meeting of the basic education portfolio committee topic: progress report on kha ri gude literacy...
TRANSCRIPT
MEETING OF THE BASIC EDUCATION PORTFOLIO COMMITTEE
TOPIC: PROGRESS REPORT ON KHA RI GUDE LITERACY CAMPAIGN
VENUE: COMMITTEE ROOM E249, 2ND FLOOR, NATIONAL ASSEMBLY WING,
PARLIAMENT
Presented by: Mr HM Mweli and Dr M Ramarumo
PRESENTATION OUTLINE• Purpose• Problem Statement• Background• Progress• Enrolments• SAQA Verification of KRG LAPs• Findings of the Auditor General• Progress on the Auditor General’s recommendations• Strengthening the KRG Campaign• Provincial Meetings on KRG, Reading and LIS• NSC Learner Retention Programme• Recommendations• Conclusion
PURPOSE To present to the Basic Education Portfolio Committee a progress report on the Kha Ri Gude Mass Literacy Campaign.
PROBLEM STATEMENT• The 2001 Census indicated that 4.7 million
adults above the age of 15 years were unable to read and write. The Kha Ri Gude Campaign enables these adults to become literate and numerate in one of the eleven official languages.
• The campaign also assists in poverty alleviation in that it provides short term employment, annually to approximately 40 000 unemployed graduates.
BACKGROUND• The Campaign, which was initiated in 2008,
has reached 3.8 million illiterate adults to date.
• It is anticipated that the Campaign will reach the set target of 4.7 million in 2015.
• The main objective of the Kha Ri Gude Mass Literacy Campaign is to fulfil the Education for All commitment of reducing the illiteracy rate by half by 2015 thereby improving the knowledge base of the economy.
BACKGROUND ...• The Campaign caters for illiterate adult
learners who are 15 years and over, in all nine provinces and covers all the 11 official languages
• The program also caters for people with disability
• The program assists with poverty alleviation in that it employs 40 000 unemployed people with a focus on graduates and youth with matric, annually.
PROGRESS By 2013 the Campaign had reached 3 433 123 learners
In 2014, 416 807 learners were registered and was verified by SAQA in July 2015. The Department is awaiting the report from SAQA.
44 142 volunteers were appointed in the campaign.
This includes 3 046 disabled learners and 1 299 disabled volunteers for 2014.
To date 3 849 930 of the 4.9 million learners have completed the programme.
PROGRESS…• The database of the KRG learners was
modified to include issues raised in the 2013/14 Performance Report.
• All learners and volunteers are verified by DHA monthly prior to payment of stipends
• All classes were completed by end of March 2015
• LAPs were completed by end of April and returned by end of May 2015
PROGRESS…
• All African languages were discussed and versioned. Discussions were held with all contractors versioning the workbooks to discuss language, culture etc. prior to the printing of the books.
• The Unit is working with municipalities, SALGA and provincial coordinators to ensure that learners in “untouched areas” are targeted and recruited.
ENROLMENTS OF LEARNERS 2008 – 2014
NB. 2014 - Learners after DHA verification
VOLUNTEERS PER PROVINCE 2008 - 2014
NB. 2014 - Volunteers after DHA verification
SAQA VERIFICATION OF
LAPS
VOLUNTEERS PER PROVINCE 2008 - 2014
NB. 2014 - Volunteers after DHA verification
MODERATION PROCESS
• Moderator checks whole portfolio and 3 selected tasks
• Marking is graded in terms of adequacy and level
• Moderation is verified by external verifiers
• Problematic portfolios or sets are identified
• Incidence of problems is analyzed
• Detailed statistical analysis precedes a report to SAQA
PROGRESS…
• All African languages were discussed and versioned. Discussions were held with all contractors versioning the workbooks to discuss language, culture etc. prior to the printing of the books.
• The Unit is working with municipalities, SALGA and provincial coordinators to ensure that learners in “untouched areas” are targeted and recruited.
SAQA MODERATION AND VERIFICATION OF KHA RI GUDE THROUGH SITE VISITS
• Rigorous check of authenticity and validity of results
• Approximately 300 visits by independent agencies
• Learners complete test under outside supervision• Test results compared in detail with Learner
Achievement Portfolios• Detailed statistical analysis of comparative
findings, physical examination of scripts (handwriting, consistency, growth)
MODERATION PROCESS
• Moderator checks whole portfolio and 3 selected tasks
• Marking is graded in terms of adequacy and level
• Moderation is verified by external verifiers
• Problematic portfolios or sets are identified
• Incidence of problems is analyzed
• Detailed statistical analysis precedes a report to SAQA
OUTCOME OF VERIFICATION PROCESS
• SAQA decides on recording of results on the National Learner’s Record Database (NLRD) based on the outcome of the verification process
• Thereafter certificates are awarded to all learners who have completed the LAPs and entered onto the NLRD.
• They will now be able to register for AET at the Department of Higher Education (DHET).
SAQA MODERATION AND VERIFICATION OF KHA RI GUDE THROUGH SITE VISITS
• Rigorous check of authenticity and validity of results
• Approximately 300 visits by independent agencies
• Learners complete test under outside supervision• Test results compared in detail with Learner
Achievement Portfolios• Detailed statistical analysis of comparative
findings, physical examination of scripts (handwriting, consistency, growth)
AFFIRMATIONS• SAQA has agreed to record Kha Ri Gude results over certain
thresholds every year since 2008.
• The process has been tempered by an understanding of the context of non-formal education
• The moderation and verification has led to ongoing improvements in KRG accountability information management performance management of voluntary educators
• SAQA has been impressed particularly by the management of records and resources during verification
• The UNESCO adult education specialist attended the moderation event in 2012 and observed that the process of accountability and quality assurance put in place by SAQA / KRG was unprecedented in adult education internationally.
OUTCOME OF VERIFICATION PROCESS
• SAQA decides on recording of results on the National Learner’s Record Database (NLRD) based on the outcome of the verification process
• Thereafter certificates are awarded to all learners who have completed the LAPs and entered onto the NLRD.
• They will now be able to register for AET at the Department of Education.
FINDINGS FROM
THE
AUDITOR GENERAL
AND RECOMMENDATIONS
AG FINDING RECOMMENDATIONS
Overall achievement of the Kha Ri Gude objective
Recalculate a realistic number of KRG learners that completed the campaign to date, taking all the identified weaknesses into account.
Review the target numbers for the remaining period of the campaign and adjust accordingly. Take appropriate steps to act on achieving the new target.
Draft an implementation plan with realistic, clearly defined targets after the necessary adjustments have been made. Objectives should be linked to specific time frames and responsibilities. The implementation plan should take the prioritisation of provinces with high levels of illiteracy into account. The department should secure funding for the remaining period of the campaign in conjunction with National Treasury and should implement measures to ensure that the 2015 target will be achieved at the required level of quality.
Recruitment of volunteers not in accordance with policies
The department should craft and implement a policy containing clear recruitment criteria for volunteers to govern, regulate and monitor their recruitment. The department should establish a process whereby all documents submitted by applicants are reviewed, evaluated and reconciled to the set requirements before the appointment of volunteers.The department should investigate instances where previous KRG learners became VEs. The department should also determine the impact of using these VEs on the campaign’s objectives. The department should assess all applicants prior to their appointment as VEs to ensure that they possess the required skills and knowledge to teach KRG learners. VEs that lack certain skills should be developed to ensure that they provide quality teaching.
Appointment of VEs without the required qualifications, skills and experience
AG FINDING RECOMMENDATIONS
No reconciliation and verification of attendance information
The department should institute a process to reconcile and verify information contained in the attendance registers to the information captured on the database.Identified discrepancies should be forwarded to the monitors and coordinators for follow-up and report back. The verification and authorisation of registered learners should be performed within the first two months of registration.
VEs recorded and submitted invalid information for payment
The department should enforce the verification, supervision and monitoring responsibilities required from supervisors, coordinators and monitors during site visits and submission of documents for payment. Supervisors and monitors should also perform independent counts of the learners and sign off on attendance on the day of the site visit as part of their verification processes. Site visits should be, as far as possible, unannounced or unscheduled so that supervisors, coordinators and monitors can observe the true reflection of attendance and learning at the KRG learning sites. The learners on the suspense database should be communicated to the relevant monitors, coordinators, supervisors and VEs so that those learners can be investigated and, if necessary, removed from the programme and replaced with valid learners. The department should consider including in their stipend criteria that payment would only be considered for verified and authorised learners.
AG FINDING RECOMMENDATIONS
Children attending Kha Ri Gude
The department should establish proper communication and coordination channels between the department and role players such as Department of Correctional Facilities and Department of Social Development, whose mandate is to care for vulnerable children and to ensure the health, safety and education of these children, to implement learner support services to facilitate formal schooling for vulnerable children. The department should analyse the learner database and identify the children that should be enrolled in mainstream schools. These children should be located and reasons for non-attendance of mainstream schools should be investigated.
Inaccurate, incomplete and unreliable management information
The department should review all information prior to submitting it for audit to eliminate the duplication of audit work. The department should ensure that actual performance reported for the campaign is based on valid, accurate and complete information. The department should keep a formal record of the numbers reported due to the nature of the reporting cycles and the database being live. The department should establish and implement validation tests and perform sufficient reviews to ensure accuracy when information is captured on the database. Coordinators, supervisors and VEs should obtain copies of learner identification numbers. This information should be captured onto the system as accurately as possible and filed to support the captured information. Data integrity tests on the identification numbers of learners should be conducted regularly to identify irregularities and exceptions. Irregular identification numbers and other exceptions should be regularly followed-up and the database should be updated accordingly to ensure the validity, accuracy and completeness of information on the KRG database. Identification numbers should be verified to eliminate possible irregularities. Exceptions should be followed-up and cleared, and the database updated accordingly.
AG FINDING RECOMMENDATIONS
Discrepancies during the appointment processes of the service provider for warehousing, picking and packing, distribution and collection of materials
The department should start the procurement process in good time to ensure that service providers are appointed when their services are required. The department should review the terms of reference in detail to ensure accuracy, before tender processes begin and tenders are awarded. The department should also consider the additional requirements that gave rise to the extra costs to limit deviations after contracting. Where possible, service providers’ contract periods should be aligned to the campaign period. Clear, specific and measurable deliverables, as well as roles and responsibilities, should be relevant to the period in which the services are provided. The impact on the teaching hours as a result of the delay in starting KRG on time should be investigated and the department should take all necessary steps to ensure that the 2014 campaign begins on time.
Inaccurate need assessments of learner teacher support material (LTSM)
The department should perform accurate needs assessments before any additional books are printed as the campaign is expected to end within the next two years. The department should plan on how to use the remaining English books after the end of the campaign.
Learners’ progression to next levels of literacy
The department should collaborate with the Department of Higher Education and Training (DHET) on integrating successful KRG learners into the envisaged community colleges and planning for the progression from KRG to AET. Complete and accurate statistics should be recorded and maintained to facilitate proper communication and coordination between the department and the DHET.
AG FINDING RECOMMENDATIONSMonitors, supervisors and coordinators did not provide sufficient monitoring and support
The department should reconcile and review monthly reports, registers for meetings and site visits to ensure that management information is complete and accurate for the effective monitoring of the campaign. The department should put specific monitoring actions in place. Complete reliance was placed on the service provider (project management company) to address problems although the company was not tasked with a monitoring responsibility. Formalised monitoring processes should prompt appropriate action from the responsible people to ensure that corrective action is taken for identified problems. Monthly reconcile a sample of site visit attendance registers to the required six visits per month to identify visits that did not take place. The department should enquire from the monitor why he/she did not attend the required six KRG learning centres per month and track whether the monitor does additional site visits during the following month. Review a sample of site visit attendance registers to ensure that relevant and accurate information was captured and that the attendance register was signed-off by the VE to confirm the validity of the visit. Incomplete and incorrect attendance registers should be sent back to the monitors for completion/correction before stipend payments are made. Corrections should be tracked going forward.
Lost savings with the extension of the contract with the project management company
The department should monitor contract periods to identify and initiate competitive procurement processes in good time to ensure that service providers are appointed when contracts end.
AG FINDING RECOMMENDATIONS
Monitoring by the department was not effective to ensure delivery of the campaign
The department should take ultimate responsibility for the delivery of the KRG campaign by monitoring its delivery. Formally documented monitoring roles and responsibilities of the KRG unit should be established to assist the unit in defining and executing their monitoring responsibilities. Monitoring responsibilities could include: Monthly reconciliation and review of monitors’ monthly reports to follow up on outstanding reports and record problems identified by the monitors.
Ensuring that the established monitoring process is effectively executed.
Keeping a register to track problems from their identification to their resolution. The register should be updated monthly by logging each problem together with the recommendation and implementation measures, to provide sufficient detail on how the problem was resolved.
Clearly delegating the responsibility that follow-up work should be conducted and reported on in the following month’s monitor report to the monitor. The department should follow up to determine what steps were taken to resolve the problems if the monitor does not report on the follow-up work in the next month’s monitor report.
Dropout rates of learners from the programme
The department should monitor dropout rates against the 19% set norm. The department should also investigate dropout rates in excess of the norm to understand why learners drop out and take the required corrective action.
PROGRESS ON IMPLEMENTING AUDITOR GENERAL’S RECOMMENDATIONS
RECOMMENDATIONS PROGRESS
Recalculate a realistic targets
Draft an implementation plan with realistic, clearly defined targets after the necessary adjustments have been made. The implementation plan should take the prioritisation of provinces with high levels of illiteracy into account.
The department should secure funding
Targets reset against the 2011 census report and the funding received by Treasury for the 2015/16 financial year.The MTEF budget including 2015/16 is as follows:
2015/16 – 504 683 0002016/17 – 441 963 000 (excluding compensation) 2017/18 – 346 001 000 (excluding compensation)
Recruitment policy containing clear recruitment criteria :Documentation, VEs registered as learners. Skills and qualificationsTraining
Volunteer recruitment policy draftedLeaner recruitment policy draftedAll employed volunteers not reappointed on the programmeOnly unemployed youth with matric appointed
The department should institute a process to reconcile and verify information contained in the attendance registers to the information captured on the database.Identified discrepancies should be forwarded to the monitors and coordinators for follow-up and report back. The verification and authorisation of registered learners should be performed within the first two months of registration.
Attendance registered are completed daily by the volunteer and submitted monthly to the service provider.These are captured and submitted monthly to Department of Home Affairs for verification of ID numbers prior to payment of stipends.Information is reported to volunteers regarding deceased or invalid learners.
RECOMMENDATIONS PROGRESS
Verification, supervision and monitoring responsibilities required from supervisors, coordinators and monitors during site visits •Independent counts of the learners and sign off on attendance on the day of the site visit •unannounced or unscheduled site visits •The learners on the suspense database should be communicated volunteers and removed and replaced with valid learners. •The department should consider including in their stipend criteria that payment would only be considered for verified and authorised learners.
Provincial coordinators appointed in all 9 provinces.
Provincial coordinators, DBE officials conduct unannounced site visits.Monitors and coordinators requested to conduct unannounced site visits.Attendance taken during visits.
List of registered learners submitted to volunteers
Criteria adapted to prevent stipend payment for all deceased or invalid learners.
RECOMMENDATIONS PROGRESSUnderage Children in KRG to be communicated to relevant departments whose mandate is to implement learner support services to facilitate formal schooling for vulnerable children. Analyse the learner database and identify the children that should be enrolled in mainstream schools.
The Department has conducted a check and the youngest learner is 17 years which is within the guidelines of older than 15 years.
Accuracy of learner informationReview all information and conduct validation tests prior to submitting it for audit to eliminate the duplication of audit work. The department should ensure that actual performance reported for the campaign is based on valid, accurate and complete information. Coordinators, supervisors and VEs should obtain copies of learner identification numbers. This information should be captured onto the system as accurately as possible and filed to support the captured information. Regular data integrity tests of learners should be conducted and followed-up and the database updated.
Department contracted auditors to assist with ensuring information is valid.
The Department has ensured that all learners are registered with ID numbers. The challenge is that learners are sceptical and often refuse to provide ID documents due to identify theft. In addition these learners are in rural areas and do not have access to facilities to make copies nor the funds. However all ID numbers are verified by Department of Home Affairs. In addition all volunteer ID numbers are verified by Department of Home Affairs.All learner and volunteer ID numbers from the registers are captured monthly and sent to Department of Home Affairs for verification prior to payment of the specific month stipend payment.
RECOMMENDATIONS PROGRESS
The department should perform accurate needs assessments before any additional books are printed as the campaign is expected to end within the next two years. The department should plan on how to use the remaining English books after the end of the campaign.
A needs analysis was conducted prior to the printing of the books for the 2015 campaign.In addition all books were edited.
The department should collaborate with the Department of Higher Education and Training (DHET) on integrating successful KRG learners into the envisaged community colleges and planning for the progression from KRG to AET. Complete and accurate statistics should be recorded and maintained to facilitate proper communication and coordination between the department and the DHET.
The DBE has had various discussions with DHET with regard to AET and continuation of classes for KRG learners.
The department should monitor contract periods to identify and initiate competitive procurement processes in good time to ensure that service providers are appointed when contracts end.
The DBE has strengthened monitoring of the service providers.
RECOMMENDATIONS
The department should take ultimate responsibility for the delivery of the KRG campaign by monitoring its delivery. Formally documented monitoring roles and responsibilities of the KRG unit should be established to assist the unit in defining and executing their monitoring responsibilities. Keeping a register to track problems from their identification to their resolution. The register should be updated monthly by logging each problem together with the recommendation and implementation measures, to provide sufficient detail on how the problem was resolved.
Clearly delegating the responsibility that follow-up work should be conducted and reported on in the following month’s monitor report to the monitor.
A monitoring framework has been drafted
A database has been established to ensure all problems are tracked.
Monitoring reports have been strengthened and approved by the KRG Directors monthly. Challenges are dealt with immediately.
The department should monitor dropout rates against the 19% set norm. The department should also investigate dropout rates in excess of the norm to understand why learners drop out and take the required corrective action.
Statistics are regularly monitored
STRENGTHENING THE
KHA RI GUDE CAMPAIGN
APPOINTMENT OF PROVINCIAL COORDINATORS
Province Name Of Provincial Coordinators
Cell Number Email
Eastern Cape
Ms Sibongile Matiti
073 066 2461
Free State
Ms Ntsoaki Mashinini
082 850 1700
Gauteng
Ms Nonhlanhla Bhengu
076 691 1943
KwaZulu-Natal
Ms Nontobeko Mzimela
083 686 2927
Limpompo
Ms Thabitha Mohlahla
083 384 3377
Mpumalanga
Ms Simphiwe Monica Zulu
076 410 3366
North West
Ms Lebo Molotsi-Molate
076 365 7455
Northern Cape
Ms Martha Sereo
082 432 1094060 802 2703
Western Cape
Ms Vuyiwe Hani-Rasi
076 523 5389
APPOINTMENT OF VOLUNTEERS PER PROVINCE
REPLACED PUBLIC SERVANTS BY UNEMPLOYED GRADUATES
PROVINCE DoE Other Gov TOTAL1. EASTERN CAPE 85 48 132. NORTHERN CAPE 19 15 343. GAUTENG 202 246 4484. KWAZULU NATAL 328 120 4485. MPUMALANGA 214 170 3846. NORTHERN CAPE 20 15 357. LIMPOPO 215 82 2978. NORTH WEST 72 39 1119. WESTERN CAPE 50 25 75
TOTAL 1163 789 1952
PROVINCIAL MEETINGS ON
KHA RI GUDE, READING AND
LIBRARY SERVICES
PURPOSE OF THE MEETING
Strengthen the Kha Ri Gude Campaign given the fact that the campaign has two years left to reach its target and the Minister’s endeavour to getting the nation to read.
DATES OF THE PROVINCIAL MEETINGS AND NUMBER OF PEOPLE WHO ATTENDED
PROVINCE DATE VENUE ATTENDEES
Mpumalanga 23 June 2015 – Witbank, (Open field next to Ackerville Stadium,
320
KwaZulu Natal 26 June 2015 Nongoma 1263
Free State 28 June 2015 Qwaqwa 355
Limpopo 29 June 2015 748
Gauteng 30 June 2015 Klipspruit, Soweto 962
Eastern Cape 1 July 2015 Mthatha 670
North West 3 July 2015 Bojanala, Lerome Village
698
Northern Cape 8 July 2015 1176
Western Cape TBC Khayelitsha
MPUMALANGA
KWAZULU/NATAL
FREE STATE
LIMPOPO
GAUTENG
EASTERN CAPE
NORTH WEST
NORTHERN CAPE
NUMBER OF LEARNERS & TARGETED FOR THE 2015 AND 2016 YEAR
Learners
2008-2014 Enrolled
Target 2015 Target 2016 Total
Eastern Cape 833 364 40 199 40 198 913 761
Free State 294 599 5 428 5 427 305 454
Gauteng 539 104 26 782 26 781 592 667
KwaZulu Natal 824 188 139 868 139 868 1103 924
Mpumalanga 340 708 92 010 92 010 524 728
Northern Cape 95 496 21 894 21 893 139 283
Limpopo 604 448 125 261 125 260 854 969
North West 223 974 80 621 80 620 385 215
Western Cape 98 682 29 659 29 658 157 999
Total 3 854 563 561 722 561 715 4 978 000
NATIONAL SENIOR CERTIFICATE LEARNER
RETENTION PROGRAMME
PROBLEM STATEMENT…
• The National Senior Certificate is an absolute necessity for meaningful citizenry
• Despite the many intensified efforts by the Basic Education Sector to support more learners to achieve a National Senior Certificate, many leave school without this vital certification
• Some learners that don’t obtain their NSC qualify for supplementary examinations and with some support could achieve it
PROBLEM STATEMENT
• Secondary schools are not in a position to support those students who completely failed and exit the system with a partial NSC
• Government Departments require matric as a minimum qualification for entry into skills programmes
PURPOSE OF THE PROGRAMME
To provide support to learners who have not been able to meet the requirements of the NSC towards meeting the goals of the NDP and the sector by increasing learner retention rate.
RETAIN MORE LEARNERS: NDP
“South Africa loses half of every cohort that enters the school system by the end of the 12 year schooling period, wasting significant human potential and harming the life-chances of many young people. Secondary school completion rates are 77% in the United States, 87% (to the age of 16) in the UK and 93% in Japan. South Africa should aim for a comparable completion rate of between 80 – 90%......”
National Planning Commission: National Development Plan, November 2011
BACKGROUND AND CONTEXT• Inadequate preparedness of candidates for
the examinations and especially learners’ inability to answer questions
• Inadequacies relating to foundational competencies and basic concepts, which negatively impact on advanced learning and understanding
• Inadequate literacy and numeracy skills required to write proper paragraphs and do simple calculations respectively across all subjects
PROGRESS ON CONSULTATION STAKEHOLDERS
STAKEHOLDER
DATE SUMMARY
NQF Steering Committee Meeting
21 April 2015
Committee supported the project
DGs of both DHET and DBE to meet to discuss responsibility of Basic Education viz. learners that wrote prior to 2008.Proposal on programme to be submitted to DHET for branch and departmental discussion
Senior Management Meeting
15 May 2015
Senior Management discussed and supported the concept
Ministerial Management meeting
18 May 2015
The discussion was that we must make sure that learners do not wait for the whole year before they writing an exam for NSC second chance
Broad Management meeting
28 May 2015
Broad Management Discusses and supported the programme
PROGRESS ON CONSULTATION STAKEHOLDERS
STAKEHOLDER
DATE SUMMARY
DHET 2 July 2015
DBE to focus on learners that attempted the National Senior Certificate (2008 onwards)
DHET to focus on learners that attempted matric prior to 2008 (Senior Certificate)
DBE to provide temporary employment to qualified unemployed teachers.
NYDA 10 July 2015
To work with DBE Provide guidance on lessons learnt
TARGET GROUP
• Learners writing the supplementary exams for the NSC
• Learners who failed to meet the requirements of the NSC
SUPPLEMENTARY EXAMINATION 2014
Province No of learners that qualified to write the supplementary
examination 2014EC 17 655FS 4 011GP 27 121KZN 31 542LP 15 225MP 9 239NW 3 701NC 1 864WC 7 111
National 117 469
NSC Results on learners not achieved, 2014
Province Entered WroteNot
Achieved% Not Achieved
EASTERN CAPE 69 306 66 935 23 158 34.6
FREE STATE 26 756 26 440 4 541 17.2
GAUTENG 101 212 99 478 15 231 15.3
KWAZULU-NATAL 147 355 139 367 42 223 30.3
LIMPOPO 73 543 72 990 19 811 27.1
MPUMALANGA 45 900 45 081 9 466 21.0
NORTH WEST 26 382 26 066 4 005 15.4
NORTHERN CAPE 8 950 8 794 2 079 23.6
WESTERN CAPE 48 835 47 709 8 472 17.8
NATIONAL 548 239 532 860 128 986 24.2
NSC Results on learners not achieved, 2014
Source: Stats Received From The DBE Exam Directorate, 2014
FACILITIES
• Schools
• Teacher Centres
• Community Halls
• FET Colleges
• Community Colleges
• Faith Based Institutions (churches, temples etc.)
• Unemployed qualified teachers
• Unplaced Funza Lushaka graduates
• Retired teachers
• Current KRG structure of provincial coordinators, monitors and coordinators – for recruitment, monitoring and support only
HUMAN RESOURCES
LTSM SUPPORT
• Text Books (provinces to assist with additional books)
• Self-study Guides – Mind the Gap
• Shuttleworth textbooks
• Past question papers and memoranda in all NSC subjects
• Broadcasting of selected subjects
ADDITIONAL SUPPORT• Career Guidance
• Assist in preparing CVs and Interviewing skills
• Health Care
• Life Skills
• Computer skills where available
• Learners License where available
RECOMMENDATIONS
The Basic Education Portfolio Committee to note:•Progress made in the Kha Ri Gude programme•Efforts to strengthen the Kha Ri Gude Campaign•Work done in the NSC Learner Retention Programme (2nd Chance Matric)
CONCLUSION “A good head and good heart
are always a formidable combination. But when you add to that a literate tongue or pen, then you have something very special”
Nelson Mandela