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DR MJ MABOYA DATE: 27 JUNE 2017 VENUE: CAPE TOWN

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1 DR MJ MABOYA DATE: 27 JUNE 2017 VENUE: CAPE TOWN
Portfolio Committee on Basic Education Meeting PROGRESS REPORT ON THE IMPLEMENTATION OF THE INCREMENTAL INTRODUCTION OF AFRICAN LANGUAGES (IIAL) DR MJ MABOYA DATE: 27 JUNE 2017 VENUE: CAPE TOWN

2 PRESENTATION OUTLINE Purpose Introduction Background and Context
Legislative and Policy Directives Objectives of IIAL IIAL Implementation: Progress Report IIAL Plans for 2018 and Beyond Recommendations 2 2

3 1. PURPOSE To present a progress report on the implementation of the IIAL Strategy to the Parliamentary Portfolio Committee for discussion. 3 3

4 2. INTRODUCTION The National Development Plan (NDP: 471) states:
“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 4

5 3. BACKGROUND In 2013 the Department of Basic Education (DBE) announced plans to strengthen the teaching of African languages through the Incremental Introduction of African Languages (IIAL) Strategy. The IIAL is a priority programme aimed at promoting some aspects of social cohesion in our society. The IIAL strategy targets all schools that are currently not offering a previously marginalised official African language ( EMIS). It was piloted in Grades 1-2 in 264 schools in 2014 and 2015 across all provinces. In 2016, the IIAL was implemented in 842 schools (23.7%). Currently there are 973 (27%) schools that are implementing. 5 5

6 3.1 BACKGROUND… On 28 February 2017, the DBE presented the IIAL progress report to the Portfolio Committee. The Portfolio Committee responded as follows: Committed its full support for IIAL. Confirmed IIAL as an important priority programme. Raised concerns about different modes of implementation in provinces. Raised issues of slow progress. Requested the DBE to hold PEDs accountable for non-implementation of roll-out plan. 6 6

7 MMM and CEM Pronouncement:
3.2 BACKGROUND… MMM and CEM Pronouncement: The Minister’s Management Meeting (MMM) of 12 May 2017, resolved to recommend to the CEM that all schools that are currently not offering a previously marginalised official African language should implement in 2018. On 18 May 2017, the Council of Education Ministers’ Meeting (CEM) approved that all 3558 schools should implement the IIAL in Grade 1 in 2018. 7 7

8 4. LEGISLATIVE FRAMEWORK AND POLICY DIRECTIVES
The IIAL is underpinned by the following policies and legislations: The Constitution of the Republic of South Africa, 1996, Section 6 and Section 29 (the Bill of Rights): Section 6.1 the official languages of the Republic are Sepedi, Sesotho, Setswana, siSwati, Tshivenda, Xitsonga, Afrikaans, English, isiNdebele, isiXhosa and isiZulu. Section 6.2: recognises the historically diminished use and status of the indigenous languages…positive measures to elevate the status and advance the use of these languages. Section 6.4: All official languages must enjoy parity of esteem and be treated equitably. Section 29(2) everyone has the right to receive education in the official language or languages of their choice in public educational institutions where that education is reasonably practicable. 2. The South African Schools Act 84 of 1996 (SASA), Section 6(2) The governing body of a school should determine the language policy of a school and programmes for the redress of previously disadvantaged languages subject to the National Education Policy Act, the Constitution and any applicable provincial law. 3. The National Education Policy Act 1996 (Act 27 of 1996), Clause 4 The right of every learner to be instructed in the language of his or her choice where this is reasonably practicable (clause 4 (v)). The right of every person to use the language and participate in the cultural life of his or her choice within an education institution (clause 4 (viii)). 8 8

9 4.1 LEGISLATIVE FRAMEWORK AND POLICY DIRECTIVES…
4. The Language in Education Policy (LiEP) 1997 LiEP aims to pursue a language policy supportive of conceptual growth amongst learners by establishing “additive multilingualism as an approach to language in education” (DoE, 1997a: 2). The LiEP endorses: Multilingualism; The building of a non-racial nation; An additive approach to Language in Education, giving individuals the right to choose the language of learning and teaching (LoLT) at their school if it is practicable for the school to accommodate the choice of LoLT; and The promotion of the use of learners’ Home Language and at the same time to provide access to other languages. 5. The National Curriculum Statement (NCS) Grades R-12 Curriculum and Assessment Policy Statement (CAPS) follows an additive approach to the promotion of multilingualism and states explicitly that learners' home language should be used for learning and teaching wherever possible. 9 9

10 5. 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). 10 10

11 6. IIAL IMPLEMENTATION PROGRESS REPORT
11 11

12 6.1 BREAKDOWN OF SCHOOLS PER PROVINCE THAT WERE NOT OFFERING ANY AFRICAN LANGUAGE
EMIS Data Gauteng 682 KwaZulu-Natal 686 Mpumalanga 184 Eastern Cape 508 North West 260 Free State 147 Northern Cape 29 Limpopo 245 Western Cape 817 Total 3 558 12

13 6.2 BREAKDOWN PER PROVINCE OF SCHOOLS THAT HAVE STARTED TO OFFER AFRICAN LANGUAGES
Target Languages 2014 2015 2016 2017 % GP 682 IsiZulu, IsiXhosa, Setswana, Sesotho, Sepedi, and Xitsonga 12 198 246 36% KZN 686 IsiZulu, IsiXhosa, Sesotho 15 309 314 46% MP 184 Siswati, IsiZulu, IsiNdebele 39 4* 2% EC 508 IsiXhosa and Sesotho 114 134 138 27% NW 260 Setswana, IsiXhosa and IsiZulu 10 35 50 19% FS 147 Sesotho, IsiXhosa and IsiZulu 0** 33 93 131 89% NC 29 Setswana and IsiXhosa 5 8 26 90% LP 245 Sepedi, Setswana, Tshivenda, and Xitsonga 51 54 22% WC 817 IsiXhosa 1% Tot 3 558 231 264 842 973 * Mpumalanga piloted IIAL in 39 schools in 2014 and In 2016 and 2017, only 4 schools implemented without the provincial support due to budgetary constraints. ** FS joined the IIAL in 2015 with 33 schools. Of the 147 schools, 131 are implementing in 2017. 13

14 6.3 IIAL IMPLEMENTATION IN 2017
There are currently 973 (27%) that are implementing the IIAL in 2017. Free State is currently implementing the IIAL at 89%, despite joining the IIAL programme only in 2015. Limpopo, during the last TDCM meeting, reported that there are only 5 schools left to reach 100%. The DBE is awaiting official correspondence from the province in this regard. Northern Cape is implementing in 27 schools out of 29. However, during the NSLA Provincial Visit they reported 114 as their 2018 target. Clarity on this disparity raised during the IIAL Teleconference on 16 May 2017 and official correspondence awaited. Eastern Cape (27%), Gauteng (36%), North West (19%) and KZN (46%) are implementing below 50% mark. The Western Cape (1%) and Mpumalanga (2%) are of great concern. Provinces cite budget, particularly with regard to teacher provisioning, as the main constrainer. 14 14

15 6.4 SHARING EXPERIENCES AND SUCCESSES: FREE STATE
Challenges Experience and Success Post provisioning Planned in collaboration with Human Resource (HR) Developed criteria for recruitment Appointed permanent post level 1 teachers Attitude towards African languages Implemented an advocacy campaign for principals and SGBs Conducted quarterly consultative meetings held with principals Teacher Capacity Conducted intensive training for teachers and HODs  before implementation. Held quarterly meetings with teachers to prepare them for the next term. Used meetings as a platform to share best practices. Promoted the use of ICT to share ideas. 15

16 6.4 SHARING EXPERIENCES AND SUCCESSES: GAUTENG
Challenges Experience and Success Post provisioning Used a combination of different teacher provisioning models: Created IIAL posts, Utilised teachers from existing staff establishment, and SGB appointed teachers. Attitude towards African languages Senior Managers advocated IIAL to all the target schools in curriculum roadshows. Teacher Capacity Trained teachers from existing staff establishments. Orientated SGB appointed teachers on IIAL. Target To reach 517 schools before the end 2017 16

17 6.4 LESSONS TO ENHANCE PROGRESS IN 2017/18
Use different teacher provisioning models to lessen budgetary constraints: Itinerant model Teachers from existing staff establishment model Utilisation of ICT as a support mechanism Use ICT more effectively for training teachers and classroom teaching: Currently most of the schools identified are using ICT and do have access to technology; and Engage with private schools to leverage on best practices. 17 17

18 6.5. IIAL RESOURCES AND SUPPORT
The DBE, provinces and districts provided the following necessary support to all implementing schools: Provisioning of teachers, Teacher orientation / training, Provisioning of Teaching and Learning Support Materials, Monitoring and support the implementation of the IIAL, and Vigorous advocacy campaign. 18 18

19 7. IIAL PLANS FOR 2018 AND BEYOND
19 19

20 7.1 CEM PRONOUNCEMENT On 18 May 2017, the CEM approved that all schools should implement the IIAL in Grade 1 in 2018: Targets for 2017 to 2020 compressed into one Target for 2018. All the provinces committed to implement the IIAL in all their target schools by 2018. The DBE committed to provide all implementing schools with the necessary LTSM, including audio visual lessons. 20 20

21 7.2 IIAL TARGET SCHOOLS: 2018 Languages Prov Overall Target Schools
 Implementing Schools GP 682 IsiZulu, IsiXhosa, Setswana, Sesotho, Sepedi, and Xitsonga 246 36% 436 KZN 686 IsiZulu, IsiXhosa, Sesotho 314 46% 372 MP 184 Siswati, IsiZulu, IsiNdebele 4 2% 180 EC 508 IsiXhosa and Sesotho 138 27% 370 NW 260 Setswana, IsiXhosa and IsiZulu 50 19% 210 FS 147 Sesotho, IsiXhosa and IsiZulu 131 89% 16 NC 29 Setswana and IsiXhosa 26 90% 3 LP 245 Sepedi, Setswana, Tshivenda, and Xitsonga 54 22% 191 WC 817 IsiXhosa 10 1% 807 Total 3 558 973 2585 21

22 7.3 PHASED IIAL IMPLEMENTATION
The IIAL will be implemented incrementally in all the targeted schools in Grade 1 in 2018 and in subsequent years until Grade 12 in 2029. Human Resource capacity will be developed concurrently to ensure effective and efficient implementation from phase to phase. The implementation will be staggered per phase as follows: Phase Grades R -12 Grade Year Phase 1 Foundation Phase Grade 1-3 Phase 2 Intermediate Phase Grades 4-6 Phase 3 Senior Phase Grades 7-9 Phase 4 FET Phase Grades 10-12 22

23 7.3 IIAL SECTOR IMPLEMENTATION PLAN…
Ensuing the CEM decision, the DBE is developing a revised IIAL Sector Implementation Plan. The IIAL Sector Implementation Plan will provide guidance to the system on how the IIAL will be implemented. The IIAL Sector Implementation Plan is premised on the following pillars: Communication with PEDs Establishment of IIAL Support Structures at all levels Teachers provisioning Teacher orientation / training Provisioning of LTSM Utilisation of ICT Advocacy Campaigns Monitoring and Support 23 23

24 7.4 ROLES AND RESPONSIBILITIES: DBE
Performance Indicator Activity Responsibility Time - Frames 2017 Communication with the PEDs DG’s signed letter to PEDs HODs informing them of the CEM decision. DBE 23 June 2017 Audit of IIAL target schools per phase Audit of schools not offering an African language as a subject in – Lurits 2016: Foundation and Intermediate Phase Senior and FET Phase Done DBE IIAL Support Structure Revitalisation of transversal IIAL support structures in the DBE IIAL Sector Implementation Plan: Development of IIAL Sector Implementation Plan: 4. Dedicated IIAL Budget IIAL Bid to the National Treasury 31 July 2018

25 7.4 ROLES AND RESPONSIBILITIES: DBE …
Performance Indicator Activity Responsibility Time - Frames 2017 5. Teacher Training / Orientation IIAL Orientation to the National Core Training Team (NCTT): 9 provincial FP Subject Advisors and 81 district x 3 FP Subject Advisors = 243 DBE 21-24 Aug 2017 6. Provisioning of LTSM Develop, print and distribute Grade 1-2 SAL Toolkit Workbooks, Big Books, Lesson Plans Posters 31 Aug 7. Utilisation of ICT Audit, develop and distribute ICT resources for teacher training and learner support: Interactive Workbooks and Posters Audio Lessons African Languages Stories APP DBE / PED 8. Advocacy Campaign Consult and conduct an audit of relevant stakeholders Interprovincial Fora IIAL Provincial Imbizo On-going 31 July 9. Monitor and Support Monitor and provide support on the implementation of IIAL in sample of schools across all provinces as part of the APP

26 7.5 ROLES AND RESPONSIBILITIES: PEDS
Performance Indicator Activity Responsibility Time - Frames 2017 1. Communication with the Districts, Circuits and all the targeted schools Issuing of letter /circular to districts, circuits and schools about the IIAL implementation, informing them of the CEM resolution to implement the IIAL in all Grade 1 schools in 2018 and in subsequent years in other Grades. PEDs Circuits 21 July 2017 Audit of IIAL target schools per phase Audit of schools not offering an African language as a subject in – Lurits 2016: Foundation and Intermediate Phase Senior and FET Phase 3-31 July 2017 IIAL Support Structure Establishment of IIAL support structures at PEDs, Districts, Circuits, and Clusters. Curriculum, HRD, TD, LTSM, Infrastructure, etc. and to be headed by DDG curriculum 31July 2017

27 7.5 ROLES AND RESPONSIBILITIES: PEDS …
Performance Indicator Activity Responsibility Time - Frames 2017 4. Provincial IIAL Implementation Plan per Phase: FP IP SP FET Plan showing the provincial readiness to implement the IIAL in each phase in Plan should show: Number of schools, Number of classes, Number of learners, Languages, Number of teachers and teacher provisioning model, LTSM needs, Training needs, Monitoring and support, and Advocacy. PEDs 31 July 2017 5. Teacher Training / Orientation Cascade IIAL Orientation 3 day programme to all FP teachers in all the targeted schools PEDs / NCTT 1-30 Sept 2017 6. Provisioning of LTSM Providing the DBE with statistical data for LTSM delivery 7. Advocacy Campaign Consult all relevant stakeholders SGBs PEDs/Districts Circuits 31 July On-going 8. Monitor and Support Monitor and support the implementation of IIAL in all schools on a regular basis. PEDs / Districts

28 8. RECOMMENDATION It is recommended that the Parliamentary Portfolio Committee discusses the progress on the implementation of the IIAL Strategy. 28 28

29 THANK YOU


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