senior Certificate examinations which have characterised

the exit point in the schooling system over a period of time.

We have remained steadfast in ensuring that we push hard towards meeting the goals of the

Education for All. Our commitment derives from the original mandate in the Freedom Charter whose

ideals continue to guide our work of ensuring that the doors of learning shall be opened to all. This is

further to ensure that we remain loyal to our Constitutional mandate of ensuring that the

fundamental right to education enshrined in our Constitution are realised by the people of our

country.

Our resolve is to accelerate the pace of the transformation of the schooling system in order to

enhance the quality of education. This will forge us closer to meeting the Millennium Development

Goals. In this regard, we have ensured that we re-align our efforts and attention to addressing the

shortcomings that have been identified in our countrys National Development Plan. This is being

done to bring the benefit of education to every citizen our country, which is an indispensable

condition for meeting our developmental goals.

However, our success in meeting the objectives of the education system requires the collective

participation and collaboration of all stakeholders. Each of the components would have to carry its


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mandate in a manner that will consolidate the gains that we have made, further seeking innovative

mechanisms of improving our manner f operation.

The 2013 Schools Report indicates good progress that has been made in the schooling system in our

province. I am the pleased to release to you the 2013 NSC examination results for the Class of 2013. It

is important that we must build on the foundations that have been laid in this report.

The success of learners in the 2013 NSC examinations further indicates of our commitment to

address the scourge of poverty. The Department of Educations contribution to addressing the

poverty package has included an increase up to 80% of the total of no fee schools, the provision of

free meals through the National Schools Nutrition Programme (NSNP) reaching 2.1 million learners

daily. The number of bursaries that have been awarded to teachers through the provincial bursary

allocation and the Fundza Lushaka bursary scheme has consistently increased, further contributing

to the improvement of quality in the system.

Our commitment remains focused on ensuring improved and sustainable access and maintenance

of quality education for all the children of our province.

We shall not rest until this goal is met in our lifetime.

Ms Neliswa Peggy Nkonyeni, MPL

MEC for Education: KwaZuZulu-Natal

7 January 2014

Coat Of ArmsRepublic of South Africa

PREFACE BY THE HONOURABLE MS NELISWA PEGGY NKONYENI MPL

OVERVIEW BY THE HEAD OF DEPARTMENT



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mandate in a manner that will consolidate the gains that we have made, further seeking innovative

mechanisms of improving our manner f operation.

The 2013 Schools Report indicates good progress that has been made in the schooling system in our

province. I am the pleased to release to you the 2013 NSC examination results for the Class of 2013. It

is important that we must build on the foundations that have been laid in this report.

The success of learners in the 2013 NSC examinations further indicates of our commitment to

address the scourge of poverty. The Department of Educations contribution to addressing the

poverty package has included an increase up to 80% of the total of no fee schools, the provision of

free meals through the National Schools Nutrition Programme (NSNP) reaching 2.1 million learners

daily. The number of bursaries that have been awarded to teachers through the provincial bursary

allocation and the Fundza Lushaka bursary scheme has consistently increased, further contributing

to the improvement of quality in the system.

Our commitment remains focused on ensuring improved and sustainable access and maintenance

of quality education for all the children of our province.

We shall not rest until this goal is met in our lifetime.

Ms Neliswa Peggy Nkonyeni, MPL

MEC for Education: KwaZuZulu-Natal

7 January 2014

-

-



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OVERVIEW BY THE HEAD OF DEPARTMENT DR S.N.P. SISHI

Nkosinathi S.P. Sishi [PhD] Head of Department The KwaZulu-Natal Department of Education has participated and presented in the National Senior

Certificate (NSC) examinations since inception in 2008. The NSC is an exit level qualification from the

schooling system and serves as a passport to the post school system and the world of work.

The 2013 NSC results demonstrate the progress that the province has achieved during this period.

The results show that from a low base of 57.8% pass rate in 2008 at the inception of the NSC

examinations, the KwaZulu-Natal subsystem has shown visible and tangible increase in pass rate.

The increase in pass rate has also been characterized by the increase in the number of learners that

have passed the NSC over the years. Whereas only 82 478 learners passed the NSC in 2008 and this

number remaining in the eighty thousands up to 2011, this number has surpassed the 100 000 mark

for the first time in 2013.

The number of learners that has passed the NSC in 2013 has exceeded all number of learners that

have passed in the last five years. The pass rate for the Class of 2013 also stands at 77.4%, making it

the highest pass rate ever achieved by the province since the inception of the National Senior

Certificate qualification.

It is evident that the targeted the approaches to system improvement that have been introduced

have begun to yield results. It is noteworthy that in 2013, the province conducted winter camp

programme for Grade 12 learners. This initiative provided the greatest benefit to the majority of

learners who required dedicated and targeted support.

Another significant development is the number of learners who obtained a Bachelors pass, which

has increased to from 34 779 in 2012 47 202 in 2013. It is also noteworthy to report that there is all

the 12 districts in KwaZulu-Natal obtained a pass rate of 70% and more in the 2013 NSC

examinations.


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We congratulate the Class of 2013 for this fine achievement. We wish them the best for the future

ahead of them.

In 2013, the KwaZulu-Natal Department of Education has achieved significant milestones in other

areas in our pursuit of quality education. This has occurred despite the heavy financial budget

pressures that the Department has faced over a period of time. In this regard, great strides have been

made in the improvement of the conditions of service of our employees. Among others this has

included the upgrading of salaries for therapists, the implementation of the pay progression to staff

and the improvement of salaries of ECD practitioners. These changes have been funded to the total

value of R364 million.

These developments have demonstrated the benefits of a system that is stabilizing. Our goal

remains continuous improvement in quality and the total transformation of our schooling system

which responds to the aspirations of the citizens of our province. In this regard, we will continue to

exert our efforts in ensuring that all learners are offered opportunities for success and improvement

in their livelihoods.

The Department of Education is committed to achieving Quality Education for ALL

Nkosinathi SP Sishi, PhD

Head of Department

7 January 2014

Coat Of ArmsRepublic of South Africa

PREFACE BY THE HONOURABLE MS NELISWA PEGGY NKONYENI MPL

OVERVIEW BY THE HEAD OF DEPARTMENT



12

We congratulate the Class of 2013 for this fine achievement. We wish them the best for the future

ahead of them.

In 2013, the KwaZulu-Natal Department of Education has achieved significant milestones in other

areas in our pursuit of quality education. This has occurred despite the heavy financial budget

pressures that the Department has faced over a period of time. In this regard, great strides have been

made in the improvement of the conditions of service of our employees. Among others this has

included the upgrading of salaries for therapists, the implementation of the pay progression to staff

and the improvement of salaries of ECD practitioners. These changes have been funded to the total

value of R364 million.

These developments have demonstrated the benefits of a system that is stabilizing. Our goal

remains continuous improvement in quality and the total transformation of our schooling system

which responds to the aspirations of the citizens of our province. In this regard, we will continue to

exert our efforts in ensuring that all learners are offered opportunities for success and improvement

in their livelihoods.

The Department of Education is committed to achieving Quality Education for ALL

Nkosinathi SP Sishi, PhD

Head of Department

7 January 2014



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Abstract from the Annual Report

The KwaZulu-Natal Department of Education has become a pillar of strength in the national system

of education and training. The performance of the Department of Education in the province

determines the overall participation, retention, throughputs and quality of education sector.

The magnitude and size of the system makes the province that is 23% of all schools, teachers and

learners in the whole country, a key lever to drive education transformation in South Africa.

KwaZulu-Natal has moved towards the achievements of milestones set in the National Growth Path

and the National Development Plan, as well as the education sector plan Action Plan to 2014:

Towards the Realization of Schooling 2025. Some of the achievements are the continuous

improvement of the Matric results leading to an increased skills base essential for national economy

and social stability. The increasing number of learners passing Annual National Assessments

indicates system improvement and a significant drive to permanently eradicate inequalities and

challenges associated with the inherited legacy of colonial and apartheid era.

In achievement, we have increased access to Grade R for 5 year olds from 181 029 to 199 249 and

norms and standards allocations to schools and in Early Childhood Development (ECD). We have

increased from 1 898 to 17 521 the number of learners that benefit from the learner transport

programme. We have increased enrolment of learners from 2.5 million to 2.8 million learners. Our

retention rate between Grade 1 to Grade 9 is one of the best at 97%. The number of no fee schools

has increased from 1879 to 4 739 schools.

The NSNP in KwaZulu-Natal has gone beyond feeding to become strong lever to fight poverty and

unemployment. In this regard, the number of cooperatives has increased from 109 to 261

cooperatives and service providers by 50% and food handlers from 10 476 to 11 000.

There are no mud schools in KwaZulu-Natal. The number of schools that are connected to electricity

has increased from 1 418 to 4 488. The delivery of textbooks to all schools in section 20 and 21

categories is conducted successfully every year. We have succeeded to deliver classroom equipment

to 3 186 school without section 21 c function. This has included ICT solution comprising of 3 185

data projects, laptops for teaching and learning, desktops for the staff room and 600 interactive

white boards. In addition, 300 high schools have received mobile science labs, whereas 625 schools


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have received science lab consumables. We have increased the number of fully fledged technical

and vocation schools and agricultural schools in the province.

The per capita allocation of learners has increased to R932 for Quintile 1 to 3, R509 for Quintile 4 and

R175 for Quintile 5 schools. We have established an efficient system for the delivery of school library

infrastructure equipment and materials. We have introduced 22 toy collections in libraries close to

ECD sites, 539 868 new library items have been placed in 173 affiliated libraries. There are 22 mobile

library units and 4 mobile library trucks supporting rural schools.

We now have 101 schools declared as full service centres to promote inclusive education. Two new

special schools have been built bringing the total number of specials schools in KwaZulu-Natal to 72

special schools. Further, we have established 28 support centres constructed to provide pyscho-

social and psycho educational programmes in full service centres.

In terms of Human Resources we have improved the conditions of service of employees by

increasing the salary of employees by more than 7% and annually increasing the pay progression by

1.5%. In addition, we paid 2nd and 3rd notches, and translated administration posts from level 4 to

level 5, including the implementing pay and salary progression.

We have worked with the Department of Sports and Recreation to establish a framework that

guarantees institutional structures to implement and monitor the delivery of school sports.

There are many challenges such as inadequate funding of education in the province of KwaZulu-

Natal. However, nothing can stop us now, no matter what the difficulties we are faced with.



14

have received science lab consumables. We have increased the number of fully fledged technical

and vocation schools and agricultural schools in the province.

The per capita allocation of learners has increased to R932 for Quintile 1 to 3, R509 for Quintile 4 and

R175 for Quintile 5 schools. We have established an efficient system for the delivery of school library

infrastructure equipment and materials. We have introduced 22 toy collections in libraries close to

ECD sites, 539 868 new library items have been placed in 173 affiliated libraries. There are 22 mobile

library units and 4 mobile library trucks supporting rural schools.

We now have 101 schools declared as full service centres to promote inclusive education. Two new

special schools have been built bringing the total number of specials schools in KwaZulu-Natal to 72

special schools. Further, we have established 28 support centres constructed to provide pyscho-

social and psycho educational programmes in full service centres.

In terms of Human Resources we have improved the conditions of service of employees by

increasing the salary of employees by more than 7% and annually increasing the pay progression by

1.5%. In addition, we paid 2nd and 3rd notches, and translated administration posts from level 4 to

level 5, including the implementing pay and salary progression.

We have worked with the Department of Sports and Recreation to establish a framework that

guarantees institutional structures to implement and monitor the delivery of school sports.

There are many challenges such as inadequate funding of education in the province of KwaZulu-

Natal. However, nothing can stop us now, no matter what the difficulties we are faced with.



15

Chapter 1

1. Introduction This chapter focuses on policy that guides the work of the Department of Education. It serves as the

basis to measure the progress that the system has made in respect of policy implementation. The

sections that follow provide the policy framework that is applicable in this regard.

2. The Medium Term Strategic Framework The 2009 Medium-term Strategic Framework (MTSF) spells out governments overall strategies for

the 2009-to-2014 term.The MTSF serves as a backdrop in guiding planning and budget across all the

plans in Departments. The MTSF informs the five-year strategic plan that the KwaZulu-Natal

Department of Education tabled alongside the budget in 2010. The MTSF, among other things,

identified the strengthening of skills and human resource base as a critical strategic priority that

needed to be addressed to define a new trajectory for the countrys development. In pursuit of the

strategic priority to strengthening skills and human resource base, key areas of strategic focus have

been identified as follows:

a) Advocating the use of measurable targets in education all the way down to the level of the

school.

b) Stressing the importance of knowing how well or how poorly the education system is doing

through the on-going monitoring of education quality and participation in standardised

international testing programmes, such as SACMEQ and TIMSS.

c) Emphasising the economic and efficient use of time like any other resource and stressing the

need for proper accountability with regard to the use of publicly funded teaching and learning

time.

d) Commiting the Department to implement a national system to monitor the extent to which

the years teaching programme is completed within the year.

e) Commiting government to provide in-service teacher training packages that are more flexible

and could be adapted to address the specific needs of individual teachers.

f) Pointing to the need for management training to be more formalised and for quality

assurance in training programmes to be strengthened.

g) Emphasising the importance of better parent oversight in schools.

h) Emphasising need for a social contract between government, teacher unions, teacher

training institutions, parent and SGB organisations, business and civil society organisations


16

i) There is a strong emphasis on eliminating backlogs with respect to water, sanitation and

electricity. This also applies in institutions that support schools, such as resource centres and

district offices

j) Clarifying of the performance management functions of district offices.

The above issues of strategic focus are further elaborated in the National Development Plan (NDP),

Action Plan to 2014: Towards the Realisation of Schooling 2025, Provincial Growth Development Plan,

five-year Strategic Plan and other plans of the Department. The Chapters that follow provide details

of the progress in the implementation of the MTSF priorities.

3. The National Development Plan

In 2012 government adopted the National Development Plan to provide a long term view of

governments planning. The National Government cross-cutting strategies and priorities such as

those in the MTSF, New Growth Path, Industrial Policy Action Plan, and Strategic Plans and every

other government plan come together under the National Development Plan (NDP).

It is inevitable that the achievement of the NDP goals are heavily intertwined with actions related to

education, training, and innovation. The Department of Education implements the NDP though

Action Plan to 2014: Towards the Realisation of Schooling 2025, Provincial Growth Development

Plan. Strategic Plan and the Programme of Action. Achievements in the implementation of the NDP

and the future plans for implementing the objectives and actions of the NDP are elaborated

elsewhere in the report.

4. Provincial Growth Development Plan

The Provincial Growth Development Plan translates the Provincial Growth Development Strategy

(PGDS) into a detailed implementation plan, inclusive of a detailed activity level framework with

targets and responsibilities assigned to the appropriate government department.

In addition to the more detailed focus on the interventions identified, the PGDP proposes specific

milestones that will have to be achieved in priority sectors. Milestones are refined in a collaborative

approach with all the relevant stakeholders to ensure ownership of targets that are set for four

specific time horizons, namely 2011-15, 2016-20, 2021-25 and 2026-30.



16

i) There is a strong emphasis on eliminating backlogs with respect to water, sanitation and

electricity. This also applies in institutions that support schools, such as resource centres and

district offices

j) Clarifying of the performance management functions of district offices.

The above issues of strategic focus are further elaborated in the National Development Plan (NDP),

Action Plan to 2014: Towards the Realisation of Schooling 2025, Provincial Growth Development Plan,

five-year Strategic Plan and other plans of the Department. The Chapters that follow provide details

of the progress in the implementation of the MTSF priorities.

3. The National Development Plan

In 2012 government adopted the National Development Plan to provide a long term view of

governments planning. The National Government cross-cutting strategies and priorities such as

those in the MTSF, New Growth Path, Industrial Policy Action Plan, and Strategic Plans and every

other government plan come together under the National Development Plan (NDP).

It is inevitable that the achievement of the NDP goals are heavily intertwined with actions related to

education, training, and innovation. The Department of Education implements the NDP though

Action Plan to 2014: Towards the Realisation of Schooling 2025, Provincial Growth Development

Plan. Strategic Plan and the Programme of Action. Achievements in the implementation of the NDP

and the future plans for implementing the objectives and actions of the NDP are elaborated

elsewhere in the report.

4. Provincial Growth Development Plan

The Provincial Growth Development Plan translates the Provincial Growth Development Strategy

(PGDS) into a detailed implementation plan, inclusive of a detailed activity level framework with

targets and responsibilities assigned to the appropriate government department.

In addition to the more detailed focus on the interventions identified, the PGDP proposes specific

milestones that will have to be achieved in priority sectors. Milestones are refined in a collaborative

approach with all the relevant stakeholders to ensure ownership of targets that are set for four

specific time horizons, namely 2011-15, 2016-20, 2021-25 and 2026-30.



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The implementation of Provincial Growth Development Plan also enforces integration, thus enabling

the Department to address transversal both vertical and horizontal issues from the NDP and other

plans. This plan ensures the attainment of these PGDP goals enlisted below:

4.1. Educational Indicators pivotal to the Provincial Growth Development Plan The Department of Education has prioritised the implementation of the PGDP by adopting a set of

indicators .The PGDP indicators are pivotal in providing a reliable, periodic snapshot of the condition

of schooling and that can be used to track progress on plans and the impact of current policies.

These indicators include:

a) Gross enrolment rate (GER)

b) Percentage of Grade 3, 6 and 9 learners performing at the required levels in Annual National

Assessments (Literacy and Numeracy)

c) Performance in SACMEQ

d) Percentage National Senior Certificate (NSC) pass rate

e) Numbers of students qualifying for Bachelors programme in the NSC

f) Gross Enrolment Rate (GER) in FET Colleges

g) FET NC (V) graduation rate

h) Adult Literacy rate

i) Enrolment of 3-5 year old children in educational institutions

j) Percentage of Grade 1 learners who attended a Grade R class

k) Retention rates: Grades 10-12

l) Grade 3 learners performing at the required levels in ANA

m) Grade 6 learners performing at the required levels in ANA

n) Grade 9 learners performing at the required levels in ANA

o) Number of learners qualifying in NSC for Bachelors programme, Diploma and Certificates

p) Number of NSC candidates taking Maths and Science.

q) Participation in AET

These indicators have been developed to ensure that a measurable progress towards the attainment

of these goals.


18

4.2 Interventions necessary for the Provincial Growth Development Plan to become reality.

In order to ensure that goals of the Provincial Development Growth Plan are realised, strategic

interventions have become necessary to the realisation of the goals. This has required ensuring the

delivery of professional management and relevant teacher development programmes, improving

efficient data collection to track learner progress and enhance retention, promoting the use of new

technologies and improving infrastructure, providing Early Childhood Development services,

enhancing Technical and vocational education, creating employment opportunities, etc.

5. KZNs Strategic Plan and the Programme of Action

The Department has aligned the goals of Schooling 2025, to all the initiatives and intervention

programmes, to the Departments Strategic Plan and Programme of Action. This ensures that the

KwaZulu-Natal Department of Education is in sync with National mandates, and contributes towards

National goals and outcomes, and maximise our efforts to fight poverty and unemployment.

The KwaZulu-Natal Department of Educations vision is to promote a well-educated, skilled and

highly developed citizenry. Its goal to enhance service delivery and provide high quality education

for all the Provinces learners has necessitated that the department streamlines the schooling system

to make it more efficient and less wasteful. In addition to other national priorities the Strategic Plan

and PoA of the department integrate a transformation programme of the schooling system.

This chapter has demonstrated the Departments commitment to meeting policy directives for the

improvement of quality based education. It provides a basis on which the system can be measured

on the progress it has made in this function.



18

4.2 Interventions necessary for the Provincial Growth Development Plan to become reality.

In order to ensure that goals of the Provincial Development Growth Plan are realised, strategic

interventions have become necessary to the realisation of the goals. This has required ensuring the

delivery of professional management and relevant teacher development programmes, improving

efficient data collection to track learner progress and enhance retention, promoting the use of new

technologies and improving infrastructure, providing Early Childhood Development services,

enhancing Technical and vocational education, creating employment opportunities, etc.

5. KZNs Strategic Plan and the Programme of Action

The Department has aligned the goals of Schooling 2025, to all the initiatives and intervention

programmes, to the Departments Strategic Plan and Programme of Action. This ensures that the

KwaZulu-Natal Department of Education is in sync with National mandates, and contributes towards

National goals and outcomes, and maximise our efforts to fight poverty and unemployment.

The KwaZulu-Natal Department of Educations vision is to promote a well-educated, skilled and

highly developed citizenry. Its goal to enhance service delivery and provide high quality education

for all the Provinces learners has necessitated that the department streamlines the schooling system

to make it more efficient and less wasteful. In addition to other national priorities the Strategic Plan

and PoA of the department integrate a transformation programme of the schooling system.

This chapter has demonstrated the Departments commitment to meeting policy directives for the

improvement of quality based education. It provides a basis on which the system can be measured

on the progress it has made in this function.



19

Chapter 2 The Schooling Landscape of the Province of KwaZulu-Natal

1 Introduction The Province of KwaZulu-Natal has the second largest population in South Africa, with 10 267

million people. Geographically, the Province is the 7th largest, covering an area of 94 361 km. Much

of the Province is rural in nature with limited infrastructure and the lack of basic services,

communications, inadequate health and safety provisions. The Province has one of the highest

illiteracy levels in the country and the onerous responsibility to reverse this situation lies squarely on

the Department of Education. Through the enhanced provision of resources (LTSM and school

infrastructure), National School Nutrition Programme, reduced learner/teacher ratios, improved

qualifications of educators, increased monitoring and support and other interventions, great strides

are being made in improving the quality of education in the Province with the concomitant

improvement in Matric results as manifested in recent years.

2 The Distinguishing Characteristic of the KwaZulu-Natal Department of Education The distinguishing characteristic of KwaZulu-Natal Department of Education, when compared with

other provinces, is its sheer magnitude. In South Africa, 23% of teachers and 23% of learner cohort

are from KwaZulu-Natal. The KwaZulu-Natal Department of Education has a total budget of R37

billion.

The basic infrastructure, textbooks, stationery, equipment and human resources required to service

these numbers are substantial, and the limited budget available for this purpose has a profound

impact on the nature and quality of the curriculum that can be delivered. It is estimated a sum of

R40 billion is needed to eliminate the infrastructure backlog alone. Despite the challenges the

Department has ensured that it provides quality education for all its learners.

3 Basic School Data

There are 2 868 436 learners and 98 436 educators in ordinary public and independent schools in

KwaZulu-Natal. The learner figures are inclusive of all learners, pre-Grade R to Grade 12, and include

learners with Special Educational Needs in the mainstream Schools. The educator figure includes

part-time and substitute educators (EMIS: 2013 Snap Survey).


20

The number of functional ordinary (public and independent) schools in the province is 6 167. Table 1

below shows that there are 5 939 public ordinary schools and 228 independent ordinary schools.

This table also shows that there are 70 public special schools and 4 independent special schools

which do not form part of this survey.

Table 1: Number of Schools by Sector and Level in 2013

Ownership Primary Secondary Combined Total Ordinary LSEN TOTAL

Public 3 747 1 540 652 5 939 70 6 009 Independent 71 39 118 228 4 232 Both 3 818 1 579 770 6 167 74 6 241

Public Schools are government funded schools. Independent Schools are schools that may, or may

not be partially be funded by government but are registered with the Department. LSEN Schools are

schools for Learners with Special Educational Needs and may also be public or independent schools.

4 Schools Landscape

A high quality world-class education system is our strategic objective our ultimate goal. What we

need to work out are practical steps to get us there. A study of schools that succeed reveals that

most of these schools are characterised by among other things, the following elements

Good and Complete Infrastructure

Effective and Efficient School Management

Highly effective principal

Quality and result-driven School Management Team

Dedicated teachers

Highly-disciplined learners

Supportive and Co-operative Parents

Proactive Civil Society

Progressive and development-focused Department.

Various projects have been initiated to begin the process of turning the system around, whilst the

districts have been provided with criteria to identify schools for additional schools to be added to

the programme.



20

The number of functional ordinary (public and independent) schools in the province is 6 167. Table 1

below shows that there are 5 939 public ordinary schools and 228 independent ordinary schools.

This table also shows that there are 70 public special schools and 4 independent special schools

which do not form part of this survey.

Table 1: Number of Schools by Sector and Level in 2013

Ownership Primary Secondary Combined Total Ordinary LSEN TOTAL

Public 3 747 1 540 652 5 939 70 6 009 Independent 71 39 118 228 4 232 Both 3 818 1 579 770 6 167 74 6 241

Public Schools are government funded schools. Independent Schools are schools that may, or may

not be partially be funded by government but are registered with the Department. LSEN Schools are

schools for Learners with Special Educational Needs and may also be public or independent schools.

4 Schools Landscape

A high quality world-class education system is our strategic objective our ultimate goal. What we

need to work out are practical steps to get us there. A study of schools that succeed reveals that

most of these schools are characterised by among other things, the following elements

Good and Complete Infrastructure

Effective and Efficient School Management

Highly effective principal

Quality and result-driven School Management Team

Dedicated teachers

Highly-disciplined learners

Supportive and Co-operative Parents

Proactive Civil Society

Progressive and development-focused Department.

Various projects have been initiated to begin the process of turning the system around, whilst the

districts have been provided with criteria to identify schools for additional schools to be added to

the programme.



21

5 School, Learner and Teacher Distribution by District

The Provinces 6241 schools are dispersed through 12 Education Districts that coincide with the

municipal district boundaries, except for the eThekwini Municipal area that is divided into two

education districts, viz., Pinetown and Umlazi Districts, as shown in Map 1 below. Table 2 and 3 and

Figure 1 below also illustrates the distribution of learners, educators and schools per district.

Map 1: No. of Schools

, Educators and Learners per District



23

6 Distribution of Learners by Grade The section below shows data on distribution of learners by grade and gender. Data show that

273 674 learners are enrolled in Grade 1 and 157 310 learners are enrolled in Grade 12.

Noticeably, there is a drop in enrolment between Grade 10 and Grade 11, and between Grade

11 and Grade 12. This feature of the system requires further investigation and resolution.

However, there is almost an equal split of learners by gender in the system.

Table 3: Enrolment by Grade and Gender (Public and Independent Schools, excluding LSEN)

Grade Female Male TOTAL

Pre-Grade R 4 366 4 344 8 710

Grade R 93 013 95 165 188 178

Grade 1 129 359 144 315 273 674

Grade 2 117 247 126 311 243 558

Grade 3 110 035 116 224 226 259

Grade 4 100 578 108 255 208 833

Grade 5 98 319 106 150 204 469

Grade 6 98 509 104 115 202 624

Grade 7 99 906 104 150 204 056

Grade 8 109 719 117 713 227 432

Grade 9 113 365 117 126 230 491

Grade 10 134 149 134 343 268 492

Grade 11 119 006 104 652 223 658

Grade 12 86 827 70 483 157 310

Other 306 386 692

TOTAL 1 414 704 1 453 732 2 868 436

7 Quintiles of Schools


7 Quintiles of Schools



25

Quintile 1, 2 and 3 are now declared no-fee schools, and quintiles 4 and 5 fee-paying. The

methodology utilized seeks to promote pro-poor funding that treats equally poor schools

equally, irrespective of the district or province they find themselves in.

The following table provides information on the number of public schools (excluding LSEN

schools) per quintile per district.

Table 4: Quintiles per district in public schools 2013 (excluding LSEN schools)

DISTRICT Quintile 1 Quintile 2 Quintile 3 Quintile 4 Quintile 5 TOTAL Amajuba 48 62 68 50 14 242 iLembe 180 137 80 23 7 427 Pinetown 6 55 176 145 113 495 Sisonke 163 227 39 14 2 445 Ugu 171 200 76 21 22 490 uMgungundlovu 73 139 179 49 57 497 Umkhanyakude 248 236 44 9 0 537 Umlazi 3 15 100 163 186 467 Umzinyathi 327 100 43 19 5 494 uThukela 136 123 152 24 12 447 uThungulu 232 232 127 35 33 659 Zululand 365 240 102 28 4 739 PROVINCE 1 952 1 766 1 186 580 455 5 939

8 Educator Landscape

As mentioned previously, KwaZulu-Natal has 6009 public schools spread over a large,

predominantly rural geographic area, with a learner population of 2,8 million. According to

KZNDoE Persal, there are 89 643 school-based educators. Of these, 14770 are temporarary

educators. Of the 14770 temporary educators, 5378 are unqualified, 195 are under qualifies

whilst 9197 are qualified. The bulk of the under qualified or unqualified teach in rural schools.

The attrition rate, due to mortality, retirement, ill-health, misconduct and resignations stands

at approximately 6% (4 500). Approximately 2 420 substitute educators are appointed in each

financial year.

Newly qualified teachers (NQT) for the KwaZulu-Natal public school system are largely

produced from the public and private higher education institutions that have campuses within

KwaZulu-Natal. The output from these institutions is in the region of 1800 graduates annually.


26

Teacher up-grading and re-skilling programmes are still offered by some Higher Education

Institutions (HEIs) to address the provinces unqualified and under qualified teachers.

The KwaZulu-Natal Department of Education is partnering with Higher Education Institutions

to address the shortage of adequately trained and qualified educators. These include, inter

alia: interventions and specialized areas of tuition and training for trainee and existing

educators.



26

Teacher up-grading and re-skilling programmes are still offered by some Higher Education

Institutions (HEIs) to address the provinces unqualified and under qualified teachers.

The KwaZulu-Natal Department of Education is partnering with Higher Education Institutions

to address the shortage of adequately trained and qualified educators. These include, inter

alia: interventions and specialized areas of tuition and training for trainee and existing

educators.



27

9 Infrastructure Landscape The determination of demand forecast in KwaZulu-Natal Province is extremely difficult as the

dynamics around macro- and micro-migration continues to constantly changes at a rapid rate.

This makes long and even medium-term forecasting problematic, when deciding on the

placing of permanent infrastructure facilities.

Growth trends within the specific community/settlement/township/suburb are brought into

focus when determining sustained need for specific facilities. With the urbanization process,

driven by the need of industry for both a skilled and unskilled workforce, it is anticipated that

demand will continue to change at an accelerated rate.

The Action Plan to 2014 for the KwaZulu-Natal Department of Education sets out 13 goals to

be achieved. Four of the 13 goals deal with School Infrastructure and Support Services. These

are the first steps towards the realisation of the bigger and long-term vision of quality

education in schools by 2025.

The school infrastructure provision is informed by the planning process undertaken in terms

of the Minimum Uniform Norms and Standards for Infrastructure. There are two types of

functionality classifications of infrastructure, taking into account a school as a unit of measure,

viz., basic functionality and optimum functionality.

The Department is currently dealing with the issues of basic functionality as a first phase

through focussed interventions. These include projects such as water provision, sanitation,

electricity and security, together with the eradication of inappropriate structures. Other

focussed interventions include the provision of Early Childhood Development (ECD) facilities

at primary schools and specialist classrooms (laboratories, media centres and computer

rooms) at secondary schools. Running parallel to these focussed interventions is the

elimination of overcrowding through the Upgrade and Addition programme or the New

School programme. In each of these programmes the identified school is provided with all

facilities required for optimum functionality which includes all necessary teaching spaces


28

including requisite laboratories, media centres and computer rooms, administrative space,

school nutrition programme kitchens, support spaces, sports fields and adequate ablution

facilities. Universal access for people with disabilities is a major design criteria.

The KZNDoE has developed standard plans, in conjunction with Subject Advisory Services, to

provide functional and versatile spaces to support the delivery of the curriculum.

10 Conclusion It is evident that the KwaZulu-Natal schools landscape is far different to that of other

provinces. The rural and urban divide, the socio-economic disparities, coupled with high levels

of unemployment, poverty and the scourge of the HIV Aids pandemic, make the challenges

facing the province of greater magnitude. However, despite the challenges, the Province is

making gigantic strides in addressing the issues of educational transformation and the

provision of infrastructure facilities to facilitate quality educational delivery.



28

including requisite laboratories, media centres and computer rooms, administrative space,

school nutrition programme kitchens, support spaces, sports fields and adequate ablution

facilities. Universal access for people with disabilities is a major design criteria.

The KZNDoE has developed standard plans, in conjunction with Subject Advisory Services, to

provide functional and versatile spaces to support the delivery of the curriculum.

10 Conclusion It is evident that the KwaZulu-Natal schools landscape is far different to that of other

provinces. The rural and urban divide, the socio-economic disparities, coupled with high levels

of unemployment, poverty and the scourge of the HIV Aids pandemic, make the challenges

facing the province of greater magnitude. However, despite the challenges, the Province is

making gigantic strides in addressing the issues of educational transformation and the

provision of infrastructure facilities to facilitate quality educational delivery.



29

CHAPTER 3

Systemetic Quality Improvement

1 Introduction

This chapter focuses on the activities that have been carried out by the department to ensure

delivery of quality education in the province.

2 Early Childhood Development (ECD)

The provision of Early Childhood Education is one of the Apex Priorities of Government. In

terms of White Paper 5 of 2001, all Provincial Departments must provide access to quality

education in Public Schools in order to achieve universal access in 2014. The enrolment in

Grade R has increased steadily over the years and as at 30 July 2013 there were 240 263

learners receiving ECD services from 5244 practitioners.

Table 1: Grade R enrolment and practitioners deployed (30th July 2013)

District No. of Learners No. of

Practitioners

Amajuba 12 006 264

ILembe 16 051 387

Pinetown 29 318 637

Sisonke 18 707 449

Ugu 20 316 450

UMgungundlovu 16 110 435

Umkhanyakude 21 948 479

Umlazi 19 191 355

Umzinyathi 17 019 343

Uthukela 20 068 351

Uthungulu 27 664 619

Zululand 21 865 475

TOTAL 240 263 5 244


30

2.1 Early Childhood Development (ECD) infrastructure As a consequence of White Paper 5 of 2001, where universal access to Grade R by 2014 was

promulgated, the Department has implimented in an aggressive programme to provide Grade

R facilities to meet this target. Over and above the schools identified by Districts to receive

these facilities, through a dedicated ECD budget, the inclusion of ECD facilities at all the new

primary schools and upgrades to existing primary schools is now the norm. The infrastructure

facilities provided are:

75m2 classrooms, inclusive of a 12m2 storeroom Covered play area Outdoor play equipment Jungle gym and swings Small toilets for kids

All these facilities are contained within a dedicated, secured area separated from the rest of

the school by a 1,2m fence. If the fence forms part of the perimeter fence, that portion is

1,8m high.

The Department of Education is busy with 1323 classrooms and 2803 toilets seats for ECD

over the current MTEF periods which are at various stages of planning or construction, with

119completed during the current financial year. It is envisaged that a target of 300 ECD

classrooms will easily be met by the end of the current financial year.

3 Infrastructure Planning and Delivery Management The Department of Education continues to create learning spaces that will enhance teaching

and learning and make education an inspirational process. Through the infrastructure unit,

many of the new initiatives that seek to transform the schooling system are being

accommodated. These include the recapitalization and extension of technical and agricultural

schools and institutionalizing the model schools. The Department of Education is also in the

process of establishing a Maritime School of Excellence.

Commitments to the transformation process are taking place in the context of limited

resources and increasing backlogs. In monetary terms, the cost of addressing backlogs has

increased because of rising building costs and additional commitments.



30

2.1 Early Childhood Development (ECD) infrastructure As a consequence of White Paper 5 of 2001, where universal access to Grade R by 2014 was

promulgated, the Department has implimented in an aggressive programme to provide Grade

R facilities to meet this target. Over and above the schools identified by Districts to receive

these facilities, through a dedicated ECD budget, the inclusion of ECD facilities at all the new

primary schools and upgrades to existing primary schools is now the norm. The infrastructure

facilities provided are:

75m2 classrooms, inclusive of a 12m2 storeroom Covered play area Outdoor play equipment Jungle gym and swings Small toilets for kids

All these facilities are contained within a dedicated, secured area separated from the rest of

the school by a 1,2m fence. If the fence forms part of the perimeter fence, that portion is

1,8m high.

The Department of Education is busy with 1323 classrooms and 2803 toilets seats for ECD

over the current MTEF periods which are at various stages of planning or construction, with

119completed during the current financial year. It is envisaged that a target of 300 ECD

classrooms will easily be met by the end of the current financial year.

3 Infrastructure Planning and Delivery Management The Department of Education continues to create learning spaces that will enhance teaching

and learning and make education an inspirational process. Through the infrastructure unit,

many of the new initiatives that seek to transform the schooling system are being

accommodated. These include the recapitalization and extension of technical and agricultural

schools and institutionalizing the model schools. The Department of Education is also in the

process of establishing a Maritime School of Excellence.

Commitments to the transformation process are taking place in the context of limited

resources and increasing backlogs. In monetary terms, the cost of addressing backlogs has

increased because of rising building costs and additional commitments.



31

However, despite the backlog and challenges within the built environment, the department

has continued to provide facilities to all districts in the province.

3.1 Infrastructure Achievements On an annual basis, the Department of Educationspends an allocation of R2.6 billion on

various infrastructure projects. This allocation has been used to create additional learning

spaces and to rehabilitate the current learning environments. Through this allocation, the

Department has also contributed to the creation of job opportunities, thereby contributing to

addressing unemployment

Since 2009, the Department of Education has noted significant achievements. The most

notable being its ability to have spent fully the entire infrastructure budget on the delivery of

facilities for the past 7 years. In the context thereof, the achievements for the past 5 years

can be summarised as follows (6 months of current financial year):

Table 7: Infrastructure Achievements 2008/2009 2009/2010 2010/2011 2011/2012 2012/2013 2013/2014 TOTALS

New Schools 2 6 19 10 14 5 56 Standard Classrooms 341 1515 1831 1227 1350 209 6473 Grade R Classrooms 0 154 98 123 392 119 886 Laboratories 12 35 108 49 81 9 294 Multi-purpose Classrooms 42 35 81 180 213 8 559 Computer Rooms 13 17 37 75 82 6 230 Media Centres 15 27 73 59 11 208 Mobile Classrooms 20 211 51 42 82 0 406 Administration Blocks 33 71 94 65 100 9 372 Kitchens / Nutrition Blocks 4 65 126 285 480 Toilets Seats 3111 3029 3443 3779 3211 1142 17715 Water Tanks 711 610 439 411 609 96 2876 Boreholes 42 48 90 180 Fencing 201 232 25 32 135 23 648 Schools Rehabilitated 227 341 692 407 313 1980


32

3.1.1 New Schools (This programme includes replacement schools) A total of 25 new schools were at different levels of construction in 2013/14. Thirteen of these

schools are earmarked for completion in the current financial year. An additional 39 schools

are in the different levels of designs and due for construction in the 2013 MTEF.

The rapid urbanization has exerted pressure on the Department to respond by providing

learning space on an increasing basis while it ensures that rural communities are not

neglected. The ambitious Cornubia Development has opened an opportunity for the

department to support eThekwini Municipality in realizing a sustainable community

development through collaborative planning. Three schools are earmarked for the

development with the first schools targeted to be completed in 2015.

3.1.2 Eradication of Mud Schools There are no mud schools in the province of KwaZulu-Natal. In the past few years, the

Department has replaced all 54 schools in the province which were built from mud or

inappropriate materials. These schools were largely in the Umzimkhulu Municipal area, which

the Province inherited from Eastern Cape. The communities in the affected areas can now

send their children to schools to learn under dignified conditions. The Department is currently

focusing on the replacement of isolated mud structures which have been identified in some of

schools.

3.1.3 Upgrades and Laboratories The changing curriculum has placed a huge responsibility on the Department to provide

laboratories, computer rooms, workshops and media centres. The Curriculum Redress sub-

programme is used to respond to this responsibility and is central to the improvement of the

Mathematics and Science teaching in high schools. The initial schools identified were planned

to also be used by other schools and to decrease the distance to the nearest school with a

laboratory until all schools have laboratories. A total of 280 special classrooms are planned

for 2013/14 financial year.



32

3.1.1 New Schools (This programme includes replacement schools) A total of 25 new schools were at different levels of construction in 2013/14. Thirteen of these

schools are earmarked for completion in the current financial year. An additional 39 schools

are in the different levels of designs and due for construction in the 2013 MTEF.

The rapid urbanization has exerted pressure on the Department to respond by providing

learning space on an increasing basis while it ensures that rural communities are not

neglected. The ambitious Cornubia Development has opened an opportunity for the

department to support eThekwini Municipality in realizing a sustainable community

development through collaborative planning. Three schools are earmarked for the

development with the first schools targeted to be completed in 2015.

3.1.2 Eradication of Mud Schools There are no mud schools in the province of KwaZulu-Natal. In the past few years, the

Department has replaced all 54 schools in the province which were built from mud or

inappropriate materials. These schools were largely in the Umzimkhulu Municipal area, which

the Province inherited from Eastern Cape. The communities in the affected areas can now

send their children to schools to learn under dignified conditions. The Department is currently

focusing on the replacement of isolated mud structures which have been identified in some of

schools.

3.1.3 Upgrades and Laboratories The changing curriculum has placed a huge responsibility on the Department to provide

laboratories, computer rooms, workshops and media centres. The Curriculum Redress sub-

programme is used to respond to this responsibility and is central to the improvement of the

Mathematics and Science teaching in high schools. The initial schools identified were planned

to also be used by other schools and to decrease the distance to the nearest school with a

laboratory until all schools have laboratories. A total of 280 special classrooms are planned

for 2013/14 financial year.



33

3.1.4 Recapitalisation of Technical and Agricultural Schools Since 2010 the Department of Education has recapitalised 32 schools into technical schools.

The Department has completed 15 workshops in 6 technical high schools in its attempt to

recapitalize the technical schools and give credence to its commitments to transforming the

schooling system. More technical schools are planned for construction and/or recapitalization.

There are three Agricultural schools that are being revitalised by the Department of

Education. The ultimate plan is to have at least one Agricultural High school per district. An

additional fourth Agricultural school will be opened in the 2014 school year.

3.1.5 Water and Sanitation The issue of water and sanitation continues to be a challenge. While the Department has built

more than 1142 toilets seats as at the end of the 2nd quarter of 2013/14, and restored dignity

to many learners and schools, sanitation service at many schools are still below the minimum

functionality level. This is largely due to ageing infrastructure that cannot be economically

upgraded. In the last five years the Department of Education has built more than 17700 toilets

seats.

3.1.6 Electrification There are 5400 school in the province that have electricity, with only 540 schools yet to be

electrified. The fact that the 5400 schools have electricity is a testimony to the departments

commitment to improving the quality of the education. The electrification programme

continues to be rolled-out with assistance from the Department of Basic Education. Provision

and maintenance of solar electrical systems by the Department is receiving attention.

However, the rampant vandalism of the panels and battery storage is an area of concern that

requires consolidated input of all role players.

3.1.7 Education for Learners with Special Education Needs (LSEN) and Full Service Schools (FSS) infrastructure A dedicated programme totalling 142 schools (61 LSEN and 81 FSS) has 64 projects at various

stages of planning and 68 under construction. Eight (8) LSEN school projects are large in

nature with the provision of hostel accommodation and dining halls in addition to the


34

specialist and general infrastructure accommodation requirements for LSEN schools. The

balance of the LSEN school projects are smaller and involve upgrades and additions and/or

renovations.

The Full Service School projects include the building of support centres, addressing

accessibility ramps, and general repairs and renovations. During this financial year, 10 projects

have been completed.

4 No-Fee Schools

In 2013, the number of no-fee schools was 4904 which includes farm schools. This equates to

80% of schools with 1 873 585 learners benefiting from the budget of R1.747 billion allocated

to Education for this purpose.



34

specialist and general infrastructure accommodation requirements for LSEN schools. The

balance of the LSEN school projects are smaller and involve upgrades and additions and/or

renovations.

The Full Service School projects include the building of support centres, addressing

accessibility ramps, and general repairs and renovations. During this financial year, 10 projects

have been completed.

4 No-Fee Schools

In 2013, the number of no-fee schools was 4904 which includes farm schools. This equates to

80% of schools with 1 873 585 learners benefiting from the budget of R1.747 billion allocated

to Education for this purpose.



35

5 Financial Allocation to Learners in the System

The per capita allocation for each learner has increased to R932 for Quintile 1 to 3, R509 for

Quintile 4 and R175 for Quintile 5 schools. This has ensured that schools are supported to

provide basic requirements for teaching and learning.

6 Aspects of the outcomes of the Curriculum Management Strategy

In addition to the achievements that the Department has recorded over the 5 year period,

one of the major shifts to affect teaching and learning has been the development of the

Curriculum Management and Delivery Strategy. This is a strategy that sought to locate

teaching and learning at the centre of all the work that the Department does. The Curriculum

Management Strategy has sought to improve the quality of teaching and learning in our

schools.

6.1 Grade 12 Learner Camps

The province organised extra tuition classes during the winter school holidays. These were

done in the form of learner camps and the programme took place during the period 23 28

June 2013. Fifty (50) venues were utilized for the learner camps; 35 venues were resident and

15 non resident, Umkhanyakude and Ugu district. A total of 11,514 learners attended.

Over and above these, other schools conducted their own extra tuition classes during the

same period. All extra tuition classes were monitored by both district and head office officials.

Spring classes were organized by all districts for the purpose of revision and preparation for

the final examinations. These took place during the September holidays and a total of 18 417

learners were involved.

6.2 Learning and Teaching Support Support Materials (LTSM)

Over the past four years, the KwaZulu-Natal Department of Education has provided LTSM in the form

of textbooks and stationery to 5935 public ordinary schools on an annual basis through the

allocation from Norms and Standards for school funding. The supply and distribution of LTSM

(stationery and textbooks) to 3171 schools without Section 21 (1) (c) function is managed by the

Department through a managing agent. In this regard, the KwaZulu-Natal Department of Education


36

purchases LTSM on behalf of these schools in terms of the South African Schools Act. Throughout

this period, the Department has ensured that all schools receive their textbooks and stationery on

time, well ahead of the commencement of the school year. This has ensured that schooling starts on

day 1 of schools.

There are 2764 schools with Section 21 (1) (c) function which purchase LTSM on their own, subject to

them meeting conditions set by the Department in line with Supply Chain Management

requirements. It is also noteworthy that these schools have always met the requirements and their

transfers made in order that they can purchase their textbooks.

6.3 Classroom Equipment

The provision of quality basic education is a fundamental requirement for all children irrespective of

their socio-economic circumstances. The KZN Department of Education (KZN DoE) has consistently

sought to improve the conditions of our schools in order to support and promote teaching and

learning. The MEC and HOD of the Department of Education have identified the provision of

minimum and basic classroom equipment as a means to improve teaching and learning for the

realization of the goal of quality education for all. Since 2012 onwards the KZN DoE has prioritized

procurement of classroom equipment to ensure that a minimum level of resource provisioning is

guaranteed for all public schools. Through this programme, the Department of Education has

provided the following items to support classroom teaching and learning:

(i) Interactive White Boards

(ii) Mathematics and English FAL Wall Charts for Intermediate Phase

(iii) Mathematics Wall Charts for Grades 10 - 12

(iv) Mathematics Apparatus and Manipulatives for Grades 1 - 12

(v) Technology Equipment and Consumables for Grades 4 - 9

(vi) Natural Sciences Equipment and Consumables for Grades 4 9

(vii) Natural Sciences Dictionaries for Grades 8 & 9

(viii) Life Sciences Equipment, Consumables and Models/Specimen

(ix) Geography Maps, Wall Charts and Globes for Grades 10 12

(x) Microsoft Licenses for Schools



36

purchases LTSM on behalf of these schools in terms of the South African Schools Act. Throughout

this period, the Department has ensured that all schools receive their textbooks and stationery on

time, well ahead of the commencement of the school year. This has ensured that schooling starts on

day 1 of schools.

There are 2764 schools with Section 21 (1) (c) function which purchase LTSM on their own, subject to

them meeting conditions set by the Department in line with Supply Chain Management

requirements. It is also noteworthy that these schools have always met the requirements and their

Documents

NSC Document Examination 2013