Chairperson, this report has afforded the members of the committee an opportunity to understand several pressure points and challenges in the system of basic education which need to be addressed in order to improve quality learning and teaching in our schools.
The report deals primarily with issues raised by teachers on the ground as well as by other key stakeholders, such as parents, unions, academics, nongovernmental organisations, and the business sector, identified as having a role to play in the successful implementation of quality education.
The report raises several problem areas pertaining to the curriculum and relating to curriculum design and structure and its implementation. It also identifies other issues that feature prominently in relation to the delivery of quality education. These include: issues at school level; access to education for vulnerable children; teacher management; and district and departmental issues.
With regard to the curriculum, we made recommendations concerning the quantity of content to be taught in certain subjects, training to impart values, and other issues. The recommendations included increasing support to teachers. The department is already working on this.
We welcome the host of initiatives to address the gaps in curriculum design, structure and implementation that we brought to the department's attention and which they are working on. These include: the introduction of the comprehensive Curriculum and Assessment Policy Statement, Caps, to provide content and assessment specification on a grade-by-grade and subject-by-subject basis; the allocation of time for physical education within the timetable of Caps; the planned reduction in the number of subjects from eight to six in the intermediate phase, with effect from 2012; the provision of workbooks for Grades 1 to 4; the introduction of critical annual national assessment in order to track learners' progress; and guide planning in order to help improve learning success in Grades 3 and 6.
We are satisfied, because these things are being done. Preparations for programmes to be implemented in 2012 are being done in 2011. We are also satisfied that government is targeting the appropriate areas in response to other issues that feature prominently in relation to the delivery of quality education. These include: improvement in teacher development; early childhood development; inclusive education; and special schools.
During our recent oversight visits to Mpumalanga and North West provinces, we observed the progress government is making in broadening access to special services for learners with special educational needs - that is,