1. 2017/18 Strategic and Annual Performance Plans, and Budget Presentation to the Portfolio Committee on Basic Education
04 May 2017

2. PRESENTATION OUTLINE Opening Remarks Overview SACE Vision and Mission
SACE Values
Strategic Outcomes Oriented Goals 2014/15 – 2019/20
Alignment of Mandates
2017/18 Programmes and Sub-Programmes Plans
2017/18 Budget

3. OVERVIEW
Teacher professionalization and professional practice standards development process is in progress in collaboration with the DBE, DHET, JET Education Services, Teachers Unions, ELRC, Education Deans Forum and all other stakeholders.
The CPTD Management System funding challenge has been resolved with a more permanent solution. SACE is now receiving direct funding from fiscus in line with Appropriation Act 2017, and Section 19 of the SACE Act.
SACE-HEIs collaboration on verification of qualifications and curbing fraudulent qualifications. Linked to this, is the verification of schools in terms of the registration applicants’ employment status, and a smaller scale SAQA qualification verification research project to test the magnitude of the problem.
Extension of the SACE provincial presence to three additional provinces – Limpopo, Eastern Cape and Western Cape Provinces.

4. VISION
To promote professionalism amongst all educators in South Africa by ensuring that our services are easily accessible, continuously empowering through development, ensuring commitment to the profession and adherence to the ethos of education as enshrined in the South African Constitution.
MISSION
Mission SACE shall strive to ensure that the education system is enriched, by providing properly registered and professionally developed educators that would display professionalism.

5. VALUES SERVICE-ORIENTED
Ensure that the teaching profession in general and educators in particular are serviced satisfactorily at all times. Servicing educators is priority number one for all SACE employees.
QUALITY
Provide quality and excellent service to educators and the profession as a whole.
OPENNESS AND TRANSPARENCY
All SACE matters should be treated with honesty and sincerity. SACE will strive to engage and consult with its stakeholders on various matters regularly.
PROFESSIONALISM
Display high level of professionalism at all times.

6. STRATEGIC OUTCOMES ORIENTED GOALS 2014/15 – 2019/20
Maintain an updated register of all qualified educators, sub registers of special categories, and issue relevant different certificates.
Set and maintain ethical standards and process complaints.
Improved participation in Continuing Professional Development that contributes to quality teaching and learning.
Improved research production to advise and inform the teaching profession.
Enhance teacher professionalization.

7. alignment to mandates sustainable development goal - 4 Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

8. ALIGNMENT OF MANDATES NDP VISION 2030
PROFESSIONAL STANDARDS
“Attention should be given to the Continuing Professional Development of teachers and promotion of Professional Standards. Bodies such as the South African Council for Educators and specialist subject associations need to play a greater role in this”.
Quality Assurance of PD Programmes and Providers, and ensuring that teachers earn PD Points from these programmes
Monitoring and Evaluation: Quality and Relevance of PD provisioning, uptake by educators, and “impact / effect” in the system
PROFESSIONAL CERTIFICATION
“Investigate introducing professional certification. Newly qualified teachers would need to demonstrate certain competencies before they are employed in schools, and after that they would be offered preliminary or probationary certification, to be finalised based on demonstrated competence”.
“The professional certification of all teachers would need to be renewed periodically (for example, every five years), serving as an incentive for teachers to undertake Continuous Professional Development”.

9. NPFTED (2007)
Section 53: “the South African Council for Educators (SACE), as the professional body for professional educators, will have the overall responsibility for the implementation, management and quality assurance of the CPTD system. SACE will be provided with the necessary resources and support to undertake that to undertake that role”
NQF Act no.67 of 2008
Professional Bodies Recognition by SAQA
Section 29: “A statutory or non-statutory body of expert practitioners in an occupational field must apply in the manner prescribed by the SAQA in terms of section 13(1)(i)(i) to be recognised as a professional body in terms of this Act”
Development and Registration of the Professional Designation on the NQF
Section 30: “A professional body that is recognised in terms of section 29 must apply to the SAQA, in the manner determined by the SAQA in terms of section 13(1)(i)(ii), to register a professional designation on the NQF”.
Cooperation with other QCs
Section 28: Despite the provisions of any other Act, a professional body must co-operate with the relevant QCs in respect of qualifications and quality assurance in its occupational field

10. ALIGNMENT OF MANDATES….
EMPLOYMENT OF EDUCATORS ACT (1998)
The Employment of Educators Act 1998 Section 15 (2) directs that if the name of an educator is struck off the register of educators kept by The South African Council for Educators, the Educator shall, notwithstanding anything to the contrary contained in this Act, be deemed to have resigned with effect from the day following immediately after the day on which the Educators name was struck off.
MTSF Output 1 and Priority Goal 16 of the Action Plan 2019 in terms of Teacher Capacity and Professionalism
SACE Act no.31 of 2000 as amended
Registration of Educators
Manage a system for Continuing Professional
Teacher Development for all Educators
Set and Maintain Ethical and Professional Standards

11. PROGRAMME AND
SUB-PROGRAMME PLANS

12. PROGRAMME1: REGISTRATION
PURPOSE:
Register qualified educators and create sub registers for special categories;
Maintain and update educator database;
Enhance the quality of the registration of teachers by introducing standards; and
Validate all registrations current and new.
KEY FUNCTIONS:
Determine minimum criteria and procedures for registration or provisional registration;
Consider and decide on any application for registration or provisional registration;
Keep a register of the names of all persons who are registered or provisionally registered;
Determine the form and contents of the registers and certificates to be kept, maintained or issued, the periods within which they must be reviewed and the manner in which alterations thereto may be effected;
Determine period of validity of the registration or provisional registration; and
Verification of qualifications and standing.

13. Programme performance indicators and Annual Targets for 2017/18
REGISTRATION CONT….
Programme performance indicators and Annual Targets for 2017/18
STRATEGIC OBJECTIVE
PROGRAMME PERFORMANCE INDICATOR
MEDIUM-TERM TARGETS
2017/18
2018/19
2019/20
To register all qualified educators.
Number of educators registered in the reporting period including on-line registrations.
25 000
20 000
Number of registrations updated in the reporting period.
40 000
Verification of qualifications and vetting.

14. QUARTERLY TARGETS FOR 2017/18
PERFORMANCE INDICATOR
REPORTING PERIOD
ANNUAL TARGET 2017/18
QUARTERLY TARGETS
1st
2nd
3rd
4th
Number of educators to be registered and to be issued with specialized certificates.
Quarterly
25 000
(or 80% of applications)
6 500
7000
5 000
Number of educator registrations to be updated in the reporting period
40 000 (80% of applications)
10 500
9 500
Verification of qualifications and Vetting
(at least 5% per quarter).
65 000
17 000
16 500
14 500

15. ISSUES CHALLENGES PROGRESS
Vetting of Educators and Verification of Qualifications
SACE is striving to address the vetting of educators and verification of qualifications, however, progress on this matter is hampered by challenges with its capacity and financial resources.
Coupled with this, is the emerging trends in fraudulent qualifications submitted during the registration process in its national and two provincial provinces.
Engaged in a process of redefining and re-conceptualising SACE’s role and responsibility in Vetting and Verification in relation to other public entities and government departments with the same responsibilities, such as, SAQA, DHET, PEDs, HIEs and others.
Structured and formal collaboration network between SACE and these public entities and government departments on vetting and verification
Effect section 26 (1) of the SACE Act – “”. A higher education institution and the employer of an educator must furnish the council, at its request, with such information as is reasonably required by the council for the performance of its functions”
Process of engaging individual HEIs is in progress
Small scale verification research, in collaboration with SAQA, to examine the extent of the problem in terms of fraudulent qualifications is at an advanced stage.
SAQA’s new foreign qualification process includes qualification verification as of the 1st April 2017
Registration Database Clean-up
The process of cleaning the registration database in order to have current and usable data for planning and related purposes is taking long due to financial resources
Removal of the Deceased educators data from the Department of Home Affairs
Retired educators marked on the system and soft-deleted
Newly updated registration form with additional fields

16. PROGRAMME 2 : ETHICS PURPOSE: KEY FUNCTIONS:
Promote ethical conduct among educators through the development and enforcement of the Code of Ethics.
Facilitate interventions and support for schools, educators and school communities on ethical matters.
KEY FUNCTIONS:
To uphold the image of the teaching profession by reviewing the Code of Professional Ethics periodically;
To investigate complaints of improper conduct against educators;
To institute disciplinary hearings at the behest of the Council where evidence of a breach of the Code of Professional Ethics for Educators has been found; and
To render legal advice to the Council.

17. PROGRAMME PERFORMANCE INDICATORS AND ANNUAL TARGETS 2017/18
ETHICS CONT….
PROGRAMME PERFORMANCE INDICATORS AND ANNUAL TARGETS 2017/18
STRATEGIC OBJECTIVE
PROGRAMME PERFORMANCE INDICATOR
MEDIUM-TERM TARGETS
2017/18
2018/19
2019/20
To maintain the ethical standards of the teaching profession.
Number of beneficiaries to be apprised of the Code of Professional Ethics, i.e. Educators, parents and officials.
10 000
20 000
The number of concluded cases as measured against the number of cases received for the year.
500

18. ETHICS CONT …. Number of beneficiaries to be apprised of
QUARTERLY TARGETS FOR 2017/18
Programme performance indicators
Reporting period
Annual target
2017/18
Quarterly targets
1st
2nd
3rd
4th
Number of beneficiaries to be apprised of
the Code of Professional Ethics, i.e.
Educators, parents and officials.
Quarterly
10 000
2500
3500
1500
The number of concluded cases as measured against the number of cases received for the year.
Total number of cases to be finalized per year
500
150 or 80% of the complaints received per quarter.
100
150
Total number of cases received per year
Includes any cases from 2016/17

19. ETHICS CONT….
In the 2017/18 year SACE will be appraising stakeholders including Educator Parents, Learners and the broader society on the Professional Code of Ethics. This will assist in minimising the violation of the Code of Professional Ethics;
ISSUES
CHALLENGES
PROGRESS
1. Delays in concluding the misconduct cases submitted to SACE by various complainants
SACE continues to experience delays in concluding cases due to the case postponements where there are legal representatives and withdrawals by parents or their disappearance.
In terms of parents withdrawals, such cases are referred to the SAPS since it has the powers to summon them in such instances.
Legal representatives are given ultimatum in cases were they prolong the case unreasonably.
2. Implementation of the SACE sanctions by the Provincial Education Departments
Once Council issue struck-off indefinitely or struck-off for a certain period, the educators is deemed to have been dismissed in terms of the EEA. Thus, SACE forward the sanctions to the relevant PED to effect the sanction. The majority of provinces are failing to implement the sanctions accordingly resulting in the struck off teachers moving from one province to the next.
Putting in place structured follow-up mechanisms
Block on PERSAL SACE Participation in the HEDCOM Subcommittee on HR
Evidence-based reports to HEDCOM in terms of PEDs that are not complying.
Re-registration process with fixed dates on the certificates

20. PROGRAMME 3:THE CPTD MANAGEMENT SYSTEM
PROGRAMME PURPOSE:
SACE has a responsibility to manage a system for Continuing Professional Development with the support of the Department of Basic Education and the nine Provincial Education Departments;
Ensure that educators engage in life-long learning throughout their career.
Ensure that educators’ classroom practice and professional competence are improved through the provisioning of quality SACE approved providers and endorsed professional development programmes.
KEY FUNCTIONS:
Monitor and support educators’ participation in the three year CPTD system cycle;
Monitor and support educators’ professional development uptake;
Endorsement of professional development activities;
Approval of professional development providers;
Development and maintenance of the CPTD Information system.

21. Programme Performance 3 Indicators and Annual Targets – 2017/18
STRATEGIC OBJECTIVE
PROGRAMME PERFORMANCE INDICATOR
2017/18 TARGETS
2018/19
2019/20
To promote career-long quality continuing professional development for all school-based educators
Number of Practicing Educators Signed-up for the CPTD System
Percentage of signed up teachers who engage in three types of Professional Development (PD) Activities from January to December:
Type 1: Self-Initiated PD Activity
Type 2: School Initiated PD Activity
Type 3:Externally Initiated
PL1 Teachers
Type 1: 65% (106 340 of 163 600) signed-up principals, deputies, HODS and all PL1 Educators
Type 2: 55%
(89 980 of 163 600) signed-up principals, deputies, HODS and all PL1 Educators
50 000 PL1 Teachers
Type 1: 75% ( of ) signed-up principals, deputies, HODS and all PL1 Educators
Type 2: 60% (98 160 of 163 600) signed-up principals, deputies, HODS and all PL1 Educators
Teachers
Type 1: 85% ( of 163 600) signed-up principals, deputies, HODS and all PL1 Educators
Type 2: 65%
(106 340 of 163 600) signed-up principals, deputies, HODS and all PL1 Educators

22. Programme Performance 3 Indicators and Annual Targets – 2017/18
STRATEGIC OBJECTIVE
PROGRAMME PERFORMANCE INDICATOR
2017/18 TARGETS
2018/19
2019/20
To promote career-long quality continuing professional development for all school-based educators
Percentage of signed up teachers who engage in three types of Professional Development (PD) Activities from January to December:
Type 1: Self-Initiated PD Activity
Type 2: School Initiated PD Activity
Type 3:Externally Initiated
Type 3: 40% (65 400 of 163 600) of signed-up principals, deputies, HODS and all PL1 Educators
Type 3: 45% (73 620 of 163 600) signed-up principals, deputies, HODS and all PL1 Educators
Type 3: 50% 81 800 of 163 600) signed-up principals, deputies, HODS and all PL1 Educators

23. Programme Performance 3 Indicators and Annual Targets – 2017/18
STRATEGIC OBJECTIVE
PROGRAMME PERFORMANCE INDICATOR
2017/18 TARGETS
2018/19
2019/20
To promote career-long quality continuing professional development for all school-based educators.
Percentage of signed up educators who meet the minimum requirement of 150 CPTD points over the three year cycle.
(Disaggregated by Cohort – Principals and Deputy Principals, HODs, PL1 Educators).
70% (23352 of 33360) all Signed up Principals & Deputy Principals (Cohort 1: ) meet minimum requirement of 150 CPTD points by June 2017.
70% (24847 of 35496) all Signed up HODs (Cohort 2: ) meet minimum requirement of 150 CPTD points by Dec 2017.
70% (63708 of 91012) all Signed up Group 1 (Secondary and Combined) Educators (Cohort 3: ) meet minimum requirement of 150 CPTD points by Dec 2018

24. Programme Performance 3 Indicators and Annual Targets – 2017/18
STRATEGIC OBJECTIVE
PROGRAMME PERFORMANCE INDICATOR
2017/18 TARGETS
2018/19
2019/20
To promote career-long quality continuing professional development for all school-based educators
Number of new Professional Development Providers Processed in the year of submission (in terms of approved status, not approved status, rejected and in process)
Number of new Professional Development Activities Processed in the year of submission (in terms of endorsed status, not-endorsed status, rejected and in process)
120 or 80% new provider applications processed in a year
600 new Professional Development Activities Processed in a year
130 or 80% new provider applications processed in a year
650 new Professional Development Activities Processed in a year.
140 or 80% new provider applications processed in a year
670 new Professional Development Activities Processed in a year.

25. Programme Performance 3 Indicators and Annual Targets – 2017/18
STRATEGIC OBJECTIVE
PROGRAMME PERFORMANCE INDICATOR
2017/18 TARGETS
2018/19
2019/20
To promote career-long quality continuing professional development for all school-based educators
Number of Endorsed Development Activities subjected to quality assurance by SACE in a financial year
130
160
190

26. Cptd management system
All the three cohorts are now participating in the three year CPTD cycle.
ISSUES
CHALLENGES
PROGRESS
(a) Reporting, to SACE, Participation in Professional Development Activities by Educators and Provincial Education Departments
SACE has a responsibility to monitor teachers’ uptake in Professional Development. This is done through the reporting, to SACE, by teachers, schools and providers. Currently the level of reporting is still low due to the mindset shift and culture that is necessary.
Extension of the principals and deputy principals’ reporting period.
Advocacy the reporting process through structures such as South African Principals’ Association, Provider Forums, Teacher Unions and PEDs.
(b) Lower participation rates in the CPTD system due to lack of consequences in non-participation.
The CPTD participation rates are just above 50% especially at School Management Teams level.
This is attributed largely to the lack of professional development culture and consequences for non-participation.
The teacher professionalization process – linkages between the three-year CPTD cycle and re-registration.

27. PROGRAMME 4: Professional standards
PROGRAMME PURPOSE:
To develop a set of professional standards for teachers’ practice that is theoretically informed, contextually appropriate and widely accepted by stakeholders.
Develop various strategies and processes of assisting and supporting educators with regard to professional matters and needs;
Improve and maintain the status and image of the teaching profession;
Facilitate processes of ensuring that more and better teachers join the teaching profession; and
Ensure the quality of initial teacher education and ongoing professional development through quality assurance mechanisms and standards. 
PROGRAMME KEY FUNCTIONS:
Managing and implementing the teacher professionalization programme in collaboration with the education stakeholders;
Develop, implement and maintain professional practice standards across the teacher education continuum;
Develop and register the teacher professional designation.

28. Final student year and graduate 4 1 7
Recruitment
ITE programmes
Final student year and graduate
Professional teacher: occupational designations awarded
Submission of PoE
Beginner teacher (induction programmes in probation period)
CPTD (3-year cycle)
Periodic renewal of registration
Criteria for recruitment and selection into ITE
Standards for CPTD programmes
Standards for full registration 2 5 8
Standards for provisional registration (student teachers)
Review of PoE against professional standards
Full registration with SACE retained 3 6
PROPOSED
TEACHER PROFESSIONALISATION PATH
Provisional registration with SACE (NQT)
Full registration with SACE

29. Programme Performance 4 Indicators and Annual Targets – 2017/18
STRATEGIC OBJECTIVE
PROGRAMME PERFORMANCE INDICATOR
2017/18 TARGETS
2018/19
2019/20
To enhance teacher preparation and professional practice.
Set Professional practice standards for teaching.
Monitor the Implementation of the Professional Practice Standards
Professional practice standards framework produced and consulted on
Draft Professional Practice Standards Produced for broader consultation -
Final Professional practice standards approved and gazetted
National report on the implementation of the professional practice standards

30. Programme Performance 4 Indicators and Annual Targets – 2017/18
STRATEGIC OBJECTIVE
PROGRAMME PERFORMANCE INDICATOR
2017/18 TARGETS
2018/19
2019/20
To enhance teacher preparation and professional practice.
Professional designation for teachers developed and registered.
Draft Professional teacher designation finalised for the consultation processes with employers and stakeholders
Professional teacher Designation finalised approved and registered on the NQF by end of financial year.
Professional teacher Designation for PL1 teachers finalised, approved and registered on the NQF.

31. Professional standards
Comparative study with other professional councils and public entities done to inform the SACE teacher professionalization process and professional standards in particular.
Professional Standards Launched in December 2016
Standards Development Working Groups have been established and commenced the writing process
International Professional Standards Research and Literature concluded with the support of the Centre for Development Enterprises and the JET Education Services
Extensive national consultation process with the teacher unions, DBE, DHET, UMALUSI, CHE, Education Deans Forum has been concluded.

32. May’17 Aug-Nov’17 Standards Development Working Group (SDWG)
Theory of Change
SACE-JET Literature Review
Launch + 1 Day Workshop
Dec’16
TPS-V1
3-5 Specialisation Focus Groups
Comments on PTS-V1
Jan’17
Feb-Apr’17
1 Day SDWG Workshop
Subject and Phase Experts
May’17
3-5 Expert Practitioner Focus Groups
TPS-V2
4 Provinces
Comments on PTS-V2
1 Day SDWG Workshop
Aug-Nov’17
Recognised expert teachers
Jan’18
TPS-V3
Comments on PTS-V3
5 Provinces
TPS-V4
PILOTING
TPS –V1: Teaching Practice Standards Version 1
Handover to SACE
Apr’18
Broader Provincial and national consultations

33. PROGRAMME 5: POLICY & RESEARCH
PROGRAMME PURPOSE:
To enhance policy and research coordination within SACE.
To strengthen the SACE advisory role and service that is informed by policy, research, and consultative processes.
To promote research on professional matters and any other educational matter relevant to SACE.
KEY FUNCTIONS:
Advising the Ministers of Basic and Higher Education, Council and the profession on professional matters;
Provide ongoing support to all the SACE Divisions and Committees in terms of policy and research matters;
Conceptualize and undertake research on professional matters for purposes of informing SACE programmes, Council decisions, Educational Policy, advising the Minister of Education, Council and the profession;
Produce Policy and Research publications/ reports and disseminate research findings through various communications channels;
Establish and manage the SACE resource center and virtual library.

34. Programme Performance 4 Indicators and Annual Targets – 2017/18
STRATEGIC OBJECTIVE
PROGRAMME PERFORMANCE INDICATOR
2017/18 TARGETS
2018/19
2019/20
To influence national policy and initiatives through quality evidence-based research and advice.
The number of research report produced in line with the SACE Research Policy and Agenda.
Number of Policy advice and briefs produced per annum
Number of Provincial Practitioner-Based Research Conferences / Seminars Held
Establish the SACE Resource center and virtual library 5 2
Resource centre and virtual library research and concept approved 3
Resource centre established and equipped 6 4
Virtual Library established and launched

35. MTEF PROJECTIONS Financial performance in R,000 2014/15 2015/16
2016/17
2017/18
2018/19
2019/20
Audited
Budget
Medium term
73 235
70 721
71 392
70 403
Registration fees
6 314
7 067
6 000
5 200
3 600
3 000
Subscription fees
49 735
50 528
50 400
52 080
75 600
76 320
Reprints of certificates
2 059
2 029
1 600
1 680
1 400
1 200
Interest receivable
4 337
1 586
3 800
4 200
CPTD Subsidy
10 531
9 210
11 692
9 743
16 000
20 000
Sundry income
259
301
300
61 434
60 913
95 678
Administration
47 745
48 952
55 201
56 660
67 978
68 842
Research
670
1 132
1 000
3 200
Professional Development
8 438
12 191
18 500
22 500
Registration
394
659
2 500
Code of Ethics
2 094
1 632
2 000
3 500
Net surplus
11 801
9 808
5 022
4 178

36. DETAILED OPERATIONAL EXPENDITURE
70,403,000
Advertising
240,000
Audit fees 5
550,000
Bank charges
Compensation commissioner 6
132,000
Cleaning of buildings 7
170,000
Consultation fees 8
400,000
Depreciation 9
1,800,000
Insurance 10
420,000
Lease charges 11
90,000
Leasohold Improvements
600,000
Legal cost
500,000
Office rental 12
580,800
Postage
60,000
Printing and Stationery
690,000
Repairs &maintenance 13
700,000
M/vehicle running cost
42,000
Salaries 14
37,361,693
Staff development
250,000
Sundry expenses
61,000
Telephone
780,000
TRAVEL & ACCOMMODATION 15
3,672,334
Rates, Water and Electricity
3,220,173
DATABASE DEV/ MAINTENANCE
2,100,000
CODE OF CONDUCT 16
2,000,000
REGISTRATION OF EDUC 17
1,000,000
PROFESSIONAL DEVELOPMENT 18
9,743,000
RESEARCH 19
PUBLICITY AND COMMUNICATION
Budget surplus/ Deficit

37. PROVINCIAL BUDGET REVENUE 2 provinces 3,834,417 Transfer Sundry income
OPERATIONAL EXPENDITURE
Cleaning of buildings
36,000
Leasehold Improvements
Office rental
Postage
20,000
Printing and Stationery
90,000
Repairs &maintenance
50,000
Salaries
2,933,217
Sundry expenses
Telephone
14,400
Water and Electricity

38. NOTES
Registration fees remain at R400 for Foreigners, R200 for South Africans and R50 for renewals;
The Council is in a process of considering an increase of annual member subscription from R120 to R180 to counter the effect of inflation and to increase its delivery levels at provincial levels;
This will mainly improve delivery capacity of mandatory functions;
Consultations has been concluded with stakeholders to enable a decision in the next Council siting;
Variation of approved government subsidy from the original APP: 2018 – R 9.7 mil (reduction of R ) ;for 2019 – R 16 mil and for 2020 – R 20 mil.

39. NOTES/cont ….
The current 2 provincial offices budget is included in the summation budget above;
The Council is renting provincial office spaces ;
All mandatory functions are delivered at Provincial points;
Processes are under way to establish offices in the Western Cape; Limpopo and Eastern Cape to be operational during this financial year as per council decision;
Council will lease the premises for provincial offices until it can afford out right purchase;
The establishment of the planned provincial offices will be financed through the increased subscription (under consideration);
The surplus in 2019 and 2020 is to build reserve towards acquisition of provincial offices buildings.
Mobile services will be an option for the remaining 3 provinces in the circumstances.

40. THANK YOU, SIYABONGA, REYALEBOHA, DANKIE