Presentation to Basic Education Portfolio Committee Presentation outline Background Intervention teams The camps Restoration of schooling Status report Challenges and recommendations Way forward ID: 565925
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Slide1
The Road to Recovery: Vuwani schools catch up intervention
Presentation to Basic Education Portfolio CommitteeSlide2
Presentation outline
Background
Intervention teams
The camps
Restoration of schooling
Status report
Challenges and recommendations
Way forwardSlide3
Background
When the Limpopo High Court dismissed the Masia Traditional Council’s application to have the decision of the Municipality Demarcation Board to establish a new municipality in Vhembe district set aside, a wave of violent protest ensued affecting in particular the areas of Mashau, Masakona, Doli, Masia, Bungeni and Vyeboom villages.
The protest action affected the following education circuits:
Vhuronga 1
Vhuronga 2
Luvuvhu
Hlanganani South
Hlanganani West and
Malamulele CentralSlide4
Background
Teaching and learning were seriously disrupted from the 03 May when the protest action started to 10 August when teaching and learning effectively resumed in Vuwani.
52 827 learners were affected and 42 000 of these could not sit for their Mid-Year Examinations.
29 schools located mainly in Vhuronga 2 circuit were burnt and vandalised.
The
Minister of Basic Education, Mrs AM Motshekga, MP made a commitment to Cabinet to intervene in the education crisis
and ensure that the possible negative impact on learners is minimised.
Following meetings between Minister Motshekga and the community of Vuwani in various structures, officials in the DBE were instructed to work with the Limpopo Education Department to put in place a plan that
Would ensure that Grade 12 learners are supported in every way possible to prepare for the 2016 NSC Examinations and emerge with a chance to success equal to that of learners in other parts of the country and
Ensure system readiness to provide quality education for all learners in Grades R to 12 – as soon as calm was restored in Vuwani.
Slide5
Working in the province
The DBE
set up and co-ordinated a Multi-disciplinary Team to
work with and through the Provincial Department’s Top Management Team to work on the plan.
Priority for Grade 12 learners was to identify secure learning sites for learners to be accommodated and taught for the duration of the protest action.
For Grades R to 11 the plan focused on a range of areas including rehabilitation of infrastructure, LTSM, School Furniture, curriculum content and formal assessment.
The DBE’s team sought to respond to the above and comprised:
Districts
and Provincial Co-ordination
Communications
Curriculum
Examinations and Assessment
Educator
Human Resource
Infrastructure
NSNP and School Safety
Partnerships
(and NECT)and
The Quality
Learning and Teaching Campaign Slide6
The teaching centres/camps
Three centres were
set
up in the following areas:
Mastec
in the Capricorn District;
Makhado
in Vhembe District; and
Tivumbeni
in Mopani District.
The camps ran from the 26
th
of June to the 30th
th
of July
2016 after the
Pro Makhado Forum
resolved that
schools should resume on 4 August
.
Altogether the centres catered for just under 2000 Grade 12 learners taught by teachers selected
on the basis of
competency. These teachers were drawn
from both
protest affected schools and those not affected by the protest action
.Slide7
The teaching centres/camps
The primary purpose of the centres was to ensure that all Grade 12 learners affected by the Vuwani violence were provided with quality teaching and that all work intended for the period they should have been at school was taught. This was achieved and the Grad 12 learners in the 3 camps covered all required work for Term 2
The centres also ensured that all SBAs required in terms of CAPS for Grade 12 were also covered.
These learners also set for their Mid-Year Exams and by the time the centres closed their doors, Grade 12 teaching for Terms 1 an 2 was up to date as well as all the requisite formal assessments.
19 DBE officials were deployed to assist the province with the monitoring of the camps and visited the sites a total of 27 times.Slide8
NUMBER OF PEOPLE INVOLVED AT THE CENTERS
Centre
No. of Learners
No. of Educators
No. of Food Handlers
Total
Mastec
783
68
20
871
Makhado
292
28
12332Tivumbeni 8935820971 TOTAL 1968 154 52 2 174
8Slide9
Costs incurred at the centersSourced from Limpopo Department of Education DocumentsSlide10
COST PER CENTRE PER DAY
CENTRE
EDUCATORS AND FOOD HANDLERS
LEARNERS
TOTAL
MASTEC
R 5,280.00
R 36,018.00
R41,298.00
MAKHADO
R 2,400.00
R 13,432.00
R15,832.00
TIVUMBENI
R 4,680.00
R 41,078.00R45,758.00Total expenditure for all centers for a day R102,888.0010Slide11
Cost of feeding from 1st July 2016 – 16 July 2016 (16 days)
Centre
Cost
Mastec
R41,298 x 16
R660,768.00
Makhado
R15,832 x 16
R253,312.00
Tivumbeni
R45,758 x 16
R732,128.00
Total Expenditure for 16 days
R1,646,208.00 11Slide12
Cost
of feeding from 16 July
– 1
st
August 2016
(
16 days)
Centre
Cost
TOTAL
Mastec
R41,298 x 16
R660,768.00
Makhado R15,832 x 14R221,648.00TivumbeniR45,758 x 16 R732,128.00 Total Expenditure for the period R1,614,544.0012Slide13
Some key cost drivers in running the centersMajor cost drivers in the running of the centers included:
HR costs (center management and staff, teachers and cleaners)
Provisioning costs including Purchase of mattressesTransporting learners to and from centersAccommodation for teachersTravel and subsistenceWater and electricity
Toiletries
Cleaning materials and
Catering for teachers and learners.Slide14
Update on Vuwani Resourcing Donations Managed through the NECT
29 July 2016Slide15
Received
Description
Cash
In-Kind
Total
Donations
1 447 864
1 447 864
Furniture comprising of:
651 647
651 647
314 secondary learner seatings
686 lower primary learner seatings 31 cupboards 10 learner tables 252 pieces of office furniture
Books comprising of:
8 573 557
8 573 557
102 411 Foundation phase books
8 594 Grade 12 books
Printers comprising of :
60 000
60 000
10 printers Science kits comprising of: 97 860 97 860 140 Science kits for grades 8-12 Total pledges received 1 447 864 9 383 064 10 830 928 less (773 109) (9 138 064) (9 911 173) Amount spent (3 printers) (191 754) - (191 754) Distributed - 72 Science kits (50 327) (50 327) Distributed - 314 learner seatings (103 289) (103 289) Bank charges (1 705) - (1 705) *Pledges not yet received (579 650) (8 984 448) (9 564 098) Available for distribution 674 755 245 000 919 756 *The bulk of the in-kind pledges will remain with the pledgees until the situation has stabilised for delivery
Vuwani Receipts and Expenditure AccountSlide16
Vuwani Grade 12 Camps disbursement314 single desks and chairs distributed to 3 camps as follows:
Tivumbeni 90 desks and 90 chairs
Mastec 124 desks and 124 chairsMakhado 100 desks and 100 chairs Shuter & Shooter Publishers: 750 Accounting Grade 12 Exam Notebooks1 500 Geography Grade 12 Exam Notebooks 2 000 Life Sciences Grade 12 Exam Notebooks 2 000 Mathematics Grade 12 Exam Notebook
3 Canon Image Runner 2530i
72 Science Kits - Chemistry
(These donations have been redeployed to schools
as the camps have been concluded)Slide17
Donations for the Vuwani SchoolsCaps aligned LTSM – Oxford University Press 30 Storybooks per classroom in the 29 affected Primary school's mother tongue for Foundation Phase - Biblionef SA
2000 Vula Bula Readers – Molteno
343 lower primary double tables and 686 chairs - Reboni10 learner tables Office furniture – 250 tables/desks and 50 chairs10 small printers – 123 Digital68 Science kits for secondary schools18 laptops – DeloitteSlide18
Restoration of SchoolingSlide19
Preparing to go back to schoolDBE Communications Team was deployed to Vhembe to be
P
art of the Vuwani Response Team supporting the IMC established by the President;Conduct daily media environmental scan;Coordinate access for media andIssue media updates and statementsAlsoActed as liaison between Education Department and Vuwani CommunityWorked with Traditional Leaders and Organised Community Groups
Represented Education Department and sat in at meetings organised at the King’s Palace.Slide20
Towards normality in Vuwani schoolsWith the indication by Vuwani communities that learners could return to school by the 4
th
August – the DBE met with senior management team of the Limpopo Department of Education on the 28th July to intensify preparations.Key to the discussions wereThe reintegration of Grade 12 learners back into their community and schools. Included in this discussion was the move of key resources such as desks and printers to the original intended beneficiaries who were either the affected schools themselves of others in the Vhembe district;
Cleaning of school premises and classrooms of vandalized/burnt schools;
Provisioning of desks and additional classrooms through mobile libraries where required;
Concretising action required with respect to curriculum content, assessment and teaching time; and
Determining key consultations and briefings required to ensure a smooth start post elections. Slide21
Towards normality in Vuwani schoolsWith respect to the preparation of the school environment – the LDoE committed to resuscitating discussions with communities/parents and the Department of Correctional Services to assist with getting the schools premises readied. All affected schools have since been cleaned with assistance from the two groups. Correctional Services made use of parolees to assist with the clean up.
The Province also purchased and provided mobile classrooms to ensure adequate learning and teaching spaces whilst the DBE assisted with providing 10 000 double combination desks to make up for furniture shortages. Delivery started in earnest during the week of the 4
th August due to the volatile conditions in the villages.
The DBE assisted with detailed guidance on the management of formal assessment tasks in accordance with CAPS requirements. With respect to the Curriculum – the Province opted to work with their teachers, schools and curriculum advisors to develop repackaged curriculum content to ensure completion within a slightly expanded academic year. The DBE however still offered the services of NECT contracted curriculum experts to assist and facilitate the discussions in the province. Slide22
STAKEHOLDER CONSULTATIONS The Province embarked on a series of stakeholder consultations ahead of schools opening to ensure a smooth start to teaching and learning and to share elements of the catch up programme to mobilise support:
01 August 2016
: meeting with Teacher Unions to discuss the Catch Up Plan;02 August 2016: meeting with SGB chairpersons and school principals on the Catch Up Plan, delivery of school furniture and cleaning of schools;04 August 2016: meeting with all primary and secondary schools to discuss the Catch Up Plan and assist them curriculum content reorganisation for all Grades.
On the
8
th
August 2016
the Departments of Education
, Social Development, Health and Welfare as well as the Pastors Forum met with parents and learners at Vyeboom (the area most affected by roads
blockages). This was a concerted effort by government to mobilise all key community structures to work together in the interest of the learners of Vuwani.
22Slide23
DBE GUIDANCE ON MANAGING FORMAL TASKS (Examples)
Foundation Phase Mathematics requirements as per CAPS
Grade
Term 1
Term 2
Term
3
Term 4
Total no. required tasks
Proposed
reduced number (Terms and 4)
1
2
2
2
173222228432332105Slide24
DBE GUIDANCE ON MANAGING FORMAL TASKS (Examples)
Senior
Phase Mathematics requirements as per CAPS
Grade
Term 1
Term 2
Term
3
Term 4
Total no. required tasks
Proposed
reduced number (Terms and 4)
7
2
3
321058233210592332105Slide25
SCHOOLS CLEANED BY PARENTS AND CORRECTIONAL SERVICES
PRIORITY
CIRCUIT
SCHOOL NAME
1
VHURONGA 2
FRANK / MUKHASWAKULE PRIMARY
2
VHURONGA 2
VHAFAMADI SECONDARY
3
VHURONGA 2
MAVHINA PRIMARY
4
VHURONGA 2
NWARIDI SECONDARY5HLANGANANI SOUTHMUVIMBI PRIMARY6VHURONGA 2MASHAU PRIMARY7VHURONGA 2MATSINDEVHE PRIMARY8VHURONGA 2LUPEDZE PRIMARY9VHURONGA 2TSHIVHADE PRIMARY
10
HLANGANANI SOUTH
MASAKONA-RASIKHUTUMA PRIMARY
11
HLANGANANI SOUTH
TSHINANGE SECONDARY
25Slide26
SCHOOLS CLEANED BY PARENTS AND CORRECTIONAL SERVICES(cont.)
12
VHURONGA 2
VHUDZANI SECONDARY
13
VHURONGA 2
MPHAGANE PRIMARY
14
VHURONGA 2
KURULEN PRIMARY
15
VHURONGA 2
MARIADZE PRIMARY
16
VHURONGA 2
AVHATONDWI PRIMARY17VHURONGA 2MALIGANA WILSON SECONDARY18HLANGANANI SOUTHREMBULUWAMI PRIMARY19HLANGANANI NORTHMAWELA PRIMARY20VHURONGA 2RADZAMBO SECONDARY21VHURONGA 2LUAMBO SECONDARY
22
VHURONGA 2
KHWARA SECONDARY
23
VHURONGA 2
MUNWAI PRIMARY
24
VHURONGA 2
TSHINAVHE PRIMARY
25
VHURONGA 2
TSHIRUNZANANI PRIMARY
26
VHURONGA 1
MUGOIDWA
SECONDARY SCHOOL
26Slide27
SCHOOLS WHERE FURNITURE IS DELIVERED
NO.
CIRCUIT
SCHOOL NAME
SCHOOLS CLEANED BY PAROLEES FROM CORRECTIONAL SERVICES (Y/N)
FURNITURE DELIVERED
DOUBLE
SINGLE
1
VHURONGA 2
FRANK / MUKHASWAKULE PRIMARY
Y
183
0
2
VHURONGA 2LUPEDZE PRIMARYY6303VHURONGA 2MAVHINA PRIMARYY11504VHURONGA 2NWARIDI SECONDARYY
122
0
5
VHURONGA 2
TSHIVHADE PRIMARY
Y
92
0
6
VHURONGA 2
VHAFAMADI SECONDARY
Y
171
0
7
VHURONGA 2
VHUDZANI SECONDARY
Y
110
92
8VHURONGA 2MPHAGANE PRIMARYY13509VHURONGA 2KHWARA SECONDARYY0010VHURONGA 2KURULEN PRIMARYY40011VHURONGA 2MARIADZE PRIMARYY0012VHURONGA 2MASHAA PRIMARYN0013VHURONGA 2MASHAU PRIMARYY120014VHURONGA 2RAMAUBA SECONDARYN0015VHURONGA 2
TSHINAVHE PRIMARY
N
0
0
16
VHURONGA 2
TSHIRUNZANANI PRIMARY
N
0
0
17
VHURONGA 2
AVHATONDWI PRIMARY
N
20
0
18
VHURONGA 2
LUAMBO SECONDARY
N
61
0
19
VHURONGA 2
MALIGANA WILSON SECONDARY
Y
30
020VHURONGA 2MASIA PRIMARYN0021VHURONGA 2MATSINDEVHE PRIMARYY80022VHURONGA 2MUNWAI PRIMARYY30023VHURONGA 2RADZAMBO SECONDARYY50024VHURONGA 1TSHIPAKONI SECONDARYN0025HLANGANANI SOUTHMUVIMBI PRIMARYY25026HLANGANANI SOUTHMASAKONA-RASIKHUTUMA PRIMARYN120027HLANGANANI SOUTHREMBULUWAMI PRIMARYN40028HLANGANANI SOUTHTSHINANGE SECONDARYN60029HLANGANANI NORTHMAWELA PRIMARYN00
27Slide28
FURNITURE SHORTAGES
NO.
CIRCUIT
SCHOOL NAME
SCHOOLS CLEANED BY PAROLEES FROM CORRECTIONAL SERVICES (Y/N)
SHORTAGE
Grade R chairs
Grade R tables
Grade 1-3 dual desks(comb)
Grade 4-6 dual desks(comb)
Grade 7-11 dual desks
Total Number of Dual Desks
1
VHURONGA 2
FRANK / MUKHASWAKULE PRIMARY
Y501300002VHURONGA 2LUPEDZE PRIMARYY31800
0
0
3
VHURONGA 2
MAVHINA PRIMARY
Y
37
10
20
0
0
20
4
VHURONGA 2
NWARIDI SECONDARY
Y
0
0
0
0
005VHURONGA 2TSHIVHADE PRIMARYY385102010406VHURONGA 2VHAFAMADI SECONDARYY0000007VHURONGA 2VHUDZANI SECONDARYY0000008VHURONGA 2MPHAGANE PRIMARYY451200009VHURONGA 2
KHWARA SECONDARY
Y
0
0
0
0
0
0
10
VHURONGA 2
KURULEN PRIMARY
Y
30
7
0
0
0
0
28Slide29
SCHOOLS WHERE MOBILES WERE DELIVERED
SCHOOLS WERE MOBILES ARE DELIVERED
NO.
CIRCUIT
SCHOOL NAME
NUMBER
DELIVERED
SERVICE PROVIDER
1
VHURONGA 2
FRANK / MUKHASWAKULE PRIMARY
8
Kwikspace
2
VHURONGA 2LUPEDZE PRIMARY5Kwikspace3VHURONGA 2MAVHINA PRIMARY8Kwikspace4VHURONGA 2NWARIDI SECONDARY10Kwikspace5VHURONGA 2TSHIVHADE PRIMARY
5
Mathole Modular
6
VHURONGA 2
VHAFAMADI SECONDARY
6
Fabrican Steel Manufactures (FMS)
7
VHURONGA 2
VHUDZANI SECONDARY
4
Fabrican Steel Manufactures (FMS)
8
VHURONGA 2
MPHAGANE PRIMARY
2
Kwikspace
10
VHURONGA 2
KURULEN PRIMARY
2Kwikspace11VHURONGA 2MARIADZE PRIMARY1Mathole Modular13VHURONGA 2MASHAU PRIMARY4Mathole Modular15VHURONGA 2TSHINAVHE PRIMARY1Kwikspace19VHURONGA 2MALIGANA WILSON SECONDARY1Mathole Modular21VHURONGA 2MATSINDEVHE PRIMARY5African Bin22VHURONGA 2MUNWAI PRIMARY1African Bin23VHURONGA 2RADZAMBO SECONDARY3Kwikspace25HLANGANANI SOUTHMUVIMBI PRIMARY1African Bin26HLANGANANI SOUTH
MASAKONA-RASIKHUTUMA PRIMARY
7
African Bin
28
HLANGANANI SOUTH
TSHINANGE SECONDARY
1
African Bin
29Slide30
VUWANI MOBILES SHORTAGES
SHORTAGES
NO.
CIRCUIT
SCHOOL NAME
NUMBER STILL REQUIRED
1
VHURONGA 2
VHAFAMADI SECONDARY
3
2
VHURONGA 2
KHWARA SECONDARY
1
3
VHURONGA 2MASHAU PRIMARY24VHURONGA 2LUAMBO SECONDARY35VHURONGA 2MALIGANA WILSON SECONDARY26VHURONGA 2MATSINDEVHE PRIMARY2
7
HLANGANANI SOUTH
REMBULUWAMI PRIMARY
2
8
HLANGANANI SOUTH
TSHINANGE SECONDARY
4
9
HLANGANANI NORTH
MAWELA PRIMARY
1
10
HLANGANANI NORTH
MUVIMBI PRIMARY
2
11
VHURONGA
2
MUGOIDWA
4TOTAL2630Slide31
Schooling started in earnest on 10 AugustProvince and DBE excited at levels of attendance from Day 1 of schools openingSlide32
Education services restored in Vuwani
The Department of Basic Education has been
monitoring the restoration of education services
in the Vuwani area and is pleased with attendance at schools in the area today.
Learners and teachers showed their dedication to education
by turning up to schools in large numbers today and begun the tedious process of catching up on lost time. Even in schools that were severely damaged by the fires learners and teachers did not let the circumstances or lack of resources deter them from their work, education officials even found
teaching and learning taking place under trees
where necessary. While this is not ideal it illustrates the
value
both learners and teachers place on education and for this the Department of Basic Education thanks and appreciates these efforts despite the severe circumstances and environment.
The Department has begun to
deliver resources
to the effected schools and more
mobile classrooms
will be delivered next week.
Government continues to work with the community to ensure peace and stability is fully restored and the main priority for the Department of Basic Education is to ensure that our learners’ right to basic education is protected.The Limpopo Education Department is conducting an assessment to establish the true cost of the damage in the area. Both DBE and LDOE will ensure that a conducive environment is created for learning and teaching.DBE would like to humbly thank all parties who made it possible for schooling to be restored today. This includes the Traditional Leadership and members of the community but also learners and especially teachers who have displayed incredible dedication to the profession and gone above and beyond to help learners during this difficult time.DBE Press Statement, 10 August 2016Slide33
Monitoring report
The DBE
and LDOE have
worked
together to
monitor the re-opening of schools in Vuwani and make
sure that teaching and learning takes place in all the affected schools and the requisite support is
provided.
The DBE team comprising 9 officials led
monitoring visits in the
weeks
of 8-19
August and visited a total of 35 schools.
The focus of the visits was on the following key areas of:
Teacher and learner attendance;Furniture availability;ICT Equipment and LTSM;Policy documents; Feeding; andOverall challenges.Slide34
Monitoring report
Teaching
and learning was underway in all schools visited.
Teacher
and learner attendance recorded in most of the schools ranged between
90 and 100%
for both.
Learners
were excited to be back at school and were
looking
forward to the writing of the end of year examinations.
Learner absenteeism could in some instances be ascribed
to Parents
that
had removed
their children from the schools due to the violence.Some reasons for teacher absenteeism indicated included:Sick or other kind of acceptable leaveEducators who had decided not to return to the schools.Slide35
Implications on the budgetBased on an assessment of damage to the 29 Vuwani schools by the Professional Disaster Assessment Team
(From LDoE documents)Slide36
Estimated Cost of Damage
36Slide37
EXPENDITURE FOR THE 3 CAMPS
37Slide38
OUTSTANDING ACCOUNTS TO SETTLE (EST. R8m)
38Slide39
VUWANI SCHOOLS
REDUCED TO RUBBLE AND ASHESSlide40Slide41
Vhudzani
Secondary Slide42
WHAT REMAINS OF THE VHUDZANI HIGH ADMINISTRATION BLOCKSlide43Slide44Slide45
Mashau learners one of the mobile classroomsSlide46
Vhudzani Secondary in the rebuilding process
The Principal,
Ms L Sithole,
in
one of the
mobile classrooms going through the Grade 12 learners’ pacesSlide47
Lessons learntThe phenomenon of community protests impacting on schooling has grown significantly in the past couple of years. It is reasonable therefore to assume that there may be other instances of this nature in the future – in other parts of the country.
Working with and through communities and inculcating a sense of ownership for schools has to be at the center of how Education conducts its business moving forward. Through this very unfortunate incidence that lesson came through very strongly.
There is a need to establish/strengthen, maintain and sustain communication amongst structures in the community
. Such communication should not start when problems arise. A number of national policies and frameworks give pointers in this regard.
The establishment of Education Forums should be driven more aggressively and these should include respected members
in the community
to give them the necessary profile and clout.
Some of the
structures and
programmes of the Education Sector need to be strengthened and these include:
School
Safety
Committees
The Adopt
- a - cop programme (linking schools to police
stations);Quality Learning and Teaching Committees, at all levels. These committees should include Traditional Leaders, the SAPS, Pastors, Business, relevant department representatives, Social partners, Municipalities, Civic and Youth formations. These are all elements already provided for in the QLTC but not strongly pursued.These structures should adopt programmes aimed at strengthening community cohesion at all levels.These recommendations apply to the system in its entirety. Slide48