NATIONAL ASSEMBLY
FOR WRITTEN REPLY
QUESTION 1278
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 18/09/09
(INTERNAL QUESTION PAPER 17-2009)
Ms S P Lebenya-Ntanzi (IFP) to ask the Minister of Basic Education:
Whether she intends introducing sign language as an official school
subject; if not, why not; if so, (a) what is the timeframe for establishing
a process to recognise sign language as a school subject and (b) what are
the further relevant details? NW1299E
REPLY:
Yes.The Department of Basic Education in cooperation with PANSALB has
already commenced with the development of Sign Language to be listed
in the National Curriculum Statement Grades R-12.
The first step in the development process is to develop terminology for
Sign Language. The terminology list, once finalised must be verified
and authenticated by the National Language Board. PANSALB will assist
the Department of Basic Education in this regard.
Furthermore, information must be obtained of the level at which the
language subject will be offered. Languages are currently offered at
three language levels, namely Home, First Additional and Second
Additional Language levels.
Once Sign Language has been standardised, a Ministerial Task Team must be
established with the aim of determining what expertise is needed and
to invite experts in the identified fields of Sign Language to serve
on a Subject Working Group.
It is imperative that all groupings in the aurally impaired community are
identified because there must be consensus on what exactly Sign
Language is and whether South African Sign Language is the only or
best option. It is also important that all official languages will be
accommodated in the chosen version of Sign Language.
The Subject Working Group will commence with its duty as spelt out in the
Terms of Reference as developed by the Ministerial Committee. The
Subject Working Group will develop the following required policy and
guideline documents:
⢠Subject Statements which form the national education policy
framework and stipulate the learning outcomes, assessment standards
and content required for Sign Language;
⢠Learning Programme Guidelines to assist teachers with the
interpretation of the Subject Statements, especially with regard to
the conduct of School-Based Assessment; and
⢠Subject Assessment Guidelines to assist teachers with the
composition of the School-Based Assessment and Practical Assessment
Tasks of Sign Language as outlined in the Subject Assessment
Guidelines.
Once the above policy and guideline documents have been developed, they
must be published for public comment in the Government Gazette.
The above process takes approximately ten months.
The implementation date is to a large extent dependent on whether all
groupings of the aurally impaired community have agreed to the
curriculum.
Other factors that could influence the planned date for implementation, are
the availability of qualified teachers in Sign Language and the
availability of suitable and acceptable teaching and learning support
material
It is imperative that all groupings in the aurally impaired community are
identified because there must be consensus on what exactly Sign
Language is and whether South African Sign Language is the only or
best option. It is also important that all official languages will be
accommodated in the chosen version of Sign Language.
The Subject Working Group will commence with its duty as spelt out in the
Terms of Reference as developed by the Ministerial Committee. The
Subject Working Group will develop the following required policy and
guideline documents:
⢠Subject Statements which form the national education policy
framework and stipulate the learning outcomes, assessment standards
and content required for Sign Language;
⢠Learning Programme Guidelines to assist teachers with the
interpretation of the Subject Statements, especially with regard to
the conduct of School-Based Assessment; and
⢠Subject Assessment Guidelines to assist teachers with the
composition of the School-Based Assessment and Practical Assessment
Tasks of Sign Language as outlined in the Subject Assessment
Guidelines.
Once the above policy and guideline documents have been developed, they
must be published for public comment in the Government Gazette.
Other bodies/organisations to be involved are:
⢠The South African Qualifications Authority (SAQA) for
the registration of qualifications on the National
Qualifications Framework (NQF);
⢠Umalusi, the Council for General and Further Education
and Training Quality Assurance as Quality Council, which
must develop and implement policy and criteria for the
development, registration and publication of
qualifications; and the quality assurance thereof; and
⢠Higher Education South Africa (HESA), which must
consider if a subject qualifies to be regarded as a
gateway subject for entrance to a Bachelorâs degree at a
university. Currently there are only 18 of the 29
National Senior Certificate subjects identified for
university admission. These gateway subjects are listed
in paragraph 4 of the Minimum Admission Requirements for
Higher Certificate, Diploma and Bachelorâs Degree
Programmes requiring a National Senior Certificate
(NSC), published in Government Gazette, No, 31231 of 11
July 2008.
If Sign Language is to be developed at Home and First Additional Language
level, the implementation thereof should commence at General Education
and Training (GET) Level before there can be any implementation at
Further Education and Training (FET) Level.
The duration of the National Senior Certificate qualification which is
based on the National Curriculum Statement Grades 10-12 is three
years, namely Grades 10, 11 and 12. A learner must offer all subjects
selected, including Sign Language for all three grades, Grades 10-12.
In view of this, the implementation of a newly developed subject
should be incrementally, starting with Grade 10 in January of the year
after approval of the subject.
Only Sign Language at Second Additional Language level can be directly
implemented at FET level.
The above process takes approximately 10 months. The implementation date is
to a large extent dependent on whether all groupings of the aurally
impaired community have agreed to the curriculum.
Other factors that could influence the planned date for implementation, are
the availability of qualified teachers in Sign Language and the
availability of suitable and acceptable teaching and learning support
material
Compiler:
Ext:
DIRECTOR GENERAL
DATE:
QUESTION 1278 APPROVED/NOT APPROVED/AMENDED
MRS. M A. MOTSHEKGA, MP
MINISTER OF BASIC EDUCATION
DATE: