1. SCHOOL READINESS ASSESSMENT FOR 2018 ACADEMIC YEAR
Presentation to Portfolio Committee on Basic Education
07 November 2017

2. PRESENTATION OUTLINE Purpose Introduction
Approach to School Readiness Monitoring 2018
Key Areas of Focus
Learner Admissions and Registration
Post Provisioning
LTSM Readiness
Readiness for the Introduction of IIAL and Sign Language
CAPS 2 Implementation in Grade 12
Basic Infrastructure
Learner Transport
Management of Progressed and Multiple Examination Opportunity (MEO) learners ( Modularisation)
Second Chance Examination
Learner Safety
Monitoring teams and tools
Recommendation

3. Purpose
To present to the Portfolio Committee the Department of Basic Education’s school readiness assessment plans for the 2018 academic year.

4. Introduction
Assessing readiness of the system and schools for teaching and learning ahead of a new academic year is essential and has become a key activity for the sector at different levels.
The primary purpose in any given year is to identify any challenges that may impact on effective learning and teaching at the beginning of the year and ensure that they are addressed promptly at the appropriate level of the system.
To ensure a seamless approach – the DBE outlines areas for priority attention for the entire sector. Different provinces and districts the customise these to focus on issues and schools that are of concern or priority for them. 4

5. Approach to School Readiness Monitoring
As in 2017 – assessment for the 2018 academic year will be conducted in phases:
Provinces and districts will assess readiness in line with prioritised national areas. These will however be customised to fit local context – and additional areas of local concern added. (October – November)
DBE will conduct sample readiness assessment ahead of the 2017 closure of schools (End October to end November)
Sector-wide readiness for learning and teaching to commence (first 2 weeks of schools opening in January)
Telephonic monitoring to schools with LTSM and Teacher challenges (February 2018)
Follow-up targeted monitoring to ensure major problems picked up have been addressed (May 2018) 5

6. KEY AREAS OF SCHOOL READINESS FOCUS: 2018
Assessment of readiness will focus on the following key areas that have to be in place in any given year:
Admissions and registration;
Teacher Provisioning Readiness;
LTSM availability;
Curriculum Readiness; and
Minimum Infrastructural Needs (focus on usable toilets and fencing)
In 2018 readiness the following critical system priorities will also be assessed:
Readiness for IIAL in pilot schools;
Readiness for Sign Language teaching in identified special schools;
CAPS 2 Implementation in Grade 12. 6

7. LEARNER ADMISSIONS AND REGISTRATION

8. LEARNER ADMISSIONS AND REGISTRATION 2018
The admission of learners is one of the key elements of readiness and informs resourcing of schools. Schools are able determine the number of teachers, learning material and classrooms needed based on the number of learners expected for the coming year.
HEDCOM of 11 April 2017 approved a common admissions period for the sector. This Sector Plan and attendant business processes help the system to operate as one. It also enables Departments to inform parents and their children of their placements reasonably early (by end of October of every year.)
Provincial Departments of Education are required to report on identified key areas to the DBE monthly, with particular emphasis on the number of unplaced and placed learners. 8

9. No starting time – End 31 Oct
Time Lines for Admissions per Province
Province
Circulars
Application Period
Management Plan available
Information on the Web page
Eastern Cape
10/2017
1 August to 31 October
Available
Free State
MG 13/2017
1 June to 30 September
No information on the web site.
Gauteng
ADP 2017/18
11 April to 7 September
KwaZulu Natal
54/2017
No starting time – End 31 Oct
Limpopo
43/2017
1 Aug – 14 Oct
Mpumalanga
17/2017
16 May – 12 August
North West
1 Jun – 30 Sept
Northern Cape
5/2017
3 May to 31 May
Western Cape
35/2017
1 February to 24 June 9

10. PLACED VS UNPLACED LEARNERS
Provinces
Placement
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
Eastern Cape
Placed
33403
38828
40307
36579
37700
33878
32288
43954
27294
31884
30605
24970
Unplaced
1029 15 10
165
126
434
5691 22
Free State
40332
66779
62548
61109
65021
60153
55648
53539
59446
47630
58154
40482
Gauteng
Re-enrolment – all learners placed
95 954
32 636
28 335
KwaZulu Natal
53240
65304
66761
64434
61180
59924
66240
45824
51622
47961
54156
43227
19377
17705
33382
15984
18318
15365
14724
23988
11998
11292
13615
14536
Limpopo
24081
24624
24694
24147
23640
21384
19192
18806
20006
17511
24258
19247
191 69 61 41 27 14
260
245
234
216
173
Mpumalanga
17966
39817
38292
26706
37897
26767
32018
30334
25817
31129
22664
24807
1282
454
444
782
577
521
960
1028
574
1332
584
195
Northern Cape
1538 86
128
559
187
469
2565
270
728
214
148
1930
124 87 95 60 51
107
273
2234
169 65
North West
18 142
18359
17163
19529
16150
14859
13994
14039
14073
12144
11007
7813
2 218
649
568
1 104
553
478
329
1838
671
269
163
Western Cape
23138
887
739
2431
631
536
664
41400
1040
1419
333 12
5395
1844
1528
1422
997
660
317
10140
780
827
256
142 10

11. SUMMARY OF CHALLENGES
Unplaced learners in grade 1 and 8 across the five provinces are a concern. These two entry grades are the main challenge that the system faces.
The common challenge across all provinces is that the schools of choice are receiving far more applications than they can accommodate. Parents are refusing to accept that one school cannot place all applicants and that alternative schools should be considered.
The admission of non-citizens continues to be a pressure point as the Department of Home Affairs is struggling with the large numbers of applications for citizenship. The Department however continues to work closely with DHA. 11

12. POST PROVISIONING 12

13. POST PROVISIONING
Provincial Education Departments (PEDs) are expected to have declared their post establishments and communicated this to all schools by 30 September 2017.
The implementation of the post provisioning norms has become one of the sector performance indicators assessed quarterly as part of reporting on sector performance information.
On 2 August 2017 all PEDs committed to issuing staff establishments to schools by the 30th September 2017. 13

14. PROGRESS: PPN
All PEDs have issued staff establishments to their schools with the exception of KZN and Limpopo.
KZN have requested assistance from DBE to run the post provisioning model for the Province. This has been done. It is expected that KZN will provide establishments to schools by the end of October 2017.
Limpopo have not declared their post establishments for 2018, since they have not yet decided whether to keep the existing number of posts from 2017. 14

15. PROGRESS: PPN
PEDs have updated their management plans and issued staff establishments to schools as follows:
Province
Date declared by MEC/Approval of Post Basket
Date of last consultation with unions
Date staff establishments were given to schools EC
25 August 2017
24 August 2017
12 September 2017 FS
28 June 2017
28 August 2017
22 September 2017 GP
29 September 2017
19 September 2017
13 October 2017
KZN
Process not finalised. All processes outstanding. Getting technical support from the DBE LP
Not declared a new establishment for Implement the same establishment as in 2017 MP
20 September 2017
27 September 2017 NC
23 June 2017
17 August 2017
31 August 2017 and 29 September NW
 17 August 2017
 14 September 2017
02 October 2017 WC
31 July 2017
08 August 2017
25 September 2017 Ordinary schools
30 September 2017 Special Schools 15

16. LEARNING AND TEACHING SUPPORT MATERIAL (LTSM)16

17. LTSM SECTOR PLAN
The DBE forwards the LTSM Sector Plan to provinces to guide them on the timeframes for procurement and delivery of LTSM for the new academic year. PEDs are directed to align their LTSM management plans to that of the DBE LTSM Sector Plan.
ACTIVITY
TIMEFRAME
Distribution of catalogues to schools
January - February
Organization of warehousing for LTSM
March - April
Distribution of budgets to schools
April - September
Completion of requisition forms by schools
April - May
Issuing of purchase orders to publishers/book sellers
June/July
Placement of orders with book sellers by Section 21 schools
Printing & delivery of textbooks to warehouses
July-August 17

18. Schools place orders based on projected numbers June- July.
TIMELINES
Schools place orders based on projected numbers June- July.
PEDs place orders with publishers July – August
Publishers deliver to PED warehouses Sept- Oct.
Managing agents deliver to schools Oct-Nov. 18

19. FACTORS AFFECTING UNIVERSAL COVERAGE
Migration (internal and external) of learners at the start of the school year;
Influx of learners into economically thriving provinces;
Late registrations;
Low retention and retrieval of textbooks; and
Reluctance of the section 21 schools to join in a centralised procurement process or make their LTSM provisioning reports available. 19

20. PROGRESS ON LTSM SECTOR PLAN FOR 2018
Prov
Textbooks
Stationery
Procurement of Top up for all grades
Progress
Procurement
Procurement of Gr 12 CAPS 2 EC
Orders placed
Deliveries have commenced
In the process of placing orders FS GP
KZN LP
Order placed MP NC
Schools have placed orders on their own NW
Orders completed and placed WC 20

21. WORKBOOKS
The DBE has completed the printing and delivery of Volume 1 and Grade R for the 2018 school year.
Grade R;
Grades Home Languages;
Grades 1-6 English First Additional Languages; and
Grades Mathematics.
A total number of Grade R -9 Volume 1 workbooks have been delivered to schools.
As at 30 September, the printing of volume 2 was at 100%. Delivery commenced on 9 October 2017 and will be completed by 30 November 2017. 21

22. DELIVERY STATUS OF VOLUME 1 WORKBOOKS FOR 2018 ACADEMIC
Volume 1 Grade 1 to Grade 9 and Gr R (Terms 1-4)
Province
Total Schools Allocated
Total Books Allocated
Schools Dispatched
Books Dispatched
Schools Delivered
Books Delivered
% Schools Delivered
% Books Delivered EC
5 125
5 094
5 092
99.36%
99.56% FS
1 181
1 165
98.65%
99.87% GP
2 205
2 153
97.64%
98.69% KZ
5 975
5 945
99.50%
99.77% LP
3 835
3 804
3 787
98.75%
99.05% MP
1 719
1 714
99.71%
99.85% NC
544
540
99.26%
99.73% NW
1 477
1 462
98.98%
98.99% WC
1 504
1 496
99.47%
99.64%
Grand Total
23 565
23 373
23 354
99.10%
99.41% 22

23. PROVISION OF LTSM FOR VISUALLY IMPAIRED
All Grade R to 9 Workbooks have been adapted.
During the past two years the Department has provided all the Special Schools with Book 1 of Grade R, Grades 1-6 Home Language, Grade 1-9 Mathematics Braille workbooks and Toolkits in all 11 languages to schools for the visually impaired.
All Braille workbooks provided are accompanied by Teachers’ Guides.
The workbooks have been provided to mainstream schools at the request of such schools. 23

24. BRAILLE TEXTBOOKS
223 Braille textbooks have been adapted into Braille.
The Braille textbooks are procured by provinces directly from Pioneer Printers.
Braille printers are being serviced and will be provided to the 22 schools for the blind for use in 2018. 24

25. PROVISION OF LTSM FOR VISUALLY IMPAIRED
The department has sourced a large braille embosser to be housed on its premises to print braille materials for schools.
337 braille machines are presently being serviced to be distributed to all 22 schools for the blind by the end of 2017.
Braille Workbooks and textbooks have been provided to schools. 25

26. WORKBOOKS All Grade R to 9 Workbooks have been adapted.
During the past two years the Department has provided all the Special Schools with Book 1 of Grade R, Grades 1-6 Home Language, Grade 1-9 Mathematics Braille workbooks and Toolkits in all 11 languages to schools for the visually impaired.
All Braille workbooks provided are accompanied by Teachers’ Guides. 26

27. INCREMENTAL INTRODUCTION OF AFRICAN LANGUAGES IIAL27

28. IIAL STRATEGY SECTOR PLAN: 2018 - 2029
The IIAL will be implemented incrementally in targeted schools in Grade 1 in 2018 and in subsequent years until Grade 12 in 2029.
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 28 28

29. IIAL READINESS: IDENTIFIED SCHOOLS CURRENTLY IMPLEMENTING AND 2018 TARGET
Gr 1 - 3
Target
Gr 1
Total
Province
Languages
2017
2018 GP
IsiZulu, IsiXhosa, Setswana, Sesotho, Sepedi, and Xitsonga
252
265
517
KZN
IsiZulu, IsiXhosa, Sesotho
302 4
306 MP
Siswati, IsiZulu, IsiNdebele 8 50 58 EC
IsiXhosa and Sesotho
138
170
308 NW
Setswana, IsiXhosa and IsiZulu 69
119 FS
Sesotho, IsiXhosa and IsiZulu
131 16
147 NC
Setswana and IsiXhosa 31
204
235 LP
Sepedi, Setswana, Tshivenda, and Xitsonga 45 6 51 WC
IsiXhosa 11
1092
1103
968
1876
2844 29 29

30. READINESS: SAL TOOLKIT PROVISIONING
The IIAL SAL 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;
Lesson Plans which include activities and exemplar informal assessment tasks; and
Workbooks for Grades 2 and 3. 30

31. 3.1 SUMMARY OF DISTRIBUTION OF THE IIAL TOOLKIT TO SCHOOLS
PROVINCE
Total number of schools to receive IIAL Toolkits
Gr 1 - 3
Total number of toolkits per schools
(2 per school)
Total number of Workbooks per schools
(Grades 2&3)
EXPECTED DATE OF DELIVERY TO SCHOOLS
PROGRESS EC
308
616
6900
10 November 2017
On Target FS
147
294
6550 GP
517
1034
6300
KZN
306
612
15100 LP 51
102
2250 MP 58
116
400 NC
235
470
1550 NW
119
238
2500 WC
1 103
2 206
550
TOTAL
2 844
5 688
42 100 31

32. SIGN LANGUAGE 32

33. SIGN LANGUAGE CURRICULUM
The incremental implementation of South African Sign Language Curriculum and Assessment Policy (SASL CAPS) commenced in 42 schools for the Deaf in January 2015.
It focused on the Foundation Phase and Grade 9 and continued with the Intermediate Phase and Grade 10 in January 2016.
In 2017 the SASL CAPS are implemented in the Senior Phase and Grade 11 and will be implemented in Grade 12 in 2018.
Eleven (11) of the seventeen (17) schools for the Deaf that offer Grade 12 will be writing the first NSC in SASL HL in 2018. 33

34. State of Readiness for Introduction of SASL
AREA OF READINESS
INDICATORS FOR DELIVERY
Distribution of Subject Statements
SASL CAPS documents are available for every phase
Teacher files available for SASL CAPS for each grade
Schools conducive for teaching SASL
Rooms conducive for teaching SASL CAPS in each grade
Rooms with appropriate lighting and background for recording of assessment
Internet access for teachers and learners
Teachers and Deaf Teaching Assistants trained on SASL CAPS
All teachers and Deaf teaching assistants trained on the SASL CAPS
Team teaching model applied when teaching SASL CAPS (teacher co-teaches with Deaf Teaching Assistant
Availability of LTSM
Sufficient LTSM resources for each grade (DVDs with literature, laptops with webcams and appropriate software, video/DVD recorders, tripods, data projectors)
Memory sticks, DVDs for each learner (learner portfolios and/or external hard drives to save learners’ work) 34

35. CAPS FOR TECHNICAL HIGH SCHOOLS (CAPS 2 IMPLEMENTATION IN GRADE 12)35

36. STATE OF READINESS
State of readiness for CAPS is measured using the following:
Availability of CAPS documents
DBE has developed and distributed the CAPS to all the schools implementing the Technical Stream as per the table below
Institutional readiness
Schools implementing the Technical Stream have teachers to offer the subjects, have workshops and equipment required for the subjects.
Subject Advisors and Teacher Orientation
Teachers and Subject Advisors have been trained for teachers to teach the new subjects and for Subject Advisors to provide support during implementation.
Availability of LTSM
Textbooks have been developed for the new subjects and provinces a ordering to ensure timeous delivery to schools ahead of the 2018 Academic year
Availability of Examplers and Practical Assessment Tasks.
Examplers and PATs are developed to guide teachers on assessment requirements for the new subjects and these will be distributed to schools ahead of the 2018 Academic year. 36

37. READINESS TO IMPLEMENT CAPS FOR TECHNICAL SUBJECTS IN GRADE 12
ACTIVITY
RESPONSIBILITY
TIMELINES
PROGRESS
Development of Training Manuals and establishment of NTT in preparation for Grade 12 implementation in 2018
DBE & PEDs
March 2017
Completed
Audit of Skills Training Centres and Mediation of Training Manuals
NTT
Mar/Apr 2017
Training of Grade 12 Educators on Specialisations CAPS at Skills Training Centres with the exception of KZN
April 2017
September/October 2017
Training of Grade 12 Subject Advisors on Technical Maths & Technical Sciences
29 May-
02 June 2017
Implement MOUs and strengthen partnerships
DBE/PEDs
Ongoing
Monitoring and support of the implementation of CAPS for Technical Subjects in Grade 10 and 11
DBE
Jan-Nov 2017
Quarterly
On target 37

38. State of Readiness for Technical Occupational Pilot in 2018
AREA OF READINESS
INDICATORS FOR DELIVERY
Distribution of Subject Statements
Subject Statements distributed to all pilot schools
Pilot Schools selected and prepared
67 Schools of Skill + 54 other schools briefed and ready to implement Year 1 and 2 of the Technical Occupational Subjects
Provincial Task Team in place
Task Team with representation from GET, MST, IE and FET (Services) established and oversee the Pilot in the Province
Workshops and equipment in pilot schools
All pilot schools have equipped workshops to implement selected TO Subjects
Teachers trained on Technical Occupational Subjects
All teachers at pilot schools trained on the TO Subjects that they have to implement
Provincial strategy for LTSM provision
The Province has supported schools in selecting LTSM to use in piloting the subjects
Audit of Schools
Schools are prepared for the audit which will be conducted on the 10th school day of 2018 38

39. GRADE 12 LTSM PROVISIONING FOR CAPS 2
ACTIVITIES
OUTPUT
RESPONSIBILITY
TIME FRAME
Progress
DEVELOPMENT
Development of Core Textbooks for Grade 12.
Technical Maths textbooks are developed
DBE, Sasol Inzalo, PEDs and other partners
30 July 2017
Complete
Technical Sciences textbooks are developed
Civil, Mechanical, and Electrical Technology textbooks are developed
Publishers
Approval of all core textbooks
DBE, Sasol Inzalo and Publishers
PRINTING
Printing of Core Textbooks for Grade 12 of Core Textbooks for Grade 12
Technical Maths textbooks are printed
DBE, GPW, PEDs and other partners
Oct 2017
On target
Technical Sciences textbooks are printed
PEDs place order with DBE. DBE to coordinate printing for PEDs. PEDs responsible for payment.
Civil, Mechanical, and Electrical Technology textbooks are printed
Publisher to print and deliver to PEDs
DELIVERY
All textbooks are delivered to schools
DBE to deliver to PEDs. PEDs distribute to schools
30 Oct
2015 39

40. BASIC INFRASTRUCTURE 40

41. BASIC INFRASTRUCTURE
The 2018 Readiness monitoring will focus primarily on two areas:
Availability of usable toilets for all learners;
Fencing of schools.
Broader issues of infrastructure will be managed through the Branches responsible.
The fencing of schools will – for the purposes of readiness monitoring - be viewed as an infrastructure matter. It is however inextricably tied to issues of safety in schools. 41

42. STORM DAMAGES IN KZN
324 schools were affected by the heavy storms that occurred on the 17th September 2017;
A further 170 schools were affected by the storms that occurred on the 9th and 10th October 2017;
An estimated amount of R21m is required to rehabilitate the schools;
The final figures on the cost to repair all the schools will be confirmed once all technical assessments have been concluded;
The affected schools have been allocated to the Department of Public Works for further assessment and urgent repairs;
The appointed contractors will be instructed to work through the contractors break to ensure that schools are ready for use in the new academic year;
Mobile classrooms have been provided to the affected schools. 42

43. PREPARATION FOR OPENING OF SCHOOLS
Infrastructure implementation plans are in place and projects are at different stages of implementation;
Mobile classrooms to be provided to respond to demographic shifts and population movements;
Plans to respond to storm damages and related incidents are in place to ensure that learning and teaching is not affected when schools reopen;
Learner transport: Provinces are collating requests from schools and districts to ensure that learners are placed in appropriate routes. 43

44. LEARNER TRANSPORT

45. LEARNER TRANSPORT Province Total No. of learners that need transport
Total No. of learners targeted to be transported
Actual No. of learners transported Q2 EC
80288 FS
12399
12245
11186 GP
110515
KZN
90 000
47747 LP
40268
37171 MP
60231 NC
Information not provided  NW
57 538
42421 WC
59 371
58000
59371
TOTAL
541728
448930

46. MANAGEMENT OF PROGRESSED AND MULTIPLE EXAMINATION OPPORTUNITY (MEO) LEARNERS

47. MANAGEMENT OF PROGRESSED AND MEO LEARNERS
Progressed learners have not met the promotion criteria of the grade and have failed previously in the phase.
Based on approved criteria these learners are progressed to the next grade.
Progressed learners, based on their performance are allowed to write a few subjects in the first year of Grade 12 and the remaining subjects in the June examination of the following year.
The management of these learners have resulted in certain challenges at school level, with parents objecting to modularisation. 47

48. MANAGEMENT OF PROGRESSED LEARNERS
The DBE and the PEDs will do the following to ensure improved implementation of this policy:
Verification of all Grade 11 Schedules to ensure accurate application of the progression criteria .
Dedicated orientation session at school level of progressed learners and their parents informing them of the implications relating to progression.
Parents to sign an undertaking that they accept that the performance of progressed learners will be monitored throughout the year and that learners may be requested to modularise in the NSC examination based on their final performance in the Preparatory examination.
Schools to support progressed learners in the subjects that they have not passed in the previous year.
Schools to monitor the performance of progressed learners on a quarterly basis in Grade 12 and report to parents on the performance of these learners.
Districts will monitor schools more closely in terms of their management and support to progressed learners. 48

49. SECOND CHANCE MATRIC PROGRAMME49

50. PROJECT SCOPE
The project, in 2018 will provide support for all three phases viz.
Learners that qualify to write the supplementary examinations, including those upgrading (Examinations written in Feb/March) – 15 hours
Progressed learners sitting for the Modularised Writing option for the NSC as well as candidates sitting for the Amended Senior Certificate (ASC) (Examinations written in June) – 30 hours
Any individual that that failed to meet the NSC requirements, or upgrading the NSC and are enrolled as part-time candidates (Examinations written in November) – 30 hours 50

51. 2018 PACKAGE OF SUPPORT 51 Face to Face Broadcasts
Online/offline Digital Programme
Print
11 high enrolment subjects
11 Home languages
Mindset – HD Open View
1 000 schools and
1 million households
40 public venues
DBE Website – dedicated webpage
Facebook page and support
DBE APP
Online Course -DBE Cloud
Mind the Gap Study Guides
(History, Agric, Bus St)
80 venues (rural and semi rural)
IBP – UFS – 60 schools
Telematics – Stellenbosch
322 schools
Installation of CAPs to libraries/ schools and SC Venues 84 – offline
DVDs per subject
DBE Textbooks
Bus St, Hist, Agric, Acc
2 teachers per venue per subject
1 centre manager
Radio Broadcasts on 27 community radio stations to target rural areas
2 National stations
(6 hrs x 11 subjects)
Access via Vodacom centres, personal PCs, places of work, libraries, schools, DHET community colleges, NGOs
Past question papers and Memoranda printed
Teacher: learner 1: 30
(min 10 and max 30)
74 Vodacom Centres Teacher Centres
UNISA Centres
Vodacom E School
Gauteng - Office of the Premier - Tshepo 500k – MOOV Centres
Mzanzi Online Libraries
Subject Diagnostic Reports based on 2017exam scripts
Tuition hours:
Phase I hours
Phase II & III – 30 hours
Dedicated Television station on HD Openview (Phakisa initiative)
Private companies to be encouraged to use Skills Levy
All Gov Departments to ensure these learners have access
Developed Tips for Examination Preparation
Develop Content for television broadcasts and Digital Online Course for internet and App usage based on Mind the Gap
Developed Revision Booklets 51

52. STATE OF READINESS
Curriculum: Revision booklets for 11 high enrolment subjects and 11 Home Languages developed. Package of support for 11 Home Languages complete. Development of videos for Geography and Economics for television Broadcasts. 11 x 6 audio lessons for 11 high enrolment subjects developed for radio.
LTSM: Mind the Gap Study Guides for Mathematics, Physical Science, Geography, Life Sciences, Economics, English FAL, Mathematical Literacy and Accounting distributed to all nine PEDs.
Teacher Development and Training: Teachers recruited for March examinations (2x 11 subjects per province). Teachers to be orientated prior to the start of lessons. 36 Broadcast centers installed with equipment.
Institutional Readiness: Advocacy and Ministerial Roadshows completed to recruit learners for Face to Face centers to be implemented for Planning meeting held with PED representatives.
Examinations & Assessment: Advocacy currently ongoing for registration to write the June examinations (opened 01/11/07 and closes 31/01/18). PEDs requested to inform MEO candidates of venues for support to write in June. Statement of Results to include information for supplementary exams question papers and memoranda for the past three years distributed to all 9 PEDs Examination and Study Tips Guideline distributed to all 9 PEDs. Examination system finalized for data retrieval subject Diagnostic reports to be developed after marking process 52

53. SCHOOL SAFETY 53

54. Addressing School Safety: 2018
Prioritise fencing in the provision of education infrastructure to reduce school safety challenges
Strengthen cooperation and collaboration with the South African Police and related organisations in high-risk areas
Intensify monitoring of the National School Safety Framework implementation in all schools
Implement the Protocol for Dealing with Incidents of Corporal Punishment in Schools
Finalise and implement the Protocol for the Management and Reporting of Sexual Abuse and Harassment in Schools. 54

55. Monitoring Teams and Tools
Monitoring of school readiness has over time been carried out by a cross-section of people from within the education system and beyond. These have included
Public Representatives
Traditional Leaders
QLTC structures.
To focus the oversight the DBE will share the tools with these key forums. 55

56. Recommendation
It is recommended that the Portfolio Committee notes the Department of Basic Education’s school readiness assessment plans for the 2018 academic year. 56

57. 57