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This report outlines the progress made by the Limpopo, Mpumalanga, Eastern Cape, and KwaZulu-Natal Provincial Education Departments in addressing challenges identified during oversight visits. The report focuses on areas such as learner and teacher support, teacher development, school governance, inclusive education, and infrastructure.
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Progress Report on Oversight Visits by the Portfolio Committee on Basic Education (2015: Limpopo and Mpumalanga; 2016: KwaZulu-Natal and Eastern Cape)__________________________________________________Portfolio Committee Meeting16 February 2016
PRESENTATION OUTLINE • Purpose • Problem statement • Areas of focus for the oversight visits • Report on progress • 2015: Limpopo and Mpumalanga • 2016: Eastern Cape and KwaZulu-Natal • Way forward 2
Purpose To present progress that Limpopo and Mpumalanga Provincial Education Departments have made in response to challenges that were identified in special schools and full service schools during the Portfolio Committee oversight visit of July 2015 3
Problem Statement The PEDs have been plagued differentially by a number of challenges in the implementation of Inclusive Education, and these include: • Lack of appropriate Human and Financial Resources; • Non-responsiveness to parliamentary questions and submission of incomplete and sketchy information for reporting on implementation of White Paper 6; • Conditions and functionality in certain special schools and full service schools including the inhumane and unconducive conditions for teachers and learners at Setotolwane that have dragged on for years; • Poor progress in the establishment of functional district-based and school-based support teams in special schools and full service schools; and • Irregular attendance of Inclusive Education officials to Inter-provincial and TDCM meetings at DBE. 4
Areas of Focus for the Oversight • Provision of Learner and Teacher Support Material (LTSM); • Teacher Supply, Utilisation and Development; • Availability of Learner Transport; • Access to School Nutrition Programme; • Functionality of School Governance and Management; • Inclusive Education, Social Mobilisation and Well-being; • Early Childhood Development (Grade R); and • Information and Communication Technology (ICT) 5
limpopo 8
Limpopo: ECD 15
Relocation of Setotolwane to Hwiti • The contractor has been contracted to move facilities from the old to the new site • Beds and steel cabinets were found to be ravaged and unsuitable for further use – new ones ordered to the value of R500 000 and will be delivered by 17 February 2016 • The outstanding infrastructure work will be completed by 29 February 2016 • Catering equipment from the old site will be moved as it can still be used – target date is 1 March 2016 • On 29 February buildings and grounds will be ready for relocation • The PED will have to take responsibility for moving personnel and learners as this is not part of the contractor’s contract 17
Limpopo: ICT 18
mpumalanga 19
KZN: LTSM 36
EASTERN CAPE 48
EC: LTSM 49