2. Purpose of the SRN survey
The presentation will cover:
Purpose of the SRN survey
Main findings and trends in key indicators (1996 – 2000)
Conclusions
Suggestions for further analysis

3. Survey objectives and logistics
To capture the location and information on resourcing and infrastructure on all schools and colleges including those missed in 1996.
Purpose of 2000 SRN
To update all data fields, and collect data on new areas (ICT initiatives, crime)
To identify and capture 3000 institutions that were missed in the 1996 survey.
Measure progress and trends from 1996 to 2000
Carried out by: Education Foundation, Council for Scientific and Industrial Research (CSIR), and MarkData
Funded by: Swedish International Development Agency

4. General information

5. Number of schools

6. Main findings Key indicators 1996 - 2000

7. Learner:Educator ratio unchanged since 1996 at 32.1 However
Enrolment.
Decline in the number of learners in schools prevalent in most provinces except Gauteng, KwaZulu-Natal and Western Cape. This decline influences most indicators.
Learner:Educator ratio unchanged since 1996 at 32.1
However
Western Cape & Gauteng have had a slight increase in the L:E ratio, which reflects the increase in enrolment that the two provinces have had.
The largest decline in L:E ratio (reflecting enrolment decline) in EC, MP, NP by about 2 learners per educator.

8. Less over-crowding in institutions overall
Platooning
There were schools that used another school’s building in In 2000, the figure decreased to in
Less over-crowding in institutions overall
Decline in the average number of learners to a classroom from 43 (in 1996) to 35 (in 2000)
In all provinces, except Mpumalanga, classrooms became less crowded

9. Learner: Educator ratio

10. Learner: Classroom ratio

11. Classroom shortages
The shortage is determined through the 40:1 norm, which means there should be a maximum of 40 learners to a classroom.
In 1996, 49% of schools indicated that they had classroom shortages, and this has improved to 40% in 2000 in spite of incentive to under-report.
Refining analysis will clarify the extent of this shortage - percentage of schools with a shortage on one classroom and with more than one.
Mpumalanga, Eastern Cape and Northern Province have the highest number of schools reporting classroom shortages.

12. Percentage of schools indicating classroom shortages by province
SRN 1996
SRN 2000 EC
65%
52% FS
25%
16% GT
24%
26%
KZN
61%
48% MP
49%
56% NC
10% NP
66%
50% NW
42%
28% WC
17%
National Average
41%

13. Facilities

14. Sanitation 68% improvement in the provision of sanitation per capita
In % (6.6 million) of learners in schools were without toilet facilities. L:Toilet ratio 42:1
In 2000 only 16,6% (1,9 million) of learners were without toilet facilities. L:Toilet ratio 38:1
But, 15% of toilets not working especially in more rural provinces

15. In 1996, 59% of all schools nation-wide had no telephones
Telecommunications
In 1996, 59% of all schools nation-wide had no telephones
In the SRN 2000 survey only 34% of schools now have no form of telecommunication - mainly due to the cellphone revolution
Provincial variations

16. Water provision
Improvement of 6% in access to water. In 1996, 40% of all schools nation- wide had no access to water. In 2000, 34% reported this to be the case.
Most improvement or largest decline in Northern Province (12%), Mpumalanga (10%), and Free State (9%).

17. Power
Significant increase (13%) in the number of schools that have power.
In 1996, only 40% of all schools nationwide had access to electricity (either grid, solar or generators)
As a result, an additional 2,400 schools now have access to electricity, a net increase of 13% in the number of schools with access
In 2000, 53% of all schools have access to power. Solar power use in 6.7% of schools nationally with most of these in the Eastern Cape (25% of the provincial total)

18. Condition of buildings
There has been a decline in the number of schools that are in excellent and good condition.
The survey forms were completed by independent observers in 1996 and by school principals themselves in 2000
Low investments in infrastructure maintenance

19. Condition of buildings

20. Small schools: the distribution of schools with less than 30 learners

21. External wall structures

22. 314 schools currently being renovated
In 2000, 1% of all institutions were being renovated

23. Resources

24. Availability of computers
Improvement in access to technology, but barriers persist. Over 70% of schools still without computers.
There are now three times as many schools with twice as many computers between them. In 1996, there were 2,241 (8.3%) schools with 34,483 computers. In 2000, there were 6,581 (24%) schools with 59,333 computers between them.
Provincial variations are striking - Very few schools without computers for learning/teaching or administrative purposes in Gauteng (16%) and Western Cape (20)%.

25. Schools with no access to computers for learning or administration

26. Availability of media centres
There has been a slight improvement (3%) in the provision of dedicated media centres in schools.
In 2000, it was 80% of schools that did not have media centres. This figure is down from 83% in 1996.

27. Percentage of schools without Media centres

28. Number of schools without sports facilities

29. Criminal incidents

30. Criminal incidents at schools:
Statistical summary excluding social cost of crime.

31. Schools where more than two incidents of serious crimes occurred in 1999 (rape, murder, stabbings, etc.)

32. Property lost as a result of crime during 1999 (total by Education District)
< R . 5 m l - 1 2 3 P v e N o r t h e r n P r o v i n c e G a u t e n g N o r t h e n C a p E s F S W n M p u m a l a n g a K w a Z u l u - N a t a l e s t e r n C a p e

34. Conclusion

35. Fewer schools “unfit for education”
Improvement since 1996
Major improvements in infrastructure provision to schools in the last four years
Positive changes in key performance indicators - consolidating recent gains in learner achievement
Fewer schools “unfit for education”
Better idea of where the key priorities lie

36. Challenges
Still a large number of schools without basic facilities and infrastructure
There are still many small, under-resourced schools in remote rural areas
Emerging challenges - IT and telecommunication barriers
Provincial foci for infrastructure provision differ markedly e.g. provision of computers to schools vs electrification or water provision

37. Challenges
Norms for infrastructure provision
Maintenance of existing facilities
Further analysis and investigation of extent of need by province and creativity in alleviating (such as with sports facilities).
Safety and security a priority