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

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.

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.

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 document is designed to highlight the abolishment of corporal punishment in schools and to provide 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 standardize 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 policy applies to home education and all Provincial Education Departments (PEDs). The objectives of this policy are to: protect, promote and ensure the rights of learners to basic education; recognize parents’ prior right to choose the kind of education that shall be given to their children; and provide uniform and manageable procedures for home education in provinces.

The purpose of the protocol for the management and reporting of sexual abuse and harassment is to provide schools, districts and provinces with standard operating procedures for addressing allegations, and to specifically detail how schools must respond to reports of sexual abuse and harassment perpetrated against learners, educators and other school staff. It emphasizes that schools are mandated to assist victims of sexual abuse and harassment by following standard reporting procedures and through the provision of appropriate support to learners.

This document provides a policy framework for the management of school assessment, school assessment records and basic requirements for learner profiles, teacher files, report cards, record sheets and schedules for grades 1 – 12. It focuses on assessment policy for both internal assessments comprising School-Based Assessment and Practical Assessment Tasks where applicable and the end-of-year examinations.

The policy stipulated in this document applies to public ordinary and special schools and those independent schools that offer the national curriculum statement grades R – 12, which comprise: curriculum and assessment policy statements for all approved subjects listed in this document; national policy pertaining to the programme and promotion requirements of the national curriculum statement grades R – 12; and national protocol for assessment grades R – 12.

This policy document forms the basis for the minister of basic education to determine minimum outcomes and standards. It provides the necessary policy support for developing, organizing, structuring and implementing an assessment framework for the National Senior Certificate, and it focuses on assessment policy for both school-based assessment, practical assessment tasks, language oral assessment for official languages and the National Senior Certificate examinations

This policy applies to candidates who were registered at public, or independent schools, or technical and vocational education and training colleges that offer qualifications registered on the General and Further Education and Training Qualifications Sub-framework. The document provides guidelines for the re-issuing of a certificate where the information on the original certificate requires amendment.

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 policy provides directives to officials of the departments of basic education, provincial education departments, subject specialists, principals of schools, teachers, learners and parents on the quality assurance of school-based assessment. It focuses on formal assessments implemented at the school level at grades 10, 11 and 12.

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.

This document provides the necessary policy support and assistance in developing, organizing, structuring and implementing an assessment framework to maintain the Senior Certificate.

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.

This policy applies uniformly in all provincial departments of education, districts and schools. It aims to improve access to education, as well as the quality of education for all in rural schools. The policy provides a framework for: the development of context-specific, relevant and sustainable strategies to deal with the challenges in rural schools whilst drawing on strengths in rural communities; and improving the quality of education in rural schools that will allow the creation of appropriate strategies and practical intervention to improve the quality of education in rural schools.

These regulations apply to both public and independent assessment bodies assessing and examining the National Curriculum Statement Grades R- 12. It regulates and controls the administration, management and conduct of the National Senior Certificate examination and assessment process. It provides requirements for school-based assessment, practical assessment tasks and language oral assessment.