UMLAZI DISTRICT
Principals’ Meeting: 31 March 2015
Glenwood High School Hall
1. Opening and Welcome
2. Remarks
41
44
12
14
11
28
31
35
38
39
39
40
56
59
42
58
61
64
69
62
100
90
80
70
60
% 50
40
30
20
10
0
69
3. ANA Results
Provincial Average Performance in Mathematics
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 9
2012
2013
2014
48
57
63
38
39
44
34
41
57
58
47
38
54
55
60
58
57
64
100
90
80
70
60
% 50
40
30
20
10
0
58
62
65
Provincial Average Performance in
Home Language
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 9
2012
2013
2014
Provincial Average Performance in First
Additional Language
100
90
80
32.0
31.8
32.3
45.6
35.3
47.0
37.0
31.0
40
42.6
50
41.3
%
34.3
60
47.7
70
30
20
10
0
Grade 4
Grade 5
2012
Grade 6
2013
2014
Grade 9
UMLAZI GRADE 3
100
90
80
70
60
50
40
30
20
10
0
2012
2013
2014
MATH
48.9
60.1
63.2
HL
57.8
57.3
62.4
UMLAZI GRADE 6
UMLAZI GR 9
LEARNERS ACHIEVING AT ACCEPTABLE LEVEL
KEY : ACHIEVEMENT LEVELS
RATING 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
Outstanding achievement
24.9
Meritorious achievement
19.5
Substantial achievement
17.9
Adequate achievement
15.2
AcceptableLevelOfPeformance 77.4
Moderate achievement
9.8
Elementary achievement
6.3
Not achieved
6.6
Gr 3
HL
25.96
21.38
17.65
14.56
79.6
8.15
6.13
6.18
Gr 6
Math
10.17
9.8
14.55
15.94
50.5
20.06
12.6
16.88
Gr 6
HL
25.96
21.38
17.65
14.56
79.6
8.15
6.13
6.18
Gr 6
FAL
11.88
13.27
15.32
17.1
57.6
14.83
12.56
15.04
Gr 9
Math
0.4
0.66
1.25
1.98
4.3
3.03
5.01
87.66
Gr 9
HL
4.77
10.78
15.17
19.12
49.8
16.82
14.78
18.56
Gr
FAL
0.6
2.03
5.12
10.34
18.1
15.93
20.5
45.48
UMLAZI BY GENDER : GRADE 3
UMLAZI BY GENDER : GRADE 6
UMLAZI BY GENDER : GRADE 9
GRADE 7 AND 8 PERFORMANCE
UMLAZI
100
90
80
70
60
50
40
30
20
10
0
MATHS
HL
FAL
GRADE 7
37.1
58.3
46.4
GRADE 8
20.9
34.7
30.2
UMLAZI 2014 TREND
UMLAZI
100
90
80
70
60
50
40
30
20
10
0
MATHS
HL
FAL
62.3
64.5
63.5
53.1
58.3
48.2
46.4
50.9
34.7
37.1
30.2
33.1
20.9
12.3
GRADE 3
63.5
62.3
GRADE 6
50.9
64.5
53.1
GRADE 7
37.1
58.3
46.4
GRADE 8
20.9
34.7
30.2
GRADE 9
12.3
48.2
33.1
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 Performance
DISTRICT
TOTAL WROTE
2013
2014
TOTAL PASSED
2013
2014
% PASSED
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
ANALYSIS OF THE DISTRICT RESULTS
PERCENTAGE
NO OF SCHOOLS
COMMENT
2013
2014
100
20
13
< by 7
90 – 99.9
52
35
< by 17
80 – 89.9
34
39
70 – 79.9
23
25
60 – 60.9
17
25
50 – 59.9
11
17
40 – 49.9
05
10
30 – 39.9
08
07
20 – 29.9
01
04
10 – 19.9
01
01
00 – 09.9
00
02
> by 5
> by 2
> by 8
< by 6
> by 5
< by 1
> by 3
> by 2
THE TOP TEN CANDIDATES FROM PUBLIC SCHOOLS IN THE
NO
1
2
3
4
5
6
7
8
9
10
NAME
DISTRICT WERE :
SCHOOL
NEW WEST SECONDARY
MOGAMBERY,GARETH DAVID
DEEPLAL, RASHMIKA
GOPAL, KASHIR JAGDISH
GIBBS, MEGAN ALISON
BOULTON, ANDREW DEAN
MAHARAJ, VARUNA VESCHINI
TAYLOR, ERAN
NAICKER, KURAYCIA
GOVENDER, DAVINA
SITHOLE, AYABONGA NOLWAZI
ISIPINGO SECONDARY
NORTHWOOD HIGH
NORTHLANDS GIRLS’ HIGH
KHARWASTAN SECONDARY
DANVILL PARK GIRLS
KINGSWAY HIGH
NORTHLANDS GIRLS
DANVILL PARK GIRLS
DURBAN GIRLS HIGH
THE TOP THREE CANDIDATES FROM INDEPENDENT SCHOOLS IN THE DISTRICT WERE :
NO
NAME
SCHOOL
POSITION IN
DISTRICT
POSITION IN
PROVINCE
1
DAWOOD, ANEESAH
ORIENT ISLAMIC
1
06
2
BAGRATEE, TAYARV JAYD
EDEN COLLEGE
2
08
3
EBRAHIM, ROZEENA
3
09
AL-FALAAH COLLEGE
THE TOP FIVE CANDIDATES FROM SPECIAL SCHOOLS IN THE DISTRICT WERE :
NO
01
02
03
04
05
NAME
BONELLE, NOLON ANTHONY
HEINE, NATASHA
KOEKEMOER, NICOLE JADE
PHAROS, AAMINAH BIBI
MKHIZE, SIYANDA NTETHELELO
SCHOOL
POSITION IN DISTRICT
THE KENMONT
THE KENMONT
THE KENMONT
OPEN AIR
MASON LINCOLN SPECIAL
1st
2nd
3rd
4th
5th
TOP TEN LEARNERS AGAINST ADVERSITY, TAKING ISIZULU AS HOME LANGUAGE WERE:
NO
NAME
SCHOOL
1
DLAMINI, THABILE SYLVIA
UMLAZI COMTECH
2
NIKWE, ZENZELE
MIYA, LULU
MENZI HIGH
3
4
RADEBE, NOKUKHANYA
MENZI HIGH
5
HADEBE, MABALENHLE N
MENZI HIGH
6
GWALA, NGCEBO
UMLAZI COMTECTH
7
SHANGASE, MBALIYETHEMBA
MFEKA, MONDLI, POLITE
UMLAZI COMTECTH
8
9
MWELI, SINENHLANHLA
ADAMS COLLEGE
HLELA, LUSANDA BRIGHTON
UMLAZI COMTECH
10
MENZI HIGH
UMLAZI SS
TOP GIRL LEARNER IN MATHEMATICS & PHYSICAL SCIENCE IN
KZN WAS FROM THE UMLAZI DISTRICT

MAHARAJ, VARUNA VESCHINI – DANVILLE PARK GIRLS’ HIGH
TOP LEARNER IN MATHEMATICS IN KZN WAS FROM THE
UMLAZI DISTRICT

MFEKA, MONDU POLITE
TOP LEARNER IN ACCOUNTING
UMLAZI DISTRICT

- UMLAZI SENIOR SECONDARY
IN KZN WAS FROM THE
MOGAMBERY, GARETH DAVID – NEW WEST SECONDARY
TOP LEARNER AGAINST ADVERSITY (QUINTILE 2 SCHOOLS)
IN KZN WAS FROM THE UMLAZI DISTRICT

NDLOVU, SIMPHWE MPENDULO PEARCIVAL – MARGOT FONTEYN
100% SCHOOLS
 AL-FALAAH COLLEGE
 BLUFF CHRISTIAN ACADEMY
 CRESCENT GIRL’S HIGH
 DANVILLE PARK GIRLS’ HIGH
 DARUL FALAAH COLLEGE
 DURBAN GIRLS’ HIGH
 EDEN COLLEGE DURBAN
 IHSAAN GIRLS COLLEGE
 MENZI HIGH
 PORT NATAL
 SATYHA SAI
 WERDA HIGH
SPECIAL CONGRATULATORY MESSAGE
 UMKHUMBANE HIGH SCHOOL 96%
 VUKUZAKHE HIGH 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
% PASS
2010
% PASS
2011
% PASS
2012
% PASS
2013
% PASS
2014
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
69,23
25,00
33,33
27,91
-
28,57
05*
NDONYELA JS
06(Ind)
ANCHORLITE INDEP
07(Ind)*
DURBAN COMPUTER COLL
40.7
35,53
57,14
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
SEASON’S ACADEMY
54,67
67,35
30,59
35,04
37,50
67,71
38,69
61,76
39,24
47,22
40,54
13(Ind)
14*
LUGOBE H
15*
CHATSWORTH SEC
16
ZAMAKAHLE H
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
ZIMELE HIGH
80,95
87,04
54,10
75,81
47,37
DR. NEMBULA HIGH
13.9
23,08
37,88
40,66
49,30
1CESA MATRIC
55.6
46,67
55,81
-
50,00
70.97
50,00
98,73
51,65
24(Ind)*
25
26(Ind)*
67.74
70,27
51,16
27*
KING SHAKA HIGH
28*
SWELIHLE SEC
29*
MCOTHOYI SEC
63,16
51,69
30*
GLENOVER SEC
61,70
51,90
DURBAN MATRIC & FET
53,85
52,38
100
52,94
50,00
52,94
55,26
53,42
96,77
53,44
31(Ind)
52.34
58,97
50,94
32*
SIBAMBANEZULU
33
VIKINGOSI S
34
FUNDINDUKU SEC
35*
ISOLEMBA
36*
UMLAZI COMTECH
61.36
53,05
56,09
60,55
54,45
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
DURBAN COMPUTER COLL
-
57,14
37(Ind)
40(Ind)*
61.54
57,14
44,74
41*
WESTCLIFF SEC
79,77
57,58
42(Ind)*
FUTURA HIGH
72,22
59,74
IRREGULARITIES
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.
5. Bounce Back Plan
UMLAZI DISTRICT THREE LEGGED STRATEGY
BASED ON 60:30:10 RATIO FOR THE
DISTRIBUTION OF OUR RESOURCES IN
UMBUMBULU, TOWNSHIPS AND CITY
SCHOOLS RESPECTIVELY.
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 Advisors
B. 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 underperformance 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.
6. Changes of Subjects in NSC registration
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
7.2 ICT ISSUES
The 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
11. Importance of Psychological and counselling services for our Educators and
Learners.
12. Function shift of AET to Higher Education
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
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
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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 Circulars
18. Vote of Thanks
19. Closure
THANK YOU
LET US GET BACK TO WORK
AND
PERFORM BEYOND THE CALL OF DUTY
BY
DISTRICT DIRECTOR
MR B.H. NTULI