1. PROGRESS REPORT ON THE IMPLEMENTATION OF EDUCATION WHITE PAPER 6: 2001-2012 Portfolio Committee on Basic Education 6 November 2012 Presentation: Department of Basic Education 1

2. OUTLINE OF THE PRESENTATION Purpose Background Understanding inclusion Barriers to learning Roles and responsibilities of DBE and PEDs Policy Directives: Education White Paper 6 Focus on DBE Deliverables 2

3. OUTLINE OF THE PRESENTATION cont... Focus on Deliverables by PEDs PEDs’ Dashboard on the implementation of Inclusive Education Policy What has not been done by PEDs? What has not been done by DBE? Key strategic levers for DBE to improve the implementation of WP6 Key strategic levers for PEDs to improve the implementation of WP6 Risks, root causes and mitigation strategies 3

4. PURPOSE To present a comprehensive progress report on the implementation of the Inclusive Education Policy To identify and isolate challenges, gaps and mitigation strategies to address the identified challenges and gaps To foster a harmonised conceptualisation of the Inclusive Education Policy and its intentions To put test and evaluate the widely held view both within the Department and the general public that the Inclusive Education Policy has failed 4

5. BACKGROUND HEDCOM and CEM directed that special attention be focused on the implementation of the Inclusive Education Policy The meeting between the Deputy Ministers of DWCPD and DBE also underscored the directive of HEDCOM and CEM During its workshop of 25-27 July 2012 the Portfolio Committee on Basic Education directed that DBE develops a comprehensive report on the implementation of Inclusive Education Policy since its launch in July 2001 The need for developing a comprehensive report on Inclusive Education further followed from the PC for DWCPD’s request to DBE for responses to concerns and questions raised during public hearings on the implementation of the UN Convention on the Rights of People with Disabilities that were conducted on 25-26 July 2012 5

6. UNDERSTANDING INCLUSION “a process of addressing and responding to students’ diversity by increasing their participation in learning, cultures and communities, and reducing exclusion within and from education” (UNESCO, November 2008) 6

7. BARRIERS TO LEARNING Barriers to learning refer to difficulties that arise within the education system as a whole, the learning site and/or within the learner, which prevent access to learning and development for some learners.  Systemic barriers  Societal barriers  Pedagogical barriers  Intrinsic barriers Reducing barriers to learning and accessing education requires Integrated and Multidisciplinary Approach 7

8. ROLES AND RESPONSIBILITIES OF DBE AND PEDS DBE ResponsibilitiesPEDs Responsibilities Develops legislative framework, policies, strategies and guidelines Implement legislative framework, policies strategies and guidelines Translates policies, strategies etc into a Sector Plan Develop Action Plans in line with the Sector Plan Provides guidelines on resources required to implement policies Mobilise resources required to implement policies Identifies national priorities in consultation with provinces Ensure that national priorities are recognised, adhered to and actualised through plans Working with and through provinces, monitors implementation of policies and programmes and report to HEDCOM and CEM Monitor the implementation of policies and programmes at district and school level and report to the DBE 8

9. POLICY DIRECTIVES: EDUCATION WHITE PAPER 6 Education White Paper 6 isolates the following Directives in implementing Inclusive Education Policy: – Building capacity in all education departments – Establishing district support teams – Identifying, designating and establishing full-service schools – Establishing institution-level support teams – Establishing mechanisms for the early identification of learning difficulties – Developing the professional capacity of all educators in curriculum development and assessment – Mobilizing public support – Developing an appropriate funding strategy 9

10. FOCUS ON DBE DELIVERABLES WHAT HAS DBE ACHIEVED OVER THE YEARS? 10

11. DBE’S PROGRESS OVER THE YEARS Piloted the implementation of WP6 through a Field Test in 30 districts, 30 special schools and 30 designated full service schools Solicited donor funding for the Field Test from Finland and Sweden amounting to R54m Developed the screening, identification, assessment and support (SIAS) strategy for early identification of learning difficulties and support Developed Inclusive Learning Programmes to guide the system on how to deal with disabilities in the classroom Developed Funding Principles to guide PEDs on how to fund the implementation of WP6 as interim measure Submitted two funding bids to Treasury for the Expansion of Inclusive Education Programme from which R1.5bn was allocated for 2008 MTEF and R300m for 2009 MTEF on Equitable Share basis 11

12. DBE’S PROGRESS OVER THE YEARS cont.. Developed Business Plan Development guidelines for PEDs for Expansion of IE Programme Developed Guidelines for Full Service/Inclusive Schools Developed Guidelines to Ensure Quality Education and Support in Special Schools and Special School Resource Centres Developed guidelines for implementing concessions throughout the grades Audited all special schools for the Blind to develop an intervention strategy to improve quality of teaching and learning in those schools Ran an R18m tender to procure assistive devices and technology to 33 special schools and 10 full service schools to model the provision Reviewed the Inclusive Learning Programmes to Guidelines for Inclusive Teaching and Learning 12

13. DBE’S PROGRESS OVER THE YEARS cont.. Converted 10 ordinary schools to full service schools as a model for R11m Incorporated inclusivity principles in all CAPS Audited reform schools and schools of industry as part of their transfer to DSD Trained 200 district officials including SMTs in Visual impairment as well as in Deaf Education Developed the Inclusive Education Strategy that is currently implemented 13

14. DBE’S PROGRESS OVER THE YEARS cont.. Developed Guidelines for Responding to Learner Diversity in the Classroom through the National Curriculum Statement and orientated 2 474 district officials and grade 10 subject advisors in 2011; 110 stakeholders in 2011; 3 035 district officials and subject advisors for grade 11 in 2012; 163 stakeholders and special schools lead teachers in 2012 and 968 district officials and subject advisors for grades 4-6 in 2012 Is developing the South African Sign Language curriculum as subject for grades R-12 Has developed a framework for qualifications pathways at NQF level 1 for learners with moderate and severe intellectual disability Is developing an Action Plan to provide access to education for out- of-school children and youth including severe and profoundly intellectually disabled ones 14

15. DBE’s Performance on Developing an Inclusive System Key Systemic LeversPerformance Development of guidelines on policy directives for implementing White Paper 6 e.g. Guidelines for Full Service/Inclusive Schools Soliciting funding for initiating the implementation of the policy e.g. Donor funding, national treasury etc. Development of funding norms for an inclusive system Guidelines on curricular needs for learners who are either moderately to severely intellectually disabled or are gifted Development of personnel provisioning norms for an inclusive system Development of an integrated system for early identification of barriers to learning and early intervention Mobilisation of stakeholders for effective implementation of the policy Monitoring the implementation of the policy in provinces 15

16. FOCUS ON DELIVERABLES BY PEDS WHAT HAVE PEDS ACHIEVED OVER THE YEARS? 16

17. INCLUSIVE EDUCATION & SPECIAL NEEDS BUDGET ALLOCATION FOR 2012/13 PER PROVINCE ProvinceProgramme 4 Budget R’000 Expansion of IE Budget R’000 Total Budget for 2012/13 R’000 EC675 5560 FS312 6216 700319 321 GP1 354 0620 KZN1 057 997338 0001 395 997 LP263 8540 MP225 1710 NC97 8390 NW261 60349 796311 399 WC782 09868 224850 322 Grand Total5 030 801462 7205 493 521 17

18. INCLUSIVE EDUCATION & SPECIAL NEEDS BUDGET ALLOCATION FOR 2012/13 PER PROVINCE The budget for the Inclusive Education policy implementation should allocate to Special Schools (Programme 4) as well as the Expansion of Inclusive Education Programme Current Treasury Budget Structure makes provision for only Special Schools Only FS, KZN, NW and WC allocate for both sub-components with KZN allocating the highest (R388m) for 2012/13, followed by WC (R68.2m), NW (R49.8m) and FS (R6.7m) Other five provinces (EC, GP LP, MP and NC) top-slice from Programme 4 for some activities of Expansion of IE Programme – thus making slow progress in implementing the IE policy Of the R5.5bn allocated for 2012/13 only R463m is for Expansion of IE Challenge: Five provinces have not appropriated funding for the Programme on the Expansion of Inclusive Education resulting in serious backlogs in those provinces regarding the implementation of the policy in its entirety 18

19. PROFILING DISABILITIES: SPECIAL SCHOOLS, LEARNERS AND TEACHERS PER PROVINCE, EMIS 2009 ProvinceNumber of Special Schools Learners With Single Disability Learners With Multiple Disabilities Number of Teachers EC4087416512816 FS1934091471502 GP11624363121043109 KZN63112388690979 LP1030541914272 MP1833523026317 NC10155966139 NW334518375426 WC811569815291667 Grand Total39075 93235 6878227 19

20. PROFILING DISABILITIES: SPECIAL SCHOOLS, LEARNERS AND TEACHERS PER PROVINCE, EMIS 2009 Special schools like ordinary schools belong to PEDs Special schools roles according to WP6 are to admit children with severe and profound disabilities and to play the role of Resource Centres Majority of special schools have long waiting lists of children awaiting admission for which PEDs need to put mechanisms in place and support districts in finding learning spaces for such children Analysis:  2009 data revealed that GP had the largest number of special schools followed by WC and the KZN  Special schools were the lowest in LP and NC, each having 10  In total, there were 111 619 learners with disabilities accessing education in special schools 20

21. PROFILING DISABILITIES: SPECIAL SCHOOLS, LEARNERS AND TEACHERS PER PROVINCE, EMIS 2009 Challenges:  Most special schools battle with governance and management matters especially financial management thus requiring same attention and support as ordinary schools  There is very limited access to education for Autistic children across provinces and affected parents have to send them to private schools with unaffordable fees  Physically disabled and incontinent learners are not adequately provided for in special schools 21

22. PROFILING DISABILITIES: LEARNERS WITH DISABILITIES IN ORDINARY SCHOOLS PER PROVINCE, EMIS 2009 ProvinceLearners in Separate Classes Learners in Mainstream Classes Total Learners Per Province EC94818,70819,656 FS4,78816,66721,455 GP3,72612,39716,123 KZN6,50415,72122,225 LP3,0433,9406,983 MP1,48212,05113,533 NC343,3903,424 NW1,2516,5817,832 WC20013,10413,304 Grand Total21,976102,559124,535 22

23. PROFILING DISABILITIES: LEARNERS WITH DISABILITIES IN ORDINARY SCHOOLS PER PROVINCE, EMIS 2009... Guidelines for Full Service Schools, screening, identification, assessment and support (SIAS) and for Responding to Learner Diversity in the Classroom through the NCS (Curriculum Differentiation) are key in providing responsive support to learners Findings:  Of the 124 559 learners admitted to ordinary schools in 2009, 21 976 (17.6%) were in separate classes  The separate classes are called different things in different provinces  The phenomenon of special classes much as it serves integration which precedes full inclusion are problematic as they are anti-inclusion 23

24. PROFILING DISABILITIES: LEARNERS WITH DISABILITIES IN ORDINARY SCHOOLS PER PROVINCE, EMIS 2009... Challenges:  The “permanency” factor attached to special classes/units is problematic as learners stay in those classes throughout their schooling years  Inherent labelling and stigmatisation of learners placed in special classes 24

25. PROFILING DISABILITIES: LEARNERS PER CATEGORY OF DISABILITY PER PROVINCE, EMIS 2009 Category of DisabilityLearner Numbers Ratio of Disability Attention Deficit and Hyperactivity Disorder (ADHD)3 490 3.3 Specific Learning Disability13 394 12.8 Autistic Spectrum Disorders1 781 1.7 Behaviour Disorders7 787 7.5 Blind 927 0.9 Partially Sighted2 623 2.5 Cerebral Palsy6 410 6.1 Deaf6 323 6.1 Hard of Hearing1 428 1.4 Moderate Intellectual Disability28 523 27.3 Severe Intellectual Disability 24 047 23.1 Physical Disability3 992 3.8 Epilepsy3 597 3.4 25

26. FURTHER BREAKDOWN OF DISABILITY PER CATEGORY PER PROVINCE, EMIS 2011 Prov. ADD ASD Beh.Dis Blind CP Deaf Deaf- Blind Epileps y HoH MID Mod- SID Other Part Sighted PhysDis PsycDis SID SLD Tot EC 221 163 238 63 102 556 131 127 101 1 192 326 258 134 79 137 2 231 33 6 092 FS 20 81 68 1 600 100 117 36 1120 0 36 90 4 281 2 1 458 GP 3 224 416 1 706 139 1 832 657 17 1 345 317 7 901 254 847 623 821 107 6 802 3 857 30 865 KZ 682 506 930 13 1 151 235 8 668 249 1 255 863 222 242 407 40 4 034 1 624 13 129 LP 219 228 253 85 456 442 3 416 328 1 366 520 47 249 306 22 1 591 314 6 845 MP 155 24 647 34 89 125 1 94 21 1 550 72 3 95 110 23 808 41 3 892 NC 33 15 110 14 34 53 1 27 40 92 260 13 29 321 808 NW 217 71 440 24 220 2340 183 77 1 241 593 50 163 174 7 1 735 238 5 667 WC 689 167 75 18 324 40 3 307 62 315 4 0 59 247 1 795 510 3 616 Grand Total 5 460 1 671 4 467 391 4 808 2 352 164 3 284 1 231 15 024 2 658 1 427 1 614 2 263 341 18 598 6 619 72 372 26

27. PROFILING DISABILITIES: LEARNERS PER CATEGORY OF DISABILITY PER PROVINCE, EMIS 2009 Findings:  Moderate Intellectual Disability (MID) accounts for 27.3% of learners in special schools, Severe Intellectual is second with 23.1% followed by Specific Learning Disabilities e.g. Dyslexia, which account for 12.8%  As much as Blindness and Deafness accounted for 0.9% and 6.1% respectively, they require a lot of expertise including the adaptation of materials 27

28. PROFILING DISABILITIES: LEARNERS PER CATEGORY OF DISABILITY PER PROVINCE, EMIS 2009 Challenges:  Though Autistic Spectrum Disorder (Autism) affected 1.7% of learners with disabilities in 2009, it is the most complicated yet very less provided for in the system  Learners with Cerebral Palsy are not adequately provided for both in terms of incontinence facilities and in terms of personal support personnel  Moderately and Severely Intellectually Disabled (SID) learners (in the majority of disabilities) are victims of “push-out” tendencies of ordinary/mainstream schools and walk away with school reports which are both not accredited and not recognised by recognised by the world of work 28

29. INDICATORS FOR MEASURING PROGRESS Strengthen special schools – neglected special schools per 2002 Audit Conversion of special schools to Resource Centres New special schools that have been/are being built Assistive devices and technology procured for special and full service schools Specialist professionals (therapists, psychologists, etc) employed Remedial teachers, special needs teachers etc. employed in special schools Remedial teachers, special needs teachers etc. employed in Full Service Schools Teachers without requisite qualifications in special schools 29

30. INDICATORS FOR MEASURING PROGRESS Ordinary schools converted to Full Service Schools without infrastructure upgrade Ordinary schools converted to Full Service Schools through infrastructure upgrade Teachers trained in Inclusive Education-related activities Inclusive Education staff establishment Composition of functional district-based support teams (DBSTs) that have been established 30

31. STRENGTHENED SPECIAL SCHOOLS TO DATE ProvinceNumber of Special SchoolsExpenditure R’000 EC4238 476 FS1971 093 GP7359 889 KZN71638 227 LP3443 112 MP421 970 NC42 223 NW3247 385 WC1641 500 Grand Total295963 875 31

32. STRENGTHENED SPECIAL SCHOOLS... Audit of all special schools in 2002 found 135 special schools highly neglected and dysfunctional requiring strengthening Neglect led to high incidents of learner abuse, buildings falling apart especially hostels, no effective teaching and learning, no appropriate and effective support to learners etc To date 295 special schools have been strengthened through almost R1bn spending Rural-urban divide, competing priorities and legacy of the past impacted progress differently:  EC and LP strengthened more schools (42 and 34 respectively) spending less budget of R38m and R43m compared to FS (19 schools) and WC (16 schools) which spent R71m and R41m respectively  GP (73 schools) and KZN (71 schools) strengthened same number of schools spending R60m and R638m respectively 32

33. SPECIAL SCHOOLS CONVERTED TO RESOURCE CENTRES TO DATE ProvinceNumber of Resource CentresExpenditure R’000 EC32 043 FS3273 GP1527 280 KZN14427 065 LP646 156 MP216 400 NC499 000 NW84 418 WC2444 065 Grand Total98656700 33

34. SPECIAL SCHOOLS CONVERTED TO RESOURCE CENTRES TO DATE... Converting special schools to Resource Centres as WP6 strategy entails targeting SSs for devoted resourcing with dedicated funds to extend specialized services to other schools within the district This driven with the Expansion of Inclusive Education Programme (EIEP) funded by Treasury through Equitable Share of R1.5bn (2008 MTEF) and R300m (2009 MTEF) Current Treasury Budget Structure only allocates budget to SSs, a sub-component of IE Policy through Programme 4 34

35. SPECIAL SCHOOLS CONVERTED TO RESOURCE CENTRES TO DATE... EC, GP, LP, MP, and NC have never allocated funding for both MTEF cycles leading to top-slicing of Programme 4 for IE activities and the following variations in progress made:  Allocation for EIEP factor: KZN (14 RCs: R427m) and WC (24 RCs: R44m) progressed by far compared to EC (3 RCs: R2m) and FS (3 RCs: R0.3m) for example  Current Treasury Budget Structure: through top-slicing from Programme 4, LP (6 RCs: R46m) and NC (4 RCs: R99m) spent more than WC(24 RCs: R44m) without EIEP allocation 35

36. NEW SPECIAL SCHOOLS BUILT/BEING BUILT PER PROVINCE ProvinceNumber of New Special SchoolsBudget R’000 EC1300 000 FS267 000 GP180 000 KZN7287 500 LP1900 MP00 NC00 NW47 300 WC944 000 Grand Total25786 700 36

37. NEW SPECIAL SCHOOLS BUILT/BEING BUILT PER PROVINCE... Some PEDs conducted feasibility studies for possibly building new SSs One of strategies to increase access to education for out-of- school children and youth of school-going age Since the advent of WP6, 25 new SSs have been/are being built to the value of R787m – some already completed Majority of new SSs in WC followed by KZN and NW, all three that always allocated budget for Expansion of Inclusive Education Programme – progress ahead of others not surprising However infrastructure norms/guidelines for SSs do not exist yet To be noted: on average one SS cost R100m to build from scratch 37

38. SPECIAL AND FULL SERVICE SCHOOLS THAT RECEIVED ASSISTIVE DEVICES AND TECHNOLOGY ProvinceSpecial SchoolsFull Service SchoolsExpenditure R’000 EC3844 801 FS4342 294 GP54816 000 KZN7173497 006 LP142 383 MP15895 453 NC40290 NW3211237 230 WC710818 769 Grand Total226432584 226 38

39. SPECIAL AND FULL SERVICE SCHOOLS THAT HAVE RECEIVED ASSISTIVE DEVICES AND TECHNOLOGY... Assistive devices and technology mediate the impact of disability to enhance learning and development These include: spectacles, hearing aids, cochlea implants, wheelchairs, white boards, Perkins Braillers, white canes, Bookmakers, Augmentative and Alternative Communication devices (AAC), etc. DoH and DBE are responsible for health-related devices and curriculum-specific devices respectively DBE currently provides both categories SSs are provided through Programme 4 whilst FSSs are provided though Expansion of Inclusive Education Programme or top-slicing from Prog. 4 39

40. SPECIAL AND FULL SERVICE SCHOOLS THAT HAVE RECEIVED ASSISTIVE DEVICES AND TECHNOLOGY... Findings:  A total of 435 FSSs have received and the majority is in NW (112 – 25.7%) followed by WC (108 – 24.8%); MP (89 – 20.5%); and KZN (73 – 16.8%)  Highest expenditure in KZN (R497m) followed by NW (R37m); WC (R19m); and GP (R16m) Challenge: No Government-determined Coordinating Framework to provide access 40

41. HEALTH PROFESSIONALS CURRENTLY EMPLOYED ProvinceNumber of Schools PsychologistsTherapistsSocial Workers Prof Nurses Other EC812340410 FS2074918121 GP820512000 KZN711686112652 LP601051 MP17557415 NC202100 NW321130731 WC15294924494549 Grand Total1 7679072686103159 41

42. SPECIALIST PROFESSIONALS CURRENTLY EMPLOYED... Availability of specialists are central in the early identification of barriers to learning and for the implementation of SIAS Availability of therapists is critical for assessment of learners for provision of assistive devices and technology particularly for physical disability Creation of these posts would be possible by the Expansion of IE Programme allocation 42

43. SPECIALIST PROFESSIONALS CURRENTLY EMPLOYED... Findings:  Analysis found glaring disparities in the provision of access to specialist services to schools across provinces and within each in terms of types of the professionals  1 767 SSs and FSSs have access to specialist professionals – WC (86.5%) the only province providing schools with more access – all others provide access to less than 5% of schools – situation acutely dire in EC (0.5%); LP (0.3%) and NC (0.1%) all three which never budgeted for Expansion of Inclusive Education  Overall availability of health professionals across provinces shows urban-rural slant except in KZN (13,8%) as GP (50,9%) and WC (16,6%) provide more than 10% accessibility to health professionals for their selected schools – thus better reasonably equipped for SIAS implementation  Across the spectrum therapists are the majority (72.2%) followed by professional nurses (10.2%); psychologists (9.0%); and social workers (8.6%) Challenge: DBE struggles to attract health professionals as they are not paid their OSD yet 43

44. REMEDIAL AND SPECIAL NEEDS TEACHERS IN SPECIAL SCHOOLS ProvinceRemedial Teachers Special Needs Teachers Learning Support Teachers Teacher Assistants/ Aides Total in Special Schools EC80160 99195 FS4007478 GP020100 KZN101580328496 LP00000 MP20053560 NC20002 NW0518066584 WC005910 Grand Total1168935966022207 44

45. REMEDIAL, SPECIAL NEEDS AND LEARNING SUPPORT TEACHERS AND TEACHER ASSISTANTS TO WHICH SPECIAL SCHOOLS HAVE ACCESS These types of teachers and teacher assistants constitute a support structure during learning and assessment to improve participation and performance Teachers excluding assistants must be able to differentiate and support teachers with Curriculum Differentiation for example Except for Learning Support Teachers others are placed at individual schools while the former essentially should be at District and be itinerant to schools 45

46. REMEDIAL, SPECIAL NEEDS AND LEARNING SUPPORT TEACHERS AND TEACHER ASSISTANTS TO WHICH SPECIAL SCHOOLS HAVE ACCESS Findings:  Special schools largely have access to 40.5% Special Needs Teachers followed by access to 27.3% Teacher Assistants/Aides; 27.0% Learning Support Educators and 5.3% Remedial Teachers  NW and WC special schools each provides about 27% access to overall curriculum support followed by KZN with 22.5% while LP and NC provide no curriculum support at all Challenge:  these curriculum delivery supporters are used differently in different provinces  Majority of SSs are not organized according to grades which impacts on use of Teachers Assistants  Though majority of Teacher Assistants in Schools for the Deaf can sign they are without the NSC 46

47. REMEDIAL AND SPECIAL NEEDS TEACHERS IN FULL SERVICE SCHOOLS ProvinceRemedial Teachers Special Needs Teachers Learning Support Teachers Teacher Assistants/ Aides Total in Full Service Schools EC97643 0128 FS01900 GP002160 KZN5000100150 LP00000 MP00303 NC00000 NW6210063 WC00108 216 Grand Total12196370208795 47

48. REMEDIAL, SPECIAL NEEDS AND LEARNING SUPPORT TEACHERS AND TEACHER ASSISTANTS TO WHICH SPECIAL SCHOOLS HAVE ACCESS Findings:  Most provinces provide curriculum support to FSSs except LP, MP and NC and only minimally in FS  Large curriculum support comes from LSEs (46.5%) followed by TAs (26.2%), RTs (15.2%) and finally SNTs (12.1%)  Except for KZN (18.9%) and EC (16.1%) curriculum support to FSSs is the highest in NW and WC, respectively 27.2% Challenge:  these curriculum delivery supporters are used differently in different provinces  How the specialist teachers are used in most FSSs – learners with learning difficulties are placed in special classes and kept permanently – the practice that is anti-inclusion with possible labelling and stigmatisation 48

49. TEACHERS WITHOUT REQUISITE QUALIFICATIONS IN SPECIAL SCHOOLS ProvinceNumber of Special Schools Affected Teachers With Basic Braille But Without Qualification Teachers Without Braille Knowledge At All Teachers With Basic SASL But Without Qualification Teachers Without SASL Knowledge At All EC00000 FS2620660 GP6500300 KZN1043531203 LP00000 MP113657200 NC166246 NW325391752157 WC76871670 Grand Total5978189985266 49

50. TEACHERS WITHOUT REQUISITE QUALIFICATIONS IN SPECIAL SCHOOLS Visual impairment as well as Deafness are isolated because they are the highly specialised compared to other disabilities which largely depend on Curriculum Differentiation Findings:  The phenomenon affects 59 SSs (89.4%) of the 66 schools (22 for the Blind and 44 for the Blind)  The proportion of teachers without South African Sign Language knowledge at all (21.3%) is higher than that for teachers without knowledge of visual impairment (10.2%) 50

51. FULL SERVICE SCHOOLS WITHOUT INFRASTRUCTURE UPGRADE ProvinceNumber of Full Service SchoolsExpenditure R’000 EC14 0 FS261 574 GP680 KZN701 949 LP110 MP1403 000 NC443 NW11226 902 WC10818 768 Grand Total55352 236 51

52. FULL SERVICE SCHOOLS WITHOUT INFRASTRUCTURE UPGRADE... Converting ordinary schools to FSSs is more than making schools environmentally accessible fro physically disabled learners It includes but not limited to: orientation into WP6 (advocacy); training teachers in Inclusive Learning Programmes (now, Curriculum Differentiation); establishing school-based support teams (ILSTS) and ensuring their functionality The activities largely depends on the Expansion of IE Programme budget allocation This is one of key strategies to mainstream support to learners and is in line with UN Convention on the Rights of People with Disabilities 52

53. FULL SERVICE SCHOOLS WITHOUT INFRASTRUCTURE UPGRADE... Findings:  553 FSSs have been designated to date with associated expenditure of R52.2m  MP leads the process 25.3% followed by NW (20.3); WC (19.5%) and KZN (12.7%)  Typically, EC, LP and NC have fallen far behind due to unavailability of the Expansion of IE Programme budget over the years Challenge: delay in mediating the Guidelines for Full Service Schools 53

54. FULL SERVICE SCHOOLS WITH INFRASTRUCTURE UPGRADE ProvinceNumber of Full Service SchoolsExpenditure R’000 EC411 005 FS2222 000 GP736 660 KZN50446 381 LP117 450 MP13 863 NC128 000 NW11262 250 WC143 500 Grand Total202821 109 54

55. FULL SERVICE SCHOOLS With INFRASTRUCTURE UPGRADE Infrastructure upgrade include ramps, rails, walkways, drop-off or pick-up spots, modifications of classrooms and toilets, etc Universal Design Principles are applied Relies heavily on funding the Expansion of IE Programme Findings:  To date 202 FSSs are environmentally accessible to the physically disabled  All together, R821m was been spent  Majority are in NW (112) followed by KZN (50); and WC (11) where FSSs are more than the number of Districts  Serious backlogs exists in EC, FS, GP, MP and NC Challenge:  Working in silos when infrastructure work is not a competence of IE  These are viewed as some form of special schools  Neighbouring schools to FSSs refusing to take learners with disabilities (push-out factor) 55

56. TEACHERS TRAINED IN INCLUSIVE EDUCATION-RELATED ACTIVITIES ProvinceNumber of Schools Teachers Trained in SIAS Teachers Trained in Inclusive Learning Programmes Teachers Orientate d into White Paper 6 Teachers Trained in Deaf Education Teachers Trained in Visual Impairment Expendit ure R’000 EC4719812 04330 FS311418602700540414 GP75750 000 KZN4620503817006450 LP34240 1350 MP4786090228592010271215 0 NC81669016601211 NW144386589301725 WC1529108 400200 Grand Total23921304041766701119512827100 56

57. Teachers Trained in Inclusive Education Related Activities Training areas such as in SIAS, visual and hearing impairment are part of IE HRD strategy Training in specialised areas prepares teachers to have requisite qualifications ands kills to teach in schools for the Deaf and the Blind in particular (target: 2014) This is led by Teacher Development working with Inclusive Education Directorate at DBE The plan is to facilitate training in accredited courses Findings:  2 363 schools have participated in the various training opportunities  13 040 teachers have been trained in SIAS to capacitate them for early identification of barriers to learning 57

58. OFFICIALS FOR INCLUSIVE EDUCATION BASED AT DISTRICT PER PROVINCE Prov.Level 1Level 2Level 3Level 4Level 5Level 6Total District IE Officials Total Vacancies EC00000000 FS 007408587 0 GP0013055301880 KZN001391103327 LP00410050 MP00350403917 NC00343003760 NW 03410304715 WC47245000763 Grand Total472733668295512122 58

59. OFFICIALS FOR INCLUSIVE EDUCATION BASED AT DISTRICT PER PROVINCE... This is an indicator of capacity to implement the IE policy at different levels of the system It is preferred to have not only former teachers but also other disciplines such as psychologists Findings:  Only WC employs such IE officials at level  Majority of officials are at level 3  KZ, MP, NC, NW and WC have vacancies Challenge:  Currently and in principle there are two officials including Director at national who have to drive inclusion and monitor implementation across all 9 provinces  Organisational structure is not uniform across levels – not proportionally resourced  Mobility and attrition of officials 59

60. COMPOSITION OF FUNCTIONAL DISTRICT BASED SUPPORT TEAMS (DBSTS) Prov.Curric ulum IE Official s Psycho logists Thera pists Social Worke rs Learni ng Supp. Teach ers EMGDInfrast ructur e Circuit Manag er EC000000000 FS2184511516740 GP 7517515 2160150 KZN480000012 LP000000000 MP4390040000 NC1217300411 NW6350708333 WC1688888808 Grand Total182274303538287913540 60

61. COMPOSITION OF FUNCTIONAL DISTRICT BASED SUPPORT TEAMS (DBSTS) It is recommended to constitute a DBST with multiple disciplines and programmes e.g. Curriculum; IE; EMGD; Infrastructure; etc to ensure an integrated approach in providing support – different disciplines identify their roles as part of a team and plan together IE alone may not constitute a functional DBST as necessary expertise and competence lie across programmes and policy areas Findings:  No DBSTs are constituted transversally in EC and LP  Functional DBSTs are constituted largely by Curriculum (18.0%), IE (27.1%) and LSEs (28.4%), making DBSTs largely an IE concern  The non-allocation for Expansion of Inclusive Education in EC and LP could be responsible for none functional DBSTs Challenge:  Guidelines for Full Service Schools and Special Schools have not been mediated 61

62. PERFORMANCE OF LEARNERS WITH DISABILITY IN THE NATIONAL SENIOR CERTIFICATE 2010-2011 Prov.No. Wrote 2010 No. Passed 2010 % Passed 2010 No. Wrote 2011 No. Passed 2011 % Passed 2011 % Growth in No. % Growth in Pass EC 1017271.3014110272.3039.6041.67 FS 524994.20363391.70-30.77-32.65 GP 40635487.2042937487.205.675.65 KZN 14813490.501099587.20-26.35-29.10 LP 341338.20161062.50-52.94-23.08 MP 33100.0066 NC 13 100.0055 -61.54 NW 131292.309888.90-30.77-33.33 WC 1209579.20966466.70-20.00-32.63 Tot/Ave 89074583.7184769782.29-4.83-6.44 62

63. PERFORMANCE OF LEARNERS WITH DISABILITY IN THE NATIONAL SENIOR CERTIFICATE 2010-2011... 890 learners with disabilities wrote the NSC exam and 847 wrote in 2011 representing a drop of 4.8% 745 (83.7%) learners with disabilities passed in 2010 compared to 697 (82.3%)in 2011 dropping by 1.4% The ratio of learners with disabilities writing the NSC to their counterparts has been 0.2 over the two years far below the expected 4-6% in general population The overall performance of learners with disabilities (+/- 80%) is higher than for their counterparts but the subject combinations differ markedly between the groups – limited access to the sciences for learners with disabilities impacting on career choice The endorsed NSC limits further studies 63

64. OVERALL PERFORMANCE OF PROVINCES ON WHITE PAPER 6 64

65. PEDS’ DASHBOARD ON THE IMPLEMENTATION OF THE INCLUSIVE EDUCATION POLICY ProvinceDesignated Resource Centres Designated Full Service Schools Accessible Full Service Schools IE Officials Employed at District Level Functional DBSTs Established EC FS GP KZN LP MP NC NW WC 65

66. WHAT HAS NOT BEEN DONE? 66

67. WHAT HAS NOT BEEN DONE BY PEDS? EC, GP, LP, MP and NC have never appropriated funding for the Expansion of Inclusive Education Programme resulting to serious backlogs in the implementation of the policy Implementing the Funding Principles as provided by DBE resulting in glaring disparities in resourcing Inclusive Education Recognising Inclusive Education as one of key national priorities Following guidelines for developing a Business Plan for the Expansion of Inclusive Education Distinguishing between Special Needs Education and Inclusive Education Ensuring DBSTs are established as multi-disciplinary teams 67

68. WHAT HAS NOT BEEN DONE BY DBE? Not using the opportunity Treasury provided to influence budget structure review to include Expansion of Inclusive Education Strengthening inter-departmental cooperation and stakeholder engagement for inclusion Development of a curriculum for moderately and severely intellectually disabled learners Development of guidelines for funding an inclusive system Development of guidelines for human resource provisioning for an inclusive system Timeous provision of Braille workbooks and textbooks 68

69. KEY STRATEGIC LEVERS 69

70. KEY STRATEGIC LEVERS FOR DBE TO IMPROVE IMPLEMENTATION OF WP6 Development of an Inclusive Education Strategy and monitor its implementation Development of Guidelines on Curriculum Differentiation, Full Service Schools and Special Schools and capacitate district officials in these Adaptation of workbooks grades R-9 for Brailling, for Sign Language users and for users of Augmentative and Alternate Communication Review and streamlining of SIAS for gazetting as policy and rollout Developing the South African Sign Language curriculum as subject for grades R-12 and preparing the system for its implementation 70

71. KEY STRATEGIC LEVERS FOR DBE TO IMPROVE IMPLEMENTATION OF WP6 Developing a Framework for Qualification pathways for intellectually disabled learners at NQF level 1 Developing a curriculum for moderately and severely intellectually disabled learners which is aligned to Qualification Framework for intellectually disabled Developing policy directives and strategies for out-of-school disabled children and youth including the severely and profoundly intellectually disabled Developing funding and human resource provisioning guidelines for an inclusive system Provide guidelines for an effective Organisational Structure and its equitable resourcing 71

72. KEY STRATEGIC LEVERS FOR PEDS TO IMPROVE IMPLEMENTATION OF WP6 Appropriate funds for the Expansion of Inclusive Education Building capacity at school level using Guidelines for Curriculum Differentiation, for Full Service Schools and for Special Schools Procure adapted workbooks and textbooks for affected schools using national catalogue Train and re-orientate district officials and teachers on revised and approved SIAS Conduct teacher training on SASL curriculum grades R-12 and resource its implementation Implement an approved curriculum for moderately and severely intellectually disabled learners 72

73. KEY STRATEGIC LEVERS FOR PEDS TO IMPROVE IMPLEMENTATION OF WP6 Resource and implement the policy directives and strategies that will facilitate improved access to education for out-of-school disabled children and youth including the severely and profoundly intellectually children and youth Implement the guidelines for funding and human resource provisioning for an inclusive system Facilitate the establishment of functional district-based support teams (DBSTs) and school-based support teams (ILSTs) and resource them Equitably resource the Inclusive Education units at provincial and district level 73

74. ALIGNMENT OF PROVINCIAL PLANS FOR 2012/13 WITH ACTION PLAN TO 2014 & WHITE PAPER 6 74

75. PROVINCIAL PLANS 2012/13 ProvinceBudget for Special Schools Only (Programme 4 ) Budget for Expansion of Inclusive Education Training of Teachers in Screening and Identification of Barriers to Learning Creation of Posts for Specialist Teachers in Full Service Schools EC FS GP KZN LP MP NC NW WC 75

76. DASHBOARD: PROVINCIAL PLANS 2012/13 CONT... EC, GP, LP, MP and NC do not have budget allocation for the Expansion of Inclusive Education which is very critical in mainstreaming support for learners experiencing barriers to learning especially in full service schools Action Plan to 2014 prioritises the training of teachers in the screening and identification of barriers to learning  FS, GP, MP and NW have done relatively well in this area of training with the rest having to do a little more Action Plan to 2014 also places a premium on the progressive conversion of ordinary schools to full service schools through capacity building activities  EC, KZ and WC have done well in creating posts for curriculum delivery support whilst LP, MP and NC have not progressed at all 76

77. RISKS, ROOT CAUSES AND MITIGATION STRATEGIES 77

78. RiskRoot CauseMitigation Differences in the implementation of the Inclusive Education Policy across provinces in terms of approaches, models, strategies or priorities Incoherent understanding of Inclusive Education Policy Advocacy on White Paper 6 starting from very Senior Management levels going down levels, from national through different levels within and outside of the DBE, using same messages Expansion of Inclusive education only funded in the main in NW, WC and KZN since 2008 The current Treasury Budget Structure that allocates budget to special schools only (Programme 4) when special schools are a sub-component of the Inclusive Education Policy DBE to make use of the opportunity provided by Treasury to make inputs on the review of the budget structure to forge alignment with Action Plan to 2014: Towards the Realisation of Schooling 2025 Inclusive Education and Special Needs are located in different Branches and Directorates across provinces Variations in the Organisational Structure of DBE between national and provincial level Organisational structure to be reviewed and harmonised as far as practicable Uneven capacity in terms of Human Resource that drives the implementation across all levels of the system (Essentially only four professional staff members of the Directorate at DBE driving the implementation) Variations in the Organisational Structure of DBE between national and provincial level Organisational structure to be reviewed and harmonised as far as practicable Limited and uncoordinated access to specialist services (assistive devices and technologies, health professionals such as psychologists, therapists, professional nurses etc)for learners experiencing barriers to learning Absence of a Coordination Framework from government to regulate roles and responsibilities of Education, Health and Social Development Government to put in place a Coordination Framework to clearly define roles of different departments and how to share scarce resources and avoid double-dipping Stakeholder participation in the implementation of the Inclusive Education Policy. Fragmented approach in stakeholder mobilisation by the DBE, playing itself out in programme-specific approach The QLTC to broaden its scope and mobilise all stakeholders of the DBE for implementation of the entire Sector Plan 78

79. THANK YOU 79