An abridged version of the delivery agreement for outcome 1; and improved quality of basic education.

The curriculum assessment policy statement outlining the guidelines for responding to learner diversity in the classroom. The guidelines are intended to provide teachers, principals, subject advisors, administrators, school governors and other personnel, parameters and strategies on how to respond to learner diversity in the classrooms through the curriculum. They are intended for school based teacher development by the Institution level support teams and district based support teams.

The strategic plan outlines the building blocks necessary to ensure a strong foundation for the educational system. It strives to ensure that the skills needed to drive South Africa’s economic growth and social development are delivered at an increasing rate for both young people and adults.

The third skills development strategy is subsequent on the integration of programmes to create the department of higher education and training. It hopes to promote partnerships between employers, public education institutions, private training providers, and sector education and training authorities. The strategy seeks to prioritise solidifying the relationship among specified stakeholders.

The strategic plan aims to improve access to learning while combating the dual challenge of equity and development. It strives to ensure that the skills needed to drive South Africa’s economic growth and social development are delivered at an increasing rate for both young people and adults.

The policy emphasises the important role of parents and primary caregivers in providing care, support and upbringing of their children. The national policy focuses on providing comprehensive, universally available and equitable early childhood development services. The Policy covers the period from conception until the year before children enter formal school or, in the case of children with developmental difficulties and disabilities, until the year before the calendar year they turn seven (7), which marks the age of compulsory schooling or special education.

This plan supports the objective of the National Department of Agriculture Framework for Sustainable Resource Use and Management that was released in 1999 to facilitate a coordinated approach to achieving an ecologically and economically sustainable agricultural sector in South Africa. This plan provides necessary information on the institutional arrangements and programmes relating to environmental aspects.

This document defines Drug-resistant tuberculosis (DR-TB) as an active tuberculosis disease caused by Mycobacterium tuberculosis bacilli that are resistant to one or more anti-TB drugs. It outlines the roles of the PCACs and NCAC and provides information on diagnosis.

The Strategy forms part of the implementation of education white paper 6 – Special Needs Education: Building an Inclusive Education and Training System. The strategy allows children facing educational barriers to exercise their basic education rights, and access to support services. It introduces new roles, and responsibilities for the
education support system in the country: the district-based support teams, special school resource centres, full-service schools, and the institution-level support teams.

This serves as the first distinct policy of the ministry of higher education and training (MHET) dedicated to the use of distance education in higher education programmes. The MHET seeks to use the framework to chart a course towards the development of South African distance higher education as an indispensable and integral component of the nation’s higher education system. The policy is formulated as a result of the increasing growth of the distance education component of higher education in the country.

This represents a review of the planning framework of the department of basic education (DBE), to reflect changes in functional areas, institutional structures, and plans and programmes at the national level; and allow for the coverage of issues pertaining to provinces in provincial programmes and plans. The areas of focus for the five-year sectoral strategic plan include the provision of learning and teaching support materials (LTSM), support for rural and small schools, and recruitment and deployment of educators.

The purposes for which the report was developed include: to record the progress that has been made at a national and provincial level in the implementation processes; to track progress on priorities outlined in the National Inclusive Education Strategy of 2011; to highlight models of good practice at the provincial level and areas of need for additional resources, and to make recommendations on norms and standards as well as amendments required to ensure that South Africa meets its national and international educational obligations on inclusive education.

The full version of the action plan is directed at a broad range of stakeholders for the education sector, ranging from parents, teachers, school principals, and officials at the district, to foreign investors looking to invest in the development of the sector. It highlights the 27 goals of the action plans and specific delineations. The plan provides continuity, as it follows from the basic structure of the 2011 action. It guides the ten education departments dealing with basic education (the national Department of Basic Education and the nine provincial departments).

The WPRPD applies to duty-bearers, oversight institutions, government institutions, the judiciary, the private sector, the media, law and policy makers, public servants, frontline staff, as well as representative organisations of persons with disabilities (inclusive of parents’ organisations) and non-governmental organisations. The main beneficiaries of the successful implementation of the WPRPD will be persons with disabilities and their families as rights-holders. Among others, the WPRPD provides a course to mainstream the rights of persons with disabilities through the development of targeted interventions that remove barriers and apply the principles of universal design.

The strategic policy framework on disability for the post-school education and training (PSET) system intends to create an inclusive PSET system for people with disabilities, guide PSET institutions in the creation of an enabling environment for people with disabilities, and provide the department of higher education and training with a monitoring and evaluation instrument to ensure that disability compliance is mainstreamed in all PSET institutions.

The strategic plan of the department of higher education and training (DHET) follows from the second national priority of the national development plan (NDP); education, skills, and health. It charts the course of the DHET for the five years under covered by the plan. The focus of the DHET is on the development of the post-school education and training (PSET) system.

The amended regulations operate under the plant breeders’ rights act of 1976. The table detailing fees payable with respect to plant breeders’ rights is substituted.

Amendment of regulation 4 of the regulations; regarding the timeline for submission of pollution prevention plans.

The statutory measure provides a statutory mechanism for producers, brokers, traders or wool buyers, processors, importers and exporters to register with Cape Wools SA. Along with the statutory measure for records and returns, a national wool database capturing the details of stakeholders along the value chain will be created. Cape Wools SA’s mandate is to facilitate access to the wool market for industry participants. The statutory measure applies to wool.

The amendment of the scheme, under the plant improvement act of 1976. There is an alteration of the tables on common host plants of bacterial wilt disease, and the maximum percentage of potato tuber necrotic ringspot disease permissible in seed potatoes.