REPORT OF THE SELECT COMMITTEE ON EDUCATION AND RECREATION ON OVERSIGHT VISITS TO THE NORTH WEST AND GAUTENG PROVINCES, DATED 14

OCTOBER 2015

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PARLIAMENTARY DELEGATION 1. Mrs L C Dlamini – Leader of the delegation (African National Congress) (Mpumalanga) 2. Mr HB Groenewald (Democratic Alliance) (North West) 3. Ms TK Mampuru – Committee Whip (African National Congress) (Limpopo) 4. Ms PC Samka (African National Congress) (Eastern Cape) 5. Ms TG Mpambo-Sibhukwana (Democractic Allicance) (Western Cape) 6. Mr DM Stock (African National Congress) (Northern Cape) 7. Ms L Matthys (Economic Freedom Fighters) (Gauteng) The following members tendered apologies:

1. Mrs LL Zwane – Chairperson of the Select Committee on Education and Recreation (African National Congress) (Kwazulu-Natal)

2. Mr M Khawula (Inkatha Freedom Party) (Kwazulu-Natal) PARLIAMENTARY OFFICIALS 1. Mr Mzuyanda Dlanga – Committee Secretary 2. Mr Gunther Mankay – Committee Assistant 3. Mrs L Stofile – Committee Researcher REPORT OF THE SELECT COMMITTEE ON EDUCATION AND RECREATION ON AN OVERSIGHT VISIT TO THE NORTH WEST AND GAUTENG PROVINCES, DATED 14 OCTOBER 2015

The Select Committee on Education and Recreation, having undertaken an oversight visit to the North

West and Gauteng Provinces, to assess the functionality of a Teacher Education Centre, International

Federation of Football Association (FIFA) 2010 Legacy Project and the Freedom Park Council,

reports as follows:

1. Introduction and background

In fulfilling its Constitutional mandate, the Select Committee on Education and Recreation

(hereinafter, the Committee) undertook an oversight visit to the North West and Gauteng Provinces

from 17 to 21 August 2015.

During the National Council of Provinces’ (NCOP) Annual Planning session held in 2015, the

Committee identified conducting an oversight visit of the Teacher Education Centre and the FIFA

2010 Legacy Projects in the North West as well as conducting an oversight visit to one of the entities

of the Department of Arts and Culture, namely the Freedom Park Council.

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2. Purpose of the Oversight Visit

The purpose of undertaking an oversight at Education Centre was to:

Monitor functionality of Teacher Education Centres. This includes, but not limited to checking

the state of the centres environment, infrastructure, aspects of teacher training and human

resources and the availability of training equipment.

Visit Mogwase FIFA 2010 Legacy Projects to assess the extent to which the facility is

accessible to the community and the role the Department of Sport and Recreation is playing

in ensuring that the projects are well maintained and looked after.

The purpose of undertaking the oversight visit to the Freedom Park Council was to interact

with the council members and receive reports on governance and strategic priority areas of

the Freedom Park Council.

3. A Visit to Tlhabane Education Centre

3.1 Background

Tlhabane Education Centre is now a North West Teacher Development Institute. The Institute was

launched in the 2015/16 financial year. The centre is a former Tlhabane College of Education.

The Tlhabane Education Centre is responsible for conducting Grade 12 career exhibitions yearly. The

centre performs audits of schools with regard to teacher content knowledge; schools with or without

teaching equipment and securing and distribution of equipment. The centre is linked with the six

Vodacom connected schools; two United Sports Association of South Africa (USASA) supported

schools; eight Glencore schools; four FIFA Legacy Schools; and ten Anglo American schools.

i) Findings

The centre’s functionality is geared towards the fulfilment of the following legislative and policy

framework:

The Constitution of South Africa;

White Paper on e-education;

Guidelines for teacher training and development in ICT: 2007;

Action Plan 2019: Towards the realization of schooling 2030;

Integrated Strategic Planning Framework for Teacher Education and Development in South

Africa (2011-2025); and

National Development Plan “Setsokokane”.

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a) Overview of the Bojanala Education District

The Committee was informed that the district is predominantly rural in nature. It is the biggest

district of the four in the North West Province, located on the eastern side of the province with 544

schools, including special schools with 9,038 teachers and 279,930 learners.

There are seven Centres in Bojanala District, namely: Mogwase, Batlhalerwa, Tlhabane, Jericho,

Mmakau, Lentheng and Tubane. The centres provide both core and supplementary services to

schools and communities in the district. These are:

Professional Teacher Development;

Information Communication Technology (ICT); and

Community Programmes.

i) Teacher Development

Various sections of the department use centres for teacher development programmes. Subject

Advisory Services use the centres for moderations and workshops. The centres is also used by

Professional Support Forums to hold meetings and workshops. It is further used for Continued

Professional Teacher Development (CPTD) sign-up and orientation, self-diagnostic assessments

(APTIS) ICT as well as events management, amongst others.

The centres provides training of teachers on e-content; conducts CPTD sign-ups for Heads of

Departments (HODs); ICT skills training for teachers; hosting ICT conferences yearly; organising

the ICT category for the National Teaching Awards (NTA); Safe School project with South African

Police Service (SAPS); training the Women’s league and training out-of-school youth on ICT.

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ii) ICT Promotion

The programme is used to ensure ICT training for teachers and subject advisors. The programme

involves distribution of e-content such as videos, Interactive workbooks. It is through this

programme that ICT conferences are organised and coordinated. The programme provides for

access to the e-learning kiosk and monitoring the use of ICTs in schools. It entails liaising with

non-governmental organisations like school net and North West University in promoting ICT

usage.

(a) ICT Training for Teachers

The following graph reflects the extent of training provided in the centres within the Bojanala

District.

It is through the programmes of the institute that teachers get to participate in webinars as well as the

digital classroom. The programme enhances communication by opening email addresses for teachers

and training them in the use of such. It is through the programmes of the education centres that

communication has improved between the department and the schools. The centres also provide

internet access to teachers.

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iii) Community Services

The programme provides computer literacy skills to the youth and community members. It gives

access to community members, especially youth to make online applications , job seeking and

research. The youth perfomed all the functions under supervision.

(a) Teacher Usage

The following graph depicts the extent of centre usage within the district.

The centre provides space for meetings to other departments and structured organisations. The

collaboration programmes with non-governmental organisations are run in the centre in promoting

youth development. It is further used by institutions such as the National Youth Development Agency

as well as the Companies Intellectual Property Commission for programmes aimed at encouraging

entrepreneurs to register their own companies.

(b) Computer training for community members

The graph depicts the extent to which community members benefit from the centre.

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iv) Partnerships with other organisations

Teacher Education Centres have entered into agreements with various organisations and non-

governmental organisations in order to ensure their accessibility to the public and improve their

efficiency. Amongst the companies that have partnered with the centre is Vodacom, Mind-set, Coza

cares as well as Anglo American amongst others.

v) Programmes currently offered by Education Centres

The following programmes are offered:

Training on English First Additional Language (EFAL) and Certificate in Primary English

Language Teaching (CiPELT);

Curriculum and Assessment Policy Statements (CAPS) content training in all subjects;

Maths, Science and Technology (MST) teacher training;

Principals and School Management Teams (SMT) training;

ICT Leadership and Integration into teaching and learning by School net;

Library services provided;

A+ ICT programme for the youth;

Self-Diagnostic Assessments; and

Sign-up for the CPTD and the South African Council for Educators (SACE) points.

The table depicts the progress made by Department of Basic Education made in Teacher Education

Centres in all provinces.

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PROVINCE PTDI STATE OF READINESS

EC 1 Not fully functional

FS 0 Site identified

GP 1 Functional

KZN 1 Not fully functional

LP 1 Functional

MP 0 Site identified

NC 0 No progress made

NW 0 Site identified

WC 1 Functional only on GET programmes

The table below depicts the extent of work done by the Department of Basic Education in putting in

place programmes in all provinces.

Province No of

Centres

Centres with

ICT Labs

Connectivity Teacher

Centres with

Programmes

Access

to

Emails

Functional

EC 16 9 6 12 16 6

FS 5 4 4 4 5 4

GP 21 13 9 17 21 7

KZN 49 35 19 38 47 28

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LP 9 8 8 9 8 8

MP 17 12 6 16 17 6

NC 3 (2) 5 5 5 5 5

NW 24 16 5 14 23 7

WC 3 3 3 3 3 3

TOTAL 147 105 65 118 145 74

vi) Key Challenges

Very few centres have training schedules and viable training programmes as a result of the

location of Subject Advisors (SA) at District offices. This challenge needs to be addressed

through planning.

In most centres, teacher support and training is not provided on a regular basis due to the

general lack of capacity.

Reliance on the provincial office to pay expenses (e.g. Municipal services, payment of

expenses to cover internet connectivity, etc.) leads to regular suspension of services in

Teacher Centres.

Challenges with allocation and access to budgets; security, staffing and infrastructure and the role of

districts at Teacher Centres pose threats.

4. A visit to Mogwase Artificial Turf (FIFA 2010 Legacy Project) College

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4.1 Background

The project received financial assistance from the German Government, with the motive of making

the 2010 FIFA World Cup a success in terms of leaving behind a legacy. The project was previously

known as Youth Development against Violence through Sport (YDVS). In 2012 the name was

changed to Sport For Change (SFC).

It went beyond 2010 by exploiting the potential of sport (particularly football) to serve as a catalyst for

violence prevention and promote youth development. The programme included working with youth in

rehabilitation centres.

i) Findings

The project contributes to the social development of children and youth in disadvantaged

areas by utilising the potential of sport, specifically football, for transmitting life skills.

The main target groups are boys and girls up to 18 of age, and in some cases up to 20 years

of age, living in poor and disadvantaged areas. The project involved construction of combi

courts, rehabilitation of football pitches and provision of basic football equipment.

The programme operations and maintenance of the newly constructed kick-abouts played an

important role in ensuring improved pitches.

The project is being utilised for life skills programmes – this includes training and educational

activities including coaching, referee, and groundsman courses, first aid, conflict resolution,

HIV & AIDS and violence prevention including disability sector.

The Department of Sport and Recreation received €4.5m funding from the Reconstruction

Credit Institute (KfW). The budget was only for phase one. phase two and three were

implemented through stakeholders and other development partners. The allocated budget

was approximately €6.15m of the counterpart contribution. Thus €10.6m were provided for

three phases.

Partners included other Government Institutions, Municipalities, the German Federal

Enterprise for International Cooperation (GIZ), Capacity Building International (InWEnt),

South African Football Association (SAFA), other relevant sport organisations and

stakeholders and Non-Governmental Organisations (NGOs).

The sustainability of the programme depended on the mobilisation of structures at local level

to ensure maximum community involvement.

ii) Programme Implementation Structure

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iii) Phase One

The objective was to maximise the benefit of the World Cup to promote the project and to make the

legacy programmes in the context of the German-South African Financial Cooperation visible.

The PMU (Programme Management Unit) was established in the Department of Sport and

Recreation South Africa (SRSA) to manage the Programme. PMU conducted stakeholder

consultations and the establishment of systems & procedures for programme implementation. The

maximum amount of grant funding per municipality was R3 million. The Municipalities acted as

Implementing Agents for individual projects under the Programme. The Municipalities submitted

project applications based on guidelines that were issued by SRSA.

(a) The following table depicts municiplaities that received grant funding from the FIFA 2010

Legacy Project Fund.

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iv) Phase Two

The PMU followed the same procedure as outlined in phase one of the project.

Provincial Governments and key stakeholders were brought on board.. They played an important role

in identifying suitable target areas for project implementation, mobilising municipalities to prepare and

submit project applications and identifying and mobilising development partners operating in the

provinces. They played an important role in assisting SRSA in overseeing programme implementation

in each province.

v) Operation and Maintenance (O&M), skills transfer and training

Municipalities, local communities and NGOs worked together to organise sporting events,

operate and maintain the facilities and deliver the training and educational activities. Training

was done at most of the sites by NGOs appointed by the Youth Development Football (YDF).

SRSA assisted municipalities with the establishment of local operation and Maintenance

Committees for all the project sites.

With German assistance the Youth Development Football (YDF) programme trained coaches

and delivered sport and life skills training for users of the facilities.

vi) Operation and Maintenance Committees

These Committees had been established for each of the towns. The committees comprised

representatives from the Municipalities, Ward committees, local sports councils and youth

structures.

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The main function of the committees was to ensure that sport facilities were fully and

properly used by the target group and were kept in a good state for continued use.

This represented a partnership between the municipalities and the local community whereby

the O&M Committees took responsibility for cleanliness and the day-to-day upkeep and use

of the facilities and the municipality takes responsibility for periodic maintenance and repairs.

The composition, roles and responsibilities of the O&M Committees were outlined in the

Guidelines provided.

vii) Successes

Approximately 75% of sport facilities financed under the programme will be operated properly.

Local communities actively participated in the operation and maintenance of at least 75% of

sport facilities financed under the programme.

At least 4,000 children and youth regularly play ball-sport at the facilities.

At least 20% of the children and youth utilising the sport facilities are female.

At least 10% of the people involved in training and O&M activities are women.

At least 50% of the children and youth utilising the sport facilities regularly participate in skills

transfer and training sessions.

There is a noticeable change in knowledge, attitude and practices that reduce the underlying

risk factors and prevention of other social ills amongst users of the facilities.

5. A visit to the Freedom Park Council

5.1 Background

Freedom Park is a statutory agency of the Department of Arts and Culture (DAC).

It comprises a memorial and monument that will narrate a story spanning a period of 3.6 billion years

through the itsseven epochs.

Mandate of Freedom Park Council

The mandate of the council is to ensure the creation of a national memorial and museum, ,

acknowledge those that laid down their lives for freedom and humanity, contribute to social cohesion,

reconciliation, nation and continent building and manage the Freedom Park as a Cultural Institution.

Freedom Park seeks to contribute to social cohesion by positioning Freedom Park as a symbol of

national identity. It establishes mechanisms to promote, protect and preserve Indigenous Knowledge

Systems. It creates a conducive environment in order to attract, engage and retain effective

knowledgeable talent, as measured by industry standards. One of the most important strategic

objectives of the Council is to manage the Freedom Park as a financially sustainable and customer-

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focused cultural institution and mobilise institutions through active partnerships and continental and

international institutions to emancipate the African voice.

i) Findings

ii) Elements of the Park

The Freedom Park consist of eleven elements; the names of the elements are as follows: Isivivane,

S’khumbuto, Gallery of leaders, Sanctuary, Wall of names, Reeds

Eternal Flame, Uitspanplek, Senthlaga, Vhuawelo, //hapo.

iii) The Freedom Park Outreach Programmes are driven through a marketing and

Communication programme:

The Freedom Park Strategic Plan.

The Annual Performance Plan.

The Tourism Marketing and Communication Strategy.

The Outreach Plan.

The Roadshow Plan.

iv) Objectives of the Outreach Programme

Educate, recruit and invite all South Africans to make Freedom Park their shrine and

pilgrimage.

To mobilise all communities, especially the rural communities to visit and interface with

Freedom Park.

To breed a cadre of patriots amongst children and younger generation of South Africans and

ensure that the indigenous knowledge system gap and institutional knowledge is bridged

between the old and the younger generation by staging Freedom Park activities in townshops,

rural villages and surbusbs across all nine provinces.

v) Objectives of the Council

The following are key strategic objectives of the Council:

To establish activities in townships, rural villages and suburbs across all nine provinces.

To organise youth educational programmes and awareness programmes aimed at

encouraging and promoting their understanding, appreciation of their culture and national

heritage and thus far festering the appreciation of Indigenous Knowledge System.

To present an image of an institution that has a national mandate to tell a story that resonate

with all South Africans young and old, a story that acknowledges that all was not well in South

Africa and that it would take a collective journey to start healing the wounds of the past.

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The Freedom Park currently runs outreach programmes in Gauteng, Western Cape and Northern

Cape, Free State, KwaZulu-Natal and Mpumalanga. In Gauteng alone, the outreach campaign was

executed in the form of road shows. Approximately 1,1 million citizens were reached through

community radio stations, whilst an estimated 5 million citizens was reached nationally through

national media networks.

The Outreach Programme was designed to reach all nine provinces of South Africa over the next

three years commencing with Free State, Mpumalanga and Limpopo Provinces. The programmes in

the Western Cape, Gauteng and part of the Northern Cape (Calvinia) are ongoing.

The Freedom Park conducted roadshows in all five regions of Gauteng Province between October

and December 2014. In the beginning of the campaign, in Gauteng alone, the Freedom Park content

reached approximately 1,1 million people, which was circulated through the following community

media: Tshwane FM, Kangala FM, Tshwane University of Technology FM, Soshanguve FM,

Mamelodi FM amongst others.

The Roadshows yielded remarkable results with a combined circulation of the print, online and

broadcast, reaching 629 million nationwide. Whilst the Roadshow campaign in Gauteng costed the

council at least R200 000, the Advertising Value Equivalent (AVEs) was recorded at R29 million. This

is the amount which the council should have paid to obtain media coverage, but which it got without

paying that amount of money.

Consultative Sessions with the following stakeholders were conducted:

Premier’s Office in Free State, all government departments, the khoisan community, traditional

leaders, traditional healers, South African Council of Churches, National Youth Development Agency,

previous members of the Free State Cleansing and Healing Committee, South African Military

Veterans Association and the Free State Interfaith Committee.

(a) The following table depicts three year comparative analysis of visitor numbers to the Park.

Yearly Visitor numbers

2012/ 13

23 425

2013/ 14

45 140

2014/ 15

54 156

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The Freedom Park has embarked on a programme to mobilise school learners to visit Freedom Park.

As may be visible in the graph above, there is still a long way to go in getting more learners to visit the

Freedoms Park. The Council has developed tailor made programmes for basic, tertiary and youth out

of school.

The Freedom Park reduced the learners’ fees from R70/leaner to R30/learner in response to the out-

cry by schools that the admission fees were too high. In addition, the Freedom Park partnered with

the Gauteng Department of Education to expose all educators and principals to the Freedom Park

during the 2014/15 financial year. Such partnership efforts started bearing fruits during the first

quarter of the 2015/16 financial year where the Freedom Park recorded the highest numbers of

schools that visited the Freedom Park with 52 schools.

vi) Key Achievements

In the 2014/15 financial year, 12 educational programmes were developed for learners in

2014/15 year. Seventeen stories, four songs and four poems were developed. An annual

storytelling festival was held. Five time travel events were held, five research papers were

presented at seminars and conferences, four publications of research articles were completed

- of these, two were published in accredited journals.

Approximately 80 000 names were inscribed on the wall of names to date. Another

achievement was the completion and opening of //hapo in 2013.

The number of temporary exhibitions mounted in the past 3 years has increased. Thirty

names were verified, validated and approved in the Gallery of leaders. Thirty one research

papers completed: over 70 (including numerous research pieces for the development of

content for //hapo epochs and storylines). Approximately 35 archival documents and materials

were collected and accessioned. The Reconciliation Road between the Freedom Park and

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Voortrekker Monument was opened and the book entitled “Freedom Park: A place of

Emancipation and Meaning” was published.

For the 2014/15 financial year Freedom Park received a clean audit report (unqualified with

no other matters). An emphasis of matter paragraph was included for the restatement of

corresponding figures. The Freedom Park has achieved five consecutive clean audits from

the 2010/2011 financial year to date.

vii) Challenges

The biggest challenge is sustainability of Freedom Park.

National Treasury reduced the operational grant of Freedom Park with R8 million in 2015/16

and R 12 million in 2016/17.

Creating a balance between revenue generation and access to the Park by ordinary South

Africans.

Maintenance of the Park facilities is challenging in complexity and funding.

Freedom Park is not attracting the number of visitors as it should.

Misalignment (deployment) of staff.

Short duration of contracts (3 year fixed contracts for senior positions) leads to loss of

institutional memory and instability.

Closure of the Reconciliation Road.

7. Recommendations

i) Freedom Park

The Department of Arts and Culture should:

(a) Ensure that the council is given space to tell the story of South Africa, through the voices of

South Africans, to give the insider perspective about our history, heritage, spirituality & culture

and should assist the Counctil at all times.

(b) Ensure that the Council establishes Freedom Park as a (Knowledge) Centre for Indigenous

Knowledge Systems (research, opinion pieces and publications).

(c) Ensure that the Council improves infrastructure development and operationalisation of the

Pan African Archives (dialogical and digital).

(d) Ensure that there is continuation of dialogues and collection of archival material.

(e) Ensure transformation of the Gallery of Leaders from temporary to permanent exhibitions.

(f) Consider hosting families of the heroes and heroines whose names are inscribed a

S’khumbuto before the end of this year.

(g) Assist the council to launch a National Heritage Reconciliation Project.

(h) Collect and inscribe the names within the international Solidarity.

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(i) Ensure facilitation of talks with the Apartheid Museum and ensure that the Reconciliation

Road that links Freedom Park and Apartheid Museum is opened.

(j) Ensure inscribed names accommodate braille community.

ii) Thlabane Education Centre

The Department of Basic Education and North West Department of Education and Sport

Development should:

(a) Speed up the process of ensuring that norms and standards on Teacher Education Centres

get endorsed as government policy.

(b) Set aside funds for these centres.

(c) Ensure that centres have adequate security personnel.

(d) Put systems in place to take over connectivity and maintenance of the ICT centres in the event

that the agreement with Vodacom comes to an end.

(e) Align their Teacher Development programmes with Teacher Centres and not work in isolation.

(f) Streamline programmes run at the centre and avoid duplication as the mandate of the centre is

not enterprise development.

(g) Ensure that Teacher Development centres are established in the two provinces where they

currently do not exist, e.g Mpumalanga and Free State.

(h) Collaborate with other government departments to ensure accreditation and standardisation of

programmes. To achieve this, they should work with the South African Council for Educators

(SACE).

(i) Ensure that the Norms and Standards for Teacher Centres and Provincial Teacher

Development Institutes (PTDI) address the above challenges and strengthen the support of

these centres through a uniform approach.

iii) Mogwase 2010 FIFA Legacy Project

The Department of Sport and Recreation and North West Department of Education and Sport

Development should:

(a) Ensure children’s play parks are located next to the outdoor gym for kids to go play rather to

playing on the gym machines.

(b) The Rustenburg Local Municipality should assist in uplifting (beautifying and , cleaning) the

area surrounding the outdoor gym and ensure that broken machines get repaired.

(c) Conduct site visits with service providers, conducts inspections and repairs machines.

(d) SRSA and the Rustenburg Local Municipality should address the usage and maintenance of

the installed outdoor community gym.

(e) Ensure that children and youth from the area utilise the facility intensively.

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(f) Ensure that facilities are open and accessible to local youth and children and are shared with

nearby schools.

(g) Ensure that a schedule of sport activities is being implemented with the active involvement of

local sport clubs and associations, youth groups and other community organisations of the

area.

(h) Ensure that there is continued and sustained support by NGO’s providing life skills and sport

training.

(i) Ensure trhat there is clarity amongst local stakeholders as to the rules/protocols that govern

the use of the facilities and roles and responsibilities of different parties in applying these

rules.

(j) Ensure that conflicts on and during the use of the facilities are peacefully settled.

Report to be considered