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INC4801 ASSIGNMENT 4 S2 2023
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INC4801ASSIGNMENT 04
INC4801
ASSIGNMENT NO: 04
YEAR : 2023
PREVIEW:
Commitment 2: Developing a National Plan of Action
The commitment to develop a national plan of action based on insights obtained through
national consultations is a commendable step towards aligning South Africa's education
system with national and international goals. This reflects the government's intention to ensure
that education in the country is in harmony with Vision 2030, Agenda 2063, and the
Sustainable Development Goals (SDGs). To substantiate this commitment, South Africa has
made efforts to integrate its education policies with these broader development agendas
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,INC4801
ASSIGNMENT 04
Question 1 Read the statement of commitment below and then answer the question
that follows.
Republic of South Africa
National Statement of Commitment
We, the Government of South Africa represented by the Ministries of Basic Education and Higher
Education and Training together with national stakeholders in the education [sector], following the
country’s national consultations herewith commit at the Transformation Education Summit 2022:
1. Prioritise the recovery of learning losses in early learning (ECD), basic education, special needs
education, higher education, technical and vocational education and training, adult basic education
and training and skills development by 2023 through the implementation of a national education
recovery plan and the allocation of resources towards this commitment.
2. Develop a national plan of action based on the insights obtained through the national consultations
with due consideration of existing national plans and policies to accelerate the achievement of the
national and international goals and commitments set out in the National Development Plan: Vision
2030 (NDP), Agenda 2063 and Sustainable Development Goals to ensure inclusive and equitable
quality education and promote lifelong learning opportunities for all South Africans. This shall
include the education and training system as defined in the National Development Plan: Vision
2030 (NDP) and include early childhood development (early learning), basic education, special
needs education, higher education, technical and vocational education and training, adult basic
education and training and skills development.
3. Children, young people and adults are supported and have access to quality and inclusive
education. In this regard, quality education is defined against practical benchmarks that [aim] to
transform education in the country to ensure that 2030 targets are met as well as educational
approaches and pedagogies to facilitate knowledge and skills needed for a changing world and
the associated world of work in the 21st century.
4. Foundational literacy and numeracy skills are essential for learning, and important for lifelong
learning that is imperative in enhancing the country’s human capital; and should be embedded in
early childhood development programmes and the foundation phase of basic education (Grades
R to 3) through active play-based pedagogies.
5. Education outcomes for literacy, science, technology, engineering, the arts, mathematics and life
skills [require] an integrated approach starting in early childhood development and continuing
[seamlessly] throughout basic education system into post-school education and training system
supported by appropriately qualified education workforce, curricula and learning programmes.
6. Recognise that inclusive and quality education and training are influenced by factors and
challenges beyond the pedagogical approaches and learning programme, inside and outside the
early childhood development programmes/school/post-school education and training (PSET)
institutions to be addressed in an appropriate, inter-sectoral and sensitive manner. [Measures to
address] these programmes need to be implemented and monitored against existing and/or
adjusted policies to ensure safety, non-discrimination, prevention of violence (general and
genderbased violence), prevention and managing of drug and alcohol abuse, impacting on
children/young people and educators. Issues like health, nutrition, diversity, ability, care and
support and life skills need to be integrated across the education and training system.
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, INC4801
ASSIGNMENT 04
7. Comprehensive sexuality education, inclusive of sexual and reproductive health rights, needs to
start early in early childhood development programmes and continue throughout basic education
and post-school education and training (PSET) in an age-appropriate manner as to provide
children and young people with the required knowledge to make informed decisions.
8. Ensuring the continuation of education and training in the case of a disaster/emergency (including
emergency preparedness, modalities of learning in early childhood development, basic education
and post-school education and training, psychosocial support for children/students, educators,
lecturers, training facilitators, infra-structure, budgets, amongst others).
9. Children, young people and adults living with disabilities have the right to education and training
and have equal access to early childhood development, basic education, technical and vocational
education and training, higher education and skills development, and where such educational
opportunities do not meet their specific needs, are supported and have access to special education
and learning opportunities that will afford them their right to education and training. Provision for
children, young people and adults with severe to profound intellectual disabilities [needs] to be
addressed at system level, inclusive of financial and human resources. For realisation of potential
for learners with disabilities, we need to ensure digital infrastructure for all educational institutions
to enable effective learning.
10. Fit-for-purpose education programmes through appropriate and accessible modalities to be
provided for children in difficult circumstances and/or at risk to be excluded from education and
training such as children/young people living and working on the streets, refugee children/youth,
undocumented persons, severely disabled children, young people in detention/prison, amongst
others, [who] cannot be accommodated due to multiple contributing factors in mainstream schools
or education programmes (such as ABET), as to ensure that their right to basic education is
afforded.
11. Build on the adaptions made in education when dealing with the COVID-19 pandemic such as
virtual classrooms solution for teaching and learning, broadcasting (TV and Radio), online content
and support resources, use of social media platforms and online platforms as a transformative
impetus in the country’s education and training system.
12. Give priority to ensure that the education workforce has the required knowledge, skills and
qualifications to provide quality and inclusive early childhood development programmes, basic
education, special needs education, technical and vocational education and training, higher
education and skills development; and effectively utilises the transformative power of education in
the 21st century. Educators to be able and supported in the use of hybrid models of education
including in-person and e-learning through digital platforms. This [is] to be supported by a Human
Resource Development Strategy and its Implementation Plan to ensure that education workforce
meets the demands of quality and inclusive education as well as the skills and knowledge needed
in transforming education in the country; as well as conditions of service of educators, including
remuneration, [which] needs to be market related and match their qualifications, experience,
performance, position and specialised skills and knowledge.
13. Continue to give priority to the professional recognition and professionalisation of the education
workforce in early childhood development, basic education, special needs education and
postschool education and training based on minimum standards in terms of proficiency
(qualifications, knowledge and skills) and professional conduct, and required to be registered with
the South African Council for Educators (SACE) or other professional Councils as appropriate for
educators in the post-school education and training (PSET) sector. Continued proficiency through
continuing professional teacher development (CPTD) should be a requirement imbedded in
professional recognition and registration.
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