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.

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.

Chapter one of this document provides an overview of the current situation and data on maternal care in South Africa. Chapter two describes the different levels of care in the South African health system and explains the reasons behind the need for various levels. Chapter three outlines the standards for the clinical structure and content of patient records. The fourth chapter discusses the basic aspects of antenatal care, as a supplement to the national BANC protocols. Chapter five discusses the steps to take to support all aspects of labour from diagnosis to delivery.

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

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.

This policy document stipulates the following: programme requirements, conditions for the awarding of the senior certificate, as amended; and rules of combination for the awarding of the senior certificate, as amended. The senior certificate, as amended, seeks to provide adult candidates with an opportunity to obtain a qualification that will allow them to participate in economic, social and political activities, and provide candidates with an opportunity to acquire the knowledge and skills.

National Norms and Standards for School Funding (NNSSF) are amended by updating the National Targets table (Par. 109 of the NNSSF) to include 2015 and 2016 indicative target amounts: and the National Poverty Distribution table (Par. 111 of the NNSSF).

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.

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 represents the first distinct and independent strategic plan of the Department of Basic Education. The strategic plan sets out the three-year objectives and activities of the department, with emphasis on implementation and performance monitoring of the basic education system. The key objectives include; streamlining of the curriculum; development of strategies on the assessment of learners; recognition of the critical role played by teachers in delivering quality teaching and learning, and the role played by principals in management of schools; distribution of learning materials; and promotion of e-education strategies.

Action Plan to 2014: Towards the Realisation of Schooling 2025 (Summary)

The delivery agreement is long-term and applies to the whole government. It provides detail to the outputs, targets, indicators and key activities to achieve outcome 1; Improved quality of basic education. The agreement identifies the required inputs and clarifies the roles and responsibilities of the various delivery partners. It should be read alongside the Action Plan to 2014: Towards the Realization of Schooling 2025.

The full version of the action plan is intended for managers responsible for implementation, and people responsible for monitoring the success of implementation. It highlights the 27 goals of the action plans and specific delineations. The plan is South Africa’s foremost comprehensive long-term sector plan for schools; and it guides the ten education departments dealing with basic education (the national Department of Basic Education and the nine provincial departments).

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.