This document is designed to highlight the abolishment of corporal punishment in schools and to provide clear guidance to provinces, districts and schools on how to deal with issues of corporal punishment. The protocol aims to create a national framework to standardize the education sector’s response to corporal punishment and to facilitate implementation of the prohibition of corporal punishment throughout the education system and embed the positive behavior Intervention Systems programmes – in order to empower all stakeholders to respond constructively towards learner ill-discipline.

This policy applies to home education and to all Provincial Education Departments (PEDs). The objectives of this policy are to: protect, promote and ensure the rights of learners to basic education; recognize parents’ prior right to choose the kind of education that shall be given to their children; and provide uniform and manageable procedures for home education in provinces.

This document provides a policy framework for the management of school assessment, school assessment records and basic requirements for learner profiles, teacher files, report cards, record sheets and schedules for grades 1 – 12. It focuses on assessment policy for both internal assessments comprising School-Based Assessment and Practical Assessment Tasks where applicable, and the end-of-year examinations.

The policy stipulated in this document applies to public ordinary and special schools and those independent schools that offer the national curriculum statement grades R – 12, which comprise: curriculum and assessment policy statements for all approved subjects listed in this document; national policy pertaining to the programme and promotion requirements of the national curriculum statement grades R – 12; and national protocol for assessment grades R – 12.

The strategic policy framework on disability for the post-school education and training (PSET) system intends to create an inclusive PSET system for people with disabilities, guide PSET institutions in the creation of an enabling environment for people with disabilities, and provide the department of higher education and training with a monitoring and evaluation instrument to ensure that disability compliance is mainstreamed in all PSET institutions.

This policy document forms the basis for the minister of basic education to determine minimum outcomes and standards. It provides the necessary policy support for developing, organizing, structuring and implementing an assessment framework for the National Senior Certificate, and it focuses on assessment policy for both school-based assessment, practical assessment tasks, language oral assessment for official languages and the National Senior Certificate examinations

The strategic plan of the department of higher education and training (DHET) follows from the second national priority of the national development plan (NDP); education, skills, and health. It charts the course of the DHET for the five years under covered by the plan. The focus of the DHET is on the developmet of the post-school education and training (PSET) system.

This policy applies to candidates who were registered at public, or independent schools, or technical and vocational education and training colleges that offer qualifications registered on the General and Further Education and Training Qualifications Sub-framework. The document provides guidelines for the re-issuing of a certificate where the information on the original certificate requires amendment.

The guidelines are consequent on the institution of national lockdown and declaration of emergency, resulting from the COVID-19 global pandemic. There is a background of the development of the pandemic, South Africa’s response, and measures for safe re-opening of activity, including schools. The guidelines are to serve as preparation for schools and learners for the safe re-opening of schools for teaching and learning. It is to serve as assistance to teachers, non-teaching staff and learners to adjust to and become familiar with the special arrangements that will apply at schools. It also provides guidelines for interaction between employees (both educator and non-educators), learners, parents and school communities.

This policy provides directives to officials of the departments of basic education, provincial education departments, subject specialists, principals of schools, teachers, learners and parents on the quality assurance of school-based assessment. It focuses on formal assessments implemented at school level at grade 10, 11 and 12.

This represents a guide on the happenings in the post school education and training sector, as a means of slowing the spread of the coronavirus.

This document provides the necessary policy support and assistance in developing, organizing, structuring and implementing an assessment framework to maintain the Senior Certificate.

The policy applies to public schools and those independent schools that write the National Senior Certificate examination set by the department of basic education. The document forms the basis for the minister of basic education to determine minimum outcomes and standards, as well as the processes and procedures for the assessment of learner achievement.

This policy applies uniformly in all provincial departments of education, districts and schools. It aims to improve access to education, as well as the quality of education for all in rural schools. The policy provides a framework for: the development of context-specific, relevant and sustainable strategies to deal with the challenges in rural schools whilst drawing on strengths in rural communities; and improving the quality of education in rural schools that will allow the creation of appropriate strategies and practical intervention to improve the quality of education in rural schools.

This serves as a call for comments on the Action plan to 2014. The plan is a draft document of the Department of Basic Education intended to elicit public inputs.

The Strategy forms part of the implementation of education white paper 6 – Special Needs Education: Building an Inclusive Education and Training System. The strategy allows children facing educational barriers to exercise their basic education rights, and access to support services. It introduces new roles, and responsibilities for the
education support system in the country: the district-based support teams, special school resource centres, full-service schools, and the institution-level support teams.

This represents the first distinct and independent strategic plan of the Department of Basic Education. The strategic plan sets out the three-year objectives and activities of the department, with emphasis on implementation and performance monitoring of the basic education system. The key objectives include; streamlining of curriculum; development of strategies on the assessment of learners; recognition of the critical role played by teachers in delivering quality teaching and learning, and the role played by principals in management of schools; distribution of learning materials; and promotion of e-education strategies.

This serves as the first distinct policy of the ministry of higher education and training (MHET) dedicated to the use of distance education in higher education programmes. The MHET seeks to use the framework to chart a course towards the development of South African distance higher education as an indispensable and integral component of the nation’s higher education system. The policy is formulated as a result of the increasing growth of the distance education component of higher education in the country.

The plan outlines the goals and aspirations of the Department of Basic Education (DBE), and its specified stakeholders for 2025. The draft action plan is the DBE’s strategy to strengthen weak areas in the education system.

This represents a review of the planning framework of the department of basic education (DBE), to reflect changes in functional areas, institutional structures, and plans and programmes at the national level; and allowing for the coverage of issues pertaining to provinces in provincial programmes and plans. The areas of focus for the five year sectoral strategic plan include: provision of learning and teaching support materials (LTSM), support for rural and small schools, and recruitment and deployment of educators.