GDE spokesman Oupa Bodibe says the approach of school readiness monitoring ensured teaching and learning commenced on day one.
This proves the worth of starting application well ahead of the start of the school year.
The most intense pressure was experienced with admissions, compounded by the lack of space and non-availability of Alternative Construction Technology (ACT) and the slow relocation of mobiles.
“We continue to strive for the delivery of quality education, which is the most important investment, and we are proud of the achievement in leading the nation towards digital learning,” says Bodibe.
Learning and teaching support material has been provided to 95% of section 21 and 100% delivery in section 20 schools.
Section 20 schools receive government subsidies, while section 21 schools procure for themselves.
“We are concerned about under-performing schools in Gauteng that only managed to obtain less than 50% in the 2016 National Senior Certificate exams,” says Bodibe.
The following interventions were put in place to assist these schools:
• Monitor learner and teacher attendance and learner and teacher punctuality.
• Promote the ability of the teachers and district officials through teaching and management.
• Ensure proper governance at schools.
• Improve quality of teaching, learning and teacher development.
• Provide all the required resources to the schools, including tablets and smart boards, among others.
• Analyse learner performance and profiles.
• Monitor school safety and discipline.
• Create a management plan to address infrastructure requirements, especially physical science laboratories, at each school.
Bodibe says parents and community involvement in the turnaround plan is of paramount importance.
Districts must submit a programme of meetings with parents and stakeholders.
“Meetings with parents regarding learner absence for three consecutive days or lack of improvement in behaviour or schoolwork needs to be held,” adds Bodibe.