Deputy director-general: curriculum branch PORTFOLIO COMMITTEE MEETING PROGRESS ON THE IMPLEMENTATION OF THE INCREMENTAL INTRODUCTION OF AFRICAN LANGUAGES (IIAL) DR MJ MABOYA Deputy director-general: curriculum branch DATE: 28 FEBRUARY 2017 VENUE: CAPE TOWN

PRESENTATION OUTLINE Purpose National Development Plan Policy and Legislative Framework Objectives of IIAL Schools not offering IIAL Schools implementing IIAL Progress Projections Challenges and Remedial Measures Recommendations 2

To present a progress report on the Implementation of IIAL 1. PURPOSE To present a progress report on the Implementation of IIAL 3

2. NATIONAL DEVELOPMENT PLAN (NDP) The NDP:471 states that: “Since a few non-African South Africans speak any African language, a second challenge is to encourage those for whom an African language is not a mother tongue to develop at least a conversational competency in one of these languages. This will enrich the experience of the language learners. Both government and society should promote and celebrate this form of multilingualism. Knowing each others’ languages can play a profound role in promoting understanding and developing social cohesion.” 4

3. POLICY AND LEGISLATIVE FRAMEWORK The IIAL is underpinned by the following policies and legislations: The Constitution of the Republic of South Africa The South African Schools Act 84 of 1996 (SASA) The National Education Policy Act 1996 (Act 27 of 1996) The Language in Education Policy (LiEP) 1997 The National Curriculum Statement - Grades R-12 (Curriculum and Assessment Policy Statement [CAPS]) Recommendations of the National Development Plan (NDP) 5

4. OBJECTIVES OF IIAL Strengthen the use of African languages at a home language level; Improve proficiency in and utility of the previously marginalized African languages; Increase access to languages by all learners, beyond English and Afrikaans; Promote social cohesion; Expand opportunities for the development of African languages to help preserve heritage and cultures. Ensure that all learners offer at least one previously marginalised official African language as part of their curriculum requirement; and Target all schools that are currently not offering a previously marginalised official African language (3 558); 6

5. SCHOOLS NOT OFFERING IIAL Prov Target Schools Languages Learners GP 682 IsiZulu, IsiXhosa, Setswana, Sesotho, Sepedi, and Xitsonga 74511 KZN 686 IsiZulu, IsiXhosa, Sesotho 20126 MP 184 Siswati, IsiZulu, IsiNdebele 360 EC 508 IsiXhosa and Sesotho 22945 NW 260 Setswana, IsiXhosa and IsiZulu 8007 FS 147 Sesotho, IsiXhosa, IsiZulu and Setswana 11689 NC 29 Setswana and IsiXhosa 17381 LP 245 Sepedi, Setswana, Tshivenda, and Xitsonga 14358 WC 817 IsiXhosa 1320 Total 3 558   170697 7

6. SCHOOLS IMPLEMENTING IIAL Prov 2016 IIAL Schools Languages Teachers Classes Learners GP 198 IsiZulu, IsiXhosa, Setswana, Sesotho, Sepedi, and Xitsonga 818 1788 74511 KZN 309 IsiZulu, IsiXhosa, Sesotho 1211 20126 MP 4 Siswati, IsiZulu, IsiNdebele 9 360 EC 134 IsiXhosa and Sesotho 1506 22945 NW 35 Setswana, IsiXhosa and IsiZulu 372 8007 FS 93 Sesotho, IsiXhosa, IsiZulu and Setswana 474 11689 NC 8 Setswana and IsiXhosa 435 17381 LP 51 Sepedi, Setswana, Tshivenda, and Xitsonga 359 14358 WC 10 IsiXhosa 33 1320 Total 842   1462 6187 170697 8

7. PROGRESS 9

7.1 THE IIAL CURRICULUM The National Curriculum Statement (NCS) requires learners to offer two official languages, one of which must be the language of learning and teaching, and the other one as a subject. One language should be offered at Home Language level and the other one at First Additional Language level. There was no Second Additional Language (SAL) CAPS in the Foundation Phase. In 2015, the DBE appointed a task team to develop SAL CAPS in English. The FP SAL CAPS was versioned into the other ten official languages: The FP SAL CAPS were quality assured, printed and distributed to all schools that are implementing the IIAL. IsiZulu Sesotho IsiXhosa Sepedi IsiNdebele Setswana Siswati Xitsonga Tshivenda Afrikaans 10

7.2 LTSM AND OTHER RESOURCES In 2015 the DBE developed the Foundation Phase SAL Toolkit and distributed to all schools that are implementing the IIAL. The Toolkit comprises: Foundation Phase Curriculum and Assessment Policy Statement (CAPS) for Second Additional Language; Big Books; A set of Conversational Posters; An anthology of stories, songs and poems in all 11 languages; An Audio Compact disk with songs and dialogues in all 11 languages; and Lesson Plans which include activities and exemplar assessment tasks. 11

7.3 TEACHER PROVISIONING AND DEVELOPMENT In 2013, the National Core Training Team (NTT) capacitated provinces to cascade the IIAL training to all prospective teachers in all the districts. 66 and 70 subject advisors were trained in 2013 and 2014 respectively on SAL CAPS Grade 1-3 and the utilisation of IIAL Toolkit. 735 teachers have received IIAL orientation in 2016. Provincial IIAL teacher orientation workshops are held regularly on an on-going basis. 12

7.3 TEACHER PROVISIONING AND DEVELOPMENT CONT … Province Training Date No of Teachers Trained WC 18-22 Jan 2016 7 FS 16-19 Feb 2016 110 GP 25-28 Jan 2016 and 1-4 Feb 2016 289 KZN 28-30 Jan 2016 No indication LP 4-6 Feb 2016 58 NC 15-19 Feb 2016 36 NW 19-20 May 2016 35 EC 22-25 Feb 2016 200 MP Not reported Total 735 13

7.3 TEACHER PROVISIONING AND DEVELOPMENT CONT.. Provinces, depending on their contexts, are using different teacher provisioning models which include: new appointments; teachers in addition; retired teachers; teachers from existing staff establishment; and itinerant teachers. All 842 schools currently implementing IIAL have teachers: GP is using IIAL teachers for the 12 pilot schools and teachers from existing staff establishment for the rest of the implementing schools; KZN and EC are using educators declared in addition; NC, NW, FS and KZN appointed IIAL teachers; WC is utilising itinerant teachers; In 2014 and 2015 MP used retired teachers, student teachers and SGB appointments. Due to budgetary constraints, only 4 out of 41 schools managed to sustain IIAL implementation in 2016. The same modus operandi is expected to be used in 2017 implementation and beyond. 14

7.4 ASSESSMENT Exemplar assessment tasks are included in the Lesson Plans, which are part of the IIAL SAL Toolkit. The IIAL SAL Toolkit was distributed to all participating schools. IIAL does not form part of the SBA for promotion purposes. It is not for progression purposes. 15

7.5 MONITORING AND SUPPORT According to the DBE Annual Performance Plan (APP) 2016/17 a total of sixty schools (20 per annum) that are implementing the IIAL will be monitored as part of the Medium-Term targets for 2016/17, 2017/18, 2018/19 and 2019/2020. Schools will be monitored during April, May and August. The school monitoring visits include an interview with the principal/deputy principal and the teacher and an observation of an IIAL lesson. Additional monitoring and support will be provided through: Quarterly inter-provincial teleconferences The National Strategy for Learner Attainment (NSLA) Provincial Oversight Visits Subject Committee Meetings 16

Projection of number of schools implementing IIAL in 2017-2020 8. PROJECTIONS The 2017-2020 IIAL implementation will continue to target schools that are currently not offering a previously marginalised official African language as projected in the Table below: Projection of number of schools implementing IIAL in 2017-2020 Year of Implementation 2016/17 2017/18 2018/19 2019/20 Total No of Schools 842 1779 2669 3558 Percentage 24% 50% 75% 100% Total No of New Schools 937 890 889 17

8. PROJECTIONS CONT… Languages 29% 45% 2% 26% 13% 63% 28% 21% 1% 24% Prov Target Schools Languages 2016 IIAL Schools 2017 2018 Target No  %  50%  75% GP 682 IsiZulu, IsiXhosa, Setswana, Sesotho, Sepedi, and Xitsonga 198 29% 341 511.50 KZN 686 IsiZulu, IsiXhosa, Sesotho 309 45% 343 514.50 MP 184 Siswati, IsiZulu, IsiNdebele 4 2% 92 138 EC 508 IsiXhosa and Sesotho 134 26% 254 381 NW 260 Setswana, IsiXhosa and IsiZulu 35 13% 130 195 FS 147 Sesotho, IsiXhosa, IsiZulu and Setswana 93 63% 73.50 110.25 NC 29 Setswana and IsiXhosa 8 28% 14.50 21.75 LP 245 Sepedi, Setswana, Tshivenda, and Xitsonga 51 21% 122.50 183.75 WC 817 IsiXhosa 10 1% 408.50 612.75 Total 3 558   842 24% 1 779 2 669 * Mpumalanga piloted IIAL in 41 schools in 2014 and 2015. In 2016, only 4 schools implemented due to budgetary constraints. 18

9. CHALLENGES AND REMEDIAL MEASURES Post provisioning IIAL Bid to the National Treasury Provinces to use teacher provisioning model that suit their context, e.g. itinerant teacher, retired teachers, teachers from existing staff establishment Attitude towards African languages Vigorous advocacy campaigns Use of best practices Distance between schools Clustering of schools within a circuit Budgetary constraints Partnership with relevant stakeholders IIAL dedicated budget from the National Treasury 19

10. RECOMMENDATION It is recommended that the Portfolio Committee discusses the progress report and provide inputs and guidance. 20