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 REPORT11 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 BEYOND19 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