This document aims to outline an approach to the management of a case of meningococcal disease, to strengthen the knowledge of the organism, the disease, the management of cases and contacts and encourage an appropriate public health response.

The national policy on whole-school evaluation has been designed to ensure that school evaluation is carried out according to an agreed national model. It sets out the legal basis for school evaluation, its purposes, what is to be evaluated and who can carry out evaluations. It also provides guidance on how evaluation should be conducted. The policy indicates ways in which very good schools should be recognized and under-performing schools supported.

This policy framework for teacher education and development of South Africa is designed to equip a teaching profession to meet the needs of South Africa in the 21st century. It aims to provide an overall strategy for the successful recruitment, retention, and professional development of teachers.

This policy applies uniformly in all provincial education departments and at all public schools. Its purpose is to regulate how the department must determine school calendars for public schools in South Africa.

This policy creates a framework that allows for the coordinated and sustainable development of education information systems. It aims to achieve two goals. The first is the goal of an education system where information systems enhance the day-to-day running of institutions and education departments, and provide better information to the public as a whole, thereby promoting accountability. The second is the goal of an education system where information systems yield increasingly valuable data and statistics needed for planning and monitoring purposes, which occurs at all levels from the individual institution to the national department of education.

This policy aims to ensure the achievement of national standards set by the revised national curriculum statement, policy guidelines for relevant and appropriate learning programmes will be developed at the national level in collaboration with provinces. These guidelines will emphasize the principle of integrated learning and the achievement of an optimal relationship between integration across learning areas and conceptual progression from grade to grade.

This language in education policy is being developed as part of a national language plan encompassing all sectors of society, including the deaf community.

This document provides information on brand architecture and brand structure, design of the national coat of Arms and media application.

This policy primarily targets all children and youth. It aims to provide preventive and promotive services that address the health needs of school-going children and youth with regard to both their immediate and future health; to support and facilitate learning through identifying and addressing health barriers to learning; to facilitate access to health and other services where required; to support the school community in creating a safe and secure environment for teaching and learning.

This document details the following education policy and associations: The National Education Policy Act 1996, South African Schools Act 1996, Employment of Educators Act 1998, Further Education and Training Act, and the Education Labour Relations Council.

This document highlights the abolishment of corporal punishment in schools and provides clear guidance to provinces, districts and schools on how to deal with issues of corporal punishment. The protocol aims to create a national framework to standardise the education sector’s response to corporal punishment and to facilitate implementation of the prohibition of corporal punishment throughout the education system and embed the Positive Behaviour Intervention Systems programmes – in order to empower all stakeholders to respond constructively towards learner ill-discipline.

This Act aims to provide for the care, treatment and rehabilitation of persons who are mentally ill; to set out (different procedures to be followed in the admission of such persons; to establish Review Boards in respect of every health establishment; to determine their powers and functions; to provide for the care and administration of the property of mentally ill persons; to repeal certain laws, and to provide for related matters.

This protocol provides a guide to the management and reporting of sexual abuse, ensuring an appropriate and timely response to cases of sexual abuse and harassment perpetrated against learners and school staff. It responds to the need for a standardised response to allegations by learners and school staff of incidents of sexual abuse and harassment, whether they are perpetrated by learners, educators or by other persons and covers anyone employed at a South African school.

The document provides details o the Education Labour Relations Council. The council aims to maintain and promote labour peace in education; prevent and resolve labour disputes in education; conclude and enforce collective agreements, and consider and deal with other matters that may affect the interest of the parties.

These regulations apply to all Provincial Teacher Development Institutes (PTDIs) and District Teacher Development Centres (DTDCs) offering teacher development programmes.

The primary objective of this policy is to provide a systematic approach to the development, selection, procurement and utilisation of Learning and Teaching Support Material (LTSM) in South African public schools to ensure the equitable and comprehensive supply of Learning and Teaching Support Material. It aims to develop an environment that encourages and supports the production of high-quality LTSM, and ensure that an appropriate system of quality assurance is consistently applied to the selection of LTSM.

The guidelines are consequent on the institution of national lockdown and declaration of emergency, resulting from the COVID-19 global pandemic. There is a background of the development of the pandemic, South Africa’s response, and measures for safe re-opening of activity, including schools. The guidelines are to serve as preparation for schools and learners for the safe re-opening of schools for teaching and learning. It is to serve as assistant to the works of teachers, non-teaching staff and learners to adjust to and become familiar with the special arrangements that will apply at schools. It also provides guidelines for interaction between employees (both educator and non-educators), learners, parents and school communities.

This represents a guide on the happenings in the post school education and training sector, as a means of slowing the spread of the coronavirus.

The purpose of this Guideline is to provide direction to the health sector of South Africa regarding the management of patient safety incident reporting, including the provision of appropriate feedback to patients, families/support persons and clinicians, and the sharing of lessons learned to prevent patient harm. It describes a nationally standardized system for managing patient safety incidents to ensure that various levels of care in the health system respond effectively to patient safety incidents. By doing so, patient safety is improved by learning from failures of the healthcare system so that the likelihood of a recurrence of the same event is significantly reduced.

The policy applies to public schools and those independent schools that write the National Senior Certificate examination set by the department of basic education. The document forms the basis for the minister of basic education to determine minimum outcomes and standards, as well as the processes and procedures for the assessment of learner achievement.