UMLAZI DISTRICT

Principals’ Meeting: 31 March 2015Glenwood High School Hall

1. Opening and Welcome

2. Remarks

3. ANA ResultsProvincial Average Performance in Mathematics

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 90

102030405060708090

10069

58

42 39

31 28

12

62 61

56

39

35

41

14

69

64

59

40 38

44

11

2012 2013 2014

%

Provincial Average Performance in Home Language

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 90

10

20

30

40

50

60

70

80

90

10058 58

54

38 34

41 38

62

57 55

47 44

57

39

65 64

60 58 57

63

48

2012 2013 2014

%

Provincial Average Performance in First Additional Language

Grade 4 Grade 5 Grade 6 Grade 90

10

20

30

40

50

60

70

80

90

100

34.3

31.0 35

.3

32.341

.3

37.0

47.7

31.8

42.6 47

.0

45.6

32.0

2012 2013 2014

%

UMLAZI GRADE 3

MATH HL

2012 48.9 57.8

2013 60.1 57.3

2014 63.2 62.4

5152535455565758595

UMLAZI GRADE 6

UMLAZI GR 9

LEARNERS ACHIEVING AT ACCEPTABLE LEVEL

KEY : ACHIEVEMENT LEVELSRATING CODE PERCENTAGE DESCRIPTOR

Level 1 (L1) 0-29% Not achieved

Level 2 (L2) 30-39% Elementary achievement

Level 3 (L3) 40-49% Moderate achievement

Level 4 (L4) 50-59% Adequate achievement

Level 5 (L5) 60-69% Substantial achievement

Level 6 (L6) 70-79% Meritorious achievement

Level 7 (L7) 80-100% Outstanding achievement

UMLAZI BY ACHIEVEMENT LEVELS

Descriptor Gr 3 Math

Gr 3 HL

Gr 6 Math

Gr 6 HL

Gr 6 FAL

Gr 9 Math

Gr 9 HL

Gr FAL

Outstanding achievement 24.9 25.96 10.17 25.96 11.88 0.4 4.77 0.6 Meritorious achievement 19.5 21.38 9.8 21.38 13.27 0.66 10.78 2.03 Substantial achievement 17.9 17.65 14.55 17.65 15.32 1.25 15.17 5.12 Adequate achievement 15.2 14.56 15.94 14.56 17.1 1.98 19.12 10.34 AcceptableLevelOfPeformance 77.4 79.6 50.5 79.6 57.6 4.3 49.8 18.1 Moderate achievement 9.8 8.15 20.06 8.15 14.83 3.03 16.82 15.93 Elementary achievement 6.3 6.13 12.6 6.13 12.56 5.01 14.78 20.5 Not achieved 6.6 6.18 16.88 6.18 15.04 87.66 18.56 45.48

UMLAZI BY GENDER : GRADE 3

UMLAZI BY GENDER : GRADE 6

UMLAZI BY GENDER : GRADE 9

GRADE 7 AND 8 PERFORMANCE

GRADE 7 GRADE 8

MATHS 37.1 20.9

HL 58.3 34.7

FAL 46.4 30.2

5

25

45

65

85

UMLAZI

UMLAZI 2014 TREND

GRADE 3 GRADE 6 GRADE 7 GRADE 8 GRADE 9

MATHS 63.5 50.9 37.1 20.9 12.3

HL 62.3 64.5 58.3 34.7 48.2

FAL NaN 53.1 46.4 30.2 33.1

5152535455565758595

63.5

50.9

37.1

20.9

12.3

62.3 64.558.3

34.7

48.253.1

46.4

30.2 33.1

UMLAZI

RECOMMENDATIONS

• Strengthening of interventions at FP and IP• Radical interventions at SP• Focus on 3 pivotal and inseparable aspects of

teaching and learning: content knowledge, methodology and assessment

• Need for concerted effort at all levels• Hence there are workshops planned for Grade 8

and Grade 9 Maths Educators every Friday starting at 12:00 pm.

4. NSC Results

Provincial Performance

Districts PerformanceDISTRICT TOTAL WROTE TOTAL PASSED % PASSED

2013 2014 2013 2014 2013 2014

01. UMLAZI 23099 21056 19339 16272 83,7 77,28

02. PINETOWN 19248 18592 15681 14099 81,5 75,83

03. UMGUNDGUNDLOVU 12866 12249 10241 9271 79,6 75,69

04. UTHUKELA 9284 8853 7310 6493 78,8 73,34

05. UGU 10171 9542 7648 6921 75,2 72,53

06. UMKHANYAKUDE 10461 10308 7754 7413 74,2 71,92

07. AMAJUBA 6908 7463 5482 4891 79,4 65,54

08. SISONKE 5889 6382 4168 4126 70,7 64,65

09. UTHUNGULU 16137 15034 11709 9626 72,7 64,03

10. ZULULAND 14386 14380 10857 9155 75,7 63,66

11. ILEMBE 8358 7963 6036 4714 72,4 59,20

12. UMZINYATHI 8471 7545 6073 4163 71,8 55,18

PROVINCIAL 145278 139367 112298 97144 77,4 69,70

PERCENTAGE NO OF SCHOOLS COMMENT

2013 2014

100 20 13 < by 7

90 – 99.9 52 35 < by 17

80 – 89.9 34 39 > by 5

70 – 79.9 23 25 > by 2

60 – 60.9 17 25 > by 8

50 – 59.9 11 17 < by 6

40 – 49.9 05 10 > by 5

30 – 39.9 08 07 < by 1

20 – 29.9 01 04 > by 3

10 – 19.9 01 01 -

00 – 09.9 00 02 > by 2

ANALYSIS OF THE DISTRICT RESULTS

THE TOP TEN CANDI DATES FROM PUBLI C SCHOOLS I N THE DI STRI CT WERE :

NO NAME SCHOOL 1 MOGAMBERY,GARETH DAVID NEW WEST SECONDARY

2 DEEPLAL, RASHMIKA I SIPI NGO SECONDARY

3 GOPAL, KASHIR J AGDISH NORTHWOOD HI GH

4 GIBBS, MEGAN ALISON NORTHLANDS GI RLS’ HIGH

5 BOULTON, ANDREW DEAN KHARWASTAN SECONDARY

6 MAHARAJ , VARUNA VESCHINI DANVILL PARK GI RLS

7 TAYLOR, ERAN KINGSWAY HIGH

8 NAICKER, KURAYCIA NORTHLANDS GI RLS

9 GOVENDER, DAVINA DANVILL PARK GI RLS

10 SITHOLE, AYABONGA NOLWAZI DURBAN GI RLS HI GH

THE TOP THREE CANDIDATES FROM I NDEPENDENT SCHOOLS I N THE DI STRI CT WERE :

NO NAME SCHOOL POSITION IN DISTRI CT

POSITION IN PROVI NCE

1 DAWOOD, ANEESAH ORIENT ISLAMIC 1 06

2 BAGRATEE, TAYARV J AYD EDEN COLLEGE 2 08

3 EBRAHI M, ROZEENA AL- FALAAH COLLEGE 3 09

THE TOP FI VE CANDI DATES FROM SPECI AL SCHOOLS I N THE DI STRICT WERE :

NO NAME SCHOOL POSITION IN DISTRI CT

01 BONELLE, NOLON ANTHONY THE KENMONT 1st

02 HEINE, NATASHA THE KENMONT 2nd

03 KOEKEMOER, NICOLE J ADE THE KENMONT 3rd

04 PHAROS, AAMI NAH BI BI OPEN AI R 4th

05 MKHIZE, SIYANDA NTETHELELO MASON LI NCOLN SPECIAL 5th

TOP TEN LEARNERS AGAI NST ADVERSI TY, TAKI NG I SIZULU AS HOME LANGUAGE WERE:

NO NAME SCHOOL

1 DLAMINI , THABILE SYLVIA UMLAZI COMTECH

2 NIKWE, ZENZELE MENZI HI GH

3 MIYA, LULU MENZI HI GH

4 RADEBE, NOKUKHANYA MENZI HI GH

5 HADEBE, MABALENHLE N MENZI HI GH

6 GWALA, NGCEBO UMLAZI COMTECTH

7 SHANGASE, MBALIYETHEMBA UMLAZI COMTECTH

8 MFEKA, MONDLI , POLITE UMLAZI SS

9 MWELI , SINENHLANHLA ADAMS COLLEGE

10 HLELA, LUSANDA BRIGHTON UMLAZI COMTECH

TOP GI RL LEARNER I N MATHEMATICS & PHYSI CAL SCI ENCE I N KZN WAS FROM THE UMLAZI DI STRI CT

MAHARAJ , VARUNA VESCHI NI – DANVI LLE PARK GI RLS’ HI GH TOP LEARNER IN MATHEMATI CS I N KZN WAS FROM THE UMLAZI DI STRI CT

MFEKA, MONDU POLI TE - UMLAZI SENI OR SECONDARY

TOP LEARNER I N ACCOUNTI NG I N KZN WAS FROM THE UMLAZI DI STRI CT

MOGAMBERY, GARETH DAVI D – NEW WEST SECONDARY

TOP LEARNER AGAI NST ADVERSI TY (QUI NTI LE 2 SCHOOLS) I N KZN WAS FROM THE UMLAZI DI STRI CT

NDLOVU, SI MPHWE MPENDULO PEARCI VAL – MARGOT FONTEYN

100% SCHOOLS

AL- FALAAH COLLEGE

BLUFF CHRI STI AN ACADEMY

CRESCENT GI RL’S HIGH

DANVI LLE PARK GI RLS’ HI GH

DARUL FALAAH COLLEGE

DURBAN GI RLS’ HI GH

EDEN COLLEGE DURBAN

I HSAAN GI RLS COLLEGE

MENZI HI GH

PORT NATAL

SATYHA SAI

WERDA HI GH

SPECI AL CONGRATULATORY MESSAGE

UMKHUMBANE HI GH SCHOOL 96%

VUKUZAKHE HI GH SCHOOL 89%

NSLA SCHOOLS 2014

33 schools which obtained less than 60% form the NSLA group in 2013.

42 schools which obtained less than 60% form the NSLA group in 2014.

This is an increase of 9 schools.

30 are public schools whilst 12 are independent schools.

25 new schools have now been included.

NO NAME OF SCHOOL % PASS2010

% PASS2011

% PASS2012

% PASS2013

% PASS2014

01* MTHAMBO HIGH 86,21 83,33 52,63 88,10 04,00

02* KHULABEBUKA SEC 42,86 89,74 54,29 72,41 08,33

03(Ind) AFRICAN VISION 57,69 78,75 26,67 18,84 19,19

04(Ind)* INTUITION COLL - 22,73

05* NDONYELA JS 69,23 25,00

06(Ind) ANCHORLITE INDEP 40.7 35,53 57,14 33,33 27,91

07(Ind)* DURBAN COMPUTER COLL - 28,57

08 MBAMBANGWE S 44,94 30,61

09* UMTHENTE H 64,71 32,14

10 MNGANIWAKHE S 42,22 86,67 43,37 38,67 32,56

11 PHAMBILI HIGH 54.55 44,29 56,72 30,25 35,71

12 SHUMAYELA SEN 43.1 46,51 21,79 44,23 37,10

13(Ind) SEASON’S ACADEMY 54,67 67,35 30,59 35,04 37,50

14* LUGOBE H 67,71 38,69

15* CHATSWORTH SEC 67.74 70,27 51,16 61,76 39,24

16 ZAMAKAHLE H 47,22 40,54

17* NATHANIEL SABELO S 32.3 10,53 53,85 62,50 40,91

18 UMBELEBELE HIGH 64.52 50,00 41,30 39,19 43,04

19(Ind) ST JAMES COLLEGE 50,00 44,44

20 MAKHUMBUZA HIGH 51,04 44,60

21* CHARLES SABELO 75,00 45,59

22* LAMONTVILLE H 67,81 64,62 47,31 64,58 46,03

23* KWAMATHANDA H 82.50 38,89 53,73 78,72 46,28

24(Ind)* ZIMELE HIGH 80,95 87,04 54,10 75,81 47,37

25 DR. NEMBULA HIGH 13.9 23,08 37,88 40,66 49,30

26(Ind)* 1CESA MATRIC 55.6 46,67 55,81 - 50,00

27* KING SHAKA HIGH 70.97 50,00

28* SWELIHLE SEC 52.34 58,97 50,94 98,73 51,65

29* MCOTHOYI SEC 63,16 51,69

30* GLENOVER SEC 61,70 51,90

31(Ind) DURBAN MATRIC & FET 53,85 52,38

32* SIBAMBANEZULU 100 52,94

33 VIKINGOSI S 50,00 52,94

34 FUNDINDUKU SEC 61.54 57,14 44,74 55,26 53,42

35* ISOLEMBA 96,77 53,44

36* UMLAZI COMTECH 61.36 53,05 56,09 60,55 54,45

37(Ind) CHRISTIAN H 56.9 48,41 53,94 56,25 54,91

38 ZUZUMQHELE HIGH 72.22 56,82 53,33 51,52 55,07

39* SOMPUKWANE SEC - 56,14

40(Ind)* DURBAN COMPUTER COLL - 57,14

41* WESTCLIFF SEC 79,77 57,58

42(Ind)* FUTURA HIGH 72,22 59,74

I RREGULARITIES

Candidates from 7 centres were involved in alleged irregularities, (coping), hence their results were blocked. 1 candidate script was also un-accounted for. A concession has being applied for this candidate.

UMLAZI DISTRICT THREE LEGGED STRATEGY

BASED ON 60:30:10 RATIO FOR THE

DISTRIBUTION OF OUR RESOURCES IN

UMBUMBULU, TOWNSHIPS AND CITY

SCHOOLS RESPECTIVELY.

5. Bounce Back Plan

First Leg

1. Functionality, Effective Management and Governance of schools

A. Dysfunctional Schools identified by Subject Advisors in terms of the set criteria.B. Under performing schools identified in terms of the DBE circular number D1 of 2014.C. Challenges of dysfunctional and underperforming schools addressed by the Circuit Management.

• Reporting on attendance of educators.

Keeping the time book and leave register updated.

Submission of leave forms to the circuit manager every Friday.

Schools reporting directly to the Directors office every month on educators on the prolonged leave of

absence.

• Reporting on attendance of learners.

Keeping the attendance registers of learners updated.

Reporting on monthly basis to the circuit managers on dropout learners.

• Reporting on control of late coming.

Implementation of the circular for late coming in relation to the code of conduct for learners

Officials to report to circuit managers on learners spotted loitering in uniform on the streets and malls

during school time. G&M advocates the same message to the parents and communities.

• Attendance of class lessons to safeguard notional time.

Keeping the period register updated.

Compliance with district circular number 1 of 2014 on prevention of

disruption of teaching and learning.

Ensuring that internal and external meetings are not conducted during

the notional time.

Quarterly meetings with social partners, SGB chairpersons, SGB

associations, Business sector and community leaders to ensure

stability and focus on classroom teaching and learning.

• Other Critical Factors to Improve Attendance of Learners and

Educators

Regular provision of water and sanitation.

Regular provision of nutritious meals in qualifying schools.

Second Leg

2. Supply of Critical resources

A. Dysfunctional schools identified by Subject AdvisorsB. Underperforming schools identified in terms of DBE circular number D1 of 2014. C. Challenges addressed by curriculum support services, curriculum GET and FET, circuit management, Governance ad management and Directors office.

• Human resources.

Timeous movement of surplus educators and completion of assumption of duty forms.

Timeous identification and filling in of vacant posts.

Capacity building of newly appointed PL1 educators and SMTs by mid February of each year.

• Curriculum material resources

District Teams visit schools and monitor the delivery, distribution and utilisation of the following:

CAPS documents Grade R to 12.

Annual Teaching Plan and Annual Programme Of Assessment per Subject per grade.

National Protocol On Assessment Grade R to 12

National Policy Pertaining to The Programme and Promotion Requirements for Grade R to 12.

LTSM ordered and delivered on time.

LTSM distributed to learners and educators on time.

Supply of exam guidelines on time.

Supply of workbooks (ANA) on time.

Supply of exemplars and previous papers on time.

Supply of mind the gap and Siyavula study guides (NSC) on time.

• Maths, Science and Technological resources.

Supply of Mobile Science kits where there are NO laboratories.

Conversion of Durban environmental centre to a centre focusing on Maths, Science and Technology.

Supply of Maths, Science and Technological resources for the centre.

Identification of Lead Educators to assist on Maths, Science and Technology at the centre.

Development of lesson plans by subject advisors working with lead educators for gateway subjects.

• District ICT Structure

Establishment of District ICT Structure

Appointment and Capacitation of ICT Co-ordinators

Co-ordination and integration of ICT programmes with curriculum

Capacitation of educators in each school on utilisation of ICT to advance curriculum

Co-ordinate the establishment of the school e-learning system ie e-learning platform, LMS, curriculum

related social network and e-assessment approach.

• Other programmes and projects as resources.

Partnerships with NGO’s, Companies, local businesses, SGB associations and religious leaders to

access various resources and community mobilisation.

The use of good former principals of schools to advise and motivate underperfoming school’s

principals.

Partnership with local public libraries to promote reading. Determination of routes for a mobile

library bus to assist disadvantaged schools and monitoring of compliance with reading policy.

Establishment of corner libraries where there are no libraries to promote reading.

Readathon, spelling bee and promulgation of setting aside reading time to promote literacy.

Introduction of mental maths and mathematical tables in the morning in schools to promote

numeracy.

Twining underperforming schools with best Schools to share good practices.

Mentorship programme for all dysfunctional, underperforming and big schools and appointment of

mentors. Mentors to assist the school with a swot analysis and the development of a turnaround

strategy and monitor its implementation.

Quarterly Parental involvement on learner’s academic performance and advocacy on concessions

and Subject choices especially in grade 9.

Ex-student society ( alumni ), motivational sessions in February and August of each

year and other support programmes to mobilise participation of community members

and other stakeholders in advancing QLTP.

Third Leg

3. Subject Advisory Services

A. Dysfunctional schools identified by Circuit Managers.B. Underperforming schools identified in terms of DBE circular number D1 of 2014.C. Challenges addressed by subject advisors and circuit managers.

• Curriculum analysis and support.

Conduction of NSC and ANA diagnostic and items analysis and conduct orientation workshops plus

quarterly content workshops for gateway subjects.

Provision of NSC and ANA exam guidelines and exemplars and their utilization.

Skills audit be done for scarce subjects educators for subject advisors to provide relevant and informed

on site school visits support.

SMTs trained on instructional leadership, assessment strategies, SBA monitoring and curriculum

management.

Development and implementation of subject improvement plans by subject advisors to support

educators.

Evidence of schools visited by subject advisors/circuit managers and specific items addressed

per subject.

Educators assisted with content knowledge gaps and assessment strategies.

Educators assisted with methodological issues on problematic areas. Subject Advisors to

prepare methodological tips on problematic areas so that a methodological document is made

available for consumptions by Educators). Eg Document will have methodological approach and

Revision strategies.

Educators assisted with the utilisation of LTSM, Textbooks, Workbooks ,previous exam question

papers.

Strengthen SBA monitoring and control quarterly through online form by Subject Advisors to

detect under Performance early so that strategic curriculum intervention is implemented

urgently to avoid surprises of poor performance during summative assessment.

• Curriculum coverage

Build and strengthen subject committees.

Mop up trainings on CAPS.

Capacitation of SMT on curriculum coverage monitoring

Capacitation of educators on subject specific gaps in terms of items analysis.

Timeous completion of syllabi and beginning of revision processes ( end of August for grade 12).

• Critical Intervention to Improve ANA Results in Grade 9

Meetings for all Grade 9 lead educators.

Special meeting of all Grade 9 Maths and Languages educators.

ANA presentation of results.

Grade 9 ANA discussions of critical areas of Mathematics and Languages.

Quarterly content workshops for educators to address critical areas.

Monthly subject committee meetings for Maths and Languages are held and monitored.

Winter training programme for Grade 9 Maths and Language educators on content knowledge.

Quarterly common tests administered by all Grade 9 schools regardless of their performance in Maths

and Language, quarterly release of results, items analysis and relevant intervention conducted.

Conduct Mathematics Olympiads, Language contests, EMS Quiz and NST Expos.

• Expected Programmes and Levels of Achievements

100% Bachelors Programme: Programme for assisting 100% schools to

achieve 100% Bachelors.

100% Maths and Science Programme: Programme for 100% schools to

achieve 100% passes in Maths and Science.

100% schools programme : Programme for 80 – 99% quintile 5 and non

quintile 5 schools to assist them to be 100% schools.

Under 60% Schools Programme: Lead Educators appointed to teach

learners in underperforming schools during Saturdays, Winter Holidays and

revision during Spring Holidays.

Under 20 % Schools Programme : Lead educators appointed to teach

learners in underperforming schools during Saturdays, Easter holidays,

winter holidays and revision during spring holidays.

• Other District Programmes

Distinctions Programme : Lead educators identified to teach high performing learners of poorly resourced schools on Saturdays.

High Risk Schools Programme : Lead educators identified to teach schools which are regularly in and out of the under-performance bracket. Learners taught on Saturdays, Winter holidays and revision during spring holidays.

Perpetual Under Performing Schools Programme: Lead Educators identified to assist schools which have stayed in under performance bracket for the past three years and more without moving out. Learners taught on Saturdays, Easter Holidays, Winter Holidays and revision during Spring Holidays.

Big Schools Programme: Lead Educators identified to teach

schools with 300 or more learners in matric on Saturday, Winter

Holidays and revision during Spring Holidays.

• Expected Operational Activities for all Schools

Syllabi Coverage Programme: Internal Educators conducting

extra classes to support/supplement ordinary class lessons in the

morning and afternoon

NSC/ANA fast track Programme: Programme for learners who

progressed to the next grade on the basis of phase progression

requirements to assist them on improvement of their performance.

SBA intervention Programme: Quarterly identification of under

performing learners on the basis of SBA to assist them on

improvement of their performance.

7. Effective District website for curriculum purposes

7.1 e-School, e-Principal and e-Teacher

Appointment of School ICT Coordinators

Meeting with School ICT Coordinators

District e-Communication strategy with Schools

Introduction of our District Newsletter

6. Changes of Subjects in NSC registration

7.2 ICT ISSUESThe followings Projects are in progress:• Pearson e-Learning Project• Vodacom Connectivity Project• ICT Integration Guideline VersionOne Document Completed ready for distribution to

School ICT Coordinators• ICT Circular No. 02 of 2015 uploaded to District website• District e-Commuinciation strategy through the mobileApp called smartDistrict(it uses a combination of PMT and SMS technology)

Send messages Receive relevant documents Shall create appropriate groups e.g Principals, DistrictOfficials, Mancom,

SchoolICT_Coordinators etc• Telkom Legacy Project completed at Umlazi district but Technical Support issues

contact CSS Admin (031 360 6280) in order to get the relevant Telkom contact info.• Dispose all the obsolete ICT resources contact IT Officers for guidance in this regard.• ICT Professional Development for Educators in progress and It is conducted onsite

as per School Principal request.• Managing Learner performance through online SBA monitoring form by Subject

Advisor has been initiated so interact with the relevant Subject Advisor.

8. Other e-Learning programmes

9. District Circular No. 1 of 2014

• Educators should not be taken out of the classrooms for workshops

• Only the following essential workshops are compulsory: Grade 8 and 9 Maths Educators on Fridays starting at 12:00

pm SBA moderation workshops Conditional grant workshops eg HIV / AIDS Maths Olypmiad and Science Expo

• Not more than two Educators shall be released per day• Under no circumstances should notional time be disrupted• All other activities must be conducted on weekends.

10. IMPORTATNT LABOUR ISSUES

DISCIPLINE • Nature of Employment contract.

• Less formal discipline– Corrective. Prompt and as close as possible to the infraction.

• Minimise referrals – Importance of keeping records

• Cautionary Note – Victimisation – Purpose to correct

• Serious Misconduct - Report – Essential information - Who did what. where and how

• Witness statements, signed with contact details

• Public Service – Less formal discipline – no hearing. Put the allegation, allow for response, correct Leave measures and abscondment

• Difference between incapacity and discipline

• Incapacity procedures – poor performance, ill health

GRIEVANCES • Rules, policies and procedures fairly and consistently applied.

• Take in writing and signed. Request possible solutions Keep records of interventions.

• Process -I think, I feel, I need. I want. Involvement of Unions in reaching solution.

• Public Servants and Educators Grievance Procedures

• Rules of natural justice. Nemo iudex in sua causa PAJA – lawful, reasonable, procedurally fair

• Effects of unattended grievances.

REPORTS • Eliminates the need for external investigation and speeds up the disciplinary process

• Essential information lacking: Persal Number, contact details of complainants and witnesses, witness statements

• State facts, emotion free language, logical, avoid heresay

• Statement of facts, applicable law or procedure, application of law/procedure to facts

• Purpose, background, discussion, recommendation, annexures ARBITRATIONS • Promotion matters. Applying the circular and the outlined procedures. Fair

Discrimination. Arbitrator will only set aside if the applicant can prove that he was the best person for the job of all the applicants that applied.

• Termination of contracts with or without notice

• Interpretation and application of collective agreement referrals WEBSITES: DOE – KZN, GPSSBC, ELRC, Saflii

13. Report on SGB elections

Progress on elections

Induction of newly elected SGBs

Status of RCL Reps in the newly elected SGBs

RCL roles in leadership

RCL President responsibilities

Governance and Professional management master

trainers

11. Importance of Psychological and counselling services for our Educators and Learners.

12. Function shift of AET to Higher Education

14. Appointment of new NSNP service providers

Background and court cases Acceptance of new NSNP service providers Submission of NSNP invoices

15. Development of specific sport codes beyond the tradition of racial lines

Soccer in ex-model C schools Cricket and Rugby in township and rural schools

16. Pension Related challenges and appointment of Educators E-channel challenges Mystery of missing files Future challenges associated with high rate of resignations and re-appointments Delays in submission of new appointment documents and ghost Educators Restrictions on appointment of foreign Educators in Primary schools Restrictions on transfer of Educators. Audit of PSA state paid Educators in mainstream and LSEN schools

17. Important Circulars18. Vote of Thanks19. Closure

THANK YOU

LET US GET BACK TO WORK

AND

PERFORM BEYOND THE CALL OF DUTY

BY

DISTRICT DIRECTOR

MR B.H. NTULI