This policy has an overall objective to determine the total project expenditure per school and the value of assets transferred to custodians. The guidelines in this document apply to the Accelerated School Infrastructure Development Initiatives (ASIDI) programme, DBE Financial Services and Asset Management and Implementing Agents.

This Act is designed to amend the National Policy Act, 1996, the South African Schools Act, 1996, the Employment of Educators Act, 1998, the South African Council for Educators Act, 2000and the General and Further Education and Training Quality Assurance Act, 2001, so as to amend certain definitions and to provide for related matters.

The main aims of the policy are to promote and strengthen the use of African languages by all learners in the school system by introducing learners incrementally to learning an African language from Grade 1 to 12 to ensure that all non-African home language speakers speak an African Language, and to strengthen the use of African languages at home language level.

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 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 constitution of the education labour relations council establishes the council’s power to conclude contracts, to pledge its property, to borrow and invest money and to promote and establish training and education schemes.

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 constitution of the education labour relations council establishes the council’s power to conclude contracts, pledge its property, borrow and invest money and promote and establish training and education schemes.

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 policy provides a uniform nomenclature that establishes a common basis for district norms and standards across all nine provinces and provides a framework within which PEDs can provide district offices with the necessary roles, delegated authority, functions, resources and skills to enable them to perform their core functions, with additional support for districts where the educational needs are the greatest.

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.

This policy presents a new vision for the sector, to drive the response on HIV, Sexually Transmitted Infections (STIs) as well as tuberculosis. It presents the sector’s contribution towards the National Strategic Plan on HIV, STIs and TB for South Africa, 2017-2022 (the NSP). The policy document replaces the 1999 Department of Education National Policy on HIV/AIDS for learners and educators in public schools and students and educators in further education and training institutions.

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.

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.

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.