This corpus kindly provided for the Dasher project by:
De Schryver, Gilles-Maurice. 2002. Web for/as Corpus: A Perspective for the African Languages. Nordic Journal of African Studies 11/2: 266-282. 

http://www.up.ac.za/academic/libarts/afrilang/webtocorpus.pdf

SOUTH AFRICAN QUALIFICATIONS AUTHORITY ACT, NO.58 OF 1995OFFICE OF THE PRESIDENT
No. 1521. 4 October 1995
NO. 58 OF 1995: SOUTH AFRICAN QUALIFICATIONS AUTHORITY ACT, 1995.
It is hereby notified that the President has assented to the following Act which 
is hereby published for general information:-
ACT
To provide for the development and implementation of a National Qualifications 
Framework and for this purpose to establish the South African Qualifications 
Authority; and to provide for matters connected therewith.
(English text signed by the President.) (Assented to 28 September 1995.)
BE IT ENACTED by the Parliament of the Republic of South Africa, as follows:-
Definitions
  In this Act, unless the context indicates otherwise- 
    "Authority" means the South African Qualifications Authority established by 
    section 3; (viii) 
    "company" means a company or close corporation registered under any law, 
    which provides education or training for its employees or clients; (v) 
    "Director-General" means the Director-General of Education; (i) 
    "Minister" means the Minister of Education and, for the purposes of sections 
    4(2), 4(3), 4(4), 4(5), 4(6), 5(1)(c), 11, 13(2), 14 and 15(2), the Minister 
    of Education in consultation with the Minister of Labour; (vi) 
    "National Qualifications Framework" means the National Qualifications 
    Framework approved by the Minister for the registration of national 
    standards and qualifications; (vii) 
    "organised teaching profession" means an organisation or union which is a 
    member of the Education Labour Relations Council established in terms of the 
    Education Labour Relations Act, 1993 (Act No. 146 of 1993), and is 
    recognised by the Minister for the purposes of this Act; (ii) 
    "prescribe" means prescribe by regulation; (x) 
    "qualification" means the formal recognition of the achievement of the 
    required number and range of credits and such other requirements at specific 
    levels of the National Qualifications Framework as may be determined by the 
    relevant bodies registered for such purpose by the South African 
    Qualifications Authority; (iv) 
    "registered" means registered in terms of the National Qualifications 
    Framework; (iii) 
    "standard" means registered statements of desired education and training 
    outcomes and their associated assessment criteria. (ix) 
Objectives of National Qualifications Framework
  The objectives of the National Qualifications Framework are to- 
    create an integrated national framework for learning achievements; 
    facilitate access to, and mobility and progression within education, 
    training and career paths; 
    enhance the quality of education and training; 
    accelerate the redress of past unfair discrimination in education, training 
    and employment opportunities; and thereby 
    contribute to the full personal development of each learner and the social 
    and economic development of the nation at large. 
Establishment of South African Qualifications Authority
  There is hereby established a juristic person called the South African 
  Qualifications Authority. 
Constitution of Authority 
  (1) The Authority shall consist of a chairperson who shall be appointed in 
  terms of subsection (2), such members as shall be appointed in terms of 
  subsections (3) and (4), and an executive officer who shall be appointed in 
  terms of subsection (7). 
  (2) The Minister shall appoint a person of experience and expertise in matters 
  relating to the functions of the Authority, to be the chairperson of the 
  Authority.
  (3) The Minister shall appoint the following persons as members of the 
  Authority, in the manner provided for in subsection (4)- 
    one member nominated by the Director-General; 
    one member nominated by the heads of provincial education departments; 
    one member nominated by the Director-General: Labour; 
    one member nominated by the National Training Board; 
    two members nominated by the national organisations representing organised 
    labour; 
    two members nominated by national organisations representing organised 
    business; 
    one member nominated by the Committee of University Principals established 
    by section 6 of the Universities Act, 1955 (Act No. 61 of 1955); 
    one member nominated by the Committee of Technikon Principals established by 
    section 2 of the Technikons Act, 1993 (Act No. 125 of 1993); 
    one member nominated by the national body representing teachers' college 
    rectors and recognised by the Minister for this purpose; 
    one member nominated by the national body representing technical college 
    rectors and recognised by the Minister for this purpose; 
    one member nominated by national organisations representing colleges other 
    than teachers' colleges and technical colleges and recognised by the 
    Minister for this purpose; 
    one member nominated by national organisations representing the adult basic 
    education and training sector and recognised by the Minister for this 
    purpose; 
    one member nominated by national organisations representing the early 
    childhood development sector and recognised by the Minister for this 
    purpose; 
    two members nominated by the organised teaching profession; 
    two members nominated by national organisations representing lecturers and 
    trainers and recognised by the Minister for this purpose; 
    one member nominated by national organisations representing the special 
    education needs sector and recognised by the Minister for this purpose; 
    not more than six members appointed by the Minister at his or her 
    discretion; 
    not more than two members co-opted by the Authority at its discretion and 
    recommended to the Minister for appointment. 
  (4) For the purpose of seeking nominations as contemplated in subsection (3), 
  the Minister shall give notice in the Gazette of his or her intention to 
  appoint members of the Authority, and shall request any body or organisation 
  in the fields referred to in subsection (3) to submit the names of persons 
  who, on account of their experience and expertise in matters relating to the 
  functions of the Authority may be suitable candidates for appointment as 
  members of the Authority and in submitting the names of candidates due 
  recognition shall be given to the principle of representivity.
  (5) For the purpose of the nominations contemplated in paragraph (n) of 
  subsection (3), not more than one nomination shall be made by any one 
  organisation or union.
  (6) A member of the Authority excluding the executive officer, shall hold 
  office for such period which shall not exceed three years, as the Minister may 
  determine at the time of his or her appointment, and a member may be 
  re-appointed for one further term of office when his or her initial term of 
  office expires.
  (7) The Minister shall, in filling any vacancy, take the provisions of 
  subsection (3) into account.
  (8) The members contemplated in subsections (2) and (3), shall, with the 
  approval of the Minister, appoint a competent person to be executive officer 
  on such conditions of service as may be determined by the Authority with the 
  approval of the Minister, granted with the concurrence of the Minister of 
  Finance.
Functions of Authority 
  (1) Subject to the provisions of subsection (2), the Authority shall- 
    (i) oversee the development of the National Qualifications Framework; and 
    (ii) formulate and publish policies and criteria for- 
       the registration of bodies responsible for establishing education and 
      training standards or qualifications; and 
      the accreditation of bodies responsible for monitoring and auditing 
      achievements in terms of such standards or qualifications; 
    oversee the implementation of the National Qualifications Framework, 
    including- 
      the registration or accreditation of bodies referred to in paragraph (a) 
      and the assignment of functions to them; 
      the registration of national standards and qualifications; 
      steps to ensure compliance with provisions for accreditation; and 
      steps to ensure that standards and registered qualifications are 
      internationally comparable; 
    advise the Minister on matters affecting the registration of standards and 
    qualifications; and 
    be responsible for the control of the finances of the Authority. 
  (2) The Authority shall pursue the objectives of the National Qualifications 
  Framework as provided in section 2 and execute the functions of the Authority 
  as provided in subsection (1)- 
    after consultation and in co-operation with the departments of state, 
    statutory bodies, companies, bodies and institutions responsible for 
    education, training and the certification of standards which will be 
    affected by the National Qualifications Framework; 
    with due regard for the respective competence of Parliament and the 
    provincial legislatures in terms of section 126 of the Constitution, and the 
    rights, powers and functions of the governing bodies of a university or 
    universities and a technikon or technikons as provided in any Act of 
    Parliament. 
Functions of executive officer 
  (1) The executive officer shall- 
    be responsible to the Authority for the execution of its functions in terms 
    of this Act; 
    supervise the officers and employees of the Authority; and 
    be the accounting officer of the Authority charged with accounting for 
    moneys received, payments made and movable property purchased by the 
    Authority. 
  (2) The executive officer shall be assisted in the performance of his or her 
  duties in terms of subsection (1) by such officers and employees of the 
  Authority as the executive officer may designate for this purpose.
Powers of Authority 
  (1) 
    The Authority may establish committees and appoint persons who are not 
    members of the Authority to the committees. 
    The Authority shall appoint the chairperson of every committee. 
    The Authority may dissolve or reconstitute a committee. 
    The Authority may delegate any of its powers, excluding the powers referred 
    to in this section, to any of its committees, but shall not be divested of a 
    power so delegated and may at any time withdraw such a delegation. 
    The Authority may amend or set aside any decision of such a committee. 
  (2) The Authority may resolve disputes relating to the performance of its 
  functions referred to in section 5.
  (3) The Authority may acquire and dispose of assets.
  (4) The Authority may cause research to be done which it considers relevant to 
  the performance of its functions.
  (5) The Authority may perform any other function which the Minister may 
  designate which is relevant to the National Qualifications Framework.
Meetings of Authority and committees 
  (1) The meetings of the Authority or of a committee shall be held at such 
  times and places as the chairperson of the Authority or the committee, as the 
  case may be, may determine. 
  (2) The proceedings of the Authority or of a committee shall not be invalid by 
  reason of a vacancy on the Authority or the committee, as the case may be.
  (3) If the chairperson of the Authority or of a committee is absent from any 
  meeting of the Authority or a committee, as the case may be, the members 
  present shall elect from among themselves a person to preside at that meeting.
  (4) The Authority may prescribe rules relating to the procedures at its 
  meetings or at the meetings of a committee, including the quorum for such 
  meetings.
Vacation of office by members of Authority
  The chairperson or any member of the Authority referred to in section 4(3) 
  shall vacate his or her office if- 
    his or her estate is sequestrated or he or she enters into a compromise with 
    his or her creditors; 
    he or she is detained as a mentally disordered person in terms of any law; 
    he or she is absent from three consecutive meetings of the Authority without 
    leave from the Authority; 
    he or she resigns by giving notice in writing to the Minister; or 
    he or she, during the course of his or her term of office, is found guilty 
    of an offence and sentenced to imprisonment without the option of a fine. 
Funds of Authority 
  (1) The funds of the Authority shall consist of- 
    moneys appropriated by Parliament for the achievement of the objectives of 
    the Authority; 
    moneys received by the Authority by virtue of the regulations made in terms 
    of section 14; 
    moneys obtained by means of loans raised by the Authority with the approval 
    of the Minister, granted with the concurrence of the Minister of Finance; 
    donations, contributions or royalties received by the Authority; and 
    interest on investments. 
  (2) The Authority shall employ its funds to defray expenses in connection with 
  the performance of its functions. 
    (3) 
    (a) The Authority shall in each financial year, at such time and in such 
    form as the Minister may determine, submit a statement of its estimated 
    income and expenditure for the ensuing financial year to the Minister for 
    approval. 
    (b) The moneys contemplated in subsection (1)(a) shall be employed by the 
    Authority in accordance with the approved statement referred to in paragraph 
    (a), and any unexpended balance shall be carried forward as a credit to the 
    following financial year.
  (4) Subject to the provisions of subsection (3)(b), the Authority may invest 
  any portion of its funds in such manner as the Minister, with the concurrence 
  of the Minister of Finance, may approve.
  (5) The Authority may charge or waive fees- 
    for the granting of any registration or accreditation; and 
    for any services provided by the Authority. 
Officers and employees of Authority
  The Authority may, subject to the conditions of service determined by the 
  Authority with the approval of the Minister and the concurrence of the 
  Minister of Finance, appoint such officers and employees as the Authority may 
  deem necessary for the performance of its functions in terms of this Act. 
Allowances and remuneration of members of Authority and committees
  The chairperson, every other member of the Authority and any person appointed 
  as a member of a committee under section 7(1) who is not in the full-time 
  service of the State may, in respect of services rendered by him or her in 
  connection with the affairs of the Authority or a committee, be paid by the 
  Authority- 
    such travelling, subsistence and other allowances; and 
    in the case of the chairperson of the Authority, such additional 
    remuneration, as the Minister with the concurrence of the Minister of 
    Finance may determine. 
Auditing and annual report 
  (1) The books of account and financial statements of the Authority shall be 
  audited at the end of each financial year by the Auditor-General. 
  (2) The Authority shall not later than six months after the end of each 
  financial year submit to the Minister a report in such form as the Minister 
  may determine on its functions during that financial year, including an 
  audited balance sheet and a statement of income and expenditure.
  (3) The Minister shall table copies of the report, including the balance sheet 
  and statement of income and expenditure referred to in subsection (2), in 
  Parliament within 14 days after the receipt thereof if Parliament is in 
  ordinary session, or, if Parliament is not in ordinary session, within 14 days 
  after the commencement of its next ensuing ordinary session.
Regulations
  The Authority may, with the approval of the Minister, make regulations 
  relating to- 
    any matter which by this Act is required or permitted to be prescribed; 
    the moneys payable to the Authority in respect of matters referred to in 
    section 10(5)(a) and (b); and 
    any other matter the regulation of which is necessary or expedient to give 
    effect to the provisions of this Act. 
Transitional provision relating to existing bodies 
  (1) Any body established by law which performs functions similar to those of 
  the Authority as provided in section 5 shall continue to perform such 
  functions until the body is abolished or its functions are changed by law. 
  (2) No body contemplated in subsection (1) shall be abolished nor shall the 
  functions of any such body be changed until the Authority and the body have 
  jointly examined the implications of such abolition or change and the 
  implementation of the National Qualifications Framework and made 
  recommendations to the Minister.
  (3) This section shall not apply to any body established by a private law of a 
  university.
Short title
  This Act shall be called the South African Qualifications Authority Act, 1995. 





National Coat of Arms
The role of a Coat of Arms
A national coat of arms, or State emblem, is the highest visual symbol of the State. Take a minute to consider the important events in your life - birth, marriage, death and school certificates, your passport - they are all endorsed by the Coat of Arms. Your smallest coin has it on one of its sides. When away from the country seeing a plaque of it on the embassy signals a home away from home. 
The coat of arms is also a central part of the Great Seal, traditionally considered to be the highest emblem of the State. Absolute authority is given to every document with an impression of the Great Seal on it, as this means that it has been approved by the President of South Africa.
A new coat of arms, replaces one that has served South Africa since 17 September 1910. The change reflects Government's aim to highlight the democratic change in South Africa and a new sense of patriotism.
The design of the new Coat of Arms
The Coat of Arms is a series of elements organised in two distinct circles placed on top of one another.
* The lower circle represents the elements of Foundation: 
The first element is the Motto, in a green semicircle. Completing the semicircle are two symmetrically placed pairs of elephant tusks pointing upwards. Within the circle formed by the tusks are two symmetrical ears of wheat, that in turn frame a centrally placed gold shield.
The shape of the shield makes reference to the drum, and contains two human figures from Khoisan rock art. The figures are depicted facing one another in greeting and in unity.
Above the shield are placed a spear and a knobkierie, crossed in a single unit. These elements are arranged harmoniously to give focus to the shield and complete the lower circle of foundation.
* The circle of Ascendance: 
Immediately above the circle of foundation, is the visual centre of the Coat of Arms, a protea. The petals of the protea are rendered in a triangular pattern reminiscent of the crafts of Africa.
The secretary bird is placed above the protea and the flower forms the chest of the bird. The secretary bird stands with its wings uplifted in a regal and uprising gesture. The distinctive head feathers of the secretary bird crown a strong and vigilant head.
The rising sun above the horizon is placed between the wings of the secretary bird and completes the circle of ascendance. 
The combination of the upper and lower circles intersect to form an unbroken infinite course, and the great harmony between the basic elements result in a dynamic, elegant and thoroughly distinctive design. Yet it clearly retains the stability, gravity and immediacy that a Coat of Arms demands.
The symbols of the new Coat of Arms
The circle of Foundation
The Motto 
The motto is: !ke e: /xarra //ke, written in the Khoisan language of the /Xam people, literally meaning: diverse people unite. It addresses each individual effort to harness the unity between thought and action. On a collective scale it calls for the nation to unite in a common sense of belonging and national pride - Unity in Diversity.
Pronunciation of !ke e: /xarra //ke:
The ears of wheat 
An emblem of fertility, it also symbolises the idea of germination, growth and the feasible development of any potential. It relates to the nourishment of the people and signifies the agricultural aspects of the earth.
Elephant Tusks 
Elephants symbolise wisdom, strength, moderation and eternity.
The shield 
It has a dual function as a vehicle for the display of identity and of spiritual defence. It contains the primary symbol of our nation.
* The human figures 
The figures are derived from images on the Linton stone, a world famous example of South African Rock Art, now housed and displayed in the South African Museum in Cape Town. The Khoisan, the oldest known inhabitants of our land, testify to our common humanity and heritage as South Africans. The figures are depicted in an attitude of greeting, symbolising unity. This also represents the beginning of the individual's transformation into the greater sense of belonging to the nation and by extension, collective Humanity. 
* The spear and knobkierie 
Dual symbols of defence and authority, they in turn represent the powerful legs of the secretary bird. The spear and knobkierie are lying down, symbolising peace.
The circle of Ascendance
The protea 
The protea is an emblem of the beauty of our land and the flowering of our potential as a nation in pursuit of the African Renaissance. The protea symbolises the holistic integration of forces that grows from the earth and are nurtured from above. The most poplar colours of Africa have been assigned to the protea - green, gold, red and black. 
The secretary bird 
The secretary bird is characterised in flight, the natural consequence of growth and speed. It is the equivalent of the lion on earth. A powerful bird whose legs - depicted as the spear and knobkierie - serve it well in its hunt for snakes symbolising protection of the nation against its enemies. It is a messenger of the heavens and conducts its grace upon the earth, in this sense it is a symbol of divine majesty. Its uplifted wings are an emblem of the ascendance of our nation, whilst simultaneously offering us its protection. It is depicted in gold, which clearly symbolises its association with the sun and the highest power.
* The rising sun 
An emblem of brightness, splendour and the supreme principle of the nature of energy, it symbolises the promise of rebirth, the active faculties of reflection, knowledge, good judgement and willpower. It is the symbol of the source of life, of light and the ultimate wholeness of Humanity.
The completed structure of the Coat of Arms combines the lower and higher circles in a symbol of infinity. The path that connects the lower edge of the scroll, through the lines of the tusks, with the horizon above which the sun rises at the top, forms the shape of the cosmic egg from which the secretary bird rises. In the symbolic sense this is the implied rebirth of the spirit of our great and heroic nation.
The Design Process 
The Department of Arts, Culture, Science and Technology requested ideas for the new Coat of Arms from the public last year. Based on the ideas received, along with input from the Cabinet, a brief was written. The Government Communication and Information System (GCIS) then approached Design South Africa - an umbrella body representing design agencies across the country - to brief ten of the top designers. Three designers were chosen to present their concepts to the Cabinet. Mr Iaan Bekker's design was chosen for the new Coat of Arms. He is a director of the FCB Group and has designed numerous corporate identities for public and private sector organisations.
The new Coat of Arms enhances Batho Pele
Batho Pele is a Sesotho phrase meaning 'People First', committing the public service to serve all the people of South Africa. The Batho Pele values and principles underpin the country's coat of arms. On 1 October 1997, the public service embarked on a Batho Pele campaign aimed at improving service delivery, to the public. For this new approach to succeed some changes need to take place. Public service systems, procedures, attitudes and behaviour need to better serve its customers - the public. 
Batho Pele is a commitment to values and principles: 
* Regular consultation with customers about the quality of services provided 
* Setting service standards specifying the quality of services that customers can expect 
* Increasing access to services especially to those disadvantaged by racial, gender, geographical, social, cultural, physical, communication, and attitude related barriers 
* Ensuring higher levels of courtesy by specifying and adhering to set standards for the treatment of customers 
* Providing more and better information about services so that customers have full, accurate, relevant and up-to-date information about the services they are entitled to receive 
* Increasing openness and transparency about how services are delivered, the resources they use and who is in charge 
* Remedying failures and mistakes so that when problems occur, there is a positive response and resolution to the problem 
* Giving the best possible value for money so that customers feel their contribution to the state through taxation, is used effectively and efficiently and savings are ploughed back to further improve service delivery. 
Batho Pele is about eliminating wasteful and expensive internal systems that were not designed to put the needs of the people first. It is also about making sure that the Public Service's financial planning is in line with the public's needs and priorities.
Most of the improvements that the public would like to see cost nothing. Things such as: a smile, treating customers with respect and being honest when providing information and apologising if things go wrong. These are not a matter of additional resources - they are a matter of adopting different standards of behaviour.
Improving service delivery is about re-aligning everything we do to 'customer service' principles. The implementation of Batho Pele is not a once-off task. It is a continuous, dynamic process, that will go on for many years, gathering momentum all the time.
We need to work jointly, as the Government and the public, to make the principles of Batho Pele a reality for a nation at work for a better life.
Compiled by: Government Communication and Information System (GCIS), April 2000
Preamble
We, the people of South Africa, 
Recognise the injustices of our past; 
Honour those who suffered for justice and freedom in our land; 
Respect those who have worked to build and develop our country; and 
Believe that South Africa belongs to all who live in it, united in our diversity. 
We therefore, through our freely elected representatives, adopt this Constitution as the supreme law of the Republic so as to  
Heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights; 
Lay the foundations for a democratic and open society in which government is based on the will of the people and every citizen is equally protected by law; 
Improve the quality of life of all citizens and free the potential of each person; and 
Build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of nations. 
May God protect our people. 
Nkosi Sikelel' iAfrika. Morena boloka setjhaba sa heso. 
God seën Suid-Afrika. God bless South Africa. 
Mudzimu fhatutshedza Afurika. Hosi katekisa Afrika. 
Chapter 1 
Founding Provisions 

Index to Sections
1. Republic of South Africa 
2. Supremacy of the Constitution 
3. Citizenship 
4. National Anthem 
5. National Flag 
6. Languages 

Republic of South Africa 
1. 
The Republic of South Africa is one, sovereign, democratic state founded on the following values: 
a. Human dignity, the achievement of equality and the advancement of human rights and freedoms. 
b. Non-racialism and non-sexism. 
c. Supremacy of the constitution and the rule of law. 
d. Universal adult suffrage, a national common voters roll, regular elections and a multi-party system of democratic government, to ensure accountability, responsiveness and openness. 
Supremacy of Constitution 
2. 
This Constitution is the supreme law of the Republic; law or conduct inconsistent with it is invalid, and the obligations imposed by it must be fulfilled. 
Citizenship 
3. 
(1) There is a common South African citizenship. 
(2) All citizens are  
a. equally entitled to the rights, privileges and benefits of citizenship; and 
b. equally subject to the duties and responsibilities of citizenship. 
(3) National legislation must provide for the acquisition, loss and restoration of citizenship. 
National anthem 
4. 
The national anthem of the Republic is determined by the President by proclamation. 
National flag 
5. 
The national flag of the Republic is black, gold, green, white, red and blue, as described and sketched in Schedule 1. 
Languages 
6. 
(1) The official languages of the Republic are Sepedi, Sesotho, Setswana, siSwati, Tshivenda, Xitsonga, Afrikaans, English, isiNdebele, isiXhosa and isiZulu. 
(2) Recognising the historically diminished use and status of the indigenous languages of our people, the state must take practical and positive measures to elevate the status and advance the use of these languages. 
(3) 
a. The national government and provincial governments may use any particular official languages for the purposes of government, taking into account usage, practicality, expense, regional circumstances and the balance of the needs and preferences of the population as a whole or in the province concerned; but the national government and each provincial government must use at least two official languages. 
b. Municipalities must take into account the language usage and preferences of their residents. 
(4) The national government and provincial governments, by legislative and other measures, must regulate and monitor their use of official languages. Without detracting from the provisions of subsection (2), all official languages must enjoy parity of esteem and must be treated equitably. 
(5) A Pan South African Language Board established by national legislation must  
a. promote, and create conditions for, the development and use of  
i. all official languages; 
ii. the Khoi, Nama and San languages; and 
iii. sign language ; and 
b. promote and ensure respect for  
i. all languages commonly used by communities in South Africa, including German, Greek, Gujarati, Hindi, Portuguese, Tamil, Telegu and Urdu; and 
ii. Arabic, Hebrew, Sanskrit and other languages used for religious purposes in South Africa. 
Chapter 2 
Bill of Rights 

Index of Sections
7. Rights 
8. Application 
9. Equality 
10. Human Dignity 
11. Life 
12. Freedom and Security of the Person 
13. Slavery, Servitude and Forced Labour 
14. Privacy 
15. Freedom of Religion, Belief and Opinion 
16. Freedom of Expression 
17. Assembly, Demonstration, Picket and Petition 
18. Freedom of Association 
19. Political Rights 
20. Citizenship 
21. Freedom of Movement and Residence 
22. Freedom of Trade, Occupation and Profession 
23. Labour Relations 
24. Environment 
25. Property 
26. Housing 
27. Health Care, Food Water and Social Security 
28. Children 
29. Education 
30. Language and Culture 
31. Cultural, Religious and Linguistic Communities 
32. Access to Information 
33. Just Administrative Action 
34. Access to Courts 
35. Arrested, Detained and Accused Persons 
36. Limitation of Rights 
37. States of Emergency 
38. Enforcement of Rights 
39. Interpretation of Bill of Rights 

Rights 
7. (1) This Bill of Rights is a cornerstone of democracy in South Africa. It enshrines the rights of all people in our country and affirms the democratic values of human dignity, equality and freedom. 
(2) The state must respect, protect, promote and fulfil the rights in the Bill of Rights. 
(3) The rights in the Bill of Rights are subject to the limitations contained or referred to in section 36, or elsewhere in the Bill. 
Application 
8. (1) The Bill of Rights applies to all law, and binds the legislature, the executive, the judiciary and all organs of state. 
(2) A provision of the Bill of Rights binds a natural or a juristic person if, and to the extent that, it is applicable, taking into account the nature of the right and the nature of any duty imposed by the right. 
(3) When applying a provision of the Bill of Rights to a natural or juristic person in terms of subsection (2), a court  
a. in order to give effect to a right in the Bill, must apply, or if necessary develop, the common law to the extent that legislation does not give effect to that right; and 
b. may develop rules of the common law to limit the right, provided that the limitation is in accordance with section 36(1). 
(4) A juristic person is entitled to the rights in the Bill of Rights to the extent required by the nature of the rights and the nature of that juristic person. 
Equality 
9. (1) Everyone is equal before the law and has the right to equal protection and benefit of the law. 
(2) Equality includes the full and equal enjoyment of all rights and freedoms. To promote the achievement of equality, legislative and other measures designed to protect or advance persons, or categories of persons, disadvantaged by unfair discrimination may be taken. 
(3) The state may not unfairly discriminate directly or indirectly against anyone on one or more grounds, including race, gender, sex, pregnancy, marital status, ethnic or social origin, colour, sexual orientation, age, disability, religion, conscience, belief, culture, language and birth. 
(4) No person may unfairly discriminate directly or indirectly against anyone on one or more grounds in terms of subsection (3). National legislation must be enacted to prevent or prohibit unfair discrimination. 
(5) Discrimination on one or more of the grounds listed in subsection (3) is unfair unless it is established that the discrimination is fair. 
Human dignity 
10. Everyone has inherent dignity and the right to have their dignity respected and protected. 
Life 
11. Everyone has the right to life. 
Freedom and security of the person 
12. (1) Everyone has the right to freedom and security of the person, which includes the right  
a. not to be deprived of freedom arbitrarily or without just cause; 
b. not to be detained without trial; 
c. to be free from all forms of violence from either public or private sources; 
d. not to be tortured in any way; and 
e. not to be treated or punished in a cruel, inhuman or degrading way. 
(2) Everyone has the right to bodily and psychological integrity, which includes the right  
a. to make decisions concerning reproduction; 
b. to security in and control over their body; and 
c. not to be subjected to medical or scientific experiments without their informed consent. 
Slavery, servitude and forced labour 
13. No one may be subjected to slavery, servitude or forced labour. 
Privacy 
14. Everyone has the right to privacy, which includes the right not to have  
a. their person or home searched; 
b. their property searched; 
c. their possessions seized; or 
d. the privacy of their communications infringed. 
Freedom of religion, belief and opinion 
15. (1) Everyone has the right to freedom of conscience, religion, thought, belief and opinion. 
(2) Religious observances may be conducted at state or state-aided institutions, provided that  
a. those observances follow rules made by the appropriate public authorities; 
b. they are conducted on an equitable basis; and 
c. attendance at them is free and voluntary. 
(3) 
a. This section does not prevent legislation recognising  
i. marriages concluded under any tradition, or a system of religious, personal or family law; or 
ii. systems of personal and family law under any tradition, or adhered to by persons professing a particular religion. 
b. Recognition in terms of paragraph (a) must be consistent with this section and the other provisions of the Constitution. 
Freedom of expression 
16. (1) Everyone has the right to freedom of expression, which includes  
a. freedom of the press and other media; 
b. freedom to receive or impart information or ideas; 
c. freedom of artistic creativity; and 
d. academic freedom and freedom of scientific research. 
(2) The right in subsection (1) does not extend to  
a. propaganda for war; 
b. incitement of imminent violence; or 
c. advocacy of hatred that is based on race, ethnicity, gender or religion, and that constitutes incitement to cause harm. 
Assembly, demonstration, picket and petition 
17. Everyone has the right, peacefully and unarmed, to assemble, to demonstrate, to picket and to present petitions. 
Freedom of association 
18. Everyone has the right to freedom of association. 
Political rights 
19. (1) Every citizen is free to make political choices, which includes the right  
a. to form a political party; 
b. to participate in the activities of, or recruit members for, a political party; and 
c. to campaign for a political party or cause. 
(2) Every citizen has the right to free, fair and regular elections for any legislative body established in terms of the Constitution. 
(3) Every adult citizen has the right  
a. to vote in elections for any legislative body established in terms of the Constitution, and to do so in secret; and 
b. to stand for public office and, if elected, to hold office. 
Citizenship 
20. No citizen may be deprived of citizenship. 
Freedom of movement and residence 
21. (1) Everyone has the right to freedom of movement. 
(2) Everyone has the right to leave the Republic. 
(3) Every citizen has the right to enter, to remain in and to reside anywhere in, the Republic. 
(4) Every citizen has the right to a passport. 
Freedom of trade, occupation and profession 
22. Every citizen has the right to choose their trade, occupation or profession freely. The practice of a trade, occupation or profession may be regulated by law. 
Labour relations 
23. (1) Everyone has the right to fair labour practices. 
(2) Every worker has the right  
a. to form and join a trade union; 
b. to participate in the activities and programmes of a trade union; and 
c. to strike. 
(3) Every employer has the right  
a. to form and join an employers' organisation; and 
b. to participate in the activities and programmes of an employers' organisation. 
(4) Every trade union and every employers' organisation has the right  
a. to determine its own administration, programmes and activities; 
b. to organise; and 
c. to form and join a federation. 
(5) Every trade union, employers' organisation and employer has the right to engage in collective bargaining. National legislation may be enacted to regulate collective bargaining. To the extent that the legislation may limit a right in this Chapter, the limitation must comply with section 36(1). 
(6) National legislation may recognise union security arrangements contained in collective agreements. To the extent that the legislation may limit a right in this Chapter, the limitation must comply with section 36(1). 
Environment 
24. Everyone has the right  
a. to an environment that is not harmful to their health or well-being; and 
b. to have the environment protected, for the benefit of present and future generations, through reasonable legislative and other measures that  
i. prevent pollution and ecological degradation; 
ii. promote conservation; and 
iii. secure ecologically sustainable development and use of natural resources while promoting justifiable economic and social development. 
Property 
25. (1) No one may be deprived of property except in terms of law of general application, and no law may permit arbitrary deprivation of property. 
(2) Property may be expropriated only in terms of law of general application  
a. for a public purpose or in the public interest; and 
b. subject to compensation, the amount of which and the time and manner of payment of which have either been agreed to by those affected or decided or approved by a court. 
(3) The amount of the compensation and the time and manner of payment must be just and equitable, reflecting an equitable balance between the public interest and the interests of those affected, having regard to all relevant circumstances, including  
a. the current use of the property; 
b. the history of the acquisition and use of the property; 
c. the market value of the property; 
d. the extent of direct state investment and subsidy in the acquisition and beneficial capital improvement of the property; and 
e. the purpose of the expropriation. 
(4) For the purposes of this section  
a. the public interest includes the nation's commitment to land reform, and to reforms to bring about equitable access to all South Africa's natural resources; and 
b. property is not limited to land. 
(5) The state must take reasonable legislative and other measures, within its available resources, to foster conditions which enable citizens to gain access to land on an equitable basis. 
(6) A person or community whose tenure of land is legally insecure as a result of past racially discriminatory laws or practices is entitled, to the extent provided by an Act of Parliament, either to tenure which is legally secure or to comparable redress. 
(7) A person or community dispossessed of property after 19 June 1913 as a result of past racially discriminatory laws or practices is entitled, to the extent provided by an Act of Parliament, either to restitution of that property or to equitable redress. 
(8) No provision of this section may impede the state from taking legislative and other measures to achieve land, water and related reform, in order to redress the results of past racial discrimination, provided that any departure from the provisions of this section is in accordance with the provisions of section 36(1). 
(9) Parliament must enact the legislation referred to in subsection (6). 
Housing 
26. (1) Everyone has the right to have access to adequate housing. 
(2) The state must take reasonable legislative and other measures, within its available resources, to achieve the progressive realisation of this right. 
(3) No one may be evicted from their home, or have their home demolished, without an order of court made after considering all the relevant circumstances. No legislation may permit arbitrary evictions. 
Health care, food, water and social security 
27. (1) Everyone has the right to have access to  
a. health care services, including reproductive health care; 
b. sufficient food and water; and 
c. social security, including, if they are unable to support themselves and their dependants, appropriate social assistance. 
(2) The state must take reasonable legislative and other measures, within its available resources, to achieve the progressive realisation of each of these rights. 
(3) No one may be refused emergency medical treatment. 
Children 
28. (1) Every child has the right  
a. to a name and a nationality from birth; 
b. to family care or parental care, or to appropriate alternative care when removed from the family environment; 
c. to basic nutrition, shelter, basic health care services and social services; 
d. to be protected from maltreatment, neglect, abuse or degradation; 
e. to be protected from exploitative labour practices; 
f. not to be required or permitted to perform work or provide services that  
i. are inappropriate for a person of that child's age; or 
ii. place at risk the child's well-being, education, physical or mental health or spiritual, moral or social development; 
g. not to be detained except as a measure of last resort, in which case, in addition to the rights a child enjoys under sections 12 and 35, the child may be detained only for the shortest appropriate period of time, and has the right to be  
i. kept separately from detained persons over the age of 18 years; and 
ii. treated in a manner, and kept in conditions, that take account of the child's age; 
h. to have a legal practitioner assigned to the child by the state, and at state expense, in civil proceedings affecting the child, if substantial injustice would otherwise result; and 
i. not to be used directly in armed conflict, and to be protected in times of armed conflict. 
(2) A child's best interests are of paramount importance in every matter concerning the child. 
(3) In this section "child" means a person under the age of 18 years. 
Education 
29. (1) Everyone has the right  
a. to a basic education, including adult basic education; and 
b. to further education, which the state, through reasonable measures, must make progressively available and accessible. 
(2) Everyone has the right to receive education in the official language or languages of their choice in public educational institutions where that education is reasonably practicable. In order to ensure the effective access to, and implementation of, this right, the state must consider all reasonable educational alternatives, including single medium institutions, taking into account  
a. equity; 
b. practicability; and 
c. the need to redress the results of past racially discriminatory laws and practices. 
(3) Everyone has the right to establish and maintain, at their own expense, independent educational institutions that  
a. do not discriminate on the basis of race; 
b. are registered with the state; and 
c. maintain standards that are not inferior to standards at comparable public educational institutions. 
(4) Subsection (3) does not preclude state subsidies for independent educational institutions. 
Language and culture 
30. Everyone has the right to use the language and to participate in the cultural life of their choice, but no one exercising these rights may do so in a manner inconsistent with any provision of the Bill of Rights. 
Cultural, religious and linguistic communities 
31. (1) Persons belonging to a cultural, religious or linguistic community may not be denied the right, with other members of that community  
a. to enjoy their culture, practise their religion and use their language; and 
b. to form, join and maintain cultural, religious and linguistic associations and other organs of civil society. 
(2) The rights in subsection (1) may not be exercised in a manner inconsistent with any provision of the Bill of Rights. 
Access to information 
32. (1) Everyone has the right of access to  
a. any information held by the state; and 
b. any information that is held by another person and that is required for the exercise or protection of any rights. 
(2) National legislation must be enacted to give effect to this right, and may provide for reasonable measures to alleviate the administrative and financial burden on the state. 
Just administrative action 
33. (1) Everyone has the right to administrative action that is lawful, reasonable and procedurally fair. 
(2) Everyone whose rights have been adversely affected by administrative action has the right to be given written reasons. 
(3) National legislation must be enacted to give effect to these rights, and must  
a. provide for the review of administrative action by a court or, where appropriate, an independent and impartial tribunal; 
b. impose a duty on the state to give effect to the rights in subsections (1) and (2); and 
c. promote an efficient administration. 
Access to courts 
34. Everyone has the right to have any dispute that can be resolved by the application of law decided in a fair public hearing before a court or, where appropriate, another independent and impartial tribunal or forum. 
Arrested, detained and accused persons 
35. (1) Everyone who is arrested for allegedly committing an offence has the right  
a. to remain silent; 
b. to be informed promptly  
i. of the right to remain silent; and 
ii. of the consequences of not remaining silent; 
c. not to be compelled to make any confession or admission that could be used in evidence against that person; 
d. to be brought before a court as soon as reasonably possible, but not later than  
i. 48 hours after the arrest; or 
ii. the end of the first court day after the expiry of the 48 hours, if the 48 hours expire outside ordinary court hours or on a day which is not an ordinary court day; 
e. at the first court appearance after being arrested, to be charged or to be informed of the reason for the detention to continue, or to be released; and 
f. to be released from detention if the interests of justice permit, subject to reasonable conditions. 
(2) Everyone who is detained, including every sentenced prisoner, has the right  
a. to be informed promptly of the reason for being detained; 
b. to choose, and to consult with, a legal practitioner, and to be informed of this right promptly; 
c. to have a legal practitioner assigned to the detained person by the state and at state expense, if substantial injustice would otherwise result, and to be informed of this right promptly; 
d. to challenge the lawfulness of the detention in person before a court and, if the detention is unlawful, to be released; 
e. to conditions of detention that are consistent with human dignity, including at least exercise and the provision, at state expense, of adequate accommodation, nutrition, reading material and medical treatment; and 
f. to communicate with, and be visited by, that person's  
i. spouse or partner; 
ii. next of kin; 
iii. chosen religious counsellor; and 
iv. chosen medical practitioner. 
(3) Every accused person has a right to a fair trial, which includes the right  
a. to be informed of the charge with sufficient detail to answer it; 
b. to have adequate time and facilities to prepare a defence; 
c. to a public trial before an ordinary court; 
d. to have their trial begin and conclude without unreasonable delay; 
e. to be present when being tried; 
f. to choose, and be represented by, a legal practitioner, and to be informed of this right promptly; 
g. to have a legal practitioner assigned to the accused person by the state and at state expense, if substantial injustice would otherwise result, and to be informed of this right promptly; 
h. to be presumed innocent, to remain silent, and not to testify during the proceedings; 
i. to adduce and challenge evidence; 
j. not to be compelled to give self-incriminating evidence; 
k. to be tried in a language that the accused person understands or, if that is not practicable, to have the proceedings interpreted in that language; 
l. not to be convicted for an act or omission that was not an offence under either national or international law at the time it was committed or omitted; 
m. not to be tried for an offence in respect of an act or omission for which that person has previously been either acquitted or convicted; 
n. to the benefit of the least severe of the prescribed punishments if the prescribed punishment for the offence has been changed between the time that the offence was committed and the time of sentencing; and 
o. of appeal to, or review by, a higher court. 
(4) Whenever this section requires information to be given to a person, that information must be given in a language that the person understands. 
(5) Evidence obtained in a manner that violates any right in the Bill of Rights must be excluded if the admission of that evidence would render the trial unfair or otherwise be detrimental to the administration of justice. 
Limitation of rights 
36. (1) The rights in the Bill of Rights may be limited only in terms of law of general application to the extent that the limitation is reasonable and justifiable in an open and democratic society based on human dignity, equality and freedom, taking into account all relevant factors, including  
a. the nature of the right; 
b. the importance of the purpose of the limitation; 
c. the nature and extent of the limitation; 
d. the relation between the limitation and its purpose; and 
e. less restrictive means to achieve the purpose. 
(2) Except as provided in subsection (1) or in any other provision of the Constitution, no law may limit any right entrenched in the Bill of Rights. 
States of emergency 
37. (1) A state of emergency may be declared only in terms of an Act of Parliament, and only when  
a. the life of the nation is threatened by war, invasion, general insurrection, disorder, natural disaster or other public emergency; and 
b. the declaration is necessary to restore peace and order. 
(2) A declaration of a state of emergency, and any legislation enacted or other action taken in consequence of that declaration, may be effective only  
a. prospectively; and 
b. for no more than 21 days from the date of the declaration, unless the National Assembly resolves to extend the declaration. The Assembly may extend a declaration of a state of emergency for no more than three months at a time. The first extension of the state of emergency must be by a resolution adopted with a supporting vote of a majority of the members of the Assembly. Any subsequent extension must be by a resolution adopted with a supporting vote of at least 60 per cent of the members of the Assembly. A resolution in terms of this paragraph may be adopted only following a public debate in the Assembly. 
(3) Any competent court may decide on the validity of  
a. a declaration of a state of emergency; 
b. any extension of a declaration of a state of emergency; or 
c. any legislation enacted, or other action taken, in consequence of a declaration of a state of emergency. 
(4) Any legislation enacted in consequence of a declaration of a state of emergency may derogate from the Bill of Rights only to the extent that  
a. the derogation is strictly required by the emergency; and 
b. the legislation  
i. is consistent with the Republic's obligations under international law applicable to states of emergency; 
ii. conforms to subsection (5); and 
iii. is published in the national Government Gazette as soon as reasonably possible after being enacted. 
(5) No Act of Parliament that authorises a declaration of a state of emergency, and no legislation enacted or other action taken in consequence of a declaration, may permit or authorise  
a. indemnifying the state, or any person, in respect of any unlawful act; 
b. any derogation from this section; or 
c. any derogation from a section mentioned in column 1 of the Table of Non-Derogable Rights, to the extent indicated opposite that section in column 3 of the Table. 
Table of Non-Derogable Rights 
1 
Section Number
2 
Section Title
3 
Extent to which the right is protected
9
Equality
With respect to unfair discrimination solely on the grounds of race, colour, ethnic or social origin, sex religion or language
10
Human Dignity
Entirely
11
Life
Entirely
12
Freedom and Security of the person
With respect to subsections (1)(d) and (e) and (2)(c).
13
Slavery, servitude and forced labour
With respect to slavery and servitude
28
Children
With respect to: 
* subsection (1)(d) and (e); 
* the rights in subparagraphs (i) and (ii) of subsection (1)(g); and 
* subsection 1(i) in respect of children of 15 years and younger 
35
Arrested, detained and accused persons
With respect to: 
* subsections (1)(a), (b) and (c) and (2)(d); 
* the rights in paragraphs (a) to (o) of subsection (3), excluding paragraph (d) 
* subsection (4); and 
* subsection (5) with respect to the exclusion of evidence if the admission of that evidence would render the trial unfair. 
(6) Whenever anyone is detained without trial in consequence of a derogation of rights resulting from a declaration of a state of emergency, the following conditions must be observed: 
a. An adult family member or friend of the detainee must be contacted as soon as reasonably possible, and informed that the person has been detained. 
b. A notice must be published in the national Government Gazette within five days of the person being detained, stating the detainee's name and place of detention and referring to the emergency measure in terms of which that person has been detained. 
c. The detainee must be allowed to choose, and be visited at any reasonable time by, a medical practitioner. 
d. The detainee must be allowed to choose, and be visited at any reasonable time by, a legal representative. 
e. A court must review the detention as soon as reasonably possible, but no later than 10 days after the date the person was detained, and the court must release the detainee unless it is necessary to continue the detention to restore peace and order. 
f. A detainee who is not released in terms of a review under paragraph (e), or who is not released in terms of a review under this paragraph, may apply to a court for a further review of the detention at any time after 10 days have passed since the previous review, and the court must release the detainee unless it is still necessary to continue the detention to restore peace and order. 
g. The detainee must be allowed to appear in person before any court considering the detention, to be represented by a legal practitioner at those hearings, and to make representations against continued detention. 
h. The state must present written reasons to the court to justify the continued detention of the detainee, and must give a copy of those reasons to the detainee at least two days before the court reviews the detention. 
(7) If a court releases a detainee, that person may not be detained again on the same grounds unless the state first shows a court good cause for re-detaining that person. 
(8) Subsections (6) and (7) do not apply to persons who are not South African citizens and who are detained in consequence of an international armed conflict. Instead, the state must comply with the standards binding on the Republic under international humanitarian law in respect of the detention of such persons. 
Enforcement of rights 
38. Anyone listed in this section has the right to approach a competent court, alleging that a right in the Bill of Rights has been infringed or threatened, and the court may grant appropriate relief, including a declaration of rights. The persons who may approach a court are - 
a. anyone acting in their own interest; 
b. anyone acting on behalf of another person who cannot act in their own name; 
c. anyone acting as a member of, or in the interest of, a group or class of persons; 
d. anyone acting in the public interest; and 
e. an association acting in the interest of its members. 
Interpretation of Bill of Rights 
39. (1) When interpreting the Bill of Rights, a court, tribunal or forum  
a. must promote the values that underlie an open and democratic society based on human dignity, equality and freedom; 
b. must consider international law; and 
c. may consider foreign law. 
(2) When interpreting any legislation, and when developing the common law or customary law, every court, tribunal or forum must promote the spirit, purport and objects of the Bill of Rights. 
(3) The Bill of Rights does not deny the existence of any other rights or freedoms that are recognised or conferred by common law, customary law or legislation, to the extent that they are consistent with the Bill. 
Chapter 3 
Co-operative Government 

Index of Sections
40. Government of the Republic 
41. Principles of Co-operative Government and Intergovernmental Relations 

Government of the Republic 
40. (1) In the Republic, government is constituted as national, provincial and local spheres of government which are distinctive, interdependent and interrelated. 
(2) All spheres of government must observe and adhere to the principles in this Chapter and must conduct their activities within the parameters that the Chapter provides. 
Principles of co-operative government and intergovernmental relations 
41. (1) All spheres of government and all organs of state within each sphere must  
a. preserve the peace, national unity and the indivisibility of the Republic; 
b. secure the well-being of the people of the Republic; 
c. provide effective, transparent, accountable and coherent government for the Republic as a whole; 
d. be loyal to the Constitution, the Republic and its people; 
e. respect the constitutional status, institutions, powers and functions of government in the other spheres; 
f. not assume any power or function except those conferred on them in terms of the Constitution; 
g. exercise their powers and perform their functions in a manner that does not encroach on the geographical, functional or institutional integrity of government in another sphere; and 
h. co-operate with one another in mutual trust and good faith by  
i. fostering friendly relations; 
ii. assisting and supporting one another; 
iii. informing one another of, and consulting one another on, matters of common interest; 
iv. co-ordinating their actions and legislation with one another; 
v. adhering to agreed procedures; and 
vi. avoiding legal proceedings against one another. 
(2) An Act of Parliament must  
a. establish or provide for structures and institutions to promote and facilitate intergovernmental relations; and 
b. provide for appropriate mechanisms and procedures to facilitate settlement of intergovernmental disputes. 
(3) An organ of state involved in an intergovernmental dispute must make every reasonable effort to settle the dispute by means of mechanisms and procedures provided for that purpose, and must exhaust all other remedies before it approaches a court to resolve the dispute. 
(4) If a court is not satisfied that the requirements of subsection (3) have been met, it may refer a dispute back to the organs of state involved. 
Chapter 4 
Parliament 

Index of Sections
42. Composition of Parliament 
43. Legislative authority of the Republic 
44. National legislative authority 
45. Joint rules and orders and joint committees 
National Assembly
46. Composition and Election 
47. Membership 
48. Oath or Affirmation 
49. Duration of National Assembly 
50. Dissolution of National Assembly before expiry of its term 
51. Sittings and Recess Periods 
52. Speaker and Deputy Speaker 
53. Decisions 
54. Rights of Certain Cabinet Members in National Assembly 
55. Powers of National Assembly 
56. Evidence or Information Before National Assembly 
57. Internal Arrangements, Proceedings and Procedures of National Assembly 
58. Privilege 
59. Public Access to and Involvement in National Assembly 
National Council of Provinces
60. Composition of National Council 
61. Allocation of Delegates 
62. Permanent Delegates 
63. Sittings of National Council 
64. Chairperson and Deputy Chairpersons 
65. Decisions 
66. Participation by Members of National Executive 
67. Participation by Local Government Representatives 
68. Powers of National Council 
69. Evidence or Information Before National Council 
70. Internal Arrangements, Proceedings and Procedures of National Council 
71. Privilege 
72. Public Access to and Involvement in National Council 
National Legislative Process
73. All Bills 
74. Bills Amending the Constitution 
75. Ordinary Bills Not Affecting the Provinces 
76. Ordinary Bills Affecting the Provinces 
77. Money Bills 
78. Mediation Committee 
79. Assent to Bills 
80. Application by Members of National Assembly to Constitutional Court 
81. Publication of Acts 
82. Safekeeping of Acts of Parliament 

Composition of Parliament 
42. (1) Parliament consists of  
a. the National Assembly; and 
b. the National Council of Provinces. 
(2) The National Assembly and the National Council of Provinces participate in the legislative process in the manner set out in the Constitution. 
(3) The National Assembly is elected to represent the people and to ensure government by the people under the Constitution. It does this by choosing the President, by providing a national forum for public consideration of issues, by passing legislation and by scrutinizing and overseeing executive action. 
(4) The National Council of Provinces represents the provinces to ensure that provincial interests are taken into account in the national sphere of government. It does this mainly by participating in the national legislative process and by providing a national forum for public consideration of issues affecting the provinces. 
(5) The President may summon Parliament to an extraordinary sitting at any time to conduct special business. 
(6) The seat of Parliament is Cape Town, but an Act of Parliament enacted in accordance with section 76(1) and (5) may determine that the seat of Parliament is elsewhere. 
Legislative authority of the Republic 
43. In the Republic, the legislative authority  
a. of the national sphere of government is vested in Parliament, as set out in section 44; 
b. of the provincial sphere of government is vested in the provincial legislatures, as set out in section 104; and 
c. of the local sphere of government is vested in the Municipal Councils, as set out in section 156. 
National legislative authority 
44. (1) The national legislative authority as vested in Parliament  
a. confers on the National Assembly the power  
i. to amend the Constitution; 
ii. to pass legislation with regard to any matter, including a matter within a functional area listed in Schedule 4, but excluding, subject to subsection (2), a matter within a functional area listed in Schedule 5; and 
iii. to assign any of its legislative powers, except the power to amend the Constitution, to any legislative body in another sphere of government; and 
b. (b) confers on the National Council of Provinces the power  
i. to participate in amending the Constitution in accordance with section 74; 
ii. to pass, in accordance with section 76, legislation with regard to any matter within a functional area listed in Schedule 4 and any other matter required by the Constitution to be passed in accordance with section 76; and 
iii. to consider, in accordance with section 75, any other legislation passed by the National Assembly. 
(2) Parliament may intervene, by passing legislation in accordance with section 76(1), with regard to a matter falling within a functional area listed in Schedule 5, when it is necessary  
a. to maintain national security; 
b. to maintain economic unity; 
c. to maintain essential national standards; 
d. to establish minimum standards required for the rendering of services; or 
e. to prevent unreasonable action taken by a province which is prejudicial to the interests of another province or to the country as a whole. 
(3) Legislation with regard to a matter that is reasonably necessary for, or incidental to, the effective exercise of a power concerning any matter listed in Schedule 4 is, for all purposes, legislation with regard to a matter listed in Schedule 4. 
(4) When exercising its legislative authority, Parliament is bound only by the Constitution, and must act in accordance with, and within the limits of, the Constitution. 
Joint rules and orders and joint committees 
45. (1) The National Assembly and the National Council of Provinces must establish a joint rules committee to make rules and orders concerning the joint business of the Assembly and Council, including rules and orders  
a. to determine procedures to facilitate the legislative process, including setting a time limit for completing any step in the process; 
b. to establish joint committees composed of representatives from both the Assembly and the Council to consider and report on Bills envisaged in sections 74 and 75 that are referred to such a committee; 
c. to establish a joint committee to review the Constitution at least annually; and 
d. to regulate the business of  
i. the joint rules committee; 
ii. the Mediation Committee; 
iii. the constitutional review committee; and 
iv. any joint committees established in terms of paragraph (b). 
(2) Cabinet members, members of the National Assembly and delegates to the National Council of Provinces have the same privileges and immunities before a joint committee of the Assembly and the Council as they have before the Assembly or the Council. 
The National Assembly
Composition and election 
46. (1) The National Assembly consists of no fewer than 350 and no more than 400 women and men elected as members in terms of an electoral system that  
a. is prescribed by national legislation; 
b. is based on the national common voters roll; 
c. provides for a minimum voting age of 18 years; and 
d. results, in general, in proportional representation. 
(2) An Act of Parliament must provide a formula for determining the number of members of the National Assembly. 
Membership 
47. (1) Every citizen who is qualified to vote for the National Assembly is eligible to be a member of the Assembly, except  
a. anyone who is appointed by, or is in the service of, the state and receives remuneration for that appointment or service, other than  
i. the President, Deputy President, Ministers and Deputy Ministers; and 
ii. other office-bearers whose functions are compatible with the functions of a member of the Assembly, and have been declared compatible with those functions by national legislation; 
b. permanent delegates to the National Council of Provinces or members of a provincial legislature or a Municipal Council; 
c. unrehabilitated insolvents; 
d. anyone declared to be of unsound mind by a court of the Republic; or 
e. anyone who, after this section took effect, is convicted of an offence and sentenced to more than 12 months imprisonment without the option of a fine, either in the Republic, or outside the Republic if the conduct constituting the offence would have been an offence in the Republic, but no one may be regarded as having been sentenced until an appeal against the conviction or sentence has been determined, or until the time for an appeal has expired. A disqualification under this paragraph ends five years after the sentence has been completed. 
(2) A person who is not eligible to be a member of the National Assembly in terms of subsection (1)(a) or (b) may be a candidate for the Assembly, subject to any limits or conditions established by national legislation. 
(3) A person loses membership of the National Assembly if that person  
a. ceases to be eligible; or 
b. is absent from the Assembly without permission in circumstances for which the rules and orders of the Assembly prescribe loss of membership. 
(4) Vacancies in the National Assembly must be filled in terms of national legislation. 
Oath or affirmation 
48. Before members of the National Assembly begin to perform their functions in the Assembly, they must swear or affirm faithfulness to the Republic and obedience to the Constitution, in accordance with Schedule 2. 
Duration of National Assembly 
49. (1) The National Assembly is elected for a term of five years. 
(2) If the National Assembly is dissolved in terms of section 50, or when its term expires, the President, by proclamation, must call and set dates for an election, which must be held within 90 days of the date the Assembly was dissolved or its term expired. 
(3) If the result of an election of the National Assembly is not declared within the period established in terms of section 190, or if an election is set aside by a court, the President, by proclamation, must call and set dates for another election, which must be held within 90 days of the expiry of that period or of the date on which the election was set aside. 
(4) The National Assembly remains competent to function from the time it is dissolved or its term expires, until the day before the first day of polling for the next Assembly. 
Dissolution of National Assembly before expiry of its term 
50. (1) The President must dissolve the National Assembly if  
a. the Assembly has adopted a resolution to dissolve with a supporting vote of a majority of its members; and 
b. three years have passed since the Assembly was elected. 
(2) The Acting President must dissolve the National Assembly if  
a. there is a vacancy in the office of President; and 
b. the Assembly fails to elect a new President within 30 days after the vacancy occurred. 
Sittings and recess periods 
51. (1) After an election, the first sitting of the National Assembly must take place at a time and on a date determined by the President of the Constitutional Court, but not more than 14 days after the election result has been declared. The Assembly may determine the time and duration of its other sittings and its recess periods. 
(2) The President may summon the National Assembly to an extraordinary sitting at any time to conduct special business. 
(3) Sittings of the National Assembly are permitted at places other than the seat of Parliament only on the grounds of public interest, security or convenience, and if provided for in the rules and orders of the Assembly. 
Speaker and Deputy Speaker 
52. (1) At the first sitting after its election, or when necessary to fill a vacancy, the National Assembly must elect a Speaker and a Deputy Speaker from among its members. 
(2) The President of the Constitutional Court must preside over the election of a Speaker, or designate another judge to do so. The Speaker presides over the election of a Deputy Speaker. 
(3) The procedure set out in Part A of Schedule 3 applies to the election of the Speaker and the Deputy Speaker. 
(4) The National Assembly may remove the Speaker or Deputy Speaker from office by resolution. A majority of the members of the Assembly must be present when the resolution is adopted. 
(5) In terms of its rules and orders, the National Assembly may elect from among its members other presiding officers to assist the Speaker and the Deputy Speaker. 
Decisions 
53. (1) Except where the Constitution provides otherwise  
a. a majority of the members of the National Assembly must be present before a vote may be taken on a Bill or an amendment to a Bill; 
b. at least one third of the members must be present before a vote may be taken on any other question before the Assembly; and 
c. all questions before the Assembly are decided by a majority of the votes cast. 
(2) The member of the National Assembly presiding at a meeting of the Assembly has no deliberative vote, but  
a. must cast a deciding vote when there is an equal number of votes on each side of a question; and 
b. may cast a deliberative vote when a question must be decided with a supporting vote of at least two thirds of the members of the Assembly. 
Rights of certain Cabinet members in National Assembly 
54. The President and any member of the Cabinet who is not a member of the National Assembly may attend, and may speak in, the Assembly, but may not vote. 
Powers of National Assembly 
55. (1) In exercising its legislative power, the National Assembly may  
a. consider, pass, amend or reject any legislation before the Assembly; and 
b. initiate or prepare legislation, except money Bills. 
(2) The National Assembly must provide for mechanisms  
a. to ensure that all executive organs of state in the national sphere of government are accountable to it; and 
b. to maintain oversight of  
i. the exercise of national executive authority, including the implementation of legislation; and 
ii. any organ of state. 
Evidence or information before National Assembly 
56. The National Assembly or any of its committees may  
a. summon any person to appear before it to give evidence on oath or affirmation, or to produce documents; 
b. require any person or institution to report to it; 
c. compel, in terms of national legislation or the rules and orders, any person or institution to comply with a summons or requirement in terms of paragraph (a) or (b); and 
d. receive petitions, representations or submissions from any interested persons or institutions. 
Internal arrangements, proceedings and procedures of National Assembly 
57. (1) The National Assembly may  
a. determine and control its internal arrangements, proceedings and procedures; and 
b. make rules and orders concerning its business, with due regard to representative and participatory democracy, accountability, transparency and public involvement. 
(2) The rules and orders of the National Assembly must provide for  
a. the establishment, composition, powers, functions, procedures and duration of its committees; 
b. the participation in the proceedings of the Assembly and its committees of minority parties represented in the Assembly, in a manner consistent with democracy; 
c. financial and administrative assistance to each party represented in the Assembly in proportion to its representation, to enable the party and its leader to perform their functions in the Assembly effectively; and 
d. the recognition of the leader of the largest opposition party in the Assembly as the Leader of the Opposition. 
Privilege 
58. (1) Cabinet members and members of the National Assembly  
a. have freedom of speech in the Assembly and in its committees, subject to its rules and orders; and 
b. are not liable to civil or criminal proceedings, arrest, imprisonment or damages for  
i. anything that they have said in, produced before or submitted to the Assembly or any of its committees; or 
ii. anything revealed as a result of anything that they have said in, produced before or submitted to the Assembly or any of its committees. 
(2) Other privileges and immunities of the National Assembly, Cabinet members and members of the Assembly may be prescribed by national legislation. 
(3) Salaries, allowances and benefits payable to members of the National Assembly are a direct charge against the National Revenue Fund. 
Public access to and involvement in National Assembly 
59. (1) The National Assembly must  
a. facilitate public involvement in the legislative and other processes of the Assembly and its committees; and 
b. conduct its business in an open manner, and hold its sittings, and those of its committees, in public, but reasonable measures may be taken  
i. to regulate public access, including access of the media, to the Assembly and its committees; and 
ii. to provide for the searching of any person and,where appropriate, the refusal of entry to, or the removal of, any person. 
(2) The National Assembly may not exclude the public, including the media, from a sitting of a committee unless it is reasonable and justifiable to do so in an open and democratic society. 
National Council of Provinces 
Composition of National Council 
60. (1) The National Council of Provinces is composed of a single delegation from each province consisting of ten delegates. 
(2) The ten delegates are  
a. four special delegates consisting of- 
i. the Premier of the province or, if the Premier is not available, any member of the provincial legislature designated by the Premier either generally or for any specific business before the National Council of Provinces; and 
ii. three other special delegates; and 
b. six permanent delegates appointed in terms of section 61(2). 
(3) The Premier of a province, or if the Premier is not available, a member of the province's delegation designated by the Premier, heads the delegation. 
Allocation of delegates 
61. (1) Parties represented in a provincial legislature are entitled to delegates in the province's delegation in accordance with the formula set out in Part B of Schedule 3. 
(2) Within 30 days after the result of an election of a provincial legislature is declared, the legislature must  
a. determine, in accordance with national legislation, how many of each party's delegates are to be permanent delegates and how many are to be special delegates; and 
b. appoint the permanent delegates in accordance with the nominations of the parties. 
(3) The national legislation envisaged in subsection (2)(a) must ensure the participation of minority parties in both the permanent and special delegates' components of the delegation in a manner consistent with democracy. 
(4) The legislature, with the concurrence of the Premier and the leaders of the parties entitled to special delegates in the province's delegation, must designate special delegates, as required from time to time, from among the members of the legislature. 
Permanent delegates 
62. (1) A person nominated as a permanent delegate must be eligible to be a member of the provincial legislature. 
(2) If a person who is a member of a provincial legislature is appointed as a permanent delegate, that person ceases to be a member of the legislature. 
(3) Permanent delegates are appointed for a term that expires immediately before the first sitting of the provincial legislature after its next election. 
(4) A person ceases to be a permanent delegate if that person  
a. ceases to be eligible to be a member of the provincial legislature for any reason other than being appointed as a permanent delegate; 
b. becomes a member of the Cabinet; 
c. has lost the confidence of the provincial legislature and is recalled by the party that nominated that person; 
d. ceases to be a member of the party that nominated that person and is recalled by that party; or 
e. is absent from the National Council of Provinces without permission in circumstances for which the rules and orders of the Council prescribe loss of office as a permanent delegate. 
(5) Vacancies among the permanent delegates must be filled in terms of national legislation. 
(6) Before permanent delegates begin to perform their functions in the National Council of Provinces, they must swear or affirm faithfulness to the Republic and obedience to the Constitution, in accordance with Schedule 2. 
Sittings of National Council 
63. (1) The National Council of Provinces may determine the time and duration of its sittings and its recess periods. 
(2) The President may summon the National Council of Provinces to an extraordinary sitting at any time to conduct special business. 
(3) Sittings of the National Council of Provinces are permitted at places other than the seat of Parliament only on the grounds of public interest, security or convenience, and if provided for in the rules and orders of the Council. 
Chairperson and Deputy Chairpersons 
64. (1) The National Council of Provinces must elect a Chairperson and two Deputy Chairpersons from among the delegates. 
(2) The Chairperson and one of the Deputy Chairpersons are elected from among the permanent delegates for five years unless their terms as delegates expire earlier. 
(3) The other Deputy Chairperson is elected for a term of one year, and must be succeeded by a delegate from another province, so that every province is represented in turn. 
(4) The President of the Constitutional Court must preside over the election of the Chairperson, or designate another judge to do so. The Chairperson presides over the election of the Deputy Chairpersons. 
(5) The procedure set out in Part A of Schedule 3 applies to the election of the Chairperson and the Deputy Chairpersons. 
(6) The National Council of Provinces may remove the Chairperson or a Deputy Chairperson from office. 
(7) In terms of its rules and orders, the National Council of Provinces may elect from among the delegates other presiding officers to assist the Chairperson and Deputy Chairpersons. 
Decisions 
65. (1) Except where the Constitution provides otherwise  
a. each province has one vote, which is cast on behalf of the province by the head of its delegation; and 
b. all questions before the National Council of Provinces are agreed when at least five provinces vote in favour of the question. 
(2) An Act of Parliament, enacted in accordance with the procedure established by either subsection (1) or subsection (2) of section 76, must provide for a uniform procedure in terms of which provincial legislatures confer authority on their delegations to cast votes on their behalf. 
Participation by members of national executive 
66. (1) Cabinet members and Deputy Ministers may attend, and may speak in, the National Council of Provinces, but may not vote. 
(2) The National Council of Provinces may require a Cabinet member, a Deputy Minister or an official in the national executive or a provincial executive to attend a meeting of the Council or a committee of the Council. 
Participation by local government representatives 
67. Not more than ten part-time representatives designated by organised local government in terms of section 163, to represent the different categories of municipalities, may participate when necessary in the proceedings of the National Council of Provinces, but may not vote. 
Powers of National Council 
68. In exercising its legislative power, the National Council of Provinces may  
a. consider, pass, amend, propose amendments to or reject any legislation before the Council, in accordance with this Chapter; and 
b. initiate or prepare legislation falling within a functional area listed in Schedule 4 or other legislation referred to in section 76(3), but may not initiate or prepare money Bills. 
Evidence or information before National Council 
69. The National Council of Provinces or any of its committees may  
a. summon any person to appear before it to give evidence on oath or affirmation or to produce documents; 
b. require any institution or person to report to it; 
c. compel, in terms of national legislation or the rules and orders, any person or institution to comply with a summons or requirement in terms of paragraph (a) or (b); and 
d. receive petitions, representations or submissions from any interested persons or institutions. 
Internal arrangements, proceedings and procedures of National Council 
70. (1) The National Council of Provinces may  
a. determine and control its internal arrangements, proceedings and procedures; and 
b. make rules and orders concerning its business, with due regard to representative and participatory democracy, accountability, transparency and public involvement. 
(2) The rules and orders of the National Council of Provinces must provide for  
a. the establishment, composition, powers, functions, procedures and duration of its committees; 
b. the participation of all the provinces in its proceedings in a manner consistent with democracy; and 
c. the participation in the proceedings of the Council and its committees of minority parties represented in the Council, in a manner consistent with democracy, whenever a matter is to be decided in accordance with section 75. 
Privilege 
71. (1) Delegates to the National Council of Provinces and the persons referred to in sections 66 and 67  
a. have freedom of speech in the Council and in its committees, subject to its rules and orders; and 
b. are not liable to civil or criminal proceedings, arrest, imprisonment or damages for  
i. anything that they have said in, produced before or submitted to the Council or any of its committees; or 
ii. anything revealed as a result of anything that they have said in, produced before or submitted to the Council or any of its committees. 
(2) Other privileges and immunities of the National Council of Provinces, delegates to the Council and persons referred to in sections 66 and 67 may be prescribed by national legislation. 
(3) Salaries, allowances and benefits payable to permanent members of the National Council of Provinces are a direct charge against the National Revenue Fund. 
Public access to and involvement in National Council 
72. (1) The National Council of Provinces must  
a. facilitate public involvement in the legislative and other processes of the Council and its committees; and 
b. conduct its business in an open manner, and hold its sittings, and those of its committees, in public, but reasonable measures may be taken  
i. to regulate public access, including access of the media, to the Council and its committees; and 
ii. to provide for the searching of any person and, where appropriate, the refusal of entry to, or the removal of, any person. 
(2) The National Council of Provinces may not exclude the public, including the media, from a sitting of a committee unless it is reasonable and justifiable to do so in an open and democratic society. 
National Legislative Process 
All Bills 
73. (1) Any Bill may be introduced in the National Assembly. 
(2) Only a Cabinet member or a Deputy Minister, or a member or committee of the National Assembly, may introduce a Bill in the Assembly; but only the Cabinet member responsible for national financial matters may introduce a money Bill in the Assembly. 
(3) A Bill referred to in section 76(3), except a money Bill, may be introduced in the National Council of Provinces. 
(4) Only a member or committee of the National Council of Provinces may introduce a Bill in the Council. 
(5) A Bill passed by the National Assembly must be referred to the National Council of Provinces if it must be considered by the Council. A Bill passed by the Council must be referred to the Assembly. 
Bills amending the Constitution 
74. (1) Section 1 and this subsection may be amended by a Bill passed 
by  
a. the National Assembly, with a supporting vote of at least 75 per cent of its members; and 
b. the National Council of Provinces, with a supporting vote of at least six provinces. 
(2) Chapter 2 may be amended by a Bill passed by  
a. the National Assembly, with a supporting vote of at least two thirds of its members; and 
b. the National Council of Provinces, with a supporting vote of at least six provinces. 
(3) Any other provision of the Constitution may be amended by a Bill passed  
a. by the National Assembly, with a supporting vote of at least two thirds of its members; and 
b. also by the National Council of Provinces, with a supporting vote of at least six provinces, if the amendment  
i. relates to a matter that affects the Council; 
ii. alters provincial boundaries, powers, functions or institutions; or 
iii. amends a provision that deals specifically with a provincial matter. 
(4) A Bill amending the Constitution may not include provisions other than constitutional amendments and matters connected with the amendments. 
(5) At least 30 days before a Bill amending the Constitution is introduced in terms of section 73(2), the person or committee intending to introduce the Bill must  
a. publish in the national Government Gazette, and in accordance with the rules and orders of the National Assembly, particulars of the proposed amendment for public comment; 
b. submit, in accordance with the rules and orders of the Assembly, those particulars to the provincial legislatures for their views; and 
c. submit, in accordance with the rules and orders of the National Council of Provinces, those particulars to the Council for a public debate, if the proposed amendment is not an amendment that is required to be passed by the Council. 
(6) When a Bill amending the Constitution is introduced, the person or committee introducing the Bill must submit any written comments received from the public and the provincial legislatures  
a. to the Speaker for tabling in the National Assembly; and 
b. in respect of amendments referred to in subsection (1), (2) or (3)(b), to the Chairperson of the National Council of Provinces for tabling in the Council. 
(7) A Bill amending the Constitution may not be put to the vote in the National Assembly within 30 days of  
a. its introduction, if the Assembly is sitting when the Bill is introduced; or 
b. its tabling in the Assembly, if the Assembly is in recess when the Bill is introduced. 
(8) If a Bill referred to in subsection (3)(b), or any part of the Bill, concerns only a specific province or provinces, the National Council of Provinces may not pass the Bill or the relevant part unless it has been approved by the legislature or legislatures of the province or provinces concerned. 
(9) A Bill amending the Constitution that has been passed by the National Assembly and, where applicable, by the National Council of Provinces, must be referred to the President for assent. 
Ordinary Bills not affecting provinces 
75. (1) When the National Assembly passes a Bill other than a Bill to which the procedure set out in section 74 or 76 applies, the Bill must be referred to the National Council of Provinces and dealt with in accordance with the following procedure: 
a. The Council must  
i. pass the Bill; 
ii. pass the Bill subject to amendments proposed by it; or 
iii. reject the Bill. 
b. If the Council passes the Bill without proposing amendments, the Bill must be submitted to the President for assent. 
c. If the Council rejects the Bill or passes it subject to amendments, the Assembly must reconsider the Bill, taking into account any amendment proposed by the Council, and may  
i. pass the Bill again, either with or without amendments; or 
ii. decide not to proceed with the Bill. 
d. A Bill passed by the Assembly in terms of paragraph (c) must be submitted to the President for assent. 
(2) When the National Council of Provinces votes on a question in terms of this section, section 65 does not apply; instead  
a. each delegate in a provincial delegation has one vote; 
b. at least one third of the delegates must be present before a vote may be taken on the question; and 
c. the question is decided by a majority of the votes cast, but if there is an equal number of votes on each side of the question, the delegate presiding must cast a deciding vote. 
Ordinary Bills affecting provinces 
76. (1) When the National Assembly passes a Bill referred to in subsection (3), (4) or (5), the Bill must be referred to the National Council of Provinces and dealt with in accordance with the following procedure: 
a. The Council must  
i. pass the Bill; 
ii. pass an amended Bill; or 
iii. reject the Bill. 
b. If the Council passes the Bill without amendment, the Bill must be submitted to the President for assent. 
c. If the Council passes an amended Bill, the amended Bill must be referred to the Assembly, and if the Assembly passes the amended Bill, it must be submitted to the President for assent. 
d. If the Council rejects the Bill, or if the Assembly refuses to pass an amended Bill referred to it in terms of paragraph (c), the Bill and, where applicable, also the amended Bill, must be referred to the Mediation Committee, which may agree on  
i. the Bill as passed by the Assembly; 
ii. the amended Bill as passed by the Council; or 
iii. another version of the Bill. 
e. If the Mediation Committee is unable to agree within 30 days of the Bill's referral to it, the Bill lapses unless the Assembly again passes the Bill, but with a supporting vote of at least two thirds of its members. 
f. If the Mediation Committee agrees on the Bill as passed by the Assembly, the Bill must be referred to the Council, and if the Council passes the Bill, the Bill must be submitted to the President for assent. 
g. If the Mediation Committee agrees on the amended Bill as passed by the Council, the Bill must be referred to the Assembly, and if it is passed by the Assembly, it must be submitted to the President for assent. 
h. If the Mediation Committee agrees on another version of the Bill, that version of the Bill must be referred to both the Assembly and the Council, and if it is passed by the Assembly and the Council, it must be submitted to the President for assent. 
i. If a Bill referred to the Council in terms of paragraph (f) or (h) is not passed by the Council, the Bill lapses unless the Assembly passes the Bill with a supporting vote of at least two thirds of its members. 
j. If a Bill referred to the Assembly in terms of paragraph (g) or (h) is not passed by the Assembly, that Bill lapses, but the Bill as originally passed by the Assembly may again be passed by the Assembly, but with a supporting vote of at least two thirds of its members. 
k. A Bill passed by the Assembly in terms of paragraph (e), (i) or (j) must be submitted to the President for assent. 
(2) When the National Council of Provinces passes a Bill referred to in subsection (3), the Bill must be referred to the National Assembly and dealt with in accordance with the following procedure: 
a. The Assembly must  
i. pass the Bill; 
ii. pass an amended Bill; or 
iii. reject the Bill. 
b. A Bill passed by the Assembly in terms of paragraph (a)(i) must be submitted to the President for assent. 
c. If the Assembly passes an amended Bill, the amended Bill must be referred to the Council, and if the Council passes the amended Bill, it must be submitted to the President for assent. 
d. If the Assembly rejects the Bill, or if the Council refuses to pass an amended Bill referred to it in terms of paragraph (c), the Bill and, where applicable, also the amended Bill must be referred to the Mediation Committee, which may agree on  
i. the Bill as passed by the Council; 
ii. the amended Bill as passed by the Assembly; or 
iii. another version of the Bill. 
e. If the Mediation Committee is unable to agree within 30 days of the Bill's referral to it, the Bill lapses. 
f. If the Mediation Committee agrees on the Bill as passed by the Council, the Bill must be referred to the Assembly, and if the Assembly passes the Bill, the Bill must be submitted to the President for assent. 
g. If the Mediation Committee agrees on the amended Bill as passed by the Assembly, the Bill must be referred to the Council, and if it is passed by the Council, it must be submitted to the President for assent. 
h. If the Mediation Committee agrees on another version of the Bill, that version of the Bill must be referred to both the Council and the Assembly, and if it is passed by the Council and the Assembly, it must be submitted to the President for assent. 
i. If a Bill referred to the Assembly in terms of paragraph (f) or (h) is not passed by the Assembly, the Bill lapses. 
(3) A Bill must be dealt with in accordance with the procedure established by either subsection (1) or subsection (2) if it falls within a functional area listed in Schedule 4 or provides for legislation envisaged in any of the following sections: 
a. Section 65(2); 
b. section 163; 
c. section 182; 
d. section 195(3) and (4); 
e. section 196; and 
f. section 197. 
(4) A Bill must be dealt with in accordance with the procedure established by subsection (1) if it provides for legislation  
a. envisaged in section 44(2) or 220(3); or 
b. envisaged in Chapter 13, and which affects the financial interests of the provincial sphere of government. 
(5) A Bill envisaged in section 42(6) must be dealt with in accordance with the procedure established by subsection (1), except that  
a. when the National Assembly votes on the Bill, the provisions of section 53(1) do not apply; instead, the Bill may be passed only if a majority of the members of the Assembly vote in favour of it; and 
b. if the Bill is referred to the Mediation Committee, the following rules apply: 
i. If the National Assembly considers a Bill envisaged in subsection (1) (g) or (h), that Bill may be passed only if a majority of the members of the Assembly vote in favour of it. 
ii. If the National Assembly considers or reconsiders a Bill envisaged in subsection (1)(e), (i) or (j), that Bill may be passed only if at least two thirds of the members of the Assembly vote in favour of it. 
(6) This section does not apply to money Bills. 
Money Bills 
77. (1) A Bill that appropriates money or imposes taxes, levies or duties is a money Bill. A money Bill may not deal with any other matter except a subordinate matter incidental to the appropriation of money or the imposition of taxes, levies or duties. 
(2) All money Bills must be considered in accordance with the procedure established by section 75. An Act of Parliament must provide for a procedure to amend money Bills before Parliament. 
Mediation Committee 
78. (1) The Mediation Committee consists of  
a. nine members of the National Assembly elected by the Assembly in accordance with a procedure that is prescribed by the rules and orders of the Assembly and results in the representation of parties in substantially the same proportion that the parties are represented in the Assembly; and 
b. one delegate from each provincial delegation in the National Council of Provinces, designated by the delegation. 
(2) The Mediation Committee has agreed on a version of a Bill, or decided a question, when that version, or one side of the question, is supported by  
a. at least five of the representatives of the National Assembly; and 
b. at least five of the representatives of the National Council of Provinces. 
Assent to Bills 
79. (1) The President must either assent to and sign a Bill passed in terms of this Chapter or, if the President has reservations about the constitutionality of the Bill, refer it back to the National Assembly for reconsideration. 
(2) The joint rules and orders must provide for the procedure for the reconsideration of a Bill by the National Assembly and the participation of the National Council of Provinces in the process. 
(3) The National Council of Provinces must participate in the reconsideration of a Bill that the President has referred back to the National Assembly if  
a. the President's reservations about the constitutionality of the Bill relate to a procedural matter that involves the Council; or 
b. section 74(1), (2) or (3)(b) or 76 was applicable in the passing of the Bill. 
(4) If, after reconsideration, a Bill fully accommodates the President's reservations, the President must assent to and sign the Bill; if not, the President must either  
a. assent to and sign the Bill; or 
b. refer it to the Constitutional Court for a decision on its constitutionality. 
(5) If the Constitutional Court decides that the Bill is constitutional, the President must assent to and sign it. 
Application by members of National Assembly to Constitutional Court 
80. (1) Members of the National Assembly may apply to the Constitutional Court for an order declaring that all or part of an Act of Parliament is unconstitutional. 
(2) An application  
a. must be supported by at least one third of the members of the National Assembly; and 
b. must be made within 30 days of the date on which the President assented to and signed the Act. 
(3) The Constitutional Court may order that all or part of an Act that is the subject of an application in terms of subsection (1) has no force until the Court has decided the application if  
a. the interests of justice require this; and 
b. the application has a reasonable prospect of success. 
(4) If an application is unsuccessful, and did not have a reasonable prospect of success, the Constitutional Court may order the applicants to pay costs. 
Publication of Acts 
81. A Bill assented to and signed by the President becomes an Act of Parliament, must be published promptly, and takes effect when published or on a date determined in terms of the Act. 
Safekeeping of Acts of Parliament 
82. The signed copy of an Act of Parliament is conclusive evidence of the provisions of that Act and, after publication, must be entrusted to the Constitutional Court for safekeeping. 
Chapter 5 
The President and National Executive 


Index of Sections
83. The President 
84. Powers and functions of President 
85. Executive authority of the Republic 
86. Election of President 
87. Assumption of office by President 
88. Term of office of President 
89. Removal of President 
90. Acting President 
91. Cabinet 
92. Accountability and responsibilities 
93. Deputy Ministers 
94. Continuation of Cabinet after elections 
95. Oath or affirmation 
96. Conduct of Cabinet members and Deputy Ministers 
97. Transfer of functions 
98. Temporary assignment of functions 
99. Assignment of functions 
100. National supervision of provincial administration 
101. Executive decisions 
102. Motions of no confidence 

The President 
83. The President  
a. is the Head of State and head of the national executive; 
b. must uphold, defend and respect the Constitution as the supreme law of the Republic; and 
c. promotes the unity of the nation and that which will advance the Republic. 
Powers and functions of President 
84. (1) The President has the powers entrusted by the Constitution and legislation, including those necessary to perform the functions of Head of State and head of the national executive. 
(2) The President is responsible for  
a. assenting to and signing Bills; 
b. referring a Bill back to the National Assembly for reconsideration of the Bill's constitutionality; 
c. referring a Bill to the Constitutional Court for a decision on the Bill's constitutionality; 
d. summoning the National Assembly, the National Council of Provinces or Parliament to an extraordinary sitting to conduct special business; 
e. making any appointments that the Constitution or legislation requires the President to make, other than as head of the national executive; 
f. appointing commissions of inquiry; 
g. calling a national referendum in terms of an Act of Parliament; 
h. receiving and recognising foreign diplomatic and consular representatives; 
i. appointing ambassadors, plenipotentiaries, and diplomatic and consular representatives; 
j. pardoning or reprieving offenders and remitting any fines, penalties or forfeitures; and 
k. conferring honours. 
Executive authority of the Republic 
85. (1) The executive authority of the Republic is vested in the President. 
(2) The President exercises the executive authority, together with the other members of the Cabinet, by  
a. implementing national legislation except where the Constitution or an Act of Parliament provides otherwise; 
b. developing and implementing national policy; 
c. co-ordinating the functions of state departments and administrations; 
d. preparing and initiating legislation; and 
e. performing any other executive function provided for in the Constitution or in national legislation. 
Election of President 
86. (1) At its first sitting after its election, and whenever necessary to fill a vacancy, the National Assembly must elect a woman or a man from among its members to be the President. 
(2) The President of the Constitutional Court must preside over the election of the President, or designate another judge to do so. The procedure set out in Part A of Schedule 3 applies to the election of the President. 
(3) An election to fill a vacancy in the office of President must be held at a time and on a date determined by the President of the Constitutional Court, but not more than 30 days after the vacancy occurs. 
Assumption of office by President 
87. When elected President, a person ceases to be a member of the National Assembly and, within five days, must assume office by swearing or affirming faithfulness to the Republic and obedience to the Constitution, in accordance with Schedule 2. 
Term of office of President 
88. (1) The President's term of office begins on assuming office and ends upon a vacancy occurring or when the person next elected President assumes office. 
(2) No person may hold office as President for more than two terms, but when a person is elected to fill a vacancy in the office of President, the period between that election and the next election of a President is not regarded as a term. 
Removal of President 
89. (1) The National Assembly, by a resolution adopted with a supporting vote of at least two thirds of its members, may remove the President from office only on the grounds of  
a. a serious violation of the Constitution or the law; 
b. serious misconduct; or 
c. inability to perform the functions of office. 
(2) Anyone who has been removed from the office of President in terms of subsection (1) (a) or (b) may not receive any benefits of that office, and may not serve in any public office. 
Acting President 
90. (1) When the President is absent from the Republic or otherwise unable to fulfil the duties of President, or during a vacancy in the office of President, an office-bearer in the order below acts as President: 
a. The Deputy President. 
b. A Minister designated by the President. 
c. A Minister designated by the other members of the Cabinet. 
d. The Speaker, until the National Assembly designates one of its other members. 
(2) An Acting President has the responsibilities, powers and functions of the President. 
(3) Before assuming the responsibilities, powers and functions of the President, the Acting President must swear or affirm faithfulness to the Republic and obedience to the Constitution, in accordance with Schedule 2. 
Cabinet 
91. (1) The Cabinet consists of the President, as head of the Cabinet, a Deputy President and Ministers. 
(2) The President appoints the Deputy President and Ministers, assigns their powers and functions, and may dismiss them. 
(3) The President  
a. must select the Deputy President from among the members of the National Assembly; 
b. may select any number of Ministers from among the members of the Assembly; and 
c. may select no more than two Ministers from outside the Assembly. 
(4) The President must appoint a member of the Cabinet to be the leader of government business in the National Assembly. 
(5) The Deputy President must assist the President in the execution of the functions of government. 
Accountability and responsibilities 
92. (1) The Deputy President and Ministers are responsible for the powers and functions of the executive assigned to them by the President. 
(2) Members of the Cabinet are accountable collectively and individually to Parliament for the exercise of their powers and the performance of their functions. 
(3) Members of the Cabinet must  
a. act in accordance with the Constitution; and 
b. provide Parliament with full and regular reports concerning matters under their control. 
Deputy Ministers 
93. The President may appoint Deputy Ministers from among the members of the National Assembly to assist the members of the Cabinet, and may dismiss them. 
Continuation of Cabinet after elections 
94. When an election of the National Assembly is held, the Cabinet, the Deputy President, Ministers and any Deputy Ministers remain competent to function until the person elected President by the next Assembly assumes office. 
Oath or affirmation 
95. Before the Deputy President, Ministers and any Deputy Ministers begin to perform their functions, they must swear or affirm faithfulness to the Republic and obedience to the Constitution, in accordance with Schedule 2. 
Conduct of Cabinet members and Deputy Ministers 
96. (1) Members of the Cabinet and Deputy Ministers must act in accordance with a code of ethics prescribed by national legislation. 
(2) Members of the Cabinet and Deputy Ministers may not  
a. undertake any other paid work; 
b. act in any way that is inconsistent with their office, or expose themselves to any situation involving the risk of a conflict between their official responsibilities and private interests; or 
c. use their position or any information entrusted to them, to enrich themselves or improperly benefit any other person. 
Transfer of functions 
97. The President by proclamation may transfer to a member of the 
Cabinet  
a. the administration of any legislation entrusted to another member; or 
b. any power or function entrusted by legislation to another member. 
Temporary assignment of functions 
98. The President may assign to a Cabinet member any power or function of another member who is absent from office or is unable to exercise that power or perform that function. 
Assignment of functions 
99. A Cabinet member may assign any power or function that is to be exercised or performed in terms of an Act of Parliament to a member of a provincial Executive Council or to a Municipal Council. An assignment  
a. must be in terms of an agreement between the relevant Cabinet member and the Executive Council member or Municipal Council; 
b. must be consistent with the Act of Parliament in terms of which the relevant power or function is exercised or performed; and 
c. takes effect upon proclamation by the President. 
National supervision of provincial administration 
100. (1) When a province cannot or does not fulfil an executive obligation in terms of legislation or the Constitution, the national executive may intervene by taking any appropriate steps to ensure fulfilment of that obligation, including  
a. issuing a directive to the provincial executive, describing the extent of the failure to fulfil its obligations and stating any steps required to meet its obligations; and 
b. assuming responsibility for the relevant obligation in that province to the extent necessary to  
i. maintain essential national standards or meet established minimum standards for the rendering of a service; 
ii. maintain economic unity; 
iii. maintain national security; or 
iv. prevent that province from taking unreasonable action that is prejudicial to the interests of another province or to the country as a whole. 
(2) If the national executive intervenes in a province in terms of subsection (1)(b)  
a. notice of the intervention must be tabled in the National Council of Provinces within 14 days of its first sitting after the intervention began; 
b. the intervention must end unless it is approved by the Council within 30 days of its first sitting after the intervention began; and 
c. the Council must review the intervention regularly and make any appropriate recommendations to the national executive. 
(3) National legislation may regulate the process established by this section. 
Executive decisions 
101. (1) A decision by the President must be in writing if it  
a. is taken in terms of legislation; or 
b. has legal consequences. 
(2) A written decision by the President must be countersigned by another Cabinet member if that decision concerns a function assigned to that other Cabinet member. 
(3) Proclamations, regulations and other instruments of subordinate legislation must be accessible to the public. 
(4) National legislation may specify the manner in which, and the extent to which, instruments mentioned in subsection (3) must be  
a. tabled in Parliament; and 
b. approved by Parliament. 
Motions of no confidence 
102. (1) If the National Assembly, by a vote supported by a majority of its members, passes a motion of no confidence in the Cabinet excluding the President, the President must reconstitute the Cabinet. 
(2) If the National Assembly, by a vote supported by a majority of its members, passes a motion of no confidence in the President, the President and the other members of the Cabinet and any Deputy Ministers must resign. 
Chapter 6
Provinces

Index of Sections
103. Provinces 
Provincial Legislatures 
104. Legislative authority of provinces 
105. Composition and election of provincial legislatures 
106. Membership 
107. Oath or affirmation 
108. Duration of provincial legislatures 
109. Dissolution of provincial legislatures before expiry of term 
110. Sittings and recess periods 
111. Speakers and Deputy Speakers 
112. Decisions 
113. Permanent delegates' rights in provincial legislatures 
114. Powers of provincial legislatures 
115. Evidence or information before provincial legislatures 
116. Internal arrangements, proceedings and procedures of provincial legislatures 
117. Privilege 
118. Public access to and involvement in provincial legislatures 
119. Introduction of Bills 
120. Money Bills 
121. Assent to Bills 
122. Application by members to Constitutional Court 
123. Publication of provincial Acts 
124. Safekeeping of provincial Acts 
Provincial Executives 
125. Executive authority of provinces 
126. Assignment of functions 
127. Powers and functions of Premiers 
128. Election of Premiers 
129. Assumption of office by Premiers 
130. Term of office and removal of Premiers 
131. Acting Premiers 
132. Executive Councils 
133. Accountability and responsibilities 
134. Continuation of Executive Councils after elections 
135. Oath or affirmation 
136. Conduct of members of Executive Councils 
137. Transfer of functions 
138. Temporary assignment of functions 
139. Provincial supervision of local government 
140. Executive decisions 
141. Motions of no confidence 
Provincial Constitutions 
142. Adoption of provincial constitutions 
143. Contents of provincial constitutions 
144. Certification of provincial constitution 
145. Signing, publication and safekeeping of provincial constitutions 
Conflicting Laws 
146. Conflicts between national and provincial legislation 
147. Other conflicts 
148. Conflicts that cannot be resolved 
149. Status of legislation that does not prevail 
150. Interpretation of conflicts 

Provinces  
103. (1) The Republic has the following provinces: 
a. Eastern Cape 
b. Free State 
c. Gauteng 
d. KwaZulu-Natal 
e. Mpumalanga 
f. Northern Cape 
g. Northern Province 
h. North West 
i. Western Cape. 
(2) The boundaries of the provinces are those that existed when the Constitution took effect. 
Provincial Legislatures
Legislative authority of provinces  
104. (1) The legislative authority of a province is vested in its provincial legislature, and confers on the provincial legislature the power  
a. to pass a constitution for its province or to amend any constitution passed by it in terms of sections 142 and 143; 
b. to pass legislation for its province with regard to  
i. any matter within a functional area listed in Schedule 4; 
ii. any matter within a functional area listed in Schedule 5; 
iii. any matter outside those functional areas, and that is expressly assigned to the province by national legislation; and 
iv. any matter for which a provision of the Constitution envisages the enactment of provincial legislation; and 
c. to assign any of its legislative powers to a Municipal Council in that province. 
(2) The legislature of a province, by a resolution adopted with a supporting vote of at least two thirds of its members, may request Parliament to change the name of that province. 
(3) A provincial legislature is bound only by the Constitution and, if it has passed a constitution for its province, also by that constitution, and must act in accordance with, and within the limits of, the Constitution and that provincial constitution. 
(4) Provincial legislation with regard to a matter that is reasonably necessary for, or incidental to, the effective exercise of a power concerning any matter listed in Schedule 4, is for all purposes legislation with regard to a matter listed in Schedule 4. 
(5) A provincial legislature may recommend to the National Assembly legislation concerning any matter outside the authority of that legislature, or in respect of which an Act of Parliament prevails over a provincial law. 
Composition and election of provincial legislatures  
105. (1) A provincial legislature consists of women and men elected as members in terms of an electoral 
system that  
a. is prescribed by national legislation; 
b. is based on that province's segment of the national common voters roll; 
c. provides for a minimum voting age of 18 years; and 
d. results, in general, in proportional representation. 
(2) A provincial legislature consists of between 30 and 80 members. The number of members, which may differ among the provinces, must be determined in terms of a formula prescribed by national legislation. 
Membership  
106. (1) Every citizen who is qualified to vote for the National Assembly is eligible to be a member of a provincial legislature, except  
a. anyone who is appointed by, or is in the service of, the state and receives remuneration for that appointment or service, other than  
i. the Premier and other members of the Executive Council of a province; and 
ii. other office-bearers whose functions are compatible with the functions of a member of a provincial legislature, and have been declared compatible with those functions by national legislation; 
b. members of the National Assembly, permanent delegates to the National Council of Provinces or members of a Municipal Council; 
c. unrehabilitated insolvents; 
d. anyone declared to be of unsound mind by a court of the Republic; or 
e. anyone who, after this section took effect, is convicted of an offence and sentenced to more than 12 months' imprisonment without the option of a fine, either in the Republic, or outside the Republic if the conduct constituting the offence would have been an offence in the Republic, but no one may be regarded as having been sentenced until an appeal against the conviction or sentence has been determined, or until the time for an appeal has expired. A disqualification under this paragraph ends five years after the sentence has been completed. 
(2) A person who is not eligible to be a member of a provincial legislature in terms of subsection (1) (a) or (b) may be a candidate for the legislature, subject to any limits or conditions established by national legislation. 
(3) A person loses membership of a provincial legislature if that person  
a. ceases to be eligible; or 
b. is absent from the legislature without permission in circumstances for which the rules and orders of the legislature prescribe loss of membership. 
(4) Vacancies in a provincial legislature must be filled in terms of national legislation. 
Oath or affirmation  
107. Before members of a provincial legislature begin to perform their functions in the legislature, they must swear or affirm faithfulness to the Republic and obedience to the Constitution, in accordance with Schedule 2. 
Duration of provincial legislatures  
108. (1) A provincial legislature is elected for a term of five years. 
(2) If a provincial legislature is dissolved in terms of section 109, or when its term expires, the Premier of the province, by proclamation, must call and set dates for an election, which must be held within 90 days of the date the legislature was dissolved or its term expired. 
(3) If the result of an election of a provincial legislature is not declared within the period referred to in section 190, or if an election is set aside by a court, the President, by proclamation, must call and set dates for another election, which must be held within 90 days of the expiry of that period or of the date on which the election was set aside. 
(4) A provincial legislature remains competent to function from the time it is dissolved or its term expires, until the day before the first day of polling for the next legislature. 
Dissolution of provincial legislatures before expiry of term  
109. (1) The Premier of a province must dissolve the provincial legislature if  
a. the legislature has adopted a resolution to dissolve with a supporting vote of a majority of its members; and 
b. three years have passed since the legislature was elected. 
(2) An Acting Premier must dissolve the provincial legislature if  
a. there is a vacancy in the office of Premier; and 
b. the legislature fails to elect a new Premier within 30 days after the vacancy occurred. 
Sittings and recess periods  
110. (1) After an election, the first sitting of a provincial legislature must take place at a time and on a date determined by a judge designated by the President of the Constitutional Court, but not more than 14 days after the election result has been declared. A provincial legislature may determine the time and duration of its other sittings and its recess periods. 
(2) The Premier of a province may summon the provincial legislature to an extraordinary sitting at any time to conduct special business. 
(3) A provincial legislature may determine where it ordinarily will sit. 
Speakers and Deputy Speakers  
111. (1) At the first sitting after its election, or when necessary to fill a vacancy, a provincial legislature must elect a Speaker and a Deputy Speaker from among its members. 
(2) A judge designated by the President of the Constitutional Court must preside over the election of a Speaker. The Speaker presides over the election of a Deputy Speaker. 
(3) The procedure set out in Part A of Schedule 3 applies to the election of Speakers and Deputy Speakers. 
(4) A provincial legislature may remove its Speaker or Deputy Speaker from office by resolution. A majority of the members of the legislature must be present when the resolution is adopted. 
(5) In terms of its rules and orders, a provincial legislature may elect from among its members other presiding officers to assist the Speaker and the Deputy Speaker. 
Decisions  
112. (1) Except where the Constitution provides otherwise  
a. a majority of the members of a provincial legislature must be present before a vote may be taken on a Bill or an amendment to a Bill; 
b. at least one third of the members must be present before a vote may be taken on any other question before the legislature; and 
c. all questions before a provincial legislature are decided by a majority of the votes cast. 
(2) The member presiding at a meeting of a provincial legislature has no deliberative vote, but  
a. must cast a deciding vote when there is an equal number of votes on each side of a question; and 
b. may cast a deliberative vote when a question must be decided with a supporting vote of at least two thirds of the members of the legislature. 
Permanent delegates' rights in provincial legislatures  
113. A province's permanent delegates to the National Council of Provinces may attend, and may speak in, their provincial legislature and its committees, but may not vote. The legislature may require a permanent delegate to attend the legislature or its committees. 
Powers of provincial legislatures  
114. (1) In exercising its legislative power, a provincial legislature may  
a. consider, pass, amend or reject any Bill before the legislature; and 
b. initiate or prepare legislation, except money Bills. 
(2) A provincial legislature must provide for mechanisms  
a. to ensure that all provincial executive organs of state in the province are accountable to it; and 
b. to maintain oversight of  
i. the exercise of provincial executive authority in the province, including the implementation of legislation; and 
ii. any provincial organ of state. 
Evidence or information before provincial legislatures  
115. A provincial legislature or any of its committees may  
a. summon any person to appear before it to give evidence on oath or affirmation, or to produce documents; 
b. require any person or provincial institution to report to it; 
c. compel, in terms of provincial legislation or the rules and orders, any person or institution to comply with a summons or requirement in terms of paragraph (a) or (b); and 
d. receive petitions, representations or submissions from any interested persons or institutions. 
Internal arrangements, proceedings and procedures of provincial legislatures  
116. (1) A provincial legislature may  
a. determine and control its internal arrangements, proceedings and procedures; and 
b. make rules and orders concerning its business, with due regard to representative and participatory democracy, accountability, transparency and public involvement. 
(2) The rules and orders of a provincial legislature must provide for  
a. the establishment, composition, powers, functions, procedures and duration of its committees; 
b. the participation in the proceedings of the legislature and its committees of minority parties represented in the legislature, in a manner consistent with democracy; 
c. financial and administrative assistance to each party represented in the legislature, in proportion to its representation, to enable the party and its leader to perform their functions in the legislature effectively; and 
d. the recognition of the leader of the largest opposition party in the legislature, as the Leader of the Opposition. 
Privilege  
117. (1) Members of a provincial legislature and the province's permanent delegates to the National Council of Provinces  
a. have freedom of speech in the legislature and in its committees, subject to its rules and orders; and 
b. are not liable to civil or criminal proceedings, arrest, imprisonment or damages for  
i. anything that they have said in, produced before or submitted to the legislature or any of its committees; or 
ii. anything revealed as a result of anything that they have said in, produced before or submitted to the legislature or any of its committees. 
(2) Other privileges and immunities of a provincial legislature and its members may be prescribed by national legislation. 
(3) Salaries, allowances and benefits payable to members of a provincial legislature are a direct charge against the Provincial Revenue Fund. 
Public access to and involvement in provincial legislatures  
118. (1) A provincial legislature must  
a. facilitate public involvement in the legislative and other processes of the legislature and its committees; and 
b. conduct its business in an open manner, and hold its sittings, and those of its committees, in public, but reasonable measures may be taken  
i. to regulate public access, including access of the media, to the legislature and its committees; and 
ii. to provide for the searching of any person and, where appropriate, the refusal of entry to,or the removal of, any person. 
(2) A provincial legislature may not exclude the public, including the media, from a sitting of a committee unless it is reasonable and justifiable to do so in an open and democratic society. 
Introduction of Bills  
119. Only members of the Executive Council of a province or a committee or member of a provincial legislature may introduce a Bill in the legislature; but only the member of the Executive Council who is responsible for financial matters in the province may introduce a money Bill in the legislature. 
Money Bills  
120. (1) A Bill that appropriates money or imposes taxes, levies or 
duties is a money Bill. A money Bill may not deal with any other matter except a subordinate matter incidental to the appropriation of money or the imposition of taxes, levies or duties. 
(2) A provincial Act must provide for a procedure by which the province's legislature may amend a money Bill. 
Assent to Bills  
121. (1) The Premier of a province must either assent to and sign a Bill passed by the provincial legislature in terms of this Chapter or, if the Premier has reservations about the constitutionality of the Bill, refer it back to the legislature for reconsideration. 
(2) If, after reconsideration, a Bill fully accommodates the Premier's reservations, the Premier must assent to and sign the Bill; if not, the Premier must either  
a. assent to and sign the Bill; or 
b. refer it to the Constitutional Court for a decision on its constitutionality. 
(3) If the Constitutional Court decides that the Bill is constitutional, the Premier must assent to and sign it. 
Application by members to Constitutional Court  
122. (1) Members of a provincial legislature may apply to the Constitutional Court for an order declaring that all or part of a provincial Act is unconstitutional. 
(2) An application  
a. must be supported by at least 20 per cent of the members of the legislature; and 
b. must be made within 30 days of the date on which the Premier assented to and signed the Act. 
(3) The Constitutional Court may order that all or part of an Act that is the subject of an application in terms of subsection (1) has no force until the Court has decided the application if  
a. the interests of justice require this; and 
b. the application has a reasonable prospect of success. 
(4) If an application is unsuccessful, and did not have a reasonable prospect of success, the Constitutional Court may order the applicants to pay costs. 
Publication of provincial Acts  
123. A Bill assented to and signed by the Premier of a province becomes a provincial Act, must be published promptly and takes effect when published or on a date determined in terms of the Act. 
Safekeeping of provincial Acts  
124. The signed copy of a provincial Act is conclusive evidence of the provisions of that Act and, after publication, must be entrusted to the Constitutional Court for safekeeping . 
Provincial Executives
Executive authority of provinces  
125. (1) The executive authority of a province is vested in the Premier of that province. 
(2) The Premier exercises the executive authority, together with the other members of the Executive Council, by  
a. implementing provincial legislation in the province; 
b. implementing all national legislation within the functional areas listed in Schedule 4 or 5 except where the Constitution or an Act of Parliament provides otherwise; 
c. administering in the province, national legislation outside the functional areas listed in Schedules 4 and 5, the administration of which has been assigned to the provincial executive in terms of an Act of Parliament; 
d. developing and implementing provincial policy; 
e. co-ordinating the functions of the provincial administration and its departments; 
f. preparing and initiating provincial legislation; and 
g. performing any other function assigned to the provincial executive in terms of the Constitution or an Act of Parliament. 
(3) A province has executive authority in terms of subsection (2) (b) only to the extent that the province has the administrative capacity to assume effective responsibility. The national government, by legislative and other measures, must assist provinces to develop the administrative capacity required for the effective exercise of their powers and performance of their functions referred to in subsection (2). 
(4) Any dispute concerning the administrative capacity of a province in regard to any function must be referred to the National Council of Provinces for resolution within 30 days of the date of the referral to the Council. 
(5) Subject to section 100, the implementation of provincial legislation in a province is an exclusive provincial executive power. 
(6) The provincial executive must act in accordance with  
a. the Constitution; and 
b. the provincial constitution, if a constitution has been passed for the province. 
Assignment of functions  
126. A member of the Executive Council of a province may assign any power or function that is to be exercised or performed in terms of an Act of Parliament or a provincial Act, to a Municipal Council. An assignment  
a. must be in terms of an agreement between the relevant Executive Council member and the Municipal Council; 
b. must be consistent with the Act in terms of which the relevant power or function is exercised or performed; and 
c. takes effect upon proclamation by the Premier. 
Powers and functions of Premiers  
127. (1) The Premier of a province has the powers and functions entrusted to that office by the Constitution and any legislation. 
(2) The Premier of a province is responsible for  
a. assenting to and signing Bills; 
b. referring a Bill back to the provincial legislature for reconsideration of the Bill's constitutionality; 
c. referring a Bill to the Constitutional Court for a decision on the Bill's constitutionality; 
d. summoning the legislature to an extraordinary sitting to conduct special business; 
e. appointing commissions of inquiry; and<.LI> 
f. calling a referendum in the province in accordance with national legislation. 
Election of Premiers  
128. (1) At its first sitting after its election, and whenever necessary to fill a vacancy, a provincial legislature must elect a woman or a man from among its members to be the Premier of the province. 
(2) A judge designated by the President of the Constitutional Court must preside over the election of the Premier. The procedure set out in Part A of Schedule 3 applies to the election of the Premier. 
(3) An election to fill a vacancy in the office of Premier must be held at a time and on a date determined by the President of the Constitutional Court, but not later than 30 days after the vacancy occurs. 
Assumption of office by Premiers  
129. A Premier-elect must assume office within five days of being elected, by swearing or affirming faithfulness to the Republic and obedience to the Constitution, in accordance with Schedule 2. 
Term of office and removal of Premiers  
130. (1) A Premier's term of office begins when the Premier assumes office and ends upon a vacancy occurring or when the person next elected Premier assumes office. 
(2) No person may hold office as Premier for more than two terms, but when a person is elected to fill a vacancy in the office of Premier, the period between that election and the next election of a Premier is not regarded as a term. 
(3) The legislature of a province, by a resolution adopted with a supporting vote of at least two thirds of its members, may remove the Premier from office only on the grounds of  
a. a serious violation of the Constitution or the law; 
b. serious misconduct; or 
c. inability to perform the functions of office. 
(4) Anyone who has been removed from the office of Premier in terms of subsection (3) (a) or (b) may not receive any benefits of that office, and may not serve in any public office. 
Acting Premiers  
131. (1) When the Premier is absent or otherwise unable to fulfil the duties of the office of Premier, or during a vacancy in the office of Premier, an office-bearer in the order below acts as the Premier: 
a. A member of the Executive Council designated by the Premier. 
b. A member of the Executive Council designated by the other members of the Council. 
c. The Speaker, until the legislature designates one of its other members. 
(2) An Acting Premier has the responsibilities, powers and functions of the Premier. 
(3) Before assuming the responsibilities, powers and functions of the Premier, the Acting Premier must swear or affirm faithfulness to the Republic and obedience to the Constitution, in accordance with Schedule 2. 
Executive Councils  
132. (1) The Executive Council of a province consists of the Premier, as head of the Council, and no fewer than five and no more than ten members appointed by the Premier from among the members of the provincial legislature. 
(2) The Premier of a province appoints the members of the Executive Council, assigns their powers and functions, and may dismiss them. 
Accountability and responsibilities  
133. (1) The members of the Executive Council of a province are responsible for the functions of the executive assigned to them by the Premier. 
(2) Members of the Executive Council of a province are accountable collectively and individually to the legislature for the exercise of their powers and the performance of their functions. 
(3) Members of the Executive Council of a province must  
a. act in accordance with the Constitution and, if a provincial constitution has been passed for the province, also that constitution; and 
b. provide the legislature with full and regular reports concerning matters under their control. 
Continuation of Executive Councils after elections  
134. When an election of a provincial legislature is held, the Executive Council and its members remain competent to function until the person elected Premier by the next legislature assumes office. 
Oath or affirmation  
135. Before members of the Executive Council of a province begin to perform their functions, they must swear or affirm faithfulness to the Republic and obedience to the Constitution, in accordance with Schedule 2. 
Conduct of members of Executive Councils  
136. (1) Members of the Executive Council of a province must act in accordance with a code of ethics prescribed by national legislation. 
(2) Members of the Executive Council of a province may not  
a. undertake any other paid work; 
b. act in any way that is inconsistent with their office, or expose themselves to any situation involving the risk of a conflict between their official responsibilities and private interests; or 
c. use their position or any information entrusted to them, to enrich themselves or improperly benefit any other person. 
Transfer of functions  
137. The Premier by proclamation may transfer to a member of the Executive Council  
a. the administration of any legislation entrusted to another member; or 
b. any power or function entrusted by legislation to another member. 
Temporary assignment of functions  
138. The Premier of a province may assign to a member of the Executive Council any power or function of another member who is absent from office or is unable to exercise that power or perform that function. 
Provincial supervision of local government  
139. (1) When a municipality cannot or does not fulfil an executive obligation in terms of legislation, the relevant provincial executive may intervene by taking any appropriate steps to ensure fulfilment of that obligation, including  
a. issuing a directive to the Municipal Council, describing the extent of the failure to fulfil its obligations and stating any steps required to meet its obligations; and 
b. assuming responsibility for the relevant obligation in that municipality to the extent necessary  
i. to maintain essential national standards or meet established minimum standards for the rendering of a service; 
ii. to prevent that Municipal Council from taking unreasonable action that is prejudicial to the interests of another municipality or to the province as a whole; or 
iii. to maintain economic unity. 
(2) If a provincial executive intervenes in a municipality in terms of subsection (1)(b)  
a. the intervention must end unless it is approved by the Cabinet member responsible for local government affairs within 14 days of the intervention; 
b. notice of the intervention must be tabled in the provincial legislature and in the National Council of Provinces within 14 days of their respective first sittings after the intervention began; 
c. the intervention must end unless it is approved by the Council within 30 days of its first sitting after the intervention began; and 
d. the Council must review the intervention regularly and make any appropriate recommendations to the provincial executive. 
(3) National legislation may regulate the process established by this section. 
Executive decisions  
140. (1) A decision by the Premier of a province must be in writing if it  
a. is taken in terms of legislation; or 
b. has legal consequences. 
(2) A written decision by the Premier must be countersigned by another Executive Council member if that decision concerns a function assigned to that other member. 
(3) Proclamations, regulations and other instruments of subordinate legislation of a province must be accessible to the public. 
(4) Provincial legislation may specify the manner in which, and the extent to which, instruments mentioned in subsection (3) must be  
a. tabled in the provincial legislature; and 
b. approved by the provincial legislature. 
Motions of no confidence  
141. (1) If a provincial legislature, by a vote supported by a majority of its members, passes a motion of no confidence in the province's Executive Council excluding the Premier, the Premier must reconstitute the Council. 
(2) If a provincial legislature, by a vote supported by a majority of its members, passes a motion of no confidence in the Premier, the Premier and the other members of the Executive Council must resign. 
Provincial Constitutions
Adoption of provincial constitutions  
142. A provincial legislature may pass a constitution for the province or, where applicable, amend its constitution, if at least two thirds of its members vote in favour of the Bill. 
Contents of provincial constitutions  
143. (1) A provincial constitution, or constitutional amendment, must not be inconsistent with this Constitution, but may provide for  
a. provincial legislative or executive structures and procedures that differ from those provided for in this Chapter; or 
b. the institution, role, authority and status of a traditional monarch, where applicable. 
(2) Provisions included in a provincial constitution or constitutional amendment in terms of paragraphs (a) or (b) of subsection (1)  
a. must comply with the values in section 1 and with Chapter 3 ; and 
b. may not confer on the province any power or function that falls  
i. outside the area of provincial competence in terms of Schedules 4 and 5; or 
ii. outside the powers and functions conferred on the province by other sections of the Constitution. 
Certification of provincial constitutions 
144. (1) If a provincial legislature has passed or amended a constitution, the Speaker of the legislature must submit the text of the constitution or constitutional amendment to the Constitutional Court for certification. 
(2) No text of a provincial constitution or constitutional amendment becomes law until the Constitutional Court has certified  
a. that the text has been passed in accordance with section 142; and 
b. that the whole text complies with section 143. 
Signing, publication and safekeeping of provincial constitutions  
145. (1) The Premier of a province must assent to and sign the text of a provincial constitution or constitutional amendment that has been certified by the Constitutional Court. 
(2) The text assented to and signed by the Premier must be published in the national Government Gazette and takes effect on publication or on a later date determined in terms of that constitution or amendment. 
(3) The signed text of a provincial constitution or constitutional amendment is conclusive evidence of its provisions and, after publication, must be entrusted to the Constitutional Court for safekeeping. 
Conflicting Laws
Conflicts between national and provincial legislation 
146. (1) This section applies to a conflict between national legislation and provincial legislation falling within a functional area listed in Schedule 4. 
(2) National legislation that applies uniformly with regard to the country as a whole prevails over provincial legislation if any of the following conditions is met: 
a. The national legislation deals with a matter that cannot be regulated effectively by legislation enacted by the respective provinces individually. 
b. The national legislation deals with a matter that, to be dealt with effectively, requires uniformity across the nation, and the national legislation provides that uniformity by establishing  
i. norms and standards; 
ii. frameworks; or 
iii. national policies. 
c. The national legislation is necessary for  
i. the maintenance of national security; 
ii. the maintenance of economic unity; 
iii. the protection of the common market in respect of the mobility of goods, services, capital and labour; 
iv. the promotion of economic activities across provincial boundaries; 
v. the promotion of equal opportunity or equal access to government services; or 
vi. the protection of the environment. 
(3) National legislation prevails over provincial legislation if the national legislation is aimed at preventing unreasonable action by a province that  
a. is prejudicial to the economic, health or security interests of another province or the country as a whole; or 
b. impedes the implementation of national economic policy. 
(4) When there is a dispute concerning whether national legislation is necessary for a purpose set out in subsection (2)(c) and that dispute comes before a court for resolution, the court must have due regard to the approval or the rejection of the legislation by the National Council of Provinces. 
(5) Provincial legislation prevails over national legislation if subsection (2) or (3) does not apply. 
(6) A law made in terms of an Act of Parliament or a provincial Act can prevail only if that law has been approved by the National Council of Provinces. 
(7) If the National Council of Provinces does not reach a decision within 30 days of its first sitting after a law was referred to it, that law must be considered for all purposes to have been approved by the Council. 
(8) If the National Council of Provinces does not approve a law referred to in subsection (6), it must, within 30 days of its decision, forward reasons for not approving the law to the authority that referred the law to it. 
Other conflicts  
147. (1) If there is a conflict between national legislation and a provision of a provincial constitution with regard to  
a. a matter concerning which this Constitution specifically requires or envisages the enactment of national legislation, the national legislation prevails over the affected provision of the provincial constitution; 
b. national legislative intervention in terms of section 44(2), the national legislation prevails over the provision of the provincial constitution; or 
c. a matter within a functional area listed in Schedule 4, section 146 applies as if the affected provision of the provincial constitution were provincial legislation referred to in that section. 
(2) National legislation referred to in section 44(2) prevails over provincial legislation in respect of matters within the functional areas listed in Schedule 5. 
Conflicts that cannot be resolved  
148. If a dispute concerning a conflict cannot be resolved by a court, the national legislation prevails over the provincial legislation or provincial constitution. 
Status of legislation that does not prevail  
149. A decision by a court that legislation prevails over other legislation does not invalidate that other legislation, but that other legislation becomes inoperative for as long as the conflict remains. 
Interpretation of conflicts  
150. When considering an apparent conflict between national and provincial legislation, or between national legislation and a provincial constitution, every court must prefer any reasonable interpretation of the legislation or constitution that avoids a conflict, over any alternative interpretation that results in a conflict. 
Chapter 7 
Local Government 

Index of Sections
151. Status of Municipalities 
152. Objects of Local Government 
153. Developmental Duties of Municipalities 
154. Municipalities in Co-operative Government 
155. Establishment of Municipalities 
156. Powers and Functions of Municipalities 
157. Composition and Election of Municipal Councils 
158. Membership of Municipal Councils 
159. Terms of Municipal Councils 
160. Internal Procedures 
161. Privilege 
162. Publication of Municipal By-laws 
163. Organised Local Government 
164. Other Matters 

Status of municipalities 
151. (1) The local sphere of government consists of municipalities, which must be established for the whole of the territory of the Republic. 
(2) The executive and legislative authority of a municipality is vested in its Municipal Council. 
(3) A municipality has the right to govern, on its own initiative, the local government affairs of its community, subject to national and provincial legislation, as provided for in the Constitution. 
(4) The national or a provincial government may not compromise or impede a municipality's ability or right to exercise its powers or perform its functions. 
Objects of local government 
152. (1) The objects of local government are - 
a. to provide democratic and accountable government for local communities; 
b. to ensure the provision of services to communities in a sustainable manner; 
c. to promote social and economic development; 
d. to promote a safe and healthy environment; and 
e. to encourage the involvement of communities and community organisations in the matters of local government. 
(2) A municipality must strive, within its financial and administrative capacity, to achieve the objects set out in subsection (1). 
Developmental duties of municipalities 
153. A municipality must  
a. structure and manage its administration, and budgeting and planning processes to give priority to the basic needs of the community, and to promote the social and economic development of the community; and 
b. participate in national and provincial development programmes. 
Municipalities in co-operative government 
154. (1) The national government and provincial governments, by legislative and other measures, must support and strengthen the capacity of municipalities to manage their own affairs, to exercise their powers and to perform their functions. 
(2) Draft national or provincial legislation that affects the status, institutions, powers or functions of local government must be published for public comment before it is introduced in Parliament or a provincial legislature, in a manner that allows organised local government, municipalities and other interested persons an opportunity to make representations with regard to the draft legislation. 
Establishment of municipalities 
155. (1) There are the following categories of municipality: 
a. Category A: A municipality that has exclusive municipal executive and legislative authority in its area. 
b. Category B: A municipality that shares municipal executive and legislative authority in its area with a category C municipality within whose area it falls. 
c. Category C: A municipality that has municipal executive and legislative authority in an area that includes more than one municipality. 
(2) National legislation must define the different types of municipality that may be established within each category. 
(3) National legislation must  
a. establish the criteria for determining when an area should have a single category A municipality or when it should have municipalities of both category B and category C; 
b. establish criteria and procedures for the determination of municipal boundaries by an independent authority; and 
c. subject to section 229, make provision for an appropriate division of powers and functions between municipalities when an area has municipalities of both category B and category C. A division of powers and functions between a category B municipality and a category C municipality may differ from the division of powers and functions between another category B municipality and that category C municipality. 
(4) The legislation referred to in subsection (3) must take into account the need to provide municipal services in an equitable and sustainable manner. 
(5) Provincial legislation must determine the different types of municipality to be established in the province. 
(6) Each provincial government must establish municipalities in its province in a manner consistent with the legislation enacted in terms of subsections (2) and (3) and, by legislative or other measures, must  
a. provide for the monitoring and support of local government in the province; and 
b. promote the development of local government capacity to enable municipalities to perform their functions and manage their own affairs. 
(7) The national government, subject to section 44, and the provincial governments have the legislative and executive authority to see to the effective performance by municipalities of their functions in respect of matters listed in Schedules 4 and 5, by regulating the exercise by municipalities of their executive authority referred to in section 156(1). 
Powers and functions of municipalities 
156. (1) A municipality has executive authority in respect of, and has the right to administer  
a. the local government matters listed in Part B of Schedule 4 and Part B of Schedule 5; and 
b. any other matter assigned to it by national or provincial legislation. 
(2) A municipality may make and administer by-laws for the effective administration of the matters which it has the right to administer. 
(3) Subject to section 151(4), a by-law that conflicts with national or provincial legislation is invalid. If there is a conflict between a by-law and national or provincial legislation that is inoperative because of a conflict referred to in section 149, the by-law must be regarded as valid for as long as that legislation is inoperative. 
(4) The national government and provincial governments must assign to a municipality, by agreement and subject to any conditions, the administration of a matter listed in Part A of Schedule 4 or Part A of Schedule 5 which necessarily relates to local government, if  
a. that matter would most effectively be administered locally; and 
b. the municipality has the capacity to administer it. 
(5) A municipality has the right to exercise any power concerning a matter reasonably necessary for, or incidental to, the effective performance of its functions. 
Composition and election of Municipal Councils 
157. (1) A Municipal Council consists of  
a. members elected in accordance with subsections (2), (3), (4) and (5); or 
b. if provided for by national legislation  
i. members appointed by other Municipal Councils to represent those other Councils; or 
ii. both members elected in accordance with paragraph (a) and members appointed in accordance with subparagraph (i) of this paragraph. 
(2) The election of members to a Municipal Council as anticipated in subsection (1)(a) must be in accordance with national legislation, which must prescribe a system  
a. of proportional representation based on that municipality's segment of the national common voters roll, and which provides for the election of members from lists of party candidates drawn up in a party's order of preference; or 
b. of proportional representation as described in paragraph (a) combined with a system of ward representation based on that municipality's segment of the national common voters roll. 
(3) An electoral system in terms of subsection (2) must ensure that the total number of members elected from each party reflects the total proportion of the votes recorded for those parties. 
(4) If the electoral system includes ward representation, the delimitation of wards must be done by an independent authority appointed in terms of, and operating according to, procedures and criteria prescribed by national legislation. 
(5) A person may vote in a municipality only if that person is registered on that municipality's segment of the national common voters roll. 
(6) The national legislation referred to in subsection (1)(b) must establish a system that allows for parties and interests reflected within the Municipal Council making the appointment, to be fairly represented in the Municipal Council to which the appointment is made. 
Membership of Municipal Councils 
158. (1) Every citizen who is qualified to vote for a Municipal Council is eligible to be a member of that Council, except  
a. anyone who is appointed by, or is in the service of, the municipality and receives remuneration for that appointment or service, and who has not been exempted from this disqualification in terms of national legislation; 
b. anyone who is appointed by, or is in the service of, the state in another sphere, and receives remuneration for that appointment or service, and who has been disqualified from membership of a Municipal Council in terms of national legislation; 
c. anyone who is disqualified from voting for the National Assembly or is disqualified in terms of section 47(1)(c), (d) or (e) from being a member of the Assembly; 
d. a member of the National Assembly, a delegate to the National Council of Provinces or a member of a provincial legislature; but this disqualification does not apply to a member of a Municipal Council representing local government in the National Council; or 
e. a member of another Municipal Council; but this disqualification does not apply to a member of a Municipal Council representing that Council in another Municipal Council of a different category. 
(2) A person who is not eligible to be a member of a Municipal Council in terms of subsection (1)(a), (b),(d) or (e) may be a candidate for the Council, subject to any limits or conditions established by national legislation. 
Terms of Municipal Councils 
159. The term of a Municipal Council may be no more than four years, as determined by national legislation. 
Internal procedures 
160. (1) A Municipal Council  
a. makes decisions concerning the exercise of all the powers and the performance of all the functions of the municipality; 
b. must elect its chairperson; 
c. may elect an executive committee and other committees, subject to national legislation; and 
d. may employ personnel that are necessary for the effective performance of its functions. 
(2) The following functions may not be delegated by a Municipal Council: 
a. The passing of by-laws; 
b. the approval of budgets; 
c. the imposition of rates and other taxes, levies and duties; and 
d. the raising of loans. 
(3) 
a. A majority of the members of a Municipal Council must be present before a vote may be taken on any matter. 
b. All questions concerning matters mentioned in subsection (2) are determined by a decision taken by a Municipal Council with a supporting vote of a majority of its members. 
c. All other questions before a Municipal Council are decided by a majority of the votes cast. 
(4) No by-law may be passed by a Municipal Council unless  
a. all the members of the Council have been given reasonable notice; and 
b. the proposed by-law has been published for public comment. 
(5) National legislation may provide criteria for determining  
a. the size of a Municipal Council; 
b. whether Municipal Councils may elect an executive committee or any other committee; or 
c. the size of the executive committee or any other committee of a Municipal Council. 
(6) A Municipal Council may make by-laws which prescribe rules and orders for  
a. its internal arrangements; 
b. its business and proceedings; and 
c. the establishment, composition, procedures, powers and functions of its committees. 
(7) A Municipal Council must conduct its business in an open manner, and may close its sittings, or those of its committees, only when it is reasonable to do so having regard to the nature of the business being transacted. 
(8) Members of a Municipal Council are entitled to participate in its proceedings and those of its committees in a manner that  
a. allows parties and interests reflected within the Council to be fairly represented; 
b. is consistent with democracy; and 
c. may be regulated by national legislation. 
Privilege 
161. Provincial legislation within the framework of national legislation may provide for privileges and immunities of Municipal Councils and their members. 
Publication of municipal by-laws 
162. (1) A municipal by-law may be enforced only after it has been published in the official gazette of the relevant province. 
(2) A provincial official gazette must publish a municipal by-law upon request by the municipality. 
(3) Municipal by-laws must be accessible to the public. 
Organised local government 
163. An Act of Parliament enacted in accordance with the procedure established by section 76 must  
a. provide for the recognition of national and provincial organisations representing municipalities; and 
b. determine procedures by which local government may  
i. consult with the national or a provincial government; 
ii. designate representatives to participate in the National Council of Provinces; and 
iii. nominate persons to the Financial and Fiscal Commission. 
Other matters 
164. Any matter concerning local government not dealt with in the Constitution may be prescribed by national legislation or by provincial legislation within the framework of national legislation. 
Chapter 8 
Courts and Administration of Justice

Index of Sections
165. Judicial Authority 
166. Judicial System 
167. Constitutional Court 
168. Supreme Court Appeal 
169. High Courts 
170. Magistrates' Courts and Other Courts 
171. Court Procedures 
172. Powers of Courts in Constitutional Matters 
173. Inherent Power 
174. Appointment of Judicial Officers 
175. Acting Judges 
176. Terms of Office and Remuneration 
177. Removal 
178. Judicial Service Commission 
179. Prosecuting Authority 
180. Other Matters Concerning Administrationi of Justice 

Judicial authority 
165. (1) The judicial authority of the Republic is vested in the courts. 
(2) The courts are independent and subject only to the Constitution and the law, which they must apply impartially and without fear, favour or prejudice. 
(3) No person or organ of state may interfere with the functioning of the courts. 
(4) Organs of state, through legislative and other measures, must assist and protect the courts to ensure the independence, impartiality, dignity, accessibility and effectiveness of the courts. 
(5) An order or decision issued by a court binds all persons to whom and organs of state to which it applies. 
Judicial system 
166. The courts are  
a. the Constitutional Court; 
b. the Supreme Court of Appeal; 
c. the High Courts, including any high court of appeal that may be established by an Act of Parliament to hear appeals from High Courts; 
d. the Magistrates' Courts; and 
e. any other court established or recognised in terms of an Act of Parliament, including any court of a status similar to either the High Courts or the Magistrates' Courts. 
Constitutional Court 
167. (1) The Constitutional Court consists of a President, a Deputy President and nine other judges. 
(2) A matter before the Constitutional Court must be heard by at least eight judges. 
(3) The Constitutional Court  
a. is the highest court in all constitutional matters; 
b. may decide only constitutional matters, and issues connected with decisions on constitutional matters; and 
c. makes the final decision whether a matter is a constitutional matter or whether an issue is connected with a decision on a constitutional matter. 
(4) Only the Constitutional Court may  
a. decide disputes between organs of state in the national or provincial sphere concerning the constitutional status, powers or functions of any of those organs of state; 
b. decide on the constitutionality of any parliamentary or provincial Bill, but may do so only in the circumstances anticipated in section 79 or 121; 
c. decide applications envisaged in section 80 or 122; 
d. decide on the constitutionality of any amendment to the Constitution; 
e. decide that Parliament or the President has failed to fulfil a constitutional obligation; or 
f. certify a provincial constitution in terms of section 144. 
(5) The Constitutional Court makes the final decision whether an Act of Parliament, a provincial Act or conduct of the President is constitutional, and must confirm any order of invalidity made by the Supreme Court of Appeal, a High Court, or a court of similar status, before that order has any force. 
(6) National legislation or the rules of the Constitutional Court must allow a person, when it is in the interests of justice and with leave of the Constitutional Court  
a. to bring a matter directly to the Constitutional Court; or 
b. to appeal directly to the Constitutional Court from any other court. 
(7) A constitutional matter includes any issue involving the interpretation, protection or enforcement of the Constitution. 
Supreme Court of Appeal 
168. (1) The Supreme Court of Appeal consists of a Chief Justice, a Deputy Chief Justice and the number of judges of appeal determined by an Act of Parliament. 
(2) A matter before the Supreme Court of Appeal must be decided by the number of judges determined by an Act of Parliament. 
(3) The Supreme Court of Appeal may decide appeals in any matter. It is the highest court of appeal except in constitutional matters, and may decide only  
a. appeals; 
b. issues connected with appeals; and 
c. any other matter that may be referred to it in circumstances defined by an Act of Parliament. 
High Courts 
169. A High Court may decide  
a. any constitutional matter except a matter that  
i. only the Constitutional Court may decide; or 
ii. is assigned by an Act of Parliament to another court of a status similar to a High Court; and 
b. any other matter not assigned to another court by an Act of Parliament. 
Magistrates' Courts and other courts 
170. Magistrates' Courts and all other courts may decide any matter determined by an Act of Parliament, but a court of a status lower than a High Court may not enquire into or rule on the constitutionality of any legislation or any conduct of the President. 
Court procedures 
171. All courts function in terms of national legislation, and their rules and procedures must be provided for in terms of national legislation. 
Powers of courts in constitutional matters 
172. (1) When deciding a constitutional matter within its power, a court  
a. must declare that any law or conduct that is inconsistent with the Constitution is invalid to the extent of its inconsistency; and 
b. may make any order that is just and equitable, including  
i. an order limiting the retrospective effect of the declaration of invalidity; and 
ii. an order suspending the declaration of invalidity for any period and on any conditions, to allow the competent authority to correct the defect. 
(2) 
a. The Supreme Court of Appeal, a High Court or a court of similar status may make an order concerning the constitutional validity of an Act of Parliament, a provincial Act or any conduct of the President, but an order of constitutional invalidity has no force unless it is confirmed by the Constitutional Court. 
b. A court which makes an order of constitutional invalidity may grant a temporary interdict or other temporary relief to a party, or may adjourn the proceedings, pending a decision of the Constitutional Court on the validity of that Act or conduct. 
c. National legislation must provide for the referral of an order of constitutional invalidity to the Constitutional Court. 
d. Any person or organ of state with a sufficient interest may appeal, or apply, directly to the Constitutional Court to confirm or vary an order of constitutional invalidity by a court in terms of this subsection. 
Inherent power 
173. The Constitutional Court, Supreme Court of Appeal and High Courts have the inherent power to protect and regulate their own process, and to develop the common law, taking into account the interests of justice. 
Appointment of judicial officers 
174. (1) Any appropriately qualified woman or man who is a fit and proper person may be appointed as a judicial officer. Any person to be appointed to the Constitutional Court must also be a South African citizen. 
(2) The need for the judiciary to reflect broadly the racial and gender composition of South Africa must be considered when judicial officers are appointed. 
(3) The President as head of the national executive, after consulting the Judicial Service Commission and the leaders of parties represented in the National Assembly, appoints the President and Deputy President of the Constitutional Court and, after consulting the Judicial Service Commission, appoints the Chief Justice and Deputy Chief Justice. 
(4) The other judges of the Constitutional Court are appointed by the President, as head of the national executive, after consulting the President of the Constitutional Court and the leaders of parties represented in the National Assembly, in accordance with the following procedure: 
a. The Judicial Service Commission must prepare a list of nominees with three names more than the number of appointments to be made, and submit the list to the President. 
b. The President may make appointments from the list, and must advise the Judicial Service Commission, with reasons, if any of the nominees are unacceptable and any appointment remains to be made. 
c. The Judicial Service Commission must supplement the list with further nominees and the President must make the remaining appointments from the supplemented list. 
(5) At all times, at least four members of the Constitutional Court must be persons who were judges at the time they were appointed to the Constitutional Court. 
(6) The President must appoint the judges of all other courts on the advice of the Judicial Service Commission. 
(7) Other judicial officers must be appointed in terms of an Act of Parliament which must ensure that the appointment, promotion, transfer or dismissal of, or disciplinary steps against, these judicial officers take place without favour or prejudice. 
(8) Before judicial officers begin to perform their functions, they must take an oath or affirm, in accordance with Schedule 2, that they will uphold and protect the Constitution. 
Acting judges 
175. (1) The President may appoint a woman or a man to be an acting judge of the Constitutional Court if there is a vacancy or if a judge is absent. The appointment must be made on the recommendation of the Cabinet member responsible for the administration of justice acting with the concurrence of the President of the Constitutional Court and the Chief Justice. 
(2) The Cabinet member responsible for the administration of justice must appoint acting judges to other courts after consulting the senior judge of the court on which the acting judge will serve. 
Terms of office and remuneration 
176. (1) A Constitutional Court judge is appointed for a non-renewable term of 12 years, but must retire at the age of 70. 
(2) Other judges hold office until they are discharged from active service in terms of an Act of Parliament. 
(3) The salaries, allowances and benefits of judges may not be reduced. 
Removal 
177. (1) A judge may be removed from office only if  
a. the Judicial Service Commission finds that the judge suffers from an incapacity, is grossly incompetent or is guilty of gross misconduct; and 
b. the National Assembly calls for that judge to be removed, by a resolution adopted with a supporting vote of at least two thirds of its members. 
(2) The President must remove a judge from office upon adoption of a resolution calling for that judge to be removed. 
(3) The President, on the advice of the Judicial Service Commission, may suspend a judge who is the subject of a procedure in terms of subsection (1). 
Judicial Service Commission 
178. (1) There is a Judicial Service Commission consisting of  
a. the Chief Justice, who presides at meetings of the Commission; 
b. the President of the Constitutional Court; 
c. one Judge President designated by the Judges President; 
d. the Cabinet member responsible for the administration of justice, or an alternate designated by that Cabinet member; 
e. two practising advocates nominated from within the advocates' profession to represent the profession as a whole, and appointed by the President; 
f. two practising attorneys nominated from within the attorneys' profession to represent the profession as a whole, and appointed by the President; 
g. one teacher of law designated by teachers of law at South African universities; 
h. six persons designated by the National Assembly from among its members, at least three of whom must be members of opposition parties represented in the Assembly; 
i. four permanent delegates to the National Council of Provinces designated together by the Council with a supporting vote of at least six provinces; 
j. four persons designated by the President as head of the national executive, after consulting the leaders of all the parties in the National Assembly; and 
k. when considering matters specifically relating to a provincial or local division of the High Court, the Judge President of that division and the Premier, or an alternate designated by the Premier, of the province concerned. 
(2) If the number of persons nominated from within the advocates' or attorneys' profession in terms of subsection (1)(e) or (f) equals the number of vacancies to be filled, the President must appoint them. If the number of persons nominated exceeds the number of vacancies to be filled, the President, after consulting the relevant profession, must appoint sufficient of the nominees to fill the vacancies, taking into account the need to ensure that those appointed represent the profession as a whole. 
(3) Members of the Commission designated by the National Council of Provinces serve until they are replaced together, or until any vacancy occurs in their number. Other members who were designated or nominated to the Commission serve until they are replaced by those who designated or nominated them. 
(4) The Judicial Service Commission has the powers and functions assigned to it in the Constitution and national legislation. 
(5) The Judicial Service Commission may advise the national government on any matter relating to the judiciary or the administration of justice, but when it considers any matter except the appointment of a judge, it must sit without the members designated in terms of subsection (1) (h) and (i). 
(6) The Judicial Service Commission may determine its own procedure, but decisions of the Commission must be supported by a majority of its members. 
Prosecuting authority 
179. (1) There is a single national prosecuting authority in the Republic, structured in terms of an Act of Parliament, and consisting of  
a. a National Director of Public Prosecutions, who is the head of the prosecuting authority, and is appointed by the President, as head of the national executive; and 
b. Directors of Public Prosecutions and prosecutors as determined by an Act of Parliament. 
(2) The prosecuting authority has the power to institute criminal proceedings on behalf of the state, and to carry out any necessary functions incidental to instituting criminal proceedings. 
(3) National legislation must ensure that the Directors of Public Prosecutions  
a. are appropriately qualified; and 
b. are responsible for prosecutions in specific jurisdictions, subject to subsection (5). 
(4) National legislation must ensure that the prosecuting authority exercises its functions without fear, favour or prejudice. 
(5) The National Director of Public Prosecutions  
a. must determine, with the concurrence of the Cabinet member responsible for the administration of justice, and after consulting the Directors of Public Prosecutions, prosecution policy, which must be observed in the prosecution process; 
b. must issue policy directives which must be observed in the prosecution process; 
c. may intervene in the prosecution process when policy directives are not complied with; and 
d. may review a decision to prosecute or not to prosecute, after consulting the relevant Director of Public Prosecutions and after taking representations within a period specified by the National Director of Public Prosecutions, from the following: 
i. The accused person. 
ii. The complainant. 
iii. Any other person or party whom the National Director considers to be relevant. 
(6) The Cabinet member responsible for the administration of justice must exercise final responsibility over the prosecuting authority. 
(7) All other matters concerning the prosecuting authority must be determined by national legislation. 
Other matters concerning administration of justice 
180. National legislation may provide for any matter concerning the administration of justice that is not dealt with in the Constitution, including  
a. training programmes for judicial officers; 
b. procedures for dealing with complaints about judicial officers; and 
c. the participation of people other than judicial officers in court decisions. 
Chapter 9 
State Institutions Supporting 
Constitutional Democracy 

Index of Sections
181. Establishment and governing principles 
Public Protector 
182. Functions of Public Protector 
183. Tenure 
Human Rights Commission 
184. Functions of Human Rights Commission 
Commission for the Promotion and Protection of the Rights of 
Cultural, Religious and Linguistic Communities 
185. Composition of Commission 
186. Functions of Commission 
Commission for Gender Equality 
187. Functions of Commission for Gender Equality 
Auditor-General 
188. Functions of Auditor-General 
189. Tenure 
Electoral Commission 
190. Functions of Electoral Commission 
191. Composition of Electoral Commission 
Independent Authority to Regulate Broadcasting 
192. Broadcasting Authority 
General Provisions 
193. Appointments 
194. Removal from office 

Establishment and governing principles 
181. (1) The following state institutions strengthen constitutional democracy in the Republic: 
a. The Public Protector. 
b. The Human Rights Commission. 
c. The Commission for the Promotion and Protection of the Rights of Cultural, Religious and Linguistic Communities. 
d. The Commission for Gender Equality. 
e. The Auditor-General. 
f. The Electoral Commission. 
(2) These institutions are independent, and subject only to the Constitution and the law, and they must be impartial and must exercise their powers and perform their functions without fear, favour or prejudice. 
(3) Other organs of state, through legislative and other measures, must assist and protect these institutions to ensure the independence, impartiality, dignity and effectiveness of these institutions. 
(4) No person or organ of state may interfere with the functioning of these institutions. 
(5) These institutions are accountable to the National Assembly, and must report on their activities and the performance of their functions to the Assembly at least once a year. 
Public Protector 
Functions of Public Protector 
182. (1) The Public Protector has the power, as regulated by national legislation  
a. to investigate any conduct in state affairs, or in the public administration in any sphere of government, that is alleged or suspected to be improper or to result in any impropriety or prejudice; 
b. to report on that conduct; and 
c. to take appropriate remedial action. 
(2) The Public Protector has the additional powers and functions prescribed by national legislation. 
(3) The Public Protector may not investigate court decisions. 
(4) The Public Protector must be accessible to all persons and communities. 
(5) Any report issued by the Public Protector must be open to the public unless exceptional circumstances, to be determined in terms of national legislation, require that a report be kept confidential. 
Tenure 
183. The Public Protector is appointed for a non-renewable period of seven years. 
Human Rights Commission 
Functions of Human Rights Commission 
184. (1) The Human Rights Commission must  
a. (a) promote respect for human rights and a culture of human rights; 
b. (b) promote the protection, development and attainment of human rights; and 
c. (c) monitor and assess the observance of human rights in the Republic. 
(2) The Human Rights Commission has the powers, as regulated by national legislation, necessary to perform its functions, including the power  
a. to investigate and to report on the observance of human rights; 
b. to take steps to secure appropriate redress where human rights have been violated; 
c. to carry out research; and 
d. to educate. 
(3) Each year, the Human Rights Commission must require relevant organs of state to provide the Commission with information on the measures that they have taken towards the realisation of the rights in the Bill of Rights concerning housing, health care, food, water, social security, education and the environment. 
(4) The Human Rights Commission has the additional powers and functions prescribed by national legislation. 
Commission for the Promotion and Protection of the Rights of 
Cultural, Religious and Linguistic Communities 
Functions of Commission 
185. (1) The primary objects of the Commission for the Promotion and Protection of the Rights of Cultural, Religious and Linguistic Communities are  
a. to promote respect for the rights of cultural, religious and linguistic communities; 
b. to promote and develop peace, friendship, humanity, tolerance and national unity among cultural, religious and linguistic communities, on the basis of equality, non-discrimination and free association; and 
c. to recommend the establishment or recognition, in accordance with national legislation, of a cultural or other council or councils for a community or communities in South Africa. 
(2) The Commission has the power, as regulated by national legislation, necessary to achieve its primary objects, including the power to monitor, investigate, research, educate, lobby, advise and report on issues concerning the rights of cultural, religious and linguistic communities. 
(3) The Commission may report any matter which falls within its powers and functions to the Human Rights Commission for investigation. 
(4) The Commission has the additional powers and functions prescribed by national legislation. 
Composition of Commission 
186. (1) The number of members of the Commission for the Promotion and Protection of the Rights of Cultural, Religious and Linguistic Communities and their appointment and terms of office must be prescribed by national legislation. 
(2) The composition of the Commission must- 
a. be broadly representative of the main cultural, religious and linguistic communities in South Africa; and 
b. broadly reflect the gender composition of South Africa. 
Commission for Gender Equality 
Functions of Commission for Gender Equality 
187. (1) The Commission for Gender Equality must promote respect for gender equality and the protection, development and attainment of gender equality. 
(2) The Commission for Gender Equality has the power, as regulated by national legislation, necessary to perform its functions, including the power to monitor, investigate, research, educate, lobby, advise and report on issues concerning gender equality. 
(3) The Commission for Gender Equality has the additional powers and functions prescribed by national legislation. 
Auditor-General 
Functions of Auditor-General 
188. (1) The Auditor-General must audit and report on the accounts, financial statements and financial management of  
a. all national and provincial state departments and administrations; 
b. all municipalities; and 
c. any other institution or accounting entity required by national or provincial legislation to be audited by the Auditor-General. 
(2) In addition to the duties prescribed in subsection (1), and subject to any legislation, the Auditor-General may audit and report on the accounts, financial statements and financial management of  
a. any institution funded from the National Revenue Fund or a Provincial Revenue Fund or by a municipality; or 
b. any institution that is authorised in terms of any law to receive money for a public purpose. 
(3) The Auditor-General must submit audit reports to any legislature that has a direct interest in the audit, and to any other authority prescribed by national legislation. All reports must be made public. 
(4) The Auditor-General has the additional powers and functions prescribed by national legislation. 
Tenure 
189. The Auditor-General must be appointed for a fixed, non-renewable term of between five and ten years. 
Electoral Commission 
Functions of Electoral Commission 
190. (1) The Electoral Commission must  
a. manage elections of national, provincial and municipal legislative bodies in accordance with national legislation; 
b. ensure that those elections are free and fair; and 
c. declare the results of those elections within a period that must be prescribed by national legislation and that is as short as reasonably possible. 
(2) The Electoral Commission has the additional powers and functions prescribed by national legislation. 
Composition of Electoral Commission 
191. The Electoral Commission must be composed of at least three persons. The number of members and their terms of office must be prescribed by national legislation. 
Independent Authority to Regulate Broadcasting 
Broadcasting Authority 
192. National legislation must establish an independent authority to regulate broadcasting in the public interest, and to ensure fairness and a diversity of views broadly representing South African society. 
General Provisions 
Appointments 
193. (1) The Public Protector and the members of any Commission established by this Chapter must be women or men who  
a. are South African citizens; 
b. are fit and proper persons to hold the particular office; and 
c. comply with any other requirements prescribed by national legislation. 
(2) The need for a Commission established by this Chapter to reflect broadly the race and gender composition of South Africa must be considered when members are appointed. 
(3) The Auditor-General must be a woman or a man who is a South African citizen and a fit and proper person to hold that office. Specialised knowledge of, or experience in, auditing, state finances and public administration must be given due regard in appointing the Auditor-General. 
(4) The President, on the recommendation of the National Assembly, must appoint the Public Protector, the Auditor-General and the members of  
a. the Human Rights Commission; 
b. the Commission for Gender Equality; and 
c. the Electoral Commission. 
(5) The National Assembly must recommend persons  
a. nominated by a committee of the Assembly proportionally composed of members of all parties represented in the Assembly; and 
b. approved by the Assembly by a resolution adopted with a supporting vote  
i. of at least 60 per cent of the members of the Assembly, if the recommendation concerns the appointment of the Public Protector or the Auditor-General; or 
ii. of a majority of the members of the Assembly, if the recommendation concerns the appointment of a member of a Commission. 
(6) The involvement of civil society in the recommendation process may be provided for as envisaged in section 59(1)(a). 
Removal from office 
194. (1) The Public Protector, the Auditor-General or a member of a Commission established by this Chapter may be removed from office only on  
a. the ground of misconduct, incapacity or incompetence; 
b. a finding to that effect by a committee of the National Assembly; and 
c. the adoption by the Assembly of a resolution calling for that person's removal from office. 
(2) A resolution of the National Assembly concerning the removal from office of  
a. the Public Protector or the Auditor-General must be adopted with a supporting vote of at least two thirds of the members of the Assembly; or 
b. a member of a Commission must be adopted with a supporting vote of a majority of the members of the Assembly. 
(3) The President  
a. may suspend a person from office at any time after the start of the proceedings of a committee of the National Assembly for the removal of that person; and 
b. must remove a person from office upon adoption by the Assembly of the resolution calling for that person's removal. 
Chapter 10 
Public Administration

Index of Sections
195. Basic values and principles governing public administration 
196. Public Service Commission 
197. Public Service 

Basic values and principles governing public administration 
195. (1) Public administration must be governed by the democratic values and principles enshrined in the Constitution, including the following principles: 
a. A high standard of professional ethics must be promoted and maintained. 
b. Efficient, economic and effective use of resources must be promoted. 
c. Public administration must be development-oriented. 
d. Services must be provided impartially, fairly, equitably and without bias. 
e. People's needs must be responded to, and the public must be encouraged to participate in policy-making. 
f. Public administration must be accountable. 
g. Transparency must be fostered by providing the public with timely, accessible and accurate information. 
h. Good human-resource management and career-development practices, to maximise human potential, must be cultivated. 
i. Public administration must be broadly representative of the South African people, with employment and personnel management practices based on ability, objectivity, fairness, and the need to redress the imbalances of the past to achieve broad representation. 
(2) The above principles apply to  
a. administration in every sphere of government; 
b. organs of state; and 
c. public enterprises. 
(3) National legislation must ensure the promotion of the values and principles listed in subsection (1). 
(4) The appointment in public administration of a number of persons on policy considerations is not precluded, but national legislation must regulate these appointments in the public service. 
(5) Legislation regulating public administration may differentiate between different sectors, administrations or institutions. 
(6) The nature and functions of different sectors, administrations or institutions of public administration are relevant factors to be taken into account in legislation regulating public administration. 
Public Service Commission 
196. (1) There is a single Public Service Commission for the Republic. 
(2) The Commission is independent and must be impartial, and must exercise its powers and perform its functions without fear, favour or prejudice in the interest of the maintenance of effective and efficient public administration and a high standard of professional ethics in the public service. The Commission must be regulated by national legislation. 
(3) Other organs of state, through legislative and other measures, must assist and protect the Commission to ensure the independence, impartiality, dignity and effectiveness of the Commission. No person or organ of state may interfere with the functioning of the Commission. 
(4) The powers and functions of the Commission are - 
a. to promote the values and principles set out in section 195, throughout the public service; 
b. to investigate, monitor and evaluate the organisation and administration, and the personnel practices, of the public service; 
c. to propose measures to ensure effective and efficient performance within the public service; 
d. to give directions aimed at ensuring that personnel procedures relating to recruitment, transfers, promotions and dismissals comply with the values and principles set out in section 195; 
e. to report in respect of its activities and the performance of its functions, including any finding it may make and directions and advice it may give, and to provide an evaluation of the extent to which the values and principles set out in section 195 are complied with; and 
f. either of its own accord or on receipt of any complaint  
i. to investigate and evaluate the application of personnel and public administration practices, and to report to the relevant executive authority and legislature; 
ii. to investigate grievances of employees in the public service concerning official acts or omissions, and recommend appropriate remedies; 
iii. to monitor and investigate adherence to applicable procedures in the public service; and 
iv. to advise national and provincial organs of state regarding personnel practices in the public service, including those relating to the recruitment, appointment, transfer, discharge and other aspects of the careers of employees in the public service. 
(5) The Commission is accountable to the National Assembly. 
(6) The Commission must report at least once a year in terms of subsection (4)(e)  
a. to the National Assembly; and 
b. in respect of its activities in a province, to the legislature of that province. 
(7) The Commission has the following 14 commissioners appointed by the President: 
a. Five commissioners approved by the National Assembly in accordance with subsection (8)(a); and 
b. one commissioner for each province nominated by the Premier of the province in accordance with subsection (8)(b). 
(8) 
a. A commissioner appointed in terms of subsection (7)(a) must be  
i. recommended by a committee of the National Assembly that is proportionally composed of members of all parties represented in the Assembly; and 
ii. approved by the Assembly by a resolution adopted with a supporting vote of a majority of its members. 
b. A commissioner nominated by the Premier of a province must be  
i. recommended by a committee of the provincial legislature that is proportionally composed of members of all parties represented in the legislature; and 
ii. approved by the legislature by a resolution adopted with a supporting vote of a majority of its members. 
(9) An Act of Parliament must regulate the procedure for the appointment of commissioners. 
(10) A commissioner is appointed for a term of five years, which is renewable for one additional term only, and must be a woman or a man who is  
a. a South African citizen; and 
b. a fit and proper person with knowledge of, or experience in, administration, management or the provision of public services. 
(11) A commissioner may be removed from office only on  
a. the ground of misconduct, incapacity or incompetence; 
b. a finding to that effect by a committee of the National Assembly or, in the case of a commissioner nominated by the Premier of a province, by a committee of the legislature of that province; and 
c. the adoption by the Assembly or the provincial legislature concerned, of a resolution with a supporting vote of a majority of its members calling for the commissioner's removal from office. 
(12) The President must remove the relevant commissioner from office upon  
a. the adoption by the Assembly of a resolution calling for that commissioner's removal; or 
b. written notification by the Premier that the provincial legislature has adopted a resolution calling for that commissioner's removal. 
(13) Commissioners referred to in subsection (7)(b) may exercise the powers and perform the functions of the Commission in their provinces as prescribed by national legislation. 
Public Service 
197. (1) Within public administration there is a public service for the Republic, which must function, and be structured, in terms of national legislation, and which must loyally execute the lawful policies of the government of the day. 
(2) The terms and conditions of employment in the public service must be regulated by national legislation. Employees are entitled to a fair pension as regulated by national legislation. 
(3) No employee of the public service may be favoured or prejudiced only because that person supports a particular political party or cause. 
(4) Provincial governments are responsible for the recruitment, appointment, promotion, transfer and dismissal of members of the public service in their administrations within a framework of uniform norms and standards applying to the public service. 
Chapter 11 
Security Services 

Index of Sections
198. Governing principles 
199. Establishment, structuring and conduct of security services 
Defence 
200. Defence force 
201. Political responsibility 
202. Command of defence force 
203. State of national defence 
204. Defence civilian secretariat 
Police 
205. Police service 
206. Political responsibility 
207. Control of police service 
208. Police civilian secretariat 
Intelligence 
209. Establishment and control of intelligence services 
210. Powers, functions and monitoring 

Governing principles 
198. The following principles govern national security in the Republic: 
a. National security must reflect the resolve of South Africans, as individuals and as a nation, to live as equals, to live in peace and harmony, to be free from fear and want and to seek a better life. 
b. The resolve to live in peace and harmony precludes any South African citizen from participating in armed conflict, nationally or internationally, except as provided for in terms of the Constitution or national legislation. 
c. National security must be pursued in compliance with the law, including international law. 
d. National security is subject to the authority of Parliament and the national executive. 
Establishment, structuring and conduct of security services 
199. (1) The security services of the Republic consist of a single defence force, a single police service and any intelligence services established in terms of the Constitution. 
(2) The defence force is the only lawful military force in the Republic. 
(3) Other than the security services established in terms of the Constitution, armed organisations or services may be established only in terms of national legislation. 
(4) The security services must be structured and regulated by national legislation. 
(5) The security services must act, and must teach and require their members to act, in accordance with the Constitution and the law, including customary international law and international agreements binding on the Republic. 
(6) No member of any security service may obey a manifestly illegal order. 
(7) Neither the security services, nor any of their members, may, in the performance of their functions  
a. prejudice a political party interest that is legitimate in terms of the Constitution; or 
b. further, in a partisan manner, any interest of a political party. 
(8) To give effect to the principles of transparency and accountability, multi-party parliamentary committees must have oversight of all security services in a manner determined by national legislation or the rules and orders of Parliament. 
Defence 
Defence force 
200. (1) The defence force must be structured and managed as a disciplined military force. 
(2) The primary object of the defence force is to defend and protect the Republic, its territorial integrity and its people in accordance with the Constitution and the principles of international law regulating the use of force. 
Political responsibility 
201. (1) A member of the Cabinet must be responsible for defence. 
(2) Only the President, as head of the national executive, may authorise the employment of the defence force  
a. in co-operation with the police service; 
b. in defence of the Republic; or 
c. in fulfilment of an international obligation. 
(3) When the defence force is employed for any purpose mentioned in subsection (2), the President must inform Parliament, promptly and in appropriate detail, of  
a. the reasons for the employment of the defence force; 
b. any place where the force is being employed; 
c. the number of people involved; and 
d. the period for which the force is expected to be employed. 
(4) If Parliament does not sit during the first seven days after the defence force is employed as envisaged in subsection (2), the President must provide the information required in subsection (3) to the appropriate oversight committee. 
Command of defence force 
202. (1) The President as head of the national executive is Commander-in- Chief of the defence force, and must appoint the Military Command of the defence force. 
(2) Command of the defence force must be exercised in accordance with the directions of the Cabinet member responsible for defence, under the authority of the President. 
State of national defence 
203. (1) The President as head of the national executive may declare a state of national defence, and must inform Parliament promptly and in appropriate detail of  
a. the reasons for the declaration; 
b. any place where the defence force is being employed; and 
c. the number of people involved. 
(2) If Parliament is not sitting when a state of national defence is declared, the President must summon Parliament to an extraordinary sitting within seven days of the declaration. 
(3) A declaration of a state of national defence lapses unless it is approved by Parliament within seven days of the declaration. 
Defence civilian secretariat 
204. A civilian secretariat for defence must be established by national legislation to function under the direction of the Cabinet member responsible for defence. 
Police 
Police service 
205. (1) The national police service must be structured to function in the national, provincial and, where appropriate, local spheres of government. 
(2) National legislation must establish the powers and functions of the police service and must enable the police service to discharge its responsibilities effectively, taking into account the requirements of the provinces. 
(3) The objects of the police service are to prevent, combat and investigate crime, to maintain public order, to protect and secure the inhabitants of the Republic and their property, and to uphold and enforce the law. 
Political responsibility 
206. (1) A member of the Cabinet must be responsible for policing and must determine national policing policy after consulting the provincial governments and taking into account the policing needs and priorities of the provinces as determined by the provincial executives. 
(2) The national policing policy may make provision for different policies in respect of different provinces after taking into account the policing needs and priorities of these provinces. 
(3) Each province is entitled  
a. to monitor police conduct; 
b. to oversee the effectiveness and efficiency of the police service, including receiving reports on the police service; 
c. to promote good relations between the police and the community; 
d. to assess the effectiveness of visible policing; and 
e. to liaise with the Cabinet member responsible for policing with respect to crime and policing in the province. 
(4) A provincial executive is responsible for policing functions  
a. vested in it by this Chapter; 
b. assigned to it in terms of national legislation; and 
c. allocated to it in the national policing policy. 
(5) In order to perform the functions set out in subsection (3), a province  
a. may investigate, or appoint a commission of inquiry into, any complaints of police inefficiency or a breakdown in relations between the police and any community; and 
b. must make recommendations to the Cabinet member responsible for policing. 
(6) On receipt of a complaint lodged by a provincial executive, an independent police complaints body established by national legislation must investigate any alleged misconduct of, or offence committed by, a member of the police service in the province. 
(7) National legislation must provide a framework for the establishment, powers, functions and control of municipal police services. 
(8) A committee composed of the Cabinet member and the members of the Executive Councils responsible for policing must be established to ensure effective co-ordination of the police service and effective co-operation among the spheres of government. 
(9) A provincial legislature may require the provincial commissioner of the province to appear before it or any of its committees to answer questions. 
Control of police service 
207. (1) The President as head of the national executive must appoint a woman or a man as the National Commissioner of the police service, to control and manage the police service. 
(2) The National Commissioner must exercise control over and manage the police service in accordance with the national policing policy and the directions of the Cabinet member responsible for policing. 
(3) The National Commissioner, with the concurrence of the provincial executive, must appoint a woman or a man as the provincial commissioner for that province, but if the National Commissioner and the provincial executive are unable to agree on the appointment, the Cabinet member responsible for policing must mediate between the parties. 
(4) The provincial commissioners are responsible for policing in their respective provinces  
a. as prescribed by national legislation; and 
b. subject to the power of the National Commissioner to exercise control over and manage the police service in terms of subsection (2). 
(5) The provincial commissioner must report to the provincial legislature annually on policing in the province, and must send a copy of the report to the National Commissioner. 
(6) If the provincial commissioner has lost the confidence of the provincial executive, that executive may institute appropriate proceedings for the removal or transfer of, or disciplinary action against, that commissioner, in accordance with national legislation. 
Police civilian secretariat 
208. A civilian secretariat for the police service must be established by national legislation to function under the direction of the Cabinet member responsible for policing. 
Intelligence 
Establishment and control of intelligence services 
209. (1) Any intelligence service, other than any intelligence division of the defence force or police service, may be established only by the President, as head of the national executive, and only in terms of national legislation. 
(2) The President as head of the national executive must appoint a woman or a man as head of each intelligence service established in terms of subsection (1), and must either assume political responsibility for the control and direction of any of those services, or designate a member of the Cabinet to assume that responsibility. 
Powers, functions and monitoring 
210. National legislation must regulate the objects, powers and functions of the intelligence services, including any intelligence division of the defence force or police service, and must provide for  
a. the co-ordination of all intelligence services; and 
b. civilian monitoring of the activities of those services by an inspector appointed by the President, as head of the national executive, and approved by a resolution adopted by the National Assembly with a supporting vote of at least two thirds of its members. 
Chapter 12 
Traditional Leaders 
Recognition 
211. (1) The institution, status and role of traditional leadership, according to customary law, are recognised, subject to the Constitution. 
(2) A traditional authority that observes a system of customary law may function subject to any applicable legislation and customs, which includes amendments to, or repeal of, that legislation or those customs. 
(3) The courts must apply customary law when that law is applicable, subject to the Constitution and any legislation that specifically deals with customary law. 
Role of traditional leaders 
212. (1) National legislation may provide for a role for traditional leadership as an institution at local level on matters affecting local communities. 
(2) To deal with matters relating to traditional leadership, the role of traditional leaders, customary law and the customs of communities observing a system of customary law  
a. national or provincial legislation may provide for the establishment of houses of traditional leaders; and 
b. national legislation may establish a council of traditional leaders. 
Chapter 13 
Finance 

Index of Sections
General Financial Matters 
213. National Revenue Fund 
214. Equitable shares and allocations of revenue 
215. National, provincial and municipal budgets 
216. Treasury control 
217. Procurement 
218. Government guarantees 
219. Remuneration of persons holding public office 
Financial and Fiscal Commission 
220. Establishment and functions 
221. Appointment and tenure of members 
222. Reports 
Central Bank 
223. Establishment 
224. Primary object 
225. Powers and functions 
Provincial and Local Financial Matters 
226. Provincial Revenue Funds 
227. National sources of provincial and local government funding 
228. Provincial taxes 
229. Municipal fiscal powers and functions 
230. Provincial and municipal loans 

General Financial Matters 
National Revenue Fund 
213. (1) There is a National Revenue Fund into which all money received by the national government must be paid, except money reasonably excluded by an Act of Parliament. 
(2) Money may be withdrawn from the National Revenue Fund only  
a. in terms of an appropriation by an Act of Parliament; or 
b. as a direct charge against the National Revenue Fund, when it is provided for in the Constitution or an Act of Parliament. 
(3) A province's equitable share of revenue raised nationally is a direct charge against the National Revenue Fund. 
Equitable shares and allocations of revenue 
214. (1) An Act of Parliament must provide for  
a. the equitable division of revenue raised nationally among the national, provincial and local spheres of government; 
b. the determination of each province's equitable share of the provincial share of that revenue; and 
c. any other allocations to provinces, local government or municipalities from the national government's share of that revenue, and any conditions on which those allocations may be made. 
(2) The Act referred to in subsection (1) may be enacted only after the provincial governments, organised local government and the Financial and Fiscal Commission have been consulted, and any recommendations of the Commission have been considered, and must take into account  
a. the national interest; 
b. any provision that must be made in respect of the national debt and other national obligations; 
c. the needs and interests of the national government, determined by objective criteria; 
d. the need to ensure that the provinces and municipalities are able to provide basic services and perform the functions allocated to them; 
e. the fiscal capacity and efficiency of the provinces and municipalities; 
f. developmental and other needs of provinces, local government and municipalities; 
g. economic disparities within and among the provinces; 
h. obligations of the provinces and municipalities in terms of national legislation; 
i. the desirability of stable and predictable allocations of revenue shares; and 
j. the need for flexibility in responding to emergencies or other temporary needs, and other factors based on similar objective criteria. 
National, provincial and municipal budgets 
215. (1) National, provincial and municipal budgets and budgetary processes must promote transparency, accountability and the effective financial management of the economy, debt and the public sector. 
(2) National legislation must prescribe  
a. the form of national, provincial and municipal budgets; 
b. when national and provincial budgets must be tabled; and 
c. that budgets in each sphere of government must show the sources of revenue and the way in which proposed expenditure will comply with national legislation. 
(3) Budgets in each sphere of government must contain  
a. estimates of revenue and expenditure, differentiating between capital and current expenditure; 
b. proposals for financing any anticipated deficit for the period to which they apply; and 
c. an indication of intentions regarding borrowing and other forms of public liability that will increase public debt during the ensuing year. 
Treasury control 
216. (1) National legislation must establish a national treasury and prescribe measures to ensure both transparency and expenditure control in each sphere of government, by introducing  
a. generally recognised accounting practice; 
b. uniform expenditure classifications; and 
c. uniform treasury norms and standards. 
(2) The national treasury, with the concurrence of the Cabinet member responsible for national financial matters, may stop the transfer of funds to an organ of state only for serious or persistent material breach of the measures established in terms of subsection (1). 
(3) A decision to stop the transfer of funds to a province may be taken only in terms of subsection (2), and  
a. may not stop the transfer of funds for more than 120 days; and 
b. may be enforced immediately, but will lapse retrospectively unless Parliament approves it following a process substantially the same as that established in terms of section 76(1) and prescribed by the joint rules and orders of Parliament. This process must be completed within 30 days of the decision by the national treasury. 
(4) Parliament may renew a decision to stop the transfer of funds for no more than 120 days at a time, following the process established in terms of subsection (3). 
(5) Before Parliament may approve or renew a decision to stop the transfer of funds to a province  
a. the Auditor-General must report to Parliament; and 
b. the province must be given an opportunity to answer the allegations against it, and to state its case, before a committee. 
Procurement 
217. (1) When an organ of state in the national, provincial or local sphere of government, or any other institution identified in national legislation, contracts for goods or services, it must do so in accordance with a system which is fair, equitable, transparent, competitive and cost-effective. 
(2) Subsection (1) does not prevent the organs of state or institutions referred to in that subsection from implementing a procurement policy providing for  
a. categories of preference in the allocation of contracts; and 
b. the protection or advancement of persons, or categories of persons, disadvantaged by unfair discrimination. 
(3) National legislation must prescribe a framework within which the policy referred to in subsection (2) may be implemented. 
Government guarantees 
218. (1) The national government, a provincial government or a municipality may guarantee a loan only if the guarantee complies with any conditions set out in national legislation. 
(2) National legislation referred to in subsection (1) may be enacted only after any recommendations of the Financial and Fiscal Commission have been considered. 
(3) Each year, every government must publish a report on the guarantees it has granted. 
Remuneration of persons holding public office 
219. (1) An Act of Parliament must establish a framework for determining- 
a. the salaries, allowances and benefits of members of the National Assembly, permanent delegates to the National Council of Provinces, members of the Cabinet, Deputy Ministers, traditional leaders and members of any councils of traditional leaders; and 
b. the upper limit of salaries, allowances or benefits of members of provincial legislatures, members of Executive Councils and members of Municipal Councils of the different categories. 
(2) National legislation must establish an independent commission to make recommendations concerning the salaries, allowances and benefits referred to in subsection (1). 
(3) Parliament may pass the legislation referred to in subsection (1) only after considering any recommendations of the commission established in terms of subsection (2). 
(4) The national executive, a provincial executive, a municipality or any other relevant authority may implement the national legislation referred to in subsection (1) only after considering any recommendations of the commission established in terms of subsection (2). 
(5) National legislation must establish frameworks for determining the salaries, allowances and benefits of judges, the Public Protector, the Auditor-General, and members of any commission provided for in the Constitution, including the broadcasting authority referred to in section 192. 
Financial and Fiscal Commission 
Establishment and functions 
220. (1) There is a Financial and Fiscal Commission for the Republic which makes recommendations envisaged in this Chapter, or in national legislation, to Parliament, provincial legislatures and any other authorities determined by national legislation. 
(2) The Commission is independent and subject only to the Constitution and the law, and must be impartial. 
(3) The Commission must function in terms of an Act of Parliament and, in performing its functions, must consider all relevant factors, including those listed in section 214(2). 
Appointment and tenure of members 
221. (1) The Commission consists of the following women and men appointed by the President, as head of the national executive - 
a. a chairperson and a deputy chairperson who are full-time members; 
b. nine persons, each of whom is nominated by the Executive Council of a province, with each province nominating only one person; 
c. two persons nominated by organised local government in terms of section 163; and 
d. nine other persons. 
(2) Members of the Commission must have appropriate expertise. 
(3) Members serve for a term established in terms of national legislation. The President may remove a member from office on the ground of misconduct, incapacity or incompetence. 
Reports 
222. The Commission must report regularly both to Parliament and to the provincial legislatures. 
Central Bank 
Establishment 
223. The South African Reserve Bank is the central bank of the Republic and is regulated in terms of an Act of Parliament. 
Primary object 
224. (1) The primary object of the South African Reserve Bank is to protect the value of the currency in the interest of balanced and sustainable economic growth in the Republic. 
(2) The South African Reserve Bank, in pursuit of its primary object, must perform its functions independently and without fear, favour or prejudice, but there must be regular consultation between the Bank and the Cabinet member responsible for national financial matters. 
Powers and functions 
225. The powers and functions of the South African Reserve Bank are those customarily exercised and performed by central banks, which powers and functions must be determined by an Act of Parliament and must be exercised or performed subject to the conditions prescribed in terms of that Act. 
Provincial and Local Financial Matters 
Provincial Revenue Funds 
226. (1) There is a Provincial Revenue Fund for each province into which all money received by the provincial government must be paid, except money reasonably excluded by an Act of Parliament. 
(2) Money may be withdrawn from a Provincial Revenue Fund only  
a. in terms of an appropriation by a provincial Act; or 
b. as a direct charge against the Provincial Revenue Fund, when it is provided for in the Constitution or a provincial Act. 
(3) Revenue allocated through a province to local government in that province in terms of section 214(1), is a direct charge against that province's Revenue Fund. 
National sources of provincial and local government funding 
227. (1) Local government and each province  
a. is entitled to an equitable share of revenue raised nationally to enable it to provide basic services and perform the functions allocated to it; and 
b. may receive other allocations from national government revenue, either conditionally or unconditionally. 
(2) Additional revenue raised by provinces or municipalities may not be deducted from their share of revenue raised nationally, or from other allocations made to them out of national government revenue. Equally, there is no obligation on the national government to compensate provinces or municipalities that do not raise revenue commensurate with their fiscal capacity and tax base. 
(3) A province's equitable share of revenue raised nationally must be transferred to the province promptly and without deduction, except when the transfer has been stopped in terms of section 216. 
(4) A province must provide for itself any resources that it requires, in terms of a provision of its provincial constitution, that are additional to its requirements envisaged in the Constitution. 
Provincial taxes 
228. (1) A provincial legislature may impose  
a. taxes, levies and duties other than income tax, value-added tax, general sales tax, rates on property or customs duties; and 
b. flat-rate surcharges on the tax bases of any tax, levy or duty that is imposed by national legislation, other than the tax bases of corporate income tax, value-added tax, rates on property or customs duties. 
(2) The power of a provincial legislature to impose taxes, levies, duties and surcharges  
a. may not be exercised in a way that materially and unreasonably prejudices national economic policies, economic activities across provincial boundaries, or the national mobility of goods, services, capital or labour; and 
b. must be regulated in terms of an Act of Parliament, which may be enacted only after any recommendations of the Financial and Fiscal Commission have been considered. 
Municipal fiscal powers and functions 
229. (1) Subject to subsections (2), (3) and (4), a municipality may impose  
a. rates on property and surcharges on fees for services provided by or on behalf of the municipality; and 
b. if authorised by national legislation, other taxes, levies and duties appropriate to local government or to the category of local government into which that municipality falls, but no municipality may impose income tax, value-added tax, general sales tax or customs duty. 
(2) The power of a municipality to impose rates on property, surcharges on fees for services provided by or on behalf of the municipality, or other taxes, levies or duties  
a. may not be exercised in a way that materially and unreasonably prejudices national economic policies, economic activities across municipal boundaries, or the national mobility of goods, services, capital or labour; and 
b. may be regulated by national legislation. 
(3) When two municipalities have the same fiscal powers and functions with regard to the same area, an appropriate division of those powers and functions must be made in terms of national legislation. The division may be made only after taking into account at least the following criteria: 
a. The need to comply with sound principles of taxation. 
b. The powers and functions performed by each municipality. 
c. The fiscal capacity of each municipality. 
d. The effectiveness and efficiency of raising taxes, levies and duties. 
e. Equity. 
(4) Nothing in this section precludes the sharing of revenue raised in terms of this section between municipalities that have fiscal power and functions in the same area. 
(5) National legislation envisaged in this section may be enacted only after organised local government and the Financial and Fiscal Commission have been consulted, and any recommendations of the Commission have been considered. 
Provincial and municipal loans 
230. (1) A province or a municipality may raise loans for capital or current expenditure in accordance with reasonable conditions determined by national legislation, but loans for current expenditure  
a. may be raised only when necessary for bridging purposes during a fiscal year; and 
b. must be repaid within twelve months. 
(2) National legislation referred to in subsection (1) may be enacted only after any recommendations of the Financial and Fiscal Commission have been considered. 
Chapter 14 
General Provisions 

Index of Sections
International Law
231. International agreements 
232. Customary international law 
233. Application of international law 
Other Matters
234. Charters of Rights 
235. Self-determination 
236. Funding for political parties 
237. Diligent performance of obligations 
238. Agency and delegation 
239. Definitions 
240. Inconsistencies between different texts 
241. Transitional arrangements 
242. Repeal of laws 
243. Short title and commencement 

International Law 
International agreements 
231. (1) The negotiating and signing of all international agreements is the responsibility of the national executive. 
(2) An international agreement binds the Republic only after it has been approved by resolution in both the National Assembly and the National Council of Provinces, unless it is an agreement referred to in subsection (3). 
(3) An international agreement of a technical, administrative or executive nature, or an agreement which does not require either ratification or accession, entered into by the national executive, binds the Republic without approval by the National Assembly and the National Council of Provinces, but must be tabled in the Assembly and the Council within a reasonable time. 
(4) Any international agreement becomes law in the Republic when it is enacted into law by national legislation; but a self-executing provision of an agreement that has been approved by Parliament is law in the Republic unless it is inconsistent with the Constitution or an Act of Parliament. 
(5) The Republic is bound by international agreements which were binding on the Republic when this Constitution took effect. 
Customary international law 
232. Customary international law is law in the Republic unless it is inconsistent with the Constitution or an Act of Parliament. 
Application of international law 
233. When interpreting any legislation, every court must prefer any reasonable interpretation of the legislation that is consistent with international law over any alternative interpretation that is inconsistent with international law. 
Other matters 
Charters of Rights 
234. In order to deepen the culture of democracy established by the Constitution, Parliament may adopt Charters of Rights consistent with the provisions of the Constitution. 
Self-determination 
235. The right of the South African people as a whole to self-determination, as manifested in this Constitution, does not preclude, within the framework of this right, recognition of the notion of the right of self-determination of any community sharing a common cultural and language heritage, within a territorial entity in the Republic or in any other way, determined by national legislation. 
Funding for political parties 
236. To enhance multi-party democracy, national legislation must provide for the funding of political parties participating in national and provincial legislatures on an equitable and proportional basis. 
Diligent performance of obligations 
237. All constitutional obligations must be performed diligently and without delay. 
Agency and delegation 
238. An executive organ of state in any sphere of government may  
a. delegate any power or function that is to be exercised or performed in terms of legislation to any other executive organ of state, provided the delegation is consistent with the legislation in terms of which the power is exercised or the function is performed; or 
b. exercise any power or perform any function for any other executive organ of state on an agency or delegation basis. 
Definitions 
239. In the Constitution, unless the context indicates otherwise  
"national legislation" includes  
a. subordinate legislation made in terms of an Act of Parliament; and 
b. legislation that was in force when the Constitution took effect and that is administered by the national government; 
"organ of state" means  
a. any department of state or administration in the national, provincial or local sphere of government; or 
b. any other functionary or institution  
i. exercising a power or performing a function in terms of the Constitution or a provincial constitution; or 
ii. exercising a public power or performing a public function in terms of any legislation, 
but does not include a court or a judicial officer; 
"provincial legislation" includes  
a. subordinate legislation made in terms of a provincial Act; and 
b. legislation that was in force when the Constitution took effect and that is administered by a provincial government. 
Inconsistencies between different texts 
240. In the event of an inconsistency between different texts of the Constitution, the English text prevails. 
Transitional arrangements 
241. Schedule 6 applies to the transition to the new constitutional order established by this Constitution, and any matter incidental to that transition. 
Repeal of laws 
242. The laws mentioned in Schedule 7 are repealed, subject to section 243 and Schedule 6. 
Short title and commencement 
243. (1) This Act is called the Constitution of the Republic of South Africa, 1996, and comes into effect as soon as possible on a date set by the President by proclamation, which may not be a date later than 1 July 1997. 
(2) The President may set different dates before the date mentioned in subsection (1) in respect of different provisions of the Constitution. 
(3) Unless the context otherwise indicates, a reference in a provision of the Constitution to a time when the Constitution took effect must be construed as a reference to the time when that provision took effect. 
(4) If a different date is set for any particular provision of the Constitution in terms of subsection (2), any corresponding provision of the Constitution of the Republic of South Africa, 1993 (Act 200 of 1993), mentioned in the proclamation, is repealed with effect from the same date. 
(5) Sections 213, 214, 215, 216, 218, 226, 227, 228, 229 and 230 come into effect on 1 January 1998, but this does not preclude the enactment in terms of this Constitution of legislation envisaged in any of these provisions before that date. Until that date any corresponding and incidental provisions of the Constitution of the Republic of South Africa, 1993, remain in force. 
Schedule 1 
National Flag 
1. The national flag is rectangular; it is one and a half times longer than it is wide. 
2. It is black, gold, green, white, chilli red and blue. 
3. It has a green Y-shaped band that is one fifth as wide as the flag. The centre lines of the band start in the top and bottom corners next to the flag post, converge in the centre of the flag, and continue horizontally to the middle of the free edge. 
4. The green band is edged, above and below in white, and towards the flag post end, in gold. Each edging is one fifteenth as wide as the flag. 
5. The triangle next to the flag post is black. 
6. The upper horizontal band is chilli red and the lower horizontal band is blue. These bands are each one third as wide as the flag. 

Schedule 2 
Oaths and Solemn Affirmations 

Index of Sections
* Oath or solemn affirmation of President and Acting President 
* Oath or solemn affirmation of Deputy President 
* Oath or solemn affirmation of Ministers and Deputy Ministers 
* Oath or solemn affirmation of members of the National Assembly, permanent delegates to the National Council of Provinces and members of the provincial legislatures 
* Oath or solemn affirmation of Premiers, Acting Premiers and members of provincial Executive Councils 
* Oath or solemn affirmation of Judicial Officers 

Oath or solemn affirmation of President and Acting President 
1. The President or Acting President, before the President of the Constitutional Court, must swear/affirm as follows: 
In the presence of everyone assembled here, and in full realisation of the high calling I assume as President/Acting President of the Republic of South Africa, I, A.B., swear/solemnly affirm that I will be faithful to the Republic of South Africa, and will obey, observe, uphold and maintain the Constitution and all other law of the Republic; and I solemnly and sincerely promise that I will always  
o promote all that will advance the Republic, and oppose all that may harm it; 
o protect and promote the rights of all South Africans; 
o discharge my duties with all my strength and talents to the best of my knowledge and ability and true to the dictates of my conscience; 
o do justice to all; and 
o devote myself to the well-being of the Republic and all of its people. 
(In the case of an oath: So help me God.) 
Oath or solemn affirmation of Deputy President 
2. The Deputy President, before the President of the Constitutional Court, must swear/affirm as follows: 
In the presence of everyone assembled here, and in full realisation of the high calling I assume as Deputy President of the Republic of South Africa, I, A.B., swear/solemnly affirm that I will be faithful to the Republic of South Africa and will obey, observe, uphold and maintain the Constitution and all other law of the Republic; and I solemnly and sincerely promise that I will always  
o promote all that will advance the Republic, and oppose all that may harm it; 
o be a true and faithful counsellor; 
o discharge my duties with all my strength and talents to the best of my knowledge and ability and true to the dictates of my conscience; 
o do justice to all; and 
o devote myself to the well-being of the Republic and all of its people. 
(In the case of an oath: So help me God.) 
Oath or solemn affirmation of Ministers and Deputy Ministers 
3. Each Minister and Deputy Minister, before the President of the Constitutional Court or another judge designated by the President of the Constitutional Court, must swear/affirm as follows: 
I, A.B., swear/solemnly affirm that I will be faithful to the Republic of South Africa and will obey, respect and uphold the Constitution and all other law of the Republic; and I undertake to hold my office as Minister/Deputy Minister with honour and dignity; to be a true and faithful counsellor; not to divulge directly or indirectly any secret matter entrusted to me; and to perform the functions of my office conscientiously and to the best of my ability. 
(In the case of an oath: So help me God.) 
Oath or solemn affirmation of members of the National Assembly, permanent delegates to the National Council of Provinces and members of the provincial legislatures 
4. (1) Members of the National Assembly, permanent delegates to the National Council of Provinces and members of provincial legislatures, before the President of the Constitutional Court or a judge designated by the President of the Constitutional Court, must swear or affirm as follows: 
I, A.B., swear/solemnly affirm that I will be faithful to the Republic of South Africa and will obey, respect and uphold the Constitution and all other law of the Republic, and I solemnly promise to perform my functions as a member of the National Assembly/ permanent delegate to the National Council of Provinces/member of the legislature of the province of C.D. to the best of my ability. 
(In the case of an oath: So help me God.) 
(2) Persons filling a vacancy in the National Assembly, a permanent delegation to the National Council of Provinces or a provincial legislature may swear or affirm in terms of subitem (1) before the presiding officer of the Assembly, Council or legislature, as the case may be. 
Oath or solemn affirmation of Premiers, Acting Premiers and members of provincial Executive Councils 
5. The Premier or Acting Premier of a province, and each member of the Executive Council of a province, before the President of the Constitutional Court or a judge designated by the President of the Constitutional Court, must swear/affirm as follows: 
I, A.B., swear/solemnly affirm that I will be faithful to the Republic of South Africa and will obey, respect and uphold the Constitution and all other law of the Republic; and I undertake to hold my office as Premier/Acting Premier/member of the Executive Council of the province of C.D. with honour and dignity; to be a true and faithful counsellor; not to divulge directly or indirectly any secret matter entrusted to me; and to perform the functions of my office conscientiously and to the best of my ability. 
(In the case of an oath: So help me God.) 
Oath or solemn affirmation of Judicial Officers 
6. (1) Each judge or acting judge, before the Chief Justice of the Supreme Court of Appeal or another judge designated by the Chief Justice, must swear or affirm as follows: 
I, A.B., swear/solemnly affirm that, as a Judge of the Constitutional Court/Supreme Court of Appeal/High Court/ E.F. Court, I will be faithful to the Republic of South Africa, will uphold and protect the Constitution and the human rights entrenched in it, and will administer justice to all persons alike without fear, favour or prejudice, in accordance with the Constitution and the law. 
(In the case of an oath: So help me God.) 
(2) A person appointed to the office of Chief Justice of the Supreme Court of Appeal who is not already a judge at the time of that appointment must swear or affirm before the President of the Constitutional Court. 
(3) Judicial officers, and acting judicial officers, other than judges, must swear/affirm in terms of national legislation.
Schedule 3 
Election Procedures 

Index of Sections
* Application 
* Nominations 
* Formal requirements 
* Announcement of names of candidates 
* Single candidate 
* Election procedure 
* Elimination procedure 
* Further meetings 
* Rules 

Part A  Election Procedures for Constitutional Office-Bearers 
Application 
1. The procedure set out in this Schedule applies whenever  
a. the National Assembly meets to elect the President, or the Speaker or Deputy Speaker of the Assembly; 
b. the National Council of Provinces meets to elect its Chairperson or a Deputy Chairperson; or 
c. a provincial legislature meets to elect the Premier of the province or the Speaker or Deputy Speaker of the legislature. 
Nominations 
2. The person presiding at a meeting to which this Schedule applies must call for the nomination of candidates at the meeting. 
Formal requirements 
3. (1) A nomination must be made on the form prescribed by the rules mentioned in item 9. 
(2) The form on which a nomination is made must be signed  
a. by two members of the National Assembly, if the President or the Speaker or Deputy Speaker of the Assembly is to be elected; 
b. on behalf of two provincial delegations, if the Chairperson or a Deputy Chairperson of the National Council of Provinces is to be elected; or 
c. by two members of the relevant provincial legislature, if the Premier of the province or the Speaker or Deputy Speaker of the legislature is to be elected. 
(3) A person who is nominated must indicate acceptance of the nomination by signing either the nomination form or any other form of written confirmation. 
Announcement of names of candidates 
4. At a meeting to which this Schedule applies, the person presiding must announce the names of the persons who have been nominated as candidates, but may not permit any debate. 
Single candidate 
5. If only one candidate is nominated, the person presiding must declare that candidate elected. 
Election procedure 
6. If more than one candidate is nominated  
a. a vote must be taken at the meeting by secret ballot; 
b. each member present, or if it is a meeting of the National Council of Provinces, each province represented, at the meeting may cast one vote; and 
c. the person presiding must declare elected the candidate who receives a majority of the votes. 
Elimination procedure 
7. (1) If no candidate receives a majority of the votes, the candidate who receives the lowest number of votes must be eliminated and a further vote taken on the remaining candidates in accordance with item 6. This procedure must be repeated until a candidate receives a majority of the votes. 
(2) When applying subitem (1), if two or more candidates each have the lowest number of votes, a separate vote must be taken on those candidates, and repeated as often as may be necessary to determine which candidate is to be eliminated. 
Further meetings 
8. (1) If only two candidates are nominated, or if only two candidates remain after an elimination procedure has been applied, and those two candidates receive the same number of votes, a further meeting must be held within seven days, at a time determined by the person presiding. 
(2) If a further meeting is held in terms of subitem (1), the procedure prescribed in this Schedule must be applied at that meeting as if it were the first meeting for the election in question. 
Rules 
9. (1) The President of the Constitutional Court must make rules 
prescribing  
a. the procedure for meetings to which this Schedule applies; 
b. the duties of any person presiding at a meeting, and of any person assisting the person presiding; 
c. the form on which nominations must be submitted; and 
d. the manner in which voting is to be conducted. 
(2) These rules must be made known in the way that the President of the Constitutional Court determines. 
Part B  Formula to Determine Party Participation in Provincial Delegations to the National Council of Provinces 
1. The number of delegates in a provincial delegation to the National Council of Provinces to which a party is entitled, must be determined by multiplying the number of seats the party holds in the provincial legislature by ten and dividing the result by the number of seats in the legislature plus one. 
2. If a calculation in terms of item 1 yields a surplus not absorbed by the delegates allocated to a party in terms of that item, the surplus must compete with similar surpluses accruing to any other party or parties, and any undistributed delegates in the delegation must be allocated to the party or parties in the sequence of the highest surplus. 
Schedule 4 
Functional Areas of Concurrent National and Provincial Legislative Competence 
Part A 
Administration of indigenous forests 
Agriculture 
Airports other than international and national airports 
Animal control and diseases 
Casinos, racing, gambling and wagering, excluding lotteries and sports pools 
Consumer protection 
Cultural matters 
Disaster management 
Education at all levels, excluding tertiary education 
Environment 
Health services 
Housing 
Indigenous law and customary law, subject to Chapter 12 of the Constitution 
Industrial promotion 
Language policy and the regulation of official languages to the extent that the provisions of section 6 of the Constitution expressly confer upon the provincial legislatures legislative competence 
Media services directly controlled or provided by the provincial government, subject to section 192 
Nature conservation, excluding national parks, national botanical gardens and marine resources 
Police to the extent that the provisions of Chapter 11 of the Constitution confer upon the provincial legislatures legislative competence 
Pollution control 
Population development 
Property transfer fees 
Provincial public enterprises in respect of the functional areas in this Schedule and Schedule 5 
Public transport 
Public works only in respect of the needs of provincial government departments in the discharge of their responsibilities to administer functions specifically assigned to them in terms of the Constitution or any other law 
Regional planning and development 
Road traffic regulation 
Soil conservation 
Tourism 
Trade 
Traditional leadership, subject to Chapter 12 of the Constitution 
Urban and rural development 
Vehicle licensing 
Welfare services 
Part B 
The following local government matters to the extent set out in section 155(6)(a) and (7): 
Air pollution 
Building regulations 
Child care facilities 
Electricity and gas reticulation 
Firefighting services 
Local tourism 
Municipal airports 
Municipal planning 
Municipal health services 
Municipal public transport 
Municipal public works only in respect of the needs of municipalities in the discharge of their responsibilities to administer functions specifically assigned to them under this Constitution or any other law 
Pontoons, ferries, jetties, piers and harbours, excluding the regulation of international and national shipping and matters related thereto 
Stormwater management systems in built-up areas 
Trading regulations 
Water and sanitation services limited to potable water supply systems and domestic waste-water and sewage disposal systems 
Schedule 5 
Functional Areas of Exclusive Provincial Legislative Competence 
Part A 
Abattoirs 
Ambulance services 
Archives other than national archives 
Libraries other than national libraries 
Liquor licences 
Museums other than national museums 
Provincial planning 
Provincial cultural matters 
Provincial recreation and amenities 
Provincial sport 
Provincial roads and traffic 
Veterinary services, excluding regulation of the profession 
Part B 
The following local government matters to the extent set out for provinces in section 155(6)(a) and (7): 
Beaches and amusement facilities 
Billboards and the display of advertisements in public places 
Cemeteries, funeral parlours and crematoria 
Cleansing 
Control of public nuisances 
Control of undertakings that sell liquor to the public 
Facilities for the accommodation, care and burial of animals 
Fencing and fences 
Licensing of dogs 
Licensing and control of undertakings that sell food to the public 
Local amenities 
Local sport facilities 
Markets 
Municipal abattoirs 
Municipal parks and recreation 
Municipal roads 
Noise pollution 
Pounds 
Public places 
Refuse removal, refuse dumps and solid waste disposal 
Street trading 
Street lighting 
Traffic and parking 
Schedule 6 
Transitional Arrangements 

Index of Sections
* Definitions 
* Continuation of Existing Law 
* Interpretation of Existing Legislation 
* National Assembly 
* Unfinished Business Before Parliament 
* Elections of National Assembly 
* National Council of Provinces 
* Former Senators 
* National Executive 
* Provincial Legislatures 
* Elections of Provincial Legislatures 
* Provincial Executives 
* Provincial Constitutions 
* Assignment of Legislation to Provinces 
* Existing Legislation Outside Parliament's Legislative Power 
* Courts 
* Cases Pending Before Courts 
* Prosecuting Authority 
* Oaths and Affirmations 
* Other Constitutional Institutions 
* Enactment of Legislation Required by New Constitution 
* National Unity and Reconciliation 
* Bill of Rights 
* Public Administration and Security Services 
* Additional Disqualification for Legislatures 
* Local Government 
* Safekeeping of Acts and Provincial Acts 
* Registration of Immovable Property Owned by the State 
ANNEXURES
o Amendments to Schedule 2 of the Previous Constitution 
o Government of National Unity: National Sphere 
o Government of National Unity: Provincial Sphere 
o Public Administration and Security Services: Amendments to Sections of the Previous Constitution 

Definitions 
1. In this Schedule, unless inconsistent with the context  
"homeland" means a part of the Republic which, before the previous Constitution took effect, was dealt with in South African legislation as an independent or a self-governing territory; 
"new Constitution" means the Constitution of the Republic of South Africa, 1996; 
"old order legislation" means legislation enacted before the previous Constitution took effect; 
"previous Constitution" means the Constitution of the Republic of South Africa, 1993 (Act 200 of 1993). 
Continuation of existing law 
2. (1) All law that was in force when the new Constitution took effect, continues in force, subject to  
a. any amendment or repeal; and 
b. consistency with the new Constitution. 
(2) Old order legislation that continues in force in terms of subitem (1) - 
a. does not have a wider application, territorially or otherwise, than it had before the previous Constitution took effect unless subsequently amended to have a wider application; and 
b. continues to be administered by the authorities that administered it when the new Constitution took effect, subject to the new Constitution. 
Interpretation of existing legislation 
3. (1) Unless inconsistent with the context or clearly inappropriate, a reference in any legislation that existed when the new Constitution took effect  
a. to the Republic of South Africa or a homeland (except when it refers to a territorial area), must be construed as a reference to the Republic of South Africa under the new Constitution; 
b. to Parliament, the National Assembly or the Senate, must be construed as a reference to Parliament, the National Assembly or the National Council of Provinces under the new Constitution; 
c. to the President, an Executive Deputy President, a Minister, a Deputy Minister or the Cabinet, must be construed as a reference to the President, the Deputy President, a Minister, a Deputy Minister or the Cabinet under the new Constitution, subject to item 9 of this Schedule; 
d. to the President of the Senate, must be construed as a reference to the Chairperson of the National Council of Provinces; 
e. to a provincial legislature, Premier, Executive Council or member of an Executive Council of a province, must be construed as a reference to a provincial legislature, Premier, Executive Council or member of an Executive Council under the new Constitution, subject to item 12 of this Schedule; or 
f. to an official language or languages, must be construed as a reference to any of the official languages under the new Constitution. 
(2) Unless inconsistent with the context or clearly inappropriate, a reference in any remaining old order legislation  
a. to a Parliament, a House of a Parliament or a legislative assembly or body of the Republic or of a homeland, must be construed as a reference to  
i. Parliament under the new Constitution, if the administration of that legislation has been allocated or assigned in terms of the previous Constitution or this Schedule to the national executive; or 
ii. the provincial legislature of a province, if the administration of that legislation has been allocated or assigned in terms of the previous Constitution or this Schedule to a provincial executive; or 
b. to a State President, Chief Minister, Administrator or other chief executive, Cabinet, Ministers' Council or executive council of the Republic or of a homeland, must be construed as a reference to  
i. the President under the new Constitution, if the administration of that legislation has been allocated or assigned in terms of the previous Constitution or this Schedule to the national executive; or 
ii. the Premier of a province under the new Constitution, if the administration of that legislation has been allocated or assigned in terms of the previous Constitution or this Schedule to a provincial executive. 
National Assembly 
4. (1) Anyone who was a member or office-bearer of the National Assembly when the new Constitution took effect, becomes a member or office-bearer of the National Assembly under the new Constitution, and holds office as a member or office-bearer in terms of the new Constitution. 
(2) The National Assembly as constituted in terms of subitem (1) must be regarded as having been elected under the new Constitution for a term that expires on 30 April 1999. 
(3) The National Assembly consists of 400 members for the duration of its term that expires on 30 April 1999, subject to section 49(4) of the new Constitution. 
(4) The rules and orders of the National Assembly in force when the new Constitution took effect, continue in force, subject to any amendment or repeal. 
Unfinished business before Parliament 
5. (1) Any unfinished business before the National Assembly when the new Constitution takes effect must be proceeded with in terms of the new Constitution. 
(2) Any unfinished business before the Senate when the new Constitution takes effect must be referred to the National Council of Provinces, and the Council must proceed with that business in terms of the new Constitution. 
Elections of National Assembly 
6. (1) No election of the National Assembly may be held before 30 April 1999 unless the Assembly is dissolved in terms of section 50(2) after a motion of no confidence in the President in terms of section 102(2) of the new Constitution. 
(2) Section 50(1) of the new Constitution is suspended until 30 April 1999. 
(3) Despite the repeal of the previous Constitution, Schedule 2 to that Constitution, as amended by Annexure A to this Schedule, applies  
a. to the first election of the National Assembly under the new Constitution; 
b. to the loss of membership of the Assembly in circumstances other than those provided for in section 47(3) of the new Constitution; and 
c. to the filling of vacancies in the Assembly, and the supplementation, review and use of party lists for the filling of vacancies, until the second election of the Assembly under the new Constitution. 
(4) Section 47(4) of the new Constitution is suspended until the second election of the National Assembly under the new Constitution. 
National Council of Provinces 
7. (1) For the period which ends immediately before the first sitting of a provincial legislature held after its first election under the new Constitution  
a. the proportion of party representation in the province's delegation to the National Council of Provinces must be the same as the proportion in which the province's 10 senators were nominated in terms of section 48 of the previous Constitution; and 
b. the allocation of permanent delegates and special delegates to the parties represented in the provincial legislature, is as follows: 
Province
Permanent Delegates
Special Delegates
1. Eastern Cape
ANC 5 
NP 1
ANC 4
2. Free State
ANC 4 
FF 1 
NP 1
ANC 4
3. Gauteng
ANC 3 
DP 1 
FF 1 
NP 1
ANC 3 
NP 1
4. KwaZulu-Natal
ANC 1 
DP 1 
IFP 3 
NP 1
ANC 2 
IFP 2
5. Mpumalanga
ANC 4 
FF 1 
NP 1
ANC 4
6. Northern Cape
ANC 3 
FF 1 
NP 2
ANC 2 
NP 2
7. Northern Province
ANC 6
ANC 4
8. North West
ANC 4 
FF 1 
NP 1
ANC 4
9. Western Cape
ANC 2 
DP 1 
NP 3
ANC 1 
NP 3
(2) A party represented in a provincial legislature  
a. must nominate its permanent delegates from among the persons who were senators when the new Constitution took effect and are available to serve as permanent delegates; and 
b. may nominate other persons as permanent delegates only if none or an insufficient number of its former senators are available. 
(3) A provincial legislature must appoint its permanent delegates in accordance with the nominations of the parties. 
(4) Subitems (2) and (3) apply only to the first appointment of permanent delegates to the National Council of Provinces. 
(5) Section 62(1) of the new Constitution does not apply to the nomination and appointment of former senators as permanent delegates in terms of this item. 
(6) The rules and orders of the Senate in force when the new Constitution took effect, must be applied in respect of the business of the National Council to the extent that they can be applied, subject to any amendment or repeal. 
Former senators 
8. (1) A former senator who is not appointed as a permanent delegate to the National Council of Provinces is entitled to become a full voting member of the legislature of the province from which that person was nominated as a senator in terms of section 48 of the previous Constitution. 
(2) If a former senator elects not to become a member of a provincial legislature that person is regarded as having resigned as a senator the day before the new Constitution took effect. 
(3) The salary, allowances and benefits of a former senator appointed as a permanent delegate or as a member of a provincial legislature may not be reduced by reason only of that appointment. 
National executive 
9. (1) Anyone who was the President, an Executive Deputy President, a Minister or a Deputy Minister under the previous Constitution when the new Constitution took effect, continues in and holds that office in terms of the new Constitution, but subject to subitem (2). 
(2) Until 30 April 1999, sections 84, 89, 90, 91, 93 and 96 of the new Constitution must be regarded to read as set out in Annexure B to this Schedule. 
(3) Subitem (2) does not prevent a Minister who was a senator when the new Constitution took effect, from continuing as a Minister referred to in section 91(1)(a) of the new Constitution, as that section reads in Annexure B. 
Provincial legislatures 
10. (1) Anyone who was a member or office-bearer of a province's legislature when the new Constitution took effect, becomes a member or office-bearer of the legislature for that province under the new Constitution, and holds office as a member or office-bearer in terms of the new Constitution and any provincial constitution that may be enacted. 
(2) A provincial legislature as constituted in terms of subitem (1) must be regarded as having been elected under the new Constitution for a term that expires on 30 April 1999. 
(3) For the duration of its term that expires on 30 April 1999, and subject to section 108(4), a provincial legislature consists of the number of members determined for that legislature under the previous Constitution plus the number of former senators who became members of the legislature in terms of item 8 of this Schedule. 
(4) The rules and orders of a provincial legislature in force when the new Constitution took effect, continue in force, subject to any amendment or repeal. 
Elections of provincial legislatures 
11. (1) Despite the repeal of the previous Constitution, Schedule 2 to that Constitution, as amended by Annexure A to this Schedule, applies  
a. to the first election of a provincial legislature under the new Constitution; 
b. to the loss of membership of a legislature in circumstances other than those provided for in section 106(3) of the new Constitution; and 
c. to the filling of vacancies in a legislature, and the supplementation, review and use of party lists for the filling of vacancies, until the second election of the legislature under the new Constitution. 
(2) Section 106(4) of the new Constitution is suspended in respect of a provincial legislature until the second election of the legislature under the new Constitution. 
Provincial executives 
12. (1) Anyone who was the Premier or a member of the Executive Council of a province when the new Constitution took effect, continues in and holds that office in terms of the new Constitution and any provincial constitution that may be enacted, but subject to subitem (2). 
(2) Until the Premier elected after the first election of a province's legislature under the new Constitution assumes office, or the province enacts its constitution, whichever occurs first, sections 132 and 136 of the new Constitution must be regarded to read as set out in Annexure C to this Schedule. 
Provincial constitutions 
13. A provincial constitution passed before the new Constitution took effect must comply with section 143 of the new Constitution. 
Assignment of legislation to provinces 
14. (1) Legislation with regard to a matter within a functional area listed in Schedule 4 or 5 to the new Constitution and which, when the new Constitution took effect, was administered by an authority within the national executive, may be assigned by the President, by proclamation, to an authority within a provincial executive designated by the Executive Council of the province. 
(2) To the extent that it is necessary for an assignment of legislation under subitem (1) to be effectively carried out, the President, by proclamation, may  
a. amend or adapt the legislation to regulate its interpretation or application; 
b. where the assignment does not apply to the whole of any piece of legislation, repeal and re-enact, with or without any amendments or adaptations referred to in paragraph (a), those provisions to which the assignment applies or to the extent that the assignment applies to them; or 
c. regulate any other matter necessary as a result of the assignment, including the transfer or secondment of staff, or the transfer of assets, liabilities, rights and obligations, to or from the national or a provincial executive or any department of state, administration, security service or other institution. 
(3) 
a. A copy of each proclamation issued in terms of subitem (1) or (2) must be submitted to the National Assembly and the National Council of Provinces within 10 days of the publication of the proclamation. 
b. If both the National Assembly and the National Council by resolution disapprove the proclamation or any provision of it, the proclamation or provision lapses, but without affecting  
i. the validity of anything done in terms of the proclamation or provision before it lapsed; or 
ii. a right or privilege acquired or an obligation or liability incurred before it lapsed. 
(4) When legislation is assigned under subitem (1), any reference in the legislation to an authority administering it, must be construed as a reference to the authority to which it has been assigned. 
(5) Any assignment of legislation under section 235(8) of the previous Constitution, including any amendment, adaptation or repeal and re-enactment of any legislation and any other action taken under that section, is regarded as having been done under this item. 
Existing legislation outside Parliament's legislative power 
15. (1) An authority within the national executive that administers any legislation falling outside Parliament's legislative power when the new Constitution takes effect, remains competent to administer that legislation until it is assigned to an authority within a provincial executive in terms of item 14 of this Schedule. 
(2) Subitem (1) lapses two years after the new Constitution took effect. 
Courts 
16. (1) Every court, including courts of traditional leaders, existing when the new Constitution took effect, continues to function and to exercise jurisdiction in terms of the legislation applicable to it, and anyone holding office as a judicial officer continues to hold office in terms of the legislation applicable to that office, subject to  
a. any amendment or repeal of that legislation; and 
b. consistency with the new Constitution. 
(2) 
a. The Constitutional Court established by the previous Constitution becomes the Constitutional Court under the new Constitution. 
b. Anyone holding office as the President, the Deputy President or a judge of the Constitutional Court when the new Constitution takes effect, becomes the President, the Deputy President or a judge of the Constitutional Court under the new Constitution, and continues in office for the unexpired portion of their term as fixed by section 176(1) of the new Constitution. 
(3) 
a. The Appellate Division of the Supreme Court of South Africa becomes the Supreme Court of Appeal under the new Constitution. 
b. Anyone holding office as the Chief Justice, the Deputy Chief Justice or a judge of the Appellate Division when the new Constitution takes effect, becomes the Chief Justice, the Deputy Chief Justice or a judge of the Supreme Court of Appeal under the new Constitution. 
(4) 
a. A provincial or local division of the Supreme Court of South Africa or a supreme court of a homeland or a general division of such a court, becomes a High Court under the new Constitution without any alteration in its area of jurisdiction, subject to any rationalisation contemplated in subitem (6). 
b. Anyone holding office or deemed to hold office as the Judge President, the Deputy Judge President or a judge of a court referred to in paragraph (a) when the new Constitution takes effect, becomes the Judge President, the Deputy Judge President or a judge of such a court under the new Constitution, subject to any rationalisation contemplated in subitem (6). 
(5) Unless inconsistent with the context or clearly inappropriate, a reference in any legislation or process to  
a. the Constitutional Court under the previous Constitution, must be construed as a reference to the Constitutional Court under the new Constitution; 
b. the Appellate Division of the Supreme Court of South Africa, must be construed as a reference to the Supreme Court of Appeal; and 
c. ) a provincial or local division of the Supreme Court of South Africa or a supreme court of a homeland or general division of that court, must be construed as a reference to a High Court. 
(6) 
a. As soon as is practical after the new Constitution took effect all courts, including their structure, composition, functioning and jurisdiction, and all relevant legislation, must be rationalised with a view to establishing a judicial system suited to the requirements of the new Constitution. 
b. The Cabinet member responsible for the administration of justice, acting after consultation with the Judicial Service Commission, must manage the rationalisation envisaged in paragraph (a). 
Cases pending before courts 
17. All proceedings which were pending before a court when the new Constitution took effect, must be disposed of as if the new Constitution had not been enacted, unless the interests of justice require otherwise. 
Prosecuting authority 
18. (1) Section 108 of the previous Constitution continues in force until the Act of Parliament envisaged in section 179 of the new Constitution takes effect. This subitem does not affect the appointment of the National Director of Public Prosecutions in terms of section 179. 
(2) An attorney-general holding office when the new Constitution takes effect, continues to function in terms of the legislation applicable to that office, subject to subitem (1). 
Oaths and affirmations 
19. A person who continues in office in terms of this Schedule and who has taken the oath of office or has made a solemn affirmation under the previous Constitution, is not obliged to repeat the oath of office or solemn affirmation under the new Constitution. 
Other constitutional institutions 
20. (1) In this section "constitutional institution" means  
a. the Public Protector; 
b. the Human Rights Commission; 
c. the Commission on Gender Equality; 
d. the Auditor-General; 
e. the South African Reserve Bank; 
f. the Financial and Fiscal Commission; 
g. the Judicial Service Commission; or 
h. the Pan South African Language Board. 
(2) A constitutional institution established in terms of the previous Constitution continues to function in terms of the legislation applicable to it, and anyone holding office as a commission member, a member of the board of the Reserve Bank or the Pan South African Language Board, the Public Protector or the Auditor-General when the new Constitution takes effect, continues to hold office in terms of the legislation applicable to that office, subject to -
a. any amendment or repeal of that legislation; and 
b. consistency with the new Constitution. 
(3) Sections 199(1), 200(1), (3) and (5) to (11) and 201 to 206 of the previous Constitution continue in force until repealed by an Act of Parliament passed in terms of section 75 of the new Constitution. 
(4) The members of the Judicial Service Commission referred to in section 105(1)(h) of the previous Constitution cease to be members of the Commission when the members referred to in section 178(1)(i) of the new Constitution are appointed. 
(5) 
a. The Volkstaat Council established in terms of the previous Constitution continues to function in terms of the legislation applicable to it, and anyone holding office as a member of the Council when the new Constitution takes effect, continues to hold office in terms of the legislation applicable to that office, subject to  
i. any amendment or repeal of that legislation; and 
ii. consistency with the new Constitution. 
b. Sections 184A and 184B(1)(a), (b) and (d) of the previous Constitution continue in force until repealed by an Act of Parliament passed in terms of section 75 of the new Constitution. 
Enactment of legislation required by new Constitution 
21. (1) Where the new Constitution requires the enactment of national or provincial legislation, that legislation must be enacted by the relevant authority within a reasonable period of the date the new Constitution took effect. 
(2) Section 198(b) of the new Constitution may not be enforced until the legislation envisaged in that section has been enacted. 
(3) Section 199(3)(a) of the new Constitution may not be enforced before the expiry of three months after the legislation envisaged in that section has been enacted. 
(4) National legislation envisaged in section 217(3) of the new Constitution must be enacted within three years of the date on which the new Constitution took effect, but the absence of this legislation during this period does not prevent the implementation of the policy referred to in section 217(2). 
(5) Until the Act of Parliament referred to in section 65(2) of the new Constitution is enacted each provincial legislature may determine its own procedure in terms of which authority is conferred on its delegation to cast votes on its behalf in the National Council of Provinces. 
(6) Until the legislation envisaged in section 229(1)(b) of the new Constitution is enacted, a municipality remains competent to impose any tax, levy or duty which it was authorised to impose when the Constitution took effect. 
National unity and reconciliation 
22. Notwithstanding the other provisions of the new Constitution and despite the repeal of the previous Constitution, all the provisions relating to amnesty contained in the previous Constitution under the heading "National Unity and Reconciliation" are deemed to be part of the new Constitution for the purposes of the Promotion of National Unity and Reconciliation Act, 1995 (Act 34 of 1995), as amended, including for the purposes of its validity. 
Bill of Rights 
23. (1) National legislation envisaged in sections 9(4), 32(2) and 33(3) of the new Constitution must be enacted within three years of the date on which the new Constitution took effect. 
(2) Until the legislation envisaged in sections 32(2) and 33(3) of the new Constitution is enacted  
a. section 32(1) must be regarded to read as follows: 
"(1) Every person has the right of access to all information held by the state or any of its organs in any sphere of government in so far as that information is required for the exercise or protection of any of their rights."; and 
a. section 33(1) and (2) must be regarded to read as follows: 
"Every person has the right to  
a. lawful administrative action where any of their rights or interests is affected or threatened; 
b. procedurally fair administrative action where any of their rights or legitimate expectations is affected or threatened; 
c. be furnished with reasons in writing for administrative action which affects any of their rights or interests unless the reasons for that action have been made public; and 
d. administrative action which is justifiable in relation to the reasons given for it where any of their rights is affected or threatened.". 
(3) Sections 32(2) and 33(3) of the new Constitution lapse if the legislation envisaged in those sections, respectively, is not enacted within three years of the date the new Constitution took effect. 
Public administration and security services 
24. (1) Sections 82(4)(b), 215, 218(1), 219(1), 224 to 228, 236(1), (2), (3), (6), (7)(b) and (8), 237(1) and (2)(a) and 239 (4) and (5) of the previous Constitution continue in force as if the previous Constitution had not been repealed, subject to  
a. the amendments to those sections as set out in Annexure D; 
b. any further amendment or any repeal of those sections by an Act of Parliament passed in terms of section 75 of the new Constitution; and 
c. consistency with the new Constitution. 
(2) The Public Service Commission and the provincial service commissions referred to in Chapter 13 of the previous Constitution continue to function in terms of that Chapter and the legislation applicable to it as if that Chapter had not been repealed, until the Commission and the provincial service commissions are abolished by an Act of Parliament passed in terms of section 75 of the new Constitution. 
(3) The repeal of the previous Constitution does not affect any proclamation issued under section 237(3) of the previous Constitution, and any such proclamation continues in force, subject to  
a. any amendment or repeal; and 
b. consistency with the new Constitution. 
Additional disqualification for legislatures 
25. (1) Anyone who, when the new Constitution took effect, was serving a sentence in the Republic of more than 12 months' imprisonment without the option of a fine, is not eligible to be a member of the National Assembly or a provincial legislature. 
(2) The disqualification of a person in terms of subitem (1)  
a. lapses if the conviction is set aside on appeal, or the sentence is reduced on appeal to a sentence that does not disqualify that person; and 
b. ends five years after the sentence has been completed. 
Local government 
26. (1) Notwithstanding the provisions of sections 151, 155, 156 and 157 of the new Constitution  
a. the provisions of the Local Government Transition Act, 1993 (Act 209 of 1993), as may be amended from time to time by national legislation consistent with the new Constitution, remain in force until 30 April 1999 or until repealed, whichever is sooner; and 
b. a traditional leader of a community observing a system of indigenous law and residing on land within the area of a transitional local council, transitional rural council or transitional representative council, referred to in the Local Government Transition Act, 1993, and who has been identified as set out in section 182 of the previous Constitution, is ex officio entitled to be a member of that council until 30 April 1999 or until an Act of Parliament provides otherwise. 
(2) Section 245(4) of the previous Constitution continues in force until the application of that section lapses. Section 16(5) and (6) of the Local Government Transition Act, 1993, may not be repealed before 30 April 1999. 
Safekeeping of Acts of Parliament and Provincial Acts 
27. Sections 82 and 124 of the new Constitution do not affect the safekeeping of Acts of Parliament or provincial Acts passed before the new Constitution took effect. 
Registration of immovable property owned by the state 
28. (1) On the production of a certificate by a competent authority that immovable property owned by the state is vested in a particular government in terms of section 239 of the previous Constitution, a registrar of deeds must make such entries or endorsements in or on any relevant register, title deed or other document to register that immovable property in the name of that government. 
(2) No duty, fee or other charge is payable in respect of a registration in terms of subitem (1). 

ANNEXURE A 
Amendments to Schedule 2 to the previous Constitution 
1. The replacement of item 1 with the following item: 
"1. Parties registered in terms of national legislation and contesting an election of the National Assembly, shall nominate candidates for such election on lists of candidates prepared in accordance with this Schedule and national legislation.". 
2. The replacement of item 2 with the following item: 
"2. The seats in the National Assembly as determined in terms of section 46 of the new Constitution, shall be filled as follows: 
a. One half of the seats from regional lists submitted by the respective parties, with a fixed number of seats reserved for each region as determined by the Commission for the next election of the Assembly, taking into account available scientifically based data in respect of voters, and representations by interested parties. 
b. The other half of the seats from national lists submitted by the respective parties, or from regional lists where national lists were not submitted.". 
3. The replacement of item 3 with the following item: 
"3. The lists of candidates submitted by a party, shall in total contain the names of not more than a number of candidates equal to the number of seats in the National Assembly, and each such list shall denote such names in such fixed order of preference as the party may determine.". 
4. The amendment of item 5 by replacing the words preceding paragraph (a) with the following words: 
"5. The seats referred to in item 2(a) shall be allocated per region to the parties contesting an election, as follows:".
5. The amendment of item 6 -
(a) by replacing the words preceding paragraph (a) with the following words: 
"6. The seats referred to in item 2(b) shall be allocated to the parties contesting an election, as follows:"; and 
(b) by replacing paragraph (a) with the following paragraph: 
"(a) A quota of votes per seat shall be determined by dividing the total number of votes cast nationally by the number of seats in the National Assembly, plus one, and the result plus one, disregarding fractions, shall be the quota of votes per seat.". 
6. The amendment of item 7(3) by replacing paragraph (b) with the following paragraph: 
"(b) An amended quota of votes per seat shall be determined by dividing the total number of votes cast nationally, minus the number of votes cast nationally in favour of the party referred to in paragraph (a), by the number of seats in the Assembly, plus one, minus the number of seats finally allocated to the said party in terms of paragraph (a).". 
7. The replacement of item 10 with the following item: 
"10. The number of seats in each provincial legislature shall be as determined in terms of section 105 of the new Constitution.". 
8. The replacement of item 11 with the following item: 
"11. Parties registered in terms of national legislation and contesting an election of a provincial legislature, shall nominate candidates for election to such provincial legislature on provincial lists prepared in accordance with this Schedule and national legislation.". 
9. The replacement of item 16 with the following item: 
"Designation of representatives 
16. (1) After the counting of votes has been concluded, the number of representatives of each party has been determined and the election result has been declared in terms of section 190 of the new Constitution, the Commission shall, within two days after such declaration, designate from each list of candidates, published in terms of national legislation, the representatives of each party in the legislature. 
(2) Following the designation in terms of subitem (1), if a candidate's name appears on more than one list for the National Assembly or on lists for both the National Assembly and a provincial legislature (if an election of the Assembly and a provincial legislature is held at the same time), and such candidate is due for designation as a representative in more than one case, the party which submitted such lists shall, within two days after the said declaration, indicate to the Commission from which list such candidate will be designated or in which legislature the candidate will serve, as the case may be, in which event the candidate's name shall be deleted from the other lists. 
(3) The Commission shall forthwith publish the list of names of representatives in the legislature or legislatures.". 
10. The amendment of item 18 by replacing paragraph (b) with the following paragraph: 
"(b) a representative is appointed as a permanent delegate to the National Council of Provinces;". 
11. The replacement of item 19 with the following item: 
"19. Lists of candidates of a party referred to in item 16(1) may be supplemented on one occasion only at any time during the first 12 months following the date on which the designation of representatives in terms of item 16 has been concluded, in order to fill casual vacancies: Provided that any such supplementation shall be made at the end of the list.". 
12. The replacement of item 23 with the following item: 
"Vacancies 
23.(1) In the event of a vacancy in a legislature to which this Schedule applies, the party which nominated the vacating member shall fill the vacancy by nominating a person  
a. whose name appears on the list of candidates from which the vacating member was originally nominated; and 
b. who is the next qualified and available person on the list. 
(2) A nomination to fill a vacancy shall be submitted to the Speaker in writing. 
(3) If a party represented in a legislature dissolves or ceases to exist and the members in question vacate their seats in consequence of item 23A(1), the seats in question shall be allocated to the remaining parties mutatis mutandis as if such seats were forfeited seats in terms of item 7 or 14, as the case may be.". 
13. The insertion of the following item after item 23: 
"Additional ground for loss of membership of legislatures 
23A. (1) A person loses membership of a legislature to which this Schedule applies if that person ceases to be a member of the party which nominated that person as a member of the legislature. 
(2) Despite subitem (1) any existing political party may at any time change its name. 
(3) An Act of Parliament may, within a reasonable period after the new Constitution took effect, be passed in accordance with section 76(1) of the new Constitution to amend this item and item 23 to provide for the manner in which it will be possible for a member of a legislature who ceases to be a member of the party which nominated that member, to retain membership of such legislature. 
(4) An Act of Parliament referred to in subitem (3) may also provide for  
a. any existing party to merge with another party; or 
b. any party to subdivide into more than one party.". 
14. The deletion of item 24. 
15. The amendment of item 25  
(a) by replacing the definition of "Commission" with the following definition: 
" 'Commission' means the Electoral Commission referred to in section 190 of the new Constitution;"; and 
(b) by inserting the following definition after the definition of "national list": 
" 'new Constitution' means the Constitution of the Republic of South Africa, 1996;". 
16. The deletion of item 26. 

ANNEXURE B 
Government of National Unity: National Sphere 
1. Section 84 of the new Constitution is deemed to contain the following additional subsection: 
"(3) The President must consult the Executive Deputy Presidents  
a. in the development and execution of the policies of the national government; 
b. in all matters relating to the management of the Cabinet and the performance of Cabinet business; 
c. in the assignment of functions to the Executive Deputy Presidents; 
d. before making any appointment under the Constitution or any legislation, including the appointment of ambassadors or other diplomatic representatives; 
e. before appointing commissions of inquiry; 
f. before calling a referendum; and 
g. before pardoning or reprieving offenders.". 
2. Section 89 of the new Constitution is deemed to contain the following additional subsection: 
"(3) Subsections (1) and (2) apply also to an Executive Deputy President.". 
3. Paragraph (a) of section 90(1) of the new Constitution is deemed to read as follows: 
"(a) an Executive Deputy President designated by the President;". 
4. Section 91 of the new Constitution is deemed to read as follows: 
"Cabinet 
91. (1) The Cabinet consists of the President, the Executive Deputy Presidents and  
a. not more than 27 Ministers who are members of the National Assembly and appointed in terms of subsections (8) to (12); and 
b. not more than one Minister who is not a member of the National Assembly and appointed in terms of subsection (13), provided the President, acting in consultation with the Executive Deputy Presidents and the leaders of the participating parties, deems the appointment of such a Minister expedient. 
(2) Each party holding at least 80 seats in the National Assembly is entitled to designate an Executive Deputy President from among the members of the Assembly. 
(3) If no party or only one party holds 80 or more seats in the Assembly, the party holding the largest number of seats and the party holding the second largest number of seats are each entitled to designate one Executive Deputy President from among the members of the Assembly. 
(4) On being designated, an Executive Deputy President may elect to remain or cease to be a member of the Assembly. 
(5) An Executive Deputy President may exercise the powers and must perform the functions vested in the office of Executive Deputy President by the Constitution or assigned to that office by the President. 
(6) An Executive Deputy President holds office  
c. until 30 April 1999 unless replaced or recalled by the party entitled to make the designation in terms of subsections (2) and (3); or 
d. until the person elected President after any election of the National Assembly held before 30 April 1999, assumes office. 
(7) A vacancy in the office of an Executive Deputy President may be filled by the party which designated that Deputy President. 
(8) A party holding at least 20 seats in the National Assembly and which has decided to participate in the government of national unity, is entitled to be allocated one or more of the Cabinet portfolios in respect of which Ministers referred to in subsection (1)(a) are to be appointed, in proportion to the number of seats held by it in the National Assembly relative to the number of seats held by the other participating parties. 
(9) Cabinet portfolios must be allocated to the respective participating parties in accordance with the following formula: 
e. A quota of seats per portfolio must be determined by dividing the total number of seats in the National Assembly held jointly by the participating parties by the number of portfolios in respect of which Ministers referred to in subsection (1) (a) are to be appointed, plus one. 
f. The result, disregarding third and subsequent decimals, if any, is the quota of seats per portfolio. 
g. The number of portfolios to be allocated to a participating party is determined by dividing the total number of seats held by that party in the National Assembly by the quota referred to in paragraph (b). 
h. The result, subject to paragraph (e), indicates the number of portfolios to be allocated to that party. 
i. Where the application of the above formula yields a surplus not absorbed by the number of portfolios allocated to a party, the surplus competes with other similar surpluses accruing to another party or parties, and any portfolio or portfolios which remain unallocated must be allocated to the party or parties concerned in sequence of the highest surplus. 
(10) The President after consultation with the Executive Deputy Presidents and the leaders of the participating parties must  
j. determine the specific portfolios to be allocated to the respective participating parties in accordance with the number of portfolios allocated to them in terms of subsection (9); 
k. appoint in respect of each such portfolio a member of the National Assembly who is a member of the party to which that portfolio was allocated under paragraph (a), as the Minister responsible for that portfolio; 
l. if it becomes necessary for the purposes of the Constitution or in the interest of good government, vary any determination under paragraph (a), subject to subsection (9); 
m. terminate any appointment under paragraph (b)  
i. if the President is requested to do so by the leader of the party of which the Minister in question is a member; or 
ii. ) if it becomes necessary for the purposes of the Constitution or in the interest of good government; or 
n. fill, when necessary, subject to paragraph (b), a vacancy in the office of Minister. 
(11) Subsection (10) must be implemented in the spirit embodied in the concept of a government of national unity, and the President and the other functionaries concerned must in the implementation of that subsection seek to achieve consensus at all times: Provided that if consensus cannot be achieved on  
o. the exercise of a power referred to in paragraph (a), (c) or (d)(ii) of that subsection, the President's decision prevails; 
p. the exercise of a power referred to in paragraph (b), (d)(i) or (e) of that subsection affecting a person who is not a member of the President's party, the decision of the leader of the party of which that person is a member prevails; and 
q. the exercise of a power referred to in paragraph (b) or (e) of that subsection affecting a person who is a member of the President's party, the President's decision prevails. 
(12) If any determination of portfolio allocations is varied under subsection (10)(c), the affected Ministers must vacate their portfolios but are eligible, where applicable, for reappointment to other portfolios allocated to their respective parties in terms of the varied determination. 
(13) The President  
r. in consultation with the Executive Deputy Presidents and the leaders of the participating parties, must  
i. determine a specific portfolio for a Minister referred to in subsection (1) (b) should it become necessary pursuant to a decision of the President under that subsection; 
ii. appoint in respect of that portfolio a person who is not a member of the National Assembly, as the Minister responsible for that portfolio; and 
iii. fill, if necessary, a vacancy in respect of that portfolio; or 
s. after consultation with the Executive Deputy Presidents and the leaders of the participating parties, must terminate any appointment under paragraph (a) if it becomes necessary for the purposes of the Constitution or in the interest of good government. 
(14) Meetings of the Cabinet must be presided over by the President, or, if the President so instructs, by an Executive Deputy President: Provided that the Executive Deputy Presidents preside over meetings of the Cabinet in turn unless the exigencies of government and the spirit embodied in the concept of a government of national unity otherwise demand. 
(15) The Cabinet must function in a manner which gives consideration to the consensus-seeking spirit embodied in the concept of a government of national unity as well as the need for effective government.". 
5. Section 93 of the new Constitution is deemed to read as follows: 
"Appointment of Deputy Ministers 
93. (1) The President may, after consultation with the Executive Deputy Presidents and the leaders of the parties participating in the Cabinet, establish deputy ministerial posts. 
(2) A party is entitled to be allocated one or more of the deputy ministerial posts in the same proportion and according to the same formula that portfolios in the Cabinet are allocated. 
(3) The provisions of section 91 (10) to (12) apply, with the necessary changes, in respect of Deputy Ministers, and in such application a reference in that section to a Minister or a portfolio must be read as a reference to a Deputy Minister or a deputy ministerial post, respectively. 
(4) If a person is appointed as the Deputy Minister of any portfolio entrusted to a Minister  
a. that Deputy Minister must exercise and perform on behalf of the relevant Minister any of the powers and functions assigned to that Minister in terms of any legislation or otherwise which may, subject to the directions of the President, be assigned to that Deputy Minister by that Minister; and 
b. any reference in any legislation to that Minister must be construed as including a reference to the Deputy Minister acting in terms of an assignment under paragraph (a) by the Minister for whom that Deputy Minister acts. 
(5) Whenever a Deputy Minister is absent or for any reason unable to exercise or perform any of the powers or functions of office, the President may appoint any other Deputy Minister or any other person to act in the said Deputy Minister's stead, either generally or in the exercise or performance of any specific power or function.". 
6. Section 96 of the new Constitution is deemed to contain the following additional subsections: 
"(3) Ministers are accountable individually to the President and to the National Assembly for the administration of their portfolios, and all members of the Cabinet are correspondingly accountable collectively for the performance of the functions of the national government and for its policies. 
(4) Ministers must administer their portfolios in accordance with the policy determined by the Cabinet. 
(5) If a Minister fails to administer the portfolio in accordance with the policy of the Cabinet, the President may require the Minister concerned to bring the administration of the portfolio into conformity with that policy. 
(6) If the Minister concerned fails to comply with a requirement of the President under subsection (5), the President may remove the Minister from office  
a. if it is a Minister referred to in section 91(1)(a), after consultation with the Minister and, if the Minister is not a member of the President's party or is not the leader of a participating party, also after consultation with the leader of that Minister's party; or 
b. if it is a Minister referred to in section 91(1)(b), after consultation with the Executive Deputy Presidents and the leaders of the participating parties.". 

ANNEXURE C 
Government of National Unity: Provincial Sphere 
1. Section 132 of the new Constitution is deemed to read as follows: 
"Executive Councils 
132. (1) The Executive Council of a province consists of the Premier and not more than 10 members appointed by the Premier in accordance with this section. 
(2) A party holding at least 10 per cent of the seats in a provincial legislature and which has decided to participate in the government of national unity, is entitled to be allocated one or more of the Executive Council portfolios in proportion to the number of seats held by it in the legislature relative to the number of seats held by the other participating parties. 
(3) Executive Council portfolios must be allocated to the respective participating parties according to the same formula set out in section 91 (9), and in applying that formula a reference in that section to  
a. the Cabinet, must be read as a reference to an Executive Council; 
b. a Minister, must be read as a reference to a member of an Executive Council; and 
c. the National Assembly, must be read as a reference to the provincial legislature. 
(4) The Premier of a province after consultation with the leaders of the participating parties must  
4. determine the specific portfolios to be allocated to the respective participating parties in accordance with the number of portfolios allocated to them in terms of subsection (3); 
5. appoint in respect of each such portfolio a member of the provincial legislature who is a member of the party to which that portfolio was allocated under paragraph (a), as the member of the Executive Council responsible for that portfolio; 
6. if it becomes necessary for the purposes of the Constitution or in the interest of good government, vary any determination under paragraph (a), subject to subsection (3); 
7. terminate any appointment under paragraph (b)  
i. if the Premier is requested to do so by the leader of the party of which the Executive Council member in question is a member; or 
ii. if it becomes necessary for the purposes of the Constitution or in the interest of good government; or 
8. fill, when necessary, subject to paragraph (b), a vacancy in the office of a member of the Executive Council. 
(5) Subsection (4) must be implemented in the spirit embodied in the concept of a government of national unity, and the Premier and the other functionaries concerned must in the implementation of that subsection seek to achieve consensus at all times: Provided that if consensus cannot be achieved on  
i. the exercise of a power referred to in paragraph (a), (c) or (d)(ii) of that subsection, the Premier's decision prevails; 
j. the exercise of a power referred to in paragraph (b), (d)(i) or (e) of that subsection affecting a person who is not a member of the Premier's party, the decision of the leader of the party of which such person is a member prevails; and 
k. the exercise of a power referred to in paragraph (b) or (e) of that subsection affecting a person who is a member of the Premier's party, the Premier's decision prevails. 
(6) If any determination of portfolio allocations is varied under subsection (4)(c), the affected members must vacate their portfolios but are eligible, where applicable, for reappointment to other portfolios allocated to their respective parties in terms of the varied determination. 
(7) Meetings of an Executive Council must be presided over by the Premier of the province. 
(8) An Executive Council must function in a manner which gives consideration to the consensus-seeking spirit embodied in the concept of a government of national unity, as well as the need for effective government.". 
2. Section 136 of the new Constitution is deemed to contain the following additional subsections: 
"(3) Members of Executive Councils are accountable individually to the Premier and to the provincial legislature for the administration of their portfolios, and all members of the Executive Council are correspondingly accountable collectively for the performance of the functions of the provincial government and for its policies. 
(4) Members of Executive Councils must administer their portfolios in accordance with the policy determined by the Council. 
(5) If a member of an Executive Council fails to administer the portfolio in accordance with the policy of the Council, the Premier may require the member concerned to bring the administration of the portfolio into conformity with that policy. 
(6) If the member concerned fails to comply with a requirement of the Premier under subsection (5), the Premier may remove the member from office after consultation with the member, and if the member is not a member of the Premier's party or is not the leader of a participating party, also after consultation with the leader of that member's party.". 

ANNEXURE D 
Public administration and security services: Amendments to sections of the previous Constitution 
1. The amendment of section 218 of the previous Constitution  
(a) by replacing in subsection (1) the words preceding paragraph (a) with the following words: 
"(1) Subject to the directions of the Minister of Safety and Security, the National Commissioner shall be responsible for "; 
(b) by replacing paragraph (b) of subsection (1) with the following paragraph: 
"(b) the appointment of provincial commissioners;"; 
(c) by replacing paragraph (d) of subsection (1) with the following paragraph: 
"(d) the investigation and prevention of organised crime or crime which requires national investigation and prevention or specialised skills;"; and 
(d) by replacing paragraph (k) of subsection (1) with the following paragraph: 
"(k) the establishment and maintenance of a national public order policing unit to be deployed in support of and at the request of the Provincial Commissioner;". 
2. The amendment of section 219 of the previous Constitution by replacing in subsection (1) the words preceding paragraph (a) with the following words: 
"(1) Subject to section 218(1), a Provincial Commissioner shall be responsible for ". 
3. The amendment of section 224 of the previous Constitution by replacing the proviso to subsection (2) with the following proviso: 
"Provided that this subsection shall also apply to members of any armed force which submitted its personnel list after the commencement of the Constitution of the Republic of South Africa, 1993 (Act 200 of 1993), but before the adoption of the new constitutional text as envisaged in section 73 of that Constitution, if the political organisation under whose authority and control it stands or with which it is associated and whose objectives it promotes did participate in the Transitional Executive Council or did take part in the first election of the National Assembly and the provincial legislatures under the said Constitution.". 
4. The amendment of section 227 of the previous Constitution by replacing subsection (2) with the following subsection: 
"(2) The National Defence Force shall exercise its powers and perform its functions solely in the national interest in terms of Chapter 11 of the Constitution of the Republic of South Africa, 1996.". 
5. The amendment of section 236 of the previous Constitution  
(a) by replacing subsection (1) with the following subsection: 
"(1) A public service, department of state, administration or security service which immediately before the commencement of the Constitution of the Republic of South Africa, 1996 (hereinafter referred to as "the new Constitution"), performed governmental functions, continues to function in terms of the legislation applicable to it until it is abolished or incorporated or integrated into any appropriate institution or is rationalised or consolidated with any other institution."; 
(b) by replacing subsection (6) with the following subsection: 
"(6) (a) The President may appoint a commission to review the conclusion or amendment of a contract, the appointment or promotion, or the award of a term or condition of service or other benefit, which occurred between 27 April 1993 and 30 September 1994 in respect of any person referred to in subsection (2) or any class of such persons. 
(b) The commission may reverse or alter a contract, appointment, promotion or award if not proper or justifiable in the circumstances of the case."; and 
(c) by replacing "this Constitution", wherever this occurs in section 236, with "the new Constitution". 
6. The amendment of section 237 of the previous Constitution  
(a) by replacing paragraph (a) of subsection (1) with the following paragraph: 
"(a) The rationalisation of all institutions referred to in section 236(1), excluding military forces referred to in section 224(2), shall after the commencement of the Constitution of the Republic of South Africa, 1996, continue, with a view to establishing  
(i) an effective administration in the national sphere of government to deal with matters within the jurisdiction of the national sphere; and 
(ii) an effective administration for each province to deal with matters within the jurisdiction of each provincial government."; and 
(b) by replacing subparagraph (i) of subsection (2)(a) with the following subparagraph: 
"(i) institutions referred to in section 236(1), excluding military forces, shall rest with the national government, which shall exercise such responsibility in co-operation with the provincial governments;". 
7. The amendment of section 239 of the previous Constitution by replacing subsection (4) with the following subsection: 
"(4) Subject to and in accordance with any applicable law, the assets, rights, duties and liabilities of all forces referred to in section 224(2) shall devolve upon the National Defence Force in accordance with the directions of the Minister of Defence.". 
Schedule 7 
Laws Repealed 
Number and Year of Law
Title
Act 200 of 1993
Constitution of the Republic of South Africa, 1993
Act 2 of 1994
Constitution of the Republic of South Africa Amendment Act, 1994
Act 3 of 1994
Constitution of the Republic of South Africa Second Amendment Act, 1994
Act 13 of 1994
Constitution of the Republic of South Africa Third Amendment Act, 1994
Act 14 of 1994
Constitution of the Republic of South Africa Fourth Amendment Act, 1994
Act 24 of 1994
Constitution of the Republic of South Africa Sixth Amendment Act, 1994
Act 29 of 1994
Constitution of the Republic of South Africa Fifth Amendment Act, 1994
Act 20 of 1995
Constitution of the Republic of South Africa Amendment Act, 1995
Act 44 of 1995
Constitution of the Republic of South Africa Second Amendment Act, 1995
Act 7 of 1996
Constitution of the Republic of South Africa Amendment Act, 1996
Act 26 of 1996
Constitution of the Republic of South Africa Third Amendment Act, 1996

Universal Declaration of Human Rights
English Version
English
Source: United Nations Department of Public Information
Universal Declaration of Human Rights
Preamble
Whereas recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world, 
Whereas disregard and contempt for human rights have resulted in barbarous acts which have outraged the conscience of mankind, and the advent of a world in which human beings shall enjoy freedom of speech and belief and freedom from fear and want has been proclaimed as the highest aspiration of the common people, 
Whereas it is essential, if man is not to be compelled to have recourse, as a last resort, to rebellion against tyranny and oppression, that human rights should be protected by the rule of law, 
Whereas it is essential to promote the development of friendly relations between nations, 
Whereas the peoples of the United Nations have in the Charter reaffirmed their faith in fundamental human rights, in the dignity and worth of the human person and in the equal rights of men and women and have determined to promote social progress and better standards of life in larger freedom, 
Whereas Member States have pledged themselves to achieve, in cooperation with the United Nations, the promotion of universal respect for and observance of human rights and fundamental freedoms, 
Whereas a common understanding of these rights and freedoms is of the greatest importance for the full realization of this pledge, 
Now, therefore, 
The General Assembly, 
Proclaims this Universal Declaration of Human Rights as a common standard of achievement for all peoples and all nations, to the end that every individual and every organ of society, keeping this Declaration constantly in mind, shall strive by teaching and education to promote respect for these rights and freedoms and by progressive measures, national and international, to secure their universal and effective recognition and observance, both among the peoples of Member States themselves and among the peoples of territories under their jurisdiction. 
Article I 
All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood. 
Article 2 
Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. 
Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of sovereignty. 
Article 3 
Everyone has the right to life, liberty and security of person. 
Article 4 
No one shall be held in slavery or servitude; slavery and the slave trade shall be prohibited in all their forms. 
Article 5 
No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment. 
Article 6 
Everyone has the right to recognition everywhere as a person before the law. 
Article 7 
All are equal before the law and are entitled without any discrimination to equal protection of the law. All are entitled to equal protection against any discrimination in violation of this Declaration and against any incitement to such discrimination. 
Article 8 
Everyone has the right to an effective remedy by the competent national tribunals for acts violating the fundamental rights granted him by the constitution or by law. 
Article 9 
No one shall be subjected to arbitrary arrest, detention or exile. 
Article 10 
Everyone is entitled in full equality to a fair and public hearing by an independent and impartial tribunal, in the determination of his rights and obligations and of any criminal charge against him. 
Article 11 
1. Everyone charged with a penal offence has the right to be presumed innocent until proved guilty according to law in a public trial at which he has had all the guarantees necessary for his defence. 
1. No one shall be held guilty of any penal offence on account of any act or omission which did not constitute a penal offence, under national or international law, at the time when it was committed. Nor shall a heavier penalty be imposed than the one that was applicable at the time the penal offence was committed. 
Article 12 
No one shall be subjected to arbitrary interference with his privacy, family, home or correspondence, nor to attacks upon his honour and reputation. Everyone has the right to the protection of the law against such interference or attacks. 
Article 13 
1. Everyone has the right to freedom of movement and residence within the borders of each State. 
1. Everyone has the right to leave any country, including his own, and to return to his country. 
Article 14 
1. Everyone has the right to seek and to enjoy in other countries asylum from persecution. 
1. This right may not be invoked in the case of prosecutions genuinely arising from non-political crimes or from acts contrary to the purposes and principles of the United Nations. 
Article 15 
1. Everyone has the right to a nationality. 
1. No one shall be arbitrarily deprived of his nationality nor denied the right to change his nationality. 
Article 16 
1. Men and women of full age, without any limitation due to race, nationality or religion, have the right to marry and to found a family. They are entitled to equal rights as to marriage, during marriage and at its dissolution. 
1. Marriage shall be entered into only with the free and full consent of the intending spouses. 
1. The family is the natural and fundamental group unit of society and is entitled to protection by society and the State. 
Article 17 
1. Everyone has the right to own property alone as well as in association with others. 
1. No one shall be arbitrarily deprived of his property. 
Article 18 
Everyone has the right to freedom of thought, conscience and religion; this right includes freedom to change his religion or belief, and freedom, either alone or in community with others and in public or private, to manifest his religion or belief in teaching, practice, worship and observance. 
Article 19 
Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through any media and regardless of frontiers. 
Article 20 
1. Everyone has the right to freedom of peaceful assembly and association. 
1. No one may be compelled to belong to an association. 
Article 21 
1. Everyone has the right to take part in the government of his country, directly or through freely chosen representatives. 
1. Everyone has the right to equal access to public service in his country. 
1. The will of the people shall be the basis of the authority of government; this will shall be expressed in periodic and genuine elections which shall be by universal and equal suffrage and shall be held by secret vote or by equivalent free voting procedures. 
Article 22 
Everyone, as a member of society, has the right to social security and is entitled to realization, through national effort and international co-operation and in accordance with the organization and resources of each State, of the economic, social and cultural rights indispensable for his dignity and the free development of his personality. 
Article 23 
1. Everyone has the right to work, to free choice of employment, to just and favourable conditions of work and to protection against unemployment. 
1. Everyone, without any discrimination, has the right to equal pay for equal work. 
1. Everyone who works has the right to just and favourable remuneration ensuring for himself and his family an existence worthy of human dignity, and supplemented, if necessary, by other means of social protection. 
1. Everyone has the right to form and to join trade unions for the protection of his interests. 
Article 24 
Everyone has the right to rest and leisure, including reasonable limitation of working hours and periodic holidays with pay. 
Article 25 
1. Everyone has the right to a standard of living adequate for the health and well-being of himself and of his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control. 
1. Motherhood and childhood are entitled to special care and assistance. All children, whether born in or out of wedlock, shall enjoy the same social protection. 
Article 26 
1. Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit. 
1. Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace. 
1. Parents have a prior right to choose the kind of education that shall be given to their children. 
Article 27 
1. Everyone has the right freely to participate in the cultural life of the community, to enjoy the arts and to share in scientific advancement and its benefits. 
1. Everyone has the right to the protection of the moral and material interests resulting from any scientific, literary or artistic production of which he is the author. 
Article 28 
Everyone is entitled to a social and international order in which the rights and freedoms set forth in this Declaration can be fully realized. 
Article 29 
1. Everyone has duties to the community in which alone the free and full development of his personality is possible. 
1. In the exercise of his rights and freedoms, everyone shall be subject only to such limitations as are determined by law solely for the purpose of securing due recognition and respect for the rights and freedoms of others and of meeting the just requirements of morality, public order and the general welfare in a democratic society. 
1. These rights and freedoms may in no case be exercised contrary to the purposes and principles of the United Nations. 
Article 30 
Nothing in this Declaration may be interpreted as implying for any State, group or person any right to engage in any activity or to perform any act aimed at the destruction of any of the rights and freedoms set forth herein. 
(c) Copyright 1998 
Office of the United Nations High Commissioner for Human Rights
Geneva, Switzerland
PANSALB's POSITION ON THE PROMOTION OF MULTILINGUALISM IN SOUTH AFRICA :
 A DRAFT DISCUSSION DOCUMENT
(c) PANSALB
Pretoria, February 1998

PANSALB's position on the promotion of multilingualism in South Africa: A draft discussion document
1.	Introduction
The purpose of this document is to explain PANSALB's understanding of multilingualism and language development in the context of language legislation embodied in the Constitution and other legal documents. 

The Board's position on multilingualism is encapsulated in its mission statement below:

The mission of the Board is to promote multilingualism in South Africa by:
* creating the conditions for the development of and the equal use of all official languages
* fostering respect for and encouraging the use of other languages in the country and
* encouraging the best use of the country's linguistic resources
in order to enable South Africans to free themselves from all forms of linguistic discrimination, domination and division; and to enable them to exercise appropriate linguistic choices for their own well being as well as for national development.
2.	Guiding principles
The guiding principles for the promotion of multilingualism in South Africa are contained in the Constitution of the Republic of South Africa (Act 108 of 1996, Clauses 6(1) - (5)) and the PANSALB Act (Act 59 of 1995). 

The Constitution contains a Bill of Rights, which is mainly premised on the notion of individual rights. The language clauses should thus be understood from the orientation of language as a right. In addition, the frequency of terms such as "status", "use", "usage" point clearly towards a paradigm which is also based on the functional or instrumental use of the languages of  South Africa. The PANSALB Act, includes both these perspectives toward language, i.e. as both a right and a resource.

The purpose of the Bill of Rights is to ensure that South African society becomes one that is based on the firm democratic principle of equality. Hence, the purpose of the structures established in terms of the Constitution, is to assist in the democratisation of our society. PANSALB is one of these structures and thus its work will further democratic principles.

 The Constitution identifies two agencies responsible for effecting these, namely government and PANSALB. Under the subsection on Languages Section 6 (1-5) of the Constitution unequivocally provide that:

"1. The official languages of the Republic of South Africa are Sepedi, Sesotho, Setswana, siSwati, Tshivenda, Xitsonga, Afrikaans, English, isiNdebele, isiXhosa and isiZulu.
2. : recognising the historically diminished use and status of the indegenous languages of our people, the state must take practical and positive measures to elevate the status and advance the use of these languages.
3. (a) The national and provincial governments may use any particular official languages for the purpose of government, taking into account usage, practicality, expense, regional circumstances and the balance of the needs and preferences of  the population as a whole or in the province concerned; but the national government and  each provincial government must use at least two official languages.
(b) Municipalities must take into account the language usage and preferences of their residences.
4. The national and provincial governments, by legislative and other measures, must regulate and monitor the use of official languages. Without detracting from the provisions of subsection (2), all official languages must enjoy parity of esteem and must be treated equitably.
5. A Pan South African Language Board established by  national legislation must -
(a) promote, and create conditions for the development  and use of-
I. all official languages;
II. the Khoi, Nama and San languages; and
III. sign language; and
(b) promote and ensure respect for-
I. all languages commonly used by communities in South Africa, including German, Greek, Gujarati, Hindi, Portuguese, Tamil, Telegu and Urdu; and
II. Arabic, Hebrew, Sanskrit and other languages used for religious purposes in South Africa.

It is clear from the above that government's responsibilities are identified in Section 6 
(1-4), whereas PANSALB's responsibilities are spelt out in Section6 (5).

3.	Responsibilities of PANSALB
PANSALB's explicit role is to create the conditions for the development of and equal use of all official languages. This means that it must act in a manner which initiates, facilitates and empowers agencies both within state structures and civil society to contribute towards the development and use of all the official languages. 

PANSALB must promote and create the positive environment for multilingualism in general, and includes, but is not limited to, the official languages. So whilst PANSALB needs to offer advice to government on language policy and planning for advancing the status and use of the official languages, this should not detract its attention from a broader focus of facilitating the receptive environment for the promotion of multilingualism. This includes the promotion of interlinguistic skills and development of the official languages as well as other languages used in South Africa.

It is generally accepted that the best way for language development to occur is for the language to be used. Obviously every South African language has been used, some more widely than others, and most unfortunately some have been discouraged from use and are in grave danger of extinction whilst others have, in effect, become extinct. For a language to survive, it must be used for a wide range of functions otherwise it begins to wither and die. Thus, were we to have allowed higher status functions to be limited to English and Afrikaans only, the other languages of the country eventually would begin to wither and die. We have seen this happen to many of the Khoe and San languages and their extinction is a loss not only to the communities, which used them, but it is a national disaster. We have heard very little about linguistic extinction in this country whereas we are familiar with notions about the danger of certain species of plants and animals becoming extinct.  When a language dies, very often a whole body of knowledge dies with it.  Thus the task at hand is to encourage the use of the official languages as well as all other languages used in South Africa, in a wider range of contexts and for an increasing range of purposes. 

To put it plainly, we have to find the ways to ease channels of communication by insisting that our languages are used in public contexts for high level functions in order that their profiles increase and that they are heard to fulfil these functions successfully. Their use as lingua francas at local and even regional levels of economic activity needs to be publicly uncovered. Their usefulness in relation to indigenous knowledge must similarly be uncovered. 

On the other hand, the over-estimated use and reliance upon English as a lingua franca needs simultaneously to be reassessed. Whilst isiZulu functions as a lingua franca for 70% of the country's population, English can only, at present, be used efficiently by only 20% of the population. Thus, communication from government, for example, in English can only reach a minority of people who are likely to comprise the educated middle class urban dwellers.

The Board recognises that it will have to develop the most sensible strategy to recover and build on the existing functional use of African (including Afrikaans, Khoe and San and South African Sign) languages in this country. It also has to ensure that maximum advantage is taken of what English and possibly other international languages have to offer. 

In regard to our indigenous languages, a three-pronged approach needs to be followed, which simultaneously: 
* engages in the development or elaboration of these languages, and 
* explores and builds on the ways in which the users of cognate languages apply their multilingual skills to communicate. 
* creates the conditions for extending the use of these languages.

In other words, the Board will undertake development activities specific to some languages as well as initiate development strategies, which build up interlinguistic communicative skills (such as translation, interpreting, language learning programmes, etc.). Our goal is always that of maximising multilingual communicative competence rather than increasing language barriers amongst people.

While the Constitution has identified 11 languages for official status, we need to understand that this arose out of a historical situation which had previously selected ten African languages and given limited official recognition to these. The official status of nine languages1 was extended to national level, adding them to the two former official languages (Afrikaans and English). This technicality may for the foreseeable future draw anger and resentment from linguistic communities who identify strongly with a language they believe to be different from the languages which now have official status. The Board's position is that it recognises and supports the use and development of each language in South Africa because fundamentally each language and its community are resources of national importance which must be recognised, supported and harnessed. At the same time, the Board's role is to ensure that in the promotion of multilingualism, it is promoting co-operation and easing the channels the communication, not fostering linguistic competition, division or separatism. 

The Board will spell out how languages without official status should receive practical recognition and promotion. Our position is to highlight the functional use and value of each language in an interdependent relationship with others. To focus on a hierarchical configuration of languages or the "official" status of a language versus the "unofficial" status of a language will not in a practical way contribute towards an environment which nurtures multilingualism or democracy. Rather, the Board believes that in the promotion of all languages, their use and development, it will be able to support democracy and the language rights of each linguistic community. The Board notes that there is a clear constitutional obligation for government, at national and provincial level, to elevate the status and advance the use of the official languages, which were historically diminished. In order for this to happen, the state must provide the necessary resources. 

PANSALB's intention is to foster the environment in which organs of state and civil society, with an interest in language development, use and service provision, are encouraged to coexist. The common purpose would be to ensure that both language rights will be protected and the resources of each language and its users can be harnessed at all levels of society. To this end, PANSALB does not see itself in a patriarchal relationship with other language bodies; neither does it intend to become a punitive structure seeking to draw power unto itself. Rather it will continue to honour its obligation to create conditions conducive for multilingualism to flourish.
4.	Language policy orientations
The selection of multilingualism over monolingualism, together with the principle of equal status of 11 languages foregrounds the direction of language policy. Ruiz (1984 and 1988) offers a way of viewing language from three different theoretical positions, viz. language as a problem, language as a right, and language as a resource. Language planning specialists in Africa frequently refer to these views of language.  In particular, the views of language as a right and language as a resource have come under intense discussion in the Francophone and Anglophone countries of Africa. A common thread in the work of Akinasso, Bamgbose, Chumbow, Elube, Djité, Mateené, Prah and Tripathi, amongst others, is that the resources which African languages have to offer, need to be uncovered and developed in order that the people of this continent are able to take charge of their destinies.
4.1	Language as a problem 
This orientation is present in societies where the ruling ideology is segregation and or assimilation. The response to de facto multilingualism is to promote a language policy based on monolingualism, i.e. the elevation of the language of the ruling class.

South Africa is just emerging from a lengthy period of segregation and language policy based on the view that languages other than Afrikaans and English are problems.  With the emergence of the new ruling elite, language as a problem continues to prevail. However, it is manifested through assimilationist tendencies.
4.2	Language as a right 
This orientation is consistent with those societies which place store on the principles of equality. Our Constitution obliges us to develop language policy and plans from within this view. The issue of language as a right is very important, and one which has to be addressed seriously in this country, precisely because in the past, people's rights have been violated. One way of ensuring that language rights can be guaranteed is to view language from both the perspectives of language as a right and language as a resource.
4.3	Language as a resource 
This orientation is consistent with the principle of interdependence, where different communities/languages are seen to coexist interdependently. The value of each language and its speech community is acknowledged as part of the whole. Language as a resource includes the notion of language as a right. The view that each language is a resource to the nation carries with it the notion of the instrumental use of languages or functional multilingualism.
5.	The paradigm
There is no doubt that the paradigm which needs to be followed in South Africa is one which includes both the functional approach to languages which is inseparable from the view of language as a right and the view that all languages are resources.

Language policy and planning informed by these two orientations of language as a right and as a resource:
* acknowledge that there are sources of knowledge and expertise which speakers of all languages possess;
* assume that effective measures will be taken to access and harness this knowledge for the maximum advantage of society;
* unlock the potential of existing patterns of local and regional multilingual communication systems;
* utilise international systems for communication across linguistic boundaries;
* build a flexible network of multilingual communication systems to suit the domestic and international requirements of a national plan for development.
5.1	A functional approach to multilingualism
PANSALB understands functional multilingualism from a democratic, non-discriminatory perspective. It is unacceptable in South Africa for social, democratic and economic reasons to limit the use of any language. PANSALB understands this term to mean that people use different languages in different parts of the country. Therefore, it makes functional sense to use the appropriate language/s when communicating. In other words, it means that government needs to identify the appropriate medium of communication, depending on who the audience happens to be. It does not mean that government should use all 11 languages each time it communicates with the public.

To illustrate the point in a concrete manner: if the Department of Health wants to run an Aids campaign, a functional multilingual approach would rule out the idea of using one language to convey information across the country. It should disseminate this information in each of the languages used as the primary language for communication in the country, but do so in a manner which identifies the appropriate target language/s in each community. Thus the Mier district in the Northern Cape should probably receive this information in Afrikaans and possibly Nama; whereas the Willowvale area of Eastern Cape should probably receive this information in isiXhosa, and Northern KwaZulu-Natal should receive this in isiZulu. 

In terms of the broader society, if functional multilingualism were knitted into a national plan for (economic) development, it would identify when, where, which and how languages are currently used. It would evaluate the degree of efficiency of use of these languages in these contexts. It would indicate what further research is required to make better and more efficient use of languages and further it would identify which other languages could profitably facilitate this process.

Language use changes according to needs, perceived or otherwise. Consequently, the current status quo in terms of the functions of languages is unlikely to remain static even without coherent planning. However, appropriate language planning activities which are linked to national and economici development should increase the range of functions for many languages in a more systematic and ultimately beneficial manner. In so doing, it builds on the instrumental value of language, which is the best guarantee that the linguistic rights of communities are protected in an empowering manner.

An important component of functional multilingualism is that it requires responsible planning. The fear that it would automatically imply irrational multiplication of language services is based on a misunderstanding of the issue. Once the primary goal is identified, the stages and time frames along the path to reaching that goal have to be mapped out. The modernisation of those languages, which are presently prevented from functioning in domains such as international science and technology and regional and even national economies, should become an urgent priority. Language services and the publication of documents would need to be rationalised so that these become available in the languages which are most relevant to the target audience. In other words, documents need to be written in concise and plain language, and translations or summarised translations should be provided when and where the need is clearly demonstrated.
6.	Multilingualism
There are about 6000 languages used in about 200 countries which indicates that multilingualism is a global reality, although as David Crystal points out: The widespread impression that multilingualism is uncommon is promoted by government policies: less than a quarter of the world's nations give official recognition to two languages, ...and only six recognize three or more. (Crystal 1987:360) Ingrid Gogolin (1993) refers to the monolingual habitus in which the general, Western perception about language resides. The political, economic and military success of the West has resulted in a superimposing of the monolingual habitus upon the multilingual countries it subjugated. The multilingual reality which PANSALB is tasked with addressing needs to be understood against the overwhelming drive toward the monolingual habitus, and the dynamics of linguicism (linguistic racism). ( See Skutnabb-Kangas 1988)

South Africa is in a particularly unusual position in that it has more official languages at a national level than any other country. The Constitution obliges government to effect this official status and use and the Board to promote respect for other languages as well as to promote multilingualism and the development of languages in general. This obligation places South Africa at the cutting edge of international language policy development, which presents an exciting opportunity for breaking new ground internationally. 
6.1	Multilingualism in South Africa
South Africa, like most countries, is multilingual, which means that many languages are used in the country in various contexts and for various purposes. Most people are able to use more than one language; many people are able to use several languages. Many myths and misconceptions have, however, developed about languages and people who use them in this country, and it will be one of PANSALB's tasks to recover the real value and use of many languages in our country. Most of those who are multilingual speak languages which are indigenous to this country at home and in their immediate community. 

Language use across the entire continent of Africa has similarities with that in South Africa. People are motivated to learn other languages when they need to communicate for reasons, which relate to trade and economic activities. Languages used more widely or by larger speech communities tend to be used as link languages or lingua francas. There are many widely used lingua francas in Africa such as Arabic, Kiswahili, Hausa, Fulfulde, Kanuri, Kikongo, which cut across national boundaries and are used for purposes of regional trade and co-operation. 

The official indigenous languages of South Africa are similarly used as lingua francas across Southern Africa. For example: isiNdebele, is widely used in Zimbabwe and the northern parts of South Africa, and is understood by speakers of other Nguni languages (isiZulu is probably used as a lingua franca in South Africa by 70% of the population although its home language speakers constitute only 22%). Setswana predominates in Botswana as well as being spoken widely in at least two provinces of South Africa.  Xitsonga is spoken in Mozambique as well as in South Africa. Afrikaans is de facto the lingua franca of Namibia and the Northern Cape, and it functions similarly in several provinces of South Africa as well. In reality, each of South Africa's official languages is spoken or understood elsewhere in the Southern African region and hence functions as a regional lingua franca.
6.2	Monolingualism is disempowering
There is considerable movement of people using these languages across the Southern African borders for purposes of trade at local and regional levels of the economy. On the other hand, those who have been primarily engaged at the upper, national levels of economic activity, have tended to be speakers of English, and to a lesser extent Afrikaans, in this country; or speakers of French and Portuguese in other African countries. 

Colonisation brought with it various mechanisms to keep the conquered communities suppressed. One of the tools of power is language. People cannot share power if they do not have access to the language/s used by those in power. In Africa, the indigenous languages have seldom been used to challenge the colonial or neo-colonial power effectively. Along with colonisation, Western thinking, science and technology has become highly prized. The indigenous knowledge, science, medicine and local economies have, in the process, lost status and become hidden. They are hidden in the local languages, which were excluded from high-level functions by the colonial and neo-colonial rulers of the continent. Ironically, high status has been given to those who use an international language, even when they are monolingual, whereas multilingual speakers of African languages have received little recognition for their communicative gifts and considerable knowledge. The native speakers of the international languages in Africa have thus, in general, not understood the need to learn local languages. 
6.3	The value of multilingualism
The Constitution offers us an opportunity to reclaim the value of linguistic pluralism in South Africa, and in so doing to rediscover a hidden store of knowledge. This process has numerous advantages for the South African society as a whole. 

The assets of those people who have access to indigenous knowledge and language systems, including South African Sign Language, and who are multilingual, will be revalued. 

The inverse situation which has valued only those who speak English, even when they are monolingual, or who are competent only in Western science and technology, will be brought into a more balanced perspective which recognises all knowledges and communicative abilities. The perception that people who are not proficient in English are somehow deficient must be dispelled if we are to move successfully towards a democratic society where diversity is embraced and the interdependence of communities and different knowledges is cherished.

The promotion of multilingualism, furthermore, gives us the opportunity of participating more fully in the international/global community, since the spin off would lead to learning languages of wider communication for purposes of trade and international communication. For example, it should lead toward the identification of Portuguese, French, Swahili, Arabic and Hausa for trade and co-operation in Africa. 

Research conducted in this country in the 1930s and 1940s showed that bilingual people demonstrate greater social tolerance and are more likely to have academic success than monolingual people are. This research lay unnoticed for the more than half a century. It is now being supported by research conducted in other countries, such as in North America, Australia, India and Scandinavia. Thus from both socially cohesive and educational perspectives, the promotion of multilingualism is likely to have important advantages for the entire South African society.
6.4	The relationship between multilingualism and a national development plan
National language policy formulation and implementation needs to be knitted into the overall plan for national development. Scholars (see for example Tripathi 1990, Akinnaso 1991 and Siatchitema 1992) who have analysed policy and implementation processes on this continent point to the tensions which arise where, for instance, language-in-education policies do not match those of the national plan for development. What tends to happen is that the national (economic) plan usually subverts the language-in-education plan as has frequently happened in Africa, where the promotion of the use of African languages in education is undermined by the requirement of proficiency in the ex-colonial language for positions of national political and economic power. 

Several scholars on the continent also point to the link between the failure of Africa "to develop" and the implementation of Western oriented language policies, which ignore the multilingual reality of the continent (see for example Djité 1993). They also point to the link between the allocation of development aid and monolingually impelled language-in-education policies. Other countries in Africa are particularly instructive for us because ideological and or symbolic value was attached to African languages, yet the language policies have succumbed to the monolingual temptations of western development models and aid packages. Had such countries been able to acknowledge and work with the intrinsically instrumental value of African languages, the functional status of their languages might have been different.
7.	Taking stock
The PANSALB legislation is the most significant indicator that there is a commitment to articulate and monitor a language policy and plan broad enough to encompass every sector of society and it is this, which places us ahead of other countries. We have the added advantage of being able to learn from the paths chosen elsewhere on this continent. There are some basic steps, which need to be followed in articulating and implementing a feasible language policy and plan.
7.1	Language policy and planning procedures:
The following steps need to be followed for the effective implementation of a policy:
* spell out the guiding principles of a language policy as set out in the Constitution 
* extrapolate and define a language policy based on these principles;
* select the language planning paradigm which is most likely to implement these principles;
* define the boundaries;
* draw up an implementation plan which includes the participation of government and civil society;
* ensure that the language policy and plan are knitted into the national development plan;
* identify the principle obstacles along the way, and dealing with these expeditiously;
* identify target timeframes;
* adequately inform both government and civil society. 
7.2	A division of responsibilities
The Department of Arts, Culture, Science and Technology (DACST) has already set in motion the process of defining the outline of a national language plan. At the time that this process was begun, the Constitution of 1996, and in particular the language clauses had not been settled upon. Thus, the clear division of responsibilities was not as apparent as they are now. It becomes imperative now that both PANSALB and DACST jointly negotiate these in order to prevent duplication of functions as well as to avoid an ad hoc division of responsibilities. 

DACST has, in the meantime, initiated two essential activities, which fall squarely into government responsibility for giving effect to the equal status and use of 11 official languages:
* the mounting of an awareness campaign, scheduled for 1998-1999;
* the launching of a telephone interpreting service which would give access to people from each of the official languages, and other additional languages of priority, to emergency services.

Both of these are likely to assist government to fulfil its responsibilities and they are initiatives, which should be supported by PANSALB.

Whilst government establishes mechanisms to give effect to the equal status and use of the official languages, PANSALB's role is that of strengthening and initiating the establishment of civil society structures which support the development of interlinguistic/multilingual skills and unleashing and maximising the human resources of those who speak languages other than English. For example, PANSALB will encourage the development of:
* community and service based interpreting and translation; 
* educational materials and literature in indigenous languages which include the nine official languages, South African Sign Language, and the Khoe and San languages;
(  dictionaries which maximise access to languages within families of languages; 
* the use of local and regional lingua francas and languages of trade with our neighbours in Africa; 
* networks with neighbouring countries on language development activities with languages we share across borders;
* capacity training programmes amongst speakers/users of, especially, the indigenous languages, in language training, and development work;
* strategies and programmes which uncover indigenous knowledges of Southern Africa;
* strategies and programmes which build capacity amongst the indigenous language communities to use their languages and knowledge for their well-being.

At the end of the day, the language communities need to become empowered and need to recognise the social, educational and economic potential of their languages if multilingualism is to take root as a positive force in this country.

8.	Conclusion
Ultimately, PANSALB wants to stimulate the empowerment of language communities to recognise both the sentimental and instrumental value of their languages. Multilingualism will take root as a positive force in this country when all our languages are valued in society at large.
9.	Sources
Akinnaso F N 1991 Toward the Development of a Multilingual Language Policy in Nigeria. In Applied Linguistics, Vol. 12.1: 29-61.

Alexander N 1989 Language Policy and National Unity in South Africa/Azania. Cape Town: Buchu Books.

Alexander N 1995 Presentation to the Department of Constitutional Development, February 1995

Crystal D 1987 The Cambridge Encyclopedia of Language. Cambridge: CUP.

Department of Arts, Culture, Science and Technology 1996. Towards a National Language Plan for South Africa. Final Report of the language Plan Task Group (LANGTAG). Pretoria: DACST.

Djité P 1993 Language and Development in Africa. International Journal of the Sociology of Language 100/101: 148-166.

Gogolin I 1993 'The "monolingual habitus" as a concept for understanding reactions of standard language teaching to multilingualism'. Paper delivered at the 10th World Congress of the International Association of Applied Linguistics, Amsterdam, August 1993.
Pan South African language Board Act, No 59 of 1995. Government Gazette. Vol 363. No.16726. Cape Town: Government Printer.

Ruiz R 1984 Orientations in Language Planning. Journal of the National Association for Bilingual Education. Vol 8:15-34.

Ruiz R 1988 "Official Languages and Language Planning". In K Adams & D Brink (eds.) Official English in the border states. Tuscon: University of Arizona Press.

Siatchitema A K 1992 'When nationism conflicts with nationalist goals: Zambia'. In Crawhall N T(ed) Democratically Speaking. Cape Town: National Language Project.

Skutnabb-Kangas T 1988 "Multilingualism and the education of minority children". In Skutnabb-Kangas T & Cummins J (eds) Minority Education: From Shame to Struggle. Clevedon: Multilingual Matters.

The Constitution of the Republic of South Africa, Act 108 of 1996. 

Tripathi P D 1990 English in Zambia: The nature and prospects of one of Africa's 'new Englishes'. In English Today, 6.3:34-38.
__________________________________

1Under the previous dispensation recognition was given to Northern and Southern Ndebele. Under the current constitution this distinction has not been made. Instead IsiNdebele has been given official status.

 Members of the public are requested to submit their comments on or before 30th June 1999 to the following address:

Chief Executive Officer
Private Bag x08
Arcadia
0007

Phone no. 012-341 9638/ 9651
Fax no.     012-341 5938

The Afrikaans version of this document will be available on the 11th June 1999 on the Government Gazette.
1 
1 
i "There is a fundamental relationship between language and economic development and more specifically between language and production. Alexander (1995) explains this relationship as follows:
'One of the reasons for the development of the linguistic capacity in the human species is the need which human beings have to co-operate with one another in the labour process. There are very few acts of production that human beings can perform without recourse to communication with other human beings. In this (limited and derivative) sense, language is an instrument of production, a function derived from its function as a means of communication.'
Just as language is an instrument of production it is also a tool which can be manipulated to control access to different levels of power in the labour process. The architects of apartheid, whose purpose it was to protect the elite's control of power and economic resources, understood this relationship precisely when they manipulated a language in education programme (moedertaalonderwys) to deny speakers of African languages sufficient access to the languages of economic power in this country. Under a democratic dispensation a language plan for the country will need to dismantle the components of the previous language plan and design an alternative, the principles of which are rooted in equality, democracy, and national and economic development. The implication for the broad economic sector is that points of access at all levels in the labour process must now be scrutinised against these three principles. (In Heugh 1996b) 
PANSALB position on multilingualism

10
October 1998
Revised
National Curriculum
Statement Grades R-9
(Schools)
Languages
English - Home Language
Design and Layout: Prism Digital, Triple CCC Advertising, Circle Communications
Printed for the Government Printer Pretoria by FormeSet Printers Cape
Revised National Curriculum Statement Grades R-9 (Schools)
Department of Education
Sol Plaatje House
123 Schoeman Street
Private Bag X895
Pretoria 0001
South Africa
Tel: +27 12 312-5911
Fax: +27 12 321-6770
120 Plein Street
Private Bag X9023
Cape Town 8000
South Africa
Tel: +27 21 465-1701
Fax: +27 21 461-8110
http://education.pwv.gov.za
(c) 2002 Department of Education, Pretoria
ISBN 1-919917-26-8
Gazette No.: 23406, Vol 443, May 2002
Languages - English Home Language
This document must be read as part of the
Revised National Curriculum Statement Grades R-9 (Schools).
This Revised National Curriculum Statement Grades R-9 (Schools) includes:
1. An Overview
2. Eight Learning Area Statements:
Languages
Mathematics
Natural Sciences
Social Sciences
Arts and Culture
Life Orientation
Economic and Management Sciences
Technology
Revised National Curriculum Statement Grades R-9 (Schools)
HOW TO USE THIS BOOK
�¡ For general information see:
• Introducing the National Curriculum Statement in Chapter 1 - This will provide information on
Outcomes-based Education, the Revised Curriculum Statement Grades R-9 (Schools), and
Learning Programmes.
• Introducing the Learning Area in Chapter 1 - This will provide an introduction to the Learning
Area Statement including its features, scope and Learning Outcomes.
• Learner Assessment - This chapter provides guidelines to assessment principles in Outcomesbased
Education, discusses continuous assessment, and provides examples of record-keeping.
• The Reference Lists provide both a general Curriculum and Assessment Glossary and a specific
Learning Area Glossary.
�¡ The body of this book is divided into several chapters. There is one chapter for each of the Phases
of the General Education and Training Band - Foundation Phase, Intermediate Phase, Senior Phase.
Each of these chapters has a brief introductory section, followed by the Assessment Standards for
the Phase. There is also a chapter on Learner Assessment.
�¡ The Assessment Standards for each Phase are presented in a way that makes it possible to track progression.
That is, similar Assessment Standards for each grade are lined up with each other so that
the teacher will be able to compare progression over the years. This results in some blank spaces, as
not every Assessment Standard has its match in every grade.
�¡ Certain symbols are used throughout this book to guide the reader in finding the information she or
he is looking for. These symbols are:
Assessment Standards
Grade
Learning Outcome
Languages - English Home Language
CONTENTS
CHAPTER 1: INTRODUCTION 1
INTRODUCING THE NATIONAL CURRICULUM STATEMENT 1
Outcomes-based Education 1
Revised National Curriculum Statement: Learning Area Statements 2
Revised National Curriculum Statement: Learning Programmes 2
Time Allocations 3
Assessment 3
The Kind of Teacher that is Envisaged 3
The Kind of Learner that is Envisaged 3
INTRODUCING THE LANGUAGES LEARNING AREA - ENGLISH 4
Definition 4
The Additive Approach to Multilingualism 4
Language of Learning and Teaching 5
Purpose 5
Unique Features and Scope 5
Languages Learning Outcomes 6
CHAPTER 2: FOUNDATION PHASE (Grades R-3) 9
INTRODUCTION 9
Focus 9
Language Development: A Gradual Process 9
A Balanced Approach to Literacy Development 9
Building on Knowledge 10
Encouraging Practice 10
Integrating Learning Outcomes 10
LEARNING OUTCOMES 11
Learning Outcome 1: Listening 11
Learning Outcome 2: Speaking 11
Learning Outcome 3: Reading and Viewing 11
Learning Outcome 4: Writing 11
Learning Outcome 5: Thinking and Reasoning 12
Learning Outcome 6: Language Structure and Use 12
Revised National Curriculum Statement Grades R-9 (Schools)
ASSESSMENT STANDARDS AND TEXTS 12
Assessment Standards and Texts for Grade R 13
Recommended Texts 13
Learning Outcome 1: Listening 14
Learning Outcome 2: Speaking 15
Learning Outcome 3: Reading and Viewing 16
Learning Outcome 4: Writing 18
Learning Outcome 5: Thinking and Reasoning 19
Learning Outcome 6: Language Structure and Use 20
Assessment Standards and Texts for Grades 1-3 21
Recommended Texts 21
Learning Outcome 1: Listening 24
Learning Outcome 2: Speaking 28
Learning Outcome 3: Reading and Viewing 32
Learning Outcome 4: Writing 40
Learning Outcome 5: Thinking and Reasoning 46
Learning Outcome 6: Language Structure and Use 50
CHAPTER 3: INTERMEDIATE PHASE (Grades 4-6) 55
INTRODUCTION 55
Focus 55
Wider Range of Texts 55
Integrated Learning Activities 55
Broader and Varied Content 55
LEARNING OUTCOMES 56
Learning Outcome 1: Listening 56
Learning Outcome 2: Speaking 56
Learning Outcome 3: Reading and Viewing 56
Learning Outcome 4: Writing 56
Learning Outcome 5: Thinking and Reasoning 57
Learning Outcome 6: Language Structure and Use 57
Languages - English Home Language
ASSESSMENT STANDARDS AND TEXTS 57
Recommended Texts 58
Learning Outcome 1: Listening 64
Learning Outcome 2: Speaking 68
Learning Outcome 3: Reading and Viewing 72
Learning Outcome 4: Writing 78
Learning Outcome 5: Thinking and Reasoning 82
Learning Outcome 6: Language Structure and Use 86
CHAPTER 4: SENIOR PHASE (Grades 7-9) 91
INTRODUCTION 91
Focus 91
LEARNING OUTCOMES 91
Learning Outcome 1: Listening 91
Learning Outcome 2: Speaking 91
Learning Outcome 3: Reading and Viewing 92
Learning Outcome 4: Writing 92
Learning Outcome 5: Thinking and Reasoning 92
Learning Outcome 6: Language Structure and Use 92
ASSESSMENT STANDARDS AND TEXTS 93
Recommended Texts 93
The Content of Texts 94
Learning Outcome 1: Listening 96
Learning Outcome 2: Speaking 100
Learning Outcome 3: Reading and Viewing 104
Learning Outcome 4: Writing 108
Learning Outcome 5: Thinking and Reasoning 112
Learning Outcome 6: Language Structure and Use 118
Revised National Curriculum Statement Grades R-9 (Schools)
CHAPTER 5: LEARNER ASSESSMENT 125
INTRODUCTION 125
ASSESSMENT PRINCIPLES USED IN OUTCOMES-BASED EDUCATION 125
Definition 125
Key Elements 126
Purposes of Assessment 126
CONTINUOUS ASSESSMENT 127
Characteristics of Continuous Assessment 127
Assessment Strategies 127
Common Tasks for Assessment 128
MANAGING ASSESSMENT 128
People Involved in Assessment 128
School Assessment Programme 128
KEEPING RECORDS 129
Record Books 129
Codes to Use for Assessment 129
National Codes 130
Progression Schedules 130
Learner Profiles 131
REPORTS 131
Information to be Included in Reports 131
Report Cards 132
REFERENCE LISTS 134
CURRICULUM AND ASSESSMENT GLOSSARY 134
LANGUAGES LEARNING AREA GLOSSARY 136
Languages - English Home Language
Introduction
1
CHAPTER 1
INTRODUCTION
INTRODUCING THE NATIONAL CURRICULUM STATEMENT
The Constitution of the Republic of South Africa (Act 108 of 1996) provides the basis for curriculum
transformation and development in South Africa. The Preamble to the Constitution states that the aims
of the Constitution are to:
�¡ heal the divisions of the past and establish a society based on democratic values, social justice and
fundamental human rights;
�¡ improve the quality of life of all citizens and free the potential of each person;
�¡ lay the foundations for a democratic and open society in which government is based on the will of the
people and every citizen is equally protected by law; and
�¡ build a united and democratic South Africa able to take its rightful place as a sovereign
state in the family of nations.
Education and the curriculum have an important role to play in realising these aims. The curriculum aims to
develop the full potential of each learner as a citizen of a democratic South Africa.
Outcomes-based Education
Outcomes-based education forms the foundation of the curriculum in South Africa. It strives to enable all
learners to achieve to their maximum ability. This it does by setting the outcomes to be achieved at the end of
the process. The outcomes encourage a learner-centred and activity-based approach to education. The Revised
National Curriculum Statement builds its Learning Outcomes for the General Education and Training Band for
Grades R-9 (for schools) on the critical and developmental outcomes that were inspired by the Constitution and
developed in a democratic process.
The critical outcomes envisage learners who are able to:
�¡ identify and solve problems and make decisions using critical and creative thinking;
�¡ work effectively with others as members of a team, group, organisation and community;
�¡ organise and manage themselves and their activities responsibly and effectively;
�¡ collect, analyse, organise and critically evaluate information;
�¡ communicate effectively using visual, symbolic and/or language skills in various modes;
�¡ use science and technology effectively and critically, showing responsibility towards the environment and the
health of others; and
�¡ demonstrate an understanding of the world as a set of related systems by recognising that problem-solving
contexts do not exist in isolation.
The developmental outcomes envisage learners who are also able to:
�¡ reflect on and explore a variety of strategies to learn more effectively;
�¡ participate as responsible citizens in the life of local, national, and global communities;
�¡ be culturally and aesthetically sensitive across a range of social contexts;
Revised National Curriculum Statement Grades R-9 (Schools)
Introduction
2
�¡ explore education and career opportunities; and
�¡ develop entrepreneurial opportunities.
Issues such as poverty, inequality, race, gender, age, disability and challenges such as HIV/AIDS all influence
the degree and way in which learners can participate in schooling. The Revised National Curriculum Statement
Grades R-9 (Schools) adopts an inclusive approach by specifying the minimum requirements for all learners.
All the Learning Area Statements try to create an awareness of the relationship between social justice, human
rights, a healthy environment and inclusivity. Learners are also encouraged to develop knowledge and understanding
of the rich diversity of this country, including the cultural, religious and ethnic components of this
diversity.
Revised National Curriculum Statement: Learning Area Statements
The Revised National Curriculum Statement Grades R-9 (Schools) consists of an Overview and eight Learning
Area Statements for:
�¡ Languages;
�¡ Mathematics;
�¡ Natural Sciences;
�¡ Social Sciences;
�¡ Arts and Culture;
�¡ Life Orientation;
�¡ Economic and Management Sciences; and
�¡ Technology.
Each Learning Area Statement identifies the main Learning Outcomes to be achieved by the end of Grade 9.
Each Learning Area Statement also specifies the Assessment Standards that will enable the Learning Outcomes
to be achieved. Assessment Standards are defined for each grade and describe the depth and breadth of what
learners should know and be able to do. Each Learning Area Statement's Assessment Standards show how conceptual
and skill development can take place over time. Assessment Standards can be integrated within grades
as well as across grades. The achievement of an optimal relationship between integration across Learning Areas
(where necessary and educationally sound), and conceptual progression from grade to grade, are central to this
curriculum.
Revised National Curriculum Statement: Learning Programmes
The Revised National Curriculum Statement is aimed at promoting commitment as well as competence among
teachers, who will be responsible for the development of their own Learning Programmes. In order to support
this process, the Department of Education will provide policy guidelines based on each Learning Area
Statement. Provinces will develop further guidelines where necessary in order to accommodate diversity.
The underlying principles and values of the Revised National Curriculum Statement Learning Area Statements
underpin the Learning Programmes. Whereas the Learning Areas stipulate the concepts, skills and values to be
achieved on a grade by grade basis, Learning Programmes specify the scope of learning and assessment activities
for each phase. Learning Programmes also contain work schedules that provide the pace and sequence of
these activities each year, as well as exemplars of lesson plans to be implemented in any given period.
Languages - English Home Language
Introduction
3
In the Foundation Phase, there are three Learning Programmes: Literacy, Numeracy and Life Skills. In the
Intermediate Phase, Languages and Mathematics are distinct Learning Programmes. Learning Programmes must
ensure that the prescribed outcomes for each learning area are covered effectively and comprehensively. Schools
may decide on the number and nature of other Learning Programmes in the Intermediate Phase based on the
organisational imperatives of the school, provided that the national priorities and developmental needs of learners
in a phase are taken into account. In the Senior Phase, there are eight Learning Programmes based on the
Learning Area Statements. Time allocations for each Learning Area are prescribed for all Grades and Phases.
Time Allocations
In terms of Section 4 of the Employment of Educators Act, (1998), the formal school day for teachers will be
seven hours. In terms of the National Education Policy Act, (1996), the formal teaching time per school week is
35 hours. This is set out in:
(i) Overview Document ISBN 1-919917-08-X, pages 17 & 18.
(ii) Government Gazette No. 23406, Vol. 443, May 2002, pages 26 & 27
Assessment
Each Learning Area Statement includes a detailed section on assessment. An outcomes-based framework uses
assessment methods that are able to accommodate divergent contextual factors. Assessment should provide indications
of learner achievement in the most effective and efficient manner, and ensure that learners integrate and
apply skills. Assessment should also help students to make judgments about their own performance, set goals
for progress and provoke further learning.
The Kind of Teacher that is Envisaged
All teachers and other educators are key contributors to the transformation of education in South Africa. This
Revised National Curriculum Statement Grades R-9 (Schools) envisions teachers who are qualified, competent,
dedicated and caring. They will be able to fulfil the various roles outlined in the Norms and Standards for
Educators. These include being mediators of learning, interpreters and designers of Learning Programmes and
materials, leaders, administrators and managers, scholars, researchers and lifelong learners, community members,
citizens and pastors, assessors and Learning Area or Phase specialists.
The Kind of Learner that is Envisaged
The promotion of values is important not only for the sake of personal development, but also to ensure that a
national South African identity is built on values very different from those that underpinned apartheid education.
The kind of learner that is envisaged is one who will be inspired by these values, and who will act in the
interests of a society based on respect for democracy, equality, human dignity, life and social justice. The curriculum
seeks to create a lifelong learner who is confident and independent, literate, numerate, multi-skilled,
compassionate, with a respect for the environment and the ability to participate in society as a critical and active
citizen.
Revised National Curriculum Statement Grades R-9 (Schools)
Introduction
4
INTRODUCING THE LANGUAGES LEARNING AREA - ENGLISH
Definition
The Languages Learning Area includes:
�¡ all eleven official languages: Afrikaans, English, isiNdebele, isiXhosa, isiZulu, Sepedi, Sesotho, Setswana,
SiSwati, Tshivenda, and Xitsonga; and
�¡ languages approved by the Pan South African Language Board (PANSALB) and the South African
Certification Authority (SAFCERT) such as Braille and South African Sign Language.
The Learning Area for each official language is presented in three parts, each with its own volume: Home
Language, First Additional Language, and Second Additional Language.
In a multilingual country like South Africa it is important that learners reach high levels of proficiency in at
least two languages, and that they are able to communicate in other languages.
The Additive Approach to Multilingualism
The Languages Learning Area is in line with the Department of Education's language-in-education policy.
This policy gives School Governing Bodies the responsibility of selecting school language policies that are
appropriate for their circumstances and in line with the policy of additive multilingualism. The Languages
Learning Area Statement provides a curriculum that is supportive of whatever decision a school makes. It
follows an additive approach to multilingualism:
�¡ All learners learn their home language and at least one additional official language.
�¡ Learners become competent in their additional language, while their home language is maintained and
developed.
�¡ All learners learn an African language for a minimum of three years by the end of the General Education
and Training Band. In some circumstances, it may be learned as a second additional language.
The home, first additional and second additional languages are approached in different ways:
�¡ The home language Assessment Standards assume that learners come to school able to understand and speak
the language. They support the development of this competence, especially with regard to various types of
literacy (reading, writing, visual and critical literacies). They provide a strong curriculum to support the
language of learning and teaching.
�¡ The first additional language assumes that learners do not necessarily have any knowledge of the language
when they arrive at school. The curriculum starts by developing learners' ability to understand and speak the
language. On this foundation, it builds literacy. Learners are able to transfer the literacies they have acquired
in their home language to their first additional language. The curriculum provides strong support for those
learners who will use their first additional language as a language of learning and teaching. By the end of
Grade 9, these learners should be able to use their home language and first additional language effectively
and with confidence for a variety of purposes including learning.
�¡ The second additional language is intended for learners who wish to learn three languages. The third
language may be an official language or a foreign language. The Assessment Standards ensure that learners
are able to use the language for general communicative purposes. It assumes that less time will be allocated
to learning the second additional language than to the home language or first additional language.
Languages - English Home Language
Introduction
5
The Languages Learning Area covers all 11 official languages as:
�¡ home languages;
�¡ first additional languages; and
�¡ second additional languages.
Language of Learning and Teaching
It is recommended that the learner's home language should be used for learning and teaching wherever possible.
This is particularly important in the Foundation Phase where children learn to read and write.
Where learners have to make a transition from their home language to an additional language as the language of
learning and teaching, this should be carefully planned:
�¡ The additional language should be introduced as a subject in Grade 1.
�¡ The home language should continue to be used alongside the additional language for as long as possible.
�¡ When learners enter a school where the language of learning and teaching is an additional language for the
learner, teachers and other educators should make provision for special assistance and supplementary
learning of the additional language, until such time as the learner is able to learn effectively in the language
of learning and teaching.
Purpose
Languages are central to our lives. We communicate and understand our world through language. Language thus
shapes our identity and knowledge.
Languages serve a variety of purposes, which are reflected in the Languages Learning Area Statement. These
are:
�¡ Personal - to sustain, develop and transform identities; to sustain relationships in family and community;
and for personal growth and pleasure.
�¡ Communicative - to communicate appropriately and effectively in a variety of social contexts.
�¡ Educational - to develop tools for thinking and reasoning, and to provide access to information.
�¡ Aesthetic - to create, interpret and play imaginatively with oral, visual and written texts.
�¡ Cultural - to understand and appreciate languages and cultures, and the heritage they carry.
�¡ Political - to assert oneself and challenge others; to persuade others of a particular point of view; to position
oneself and others; and to sustain, develop and transform identities.
�¡ Critical - to understand the relationships between language, power and identity, and to challenge uses of
these where necessary; to understand the dynamic nature of culture; and to resist persuasion and positioning
where necessary.
Unique Features and Scope
How does the Languages Learning Area contribute to the curriculum?
�¡ It develops reading and writing, the foundation for other important literacies.
�¡ It is the medium for much of the other learning in the curriculum, such as Mathematics and the Social
Sciences.
�¡ It encourages intercultural understanding, access to other views, and a critical understanding of the concept
of culture.
Revised National Curriculum Statement Grades R-9 (Schools)
Introduction
6
�¡ It stimulates imaginative and creative activity, and thus promotes the goals of arts and culture.
�¡ It provides a way of communicating information, and promotes many of the goals of science, technology and
environmental education.
�¡ It develops the critical tools necessary to become responsible citizens.
Languages: combining knowledge, skills and values
There are six main Learning Outcomes:
�¡ The first four outcomes cover five different language skills - listening, speaking, reading, viewing and
writing.
�¡ Outcome 5 deals with the use of languages for thinking and reasoning, which is especially important for the
language of learning and teaching. This outcome is not included in the curriculum for second additional
languages, since its aim is not to prepare learners to use this language as a language of learning and
teaching. The Mathematics curriculum also covers the skills in this outcome to some extent.
�¡ Outcome 6 deals with the core of language knowledge - sounds, words and grammar - in texts. This
knowledge is put into action through the language skills described in the other outcomes.
These outcomes have been written to give specific focus to particular kinds of knowledge and skills, and to
make them clear and understandable. When we use language, however, we integrate knowledge, skills and
values to express ourselves. A central principle of the Languages Learning Area Statement is therefore the
integration of these aspects of language through the creation and interpretation of texts.
Languages Learning Outcomes
Learning Outcome 1: Listening
The learner will be able to listen for information and enjoyment, and respond appropriately and critically
in a wide range of situations.
Learning Outcome 2: Speaking
The learner will be able to communicate confidently and effectively in spoken language in a wide range of
situations.
Learning Outcome 3: Reading and Viewing
The learner will be able to read and view for information and enjoyment, and respond critically to the
aesthetic, cultural and emotional values in texts.
Learning Outcome 4: Writing
The learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes.
Languages - English Home Language
Introduction
7
Learning Outcome 5: Thinking and Reasoning
The learner will be able to use language to think and reason, as well as to access, process and use information
for learning.
Learning Outcome 6: Language Structure and Use
The learner will know and be able to use the sounds, words and grammar of the language to create and
interpret texts.
Integration of outcomes
Listening and speaking, reading and viewing, writing, thinking and reasoning, and knowledge of sounds, words
and grammar - although presented as separate outcomes - should be integrated when taught and assessed.
For example, learners:
�¡ listen to a particular kind of text (for example, a description of a process such as gold mining or paper
making);
�¡ read and analyse key features of another text of the same type (for example, use of simple present tense,
passive voice, linking words such as 'first', 'next', 'then'); and
�¡ design and create a new text of the same type, including visual material in the form of a flow diagram.
Creating and interpreting texts
To be able to create and interpret texts, learners need knowledge about language, knowledge about texts, and
language skills and strategies.
Texts can be:
�¡ oral - for example, a speech;
�¡ written - for example, a letter;
�¡ a combination of written and visual - for example, an advertisement; and
�¡ multimedia - for example, a film or televised text.
Knowledge of language and texts includes knowledge about:
�¡ context - the purpose, topic and audience;
�¡ text structure - for example, of a poem or an advertisement;
�¡ language-related social practices and conventions - for example, how you greet people in different
languages;
�¡ grammar, sounds and vocabulary of the language;
�¡ writing and spelling in written text; and
�¡ images and design in visual text.
Revised National Curriculum Statement Grades R-9 (Schools)
Introduction
8
Integrating language learning: values
All texts carry values, which may be positive (for example, democratic) or negative (for example, sexist or
racist). These values are not always obvious. Learners need to become conscious and critical of the values present
in the texts they read and view, and the texts they create themselves.
When they analyse and, where necessary, challenge the values present in oral, visual and written texts, learners
will:
�¡ learn how texts take a particular view of people and events;
�¡ develop the critical skills to examine and, if necessary, resist these views and the values associated with
them; and
�¡ become conscious of how they express values in the texts they create themselves - for example: tolerance,
empathy, respect, pleasure, humour, playfulness, displeasure, anger.
Integrating language learning: themes
Language learning can also be integrated through themes. Using a theme allows the learner to build vocabulary
related to the topic.
Careful choice of themes and topics stimulates the interest of the learner. To achieve this, teachers should try to:
�¡ find a balance of topics and themes which interest boys and girls, and rural and city learners, as well as
themes which unite learners across these divisions;
�¡ choose topics that are relevant to the learners' lives, and yet also move them beyond what they already know
- for example, they can learn about other countries and cultures; and
�¡ select themes and topics that link with the Critical and Developmental Outcomes - for example, learners
need to engage with important human rights and environmental issues such as poverty, HIV/AIDS, the right
to land, and consumerism.
Human rights and environmental justice
Languages are an important tool for achieving human rights and environmental justice. Through its Assessment
Standards, the Languages Learning Area Statement seeks to develop this tool to its fullest potential. Learners
should become confident bilingual (or multilingual) speakers, who have the critical tools to read their world and
the texts spoken and written about it. They should be able to analyse these texts and 'rewrite' them in ways that
expand possibilities in relation to both human rights and environmental justice.
Languages - English Home Language
Foundation Phase
9
CHAPTER 2
FOUNDATION PHASE
(Grades R-3)
INTRODUCTION
All learners come to school with prior knowledge about and a high level of proficiency in their home language.
They have developed this through a variety of interactions with others in their home environment in the context of
care, nurturing and play. Because home environments differ, the knowledge children bring with them to school
also differs. However, whatever they know should be used in their language development. This is central to their
personal growth, their interactions with others, and their access to learning and the world around them. In the
next section, we briefly explain:
�¡ learners' prior knowledge;
�¡ environments for learning; and
�¡ principles and approaches guiding this curriculum.
Focus
When learners enter Grade R or Grade 1, they have learned much through listening, and can speak with varying
degrees of fluency and confidence. They have been raised with the culture, traditions and knowledge present in
their home environment, and these are part of their language knowledge. The classroom should be a place that
celebrates, respects, and builds on what learners know.
Language Development: A Gradual Process
The principle guiding the teaching and learning of literacy in this curriculum is that language development
involves a gradual process of improving. Mistakes are a natural part of that process, and with support learners'
language will become increasingly more accurate as they have more opportunities to use and develop their
language knowledge and skills.
A Balanced Approach to Literacy Development
In this curriculum, a 'balanced approach' to literacy development has been used. It is balanced because it begins
with children's emergent literacy, it involves them in reading real books and writing for genuine purposes, and it
gives attention to phonics. These are the things learners need to know and do in order to learn to read and write
successfully. In reading, this means moving away from the 'reading readiness approach', which held that children
were not ready to start learning to read and write until they were able to perform sub-skills such as auditory
discrimination and visual discrimination, and had developed their fine and large motor skills to a certain level.
With the balanced approach, these skills:
�¡ do not have to be in place before a learner can start to read and write; and
�¡ can and should be developed during children's early learning experiences.
Revised National Curriculum Statement Grades R-9 (Schools)
Foundation Phase
10
Building on Knowledge
The Languages curriculum recognises that learners begin to develop written language knowledge from the
moment they are first exposed to reading and writing at home, in the environment around them, and during their
pre-school years. To continue this process, it is necessary to make the classroom an environment that encourages
learners to become increasingly more skilled readers and writers.
Encouraging Practice
The curriculum says that it is necessary to:
�¡ encourage and support learners to do wide reading;
�¡ give learners frequent opportunities for writing and for developing their vocabulary and language use; and
�¡ help learners to discover techniques and strategies that unlock the 'code' of the written word, for example:
• the development of various word recognition and comprehension skills such as phonemic awareness
(sensitivity to the sounds of language),
• knowledge of letter-sound correspondences (phonics), and
• knowledge of blending (the putting together of two or three letters to make a sound).
Integrating Learning Outcomes
The Learning Outcomes should be seen as working together in developing learners' language. At the beginning of
the Assessment Standards, examples of texts (oral, written or visual, and multimedia) are suggested which enable
learners and teachers to do this kind of integration. Remember: learners cannot be expected to speak a language
they have not heard, nor to write or produce texts they have never before read or seen.
Languages - English Home Language
Foundation Phase
11
LEARNING OUTCOMES
Learning Outcome 1: Listening
The learner will be able to listen for information and enjoyment, and respond appropriately and critically
in a wide range of situations.
The skills in listening that learners bring to school should be developed and used to expand their speaking, reading,
viewing and writing skills. Active listening is central to learning, as well as for building respectful relationships.
Learners can listen to increase their knowledge of their own and other languages and cultures.
Learning Outcome 2: Speaking
The learner will be able to communicate confidently and effectively in spoken language in a wide range of
situations.
Learners need to be able to use their communication skills effectively across cultural and language boundaries.
They should learn through experience that multilingualism is personally and socially enriching. They should learn
how to communicate with people who have speech and hearing impairments, and to be sensitive to their needs.
Learning Outcome 3: Reading and Viewing
The learner will be able to read and view for information and enjoyment, and respond critically to the
aesthetic, cultural and emotional values in texts.
Reading for meaning is the main purpose. Techniques and strategies that help learners do this with increasing
accuracy support reading for meaning. Reading (including visual and multimedia texts) is essential for language
development, learning to write, enjoyment, personal growth, and learning about the world.
Learning Outcome 4: Writing
The learner will be able to write different kinds of factual and imaginative texts for a wide range of
purposes.
In the Foundation Phase, learners work towards this outcome. They learn that writing carries meaning, and that
they themselves are the authors of that meaning. They develop their handwriting skills to be able to record their
thoughts and ideas so that they and others can read them. They learn how to use writing conventions such as
spelling and punctuation to make their writing understandable to others. They learn that writing is a process that
includes pre-writing, drafting, revising, editing, illustrating and publishing.
Revised National Curriculum Statement Grades R-9 (Schools)
Foundation Phase
12
Learning Outcome 5: Thinking and Reasoning
The learner will be able to use language to think and reason, as well as to access, process and use information
for learning.
The skills outlined in this outcome are part of all aspects of language learning. The reason for including them in a
separate Learning Outcome is to highlight their importance in developing language across the curriculum.
Languages can be described as a 'gateway' learning area: they make it possible for children to learn all their other
subjects. Therefore, teachers consistently need to develop, reinforce and consolidate the language tools for thinking
and reasoning. This should not be done in isolation - learners need to apply these skills in all Learning Areas.
Learning Outcome 6: Language Structure and Use
The learner will know and be able to use the sounds, words and grammar of the language to create and
interpret texts.
Learners will begin to explore how language works. They will start to develop a shared language for talking
about language (a 'meta-language'). For example, they will learn and use terms like 'sound', 'syllable', 'word',
'sentence' and 'full stop'. This will enable them to discuss and think about such things as how words are spelled
and how simple sentences are structured and punctuated.
ASSESSMENT STANDARDS AND TEXTS
Notes:
�¡ In the next sections, the Assessment Standards for each Learning Outcome will be given for each grade.
Examples are given of texts that can be used for integrated language learning. These are not the only possible
examples, and the teacher can add to them by choosing any other suitable and available texts.
�¡ Teachers need to remember that not all learners will have attended Grade R. Concepts, skills and strategies for
Grade R need to be taught and consolidated in Grade 1.
Languages - English Home Language
Foundation Phase
13
Assessment Standards and Texts for Grade R
Grade R
Recommended Texts
Oral:
�¡ Stories (often dramatised and including choruses for learners to join in)
�¡ Simple instructions
�¡ Recounts
�¡ Simple descriptions
�¡ Action rhymes
�¡ Songs
�¡ Games
Written/Visual:
�¡ Picture stories and books with very simple captions
�¡ Picture puzzles
�¡ Familiar advertisements and posters
�¡ Photographs
Multimedia:
�¡ Television
�¡ Children's films
Revised National Curriculum Statement Grades R-9 (Schools)
Foundation Phase
14
Learning Outcome 1
LISTENING
The learner will be able to listen for
information and enjoyment, and respond
appropriately and critically in a wide range
of situations.
Assessment Standards
We know this when the learner:
�¡ Listens attentively to questions, instructions and
announcements, and responds appropriately.
�¡ Demonstrates appropriate listening behaviour by listening
without interrupting, showing respect for the
speaker, and taking turns to speak.
�¡ Listens with enjoyment to oral texts (simple songs,
rhymes, short poems and stories), and shows understanding:
• acts out parts of the story, song or rhyme;
• joins in choruses at the appropriate time;
• draws a picture of the story, song or rhyme;
• notes details and gives the main idea of an oral text;
• puts pictures in the right sequence.
�¡ Develops phonic awareness:
• recognises that words are made up of sounds;
• distinguishes between different sounds, especially at
the beginning and ends of words;
• segments oral sentences into individual words (using
words of one syllable at first);
• segments spoken multi-syllabic words into syllables
(e.g. ba-na-na) using clapping or drumbeats;
• recognises some rhyming words in common rhymes
and songs such as 'We're going to the zoo, zoo, zoo;
you can come too, too, too'.
Grade R
Languages - English Home Language
Foundation Phase
15
Learning Outcome 2
SPEAKING
The learner will be able to communicate
confidently and effectively in spoken
language in a wide range of situations.
Grade R
Assessment Standards
We know this when the learner:
�¡ Talks about family and friends.
�¡ Expresses own feelings and the feelings of real or
imaginary people.
�¡ Sings and recites simple songs and rhymes.
�¡ Uses language imaginatively for fun and fantasy (e.g. to
make up rhyming words).
�¡ Asks questions when the learner does not understand or
needs more information, and responds clearly to
questions asked of the learner.
�¡ Passes on messages.
�¡ Recounts own personal experiences.
�¡ Tells own stories and retells stories of others in own
words.
�¡ Participates confidently and fluently in a group.
�¡ Shows sensitivity when speaking to others.
�¡ Role-plays different kinds and manners of speech (e.g.
telephone conversation).
Revised National Curriculum Statement Grades R-9 (Schools)
Foundation Phase
16
Learning Outcome 3
READING AND VIEWING
The learner will be able to read and view
for information and enjoyment, and
respond critically to the aesthetic, cultural
and emotional values in texts.
Assessment Standards
We know this when the learner:
�¡ Uses visual cues to make meaning:
• looks carefully at pictures and photographs to
recognise common objects and experiences;
• identifies a picture or figure from the background;
• makes sense of picture stories;
• matches pictures and words;
• uses illustrations to understand simple captions in
story books.
�¡ Role-plays reading:
• holds a book the right way up, turns pages
appropriately, looks at words and pictures and
understands the relationship between them, and uses
pictures to construct ideas;
• distinguishes pictures from print (e.g. by pointing at
words rather than pictures when 'reading').
�¡ Makes meaning of written text:
• understands the purpose of print - that it carries
meaning (e.g. that a written word can signify own
name);
• 'reads' in a group with the teacher;
• makes links to own experience when reading with
the teacher, viewing television or pictures;
• describes and gives opinions of characters in stories
or television programmes.
�¡ Starts recognising and making meaning of letters and
words:
• recognises that written words refer to spoken words;
• recognises and reads high frequency words such as
own name and print in the environment such as
'STOP';
• 'reads' picture books with simple captions or
sentences.
Grade R
Languages - English Home Language
Foundation Phase
17
Learning Outcome 3
Continued
READING AND VIEWING
The learner will be able to read and view
for information and enjoyment,
and respond critically to the aesthetic,
cultural and emotional values in texts.
Assessment Standards
We know this when the learner:
�¡ Begins to develop phonic awareness:
• recognises initial consonant and short vowel sounds;
• recognises and names some common letters of the
alphabet such as the letter the learner's name begins
with;
• recognises some rhyming words in common rhymes
and songs such as 'We're going to the zoo, zoo, zoo;
you can come too, too, too'.
Grade R
Revised National Curriculum Statement Grades R-9 (Schools)
Foundation Phase
18
Learning Outcome 4
WRITING
The learner will be able to write different
kinds of factual and imaginative texts for a
wide range of purposes.
Assessment Standards
We know this when the learner:
�¡ Experiments with writing:
• creates and uses drawings to convey a message, and
as a starting point for writing;
• forms letters in various ways (e.g. by using own
body to show the shapes, writing in sand);
• understands that writing and drawing are different;
• 'writes' and asks others to give the meaning of what
has been written;
• talks about own drawing and 'writing';
• role-plays 'writing' for a purpose (e.g. telephone
message, shopping list);
• uses known letters and numerals (or approximations)
to represent written language, especially letters from
own name and age;
• 'reads' own emerging writing when asked to do so;
• shows in own writing attempts, beginning awareness
of directionality (e.g. starting from left to right, top
to bottom);
• copies print from the environment (e.g. labels on
household items, advertisements);
• makes attempts at familiar forms of writing, using
known letters (e.g. in lists, messages or letters);
• manipulates writing tools like crayons and pencils.
Grade R
Languages - English Home Language
Foundation Phase
19
Learning Outcome 5
THINKING AND REASONING
The learner will be able to use language to
think and reason, as well as to access,
process and use information for learning.
Assessment Standards
We know this when the learner:
�¡ Uses language to develop concepts:
• demonstrates developing knowledge of concepts
such as quantity, size, shape, direction, colour, speed,
time, age, sequence.
�¡ Uses language to think and reason:
• identifies and describes similarities and differences;
• matches things that go together, and compares things
that are different;
• classifies things (e.g. puts all toys in box, books on
shelves, crayons in tins);
• identifies parts from the whole (e.g. parts of the
body).
�¡ Uses language to investigate and explore:
• asks questions and searches for explanations;
• gives explanations and offers solutions;
• offers explanations and solutions;
• solves and completes puzzles.
�¡ Processes information:
• picks out selected information from a description.
Grade R
Revised National Curriculum Statement Grades R-9 (Schools)
Foundation Phase
20
Learning Outcome 6
LANGUAGE STRUCTURE AND USE
The learner will know and be able to use
the sounds, words and grammar of the
language to create and interpret texts.
Assessment Standards
We know this when the learner:
�¡ Relates sounds to letters and words:
• recognises that words are made up of sounds;
• recognises the sounds at the beginnings of some
words.
�¡ Works with words:
• groups words (e.g. words which rhyme);
• identifies a word, a letter and a space in print.
�¡ Works with sentences:
• communicates ideas using descriptions and action
words.
�¡ Works with texts:
• talks about texts (e.g. stories) using terms like
'beginning', 'middle' and 'end'.
�¡ Uses meta-language (e.g. sound, word, letter, rhyme,
beginning, middle, end).
Grade R
Languages - English Home Language
Foundation Phase
21
Assessment Standards and Texts for Grades 1-3
Grade 1
Recommended Texts
Oral:
�¡ Narratives (e.g. simple stories, fables, legends)
�¡ Instructions of growing complexity
�¡ Recounts
�¡ Simple descriptions
�¡ Action rhymes
�¡ Songs
�¡ Poems
�¡ Games
Written/Visual:
�¡ Simple stories
�¡ Lists (e.g. shopping lists)
�¡ Instructions (e.g. how to make a paper aeroplane)
�¡ Simple descriptions
�¡ Simple informational texts (e.g. books on shapes, animals, seashells)
�¡ Simple word problems (Mathematics)
�¡ Poems
�¡ Games (e.g. board games)
�¡ Picture books
�¡ Picture puzzles (e.g. I Spy books, Where's Wally)
�¡ Simple charts
�¡ Reference books (e.g. dictionaries)
Multimedia:
�¡ Television
�¡ Children's films
�¡ Videos, CD-ROMs and Internet (where available)
Revised National Curriculum Statement Grades R-9 (Schools)
Foundation Phase
22
Grade 2
Recommended Texts
Oral:
�¡ Narratives (e.g. stories, fables, legends)
�¡ Instructions of growing complexity
�¡ Lists
�¡ Recounts
�¡ Descriptions
�¡ Dialogues and conversations
�¡ Rhymes
�¡ Songs
�¡ Poems
�¡ Praise poems
�¡ Games
�¡ Audiotapes (e.g. of radio stories)
�¡ Familiar advertisements
�¡ Riddles and jokes
Written/Visual:
�¡ Books (fiction and non-fiction)
�¡ Instructions
�¡ Rules (e.g. rules for a game)
�¡ Rosters
�¡ Invitations
�¡ Greetings cards
�¡ Forms (e.g. for competitions)
�¡ Charts
�¡ Bar graphs
�¡ Word puzzles (e.g. crossword puzzles)
�¡ Photographs
�¡ Magazine pictures and advertisements
Multimedia:
�¡ Television
�¡ Children's films
�¡ Simple television advertisements
�¡ Videos, CD-ROMs and Internet (where available)
Languages - English Home Language
Foundation Phase
23
Grade 3
Recommended Texts
Oral:
�¡ Narratives (e.g. stories, fables, legends, myths)
�¡ Instructions of growing complexity
�¡ Lists
�¡ Recounts
�¡ Descriptions
�¡ Dialogues and conversations
�¡ Songs
�¡ Poems
�¡ Games
�¡ Riddles and jokes
�¡ Radio broadcasts (stories, announcements, news, weather, interviews)
Written/Visual:
�¡ Books (fiction and non-fiction)
�¡ Newspapers
�¡ Reference books (e.g. dictionaries, children's encyclopaedias, textbooks from other learning areas)
�¡ Tables of contents and indexes
�¡ Simple book reviews
�¡ Pamphlets
�¡ Advertisements
�¡ Forms for filling in (e.g. for competitions)
�¡ Diaries
�¡ Magazines
�¡ Comics
�¡ Photographs
�¡ Flow-diagrams
�¡ Mind maps
Multimedia:
�¡ Television
�¡ Films
�¡ Television advertisements
�¡ Videos, CD-ROMs and Internet (where available)
Revised National Curriculum Statement Grades R-9 (Schools)
Foundation Phase
24
Learning Outcome 1
LISTENING
The learner will be able to listen for
information and enjoyment, and respond
appropriately and critically in a wide range
of situations.
Assessment Standards
We know this when the learner:
�¡ Listens attentively to instructions and announcements,
and responds appropriately.
�¡ Demonstrates appropriate listening behaviour by
listening without interrupting, showing respect for the
speaker, taking turns to speak, and asking questions for
clarification.
�¡ Listens with enjoyment to short stories, rhymes, poems
and songs from a variety of cultures, and shows
understanding:
• listens for the main idea and important details in the
story;
• acts out parts of story, song or rhyme;
• joins in choruses;
• draws a picture of the story and writes a few words
about it;
• puts pictures in right sequence and matches
captions with pictures;
• answers open questions about the story;
• expresses feelings about the story;
• communicates back the sequence of ideas.
�¡ Listens, enjoys and responds appropriately to riddles
and jokes.
�¡ Listens to messages and conveys them correctly.
Grade 1
Languages - English Home Language
Foundation Phase
25
Assessment Standards
We know this when the learner:
�¡ Listens attentively (extending concentration span)
and responds to an extended sequence of
instructions appropriate to the learner's level.
�¡ Demonstrates appropriate listening behaviour by
showing respect for the speaker, taking turns to
speak, asking questions for clarification, and
summarising or commenting on what has been
heard.
�¡ Recognises and shows respect for different
varieties of language.
�¡ Listens with enjoyment to stories, poems, songs
and other oral texts and shows understanding:
• listens for the topic or main idea;
• listens for details;
• predicts what will happen;
• communicates back a sequence of events or
ideas in the text;
• answers questions about the oral text;
• expresses feelings about the text, giving
reasons;
• works out cause and effect in the oral text;
• draws pictures to illustrate understanding of the
oral text, and writes it in own words.
�¡ Listens, enjoys and responds appropriately to
riddles and jokes.
�¡ Listens to a speaker the learner cannot see (e.g. on
radio, intercom) and responds to questions and
instructions.
Assessment Standards
We know this when the learner:
�¡ Listens attentively for a longer period (with
extended concentration span) and responds to an
extended sequence of instructions.
�¡ Demonstrates appropriate listening behaviour by
showing respect for the speaker, taking turns to
speak, asking questions for clarification, and
commenting on what has been heard, if
appropriate.
�¡ Listens with enjoyment to stories, poems, songs
and other oral texts and shows understanding:
• listens for the topic or main idea;
• listens for details;
• predicts what will happen;
• communicates back a sequence of events or
ideas in the oral text;
• answers questions about the oral text;
• expresses feelings about the oral text giving
reasons;
• works out cause and effect in the oral text.
�¡ Listens, enjoys and responds appropriately to
riddles and jokes.
�¡ Listens to a speaker the learner cannot see (e.g. on
the telephone) and responds to questions and
instructions.
Grade 3 Grade 2
Revised National Curriculum Statement Grades R-9 (Schools)
Foundation Phase
26
Learning Outcome 1
Continued
LISTENING
The learner will be able to listen for
information and enjoyment, and respond
appropriately and critically in a wide range
of situations.
Assessment Standards
We know this when the learner:
�¡ Develops phonic awareness:
• distinguishes between different phonemes, especially
at the beginning of words;
• recognises some rhyming words in common rhymes
and songs such as 'We're going to the zoo, zoo, zoo;
you can come too, too, too';
• recognises plurals ('s' and 'es'), '-ing'
and '-ed' at the end of words.
Grade 1
Languages - English Home Language
Foundation Phase
27
Assessment Standards
(There are no further Assessment Standards for this
Learning Outcome in Grade 3.)
Assessment Standards
(There are no further Assessment Standards for this
Learning Outcome in Grade 2.)
Grade 3 Grade 2
Revised National Curriculum Statement Grades R-9 (Schools)
Foundation Phase
28
Learning Outcome 2
SPEAKING
The learner will be able to communicate
confidently and effectively in spoken
language in a wide range of situations.
Assessment Standards
We know this when the learner:
�¡ Talks about personal experiences, feelings and news.
�¡ Communicates ideas using interesting descriptions and
action words.
�¡ Sings, recites, acts out and mimes songs, poems and
rhymes.
�¡ Uses language imaginatively for fun and fantasy.
�¡ Passes on messages.
�¡ Recounts in sequence personal experiences.
�¡ Tells a familiar short story that has a beginning, middle
and ending, using pictures for support if necessary.
�¡ Contributes to class and group discussions:
• by taking turns, asking questions and showing
sensitivity to the rights and feelings of others;
• reports back on behalf of group following group
work;
• responds to questions asked by listeners.
Grade 1
Languages - English Home Language
Foundation Phase
29
Assessment Standards
We know this when the learner:
�¡ Recounts personal experiences and more general
news events, and expresses feelings and opinions
about them.
�¡ Uses language imaginatively for fun and fantasy
(e.g. telling jokes, creating own poems and code
language).
�¡ Creates and tells stories with a beginning, middle
and ending, which use descriptive language, avoid
repetition and have elements of plot and
characterisation.
�¡ Uses different expressions and gestures when
telling a story.
�¡ Contributes to group and class discussions:
• initiates topics in group discussion;
• takes turns and asks relevant questions;
• suggests or elaborates ideas;
• shows sensitivity to the rights and feelings of
others;
• summarises a group's work;
• asks questions for clarity and information;
• answers questions and gives reasons for
answers;
• gives constructive feedback to others.
Assessment Standards
We know this when the learner:
�¡ Recounts personal experiences and more general
news events.
�¡ Uses language imaginatively for fun and fantasy
(e.g. telling jokes and riddles, playing word games,
and making up own rhymes).
�¡ Creates and tells simple stories with a beginning,
middle and ending, using descriptive language,
and avoiding repetition.
�¡ Contributes to class and group discussions:
• initiates topics in group discussions;
• takes turns and asks relevant questions;
• suggests and elaborates ideas;
• shows sensitivity to the rights and feelings of
others;
• reports back on group's work;
• asks questions for clarity and information;
• answers questions and gives reasons for
answers;
• gives constructive feedback to others.
Grade 3 Grade 2
Revised National Curriculum Statement Grades R-9 (Schools)
Foundation Phase
30
Learning Outcome 2
Continued
SPEAKING
The learner will be able to communicate
confidently and effectively in spoken
language in a wide range of situations.
Assessment Standards
We know this when the learner:
�¡ Uses appropriate language for different occasions and
with different people:
• interviews an adult visitor to the class;
• role-plays relevant situations such as making new
friends;
• varies tone and volume of voice.
Grade 1
Languages - English Home Language
Foundation Phase
31
Assessment Standards
We know this when the learner:
�¡ Interviews people for a particular purpose.
�¡ Makes oral presentations (e.g. on given topics, on
interviews conducted, reporting back from
fieldtrips):
• with support and guidance from teacher,
develops class guidelines for a good
presentation;
• describes what is going to be presented and
how;
• uses visual aids to supplement oral
presentations;
• uses basic strategies to engage listeners (e.g.
making eye contact);
• varies volume and pitch of voice.
�¡ Engages in conversation as a social skill.
Assessment Standards
We know this when the learner:
�¡ Suggests ways of solving problems.
�¡ Uses appropriate language for different purposes
(e.g. apologies, invitations) and with different
people (e.g. interviews people, role-plays).
�¡ Uses appropriate volume and intonation (e.g.
speaking quietly with a partner in class and more
loudly with friends in the in playground).
Grade 3 Grade 2
Revised National Curriculum Statement Grades R-9 (Schools)
Foundation Phase
32
Learning Outcome 3
READING AND VIEWING
The learner will be able to read and view
for information and enjoyment, and
respond critically to the aesthetic, cultural
and emotional values in texts.
Assessment Standards
We know this when the learner:
�¡ Uses visual cues to make meaning:
• predicts from the cover of a book what the story is
about;
• uses illustrations to interpret the meaning of stories,
and tells a story;
• interprets information including simple tables and
graphical images found in print, media and
advertising such as calendars and rosters, HIV/AIDS
posters.
�¡ Role-plays reading:
• holds a book the right way up;
• turns pages appropriately;
• looks at words and pictures;
• uses pictures to construct ideas.
�¡ Makes meaning of written text:
• reads a story with the teacher and:
! discusses the main idea,
! identifies the details (e.g. main characters,
sequence of events, setting),
! says whether the story was liked and why.
Grade 1
Languages - English Home Language
Foundation Phase
33
Assessment Standards
We know this when the learner:
�¡ Uses visual cues to make meaning:
• reads graphical texts such as photographs,
maps, flow diagrams, charts, and:
! explains orally or in writing their meaning
and purpose,
! uses the information in appropriate ways
(e.g. a map for direction),
! evaluates the image for design features and
effectiveness.
�¡ Makes meaning of written text:
• comments on a story or poem the learner has
read, and demonstrates understanding by
answering questions on:
! main idea,
! key details such as main characters,
sequence of events, setting, cultural values,
! cause-effect relations,
! conclusions (e.g. 'What does this story/fable
teach us?'),
! whether or not the story was liked and why;
• reads instructions related to real life interests
and needs;
• reads a wide variety of fairly complex texts
such as fiction and non-fiction books, tables of
contents and indexes.
Assessment Standards
We know this when the learner:
�¡ Uses visual cues to make meaning:
• predicts from the cover of a book what the
story will be about;
• in relation to images, print media and
advertising:
! interprets the main message,
! identifies purpose, audience, and where it
will be found;
• expresses personal response to print and media
images.
�¡ Makes meaning of written text:
• reads a story on own or with the teacher and:
! describes the main idea,
! identifies key details (e.g. main characters,
sequence of events, setting),
! identifies and discusses cultural values in the
story,
! identifies cause-effect relations (why
something is happening in a story),
! draws conclusions,
! expresses whether the story was liked and
why;
• reads simple instructions in the classrooms;
• reads texts at a slightly more complex level
(simple fiction and non-fiction books, simple
instructions, invitations and greetings cards,
word puzzles, etc.).
Grade 3 Grade 2
Revised National Curriculum Statement Grades R-9 (Schools)
Foundation Phase
34
Learning Outcome 3
Continued
READING AND VIEWING
The learner will be able to read and view
for information and enjoyment, and
respond critically to the aesthetic, cultural
and emotional values in texts.
Assessment Standards
We know this when the learner:
�¡ Recognises letters and words and makes meaning of
written text:
• reads simple written materials (labels, stories, etc.)
for different purposes;
• reads own writing and the writing of classmates;
• uses phonic and word recognition skills to decode
new or unfamiliar words in context (e.g. visual cues
like shape of word and letter patterns, picture clues,
context clues, and letter-sound relationships).
Grade 1
Languages - English Home Language
Foundation Phase
35
Assessment Standards
We know this when the learner:
�¡ Reads texts alone, and uses a variety of strategies
to make meaning:
• reads a printed text fluently and with
understanding:
! pronounces words with accuracy when
reading aloud,
! reads aloud with expression, using
appropriate stress, pausing and intonation,
! uses word recognition and comprehension
skills to read unfamiliar texts (e.g. phonics,
contextual cues, predicting),
! uses a range of automatic monitoring and
self-correcting methods when reading such
as re-reading, reading on, pausing, and
practising the word before saying it out loud.
Assessment Standards
We know this when the learner:
�¡ Recognises and makes meaning of letters and
words in longer texts:
• reads with increasing speed and fluency;
• reads aloud and uses correct pronunciation and
appropriate stress;
• uses phonic and other word recognition and
comprehension skills such as phonics, context
clues, and making predictions in order to make
sense of text;
• uses self-correcting strategies such as rereading,
pausing, practising a word before
saying it out loud).
Grade 3 Grade 2
Revised National Curriculum Statement Grades R-9 (Schools)
Foundation Phase
36
Learning Outcome 3
Continued
READING AND VIEWING
The learner will be able to read and view
for information and enjoyment, and
respond critically to the aesthetic, cultural
and emotional values in texts.
Assessment Standards
We know this when the learner:
�¡ Develops phonic awareness:
• recognises and names letters of the alphabet;
• understands the difference between letter names and
letter sounds;
• understands that letter names remain constant but
the sounds they represent may vary;
• understands the letter-sound relationships of most
single consonants and short forms of vowels in
words like 'hat' and 'mat';
• segments simple words with single initial consonants
and short vowels (CVC pattern) into onset (the first
sound) and rime (the last part of the syllable) (e.g. fat,
c-at, m-at, h-at, s-at);
• groups common words into word families (e.g. fat,
cat, mat, hat, sat);
• recognises the 'silent e' in common words such as
'cake';
• recognises two letter blends at the beginning of
words (e.g. gr-een , bl-ow);
• recognises common consonant diagraphs (single
sounds spelt with two letters) at the beginning and
end of words (e.g. sh, th, ch);
• recognises some high-frequency sight words such as
'the', 'a', 'to', 'my', 'your', 'like' and including own
name and print in the environment.
Grade 1
Languages - English Home Language
Foundation Phase
37
Assessment Standards
We know this when the learner:
�¡ Consolidates phonic knowledge:
• recognises that the same sound can be spelled
in different ways (e.g. play, pain, plate);
• recognises that the same spelling can represent
different sounds (e.g. bread, read);
• recognises some more vowel sounds spelled
with two letters (vowel diagraphs) (e.g. oi, ou,
oa, aw);
• recognises the use of 'gh' and 'ght' at the end
of words;
• recognises vowels with two sounds
(diphthongs) (e.g. ere, air, are, au).
Assessment Standards
We know this when the learner:
�¡ Develops phonic awareness:
• recognises vowel sounds spelled with two
letters (vowel diagraphs) (e.g. ea, ee, ay, ai, ar,
er, or, ir, ur, ou, oo, oi);
• recognises single consonants spelled with two
letters (consonant diagraphs) (e.g. wh, th, sh,
ph, ll, ss, zz);
• recognises two-letter and three-letter consonant
blends at the beginnings and ends of words
(e.g. bl, str, lp, nds);
• recognises the first sounds (onset) and last
syllable (rime) in more complex patterns (e.g.
dr-eam, cr-eam, str-eam, scr-eam);
• recognises more complex word families (e.g.
dream, cream, stream, scream);
• recognises known rhymes (e.g. fly, sky, dry);
• recognises some more complex suffixes (e.g.
zz+es, -ies, -ly);
• recognises an increasing number of highfrequency
sight words.
Grade 3 Grade 2
Revised National Curriculum Statement Grades R-9 (Schools)
Foundation Phase
38
Learning Outcome 3
Continued
READING AND VIEWING
The learner will be able to read and view
for information and enjoyment, and
respond critically to the aesthetic, cultural
and emotional values in texts.
Assessment Standards
We know this when the learner:
�¡ Reads for information and enjoyment:
• reads picture books with simple captions.
Grade 1
Languages - English Home Language
Foundation Phase
39
Assessment Standards
We know this when the learner:
�¡ Reads for information and enjoyment:
• chooses fiction and non-fiction books and says
what was liked or not liked about them;
• reads and appreciates books written by authors
from different cultures about a range of
different contexts and relationships;
• reads different kinds of texts such as comics,
magazines, newspapers;
• develops vocabulary by using a dictionary and
keeping a personal dictionary;
• uses table of contents, index, key words,
headings, captions and page numbers to find
information;
• plays word games that draw on reading,
vocabulary knowledge and skills;
• identifies and finds information sources such
as community members, library books;
• starts to analyse oral, written and visual texts
for socio-cultural values, attitudes and
assumptions (e.g. in an advertisement on soap
powder, talk about who it is meant to appeal to,
and roles played by females and males).
Assessment Standards
We know this when the learner:
�¡ Reads for information and enjoyment:
• reads picture books and simple stories of own
choice;
• shows appreciation of stories from different
cultures;
• starts to use the dictionary to check spelling
and meaning of words;
• reads a variety of texts for enjoyment such as
magazines, comics, non-fiction books.
Grade 3 Grade 2
Revised National Curriculum Statement Grades R-9 (Schools)
Foundation Phase
40
Learning Outcome 4
WRITING
The learner will be able to write different
kinds of factual and imaginative texts for a
wide range of purposes.
Assessment Standards
We know this when the learner:
�¡ Writes with increasing legibility:
• manipulates writing tools like crayons and pencils
effectively;
• develops letter formation and handwriting skills,
drawing patterns, tracing and copying words);
• forms letters of the alphabet successfully.
�¡ Does pre-writing:
• creates and uses drawings as a focus for writing;
• responds to a picture by writing simple sentences;
• discusses with classmates (in pairs or groups) topics
and ideas for writing.
�¡ Writes for different purposes:
• compiles lists;
• writes simple labels or captions for drawings;
• creates simple texts such as birthday cards (with
written and visual text);
• uses simple strategies for getting and recording
information, such as carrying out a survey of how
many languages are spoken in a group;
• organises information in simple graphical forms, such
as a chart or roster;
• collects suitable pictures and graphics to illustrate text.
Grade 1
Languages - English Home Language
Foundation Phase
41
Assessment Standards
We know this when the learner:
�¡ Uses pre-writing strategies to initiate writing:
• uses various pre-writing strategies to gather
information and choose a topic (e.g.
brainstorming, free writing, talking with
friends, visual images);
• begins to plan writing.
�¡ Drafts a piece of writing for different purposes:
• selects a text form to suit the purpose and
audience (e.g. diary entry to record feelings
about an event);
• writes a selection of short texts for different
purposes (e.g. one- or two-paragraph stories,
simple book reviews, recipes, letters, dialogues,
instructions);
• where appropriate, writes a title that reflects the
content.
Assessment Standards
We know this when the learner:
�¡ Uses pre-writing strategies to initiate writing:
• participates in group brainstorming activities to
get ideas for writing;
• shares ideas with classmates and teacher;
• chooses a topic to write about that is personally
significant and that is suitable to the learner's
age and circumstances.
�¡ Writes for different purposes:
• writes drafts and short texts for various
purposes:
! lists, such as tasks for the week,
! simple expressive texts such as thank you
cards and letters,
! simple informational texts such as recipes,
! simple recounts of personal experiences and
events,
! simple stories,
! poems and songs;
• writes a title that reflects the content.
Grade 3 Grade 2
Revised National Curriculum Statement Grades R-9 (Schools)
Foundation Phase
42
Learning Outcome 4
Continued
WRITING
The learner will be able to write different
kinds of factual and imaginative texts for a
wide range of purposes.
Assessment Standards
We know this when the learner:
�¡ Drafts and revises:
• contributes ideas to a group writing a story (initially
with teacher as scribe);
• revises a draft of the group's story to be clearer and
more interesting;
• writes and reads own draft to teacher and
classmates, and starts to make revisions.
�¡ Writes so that others can understand, using writing
conventions:
• uses letters to form single words and short
sentences;
• leaves spaces between words;
• uses left to right, top to bottom orientation to print;
• writes own sentences, with the support of writing
frames where necessary;
• starts to use basic punctuation (capital letters and
full stops).
�¡ Begins to build vocabulary and starts to spell words so
that they can be read and understood by others:
• writes words that represent familiar people, places
and things;
• spells common words correctly;
• attempts to spell unfamiliar words using knowledge
of phonics (emergent spelling);
• builds own word bank and personal dictionary.
Grade 1
Languages - English Home Language
Foundation Phase
43
Assessment Standards
We know this when the learner:
�¡ Revises own writing:
• discusses own and others' writing to get or give
feedback;
• edits own writing (e.g. deleting or adding words
to clarify meaning, re-ordering sentences,
checking and correcting spelling and
punctuation);
• revises own writing after getting feedback from
others.
�¡ 'Publishes' (makes public) own writing:
• shares work with others by reading it aloud
and/or displaying it in the classroom;
• shares writing with intended audience, such as
family or friends (e.g. letters, messages,
instructions);
• makes own books or contributes to class
anthologies.
�¡ Builds vocabulary and spells words independently:
• varies vocabulary for interest and specific
purposes;
• experiments with and manipulates words from
stories, reading, media, jokes, oral language of
friends and others;
• builds word bank and personal dictionary;
• uses dictionary to check spellings and
meanings of words;
• uses knowledge of phonics and spelling rules to
write unfamiliar words.
Assessment Standards
We know this when the learner:
�¡ Revises writing:
• discusses own and others' writing to get or give
feedback;
• makes attempts at editing own writing (e.g.
deleting or adding words to clarify meaning,
checking and correcting spelling and
punctuation);
• revises own writing after talking with others.
�¡ 'Publishes' (makes public) own writing:
• shares work with others by reading it aloud
and/or displaying it in the classroom;
• makes own books or contributes to class
anthologies.
�¡ Builds vocabulary and starts to spell words so that
they can be read and understood by others:
• experiments with words drawn from own
language experiences;
• spells common words correctly;
• uses homophones with increasing accuracy (e.g.
one/won, for/four, too/to);
• attempts to spell unfamiliar words using
knowledge of phonics;
• builds word bank and personal dictionary;
• uses dictionary to check on spellings and
meanings of words.
Grade 3 Grade 2
Revised National Curriculum Statement Grades R-9 (Schools)
Foundation Phase
44
Learning Outcome 4
Continued
WRITING
The learner will be able to write different
kinds of factual and imaginative texts for a
wide range of purposes.
Assessment Standards
(There are no further Assessment Standards for this
Learning Outcome in Grade 1.)
Grade 1
Languages - English Home Language
Foundation Phase
45
Assessment Standards
We know this when the learner:
�¡ Uses appropriate grammatical structures and
writing conventions:
• begins to group sentences into paragraphs;
• uses punctuation appropriately (capital letters,
full stops, question marks, commas,
apostrophes, exclamation marks);
• applies knowledge of grammar;
• uses knowledge of other texts as models for
writing;
• uses narrative structure;
• uses informational text structures, such as
experiments.
�¡ Writes legibly:
• writes with ease and increasing speed as a
result of frequent practice;
• completes a writing task within a set time.
Assessment Standards
We know this when the learner:
�¡ Writes so that others can understand, using
appropriate grammatical structures and writing
conventions:
• uses writing frames that show different kinds of
sentence and text structures;
• uses basic punctuation (capital letters and full
stops);
• experiments with other punctuation marks such
as exclamation and/or question marks;
• uses some narrative devices (e.g. once upon a
time, the end);
• applies knowledge of grammar;
• uses some informational text structures, such as
recipes.
�¡ Writes with increasing legibility:
• uses handwriting tools and implements
effectively;
• forms letters clearly and easily;
• writes with greater ease and speed as a result of
frequent practice.
Grade 3 Grade 2
Revised National Curriculum Statement Grades R-9 (Schools)
Foundation Phase
46
Learning Outcome 5
THINKING AND REASONING
The learner will be able to use language to
think and reason, as well as to access,
process and use information for learning.
Assessment Standards
We know this when the learner:
�¡ Uses language to develop concepts:
• demonstrates developing knowledge of concepts
such as quantity, size, shape, direction, colour, speed,
time, age, sequence;
• understands and uses the conceptual language of
different learning areas necessary at this level and in
preparation for the next level.
�¡ Uses language to think and reason:
• understands and uses language for logic and
reasoning, such as cause and effect;
• classifies information (e.g. groups of different kinds
of animals);
• identifies parts from the whole (e.g. parts of a
bicycle, parts of a plant);
• identifies similarities and differences, using
appropriate language (e.g. like, the same as, different
from).
�¡ Uses language to investigate and explore:
• asks questions and searches for explanations;
• offers explanations and solutions;
• uses simple strategies for getting and recording
information, such as carrying out a survey of how
many languages are spoken in a group, or finding
relevant information in texts;
• solves picture and word puzzles.
Grade 1
Languages - English Home Language
Foundation Phase
47
Assessment Standards
We know this when the learner:
�¡ Uses language to develop concepts:
• understands and uses the conceptual language
of different learning areas necessary at this
level and in preparation for the next level.
�¡ Uses language to think and reason:
• understands and uses language for logic and
reasoning (e.g. cause and effect, drawing
conclusions);
• uses higher order thinking and the language
associated with it (e.g. hypothesising - 'I think
it could ...', 'If ... then ...');
• uses language to describe similarities and
differences, and to analyse, compare and
contrast information.
�¡ Uses language to investigate and explore:
• asks questions for clarification, searches for
explanations, suggests alternatives (e.g. 'If I do
this, then ...'; 'What about ...?'; 'We could
try...');
• does simple research: asks questions which
help define the task and get necessary
information (e.g. 'What do we need to know, to
do, to get?'; 'Where can we find the
information?');
• plans the steps of a task, and shares
responsibilities (e.g. what must be done, and
who will do what);
Assessment Standards
We know this when the learner:
�¡ Uses language to develop concepts:
• understands and uses the conceptual language
of different learning areas necessary at this
level and in preparation for the next level.
�¡ Uses language to think and reason:
• understands and uses language for logic and
reasoning (e.g. cause and effect, logical
sequence);
• uses higher order thinking and the language
associated with it (e.g. inferring, applying
knowledge, evaluating - e.g. 'I think', 'I
wonder');
• identifies similarities and differences (e.g. like,
the same as, different from) and classifies
things;
• compares things.
�¡ Uses language to investigate and explore:
• asks questions and searches for explanations;
• offers solutions and alternatives;
• uses knowledge about variety of text sources to
choose relevant materials, and is able to give
reasons for the choice;
• uses simple strategies for getting and recording
information (e.g. library search with help of
adult or older learner).
Grade 3 Grade 2
Revised National Curriculum Statement Grades R-9 (Schools)
Foundation Phase
48
Learning Outcome 5
Continued
THINKING AND REASONING
The learner will be able to use language to
think and reason, as well as to access,
process and use information for learning.
Assessment Standards
We know this when the learner:
�¡ Processes information:
• organises information in simple graphical forms
such as a chart, timeline, etc.
Grade 1
Languages - English Home Language
Foundation Phase
49
Assessment Standards
We know this when the learner:
• uses simple strategies for getting information:
! asks relevant questions,
! carries out interviews and surveys,
! does library searches (with help of adult or
older learner);
• supports and clarifies arguments, by giving
reasons and evidence;
• summarises information and presents it in an
appropriate and interesting way.
�¡ Processes information:
• records and organises information in different
ways:
! selects information and take notes,
! makes mind maps,
! constructs tables, diagrams, charts and flowcharts;
• sequences information and puts it under
headings;
• uses language to describe similarities and
differences, and to analyse, compare and
contrast information.
Assessment Standards
We know this when the learner:
�¡ Processes information:
• picks out selected information from a text and
processes it;
• organises information in simple graphical
forms such as a chart, timetable, etc.
Grade 3 Grade 2
Revised National Curriculum Statement Grades R-9 (Schools)
Foundation Phase
50
Learning Outcome 6
LANGUAGE STRUCTURE AND USE
The learner will know and be able to use
the sounds, words and grammar of the
language to create and interpret texts.
Assessment Standards
We know this when the learner:
�¡ Relates sounds to letters and words:
• uses phonics to read and spell words.
�¡ Works with words:
• knows where a written word begins and ends, and
leaves spaces between words;
• spells some familiar words correctly;
• forms the plural of familiar words;
• groups words (e.g. words which rhyme);
• uses capital letters for names (e.g. Brenda).
�¡ Works with sentences:
• writes simple sentences (e.g. 'Jay won the race.');
• uses punctuation - a capital letter at the beginning of
a sentence and a full stop at the end;
• uses nouns, pronouns (I, you, she, he, etc.) and
prepositions correctly;
• uses simple present and past tenses correctly.
Grade 1
Languages - English Home Language
Foundation Phase
51
Assessment Standards
We know this when the learner:
�¡ Relates sounds to letters and words:
• uses phonics to spell more difficult words.
�¡ Works with words:
• uses some spelling rules to spell correctly;
• uses a variety of sources to check spelling;
• uses prefixes and suffixes to build words;
• identifies and uses more synonyms and
antonyms.
�¡ Works with sentences:
• identifies subject, verb and object in a sentence;
• uses subject-verb agreement correctly;
• uses connecting words to express cause and
effect (e.g. 'I don't like her because she is
rude.');
• uses more complex tenses (e.g. present perfect
progressive in English - 'I have been learning
Xhosa for three years.');
• uses a variety of sentence types (questions,
statements and commands);
• identifies and correctly uses nouns, pronouns
(me, her, him, etc.), adjectives, verbs, adverbs
and prepositions;
• uses punctuation correctly (exclamation marks,
apostrophes in contractions in English - e.g.
I'm, can't).
Assessment Standards
We know this when the learner:
�¡ Relates sounds to letters and words:
• uses phonics to spell unfamiliar words.
�¡ Works with words:
• spells familiar words correctly;
• uses a dictionary to confirm spelling;
• identifies some synonyms and antonyms.
�¡ Works with sentences:
• joins two simple sentences (clauses) with a
conjunction ('and' or 'but') to form a coordinate
sentence (e.g. 'Johan knocked over the
vase and it broke.');
• uses negative forms correctly (e.g. 'I will not
do that.' 'You cannot do that.' 'She does not do
that.');
• identifies and uses nouns, adjectives, pronouns
(my, your, etc.), verbs and prepositions
correctly;
• uses simple past, present and future tenses
correctly;
• uses a variety of sentence types (questions,
statements, exclamations);
• uses punctuation correctly (question mark,
comma to separate items in a list, capital letters
for proper names - e.g. 'Gauteng').
Grade 3 Grade 2
Revised National Curriculum Statement Grades R-9 (Schools)
Foundation Phase
52
Learning Outcome 6
Continued
LANGUAGE STRUCTURE AND USE
The learner will know and be able to use
the sounds, words and grammar of the
language to create and interpret texts.
Assessment Standards
We know this when the learner:
�¡ Works with texts:
• sequences text (e.g. by using words like 'then' and
'next' in a recount);
• talks about texts (e.g. stories) using terms like
'beginning', 'middle' and 'end'.
�¡ Develops critical language awareness;
• recognises the difference between language used in
the classroom (e.g. at news time) and when playing
with friends;
• explores why different language is used in different
contexts.
�¡ Uses meta-language (terms such as sentence, capital
letter, full stop, dictionary).
Grade 1
Languages - English Home Language
Foundation Phase
53
Assessment Standards
We know this when the learner:
�¡ Works with texts:
• links sentences to form paragraphs,
maintaining consistency in use of tenses.
�¡ Develops critical language awareness:
• explores the way class uses slang, with whom
and for what purposes.
�¡ Uses meta-language (terms such as subject, verb,
object, question, statement, command, connecting
word, simile, synonym, antonym, exclamation
mark).
Assessment Standards
We know this when the learner:
�¡ Works with texts:
• links sentences to form paragraphs;
• sequences text by using words like 'first',
'next', 'finally';
• identifies characteristics of different text types
(e.g. story, instructions, recounts)
�¡ Develops critical language awareness:
• discusses the words commonly used to describe
boys and girls, colours associated with boys
and girls (e.g. tough, pretty);
• discusses the effects of these descriptions, and
whether one should use this language or not.
�¡ Uses meta-language (terms such as noun,
adjective, pronoun, verb, adverb, preposition,
comma, question mark, paragraph).
Grade 3 Grade 2
Revised National Curriculum Statement Grades R-9 (Schools)
Intermediate Phase
54
Languages - English Home Language
55
Intermediate Phase
CHAPTER 3
INTERMEDIATE PHASE
(Grades 4-6)
INTRODUCTION
In the Intermediate Phase, learners are moving into adolescence. They are energetic, responsive to peer influence,
often restless and unsure about themselves. They are self-conscious and curious about who they are and who they
want to be. Issues relating to identity become increasingly important, and it is necessary to keep in mind the relationship
between language and identity in our multilingual and multicultural country. Some of the characteristics
of learners in this phase are:
�¡ They become more sensitive to how their actions affect others.
�¡ They begin to consider the needs, desires and points of view of others.
�¡ They begin to function co-operatively in group tasks with increasing ease.
�¡ They begin to enjoy the challenge of tackling independent tasks.
�¡ They show the desire to take control of their own learning.
�¡ They become more deliberate and methodical in their approach.
�¡ They become increasingly able to access, record and manipulate information.
�¡ They are increasingly able to investigate, compare and assess critically.
Focus
In this phase, learners consolidate and extend their literacy skills, and build their confidence and fluency in using
oral language. Cross-curricular work will form an important part of learning activities.
Wider Range of Texts
Learners will work with a wider range of texts than in the Foundation Phase. The language and content of texts
will be longer and more complex. They will introduce learners to oral and written literature, and to important
social and environmental issues.
Integrated Learning Activities
To help set clear Assessment Standards, each outcome has a different skill or skills as its focus (listening, speaking,
reading and viewing, writing, thinking and reasoning, language structure and use). However, in learning programmes
these should be contextualised in integrated learning activities with clear and relevant purposes.
Broader and Varied Content
Relevant content should be drawn from a wide variety of issues, based on the learners' individual needs and on
broader social issues. Try to cover national concerns such as poverty, HIV/AIDS and crime. These issues should
not be treated just as the content of texts, but rather as a conscious part of the learning experience. In this way,
learners can be exposed to authentic use of language, enabling them to develop critical skills, for example:
�¡ recognising stereotypes;
Revised National Curriculum Statement Grades R-9 (Schools)
56
Intermediate Phase
�¡ learning how texts persuade readers to particular points of view; and
�¡ challenging these uses of language.
Through this approach, teachers and learners will:
�¡ achieve the twelve Critical and Developmental Outcomes; and
�¡ prepare for more complex activities and demanding Assessment Standards in the Senior Phase.
LEARNING OUTCOMES
Learning Outcome 1: Listening
The learner will be able to listen for information and enjoyment, and respond appropriately and critically
in a wide range of situations.
Learners' listening skills are refined to enable them to listen to extended oral texts (both formal and informal) for
different purposes.
Learning Outcome 2: Speaking
The learner will be able to communicate confidently and effectively in spoken language in a wide range of
situations.
As learners grow, situations become more challenging and demand more confidence and effectiveness in speaking.
Learners will continue to develop their communication skills, become sensitive to cultural differences, and
learn to value multilingualism.
Learning Outcome 3: Reading and Viewing
The learner will be able to read and view for information and enjoyment, and respond critically to the aesthetic,
cultural and emotional values in texts.
Reading of South African and international fiction and non-fiction is necessary for learners' emotional and personal
growth, for language development, for literacy, for understanding of values, and for enjoyment.
Learning Outcome 4: Writing
The learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes.
Learners continue to develop their writing skills for different purposes and audiences. They begin to develop and
organise ideas appropriately in factual and creative texts by following the steps in the writing process.
Languages - English Home Language
57
Intermediate Phase
Learning Outcome 5: Thinking and Reasoning
The learner will be able to use language to think and reason, as well as to access, process and use
information for learning.
More developed thinking skills, including 'thinking about their thinking' (meta-cognition) and information
literacy are important for cross-curricular work and for educational success. They should be taught in an
integrated way in the context of problem-solving activities with a clear and valuable educational purpose.
Learning Outcome 6: Language Structure and Use
The learner will know and be able to use the sounds, words and grammar of the language to create and
interpret texts.
Learners will explore how language works, and develop a shared language for talking about language (a 'metalanguage'),
so that they can evaluate their own and other texts critically in terms of meaning, effectiveness and
accuracy. They will also be able to use this knowledge to experiment with language to build meaning (from word
and sentence levels to whole texts), and see how a text and its context are related. They will become aware of how
language changes over time and between cultures, and how it changes in different situations.
ASSESSMENT STANDARDS AND TEXTS
In the next sections, the Assessment Standards for each Learning Outcome will be given for each Grade.
Examples are given of texts that can be used for integrated language learning. These are not the only possible
examples, and the teacher can add to them by choosing any other suitable and available texts.
Revised National Curriculum Statement Grades R-9 (Schools)
58
Intermediate Phase
Grade 4
Recommended Texts
Oral:
�¡ Conversations
�¡ Speeches
�¡ Poems
�¡ Choral verses
�¡ Narratives (e.g. fables, legends, stories)
�¡ Reports of events
�¡ Jokes, riddles and limericks
�¡ Weather reports
�¡ Interviews
�¡ Short talks
�¡ Songs
�¡ Word games
�¡ Instructions (e.g. for a game)
�¡ Directions
Written/Visual:
�¡ Poems
�¡ Stories
�¡ Reports (e.g. science, weather, accident, sports)
�¡ Narratives (e.g. fables, legends, stories)
�¡ Procedures (e.g. recipes, instructions)
�¡ Comics/cartoon strips
�¡ Letters
�¡ Diaries
�¡ Reference books (e.g. dictionaries, encyclopaedias)
�¡ Textbooks (from different Learning Areas)
�¡ Drawings
�¡ Collages
�¡ Bar graphs
�¡ Charts (e.g. flow charts)
�¡ Mind maps
�¡ Maps
Languages - English Home Language
59
Intermediate Phase
Grade 4
Recommended Texts
Continued
Multimedia:
�¡ Children's television dramas
�¡ Television cartoons
�¡ Television advertisements
�¡ Computers or CD-ROMs (where available)
�¡ Live performances
�¡ Advertisements
Grade 5
Recommended Texts
Oral:
�¡ Speeches
�¡ Radio shows
�¡ Oral poems (e.g. praise poems, ballads)
�¡ Narratives (e.g. stories, fables, myths, legends)
�¡ Instructions
�¡ Directions
�¡ News
�¡ Reports (e.g. weather, sports)
�¡ Choral chants
�¡ Talks/short lectures
�¡ Debates
�¡ Plays
�¡ Jokes, humorous anecdotes
Revised National Curriculum Statement Grades R-9 (Schools)
60
Intermediate Phase
Grade 5
Recommended Texts
Continued
Written/Visual:
�¡ Poems
�¡ Narratives (e.g. stories, fables, myths, legends)
�¡ Letters
�¡ Book reviews
�¡ Diaries
�¡ Journals
�¡ Procedures (e.g. instructions, recipes)
�¡ Reports
�¡ Reference books (e.g. dictionaries, encyclopaedias)
�¡ Textbooks (from different Learning Areas)
�¡ Posters
�¡ Photographs
�¡ Graphs and pie charts
�¡ Tables
�¡ Mind maps
�¡ Diagrams
Multimedia:
�¡ Television dramas
�¡ Films
�¡ Television cartoons
�¡ Computers, Internet and CD-ROMs (where available)
�¡ Performances
�¡ Exhibits
Languages - English Home Language
61
Intermediate Phase
Grade 6
Recommended Texts
Oral:
�¡ Discussions
�¡ Meetings
�¡ Debates
�¡ Stories
�¡ Plays
�¡ Radio shows - a variety of different formats
�¡ News
�¡ Instructions
�¡ Directions
�¡ Explanations
�¡ Oral poems/poetry reading
�¡ Anecdotes
�¡ Negotiations
Written/Visual:
�¡ Biographies
�¡ Novels
�¡ Short stories
�¡ Short plays
�¡ Poems
�¡ Newspaper and magazine articles
�¡ Reports (e.g. crime, accident, sports)
�¡ Procedures (instructions)
�¡ Directions
�¡ Reference books (e.g. dictionaries, encyclopaedias)
�¡ Textbooks (from different Learning Areas)
�¡ Advertisements
�¡ Photographs
�¡ Graphs - a variety of different types
�¡ Tables
�¡ Charts
�¡ Diagrams
�¡ Maps
Revised National Curriculum Statement Grades R-9 (Schools)
62
Intermediate Phase
Grade 6
Recommended Texts
Continued
Multimedia:
�¡ Films
�¡ Documentaries
�¡ Cartoons
�¡ Television shows
�¡ Television advertisements
�¡ Computers, Internet, CD-ROMs (where available)
�¡ Performances
�¡ Exhibits
Languages - English Home Language
63
Intermediate Phase
Revised National Curriculum Statement Grades R-9 (Schools)
64
Intermediate Phase
Learning Outcome 1
LISTENING
The learner will be able to listen for
information and enjoyment, and respond
appropriately and critically in a wide range
of situations.
Assessment Standards
We know this when the learner:
�¡ Enjoys listening to different kinds of oral texts and
responds appropriately (e.g. stories, fables, limericks,
short reports).
�¡ Discusses the central idea and specific details of the
text and relates them to own experience.
�¡ Discusses the speaker's use of words, phrases and body
language and how they affect the listener. (e.g. 'How
did you feel after listening to the speaker?', 'What did
s/he say or do that made you feel that way?').
�¡ Discusses how a speaker's tone and choice of words
change for different audiences and purposes.
�¡ Talks about the sound and word pictures in the language
and comments on their effect on the listener.
�¡ Listens for information in different kinds of texts (such
as weather reports, school announcements, interviews),
recalls main ideas or specific details, and responds
appropriately.
Grade 4
Languages - English Home Language
65
Intermediate Phase
Assessment Standards
We know this when the learner:
�¡ Enjoys listening and responds critically to different
kinds of oral texts such as stories, legends, poems,
plays, debates and talks.
�¡ Identifies themes, asks questions, and relates ideas
to own life experiences.
�¡ Identifies and discusses key features such as
context, speaker's body language, content, register,
and choice of words:
• discusses how they affect the listener and why;
• discusses how these features would change for
different audiences and purposes;
• discusses how these features position both the
speaker and listener (e.g. in terms of authority
and power, attitude towards characters);
• identifies and discusses how stereotypes are
created and their effect on the listener (e.g.
'How is the hero depicted? How does this make
you feel about her/him? Are people always like
this in real life?').
�¡ Comments on sound and visual effects such as
rhythm, repetition, alliteration, onomatopoeia, and
comparisons.
�¡ Listens for information in a variety of oral texts
(debates, explanations, reports, television
documentaries), summarises main ideas, and notes
specific details.
Assessment Standards
We know this when the learner:
�¡ Enjoys listening to different kinds of oral texts
such as stories, myths, choral chants, jokes and
riddles, and short plays and responds
appropriately.
�¡ Identifies the main message and themes in oral
texts and relates them to everyday life.
�¡ Identifies features of oral texts (structure,
language, tone, register, etc.) that make them
appropriate for different purposes and audiences.
�¡ Discusses how language is used to create a sense
of atmosphere.
�¡ Listens to different types of informational texts
(directions, instructions, speeches, radio talk
shows, television documentaries), notes main ideas
or specific details, and uses information
appropriately.
Grade 6 Grade 5
Revised National Curriculum Statement Grades R-9 (Schools)
66
Intermediate Phase
Learning Outcome 1
Continued
LISTENING
The learner will be able to listen for
information and enjoyment, and respond
appropriately and critically in a wide range
of situations.
Assessment Standards
We know this when the learner:
�¡ Carries out instructions and follows directions.
�¡ Listens actively in conversation and discussion showing
respect for and sensitivity to the feelings of others and
appreciating other points of view.
�¡ Discusses the social, moral and cultural values, attitudes
and assumptions in oral texts. (e.g. 'Are all families
made up of mother, father and children?', 'Are there
other kinds of families?').
Grade 4
Languages - English Home Language
67
Intermediate Phase
Assessment Standards
We know this when the learner:
�¡ Listens actively and with sensitivity, acknowledges
opinions that conflict with own and responds
appropriately in the context.
�¡ Discusses social, moral and cultural values in
different texts and comments on how these are
conveyed in the text. (e.g. 'Is there any
stereotyping?').
Assessment Standards
We know this when the learner:
�¡ Listens actively, considering other points of view,
and responds with sensitivity to ideas and
suggestions.
�¡ Discusses the social, moral and cultural values,
attitudes and assumptions in oral texts, and
comments on what is included and excluded (e.g.
'Is the moral of the story true for all
circumstances? What circumstances are not
covered in this story?').
Grade 6 Grade 5
Revised National Curriculum Statement Grades R-9 (Schools)
68
Intermediate Phase
Learning Outcome 2
SPEAKING
The learner will be able to communicate
confidently and effectively in spoken
language in a wide range of situations.
Assessment Standards
We know this when the learner:
�¡ Communicates experiences, ideas and information in
different contexts for different audiences and purposes:
• uses language with ease for interpersonal
communication in everyday conversation;
• uses language for imaginative self-expression (e.g.
tells a story, recites a poem or role-plays a situation);
• shares ideas and offers opinions on familiar topics
from personal experience;
• recalls and describes a set of actions or events;
• gives directions or instructions;
• asks and responds to questions;
• discusses and compares own and others' ideas and
opinions.
�¡ Uses interaction skills and strategies for working in
groups:
• takes turns;
• stays on topic;
• asks relevant questions;
• maintains discussion;
• responds to others' ideas with empathy and respect;
• gives balanced and constructive feedback;
• uses appropriate intonation and facial expressions;
• shows respect for others in the group.
Grade 4
Languages - English Home Language
69
Intermediate Phase
Assessment Standards
We know this when the learner:
�¡ Communicates experiences, more complex ideas
and information in more challenging contexts, for
different audiences and purposes:
• uses language for interpersonal communication
which reveals deeper personal feelings and
reflections (e.g. talk about emotions and
aspirations);
• uses language for creative and imaginative selfexpression
(e.g. poems, response to music);
• shares ideas and offers opinions on challenging
topics in a logical, coherent and structured way
(e.g. poster presentations, reports, debates);
• asks and responds to challenging questions;
• develops factual and reasonable arguments to
justify opinions.
�¡ Applies interaction skills in group situations:
• follows conventions for appropriate interaction
in group work;
• gives balanced and constructive feedback;
• shows sensitivity to cultural and social
differences (e.g. affirms and incorporates
diverse language, experiences, examples);
• uses diplomatic language in potential conflict
situations.
Assessment Standards
We know this when the learner:
�¡ Communicates experiences, ideas and information
in different and fairly challenging contexts for
different audiences and purposes:
• uses language thoughtfully for interpersonal
communication (e.g. praising someone's efforts,
disagreeing with someone);
• uses language for creative and imaginative selfexpression
(e.g. expresses feelings and thoughts,
dramatises);
• shares ideas and offers opinions on less familiar
topics and events, using speculation and
hypothesis;
• describes events, presents feedback, and gives
directions clearly and in an understandable way;
• asks critical questions which do not have
obvious answers, and can respond thoughtfully
to such questions;
• expresses and justifies own opinion with
reasons.
�¡ Uses interaction strategies to communicate
effectively in group situations:
• takes turns, stays on topic, asks relevant
questions, maintains discussion and responds to
others' ideas with empathy and respect;
• gives balanced and constructive feedback;
• uses appropriate intonation and facial
expressions;
• shows sensitivity to the rights and feeling of
others during group work.
Grade 6 Grade 5
Revised National Curriculum Statement Grades R-9 (Schools)
70
Intermediate Phase
Learning Outcome 2
Continued
SPEAKING
The learner will be able to communicate
confidently and effectively in spoken
language in a wide range of situations.
Assessment Standards
We know this when the learner:
�¡ Uses appropriate body language and presentation skills:
• makes eye contact and limits fidgeting;
• uses appropriate gestures and facial expressions;
• uses audible volume, pauses appropriately, and
speaks at reasonable pace.
�¡ Uses appropriate words and structures for different
purposes and audiences:
• uses language with the appropriate degree of
formality (register) in different situations (tone,
choice of words and style, body language);
• uses appropriate language when expressing social
courtesies (apologies, requests, thanks, support);
• names and tries to avoid insensitive or
discriminatory use of language.
Grade 4
Languages - English Home Language
71
Intermediate Phase
Assessment Standards
We know this when the learner:
�¡ Uses appropriate body language and presentation
skills:
• does not turn back to audience;
• varies volume, tone and tempo of voice for
emphasis and effect;
• reflects on own presentation and skills and tries
to improve identified weaknesses.
�¡ Uses appropriate language for different purposes
and audiences:
• uses appropriate register in unfamiliar and
more challenging situations and shows an
awareness of different audiences;
• manipulates language for different purposes
such as to persuade, argue, inspire and identify
with someone;
• suggests alternatives to discriminatory use of
language.
Assessment Standards
We know this when the learner:
�¡ Uses appropriate body language and presentation
skills:
• shifts eye contact to include as much of the
audience as possible;
• uses appropriate intonation and facial
expressions;
• adjusts tempo and volume for emphasis;
• pauses at appropriate places and adjusts pace to
needs of audience.
�¡ Uses appropriate language for different purposes
and audiences:
• uses language with the appropriate register in
less familiar situations;
• uses grammatical structures and idioms that are
appropriate for the purpose;
• uses language carefully to express complex but
common emotions such as anger, impatience,
sympathy, admiration;
• identifies and challenges discriminatory use of
language.
Grade 6 Grade 5
Revised National Curriculum Statement Grades R-9 (Schools)
72
Intermediate Phase
Learning Outcome 3
READING AND VIEWING
The learner will be able to read and view
for information and enjoyment, and
respond critically to the aesthetic, cultural
and emotional values in texts.
Assessment Standards
We know this when the learner:
�¡ Reads a variety of South African and international
fiction and non-fiction texts for different purposes (e.g.
poems, stories, myths, brochures, reference books and
text-books):
• reads independently using a variety of reading and
comprehension strategies appropriate for different
purposes;
• skims for general idea;
• scans for specific details;
• surveys content page, headings, index for overview;
• makes predictions, uses contextual clues to
determine meaning, and makes inferences;
• reads aloud clearly and with expression.
�¡ Views and comments on various visual and multimedia
texts for different purposes (e.g. pictures, posters,
cartoons and, where available, computers and CDROMs):
• interprets message;
• identifies and discusses graphical techniques such as
colour, design, choice of images, etc., and how they
affect the message conveyed.
�¡ Describes feelings about the text (factual or literary,
visual or multimedia), giving reasons.
Grade 4
Languages - English Home Language
73
Intermediate Phase
Assessment Standards
We know this when the learner:
�¡ Reads and responds critically to a variety of South
African and international fiction and non-fiction
(journals, poetry, novels, short plays, newspapers,
textbooks, etc.):
• reads aloud and silently, adjusting reading
strategies to suit the purpose and audience;
• uses appropriate reading and comprehension
strategies (skimming, and scanning, predictions,
contextual clues, inferences, monitoring
comprehension, etc.).
�¡ Views and discusses various visual and multimedia
texts (e.g. photographs, television advertisements,
dramas and documentaries, Internet and CD-ROMs
where available):
• interprets and discusses message;
• identifies and discusses techniques such as
lighting and sound effects, choice of images,
camera angles, shape and design, graphics, etc.,
and their effect on the viewer.
�¡ Explains interpretation and overall response to text,
giving reasons based on the text or own experience.
Assessment Standards
We know this when the learner:
�¡ Reads a variety of South African and international
fiction and non-fiction texts for different purposes
(e.g. poems, book reviews, short novels, newsletters,
reference books):
• reads independently, selecting appropriate
reading and comprehension strategies for the
purpose;
• skims to get the general idea;
• scans for specific details;
• surveys contents page, headings, index;
• uses previous knowledge or textual clues to
determine meaning and make inferences;
• predicts content or ending;
• makes story maps or notes key points to track
comprehension;
• reads aloud clearly, adjusting speed according to
purpose and audience.
�¡ Views and comments on various visual and
multimedia texts for different purposes (e.g.
advertisements, video/films, television dramas and,
where available, computers and CD-ROMs):
• discusses message conveyed;
• identifies and discusses graphical techniques
such as colour, choice of images, kind and size of
lettering, symbols, layout, etc.
�¡ Describes and analyses emotional response to texts.
Grade 6 Grade 5
Revised National Curriculum Statement Grades R-9 (Schools)
74
Intermediate Phase
Learning Outcome 3
Continued
READING AND VIEWING
The learner will be able to read and view
for information and enjoyment, and
respond critically to the aesthetic, cultural
and emotional values in texts.
Assessment Standards
We know this when the learner:
�¡ Discusses how the choice of language and graphical
features influence the reader.
�¡ Shows understanding and identifies and discusses
aspects such as central idea, characters, setting and plot
in fiction texts.
�¡ Infers reasons for actions in the story.
�¡ Understands the vocabulary and discusses the choice of
words, imagery and sound effects in poems, stories and
multimedia texts (e.g. rhythm, rhyme, alliteration, word
pictures, humour).
�¡ Recognises the different structures, language use,
purposes and audiences of different kinds of texts:
• identifies the different purposes of texts (e.g.
speeches, stories, poems, advertisements);
• identifies the way texts are organised;
• identifies how language and register (degree of
formality) differ according to purpose and audience;
• identifies the language used in different kinds of
texts (e.g. direct speech in fables, sequence words in
procedures, passive speech in reports).
Grade 4
Languages - English Home Language
75
Intermediate Phase
Assessment Standards
We know this when the learner:
�¡ Discusses how the techniques used by writers,
graphic designers and photographers construct
particular views of the world and position the
reader in various ways.
�¡ Shows understanding of the text, its relationship to
own life, its purpose and how it functions:
• explains themes, plot, setting, and
characterisation;
• discusses author's point of view, how meaning
is constructed, and way in which reader is
positioned (e.g. 'Is the author telling the story
as an observer or insider? How do you feel
about the main character(s)? Are you
sympathetic or critical? How does the author
get you to feel that way?').
�¡ Recognises and explains the different structures,
language use, purposes and audiences of different
kinds of text:
• identifies and evaluates the kind and suitability
of the language and register of a text for its
intended audience;
• identifies and analyses the characteristics of
various writing genres or text types (e.g. the
organisation and conventions that are used in
different kinds of poems, a biography, different
kinds of newspaper articles).
Assessment Standards
We know this when the learner:
�¡ Discusses how writers and visual artists relate to
their readers in different ways, and how they create
different views of the world using language and
visual features.
�¡ Shows understanding of fiction text:
• discusses central idea, plot, setting, atmosphere
and characters;
• makes inferences about plot and characters;
• discusses themes and issues and offers opinions
with justification.
�¡ Understands the vocabulary and discusses how
writers have used language to achieve effects
(similes, rhythm, onomatopoeia, etc.).
�¡ Recognises the different structures, language use,
purposes and audiences of different texts:
• identifies the way different kinds of texts are
organised (e.g. fables, letters, book reviews);
• identifies what characterises different forms of
writing such as science fiction, mystery stories,
etc.;
• identifies the different purposes of texts and
analyses how language and register differ for
purpose and audience.
Grade 6 Grade 5
Revised National Curriculum Statement Grades R-9 (Schools)
76
Intermediate Phase
Learning Outcome 3
Continued
READING AND VIEWING
The learner will be able to read and view
for information and enjoyment, and
respond critically to the aesthetic, cultural
and emotional values in texts.
Assessment Standards
We know this when the learner:
�¡ Identifies and discusses values in texts in relation to
cultural, social, environmental and moral issues (e.g.
moral of the story and its validity in different contexts,
issues of fairness and equity in relation to different
situations and characters).
�¡ Understands and responds appropriately to information
texts:
• identifies main and supporting ideas;
• scans for specific details in texts (e.g. weather
reports, bus timetables, maps);
• follows short printed instructions and directions.
�¡ Interprets simple visual texts (tables, charts, posters,
graphs, maps) and can change text from one form to
another (e.g. graph to explanatory paragraph).
�¡ Selects relevant texts for own information needs (e.g.
dictionaries, children's encyclopaedias and reference
books).
Grade 4
Languages - English Home Language
77
Intermediate Phase
Assessment Standards
We know this when the learner:
�¡ Identifies and critically discusses cultural and
social values in texts:
• interprets the writer's intentional and
unintentional hidden messages;
• identifies different perspectives within more
complex text and gives own perspectives based
on evidence within the text;
• discusses the diversity of social and cultural
values in texts;
• analyses the effect of stereotyping, bias and
prejudice, discusses how this can be challenged
and changed, and offers own opinions with
justification.
�¡ Understands and uses information texts
appropriately:
• summarises main and supporting ideas;
• selects and records relevant information
appropriately;
• follows fairly complex instructions and
directions independently.
�¡ Interprets and analyses independently details in
graphical texts (maps, line graphs, bar graphs and
pie charts) and transfers information from one
form to another.
�¡ Selects relevant texts for personal and information
needs from a wide variety of sources such as in the
local community and via electronic media (where
available).
Assessment Standards
We know this when the learner:
�¡ Identifies and discusses environmental, cultural
and social values in texts:
• identifies and discusses point of view and its
purpose and effect;
• recognises and discusses different stereotypes
and how they are created;
• discusses and compares the treatment of social
and cultural issues by different writers on
various topics.
�¡ Understands and responds appropriately to a range
of information texts:
• identifies main and supporting ideas, notes
specific details and summarises information;
• reads and carries out fairly complex
instructions, and follows directions with
minimum assistance.
�¡ Interprets and discusses more complex visual texts
(e.g. tables, charts, posters, bar graphs, maps) and
can change text from one form to another (e.g. a
table of data into a graph).
�¡ Selects relevant reading material and applies
research skills to find information in dictionaries,
reference books and textbooks from community
sources or electronic media (where available).
Grade 6 Grade 5
Revised National Curriculum Statement Grades R-9 (Schools)
78
Intermediate Phase
Learning Outcome 4
WRITING
The learner will be able to write different
kinds of factual and imaginative texts for a
wide range of purposes.
Assessment Standards
We know this when the learner:
�¡ Writes different kinds of texts for different purposes
and audiences:
• writes for personal, exploratory, playful, imaginative
and creative purpose (e.g. letters, descriptive
paragraphs, limericks);
• writes informational texts expressing ideas clearly
for different audiences (e.g. short reports,
instructions);
• writes and designs various media texts for different
audiences (e.g. poster, cartoon strip, simple
brochures);
• converts information from one form into another
(e.g. written text into tables).
�¡ Develops and organises ideas through a writing process:
• chooses and explores topic and brainstorms ideas
using mind maps, flow charts and lists;
• organises ideas into paragraphs using simple and
compound sentences;
• produces a first draft with appropriate language and
conventions for the specific purpose and audience;
• revises work using own awareness of appropriate
language, organisation and style, and feedback from
classmates and/or teacher;
• proofreads final draft for grammar, punctuation, and
spelling, incorporating feedback from classmates
and teacher;
Grade 4
Languages - English Home Language
79
Intermediate Phase
Assessment Standards
We know this when the learner:
�¡ Writes different kinds of texts for different purposes
and audiences:
• writes for personal, exploratory, playful,
imaginative and creative purposes (e.g. journals,
poems, myths, dialogues, argumentative essays);
• writes informational texts expressing ideas
clearly and logically for different audiences (e.g.
research report, letter to the newspaper, technical
instructions);
• writes and designs visual texts clearly and
creatively using language, sound effects,
graphics and design for different audiences (e.g.
CD and book covers, advertisement for
television or radio, newsletter with photographs);
• shows understanding of style and register (e.g.
transfers information from story into a
newspaper article);
• reflects on and evaluates writing and creative
work.
�¡ Develops and organises ideas through a writing
process:
• brainstorms ideas for a topic and develops ideas
by consulting a wide variety of sources,
selecting relevant information, and organising
the ideas using strategies such as mind maps,
flow charts, grids, etc.;
• produces a first draft with awareness of the
central idea, and appropriate language and
conventions for the specific purpose and
audience;
• revises work, focusing on improving the
language, organisation and style, using feedback
from classmates and/or teacher;
• produces as many drafts as necessary;
Assessment Standards
We know this when the learner:
�¡ Writes different kinds of texts for different
purposes and audiences:
• writes for personal, exploratory, playful,
imaginative and creative purposes (e.g. diary,
humorous anecdotes, story, poem);
• writes informational texts expressing ideas
clearly and logically for different audiences
(e.g. notices, reports);
• writes and designs visual texts expressing
information clearly and creatively (e.g.
advertisements, newsletters, map with pictures
and labels);
• transfers information from one form into
another (e.g. information from a table into a
written paragraph or graph).
�¡ Develops and organises ideas through a writing
process:
• explores and analyses a topic and brainstorms
ideas using mind maps, flow charts and lists;
• develops the topic by consulting relevant
sources, selecting relevant information and
organising ideas;
• produces a first draft with central idea and
well-developed supporting paragraphs;
• uses simple, compound and complex sentences
with awareness of the specific purpose and
audience;
• revises work focusing on content, appropriate
language, organisation and style, and uses
feedback from classmates and/or teacher;
Grade 6 Grade 5
Revised National Curriculum Statement Grades R-9 (Schools)
80
Intermediate Phase
Learning Outcome 4
Continued
WRITING
The learner will be able to write different
kinds of factual and imaginative texts for a
wide range of purposes.
Assessment Standards
We know this when the learner:
• 'publishes' final draft by sharing with relevant
audience and/or teacher.
�¡ Presents work using neat and legible handwriting and
proper form, such as headings, spacing for paragraphs,
indentations, etc., as appropriate.
�¡ Applies knowledge of language at various levels:
• word level:
! selects and uses a wide variety of words drawn
from language experience, activities, literature,
and oral language of classmates and others;
• sentence level:
! extends sentences by adding adjectives, adverbs,
qualifying phrases and clauses,
! shifts from one tense to another consistently and
appropriately;
• paragraph level:
! uses topic and supporting sentences to develop a
coherent paragraph,
! uses appropriate grammar, spelling and
punctuation.
Grade 4
Languages - English Home Language
81
Intermediate Phase
Assessment Standards
We know this when the learner:
• gives feedback to classmates with sensitivity to
affirm their efforts;
• produces a final version incorporating feedback
from classmates and/or teacher;
• reflects on and critically evaluates the final
product on own, and with classmates and teacher.
�¡ Presents work with attention to neatness and
enhanced presentation (e.g. cover, content page,
layout, and appropriate illustrations or graphics).
�¡ Applies knowledge of language at different levels:
• word level:
! selects, uses and experiments with a wide
variety of words drawn from other learning
areas, and areas of interest and experience, that
clearly and appropriately convey meaning,
! spells frequently used words correctly and
checks spelling of new words;
• sentence level:
! uses a variety of compound and complex
sentences,
! extends a sentence by adding adjectives and
adverbs, and adjectival, adverbial and noun
phrases and clauses,
! shifts from one tense to another consistently
and appropriately,
! uses active and passive voice effectively,
! varies word order for focus and emphasis;
• paragraph level:
! writes a topic sentence and includes relevant
information to develop a coherent paragraph,
! shows different ways of linking paragraphs and
includes graphics appropriately to form the
whole text.
Assessment Standards
We know this when the learner:
• proofreads and corrects final version;
• submits final draft and reflects on assessment of
the piece.
�¡ Produces neat and legible work with attention to
presentation (e.g. cover page, title, headings, and
suitable graphics).
�¡ Applies knowledge of language at various levels:
• word level:
! selects and experiments with a wide variety
of words drawn from various sources,
! consults dictionary or thesaurus to check
words;
• sentence level:
! extends sentences by adding qualifiers,
adjectival, adverbial and noun phrases and
clauses,
! shifts from one tense to another consistently
and appropriately,
! uses direct and indirect speech appropriately
and effectively;
• paragraph level:
! writes a topic sentence and includes relevant
information to develop a coherent paragraph,
! shows different ways of linking paragraphs,
! uses appropriate grammar, spelling and
punctuation.
Grade 6 Grade 5
Revised National Curriculum Statement Grades R-9 (Schools)
82
Intermediate Phase
Learning Outcome 5
THINKING AND REASONING
The learner will be able to use language to
think and reason, as well as to access,
process and use information for learning.
Assessment Standards
We know this when the learner:
�¡ Uses language to think and reason:
• discusses cause and effect in written texts and the
language used to express it (e.g. 'when...', 'then...',
'if...', 'then...');
• identifies alternative options and why and how they
are different;
• infers meanings that are not obviously stated and can
explain how the meaning was conveyed.
�¡ Uses language to investigate and explore:
• formulates questions to assist in obtaining the
required information;
• identifies relevant sources of information;
• locates information using key words or concepts;
• selects and surveys different sources for different
perspectives on topic.
�¡ Processes information:
• discusses and compares information obtained from
various sources;
• selects relevant ideas;
• picks out examples from explanations;
• puts information in the right order;
• summarises information in various ways (e.g.
diagrams, paragraphs, mind maps, tables);
• makes judgements based on the information and
draws conclusions.
Grade 4
Languages - English Home Language
83
Intermediate Phase
Assessment Standards
We know this when the learner:
�¡ Uses language to think and reason:
• distinguishes cause from effect in a variety of
cross-curricular contexts;
• expresses an opinion and supports it with solid
evidence;
• develops a balanced argument on relevant and
challenging issues;
• contrasts opposing perspectives and gives reasons;
• questions validity and the effect of context and
author's position.
�¡ Uses language to investigate and explore:
• asks critical questions that challenge and seek
alternative explanations;
• asks follow-up questions to get deeper answers;
• discusses the validity of information by
comparison with other sources;
• compares how different languages express
different Learning Area concepts.
�¡ Processes information:
• categorises and classifies information and can
explain what these processes entail, giving
examples from different Learning Areas;
• compares and contrasts information and ideas
and indicates the basis for the comparison;
• combines ideas from various sources into a
coherent whole;
• draws conclusions and makes recommendations;
• changes information from one language into
another;
Assessment Standards
We know this when the learner:
�¡ Uses language to think and reason:
• identifies cause and effect in oral and written
texts and explains the relationship;
• makes estimations based on known information;
• distinguishes between advantages and
disadvantages of something and explains why;
• questions and develops different perspectives on
familiar topics;
• discusses influence of context on information.
�¡ Uses language to investigate and explore:
• formulates relevant questions to guide search for
information;
• uses interviews to gather information;
• can rephrase questions to get more relevant
information;
• discusses how interviews work as a means of
finding information;
• searches for information from other relevant
sources.
�¡ Processes information:
• collects and categorises relevant ideas and
explains the reasons underlying the
categorisation;
• distinguishes general from specific information;
• organises information under different headings;
• sequences a series of steps or events in a logical
way and explains the logic;
• organises information into a paragraph, table,
timeline, chart or other appropriate written or
graphical representation;
Grade 6 Grade 5
Revised National Curriculum Statement Grades R-9 (Schools)
84
Intermediate Phase
Learning Outcome 5
Continued
THINKING AND REASONING
The learner will be able to use language to
think and reason, as well as to access,
process and use information for learning.
Assessment Standards
We know this when the learner:
�¡ Uses language to think creatively:
• predicts what will follow or how something will be
concluded based on evidence gathered;
• develops different possibilities or scenarios for a
given situation;
• finds different ways to express ideas using a
thesaurus and discusses nuances in meaning.
Grade 4
Languages - English Home Language
85
Intermediate Phase
Assessment Standards
We know this when the learner:
• changes format of information (e.g. from tables
into written form, tables to graphs).
�¡ Uses language to think creatively:
• describes what learner visualises after reading
or listening to a text;
• invents and describes preferred results or
endings;
• hypothesises and offers alternatives when
trying to solve a problem;
• experiments with language in a variety of ways,
such as making up new words for concepts in
different languages.
Assessment Standards
We know this when the learner:
• evaluates and draws conclusions and can
explain basis.
�¡ Uses language to think creatively:
• hypothesises possible results or endings to a
sequence of steps or events;
• predicts what might happen in an imagined
situation;
• reflects on past processes or activities and
lessons for future use;
• experiments with visual and sound effects of
language;
• explores associations of words and concepts to
get new angles on topics.
Grade 6 Grade 5
Revised National Curriculum Statement Grades R-9 (Schools)
86
Intermediate Phase
Learning Outcome 6
LANGUAGE STRUCTURE AND USE
The learner will know and be able to use
the sounds, words and grammar of the
language to create and interpret texts.
Assessment Standards
We know this when the learner:
�¡ Works with words:
• uses prefixes, stems and suffixes to form words;
• explores the origin of words (e.g. words borrowed
from Afrikaans and African languages);
• records words in a personal dictionary;
• uses phonics and spelling rules to spell words
correctly;
• checks spelling in a dictionary.
�¡ Works with sentences:
• identifies the subject and predicate of a sentence;
• uses conjunctions to form compound sentences (e.g.
'She worked hard so she passed the exam.');
• uses subject-verb concord;
• uses a variety of sentence types correctly and
appropriately (statements, questions, commands,
exclamations);
• identifies and uses nouns, pronouns, verbs, adverbs,
adjectives, prepositions;
• uses complex tenses correctly (e.g. past progressive -
'She was watching TV when ...');
• uses direct and indirect speech;
• uses punctuation correctly (e.g. quotation marks for
direct speech, apostrophe for possession).
�¡ Works with texts:
• uses topic and supporting sentences to develop a
coherent paragraph;
• links sentences in a cohesive paragraph using, for
example, pronouns and connecting words such as
'also', 'finally'.
Grade 4
Languages - English Home Language
87
Intermediate Phase
Assessment Standards
We know this when the learner:
�¡ Works with words:
• uses prefixes, stems and suffixes/extensions to
form words;
• explores the origin of words (e.g. words
borrowed from Latin and Greek);
• records words in a personal dictionary;
• uses phonics and spelling rules to spell words
correctly.
�¡ Works with sentences:
• uses subject-verb concord;
• identifies and uses nouns, pronouns, prepositions,
articles, conjunctions, and modals;
• uses complex tenses correctly (e.g. 'He will have
finished by now.');
• identifies and uses complex sentences - sentences
with an independent (main) clause and a
dependent (subordinate) clause linked by a
conjunction (e.g. 'When the bell rang, Thabo
went home.');
• uses punctuation correctly (e.g. comma to
separate subordinate clause from main clause);
• uses the passive voice to focus on the object of a
sentence (e.g. 'Gold is mined in South Africa.').
�¡ Works with texts:
• uses topic and supporting sentences to develop
coherent paragraphs;
• links sentences in cohesive paragraphs using, for
example, connecting words such as 'however',
synonyms and antonyms;
• shifts from one tense to another consistently and
appropriately.
Assessment Standards
We know this when the learner:
�¡ Works with words:
• uses prefixes, stems and suffixes/extensions to
form words;
• explores the origin of words (e.g. words
borrowed from French);
• records words in a personal dictionary;
• uses phonics and spelling rules to spell words
correctly.
�¡ Works with sentences:
• identifies subject and predicate;
• uses subject-verb concord;
• identifies and uses nouns, pronouns,
prepositions, articles and conjunctions;
• uses direct and indirect speech;
• uses complex tenses correctly (e.g. past perfect
progressive - 'He had been working ...');
• consolidates use of punctuation learned so far.
�¡ Works with texts:
• uses topic and supporting sentences to develop
coherent paragraphs;
• links sentences in cohesive paragraphs using,
for example, pronouns and connecting words
such as 'therefore';
• shifts from one tense to another consistently
and appropriately.
Grade 6 Grade 5
Revised National Curriculum Statement Grades R-9 (Schools)
88
Intermediate Phase
Learning Outcome 6
Continued
LANGUAGE STRUCTURE AND USE
The learner will know and be able to use
the sounds, words and grammar of the
language to create and interpret texts.
Assessment Standards
We know this when the learner:
�¡ Develops awareness and use of style:
• uses an appropriate degree of formality/informality
(register);
• understands and uses figurative language such as
simile (e.g. 'He looks like an angel.').
�¡ Develops critical language awareness - for example,
explores different ways of asking someone to do
something (using 'must', 'can', 'could', etc.), how this
relates to the relationship between speaker and listener,
its effects, and whether they should be challenged.
�¡ Uses meta-language (terms such as direct speech,
indirect speech, idioms, proverb, formal, informal,
simile, quotation marks).
Grade 4
Languages - English Home Language
89
Intermediate Phase
Assessment Standards
We know this when the learner:
�¡ Develops awareness and use of style:
• explains how language varies according to
audience, purpose and context (register);
• understands and uses figurative language such
as metaphor (e.g. 'He is an angel.').
�¡ Develops critical language awareness (e.g.
explores the way language is used in advertising to
encourage us to buy things we do not need, and
thus to endanger the environment).
�¡ Uses meta-language (terms such as main clause,
subordinate clause, conjunction, active and passive
voice, metaphor).
Assessment Standards
We know this when the learner:
�¡ Develops awareness and use of style:
• uses language appropriate for the audience,
purpose and context (e.g. formal/informal
register);
• understands and uses figurative language such
as personification (e.g. 'The flames were
licking the building.').
�¡ Develops critical language awareness (e.g.
explores the language and images used to create
racial, gender, and other stereotypes).
�¡ Uses meta-language (terms such as articles,
conjunctions, topic sentence, audience, tense,
personification).
Grade 6 Grade 5
Revised National Curriculum Statement Grades R-9 (Schools)
Senior Phase
90
Languages - English Home Language
91
Senior Phase
CHAPTER 4
SENIOR PHASE
(Grades 7-9)
INTRODUCTION
In this phase, learners are consolidating what they have learned in earlier grades, and preparing for further education
and the world of work. They are preparing to become active participants in a democratic society, to
engage critically with social and environmental issues such as HIV/AIDS, and to act in constructive ways. They
need to use language for personal, public, formal and educational purposes.
Through language, learners should be informed about:
�¡ career and further learning opportunities; and
�¡ their rights and responsibilities as citizens in a democratic, multicultural society.
Focus
The focus of this phase is on consolidation and extension of language and literacy. By the end of Grade 9, learners
should be:
�¡ able to read and write for a wide range of purposes - formal and informal, public and personal;
�¡ keen, flexible readers who can find and evaluate information for themselves;
�¡ active, critical listeners and confident speakers of the language, sensitive to their audience; and
�¡ able to analyse language, understand how it works, and use it for their own purposes.
LEARNING OUTCOMES
Learning Outcome 1: Listening
The learner will be able to listen for information and enjoyment, and respond appropriately and critically
in a wide range of situations.
Learners will listen actively, empathetically and critically to a wide range of oral texts, and summarise, record
and respond to them.
Learning Outcome 2: Speaking
The learner will be able to communicate confidently and effectively in spoken language in a wide range of
situations.
Learners will speak confidently in public, and communicate appropriately and effectively with others. This is
necessary for work and further education.
Revised National Curriculum Statement Grades R-9 (Schools)
92
Senior Phase
Learning Outcome 3: Reading and Viewing
The learner will be able to read and view for information and enjoyment, and respond critically to the
aesthetic, cultural and emotional values in texts.
Reading is the foundation for writing and a means of lifelong learning. Learners should read a variety of texts,
including South African and international fiction and non-fiction. This will support the development of learners'
language, general knowledge and personal growth.
Learning Outcome 4: Writing
The learner will be able to write different kinds of factual and imaginative texts for a wide range of
purposes.
Writing is both a means of reflection and of learning, as well as a mode of communication. It is often the mode
for assessing learners, and it is therefore very important for further education and employment.
Learning Outcome 5: Thinking and Reasoning
The learner will be able to use language to think and reason, as well as to access, process and use
information for learning.
More developed thinking skills and information literacy are the gateway to lifelong learning and achievement of
the Critical and Developmental Outcomes.
Learning Outcome 6: Language Structure and Use
The learner will know and be able to use the sounds, words and grammar of the language to create and
interpret texts.
Learners will explore how language works, and develop a shared language for talking about language (a 'metalanguage'),
so that they can evaluate their own and other texts critically in terms of meaning, effectiveness and
accuracy. They will also be able to use this knowledge to experiment with language to build meaning (from
word and sentence levels to whole texts), and to see how a text and its context are related. They will become
aware of how language changes over time and between cultures, and how it changes in different situations.
Languages - English Home Language
93
Senior Phase
ASSESSMENT STANDARDS AND TEXTS
In the next sections, the Assessment Standards for each Learning Outcome will be given for each Grade.
Examples are given of texts that can be used for integrated language learning. These are not the only possible
examples, and the teacher can add to them by choosing any other suitable and available texts.
Learners in Grades 7, 8 and 9 should read and view a wide range of both South African and international texts,
including setworks.
Grade 7
Recommended Texts
�¡ Short stories
�¡ Autobiographies and biographies
�¡ Short novels
�¡ Poetry
�¡ One-act and two-act plays
�¡ Folklore (where appropriate)
�¡ Myths and legends
�¡ A selection of shorter texts such as magazines, newspapers, advertisements, posters
�¡ Radio talks
Grade 8
Recommended Texts
�¡ Short stories
�¡ Novels
�¡ Poetry
�¡ Plays
�¡ Folklore (where appropriate)
�¡ Film study
�¡ A selection of shorter texts such as magazines, newspapers, advertisements, posters, brochures
�¡ Speeches
�¡ Radio talks
�¡ Television shows
�¡ Music videos
Revised National Curriculum Statement Grades R-9 (Schools)
94
Senior Phase
Grade 9
Recommended Texts
�¡ Short stories
�¡ A full-length novel
�¡ Poetry
�¡ Three-act to five-act plays
�¡ Folklore (where appropriate)
�¡ Film study
�¡ A selection of shorter texts such as magazines, newspapers, advertisements, speeches and lectures
�¡ Radio dramas
�¡ Television dramas and documentaries
�¡ Music videos
The Content of Texts
From the full range of texts covered, the learner should be exposed to:
�¡ rich and appropriate social and historical settings that develop understanding of the heritage of the language;
�¡ complex plots and sub-plots;
�¡ challenging and stimulating themes that develop critical understanding of values;
�¡ dynamic characters in well-developed relationships;
�¡ appropriate and varied mood, tone and register;
�¡ varied styles, with a variety of sentence structures;
�¡ challenging vocabulary and appropriate use of the idiom of the language;
�¡ a range of figurative and idiomatic language;
�¡ a variety of poetic forms in the poems chosen;
�¡ visual texts (including films) that illustrate elements such as the use of colour and black and white, the
importance of composition, lighting, tone of photography, and zooming and close-ups;
�¡ texts that use images and writing (and other means of communication) in their design (multi-modal texts);
�¡ texts that enable learners to explore popular culture and the media;
�¡ a variety of language use and issues:
• the way language constructs meaning - a writer adopts a point a view and positions readers to make
meaning in particular ways,
• the way readers make meaning out of text, and how they bring their experience and values to the text,
• ways of responding to text that make use of a critical understanding of the construction and interpretation
of texts (e.g. to resist consumerist, sexist or racist messages),
• language variety: varieties related to region (dialects), age group (slang), etc., as well as the influences of
languages on one another.
Languages - English Home Language
95
Senior Phase
Revised National Curriculum Statement Grades R-9 (Schools)
96
Senior Phase
Learning Outcome 1
LISTENING
The learner will be able to listen for
information and enjoyment, and respond
appropriately and critically in a wide range
of situations.
Assessment Standards
We know this when the learner:
�¡ Listens to and appreciates expressive, imaginative and
narrative texts (e.g. ballads songs, short stories,
folktales).
�¡ Listens actively and carefully for specific information
and main ideas, and responds appropriately, for
example:
• takes notes, summarises and passes on information
accurately;
• reflects on opinions, asks thoughtful questions and
challenges where necessary.
�¡ Recognises how familiar oral texts are organised and
describes some characteristic features (e.g. weather
reports, directions, jokes, songs). This will include
recognising tools used for humour, such as pausing and
simple punch lines, and identifying the use of sound
effects in different audio-visual texts.
�¡ Identifies and interprets appropriately the use of nonverbal
strategies (e.g. facial expressions, gestures and
volume).
�¡ Identifies particular words, phrases and sentences which
influence the listener and explains their impact (e.g.
emotive language, distinguishing between fact and
opinion, recognising bias and prejudice).
Grade 7
Languages - English Home Language
97
Senior Phase
Assessment Standards
We know this when the learner:
�¡ Listens to and appreciates a variety of complex
imaginative and informative oral texts (e.g. radio
dramas, talk shows, documentaries, dramatised
poems, book reviews).
�¡ Listens actively and carefully for specific
information and main ideas, and responds
appropriately, for example:
• draws conclusions;
• reflects on information and opinions, asks
searching questions and challenges where
necessary.
�¡ Analyses and compares how different kinds of oral
texts are organised and the characteristic features
of each (e.g. short stories, ballads, short talks, talk
shows, radio dramas, news broadcasts, debates).
This will include recognising tools used for
humour such as puns, irony and understatement
and analysing and comparing sound effects in
different audio-visual texts.
�¡ Identifies and discusses the influence of nonverbal
strategies on the listener (e.g. eye contact,
body language, and the use of space, tone, and
speech tempo).
�¡ Discusses the speaker's reasons for choosing
particular words, phrases, sentences and stylistic
effects to influence the listener and explains their
impact (e.g. deliberate ambiguity, distinguishing
fact from opinion, identifying the speaker's point
of view, recognising and discussing bias, prejudice
and propaganda).
Assessment Standards
We know this when the learner:
�¡ Listens to and appreciates challenging imaginative
and informative oral texts (e.g. poems, praise
poems, two- or three-episode stories and radio
dramas, short talks, radio advertisements, debates).
�¡ Listens actively and carefully for specific
information and main ideas, and responds
appropriately, for example:
• takes notes, summarises and draws conclusions;
• reflects on opinions, asks searching questions
and challenges where necessary.
�¡ Understands how familiar oral texts are organised
and describes characteristic features (e.g. short
stories, praise poems, short talks). This will
include recognising tools used for humour such as
punch lines, sarcasm and exaggeration and
identifying, recognising and analysing sound
effects in different audio-visual texts.
�¡ Identifies and discusses the use of non-verbal
strategies (e.g. eye contact, body language, tone of
voice, pauses).
�¡ Identifies the speaker's reasons for choosing
particular words, phrases and sentences to
influence the listener and explains their impact
(e.g. persuasive language, distinguishing between
fact and opinion, identifying the speaker's point of
view, and recognising bias and prejudice).
Grade 9 Grade 8
Revised National Curriculum Statement Grades R-9 (Schools)
98
Senior Phase
Learning Outcome 1
Continued
LISTENING
The learner will be able to listen for
information and enjoyment, and respond
appropriately and critically in a wide range
of situations.
Assessment Standards
We know this when the learner:
�¡ Recognises and accepts different varieties of the
language such as different accents, dialects and the
language of different age groups (e.g. slang).
�¡ Identifies the values and historical, social and cultural
contexts of selected texts.
Grade 7
Languages - English Home Language
99
Senior Phase
Assessment Standards
We know this when the learner:
�¡ Recognises and accepts a wide range of different
varieties of the language such as different accents
and dialects and considers the appropriateness of
the language of different age groups (e.g. slang).
�¡ Identifies and discusses the values and historical,
social and cultural contexts of a variety of texts.
Assessment Standards
We know this when the learner:
�¡ Recognises and accepts a wide range of different
varieties of the language such as different accents
and dialects and discusses the language of
different age groups (e.g. slang).
�¡ Identifies the values and historical, social and
cultural contexts of different texts.
Grade 9 Grade 8
Revised National Curriculum Statement Grades R-9 (Schools)
100
Senior Phase
Learning Outcome 2
SPEAKING
The learner will be able to communicate
confidently and effectively in spoken
language in a wide range of situations.
Assessment Standards
We know this when the learner:
�¡ Communicates ideas and feelings expressively with
confidence and with some assistance, using selected
oral text types (e.g. stories, jokes, dramas).
�¡ Communicates ideas, facts and opinions clearly and
with some accuracy and coherence, using a limited
range of factual oral text types (e.g. discussions, short
arguments).
�¡ Demonstrates basic skills in selected oral text types:
• accurately sequences oral instructions and
descriptions;
• produces logical arguments;
• carries out interviews with peers using simple
questions, listening and taking notes carefully.
�¡ Demonstrates basic interaction skills by participating
actively in group discussions, conversations, interviews
and debates, and while so doing:
• tackles important issues (e.g. social and ethical
issues related to the environment and human rights);
• takes on different roles;
• acknowledges other opinions;
• explains own point of view;
• gives criticism;
• bridges gaps by asking questions, giving choices,
keeping responses open-ended, and showing genuine
interest;
Grade 7
Languages - English Home Language
101
Senior Phase
Assessment Standards
We know this when the learner:
�¡ Communicates ideas and feelings creatively,
expressively and imaginatively with confidence
and autonomy, using a wide range of oral text
types (e.g. dramas, poems).
�¡ Communicates ideas, facts and opinions on
challenging topics accurately and coherently, using
a wide range of factual oral text types (e.g.
explanations of technological processes such as
how to use a computer or video player).
�¡ Demonstrates advanced skills in a wide range of
oral text types:
• explains technological processes and explores
complex ideas in a sequenced way (e.g. how to
use a computer);
• carries out interviews effectively using
advanced interview techniques (e.g. asking
probing questions).
�¡ Demonstrates a range of complex interaction skills
by participating actively in group discussions,
conversations, debates, group interviews and
surveys, and while so doing:
• tackles important issues (e.g. social and ethical
issues related to the environment and human
rights);
• asks probing questions;
• leads discussions;
• negotiates differences to arrive at common
point of view or compromise;
• motivates own point of view using evidence
and similar opinions from peers, and shows
flexibility in accepting compromise;
Assessment Standards
We know this when the learner:
�¡ Communicates ideas and feelings creatively and
expressively with a great degree of confidence and
with limited assistance, using a range of selected
oral text types (e.g. dramas, role-plays, songs).
�¡ Communicates ideas, facts and opinions on
challenging topics clearly and accurately and with
a greater degree of coherence, using a range of
factual oral text types (e.g. discussions, debates).
�¡ Demonstrates basic skills in a range of oral text
types:
• accurately sequences complex oral instructions
and descriptions;
• explains how to do an experiment;
• carries out interviews with members of the
community using basic interview techniques.
�¡ Demonstrates a range of interaction skills by
participating actively in group discussions,
conversations, debates and group surveys, and
while so doing:
• tackles important issues (e.g. social and ethical
issues related to the environment and human
rights);
• asks appropriate questions;
• takes on different roles;
• acknowledges others' opinions and disagrees
politely when necessary;
• motivates own point of view;
• gives and receives criticism;
Grade 9 Grade 8
Revised National Curriculum Statement Grades R-9 (Schools)
102
Senior Phase
Learning Outcome 2
Continued
SPEAKING
The learner will be able to communicate
confidently and effectively in spoken
language in a wide range of situations.
Assessment Standards
We know this when the learner:
• shows sensitivity to the rights and feelings of others;
• challenges insensitive or discriminatory use of
language.
�¡ Gives oral presentations with some degree of accuracy
and creativity, paying attention to:
• clear and audible enunciation;
• pausing;
• variation in tempo and volume;
• purpose and audience;
• posture and body language;
• different social and cultural conventions;
• appropriate figurative devices such as climax and
anti-climax.
�¡ Recognises and explains the success of own
communication.
Grade 7
Languages - English Home Language
103
Senior Phase
Assessment Standards
We know this when the learner:
• accepts challenges and criticism where
appropriate;
• bridges gaps by asking questions, volunteering
opinions, rephrasing to clarify meaning, giving
choices, and keeping responses open-ended;
• distinguishes when to show sensitivity to the
rights and feelings of others and when to
challenge insensitivity or discrimination.
�¡ Gives oral presentations confidently and creatively,
paying attention to:
• pausing and variation in tempo and volume at
key points;
• purpose and audience;
• posture, gesture, body language and facial
expressions to engage audience interest;
• variety in presentation modes;
• register;
• tone;
• degree of formality;
• different social and cultural conventions;
• appropriate figurative devices such as climax,
anti-climax, hyperbole and rhetorical questions.
�¡ Evaluates the success of own communication and
makes improvements.
Assessment Standards
We know this when the learner:
• persuades others;
• bridges gaps by asking questions to clarify
meaning, giving choices, keeping responses
open-ended, and showing genuine interest;
• shows sensitivity to the rights and feelings of
others in conversation where appropriate;
• challenges insensitive or discriminatory use of
language.
�¡ Gives oral presentations with a great degree of
accuracy and creativity, paying attention to:
• clear and audible enunciation;
• pausing;
• variation in tempo and volume;
• purpose and audience;
• posture and body language;
• different presentation modes;
• register;
• tone;
• different social cultural conventions;
• appropriate figurative devices such as climax,
anti-climax and hyperbole (exaggeration for
effect).
�¡ Identifies and discusses the features which
contribute to the success of own communication.
Grade 9 Grade 8
Revised National Curriculum Statement Grades R-9 (Schools)
104
Senior Phase
Learning Outcome 3
READING AND VIEWING
The learner will be able to read and view
for information and enjoyment, and
respond critically to the aesthetic, cultural
and emotional values in texts.
Assessment Standards
We know this when the learner:
�¡ Reads spontaneously and often for pleasure and
information across the range of text types studied,
describes personal response and discusses the kinds of
texts enjoyed.
�¡ Reads aloud and silently for a variety of purposes using
appropriate reading strategies (e.g. skimming and
scanning, predictions, contextual clues, inferences).
�¡ Identifies the purpose, audience and context of a text.
�¡ Shows understanding of information texts:
• identifies main ideas and explains how details
support the main idea.
�¡ Identifies different text types and their key features and
explains the way the text is organised (e.g. poems,
newspaper articles, short stories, advertisements, short
magazine articles).
�¡ Demonstrates understanding of the text, its purpose and
its relationship to own life by discussing the plot,
themes, characters and setting.
Grade 7
Languages - English Home Language
105
Senior Phase
Assessment Standards
We know this when the learner:
�¡ Reads spontaneously and extensively for pleasure
and information across the range of text types
studied, compares personal responses, and makes
motivated recommendations to others.
�¡ Reads independently, both aloud and silently, for a
variety of purposes, consolidating the appropriate
reading strategies developed in earlier grades.
�¡ Discusses and explains the purpose, audience and
context of a text.
�¡ Shows understanding of a wide range of
information texts:
• identifies the main ideas and explains how the
details support the main idea;
• evaluates the ideas;
• discusses different points of view.
�¡ Discusses different types of texts and explains how
their key features are organised and how they
contribute to the functioning of the text (e.g. long
poems, short novels, newspaper articles, diaries,
letters, book reviews, short plays).
�¡ Demonstrates understanding of the text, its
purpose and its relationship to own life by
analysing the development of the plot, themes,
values, characters and setting.
Assessment Standards
We know this when the learner:
�¡ Reads spontaneously and often for pleasure and
information across the range of texts studied,
discusses personal response and the kinds of texts
enjoyed, and recommends texts to others.
�¡ Reads aloud and silently for a variety of purposes
consolidating the appropriate reading strategies
developed in earlier grades.
�¡ Discusses the purpose, audience and context of a
text.
�¡ Shows understanding of information texts:
• identifies main ideas and explains how the
details support the main idea;
• questions ideas where appropriate;
• makes judgements and draws conclusions about
ideas on the basis of evidence;
• identifies and explains different points of view.
�¡ Explains how key features and the organisation of
different types of texts contribute to how the text
functions (e.g. poems, short novels, newspaper
articles, letters, ballads, book reviews).
�¡ Demonstrates understanding of the text, its
purpose and its relationship to own life by
discussing the plot, themes, values, characters and
setting.
Grade 9 Grade 8
Revised National Curriculum Statement Grades R-9 (Schools)
106
Senior Phase
Learning Outcome 3
Continued
READING AND VIEWING
The learner will be able to read and view
for information and enjoyment, and
respond critically to the aesthetic, cultural
and emotional values in texts.
Assessment Standards
We know this when the learner:
�¡ Identifies and discusses techniques used to create
particular effects in selected visual, written and
multimedia texts such as:
• simple literary devices and use of language (e.g.
word play, register);
• design elements (e.g. choice and positioning of
pictures or photographs, use of print size and font,
use of colour);
• camera and film technique (e.g. close-ups, zoom
shots).
�¡ Responds critically to texts:
• identifies writer's point of view;
• identifies implicit (or hidden) messages in the text;
• identifies obvious bias or prejudice;
• identifies ways in which the writer shapes the
reading of the text by careful choice of words.
�¡ Identifies and discusses the social, cultural,
environmental and ethical issues contained in texts (as
revealed by different aspects of the text such as content,
language, artwork, characterisation).
�¡ Reflects on own skills as a reader.
Grade 7
Languages - English Home Language
107
Senior Phase
Assessment Standards
We know this when the learner:
�¡ Evaluates techniques used to create particular
effects in visual, written and multimedia texts such
as:
• the effectiveness of literary devices and
language used;
• the impact of design elements (e.g. positioning
of text and artwork);
• the impact of camera and film techniques (e.g.
point of view, lighting, animation, speed,
combination of print, sound and images).
�¡ Responds critically to texts:
• evaluates writers point of view;
• evaluates implicit (or hidden) messages, any
bias or prejudice, and offers own opinion and
alternatives;
• discusses how social and cultural contexts
influence the message.
�¡ Makes judgements about the socio-cultural,
environmental and ethical values in texts, and
discusses the impact on the reader and the aspects
of the text which create these effects (e.g. content,
language, artwork, point of view and
characterisation).
�¡ Reflects on and evaluates own skills as a reader.
Assessment Standards
We know this when the learner:
�¡ Analyses techniques used to create particular effects
in visual, written and multimedia texts such as:
• the effectiveness of literary devices, and language
used;
• the impact of design elements (e.g. type and
position of artwork, use of colour);
• the impact of camera and film techniques (e.g.
close-ups, zoom shots, camera angles,
flashbacks).
�¡ Responds critically to texts:
• discusses writer's point of view;
• discusses implicit (or hidden) messages in the
text, as well as bias or prejudice;
• discusses how context influences the message;
• identifies what has been left out of the text and
discusses why;
• questions whether learner agrees with the
messages in the text.
�¡ Discusses socio-cultural, environmental and ethical
issues contained in texts and identifies the aspects of
texts which carry the values related to them (e.g.
content, language, artwork, point of view and
characterisation).
�¡ Reflects on and discusses own skills as a reader.
Grade 9 Grade 8
Revised National Curriculum Statement Grades R-9 (Schools)
108
Senior Phase
Learning Outcome 4
WRITING
The learner will be able to write different
kinds of factual and imaginative texts for a
wide range of purposes.
Assessment Standards
We know this when the learner:
�¡ Writes a selected range of imaginative texts:
• to express imagination, ideas and feelings about self
and others;
• to explore the creative and playful use of language
by means of narrative and descriptive compositions,
diaries, friendly letters, dialogues, poems, cartoons,
limericks and songs.
�¡ Produces a selected range of factual written and multimodal
texts (texts using print and images) for various
purposes, using visual and design elements where
appropriate by means of eyewitness accounts, posters,
advertisements, book reviews, recipes, and game
instructions.
�¡ Demonstrates basic skills in selected features of writing
appropriate to the text type (e.g. establishes the setting
and plot in narratives, manages rhythm and rhyme in
poetry, uses straightforward language in simple
descriptions, shows sequence in procedures).
Grade 7
Languages - English Home Language
109
Senior Phase
Assessment Standards
We know this when the learner:
�¡ Writes a wide range of imaginative texts:
• to express imagination, ideas and feelings
about self and others;
• to explore the creative, critical and playful use
of language by means of narrative and
descriptive compositions, dialogues, poems,
songs, elementary short stories, letters, drama
with accompanying sound and visual effects.
�¡ Produces a wide range of factual written and
multimedia texts for various purposes, using a
wide range of visual and design elements where
appropriate by means of e-mail, reports on current
issues, advertisements, posters, book reviews, film
reviews, eyewitness accounts, newspaper reports,
curriculum vitae, agenda and minutes of meetings.
�¡ Demonstrates advanced skills in a range of
features of writing appropriate to the text type (e.g.
develops character, establishes the setting and
develops the plot in narrative and descriptive
writing, and uses a wider range of imagery in
writing of own poetry).
Assessment Standards
We know this when the learner:
�¡ Writes a range of imaginative texts:
• to express imagination, ideas and feelings about
self and others;
• to explore the creative, critical and playful use
of language by means of narrative and
descriptive compositions, dialogues, poems,
songs and letters.
�¡ Produces a range of factual written and multimodal
texts (texts using print and images) for
various purposes, using a range of visual, and
design elements where appropriate by means of
recounts of events, research project reports,
pamphlets, posters, and book reviews.
�¡ Demonstrates basic skills in a range of features of
writing appropriate to the text type (e.g. reveals
character, establishes the setting and develops the
plot in narrative and descriptive writing, and uses
simple imagery in poetry).
Grade 9 Grade 8
Revised National Curriculum Statement Grades R-9 (Schools)
110
Senior Phase
Learning Outcome 4
Continued
WRITING
The learner will be able to write different
kinds of factual and imaginative texts for a
wide range of purposes.
Assessment Standards
We know this when the learner:
�¡ Uses the writing process with assistance and
collaboratively to generate texts:
• selects and explores topics through brainstorming,
using mind maps and lists;
• uses other texts as models for writing;
• plans and develops topic by using information from
one other source;
• organises ideas coherently in simple, logical order to
produce first drafts;
• reflects on drafts, considering purpose, audience,
language usage and logical organisation, and revises
appropriately;
• reflects on and discusses own and peers' writing,
showing sensitivity to the rights and feelings of
others;
• proofreads and corrects final draft by applying
knowledge of language in context, focusing on
grammar, punctuation, spelling and vocabulary
appropriate for the grade;
• publishes final product, paying attention to
presentation and basic elements of design.
Grade 7
Languages - English Home Language
111
Senior Phase
Assessment Standards
We know this when the learner:
�¡ Uses the writing process independently and with
ease to generate complex texts:
• selects and explores complex topics through
brainstorming, and using lists and notes;
• uses increasingly complex texts as models;
• plans and develops topic, selecting relevant
information from a range of sources;
• organises ideas coherently and logically in
producing multiple drafts;
• analyses multiple drafts considering purpose,
audience, point of view, positioning of the
reader, language usage, bias, complex
organisation and varied elements of style, and
revises appropriately;
• analyses own and peers' writing, and evaluates
and makes recommendations, showing
sensitivity to the rights, feelings and personal
style of others;
• proofreads and corrects final draft by applying
knowledge of language in context appropriate
for the grade;
• publishes final product, paying attention to a
range of complex presentation and design
elements.
Assessment Standards
We know this when the learner:
�¡ Uses the writing process collaboratively and
independently to generate texts:
• selects and explores topics through
brainstorming, using mind maps and lists;
• uses increasingly complex texts as models;
• plans and develops topic using relevant
information from other sources;
• organises ideas coherently in logical order to
produce first drafts;
• reflects on multiple drafts considering purpose,
audience, language usage, bias, complex
organisation and a few simple elements of
style, and revises appropriately;
• critically reflects on own and peers' writing and
makes recommendations, showing sensitivity to
the rights and feelings of others;
• proofreads and corrects draft by applying
knowledge of language in context appropriate
for the grade;
• publishes final product, paying attention to
creative presentation and varied elements of
design.
Grade 9 Grade 8
Revised National Curriculum Statement Grades R-9 (Schools)
112
Senior Phase
Learning Outcome 5
THINKING AND REASONING
The learner will be able to use language to
think and reason, as well as to access,
process and use information for learning.
Assessment Standards
We know this when the learner:
�¡ Uses language to think and reason:
• infers and deduces meaning, and explains the
intentions of the author by interpreting written,
visual and aural texts across the curriculum;
• explains cause and effect;
• weighs options by deciding which of two
alternatives is the better choice;
• expresses and develops a clear personal viewpoint;
• supports an argument with various kinds of evidence
(e.g. statistical and other);
• uses questions to develop own thinking or that of
others;
• uses appropriate language structures to express
complex thought (e.g. the use of conditionals, for
example, 'If resources were shared fairly, we might
have less crime.').
�¡ Uses language to investigate and explore:
• identifies information needed to assist in
investigating a problem;
• uses key words and concepts to select relevant
sources of information;
• listens to, reads, and views texts from a variety of
sources to collect and select ideas;
• uses appropriate referencing techniques and
conventions when copying (and citing) information
from sources (e.g. records author, title, date,
publisher, page numbers, website);
Grade 7
Languages - English Home Language
113
Senior Phase
Assessment Standards
We know this when the learner:
�¡ Uses language to think and reason:
• applies thinking and reasoning skills in a variety
of contexts across the curriculum and in personal
circumstances;
• recognises and discusses the author's central
point and perspective within different types of
text;
• analyses cause and effect in greater depth, in
literary texts and texts from across the
curriculum (e.g. by looking at underlying causes
beyond the obvious);
• develops and uses arguments in ways that:
! make the logic clear to the reader or listener,
! anticipates responses and objections;
• presents a counter-argument, and provides
alternatives;
• uses factual information and interprets statistics
with increasing confidence to support argument;
• draws on own experience and contrasts it with
that of others to illustrate a point of view;
• uses questions, inference and analysis to develop
critical thinking, and for problem solving.
�¡ Uses language to investigate and explore:
• asks challenging questions on national and crosscurricular
issues (e.g. HIV/AIDS, rise in interest
rates);
• recognises when a speaker or source is
ambiguous, abuses evidence or makes unfounded
claims, and asks relevant questions to get more
accurate information;
• questions and weighs options;
Assessment Standards
We know this when the learner:
�¡ Uses language to think and reason:
• applies thinking and reasoning skills in a
variety of contexts across the curriculum;
• discusses and explains the perspective and
position of the author in various texts;
• explains and discusses cause and effect (e.g.
'Why is this the cause of ...?');
• presents a counter-argument and gives reasons
(e.g. 'I disagree because...' and 'I support my
argument with...');
• recognises and explains why information can
be considered 'factual' or 'objective';
• draws on own experience in order to
substantiate point of view;
• questions and infers to solve problems and
develop thinking about complex issues, ideas
and emotions (e.g. human rights issues,
environmental issues, personal dilemmas,
cross-curricular topics).
�¡ Uses language to investigate and explore:
• asks questions on national and cross-curricular
issues (e.g. corporal punishment, environmental
debates);
• weighs options by considering a number of
alternatives;
• does independent research across the
curriculum;
• locates and accesses information from a wide
variety of sources (e.g. radio, Internet, various
kinds of written texts, libraries);
Grade 9 Grade 8
Revised National Curriculum Statement Grades R-9 (Schools)
114
Senior Phase
Learning Outcome 5
Continued
THINKING AND REASONING
The learner will be able to use language to
think and reason, as well as to access,
process and use information for learning.
Assessment Standards
We know this when the learner:
• works on integrated projects across Learning Areas
and produces a synthesised product.
�¡ Processes information:
• records information in an accessible format (e.g.
lists, mind maps, notes, summaries);
• organises information appropriately (e.g. by time,
importance);
• changes information from one format (or language if
necessary) into another (e.g. mind map into
paragraph, list into summary);
• reflects critically by sharing and challenging ideas;
• compares different points of view, and identifies
differences and similarities;
• uses appropriate language for making comparisons
(e.g. similarly, on the other hand, alternatively);
• chooses best and most appropriate information from
various sources and individuals, and synthesises
contributions with own ideas into a coherent piece of
work or presentation.
Grade 7
Languages - English Home Language
115
Senior Phase
Assessment Standards
We know this when the learner:
• explores a variety of approaches to plan,
organise, and present research on a topic (for
Languages and other Learning Areas);
• considers different perspectives when selecting
information;
• extends sources and methods for locating relevant
information (e.g. electronic and other media such
as newspaper archives, documentary films,
specialist libraries);
• works on increasingly complex projects across
Learning Areas and produces a synthesised
product.
�¡ Processes information:
• develops note-taking and note-making skills (e.g.
selects, sequences, classifies and organises
information using lists, mind maps, graphs), and
includes citation and reference details;
• chooses best and most appropriate information
from various sources and individuals, and
synthesises contributions with own ideas into a
coherent piece of work or presentation;
• changes information from one format or
language to another (transcoding or translation);
• evaluates reliability and validity of information
from print and other media sources (e.g. on
current affairs issues);
• writes and speaks using increasingly more
complex language and grammatical structures for
clarity and substance.
Assessment Standards
We know this when the learner:
• refines the use of appropriate referencing
techniques and conventions when copying (and
citing) information from sources (e.g. records
author, title, date, publisher, page numbers,
website);
• works on increasingly complex projects across
Learning Areas and produces a synthesised
product.
�¡ Processes information:
• experiments with different kinds of note-taking
and note-making (e.g. taking notes under
different circumstances, using abbreviations for
speed);
• pays attention to referencing details;
• extracts and synthesises information, using
listening, reading, writing and viewing skills;
• changes information from one format or
language to another (transcoding or translation);
• summarises information or ideas by selecting,
generalising, categorising and editing, and
reflects critically on the product;
• formulates thoughts orally and in writing in
increasingly complex ways, using knowledge of
language (e.g. moving from simple to complex
sentences).
Grade 9 Grade 8
Revised National Curriculum Statement Grades R-9 (Schools)
116
Senior Phase
Learning Outcome 5
Continued
THINKING AND REASONING
The learner will be able to use language to
think and reason, as well as to access,
process and use information for learning.
Assessment Standards
We know this when the learner:
�¡ Thinks creatively:
• visualises, predicts, fantasises and empathises to
make meaning and solve problems;
• uses writing to develop ideas (e.g. journals,
brainstorming, free-writing, mind maps);
• imagines possibilities and alternatives to expand
thinking (hypothesises and speculates);
• considers differences and uses them creatively (e.g.
differences in experience, culture, interest and
personality);
• uses language across the curriculum to solve
problems (e.g. switches languages);
• compares how different languages express terms in
different Learning Areas and create links to help
understanding and assist in problem-solving.
�¡ Uses language to reflect:
• reflects on what is heard or read and asks
challenging questions;
• reflects on development of own ability as speaker,
listener and writer in familiar contexts, and
identifies areas for improvement;
• reflects on own strengths as contributor in group
activities and identifies opportunities for
development.
Grade 7
Languages - English Home Language
117
Senior Phase
Assessment Standards
We know this when the learner:
�¡ Thinks creatively:
• visualises, predicts, fantasises and empathises
with increasing sensitivity to make meaning
and solve problems;
• imagines possibilities and alternatives to
expand thinking (hypothesises and speculates);
• uses a variety of modes to explore and extend
ideas (e.g. writes, draws, dances, role-plays);
• considers differences and consolidates their use
creatively and positively (e.g. differences in
experience, culture, interest and personality);
• compares how different languages express
concepts, in different Learning Areas and
create links to help understanding and assist in
problem-solving.
�¡ Uses language to reflect:
• reflects on and evaluates the quality and
accuracy of information in own work and that
of others;
• reviews own critical reading, writing and
listening skills, habits and experiences, and
notes strengths and areas for development;
• reflects, and then asks critical questions and
challenges views (including the challenging of
stereotypes) on what is seen, heard and read;
• modifies own views, where relevant, after
hearing or reading the views of others.
Assessment Standards
We know this when the learner:
�¡ Thinks creatively:
• visualises, predicts, fantasises and empathises
with sensitivity to make meaning and solve
problems;
• imagines possibilities and alternatives to
expand thinking (hypothesises and speculates);
• considers differences and uses them creatively
and positively (e.g. differences in experience,
culture, interest and personality);
• writes experimentally to explore ideas,
emotions and imaginative experience;
• compares how different languages express
terms in different Learning Areas and create
links to help understanding and assist in
problem-solving.
�¡ Uses language to reflect:
• reflects on what is heard or read, to ask critical
questions and challenge views;
• reflects on development of own ability as
speaker, listener and writer in a range of
different contexts, and identifies areas for
improvement;
• consolidates reflection on own strengths as
contributor in group activities and identifies
further opportunities for development.
Grade 9 Grade 8
Revised National Curriculum Statement Grades R-9 (Schools)
118
Senior Phase
Learning Outcome 6
LANGUAGE STRUCTURE AND USE
The learner will know and be able to use
the sounds, words and grammar of the
language to create and interpret texts.
Assessment Standards
We know this when the learner:
�¡ Works with words:
• uses different strategies to spell unfamiliar words;
• creates personal spelling list and dictionary of words
across the curriculum;
• uses the dictionary and thesaurus to increase
vocabulary and improve spelling;
• uses common abbreviations and acronyms
appropriately;
• identifies and uses word families and words of the
same field in context to develop vocabulary in
context;
• identifies a range of prefixes and suffixes to work
out meaning;
• analyses how languages borrow words from one
another, and how new words are coined and uses
these appropriately.
�¡ Works with sentences:
• identifies and uses nouns, verbs, modals, adjectives,
pronouns, prepositions, conjunctions, and articles;
• identifies and uses a variety of subordinate clauses
correctly and appropriately (e.g. 'When she was
fifteen, her mother died.');
• identifies and uses relative clauses and relative
pronouns (e.g. 'There are many people who do not
have jobs.');
• uses different types of sentences, such as statements,
questions, commands, instructions and exclamations;
• identifies and uses the components of a sentence
such as subject, verb predicate, direct and indirect
object, main and subordinate clauses;
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Senior Phase
Assessment Standards
We know this when the learner:
�¡ Works with words:
• uses a wide range of strategies to spell unfamiliar
words and discusses the strategies used;
• creates personal spelling list and dictionary of
words across the curriculum and analyses what
types of words give problems;
• uses the dictionary and thesaurus competently,
confidently and regularly to research spelling,
derivation and development of words;
• uses common abbreviations and acronyms
appropriately;
• explains and uses word families and words of the
same field to develop vocabulary in context;
• uses common prefixes and suffixes to work out
meaning;
• discusses how languages borrow words from one
another, how words change meaning with time,
and how new words are coined.
�¡ Works with sentences:
• identifies and uses nouns, verbs, modals,
adjectives, pronouns, prepositions, conjunctions,
and articles;
• uses a variety of subordinate clauses correctly
and appropriately (e.g. 'If it rains, I will take an
umbrella.');
• uses the passive voice to focus on the object of a
sentence (e.g. 'Gold is mined in South Africa.'),
and to remove the agent (e.g. 'The man was
tortured.');
• analyses the grammatical differences between
statements, questions, commands, instructions
and exclamations;
Assessment Standards
We know this when the learner:
�¡ Works with words:
• uses a range of different strategies to spell
unfamiliar words;
• creates personal spelling list and dictionary of
words across the curriculum and discusses
which words give problems;
• uses the dictionary and thesaurus competently
for vocabulary and spelling research;
• uses common abbreviations and acronyms
appropriately;
• uses word families and words of the same field
to develop vocabulary in context;
• uses prefixes and suffixes to work out meaning;
• explains how languages borrow words from one
another, and how new words are coined.
�¡ Works with sentences:
• identifies and uses nouns, verbs, modals,
adjectives, pronouns, prepositions, conjunctions,
and articles;
• identifies and uses a variety of subordinate
clauses correctly and appropriately (e.g. 'As it
was late, she went straight home.');
• identifies and uses relative clauses and relative
pronouns (e.g. 'I know the person who did it.');
• analyses the grammatical differences between
statements, questions, commands, instructions
and exclamations;
• identifies and uses the components of a
sentence such as subject, verb, direct and
indirect object, main and subordinate clauses;
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Senior Phase
Learning Outcome 6
Continued
LANGUAGE STRUCTURE AND USE
The learner will know and be able to use
the sounds, words and grammar of the
language to create and interpret texts.
Assessment Standards
We know this when the learner:
• uses the full range of punctuation appropriately (e.g.
dash, semi-colon).
�¡ Works with texts:
• varies use of topic and supporting sentences (e.g.
putting topic sentence at end) to develop coherent
paragraphs;
• uses connecting words such as 'although' to develop
a logical line of thought in a paragraph;
• links sentences in cohesive paragraphs using, for
example, collocations, repetition of words, and
pronouns;
• sequences paragraphs in a logical order to create
longer texts.
�¡ Develops awareness and use of style:
• uses a variety of sentence lengths and types;
• distinguishes between formal and informal language;
• uses idioms and idiomatic expressions of the
language appropriately.
�¡ Develops critical language awareness, for example:
• identifies texts where language does not mean
exactly what is said - recognises implied meanings;
• identifies manipulative language;
• examines how language is used to construct gender,
race, the environment, health, etc.
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Senior Phase
Assessment Standards
We know this when the learner:
• identifies and analyses the components of a
sentence such as subject, verb, object, main and
subordinateclause, and explains the function of
each;
• uses a range of punctuation appropriately (e.g.
colons, brackets to show something is in
parentheses).
�¡ Works with texts:
• varies use of topic and supporting sentences (e.g.
putting topic sentence at end) to develop coherent
paragraphs;
• uses connecting words such as 'while' to develop
a logical line of thought in a paragraph;
• links sentences in cohesive paragraphs using, for
example, connecting words such as 'however',
synonyms and antonyms, and repeating words.
�¡ Develops awareness and use of style:
• uses and discusses a variety of sentence lengths;
• distinguishes between formal and informal
language and explains when each style is
appropriate;
• avoids verbosity and ambiguity;
• uses idioms and idiomatic expressions of the
language appropriately and creatively.
�¡ Develops critical language awareness, for example:
• identifies connotative meanings, denotative
meanings, implied meanings and multiple
meanings;
• analyses manipulative language and rhetoric
without the emotional undertones;
Assessment Standards
We know this when the learner:
• uses a range of punctuation appropriately (e.g.
comma to separate an introductory phrase or
clause from the main part of a sentence, and to
separate phrases and clauses in a series).
�¡ Works with texts:
• varies use of topic and supporting sentences
(e.g. putting topic sentence at end) to develop
coherent paragraphs;
• uses connecting words such as 'therefore' to
develop a logical line of thought in a paragraph;
• links sentences in cohesive paragraphs using,
for example, connecting words, and words that
are commonly used together (collocations);
• sequences paragraphs in a logical order to
create longer texts.
�¡ Develops awareness and use of style:
• uses a variety of sentence lengths and analyses
sentence types;
• distinguishes between formal and informal
language and uses an appropriate style in
writing and speaking;
• uses idioms and idiomatic expressions
appropriately and creatively.
�¡ Develops critical language awareness, for example:
• identifies implied meanings and multiple
meanings;
• identifies manipulative language and rewrites
this without the emotional undertones;
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Learning Outcome 6
Continued
LANGUAGE STRUCTURE AND USE
The learner will know and be able to use
the sounds, words and grammar of the
language to create and interpret texts.
Assessment Standards
We know this when the learner:
�¡ Uses meta-language (e.g. talks about simple, compound
and complex sentences).
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Assessment Standards
We know this when the learner:
• examines how language is used to construct
gender, race, the environment, health, etc., and
how the reader is positioned - suggests ways of
rewriting texts to create other possibilities.
�¡ Uses meta-language (terms such as collocation,
coherent, cohesive, logical, semi-colon).
Assessment Standards
We know this when the learner:
• examines how language is used to construct
gender, race, the environment, health, etc., and
how the reader is positioned.
�¡ Uses meta-language (terms such as thesaurus,
acronym, modal, article, relative clause).
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Learner Assessment
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Learner Assessment
CHAPTER 5
LEARNER ASSESSMENT
INTRODUCTION
The assessment framework of the Revised National Curriculum Statement Grades R-9 (Schools) is based on the
principles of outcomes-based education. Assessment should provide indications of learner achievement in the
most effective and efficient manner, and ensure that learners integrate and apply knowledge and skills.
Assessment should also help students to make judgements about their own performance, set goals for progress
and provoke further learning.
To assist in the process of learner assessment, this Revised National Curriculum Statement:
�¡ outlines the Learning Outcomes and their associated Assessment Standards in each Learning Area and for
each grade in the General Education and Training Band (Grades R-9);
�¡ contextualises the Critical and Developmental Outcomes within the Learning Outcomes and Assessment
Standards; and
�¡ places Assessment Standards at the heart of the assessment process in every grade. Assessment Standards
describe the level at which learners should demonstrate their achievement of the Learning Outcome(s) and
the ways (depth and breadth) of demonstrating their achievement.
The following diagram illustrates the interaction between the design elements of this Revised National
Curriculum Statement:
ASSESSMENT PRINCIPLES USED IN OUTCOMES-BASED EDUCATION
Definition
Assessment in the Revised National Curriculum Statement Grades R-9 (Schools) is a continuous, planned
process of gathering information about the performance of learners measured against the Assessment Standards
of the Learning Outcomes. It requires clearly-defined criteria and a variety of appropriate strategies to enable
teachers to give constructive feedback to learners and to report to parents and other interested people.
CRITICAL AND DEVELOPMENTAL
OUTCOMES
LEARNING AREAS
LEARNING OUTCOMES
ASSESSMENT
STANDARDS
for each grade
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Learner Assessment
Key Elements
Outcomes-based education is a way of teaching and learning which makes it clear what learners are expected to
achieve. The principle by which it works is that the teacher states beforehand what the learners are expected to
achieve. The teacher's task is to teach in order to help learners to satisfy the requirements of the Assessment
Standards in the curriculum; the learners' task is to learn or do what the Assessment Standards expect.
Assessment is essential to outcomes-based education because it must be possible to assess when a learner has
achieved what is required in each grade.
To help learners to reach their full potential, assessment should be:
�¡ transparent and clearly focused;
�¡ integrated with teaching and learning;
�¡ based on predetermined criteria or standards;
�¡ varied in terms of methods and contexts; and
�¡ valid, reliable, fair, learner-paced, and flexible enough to allow for expanded opportunities.
Purposes of Assessment
The main purpose of assessing learners should be to enhance individual growth and development, to monitor
the progress of learners and to facilitate their learning. Other uses of assessment include:
�¡ baseline assessment of prior learning
Baseline assessment usually takes place at the beginning of a grade or phase to establish what learners
already know. It assists teachers to plan learning programmes and learning activities.
�¡ diagnostic assessment
Diagnostic assessment is used to find out about the nature and cause of barriers to learning experienced by
specific learners. It is followed by guidance, appropriate support and intervention strategies.
�¡ formative assessment
Formative assessment monitors and supports the process of learning and teaching, and is used to inform
learners and teachers about learners' progress so as to improve learning. Constructive feedback is given to
enable learners to grow.
�¡ summative assessment
Summative assessment gives an overall picture of learners' progress at a given time, for example, at the end
of a term or year, or on transfer to another school.
�¡ systemic assessment
Systemic assessment is a way of monitoring the performance of the education system. One component of
this is the assessment of learner performance in relation to national indicators. Systemic assessment is conducted
at the end of each phase of the General Education and Training Band. A representative sample of
schools and learners is selected provincially or nationally for systemic assessment.
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CONTINUOUS ASSESSMENT
Characteristics of Continuous Assessment
Continuous assessment is the chief method by which assessment takes place in the Revised National Curriculum
Statement. It covers all the outcomes-based education assessment principles and ensures that assessment:
�¡ takes place over a period of time and is ongoing: Learning is assessed regularly and the records of learners'
progress are updated throughout the year.
�¡ supports the growth and development of learners: Learners become active participants in learning and
assessment, understand the criteria that are used for assessment activities, are involved in self-evaluation, set
individual targets for themselves, reflect on their learning, and thereby experience raised self-esteem.
�¡ provides feedback from learning and teaching: Feedback is a crucial element in formative assessment.
Methods of feedback include appropriate questioning, focusing the teacher's oral and written comments on
what was intended to be achieved by an assessment activity, and encouragement to a learner.
�¡ allows for the integrated assessment: This may include assessing a number of related Learning Outcomes
within a single activity, and combining a number of different assessment methods. Competence in particular
Learning Outcomes can be demonstrated in many different ways, and thus a variety of assessment methods
and opportunities must be provided through which learners can demonstrate their ability.
�¡ uses strategies that cater for a variety of learner needs (language, physical, psychological, emotional and
cultural): Continuous assessment allows teachers to be sensitive to learners with special education needs and
to overcome barriers to learning through flexible approaches. In any group of learners, there are different
rates and styles of learning. All learners do not need to be assessed at the same time and in the same way.
�¡ allows for summative assessment: The accumulation of the results of continuous assessment activities provides
an overall picture of a learner's progress at a given time. Summative assessment needs to be planned
carefully from the beginning of the year, to include a variety of assessment strategies - for example, exercises,
tasks, projects, school and class tests - which will provide learners with a range of opportunities to show
what they have learned.
Assessment Strategies
The choice of what assessment strategies to use is a subjective one, unique to each teacher, grade and school,
and dependent on the teacher's professional judgement. The availability of space and resources influences this
decision, but even when resources are similar, teachers differ in the way that they make their choices.
The methods chosen for assessment activities must be appropriate to the Assessment Standards to be assessed,
and the purpose of the assessment must be clearly understood by all the learners and teachers involved.
Competence can be demonstrated in a number of ways. Thus a variety of methods is needed to demonstrate
their abilities more fully.
Common Tasks for Assessment
The purpose of Common Tasks for Assessment is to:
�¡ ensure consistency in teacher judgements;
�¡ promote common standard setting;
�¡ strengthen the capacity for school-based continuous assessment;
�¡ increase the accuracy of the assessment process and tools;
�¡ ensure that the school-based assessment tasks properly assess competencies and achievements; and
�¡ ensure expanded opportunities for learners.
Common Tasks for Assessment may be set at national, provincial, district or cluster level, are conducted at
school level, and are moderated externally
MANAGING ASSESSMENT
People Involved in Assessment
The school and the teachers have overall responsibility for the assessment of learners. Teachers are expected to
create a valid, reliable and credible assessment process. Provincial policies should ensure the involvement of
learners, school assessment teams, district support teams, support services, and parents, as appropriate.
School Assessment Programme
Each school must develop an assessment programme based on provincial and national assessment guidelines. It
needs to have a School Assessment Plan and a team to facilitate the implementation of this programme. The
team should have representatives from each Phase and Learning Area.
To ensure a professional approach to assessment, the school assessment programme must outline clearly:
�¡ the way continuous assessment is planned and implemented;
�¡ how record books are to be kept, their accessibility and security;
�¡ the assessment codes determined by the province;
�¡ internal verification of assessment;
�¡ how moderation takes place in the school;
�¡ the frequency and method of reporting;
�¡ the monitoring of all assessment processes; and
�¡ the training of staff in areas of assessment.
Areas where in-school training needs to take place include:
�¡ how to use criteria/rubrics to assess;
�¡ finding agreement between teachers in the same grade about what is considered necessary to satisfy the
Learning Outcomes;
�¡ how to write comments for assessment results and reports; and
�¡ achieving a common understanding of the school's assessment programme.
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KEEPING RECORDS
Record Books
Good record keeping is essential in all assessment, particularly in continuous assessment. A record book or file
must be kept up to date by each teacher. It should contain:
�¡ learners' names;
�¡ dates of assessment;
�¡ name and description of the assessment activity;
�¡ the results of assessment activities, according to Learning Areas or Learning Programmes; and
�¡ comments for support purposes.
All records must be accessible, easy to interpret, securely kept, confidential and helpful in the teaching and
reporting process.
The school assessment programme determines the details of how record books must be completed. The assessment
codes are used to express how the learner is performing against the Learning Outcomes. Codes used must
be clear and understood by learners and parents.
Codes to Use for Assessment
There are many ways in which feedback from assessment can be provided to learners and recorded by teachers.
Choosing the best way to do so for an assessment activity will depend on a number of factors, such as:
�¡ the number of learners in the class and the amount of time available to the teacher;
�¡ the complexity and the length of the assessment activity;
�¡ the learning content or skills being assessed (e.g. Mathematics or writing);
�¡ how quickly feedback is given;
�¡ how individualised the feedback is;
�¡ the criteria (or rubrics) used by the teacher to describe learners' performance; and
�¡ whether learners' performance is to be compared to peers, to previous performance, and/or the requirements
of the Assessment Standards and Learning Outcomes.
Some assessment codes are better for some purposes than for others. For example, comments can be detailed,
individual and provide suggestions for improvement. Comments are also useful for reporting on learner performance
against Assessment Standards. However, comments take long to write and are not very easy to record.
Codes such as 'Excellent', 'Very Good', 'Good', 'Competent', and 'Insufficient' are much quicker to write and
allow assessment of progress against previous work and against Assessment Standards. However, they do not
provide the detail made possible by comments. Marks, on the other hand, are quickly recorded and can be added
together, multiplied and divided. They are useful for assessing learners' performance in relation to others in the
class, and to other grades or schools. However, they provide little information on learners' performance against
the Assessment Standards.
Examples, among many others, of further assessment codes are:
�¡ not yet achieved, almost there, achieved;
�¡ satisfactory performance, needs support;
�¡ A, B, C; and
�¡ phrases (or rubrics) designed especially for the assessment activity or report.
Whatever assessment code is used, feedback is more effective when combined with comments. There is more
likely to be an improvement in achievement when learners are given written feedback rather than marks only.
Although marks and percentages are very useful for recording purposes, as it is easy to write marks into a
record book, they are often not useful for feedback and reporting. Other problems presented by marks are that
they can be aggregated and manipulated and that they hide much about learners' achievement and progress. If
learners have completed more than one assessment activity there is a temptation to use the marks arithmetically,
to add and to average. When this is done, marks lose their usefulness to feed back information. An average or
aggregate mark hides the fact that a learner might have achieved the intended learning well in one aspect but
not in another.
Marks give an overall impression of achievement but hide the reasons for the assessment of the achievement
(or lack of achievement) from the learner, and prevent a focus on learning something from the assessment.
They also do not describe learner progress in the curriculum well. In many cases maintaining the same mark
(provided it is a satisfactory one) is regarded as an indication of good progress. A mark of 70 against the Grade
5 Assessment Standards and a mark of 70 against the Grade 6 Assessment Standards disguises completely the
progress a learner might have made during the year, which is best described in a statement, code, or
comment(s).
National Codes
In recording or reporting on learner achievement in the Learning Outcomes specific to a grade, the following
codes are to be used:
4 = Learner's performance has exceeded the requirements of the Learning Outcome for the grade.
3 = Learner's performance has satisfied the requirements of the Learning Outcome for the grade.
2 = Learner's performance has partially satisfied the requirements of the Learning Outcome for the grade.
1 = Learner's performance has not satisfied the requirements of the Learning Outcome for the grade.
Progression Schedules
At the end of each year, a progression schedule must be completed, and signed by the principal and a departmental
official. The progression schedule is a record with summary information about the progress of all learners
in the grade in the school.
The progression schedule should include the following information:
�¡ name of the school and school stamp;
�¡ list of learners in each grade;
�¡ codes for progress in each Learning Area (National Coding System);
�¡ codes for progress in each grade (progress to the next grade or stay in the same grade);
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�¡ comments on strengths and areas for support in each Learning Area; and
�¡ date and signature of principal, teacher or other educator, and departmental official.
Learner Profiles
A learner profile is a continuous record of information that gives an all-round impression of a learner's
progress, including the holistic development of values, attitudes and social development. It assists the teacher in
the next grade or school to understand the learner better, and therefore to respond appropriately to the learner.
The profile must be safeguarded for every learner and should accompany learners throughout their school
careers.
The following kinds of information should be included in a learner profile:
�¡ personal information;
�¡ physical condition and medical history;
�¡ schools attended and record of attendance;
�¡ participation and achievements in extra-curricular activities;
�¡ emotional and social behaviour;
�¡ parental involvement;
�¡ areas needing additional support;
�¡ summative end-of-year overall report; and
�¡ progression summary records of the schooling years.
Notes:
�¡ The learner profile replaces all previous continuous record documents that have been used by schools, such
as record cards, tutor cards and Edlab cards. The central purpose of a learner profile is to assist the learner
by having access to the variety of information it includes.
�¡ Personal information in a profile should never be used to discriminate unfairly against a learner.
�¡ Learner profiles should not be confused with portfolios. A portfolio is a method of assessment that gives the
learner and teacher together an opportunity to consider work done for a number of assessment activities. The
work is placed in a folder, file or box. The learner profile, on the other hand, is a record containing information
about a learner.
REPORTS
Information to be Included in Reports
Teachers need to be accountable to learners, parents, the education system and the broader community in assessing
their learners. This takes place through reporting. In addition to written reports, oral or practical presentations,
displays of learners' work and exhibitions might be used.
Every report on a learner's overall progress should include information on:
�¡ the learning achieved;
�¡ the learner's competencies;
�¡ support needed; and
Learner Assessment
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Learner Assessment
�¡ constructive feedback, which should contain comments about the learner's performance in relation to peers
and the learner's previous performance in relation to the requirements of the Learning Areas.
Reporting to parents should be done on a regular basis to encourage their involvement and participation.
Teachers must report at the end of each term using formal report cards.
It will usually not be possible to give information on achievement in each Learning Outcome. However, reports
should give information on achievement in each of the Learning Areas or Learning Programmes (in the case of
the Foundation Phase).
Report Cards
The minimum requirements for a report card are:
1) Basic information
�¡ name of school;
�¡ name of learner;
�¡ grade of learner;
�¡ date of birth of learner;
�¡ year and term;
�¡ date and signature of parent or guardian;
�¡ date and signature of teacher;
�¡ date and signature of principal;
�¡ dates of closing and opening of school;
�¡ school stamp;
�¡ school attendance profile; and
�¡ the explanation of the codes of the national coding system.
2) Strengths and needs
�¡ Give a description of the strengths, developmental needs, or areas of support required by the learner in each
Learning Area or Learning Programme.
�¡ Use the national coding system to evaluate performance against the Assessment Standards and the Learning
Outcomes covered thus far - it is not necessary to give a code for each Learning Outcome. In an end of year
report, the overall performance of the learner in the Learning Areas must be shown.
3) Comments on each Learning Area or Learning Programme
�¡ Give comments on each Learning Area or Learning Programme, with special emphasis on students who have
exceeded the requirements or need further support. Comments on specific strengths and areas of support
should be linked to the Assessment Standards. These comments will allow parents, learners and other educators
to gain an understanding of what support the learner needs.
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Reference Lists
REFERENCE LISTS
CURRICULUM AND ASSESSMENT GLOSSARY
This is an alphabetical list of key terms used in designing the Revised National Curriculum Statement Grades
R-9 (Schools) and its learner assessment principles.
assessment - a continuous planned process of gathering information on learner performance, measured against
the Assessment Standards
Assessment Standards - the knowledge, skills and values that learners need to show to achieve the Learning
Outcomes in each grade
baseline assessment - initial assessment used to find out what learners already know
continuous assessment - assessment model that encourages integration of assessment into teaching and the
development of learners through ongoing feedback
critical outcomes - together with the Developmental Outcomes, key outcomes of Revised National Curriculum
Statement Grades R-9 (Schools), that are inspired by the Constitution; they include core life skills for learners,
such as communication, critical thinking, activity and information management, group and community work,
and evaluation skills
Curriculum 2005 - the first version of the post-apartheid National Curriculum Statement. That 1997 education
policy document gives a framework for Early Childhood Development, General Education and Training, Further
Education and Training, and Adult Basic Education and Training. This Revised National Curriculum Statement
Grades R-9 (Schools) aims to strengthen Curriculum 2005.
developmental outcomes - together with the Critical Outcomes, key outcomes of the Revised National
Curriculum Statement Grades R-9 (Schools) that are inspired by the Constitution; they include enabling learners
to learn effectively and to become responsible, sensitive and productive citizens
exit-level - when learners complete Grade 9 and are awarded the General Education and Training Certificate
formative assessment - a form of assessment that assesses learner progress during the learning process in
order to provide feedback that will strengthen learning
Foundation Phase - the first phase of the General Education and Training Band: Grades R, 1, 2 and 3
General Education and Training Band - the ten compulsory schooling years, made up of the Foundation,
Intermediate and Senior Phases
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General Education and Training Certificate - the certificate obtained on successful completion of the General
Education and Training Band
integration - a key design principle of the Revised National Curriculum Statement Grades R-9 (Schools), that
requires learners to use their knowledge and skills from other Learning Areas, or from different parts of the
same Learning Area, to carry out tasks and activities
Intermediate Phase - the second phase of the General Education and Training Band: Grades 4, 5 and 6
language of learning and teaching - the language that is most used in a particular learning and teaching environment;
some learners experience learning and teaching in an additional language (not their home language).
learning areas - the eight fields of knowledge in the Revised National Curriculum Statement Grades R-9
(Schools): Languages, Mathematics, Natural Sciences, Technology, Social Sciences, Arts and Culture, Life
Orientation, and Economic and Management Sciences
learning area statements - the statement for each Learning Area that sets out its Learning Outcomes and
Assessment Standards
learner profile - an all-round record of a learner's progress, including personal information, social development,
support needs, samples of work and annual reports
learning programmes - programmes of learning activities, including content and teaching methods; these are
guided by the Revised National Curriculum Statement Grades R-9 (Schools) but developed by provinces,
schools and teachers
national coding system - a standard national system of performance codes used to report on a learner's
progress
outcomes - the results at the end of the learning process in outcomes-based education; these outcomes help
shape the learning process
outcomes-based education - a process and achievement-oriented, activity-based and learner-centred education
process; in following this approach, Curriculum 2005 and the Revised National Curriculum Statement Grades
R-9 (Schools) aim to encourage lifelong learning
portfolio - individual file or folder of each learner's work
progression - a key design principle of the Revised National Curriculum Statement Grades R-9 (Schools) that
enables the learner to gradually develop more complex, deeper and broader knowledge, skills and understanding
in each grade
progression schedules - end-of-year tool for recording the progress of all learners in a grade, including codes
for progress in each Learning Area and grade, and comments on support needed
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summative assessment - different from formative assessment, as it is about regular reports of a learner's
progress, usually at the end of the term or year
LANGUAGES LEARNING AREA GLOSSARY
active listening - when a person tries to put themselves in the place of the speaker and listens seriously to what
he or she has to say
additional language - a language learned in addition to one's home language
additive multilingualism - when a person learns a language (or languages) in addition to his or her home language.
This does not replace the home language but is learned alongside it.
aesthetic - the use of language to create something fine and pleasurable
allegory, allegorical - An allegory is a story in which the characters and actions represent general truths and
good and bad qualities. Allegorical language is language in which characters and actions are used to make
moral points.
alliteration - the repeated use of the same sound at the beginning of words in a sequence (e.g. round the rocks
the ragged rascal ran)
antonym - a word that is opposite in meaning to another word in the same language (e.g. 'tall' and 'short' are
antonyms in English)
assessment standards - the language knowledge, skills and values that learners must be able to demonstrate
they know or can do by the end of a particular grade
audience - the person or persons who will listen to, read or view a particular text (e.g. the audience for a radio
talk show, a newspaper article or a television advertisement)
auditory discrimination - the ability to distinguish between the separate sounds of a language
authentic texts - texts which are used in the real world (e.g. magazine and newspaper articles, recordings from
radio and television, advertisements, labels from packets, brochures, forms, letters)
balanced approach to literacy - an approach which supports learners' emergent literacy (see entry below),
which encourages learners to enjoy books and to focus on meaning, and which also gives them the techniques
and strategies to unlock the code of the written word
bias - a tendency to favour one thing over another so that one is unable to make a fair assessment
blends, blending - an aspect of phonics in which children learn how to put together two or three letters to make
a sound (e.g. 'spr' in 'spread')
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cliché - an expression or an idea that has been used so often it has lost its expressive power (e.g. 'the rainbow
nation')
climax - the most exciting, effective or important part of a story, which usually comes near the end
code-switching - switching from one language to another for a purpose (e.g. to include others, to show that one
is together with the people one is speaking to)
coherent - something which makes logical sense. A coherent paragraph is one in which there is a clear development
of ideas, and in which sentences have clear logical links.
cohesive - cohesive devices link sentences together in a paragraph or text and give it unity. They can be pronouns
or words which repeat the content in different ways (e.g. 'Gold is mined in South Africa. It is one of the
country's main exports.')
collocation - works that typically go together or that cluster around the same topic or subject matter (e.g. 'salt
and pepper'; 'strong coffee' but not 'powerful coffee')
conjunction - a word used to join two clauses in a sentence (e.g. 'and', 'but', 'so')
connotative meaning - the meanings which a word suggests (e.g. 'plump' has positive connotations such as
attractive, comfortable, cheerful; whereas 'fat' has more negative connotations)
consonant cluster - consonants which occur together in consistent patterns in a language (e.g. in English 'str'
as in 'strange', 'strip' and 'struggle')
context - a text is always produced and received in a context. The context includes the broad and the immediate
situation. The text must be appropriate to both kinds of context.
denotative meaning - the literal or straightforward meaning of a word
diagraph - two letters used to refer to a single sound. In English there are consonant diagraphs (e.g. 'th', 'sh')
and vowel diagraphs (e.g. 'ea', 'ee')
directionality - the fact that in English we read from left to right, and when we come to the end of a row of
print, we must begin on the left-hand side again. This is something that children have to learn.
emergent literacy - refers to a child's growing knowledge of the printed word. Children see print in the environment
and begin to understand its purpose. They may have stories told or read to them and they learn how
stories work and what books are. So even before they come to school they often know a lot. They may try to
write their names using their own ideas about letters and spelling (i.e. emergent spelling), and they may pretend
to read a book (i.e. reading-like behaviour). This is the beginning of children's literacy.
emotive language - language which arouses strong feelings
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empathy, empathetically - an ability to imagine oneself in another person's place, to do something with empathy
enunciate, enunciation - to pronounce words carefully and clearly
expository text - text which involves explanation
foreign language - a language spoken beyond the borders of South Africa (e.g. French)
formulaic language - language which is learned in chunks (e.g. greetings). It often relates to specific contexts
(e.g. ordering a meal in a restaurant). When we begin to learn a language, much of what we learn is of this kind.
Gradually, we begin to make sense of the patterns and rules of the language, and we become able to express our
own ideas in very simple ways.
frame - a temporary support (or scaffolding) for writing or speaking; for example, the teacher could provide the
following frame for a poem:
Red is the colour of anger
Red is the colour of blood
Red is the colour of danger
Red is the colour of love
----- is the colour of -----
----- is the colour of -----
----- is the colour of -----
----- is the colour of -----
free writing - when learners are given the freedom to write whatever they like without worrying about mistakes.
Learners should be encouraged to write as much as possible.
graded readers - books which are written with grammar and vocabulary at different levels (e.g. 500 word
level, 1000 word level). They enable learners to read at a level appropriate to their language knowledge.
holistic - approaches to language which integrate all the skills and various kinds of knowledge in activities and
do not focus on each in turn
home language - the language which children learn through being immersed in it in their home and/or community.
More than one language can be learned in this way, so learners can have more than one home language.
homonym - a word which has both the same sound and spelling as another but has a different meaning (e.g. the
noun 'bear' and the verb 'to bear')
homophone - a word which sounds the same as another but is spelled differently and has a different meaning
(e.g. 'one' and 'won')
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hyperbole - an exaggeration (e.g. to describe something so that it appears bigger than it really is - for example,
'He gave me a mountainous plate of food.')
image - a picture or visual representation of something
imagery - words which create images in our minds (e.g. similes, metaphors, personification)
infer - to read between the lines to form an opinion about something
innuendo - something unpleasant which is suggested rather than explicitly stated
intonation - a pattern of rise and fall in the pitch of one's voice which contributes to the meaning of sentences
(e.g. questions are spoken with a rising intonation)
irony - something which is the opposite of what is expected; using words to mean the opposite of what is
expected
literacy - the ability to read and use written information and to write for different purposes. It is part of a general
ability to make sense of one's world.
literacies - There are various kinds of literacy: reading and writing; cultural literacy (understanding the cultural,
social and ideological values that shape our reading of texts); critical literacy (the ability to respond critically to
the messages in texts); visual literacy (the reading/writing of images, signs, pictures, etc.); media literacy (the
reading of newspapers, magazines, television and film as cultural messages).
meta-language - a language used to talk about language. It includes terminology such as 'sound', 'word', 'sentence',
'text', 'context', 'audience', etc.
metaphor - using one thing to describe another thing which has similar qualities (e.g. 'Education is the key to
success.')
modals (including modal verbs) - enable speakers/writers to express different shades and degrees of meaning
about things like possibility and probability (e.g. 'I may/might/must/could go.'). They are also used to express
politeness (e.g. 'Could you open the window, please?').
mode - There are different modes of communication: the written mode, the spoken or oral mode, the visual
mode (which includes graphic forms such as charts). Changing information from one mode to another (e.g.
using a graph to write a passage, using information from an oral text to label a picture) is a very important part
of language learning.
multimedia - an integrated range of modes that could include text, visual material, sound, video, etc.
multimodal texts - texts which are designed to make use of more than one mode of communication (e.g. sound,
print and images)
Revised National Curriculum Statement Grades R-9 (Schools)
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onomatopoeia - words which sound like what they describe (e.g. a brush swishes, a cow moos)
onset - the part of a syllable before the first vowel (e.g. c-at)
personification - attributing human characteristics to non-human things (e.g. 'Mrs Sun is smiling; she's getting
out of bed.')
phoneme - the separate sounds of a language (e.g. 't', 'th', 'k', 'sh', 'ee/ea' and 'oa' are all phonemes of
English)
phonemic awareness - the ability to distinguish between the separate sounds of the language (e.g. in English
to identify the same sound in 'bad', 'sad', 'glad', 'mad', and to distinguish between the sounds in 'bed', 'bad',
'bud' and 'bird')
phonics - the relationship between sounds and their spelling. This assists in word recognition when reading and
helps one to spell.
phonic families - groups of words containing the same sound (e.g. 'bad', 'sad', 'glad', 'mad')
pun - a play on words (e.g. 'Seven days without water makes one weak.')
punch line - the last few words of a joke or story that give it meaning and make it funny
reading vocabulary - words which a reader understands in context. Some of these words will be part of the
reader's active vocabulary (words they use). Other will be part of their passive vocabulary (words they can
understand in context but do not know well enough to use).
to recount - to tell about past events in a sequence (e.g. to say or write about what one did last weekend)
a recount - a type of text. The speaker or writer describes a sequence of events. An example would be a child
telling what happened at the weekend in the class 'news time'.
register - the words, style and grammar used by speakers and writers in different contexts or situations (e.g.
official documents are written in a formal register, legal documents are written in a legal register)
rhetorical question - a question asked for effect and not in order to get an answer (e.g. 'Do you know how
lucky you are?')
rhyme - words or lines of poetry that end with the same sound including a vowel (e.g. sad, mad, glad, bad)
rhythm - a regular and repeated pattern of sounds (e.g. of strongly and weakly stressed syllables)
rime - the part of the syllable from the first vowel onwards (e.g. c-at). It has the potential to rhyme.
Languages - English Home Language
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sarcasm - speaking or writing using expressions which clearly mean the opposite of what is felt, in order to
be unkind or offensive in an amusing way (e.g. saying to someone who has arrived at a meeting very late,
'So good of you to come.')
scaffolding - When we 'scaffold' learning, learners are enabled to do things with support that they could not
otherwise do. Once they are able to do the task independently, the temporary scaffolding can be taken away.
scanning - to run one's eyes over a text in order to find specific information (e.g. scan a telephone directory for
a name and number, or a timetable for the time of a train or bus)
simile - comparing one thing directly with another (e.g. 'Her nails were as red as blood.' 'His smile was like
sunshine.')
sight words - words that readers recognise automatically (on sight). They do not need to decode them
phonically or think about them. In the early stages of reading, sight words are usually frequently-occurring or
'high frequency' words like 'he', 'she', 'they', 'a', 'the, 'are', 'were', 'my', etc.
skimming - to read a text very quickly to get an overview (e.g. skim the newspaper headlines for the main news)
slang - informal language often used by a particular group of people (e.g. teenage slang)
standard - The standard variety of a language is that which is printed in books, newspapers, official documents,
grammars and dictionaries. It is not necessarily the best form of the language, but it is the one that has become
accepted for historical and/or political reasons as the standard variety.
stereotype - a fixed (and often biased) view about what a particular type of person (e.g. a woman, a foreigner, a
particular race) is like
stress (word, sentence) - to give force to a particular syllable in a word (e.g. the word 'machine' is stressed on
its second syllable); to give force to particular words in a sentence (e.g. 'The girl walked across to the other side
of the road.')
subordinate clause - the clause in a sentence which depends on the main clause (e.g. 'When I get there, I will
phone you.')
syllable, syllabification, polysyllabic - a word or part of a word which contains a vowel sound or a consonant
acting as a vowel (e.g. the word 'bottle' has two vowel sounds 'bott' and a syllabic 'l'). Syllabification is the
way in which syllables form together to make words. A polysyllabic word is a word with more than one syllable
(e.g. 'umbrella' has three syllables; it is polysyllabic).
symbol - something which stands for or represents something else (e.g. 'A dove is a symbol of peace.')
synonym - a word which has the same meaning or nearly the same meaning as another word in the same language
(e.g. big and large are synonyms in English)
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synthesise, synthesis - to draw together and combine information or ideas from a variety of sources.
A synthesis is a clear and succinct summary of these combined ideas.
tempo (e.g. speech tempo) - the speed at which spoken words are delivered (e.g. in a speech or the performance
of a poem)
text - any written, spoken or visual form of communication involving the purposeful use of language
text structure - There are different kinds of texts with recognisable structures (e.g. conversations, poems, letters,
jokes, instructions, stories, novels, plays, etc.).
tone - tone is the emotional message of a text. In a written text, it is achieved through words (e.g. neutral word
to create an objective tone). In a film, it could be created through music or the setting.
understatement - a statement which is not strong enough to express the true or full facts or feelings (e.g. 'To
say I am angry is the understatement of the year.')
visual discrimination - distinguishing between the shape of different letters and words
weak vowels - in English the vowels in unstressed syllables have a weak form (e.g. the vowel sound at the
beginning of the words 'about' or 'machine' ; the vowel sounds in words like 'a', 'the' and 'at' are usually
unstressed)
word bank - a store or file of new words
xenophobia, xenophobic - xenophobia is an unreasonable fear or hatred of foreigners; xenophobic language is
language which expresses this
Languages - English Home Language
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Policy
Revised
National Curriculum
Statement Grades R-9
(Schools)
Overview
Published by the Department of Education
Sol Plaatje House
123 Schoeman Street
Pretoria
Private Bag X895
Pretoria
Tel: +27 (12) 312 5911
Fax: +27 (12) 321 6770
Website: http://education.pwv.gov.za
Copyright (c) The Department of Education of South Africa
Copies of this publication can be obtained from the Directorate: National
and Provincial Communication, Department of Education, Pretoria.
Tel: (012) 312 5410
ISBN 1-919917-08-X
Gazette No.: 23406, Vol. 443, May 2002
This document must be read as part of the
Revised National Curriculum Statement Grades R-9 (Schools).
This Revised National Curriculum Statement Grades R-9 (Schools)
includes:
1. An Overview
2. Eight Learning Area Statements:
Languages
Mathematics
Natural Sciences
Social Sciences
Arts and Culture
Life Orientation
Economic and Management Sciences
Technology

Preface 1
Foreword 2
Background 4
The Constitution, Values, Nation-building and the Curriculum 6
The Kind of Learner that is Envisaged 8
The Kind of Teacher that is Envisaged 9
Structure of the Revised National Curriculum Grades R-9 (Schools) 9
Principles of the Revised National Curriculum Statement 10
Social Justice, a Healthy Environment, Human Rights 10
and Inclusivity
Outcomes-based Education 10
A High Level of Skills and Knowledge for All 12
Clarity and Accessibility 12
Progression and Integration 12
Structure and Concepts Used in the Learning Area Statements 13
What is a Learning Outcome? 14
What is an Assessment Standard? 14
How different is an Assessment Standard from a
Learning Outcome? 14
Learning Programmes 15
Learning Programmes Per Phase 15
Learning Programme Guidelines 16
Time Allocations 17
Assessment 18
General Education and Training Certificate 19
i
Page Overview
Contents
Contents
Learning Areas: Definitions and Outcomes 19
Languages 19
Definition 19
Outcomes 20
Mathematics 21
Definition 21
Outcomes 21
Natural Sciences 22
Definition 22
Outcomes 23
Social Sciences 23
Definition 23
Outcomes 23
Arts and Culture 24
Definition 24
Outcomes 25
Life Orientation 26
Definition 26
Outcomes 26
Economic and Management Sciences 27
Definition 27
Outcomes 27
Technology 28
Definition 28
Outcomes 28
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Page Overview
The development of a national curriculum is a major challenge for any nation.
At its broadest level, our education system and its curriculum express our idea
of ourselves as a society and our vision as to how we see the new form of society
being realised through our children and learners. Through its selection of
what is to be in the curriculum, it represents our priorities and assumptions of
what constitutes a 'good education' at its deepest level.
This curriculum is written by South Africans for South Africans who hold dear
the principles and practices of democracy. It encapsulates our vision of teachers
and learners who are knowledgeable and multi-faceted, sensitive to environmental
issues and able to respond to and act upon the many challenges that will
still confront South Africa in this twenty first century.
But we must also be realistic about what a curriculum can and cannot achieve.
Inequality and poverty still plague the educational experience of too many families
and their children. The curriculum is and will be differently interpreted and
enacted in diverse contexts. We will improve and implement it to the best of our
ability. We will also make the most strenuous efforts to enable the realisation of
its vision through addressing all those issues which make up teaching and learning.
This requires the commitment and participation of all who work in education.
We need the full cooperation of the Government, parents, teachers, learners and
the community at large. I trust this Revised National Curriculum Statement will
embody the ideals which will promote such cooperation.
PROFESSOR KADER ASMAL, MP
MINISTER OF EDUCATION
1
Page Overview
Preface
Preface
At its special meeting of 12 September 1997, the Heads of Education
Departments Committee recommended the Draft Statement of the National
Curriculum for Grades R-9 for Ministerial approval. It was referred to and
approved by the Council of Education Ministers at its meeting of 29 September
1997 as three separate policy documents for the Foundation Phase, the
Intermediate Phase and the Senior Phase.
At its meeting in June 2000, the Council of Education Ministers agreed that the
Statement of the National Curriculum for Grades R-9 should be revised in
accordance with the recommendations of the Report of the Review Committee
(31 May 2000) to streamline and strengthen Curriculum 2005.
A Ministerial Project Committee to Streamline and Strengthen Curriculum 2005
was subsequently established for the task. The process of revision was begun in
January 2001 with approximately 150 curriculum developers drawn from the
educational community. On 30 July 2001, the Draft Revised National
Curriculum Statement for Grades R-9 (Schools) was released for public
comment for a period of three months. In November, public hearings were held
on the curriculum. Once the public comment and contributions at the public
hearings were received and analysed, the curriculum working groups of the
Ministerial Project Committee were reconvened in December 2001 to
incorporate suggested changes for improvement. The revised National
Curriculum Statement is the result of that process.
This document and the eight Learning Area Statements published as Addenda
constitute the Revised National Curriculum Statement Grades R-9 (Schools).
The Revised National Curriculum Statement Grades R-9 (Schools) will replace
the Statement of the National Curriculum for Grades R-9 approved in 1997 once
it is introduced into the system.
A comprehensive and participatory implementation strategy and plan will be
developed with all relevant social partners to ensure the successful introduction
of the Revised National Curriculum Statement Grade R-9 (Schools).
The current Assessment Policy of 23 December 1998 (Government Gazette No
19640) and the Language-in-Education Policy of 14 July 1997 (Government
Gazette No 17997) need to be read in conjunction with the Revised National
Curriculum Statement Grades R-9 (Schools). The Assessment Policy also needs
2
Page Overview
Foreword
Foreword
to be read alongside the relevant section of each Learning Area Statement. Until
2008, the policy currently related to certification will prevail. Thereafter the
General Education and Training Certificate aligned to this Revised National
Curriculum Statement will come into force. The General Education and
Training Certificate for compulsory schooling is a whole qualification for
schools based on the extent to which the learning outcomes are achieved
through the Grade 9 assessment standards.
DIRECTOR-GENERAL
THAMI MSELEKU
3
Page Overview
4
Page Overview
South Africa's democratic government inherited a divided and unequal system
of education. Under apartheid, South Africa had nineteen different educational
departments separated by race, geography and ideology. This education system
prepared children in different ways for the positions they were expected to
occupy in social, economic and political life under apartheid. In each
department, the curriculum played a powerful role in reinforcing inequality.
What, how and whether children were taught differed according to the roles
they were expected to play in the wider society.
Curriculum change in post-apartheid South Africa started immediately after the
election in 1994 when the National Education and Training Forum began a
process of syllabus revision and subject rationalisation. The purpose of this
process was mainly to lay the foundations for a single national core syllabus. In
addition to the rationalisation and consolidation of existing syllabi, the National
Education and Training Forum curriculum developers removed overtly racist
and other insensitive language from existing syllabi. For the first time
curriculum decisions were made in a participatory and representative manner.
But this process was not, nor did it intend to be, a curriculum development
process.
The Lifelong Learning through a National Curriculum Framework document (1996)
was the first major curriculum statement of a democratic South Africa. It was
informed by principles derived from the White Paper on Education and Training
(1995), the South African Qualifications Act (No 58 of 1995) and the National
Education Policy Act (No 27 of 1996). In terms of the White Paper, it emphasised
the need for major changes in education and training in South Africa in order to
normalise and transform teaching and learning in South Africa. It also stressed
the need for a shift from the traditional aims-and-objectives approach to outcomes-
based education. It promoted a vision of:
Aprosperous, truly united, democratic and internationally competitive country
with literate, creative and critical citizens leading productive, self-fulfilled
lives in a country free of violence, discrimination and prejudice.
The National Education Policy Act (No 27 of 1996) provided for the
development of the following curriculum design tools to support an outcomesbased
approach:
??Critical Cross-Field Outcomes (later to be known as the critical and
developmental outcomes, and first formulated in the South African
Qualifications Authority Act of 1995)
Background
Background
??Specific Outcomes
??Range Statements
?Assessment Criteria
??Performance Indicators
??Notional Time and Flexi-Time
??Continuous Assessment, Recording and Reporting
Additional curriculum design tools were formulated in succeeding years and
included:
??Phase Organisers
??Programme Organisers
??Expected Levels of Performance
??Learning Programmes
In October 1997, the Statement of the National Curriculum for Grades R-9 was
published in terms of Government Notice 1445. The Assessment Policy in the
General Education and Training band for Grades R-9 and Adult Basic Education
and Training, was introduced in December 1998 (Regulation 19640). Introduced
into schools in 1998, Curriculum 2005 and its implementation were reviewed by
a Ministerial Committee in 2000. The brief of the review was the structure and
design of the curriculum, teacher orientation, training and development,
learning support materials, provincial support to teachers in schools and
implementation time-frames. The Ministerial Review Committee presented its
report on 31 May 2000.
The Review Committee recommended that strengthening the curriculum
required streamlining its design features and simplifying its language through
the production of an amended National Curriculum Statement. It further
recommended that this Revised National Curriculum Statement should reduce
the curriculum design features from eight to three: critical and developmental
outcomes, learning outcomes and assessment standards. It should also align
curriculum and assessment. In addition, it recommended that implementation
needed to be strengthened by improving teacher orientation and training,
learning support materials and provincial support. It also recommended the
relaxation of time-frames for implementation.
In June 2000, the Council of Education Ministers accepted the curriculum
recommendations of the Review Committee. In July 2000, Cabinet resolved that:
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Page Overview
The development of a National Curriculum Statement, which must deal in
clear and simple language with what the curriculum requirements are at
various levels and phases, must begin immediately. Such a Statement must
also address the concerns around curriculum overload and must give a
clear description of the kind of learner in terms of knowledge, skills, values
and attitudes - that is expected at the end of the General Education and
Training band.
The revision of Curriculum 2005 resulted in a Draft Revised National
Curriculum Statement for Grades R-9 (Schools). This Draft Revised National
Curriculum Statement for Grades R-9 (Schools) was made available for public
comment on 30 July 2001. It was subsequently revised in the light of public
comment during 2001/2002. The revised National Curriculum Statement is thus
not a new curriculum but a streamlining and strengthening of Curriculum 2005.
It keeps intact the principles, purposes and thrust of Curriculum 2005 and
affirms the commitment to outcomes-based education.
As this curriculum revision process has proceeded, the practice in schools from
Grade R-9 has continued in terms of previous policy. When the Revised
National Curriculum Statement Grades R-9 (Schools) becomes policy, it will
replace the Statement of the National Curriculum for Grades R-9 approved in
1997. Introduction of the Revised National Curriculum Statement Grades R-9
(Schools) in the Foundation Phase is planned for 2004.
This document introduces and provides background to the eight Learning Area
Statements that form the foundation of the Revised National Curriculum
Statement Grades R-9 (Schools) in the General Education and Training band.
The Constitution of the Republic of South Africa, 1996 (Act No 108 of 1996)
provides the basis for curriculum transformation and development in
contemporary South Africa. The preamble to the Constitution states that the
aims of the Constitution are to:
6
Page Overview
The Constitution, Values, Nation-building
and the Curriculum
The Constitution, Values, Nationbuilding
and the Curriculum
??Heal the divisions of the past and establish a society based on democratic
values, social justice and fundamental human rights.
??Improve the quality of life of all citizens and free the potential of each
person.
??Lay the foundations for a democratic and open society in which
Government is based on the will of the people and every citizen is equally
protected by law.
??Build a united and democratic South Africa able to take its rightful place
as a sovereign state in the family of nations.
The Manifesto on Values, Education and Democracy (Department of Education,
2001) identifies ten fundamental values of the Constitution. These are:
??Democracy
??Social Justice and Equity
??Non-Racism and Non-Sexism
??Ubuntu (Human Dignity)
?An Open Society
?Accountability (Responsibility)
??Respect
??The Rule of Law
??Reconciliation
The Manifesto further identifies 16 strategies for familiarising young South
Africans with the values of the Constitution. These strategies find expression in
the Revised National Curriculum Statement and include:
??Nurturing a culture of communication and participation in school.
??Role-modelling: promoting commitment as well as competence amongst
educators.
??Ensuring that every South African is able to read, write, count and think.
??Infusing the classroom with a culture of human rights.
??Making Arts and Culture part of the curriculum.
??Putting history back into the curriculum.
??Learning about the rich diversity of cultures, beliefs and world views within
which the unity of South Africa is manifested.
??Making multilingualism happen.
??Using sport to shape social bonds and nurture nation-building at schools.
??Ensuring equal access to education.
??Promoting anti-racism in schools.
7
Page Overview
??Freeing the potential of girls as well as boys.
??Dealing with HIV/AIDS and nurturing a culture of sexual and social
responsibility.
??Making schools safe to learn and teach in and ensuring the rule of law.
??Promoting ethics and the environment.
??Nurturing the new patriotism, or affirming a common citizenship.
The Constitution expresses the nation's social values and its expectations of the
roles, rights and responsibilities of citizens in a democratic South Africa. The Bill
of Rights places pre-eminent value on equality, human dignity, life, and freedom
and security of persons. These and other rights to freedom of religion and belief,
expression and association, exist side-by-side with socio-economic rights. Each
person has a right to freedom from poverty, homelessness, poor health and
hunger.
The Revised National Curriculum Statement seeks to embody these values in
the knowledge and skills it develops. It encourages amongst all learners an
awareness and understanding of the rich diversity of cultures, beliefs and world
views within which the unity of South Africa is manifested.
The challenge for the Revised National Curriculum Statement is how the goals
and values of social justice, equity and democracy can be interwoven across the
curriculum. The promotion of values is important not only for the sake of personal
development, but also to ensure that a national South African identity is
built on values different from those that underpinned apartheid education. The
kind of learner envisaged is one who will be imbued with the values and act in
the interests of a society based on respect for democracy, equality, human dignity,
life and social justice.
The curriculum aims to develop the full potential of each learner as a citizen of
a democratic South Africa. It seeks to create a lifelong learner who is confident
and independent, literate, numerate and multi-skilled, compassionate, with a
respect for the environment and the ability to participate in society as a critical
and active citizen.
8
Page Overview
The Kind of Learner that is
Envisaged
The Kind of Learner that is Envisaged
Educators at all levels are key contributors to the transformation of education in
South Africa. Teachers have a particularly important role to play. The National
Curriculum Statement envisions teachers who are qualified, competent, dedicated
and caring and who will be able to fulfil the various roles outlined in the
Norms and Standards for Educators of 2000 (Government Gazette No 20844).
These see teachers as mediators of learning, interpreters and designers of
Learning Programmes and materials, leaders, administrators and managers,
scholars, researchers and lifelong learners, community members, citizens and
pastors, assessors and learning area/phase specialists.
The Revised National Curriculum Statement consists of this overview document
and eight Learning Area Statements.
There are eight Learning Areas in the National Curriculum Statement. A
Learning Area is a field of knowledge, skills and values which has unique
features as well as connections with other fields of knowledge and Learning
Areas. In this Revised National Curriculum Statement, the Learning Areas are:
??Languages
??Mathematics
??Natural Sciences
??Technology
??Social Sciences
?Arts and Culture
??Life Orientation
??Economic and Management Sciences
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Page Overview
The Kind of Teacher that is
Envisaged
The Kind of Teacher that is Envisaged
Structure of the Revised National
Curriculum Statement Grades R-9
(Schools)
Structure of the Revised
National Curriculum Statement
Grades R-9 (Schools)
The relationship between human rights, a healthy environment and social
justice is addressed in each Learning Area Statement.
The Learning Area Statements provide a guideline of requirements and expectations
from Grade R to 9 for schools in the General Education and Training
band.
The Revised National Curriculum Statement Grades R-9 (Schools) builds on the
vision and values of the Constitution and Curriculum 2005. These principles
include:
Social Justice, a Healthy Environment, Human Rights and
Inclusivity
The curriculum can play a vital role in creating awareness of the relationship
between human rights, a healthy environment, social justice and inclusivity. In
some countries this is done through subjects such as civics. The Revised
National Curriculum Statement has tried to ensure that all Learning Area
Statements reflect the principles and practices of social justice, respect for the
environment and human rights as defined in the Constitution. In particular, the
curriculum attempts to be sensitive to issues of poverty, inequality, race, gender,
age, disability, and such challenges as HIV/AIDS.
The Revised National Curriculum Statement adopts an inclusive approach by
specifying minimum requirements for all learners. The special educational,
social, emotional and physical needs of learners will be addressed in the design
and development of appropriate Learning Programmes.
Outcomes-based Education
Outcomes-based education considers the process of learning as important as the
content. Both the process and the content of education are emphasised by
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Principles of the Revised
National Curriculum Statement
Principles of the Revised National
Curriculum Statement
Social Justice, a Healthy Environment, Human Rights and Inclusivity
Outcomes-based Education
spelling out the outcomes to be achieved at the end of the process. In the Revised
National Curriculum Statement learning outcomes and assessment standards
were designed down from the critical and developmental outcomes.
The critical and developmental outcomes are a list of outcomes that are derived
from the Constitution and are contained in the South African Qualifications Act
(1995). They describe the kind of citizen the education and training system
should aim to create. The critical outcomes envisage learners who will be able
to:
??Identify and solve problems and make decisions using critical and creative
thinking.
??Work effectively with others as members of a team, group, organisation
and community.
??Organise and manage themselves and their activities responsibly and
effectively.
??Collect, analyse, organise and critically evaluate information.
??Communicate effectively using visual, symbolic and/or language skills in
various modes.
??Use Science and Technology effectively and critically showing
responsibility towards the environment and the health of others.
??Demonstrate an understanding of the world as a set of related systems by
recognising that problem-solving contexts do not exist in isolation.
The developmental outcomes envisage learners who are also able to:
??Reflect on and explore a variety of strategies to learn more effectively.
??Participate as responsible citizens in the life of local, national, and global
communities.
??Be culturally and aesthetically sensitive across a range of social contexts.
??Explore education and career opportunities.
??Develop entrepreneurial opportunities.
The Revised National Curriculum Statement attempts to embody and uphold a
democratic vision of the society and the citizens that should emerge from our
school system.
By means of the Learning Area Statements, the Revised National Curriculum
Statement identifies the goals, expectations and outcomes to be achieved
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through related learning outcomes and assessment standards. The learning
outcomes for each Learning Area are provided later in this document. The
assessment standards are in the actual Learning Area Statements that are
published as Addenda to the document.
The outcomes and assessment standards emphasise participatory, learnercentred
and activity-based education. They leave considerable room for creativity
and innovation on the part of teachers in interpreting what and how to teach.
The South African version of outcomes-based education is aimed at stimulating
the minds of young people so that they are able to participate fully in economic
and social life. It is intended to ensure that all learners are able to develop and
achieve to their maximum ability and are equipped for lifelong learning.
A High Level of Skills and Knowledge for All
The Revised National Curriculum Statement aims at the development of a high
level of knowledge and skills for all. It sets and holds up high expectations of
what South African learners can achieve. Social justice requires that those
sections of the population previously disempowered by the lack of knowledge
and skills should now be empowered. The Revised National Curriculum
Statement aims to provide for a stronger base from which to enable the
development of a high level of skills and knowledge by all. It does so by specifying
the combination of minimum knowledge and skills to be achieved by
learners in each grade and setting high, achievable standards in all the Learning
Areas.
Clarity and Accessibility
The Revised National Curriculum Statement aims at clarity and accessibility
both in its design and language. Two design features - learning outcomes and
assessment standards - clearly define for all learners the goals and outcomes
necessary to proceed to each successive level of the system. In addition, the
Revised National Curriculum Statement will be available in all official
languages and braille.
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A High Level of Skills and Knowledge for All
Clarity and Accessibility
Progression and Integration
The principle of integrated learning is integral to outcomes-based education.
Integration ensures that learners experience the Learning Areas as linked and
related. It supports and expands their opportunities to attain skills, acquire
knowledge and develop attitudes and values encompassed across the
curriculum.
It is important that the curriculum sets out progressively more complex, deeper
and broader expectations of learners. Conceptual progression is a term used to
describe this feature of a curriculum. In the Revised National Curriculum
Statement, the assessment standards in each Learning Area Statement provide
the conceptual progression in each Learning Area from grade to grade.
At the same time, learners should not deal with assessment standards in
isolation. Links must be made within and across learning outcomes and
Learning Areas. The achievement of an optimal relationship between integration
across learning areas and conceptual progression from grade to grade are central
to this curriculum.
The ongoing development of teachers, school management teams and
departmental support personnel is an important facet of this goal.
Each Learning Area Statement consists of three sections:
An introduction: This section introduces the National Curriculum Statement
and the particular Learning Area - its goals and unique features.
A section on learning outcomes and assessment standards: These express the
requirements and expectations of learners by grade at the Foundation (Grades
R-3), Intermediate (Grades 4-6) and Senior (Grades 7-9) Phases. The Foundation
Phase focuses on the primary skills, knowledge and values to ensure the
development of further learning. The learning outcomes and assessment
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Progression and Integration
Structure and Concepts Used in the
Learning Area Statements
Structure and Concepts Used in the
Learning Area Statements
standards should be seen as minimum or essential knowledge, values and skills
to be covered but should not be all that is taught. They indicate what is essential
for progression through the system and are designed in relation to the Grade 9
requirements.
A section on assessment: This section outlines principles and guidelines for
assessment and makes suggestions for recording and reporting assessment.
Reference lists: This section usually includes abbreviations, acronyms and a
glossary.
What is a Learning Outcome?
A learning outcome is derived from the critical and developmental outcomes. It
is a description of what (knowledge, skills and values) learners should know,
demonstrate and be able to do at the end of the General Education and Training
band. A set of learning outcomes should ensure integration and progression in
the development of concepts, skills and values through the assessment
standards. Learning outcomes do not prescribe content or method.
What is an Assessment Standard?
Assessment standards describe the level at which learners should demonstrate
their achievement of the learning outcome(s) and the ways (depth and breadth)
of demonstrating their achievement. They are grade specific and show how
conceptual progression will occur in a Learning Area. They embody the
knowledge, skills and values required to achieve learning outcomes. They do
not prescribe method.
How different is an Assessment Standard from a Learning
Outcome?
The learning outcomes describe what learners should know and be able to do.
Assessment standards describe the minimum level, depth and breadth of what
is to be learnt. In practical terms this means that learning outcomes can and will,
in most cases, remain the same from grade to grade while assessment standards
change from grade to grade.
The assessment standards also contribute towards the qualification. In the case
of the General Education and Training band, this means the General Education
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What is a Learning Outcome?
What is an Assessment Standard?
How different is an Assessment Standard from a Learning Outcome?
and Training Certificate.
Learning support materials and teacher development programmes will play an
important role in interpreting and giving expression to the learning outcomes
and assessment standards.
The Revised National Curriculum Statement Grades R-9 (Schools) will be
implemented in schools by means of Learning Programmes. Learning
Programmes are structured and systematic arrangements of activities that
promote the attainment of learning outcomes and assessment standards for the
phase.
Whereas the Revised National Curriculum Statement stipulates the concepts,
skills and values on a grade-by-grade basis, Learning Programmes specify the
scope of learning and assessment activities per phase. Learning Programmes
also contain work schedules that provide the pace and the sequencing of these
activities each year as well as exemplars of lesson plans to be implemented in
any given period. The underlying principles and values of the Revised National
Curriculum Statement also underpin the Learning Programmes.
Learning Programmes must ensure that all learning outcomes and assessment
standards are effectively pursued and that each learning area is allocated its
prescribed time and emphasis. Learning Programmes will be based on
relationships amongst learning outcomes and assessment standards, without
compromising the integrity of Learning Areas.
Learning Programmes Per Phase
In the Foundation Phase, there are three Learning Programmes: Literacy,
Numeracy and Life Skills.
In the Intermediate Phase, Languages and Mathematics are distinct Learning
Programmes. Learning Programmes must ensure that the prescribed outcomes
for each learning area are covered effectively and comprehensively. Schools
maydecide on the number and nature of other Learning Programmes based on
the organisational imperatives of the school, provided that the national priori-
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Learning Programmes
Learning Programmes
Learning Programmes Per Phase
ties and developmental needs of learners in a phase are taken into account.
In the Senior Phase, there are eight Learning Programmes based on the Learning
Area Statements.
Teachers will be responsible for the development of Learning Programmes. The
Department of Education will provide policy guidelines for the development of
Learning Programmes in order to support this process. Provinces will develop
further guidelines where necessary in order to accommodate diversity.
Teacher education programmes will build the capacity of teachers, school
management teams and departmental support personnel to develop,
implement, manage and support the development of Learning Programmes.
Learning Programme Guidelines
To ensure achievement of national standards set by the Revised National
Curriculum Statement, policy guidelines for relevant and appropriate Learning
Programmes will be developed at national level in collaboration with provinces.
These guidelines will emphasise the principle of integrated learning and the
achievement of an optimal relationship between integration across learning
areas and conceptual progression from grade to grade. The National Education
Policy Act (1996, section 3, paragraph 4) empowers the Minister of Education to
determine, among other things, such a national policy guideline for the development
of Learning Programmes.
These policy guidelines will provide information and guidance on:
??Integration within and across learning areas
??Clustering of assessment standards
??Relationships between learning outcomes
??Time allocation
?Assessment
??Barriers to learning
??Designing a Learning Programme
??Policy and legislation
??Training, development and delivery
??Resourcing and support
??Planning and organisation
These guidelines will be applied within the context of existing policy and
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Learning Programme Guidelines
legislative frameworks such as the six White Papers on Education, the National
Education Policy Act (1996), the South African Schools Act (1996) and the
Employment of Educators Act (1998). Learning Programme guidelines will offer
a framework to address specific learner and contextual needs.
Time Allocations
In terms of Section 4 of the Employment of Educators Act, (1998), the formal
school day for teachers will be seven hours. In terms of the National Education
Policy Act, (1996), the formal teaching time per school week is 35 hours. This is
set out in the following table:
The formal teaching time allocations for the Foundation Phase are presented
below as percentages of the times in the table above:
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Phase Grade Time
Foundation Phase
Intermediate Phase
Senior Phase
R, 1 and 2
3
4, 5 and 6
7
8 and 9
22 hrs
25 hrs
26 hrs
26 hrs
27 hrs
30 mins
30 mins
30 mins
30 mins
Learning
Programme
Time (%)
Literacy
Numeracy
Life Skills
40%
35%
25%
Time Allocations
Time allocations as percentages of time (presented in the table above) for
Intermediate and Senior Phases, are:
Guidelines for planning are provided in the Learning Programme Guidelines.
Each Learning Area Statement includes a detailed section on assessment. Within
an outcomes-based framework the most suitable assessment methods that
accommodate divergent contextual factors are used. Assessment should
provide indications of learner achievement in the most effective and efficient
manner, and ensure that learners integrate and apply knowledge and skills.
Assessment should also help students to make judgments about their own
performance, set goals for progress and provoke further learning.
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Learning
Area/
Programme
Time (%)
Languages
Mathematics
Natural
Sciences
Social Sciences
Technology
Economic and
Management
Sciences
Life Orientation
Arts and
Culture
25%
18%
13%
12%
8%
8%
8%
8%
Assessment
Assessment
The Revised National Curriculum Statement aligns the curriculum with assessment
policy contained in the Assessment Policy (Government Gazette No 19640
of 1998). A common guideline for teachers is contained at the end of each
Learning Area Statement.
All teaching and learning from Grade R to 9 contributes to the type of learner
envisaged by the National Curriculum Statement. Assessment of this learning
takes place on a continuous basis throughout the ten years of school. The
assessment and certification of this cumulative learning take place at the end of
Grade 9 when learners who meet the specified requirements will be awarded a
General Education and Training Certificate.
The General Education and Training Certificate for compulsory schooling is a
whole qualification for schools based on the extent to which the learning
outcomes are achieved through the Grade 9 assessment standards.
Until 2008, the policy currently related to certification will prevail. Thereafter the
General Education and Training Certificate aligned to this Revised National
Curriculum Statement will come into force.
Languages
Definition
The Languages Learning Area Statement includes:
?All eleven official languages: Sepedi, Sesotho, Setswana, siSwati,
Tshivenda, Xitsonga, Afrikaans, English, isiNdebele, isiXhosa and isiZulu.
??Languages approved by the Pan South African Language Board
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General Education and Training Certificate
General Education and Training
Certificate
Learning Areas:Definitions and Outcomes
Learning Areas:
Definitions and Outcomes
Definition
(PANSALB) and the South African Certification Authority (SAFCERT) such
as braille and South African Sign Language.
In a multilingual country like South Africa it is important that learners reach
high levels of proficiency in at least two languages, and that they are able to
communicate in other languages.
The Languages Learning Area Statement follows an additive or incremental
approach to multilingualism:
?All learners learn their home language and at least one additional official
language.
??Learners become competent in their additional language, while their home
language is maintained and developed.
The Languages Learning Area Statement covers all official languages as:
??Home languages
??First additional languages
??Second additional languages
Learners' home languages should be used for learning and teaching whenever
possible. This is particularly important in the Foundation Phase where children
learn to read and write. When learners have to make a transition from their
home language to an additional language for learning and teaching, careful
planning is necessary.
Outcomes
1. Listening: The learner is able to listen for information and enjoyment, and
respond appropriately and critically in a wide range of situations.
2. Speaking: The learner is able to communicate confidently and effectively
in a spoken language in a wide range of situations.
3. Reading and Viewing: The learner is able to read and view for information
and enjoyment, and respond critically to the aesthetic, cultural and emotional
values in texts.
4. Writing: The learner is able to write different kinds of factual and imaginative
texts for a wide range of purposes.
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Outcomes
5. Thinking and Reasoning: The learner is able to use language to think and
reason, and access, process and use information for learning.
6. Language Structure and Use: The learner knows and is able to use the
sounds, words and the grammar of a language to create and interpret texts.
Listening and speaking; reading and viewing; writing; thinking and reasoning;
and the knowledge of sounds, words and grammar, although presented as
separate outcomes, should be integrated in teaching and assessment.
Mathematics
Definition
Mathematics is a human activity that involves observing, representing and
investigating patterns and quantitative relationships in physical and social
phenomena and between mathematical objects themselves. Through this
process new mathematical ideas and insights are generated.
Mathematics uses its own specialised language that involves symbols and notations
for describing numerical, geometric and graphical relations. Mathematical
concepts build on one another, thereby creating a coherent structure.
Mathematics is a product of investigation by different cultures; it is a purposeful
activity in the context of social, political and economic goals and constraints.
It is not value-free or culturally-neutral.
Outcomes
1. Numbers, Operations and Relationships: The learner is able to recognise,
describe and represent numbers and their relationships and can count, estimate,
calculate and check with competence and confidence in solving problems.
2. Patterns, Functions and Algebra: The learner is able to recognise, describe
and represent patterns and relationships, and solves problems using
algebraic language and skills.
3. Space and Shape: The learner is able to describe and represent characteristics
and relationships between 2-D shapes and 3-D objects in a variety of
orientations and positions.
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Definition
Outcomes
4.Measurement: The learner is able to use appropriate measuring units, instruments
and formulae in a variety of contexts.
5.Data Handling: The learner is able to collect, summarise, display and critically
analyse data in order to draw conclusions and make predictions, and to
interpret and determine chance variation.
Natural Sciences
Definition
What is today known as 'Science' has its roots in African, Arabic, Asian,
American and European cultures. It has been shaped by the search to understand
the natural world through observation, codifying and testing ideas, and
has evolved to become part of the cultural heritage of all nations. It is usually
'characterised by the possibility of making precise statements which are susceptible
of some sort of check or proof' (McGraw-Hill Concise Encyclopaedia of
Science and Technology, 2nd Edition, p. 1647).
The Natural Sciences Learning Area Statement envisages a teaching and learning
milieu that recognises that the people of South Africa have a variety of learning
styles as well as culturally influenced perspectives. The Natural Sciences
Learning Area starts from the premise that all learners should have access to a
meaningful science education. Meaningful education has to be learner-centred.
It has to help learners to understand not only scientific knowledge and how it is
produced but also the environmental and global issues. The Natural Sciences
Learning Area aims to provide a foundation on which learners can build
throughout life.
The Natural Sciences Learning Area Statement promotes scientific literacy. It
does this by focusing on:
??The development and use of science process skills in a variety of settings.
??The development and application of scientific knowledge and
understanding.
?Appreciation of the relationships and responsibilities between Science,
society and the environment.
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Definition
Outcomes
1. Scientific Investigations: Learners act confidently on their curiosity about
natural phenomena; they investigate relationships and solve problems in
Science, Technology and environmental contexts.
2. Constructing Science Knowledge: Learners know, interpret and apply scientific,
technological and environmental knowledge.
3. Science, Society and the Environment: Learners are able to demonstrate
an understanding of the interrelationships between Science and
Technology, society and the environment.
Social Sciences
Definition
The Social Sciences study relationships between people, and between people
and the environment. These relationships vary over time and space. They are
also influenced by social, political, economic and environmental contexts, and
by people's values, attitudes and beliefs.
The concepts, skills and processes of History and Geography form key elements
of the Social Sciences Learning Area Statement. Environmental education and
human rights education are integral to both History and Geography.
The Social Sciences Learning Area Statement is concerned with what learners
learn and how learners learn, and how learners construct knowledge. The
Learning Area Statement encourages learners to ask and find answers to questions
about society and the environment in which they live.
This Learning Area Statement aims at contributing to the development of
informed, critical and responsible citizens who are able to participate constructively
in a culturally diverse and changing society. It also equips learners to contribute
to the development of a just and democratic society.
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Outcomes
Definition
Outcomes
History
1. Historical Enquiry: The learner is able to use enquiry skills to investigate
the past and present.
2. Historical Knowledge and Understanding: The learner is able to demonstrate
historical knowledge and understanding.
3. Historical Interpretation: The learner is able to interpret aspects of history.
Geography
1. Geographical Enquiry: The learner is able to use enquiry skills to investigate
geographical and environmental concepts and processes.
2. Geographical Knowledge and Understanding: The learner is able to
demonstrate geographical and environmental knowledge and understanding.
3. Exploring Issues: The learner is able to make informed decisions about
social and environmental issues and problems.
Arts and Culture
Definition
The Arts and Culture Learning Area Statement covers a broad spectrum of South
African arts and cultural practices. Arts and Culture are an integral part of life,
embracing the spiritual, material, intellectual and emotional aspects of human
endeavour within society.
Culture expresses itself through the arts and ways of living, behaviour patterns,
heritage, knowledge and belief systems. Cultures are not static - they have histories
and contexts, and they change, especially when they are in contact with
other cultures.
The approach towards culture in this Learning Area Statement encourages
learners to:
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Outcomes
Definition
??Move from being passive inheritors of culture to being active participants
in it.
??Reflect creatively on art, performances and cultural events.
??Identify the connections between art works and culture.
??Understand the geographical, economic and social contexts in which Arts
and Culture emerge.
??Identify the links between cultural practice, power and cultural dominance.
?Analyse the effects of time on Culture and the Arts.
??Understand how the arts express, extend and challenge c ulture in unique
ways.
The approach towards Arts in this Learning Area Statement moves from a broad
experience involving several art forms within diverse cultural contexts towards
an increasing depth of knowledge and skill by the 8th and 9th Grade. The
integrity of discrete art forms and the value of integrated learning experiences
are recognised. The Learning Area Statement strives to create a balance between
developing generic knowledge about Arts and Culture, and specific knowledge
and skills in each of the art forms.
Outcomes
1. Creating, Interpreting and Presenting: The learner is able to create, interpret
and present work in each of the art forms.
2. Reflecting: The learner is able to reflect critically on artistic and cultural
processes, products and styles in past and present contexts.
3. Participating and Collaborating: The learner is able to demonstrate personal
and interpersonal skills through individual and group participation
in arts and culture activities.
4. Expressing and Communicating: The learner is able to analyse and use
multiple forms of communication and expression in Arts and Culture.
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Outcomes
Life Orientation
Definition
The concept Life Orientation captures the essence of what this Learning Area
Statement aims to achieve. It guides and prepares learners for life and its
possibilities. Life Orientation specifically equips learners for meaningful and
successful living in a rapidly changing and transforming society.
The Life Orientation Learning Area Statement develops skills, knowledge,
values and attitudes that empower learners to make informed decisions and
take appropriate actions regarding:
??Health promotion
??Social development
??Personal development
??Physical development and movement
??Orientation to the world of work
Together, these five focus areas of the Life Orientation Learning Area Statement
address the human and environmental rights outlined in the Constitution.
Outcomes
1. Health Promotion: The learner is able to make informed decisions regarding
personal, community and environmental health.
2. Social Development: The learner is able to demonstrate an understanding
of and commitment to constitutional rights and responsibilities and show
an understanding of diverse cultures and religions.
3. Personal Development: The learner is able to use acquired life skills to
achieve and extend personal potential to respond effectively to challenges
in his/her world.
4. Physical Development and Movement: The learner is able to demonstrate
an understanding of, and participate in activities that promote movement
and physical development.
5. Orientation to the World of Work: The learner is able to make informed
decisions about further study and career choices.
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Outcomes
Definition
Economic and Management Sciences
Definition
The Economic and Management Sciences Learning Area Statement involves the
study of private, public or collective use of different types of resources in satisfying
people's needs and wants, while reflecting critically on the impact of
resource exploitation on the environment and people.
In particular, the Economic and Management Science Learning Area Statement
deals with:
??The nature, processes and production of goods and services.
??The South African economy and socio-economic systems in different countries.
??Investment and financial management and planning skills, either for private,
public or collective ownership.
??Entrepreneurial skills and knowledge needed to manage human lives and
environments.
Outcomes
1. Knowledge and Understanding of the Economic Cycle: The learner is able
to demonstrate knowledge and understanding of the economic cycle in
addressing the economic problem.
2. Understanding of Sustainable Growth and Development: The learner is
able to demonstrate an understanding of sustainable growth, reconstruction
and development, and reflect critically on related processes.
3. Managerial, Consumer and Financial Knowledge and Skills: The learner
is able to demonstrate knowledge and the ability to apply responsibly a
range of managerial, consumer and financial skills.
4. Entrepreneurial Knowledge and Skills: The learner is able to demonstrate
entrepreneurial knowledge, skills and attitudes.
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Definition
Outcomes
Technology
Definition
Technology has existed throughout history as an activity in which people use a
combination of knowledge, skills and available resources to develop solutions to
meet their daily needs and wants. Some of these solutions are in the form of
products while some solutions involve a combination of products to make
systems.
Today, people still have needs and wants. Solutions are still developed through
activities that combine knowledge, skills and available resources. However, the
knowledge, skills and resources used today are different because of the
accelerating developments in technology. Today's society is complex and
diverse.
Economic and environmental factors and a wide range of attitudes and values
need to be taken into account when developing technological solutions. It is in
this context that technology is defined as:
The use of knowledge, skills and resources to meet people's needs and
wants by developing practical solutions to problems while considering
social and environmental factors.
Outcomes
1. Technological Processes and Skills: The learner is able to apply
technological processes and skills ethically and responsibly using appropriate
information and communication technologies.
2. Technological Knowledge and Understanding: The learner is able to
understand and apply relevant technological knowledge ethically and
responsibly.
3. Technology, Society and Environment: The learner is able to demonstrate
an understanding of the interrelationships between Science, Technology,
Society and the environment over time.
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Definition
Outcomes
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CALL TO ACTION: MOBILISING CITIZENS TO BUILD A SOUTH AFRICAN EDUCATION AND TRAINING SYSTEM FOR THE 21st CENTURY
By Professor Kader Asmal, MP, Minister of Education, 
Tuesday 27 July 1999
 
A MESSAGE FROM PRESIDENT THABO MBEKI
"Education and training must constitute the decisive drivers in our efforts to build a winning nation.
"The Government will therefore intensify its focus on education so we succeed in producing an educated and skilled population.
"A great deal of work has already been done, but we will ensure that existing policies and programmes are carried out with a sense of urgency and commitment to their success.
"To achieve these results, we will also have to engage in massive in-service and pre-service training. All necessary steps must and will be taken to ensure that learners learn, educators educate and managers manage.
"We will also take measures to mobilise the people, including parents, so we succeed as a country to meet the challenge of educating all our people"
An exerpt from President Thabo Mbeki's first speech made as President in Parliament on 25 June 1999.
South Africa's new President recomitted Government to building a caring society that will guarantee 
the dignity of every citizen.
TIRISANO: WORKING TOGETHER TO BUILD A SOUTH AFRICAN EDUCATION AND TRAINING SYSTEM FOR THE 21ST CENTURY.
FOREWORD
A sense of urgency runs through Minister Kader Asmal's "Call to Action".
After close study of the condition of education and training, and an intense engagement with the leadership of the system in all its complexity, he has assessed the state of affairs and isolated nine areas for priority attention.
Three themes predominate in this statement: 
* The vital value of a fully-functioning education and training system to the health and prosperity of the nation. 
* The urgent need to remedy the injustice and assault on human dignity embodied in our inheritance of educational deprivation. 
* The conviction that South Africans can mobilise untapped reserves of resourcefulness and determination to extend education opportunity and restore education to the centre of community life. 
The nine-point priority programme in the "Call to Action" speech is selective by definition. It does not attempt to cover every aspect of the system. While drawing attention to nine broad areas of major importance, the Ministry of Education is committed to education reconstruction and development in all phases of the system and at every level, from early childhood development to postgraduate education and research. The Ministry will continue to work with all partners in education to strengthen our education foundations and help raise a permanent edifice of lifelong learning of which our nation can be proud.
Trevor Coombe
Acting Director-General, Department of Education
INTRODUCTION
Today I am announcing the start of a national mobilisation for education and training.
At the first Cabinet meeting of the new government, President Thabo Mbeki posed the question: "Is our education system on the road to the 21st century?" 
The South African public has a vital interest in the answer.
Today, having consulted virtually the entire leadership corps of the education and training system, I can give him and the nation my reply.
EXPLORING THE TERRAIN
For the past five weeks, I have undertaken a wonderful mission of discovery. I have read dozens of documents. My officials have given me copious briefings. In a week of meetings unprecedented in their intensity and frankness, I have met the leading representatives of every significant national education structure. 
They spoke for statutory bodies in education and training, commissions established by our constitution for the protection of democracy, the representative associations of vice-chancellors and principals at all levels, national governing body associations, all national teachers' unions and staff associations, national student bodies representing all levels, leaders in adult education, early childhood development, and education for special needs, organised labour and business. 
We talked, we disputed, and we found common ground. Finally, to cap this extraordinary listening campaign, I consulted yesterday with my provincial colleagues in the Council of Education Ministers.
I want to select three salient points from the hundreds of facts, ideas and impressions that the listening campaign has evoked. 
We have strong, committed leadership for the 21st century
Firstly, the leadership of our education and training system in the field embodies remarkable qualities of patriotism, talent, experience, and commitment. The leaders I have met, and the organisations and institutions they represent, have been making heroic unsung contributions to the transformation of our education and training system. I salute them. They are an essential resource for the next phase of our education revolution. What is more, they want to get on with it.
We have excellent policies and laws for the 21st century
Secondly, I was told by everyone I met that we have created a set of policies and laws in education and training that are at least equal to the best in the world. 
In 1994, as we turned our back for good on the divisive and cruel legacy of apartheid, education was considered the most explosive and contentious area of national life. I am proud that our young democratic government, after inclusive and genuine consultation, has built a national consensus around the main education policy positions of the mass democratic movement, while simultaneously re-organising the entire structure of education administration and provision. 
The important thing about building consensus for a policy or a law is that people own it and want to make it work. Implementation takes time, but I have seen convincing evidence that it is happening in all parts of the system, for instance in adult basic education and training, early childhood learning, school curriculum, further education and training, higher education planning, democratic governance, and quality management.
There has been a revolutionary change in South African thinking about education and training. The consensus we have achieved is based squarely on our democratic Constitution, deals squarely with South African realities, and aligns us to respond to the global challenges of the new century.
In crucial respects we are not ready for the 21st century 
Thirdly, the national education leadership is unanimous that our system of education and training has major weaknesses and carries deadly baggage from our past. Large parts of our system are seriously dysfunctional. It will not be an exaggeration to say that there is a crisis at each level of the system.
I will select the worst and most troubling features of our education and training system for special mention: the massive inequalities in access and facilities, the serious state of morale of the teaching force, failures in governance and management, and the poor quality of learning in much of the system.
WHERE WE ARE FAILING
 
Rampant inequality
Firstly, there is rampant inequality of access to educational opportunities of satisfactory standard. In particular, poor people in all communities, of whom the overwhelming majority are rural Africans, continue to attend decrepit schools, too often without water or sanitation, electricity or telephone, library, workshop or laboratory. Their teachers may never see their supervisors from one year to the next. Their parents remain illiterate, poor and powerless. They are unable to give practical and intellectual support to the educational aspirations of their children. 
For such children of democratic South Africa, the promises of the Bill of Rights remain a distant dream. Without a solid foundation of learning, their chances of educational and economic success in later years are dim. So poverty reproduces itself.
Low teacher morale
Secondly, I was told repeatedly that the morale of teachers in all communities is low. This is more complex terrain, because the causes and the incidence may be different in different institutions. 
It is obvious that many teachers have been demoralised by the uncertainty and distress of rationalisation and redeployment. Since 1995, protracted consultation, bargaining, legal and labour action, and a lot of sensational rumour mongering have accompanied this process. The cause of equitable and sustainable provision of teachers is just and necessary, but the cost has been high. Teachers have a reasonable expectation of stability and job security, but that has been long in coming.
Another potent reason is the vulnerability of learners and teachers in many schools, colleges and other educational institutions to crimes of trespass, vandalism, carrying and using weapons, drug-dealing, rape, sexual abuse and other forms of physical assault or even murder. Whether committed inside or outside the gates, such outrages create insecurity and fear, and destroy the basis of a learning community.
Indiscipline on the part of principals, teachers and learners was also cited repeatedly as a source of demoralisation among those who want to work and succeed. I was particularly appalled by the repeated observations that too many schools fail to start on time and close early, that too many learners absent themselves at will, that too many teachers believe that their obligations cease at 1 o'clock or 2 o'clock on a school day.
Many educators at all levels may suffer a more subtle and insidious form of demoralisation if they are not professionally equipped or resourced to cope with the new demands that are being made of them, whether arising from racial integration, or new curricula and pedagogy. 
Failures of governance and management
The third disturbing feature to which my attention has been drawn is the serious crisis of leadership, governance, management and administration in many parts of the system. This has many facets. The most serious, in terms of scale, is the incapacity of several provincial departments of education to set the agenda for their systems, perform their tasks in a business-like way, and give adequate professional support to their institutions of learning. 
Within institutions, from universities and technikons to small rural schools, such failures have a drastic effect. They open wide the gate to corruption, fraud and indiscipline. They sap the morale of conscientious staff. In the end, they undermine good teaching and learning, which depend on peace, order, stability and professional challenge. 
The situation is worsened if governing authorities are ineffective, if they collude with management at the expense of other parties, or if they allow themselves to be subverted by factionalism. In such circumstances, they are unable to fulfil their essential role of good governance and true stewardship of the interests of the institutions they have been appointed to serve. The consequences may be very costly, especially in higher education institutions.
Poor quality of learning
Given the conditions described above, it should not be surprising that the leaders of education with whom I have consulted are intensely concerned about the poor quality of learning in large parts of our system. 
The Senior Certificate examination at the end of Grade 12 is the first external check on performance in our school system, and the poor results, especially in six provinces, have shocked the nation. By comparison with other middle-income countries, our learners perform very badly in internationally standardised tests of mathematics and science. School leavers become job-seekers or enter higher education with serious gaps in fundamental knowledge, reasoning skills, and methods of study.
Overwhelmingly, poor learning is associated with poverty, bad or absent facilities, under-prepared teachers, lack of learning resources, and a serious lack of purpose and discipline in many schools, or what is called a culture of learning, teaching and service.
The number of young people who study mathematics with any degree of understanding and proficiency has declined when it should have been increasingly rapidly. As a result, mathematical illiteracy is rife in our society, and the pool of recruits for further and higher education in the information and science-based professions is shrinking, a fact that has grave implications for our national future in the 21st century.
NO TIME TO LOSE
What do I conclude from this rough balance sheet of the assets and liabilities of the education and training system? Despite our success stories, we are failing, especially in those wide-flung tracts of the system that serve poor urban and rural communities. Our new systems of governance, administration and finance have not yet succeeded in hauling these communities out of the arbitrary and unequal education conditions imposed by generations of apartheid and minority rule. In some respects and some areas, the situation has deteriorated. 
All modern nations with strong democratic traditions and successful economies have invested heavily in the education and training of their people, in order to ensure access by all citizens to educational opportunity, and continuously raise the level and quality of learning throughout their societies. Our country has a long way to go, and no time to lose. 
 
A NATIONAL MOBILISATION FOR EDUCATION AND TRAINING
Our mandate and duty
The Constitution places a compelling duty on the government to respect, protect, promote and fulfil everyone's right to a basic education, including adult basic education, and to take reasonable measures to make further education progressively available and accessible (section 29).
In June of this year, the people of this country gave the national and provincial governments both a mandate and a responsibility to accelerate the delivery of basic services that will improve their quality of life. The public believes that we have a crisis on our hands. Our people have rights to education that the state is not upholding. They have put their confidence in the democratic process, and returned their government with an overwhelming mandate. After five years of democratic reconstruction and development, the people are entitled to a better education service and they must have it. 
We will not fulfil our democratic responsibility, nor will our nation be prepared for the demands of the 21st century, unless we rapidly improve the access of all our people to sound basic education and training in satisfactory facilities, and ensure a fully functioning system of good quality at all levels, from early childhood to university and beyond.
President Mbeki's charge
The President expects that the essential functions of the education system will be carried out efficiently and speedily. As he remarked in his reply to the debate on his State of the Nation address to Parliament, "Teachers must teach. Learners must learn. Managers must manage." That is a fundamentally reasonable expectation, on which all other education success will depend. We will attend to it.
Tirisano
I have concluded, after intensive consultation with representatives of all the main actors in education and training, and the MECs for Education, that the educational condition of the majority of people in this country amounts to a national emergency. 
A national emergency requires an exceptional response from the national and provincial governments.
I announce a national mobilisation for education and training, under the slogan "Tirisano", working together. President Mbeki announced the theme of the second democratic government, "A nation at work for a better life for all". That is what we must do in education, together. 
The details will be worked out over the coming weeks and months, in consultation with all concerned. 
The scope is vast, and even an energetic government cannot attempt everything at once. We will determine priorities, and within those priorities we will set targets. 
We will also work with other state departments on the integrated, targeted projects for rural and urban regeneration that President Mbeki called for in his speech, and that are now being planned.
What I am asking for at present is a commitment by citizens and all organs of society to work together with the Ministry of Education and the provincial education authorities to attack the most urgent problems.
National Education Parliament
Once a year, we will summon a National Education Parliament. This will be a true deliberative body of all education stakeholders. Its task will be to reflect on the state of education and training, take stock of our collective progress in attacking the priority areas of need, build solidarity among the main actors in education delivery and the education departments, and point the way forward.
NINE PRIORITIES
Priority 1: We must make our provincial systems work by making co-operative government work
The overall responsibility for the effective management of the education system rests with the Minister of Education, and I intend to fulfil that responsibility. I will do so within the letter and spirit of the Constitution, in particular the provisions relating to co-operative government, the executive authority of the Republic, and the executive authority of provinces.
Under our present arrangements, all education below the higher education level is managed by provincial governments, over which the Minister of Education has only political but not executive authority. I intend to exercise my political authority as Minister of Education as vigorously as is necessary to promote the advancement of the national education and training system. 
The management of education systems is a highly complex function of government, and provincial education departments vary considerably in their ability to manage education efficiently. The most serious problems of executive capacity are experienced in the provinces that incorporated former homelands or "independent states". The three largest provinces have the gravest difficulties. They are also the poorest provinces, with the largest backlogs of school buildings and services, and poor communications infrastructure in rural areas.
National education legislation binds provincial governments under certain conditions, and it is important, therefore, to ensure that national Acts, regulations and policies do not impose unreasonable burdens on provincial administrations. Alternatively, provincial departments must be empowered, with the assistance of the national department, to fulfil their statutory responsibilities. National laws and other instruments will be reviewed with this in mind. 
There are acute problems with the allocation and management of many provincial education budgets. The Minister of Education has some leverage on these matters through the budget process under the Medium Term Expenditure Framework, although this is largely indirect. I intend to take responsibility, with the Minister of Finance, for collaborative work on provincial education budgets, together with provincial MECs, and MECs for Economic Affairs and Finance. 
It is vital to improve the ratio of non-personnel to personnel funding. The good work being undertaken to cut waste and fraud and improve efficiency in provincial systems has my emphatic support. However, it is imperative that provincial governments allocate sufficient funds for the essential personnel and non-personnel needs of provincial education systems, and that such allocations are not tampered with during the course of the financial year.
The national Department of Education, using its ordinary budget, dedicated state grants, and external support, assists its provincial counterparts through direct administrative and professional support. I will review what is currently happening under the technical assistance programmes, in order to ensure that they are well targetted and effective, and to explore whether they could be expanded.
The Minister of Education has powers, under the National Education Policy Act, 1996, to monitor the performance of provincial education authorities in meeting their constitutional obligations and in implementing national policy. The Minister must report breaches to Parliament, as well as remedial action that is jointly planned by the provincial and national education departments. This formal power to monitor and report will be used whenever appropriate, especially when there appears to have been serious failure by provinces to meet their obligations. 
However, I will employ a faster and less formal method of monitoring and advice, by requiring all senior officials of the Department of Education and my own advisers to spend a certain amount of their time on visits to provincial education departments and institutions. Such visits, on which each officer concerned must report, will also serve as a means to cross-check whether or not national law or policy needs to be reviewed or changed.
In addition, I will report to the President every three months on the progress in provincial education, according to a set of indicators that will be discussed with the Council of Education Ministers (CEM). Such reports will be sent to Premiers and the press.
 
 
Priority 2: We must break the back of illiteracy among adults and youths in five years
No adult South African citizen should be illiterate in the 21st century, but millions will be unless we mobilise a social movement to bring reading, writing and numeracy to those who do not have it. At present, millions of South African adults and young people cannot read or write in any language, and millions more are functionally illiterate and innumerate, that is they cannot put their reading and writing skills to any useful purpose, and cannot manipulate numerical concepts. 
In modern society illiteracy excludes people from avenues of learning and communication, improved job skills and many normal responsibilities of citizenship. It is an alienating and disempowering thing, and increases dependence on others. For these reasons, many adults who are illiterate and innumerate are ashamed of their condition, and try to hide it.
Literacy is not an easy skill to retain. It can be lost or rendered ineffective through disuse. Our new Adult Basic Education and Training (ABET) Programme transcends literacy. It targets learning outcomes that empower, rather than leading to a dead end. Its learning programmes give qualifications that carry credit in the National Qualifications Framework. This enables adult learners to proceed with formal education, by self-study or otherwise. The Multi-Year Implementation Plan for ABET will enable close to a million new learners to achieve the equivalent of Grade 9 by 2003, provided the funds can be found and ABET practitioners trained.
We must support this programme as much as possible. Unfortunately, budgetary pressure has resulted in several provincial education departments cutting back or closing ABET programmes when they should have been expanding. This trend ought to be reversed, but it is improbable that the government will find sufficient additional funds in the near future to eliminate illiteracy through formal ABET programmes run by provincial education departments.
Another strategy is needed.
Firstly, all employers, including employers in national, provincial and local governments, must be encouraged to run or support ABET programmes for their employees. Many do so already, and some are leaders in ABET provision. But a major opportunity opens up through the introduction of the skills levy, and the establishment of Sector Education and Training Authorities under the National Skills Authority. I will consult the Minister of Labour with a view to ensuring that we target a massive increase in ABET provision through this route. Illiterate citizens who are not in employment would also have access to ABET programmes through the National Skills Fund.
Secondly, we must stimulate the civic virtue of voluntary service, in support of our illiterate compatriots. I extend an open invitation to all religious, political, social, educational and community formations to help us design a major programme of voluntary service on behalf of literacy and numeracy, and make facilities available to run it. Students, especially in secondary schools, further education and training institutions and higher education, will have a brilliant opportunity to demonstrate their commitment to community service by becoming literacy practitioners. My Ministry will be consulting on this matter with the National Youth Commission.
Even voluntary service requires funds to meet overhead and other costs. Given the scale of the need, such funds might be considerable. Once the programme has been planned and costed, I will appeal to national and international grant-making agencies to assist. The National Development Agency should have a strategic role in providing support to participating NGOs. 
Priority 3: Schools must become centres of community life
The crisis in primary and secondary schools must be dealt with by ensuring that schools become the centres of community life. 
The school will truly become a centre of community and cultural life if its facilities are being put to use for youth and adult learning, community meetings, music and drama, sports and recreation. An idle school is a vulnerable place, inviting vandalism. A busy school is a place the community will protect, because it is theirs. There is a role in a community school for religious bodies, businesses, cultural groups, sports clubs and civic associations, both to serve their own requirements and to contribute to the school's learning programme both in and out of school hours.
The school governing body, led by parents, exercises a trust on behalf of the parents of the community, and functions as the indispensable link between the school and the community. It must not be forgotten that this is a new concept for most communities in the country. We must therefore put great effort into ensuring that governing bodies, especially in poor communities, are given the support they need to become strong and viable. The Ministry of Education has an interest in ensuring that all public school governing bodies become members of governing body associations, which can represent them in dealing with the education authorities, and provide valuable technical support to their members. We will assist bona fide established or new governing body associations to access funds to support their organisational costs and outreach work.
The school principal, who represents the provincial department of education and is head of the school management team, has the crucial role of professional and administrative leadership, and is responsible for the standard of learning and teaching in the school. The principal needs to forge a working partnership with the governing body, so that they can jointly serve the vision and mission of the school in the community. Both parties require guidance in exercising their respective roles. It is therefore important that the school leadership team, headed by the principal, and the governing body in each public school, is given the opportunity to create the sense of common purpose and mutual support.
A functioning school is a true community in its own right, and an indispensable centre for the wider community's social and cultural needs and interests. But for this to happen, we need peace and stability in schools and in the environment of schools. Schools must therefore be rendered safe for learners, teachers, staff and the public. There must be regulations to restrict access only to those who have legitimate business in the school. Schools need to forge links with police stations, and join Community Policing Forums.
Public schools must be reclaimed from those who are violent in word or deed. Only in conditions of peace can discipline flourish. The law and order approach may bring about pacification, but it will not bring peace. Peace must be internally generated. In a society that is prone to violence, the peaceful settlement of disputes must be taught, and acted out in the society of the school. Values, morality and decency must be reinstated as the bedrock of school life, and self-discipline as the basis of disciplinary codes in the school. Corporal punishment is contrary to the Constitution and the South African Schools Act. In the past it has contributed to the culture of violence in our society. Parents, teachers and learners need help to understand why it has been prohibited, and to work out more effective substitutes.
Discipline in a community school will require that teaching starts on the first day of term. School must start on time and end on time, from Monday to Friday every week of the school year.
It would be incompatible with the notion of "community", as well as a denial of basic rights, if public schools ignored their responsibility to children with special needs, and their parents. Public schools should be, by definition, inclusive, humane and tolerant communities. The Ministry's long-awaited policy on education for learners with special needs will shortly be ready for publication. Schools must be assisted to create an enabling environment for parents whose children have physical disabilities or other special needs, so that early identification can result in appropriate advice and placement. To the greatest extent compatible with the interests of such children, the ordinary public school in the community should welcome them and provide for them. 
A mobilisation in support of the community school idea will give a boost to the Culture of Learning, Teaching and Service (COLTS) campaign, whole school development programmes, and a new programme launched by President Mbeki to forge partnerships for school improvement with poorly functioning but well-motivated public schools.
Priority 4: We must end conditions of physical degradation in South African schools
Although the government has contributed more than R1 billion to the National School Building Programme, it may require twelve times that amount to meet the backlogs identified in the School Register of Needs. This is well beyond the reach of the normal budgets of provincial education departments, which in recent years have suffered sharp decreases in the funds allocated to school building and services.
Nevertheless, millions of school children in democratic South Africa are required by circumstances to exercise their fundamental right to basic education in conditions of squalor and degradation. Thousands of schools have poor physical fabric, and many are dangerous and unfit for human habitation. Hundreds of schools have no water on site, no sanitation whatsoever, or rudimentary and insufficient toilets. Such conditions threaten the health of learners and teachers alike, and radically restrict the social and teaching activities of the school. It is impossible to contemplate this with complacency. The situation cries out for remedy. 
I will use every opportunity to press the priority of public spending on replacing dangerous and dilapidated schools, and providing water and sanitation services where they do not exist. It will be necessary to prioritise and target the areas and schools where the need is greatest, working with the provincial education departments. This could be a major project under the new Integrated Rural Development Programme announced by President Mbeki, working in partnership with other state departments, provincial authorities, parastatals and NGOs. Bringing water and sanitation in schools offers scope for a labour-intensive, community-based project. My Department has begun the initial planning work. 
Priority 5: We must develop the professional quality of our teaching force
All the evidence provided to me indicates that there is a real malaise in the teaching corps of this country, notwithstanding the high levels of professional service which teachers provide in schools all over the land. 
The provision of teachers in schools under apartheid resulted in two serious social distortions. One was the extreme inequality in learner-educator ratios that were sustained by unequal budget allocations based on racial and ethnic discrimination. It is bitterly unfortunate that teachers have borne the brunt of a process of rationalisation that, for the first time, allocates teachers equitably to schools according to curriculum needs. However, there is every prospect of job security for all qualified and registered teachers who are currently employed, and a return to stable staffing in our schools.
The second serious distortion was the racially-defined qualification structure, linked to racially-defined opportunities for training, which ensured that African teachers, taken as a whole, are less well qualified than other teachers. These less qualified teachers also teach, predominantly, in schools with poor facilities, inadequate learning resources, greater isolation from urban centres, and infrequent or no professional support services.
Professional development for teachers, combined with effective professional support services, the efficient provision of learning support materials, a mobilisation campaign to make the school the centre of community life, and the progressive elimination of inhuman physical conditions in schools, will make a major impact on teachers' morale and the quality of the service they render.
The Ministry of Education will give top priority to develop and implement a long-range plan for teacher development, both pre-service and in-service, in support of outcomes based education and improved standards of teaching. President Mbeki put this at the head of his list of government commitments in education. Special attention will need to be given to the compelling evidence that the country has a critical shortage of mathematics, science and language teachers, and to the demands of the new information and communication technologies.
In order to recognise outstanding teachers at all levels of the system, I will establish a National Teacher Award scheme, after consultation with the South African Council for Educators, the national teacher unions, and the provincial education departments.
I will also give priority to the preparation of a green paper on professional standards in education, as part of the process of enabling the South African Council for Educators to take its full place as a statutory professional body with real influence on the quality of service provision.
All these measures will help to realign the identity of the teacher in South African society. The years of discrimination, repression, struggle, and democratic transition have taken their toll, on teachers in all communities. It is time to re-assert the dignity of the teaching profession, because teachers at their best are vital agents of change and growth in our schools and communities.
Priority 6: We must ensure the success of active learning through outcomes-based education
The government and the Minister of Education give complete support to the new national curriculum framework based on the concept of outcomes based education. Curriculum 2005 represents our best hope of transforming the retrograde inheritance of apartheid-era learning theories and obsolete teaching practices. 
It is important to recognise what damage was done over the decades by an approach to education that was essentially authoritarian and allowed little or no room for the development of critical capacity or the power of independent thought and enquiry. Outcomes based education is an approach that embraces the capacity of learners to think for themselves, to learn from the environment, and to respond to wise guidance by teachers who value creativity and self-motivated learning.
While giving unreserved support to the approach, the Ministry of Education will resist over-zealous attempts from any quarter to convert OBE into a new orthodoxy with scriptural authority. There will be no mystification of an approach to learning and teaching that is essentially liberatory and creative.
I have directed that the Department of Education undertake a speedy review of the implementation of outcomes based education, with a view to the phasing of the introduction of new grades. 
I have also established as a target performance indicator that all children will achieve competence in reading, writing and numeracy skills by age 9, or the end of Grade 3. The Department of Education will take advice on the appropriate formulation of this standard and the manner of its implementation. It is essential to put in place a strong scaffolding for the new curriculum framework. The Department is working on appropriate key tests of learning attainment at grades 6 and 9.
It is fully recognised that the success of the implementation of the new approach is entirely dependent on the extent to which teachers are properly prepared to facilitate it with understanding, and the extent to which appropriate learning support materials are in the schools.
It was unfortunate in the extreme that the inaugural year of Curriculum 2005 (1998) coincided with the crisis in provincial budget management, with the result that the preparation of most provincial education departments was seriously compromised, or even disrupted. In both 1998 and 1999, new materials in support of the curriculum reached the schools late in the year, despite President Mandela's directive.
The specification, ordering, delivery and retention of learning support materials is a critical factor in the current crisis of school education, for which urgent solutions will be found. A business review of the entire process in all nine provinces is nearing completion. I have directed that the results are made known to both the Minister of Finance and myself, so that effective follow-up can be considered with the least possible delay. The target that all schools must receive their materials before the first day of school is not negotiable. We will find the way to ensure that provincial education departments are empowered to make it happen.
It is important to ensure that the large sums that are needed for learning support materials each year are wisely spent and represent the kind of value for money that is appropriate to our circumstances as a middle-income country with a majority of poor citizens. I have therefore directed that a study be undertaken of the costs of producing learning support materials, after consultation with the publishers and suppliers.
The retention of books in schools is a vital ingredient in keeping costs down and keeping learning up. All parents, principals and governing bodies must be made aware of their responsibilities to ensure that this aspect of discipline is strongly enforced, with appropriate sanctions. I commend the Congress of South African Students for launching Operation Mazibuye, which aims to use advocacy and persuasion at school and community level to achieve the same result, both for school books and other school property that may have been removed from schools. This campaign deserves total support.
 
 
 
Priority 7: We must create a vibrant further education and training system to equip youth and adults to meet the social and economic needs of the 21st century
Further education and training (FET), as the name implies, is the post-compulsory sector that precedes higher education. It includes education in senior secondary schools, technical colleges, community colleges and youth colleges, and much training at this level by employers within commerce and industry. Private providers are highly active in this field, and will be subject to regulation under the Further Education and Training Act, 1998.
As a bridge between general education and higher education or employment, this is a vital sector for young people and adults whose formal education has been cut short. The policy has been settled and the legislation is in place. We must now get on with implementation, in close co-operation with the Department of Labour and the South African Qualifications Authority, since the establishment of the Sector Education and Training Authorities opens up exciting opportunities for further education and training institutions. 
There is an urgent need to review all FET programmes in the light of community social and economic needs in the 21st century. Language programmes, mathematics and science, and information and communication technologies are priority areas for review.
It is essential for the FET sector to be as accessible as possible to adult learners who were unable to continue their education because of poverty or lack of opportunity. The sector must set itself the goal of becoming leading practitioners in the assessment and recognition of prior learning, gained informally or through experience, so that able and experienced adults may be admitted to programmes from which they could benefit.
Work on the replacement of the Senior Certificate examination by a Further Education and Training Certificate will be taken forward with all necessary speed. In the mean time, it is essential for fail-safe mechanisms to be put in place to guarantee the security of the present Senior Certificate examination process, and avoid the slightest possibility of criminal manipulation of the marks by anyone. The South African Certification Council (SAFCERT) has been directed to certify the results independently before they are announced to the public by provincial examination authorities. I will introduce amending legislation in Parliament this year to clarify the responsibilities of this important statutory body and ensure that in future there is no uncertainty about its role. 
Priority 8: We must implement a rational, seamless higher education system that grasps the intellectual and professional challenges facing South Africans in the 21st century
The country depends on the higher education system to meet its high level human resource needs and to be the engine for the creation of new knowledge and innovation, and critical discourse. Given the magnitude of our other priorities, it is unlikely that significant additional resources will be available for higher education, which already receives 14 per cent of the education budget, a proportion well in line with international spending in this area. 
It is important, however, that funding levels to the sector are sustained, while institutions become more efficient and accountable for the utilisation of their intellectual, infrastructural and financial resources.
Like schools, our universities, technikons and colleges must become vibrant centres of community and cultural life. 
They must provide a safe and secure environment conducive to promoting their mission of teaching and learning, scholarship and research, and community service. Violence of any sort and especially violence against women will not be tolerated. University and technikon residences must be reclaimed as safe learning and living spaces, particularly for women students.
I am very pleased to report that the student leadership in higher education, across a wide political spectrum, have committed themselves to peace and stability in the sector. 
I expect higher education managers to run their institutions in a responsible and inclusive manner, which means engaging in good faith consultation with SRCs and staff associations. Provided that they do so, I expect student and staff bodies to exhaust all local remedies on their own campuses before contemplating an appeal to the Minister. 
Similarly, I will expect institutional councils to account for their legal and fiduciary responsibilities. I take seriously the responsibility to nominate certain members on each institutional council. I will be reviewing the appointment and performance of such Ministerial nominees, from whom I expect a report on their contribution to good governance in these institutions.
The shape and size of the higher education system cannot be left to chance if we are to realise the vision of a rational, seamless higher education system, responsive to the needs of students of all ages and the intellectual challenges of the 21st century.
The institutional landscape of higher education will be reviewed as a matter of urgency in collaboration with the Council on Higher Education. This landscape was largely dictated by the geo-political imagination of apartheid planners. As our policy documents make clear, it is vital that the mission and location of higher education institutions be re-examined with reference to both the strategic plan for the sector, and the educational needs of local communities and the nation at large in the 21st century. 
This complex and difficult exercise is likely to result in mergers between some institutions, and decisions to change the missions of others. It is well known that institutions find it very difficult to come to such decisions on their own. Provided the investigation has been thorough and consultation has been undertaken fully and in good faith, I will not hesitate to take the necessary action with all deliberate speed.
I am committed to the wise and full development of the public higher education system. I will not be party to inadvertent damage to this system, or to public interests, brought about by an unduly generous interpretation of the regulations for the registration of private higher education institutions. The proliferation of such institutions, both local and trans-national, has become part of the unfolding South African higher education landscape, as it has in other countries. This must now be brought under strict but considered regulation, consistent with the Constitution. I will undertake an urgent review of the criteria and procedures for registration in terms of the Higher Education Act, 1997. I will also seek international advice on the management of the private, corporate and "borderless" higher education phenomenon, and its relationship to strategic human resource development planning
Enrolments in public higher education institutions have declined in the past few years. The reasons need to be better understood. The long-term sustainability of individual institutions and the system as a whole requires that growth be promoted in a planned and responsible manner. As part of the ongoing planning process, I will be asking all universities and technikons to inform me of their intake targets for the year 2000 and the recruitment strategies for attaining these targets. These must include a commitment to the recruitment of mature age learners, and the application of procedures for the recognition of prior learning. 
While the student composition of higher education institutions has changed significantly over the past few years to better reflect the demographic realities of the broader society, the same cannot be said for the composition of the academic staff in higher education, which largely remains white and male. I will be giving close attention to promoting greater staff equity in the system through an investigation of staff conditions of employment and related matters. Institutions must be challenged to set targets to progressively achieve greater representation of women and black academic staff, as part of their institutional plans. 

The higher education system will also be called upon to play a central role in the building of capacity for the education system as a whole. In particular its resources must be mobilised to support quality pre-service and in-service teacher education and educational management capacity building. Our faculties and schools of education have an exceptional opportunity to inform educational policy and practice throughout the education system through research, critical reflection and innovation. 
I am committed to building a responsive higher education system of high quality. We have much to do. I will ask universities, technikons and colleges to provide me with evidence to show that they are indeed on the road to the 21st century.
Priority 9: We must deal urgently and purposefully with the HIV/AIDS emergency in and through the education and training system
This is the priority that underlies all priorities, for unless we succeed, we face a future full of suffering and loss, with untold consequences for our communities and the education institutions that serve them.
The Ministry of Education will work alongside the Ministry of Health to ensure that the national education system plays its part to stem the epidemic, and to ensure that the rights of all persons infected with the HIV virus are fully protected.

The strategic plan for South African agriculture is the product of cooperation between Government, Agri SA and NAFU.
Early in 2001 President Thabo Mbeki requested the different role-players to identify a mutual strategy that would provide enough focus to unite the sector. From this request followed the strategic sector plan.
The vision for the sector implies sustained profitable participation in the South African agricultural economy by all stakeholders. It recognises the need to maintain and increase commercial production, to build international competitiveness and to address the historical legacies and biases that resulted in skewed access and representation. It gives a clear picture of where South African agriculture wants to be in the long term.
The strategic plan consists of three core strategies:
• Equitable access and participation
The objectives of this strategy are to enhance equitable access to and participation in agricultural opportunities; to deracialise land and enterprise ownership; and to unlock the full entrepreneurial potential in the sector.
• Global competitiveness and profitability
The aim of this strategy is to enhance profitability through sustained global competitiveness in the agricultural sector's input supply, primary production, agriprocessing and agritourism industries.
• Sustainable resource management
This strategy aims to enhance farmers' capacities to use resources in a sustainable manner and to ensure the wise use and management of natural resources.
Some elements of the core strategies are complementary and will contribute towards creating and restoring confidence in agriculture. With this in mind, the task team identified a number of essential supporting and enabling strategies:
• Good governance
• Integrated and sustainable rural development
• Knowledge and innovation
• International cooperation
• Safety and security
These complementary strategic objectives provide the critical foundation without which the strategic goal will not be realised. They also emphasise the dependence of the sector on the support of other government cluster departments and industries.
The partners who have tasked themselves with the responsibility for the plan's implementation will also produce the detailed action plans. To this end, the leading partners will establish the permanent joint committee. They are also making an effort to involve organised labour, NGOs, community-based organisations and foreign organisations.
As a first step to move the strategic plan closer to implementation, the strategic partners identified the following priority programmes and actions:
• Implementing the broad-based safety and security strategy for good working and social stability, trust and confidence
• Fostering a shared vision on agriculture, good governance and social partnerships
• Fast tracking the programme of land redistribution for agricultural development and processes of empowerment for targeted groups
• Transforming agricultural research, transfer of technology, education and extension to be more responsive to markets
• Redefining the mandate of agricultural marketing and international trade in the post-control board era against greater global competition and demands for market access, infrastructure and information
• Building credible agricultural statistical and economic analysis systems that will be accessible to all farmers and enterprises
• Establishing the integrated rural financial services system outlined by the Strauss Commission Report
• Developing an effective integrated risk management system for plant and animal health systems, price and income systems and natural disasters
• Targeting investment in rural development nodes to provide livelihoods, infrastructure, irrigation, electricity, telecommunications, transportation, training and skills development
• Establishing an agricultural cooperation programme for Africa to spearhead the New Africa Initiative in agriculture
• Lowering the overall cost of production, including a further reduction in the taxes and duties on diesel and other inputs.
In all of this, they recognise the valuable role of the private sector in achieving the goals of participation, competitiveness and sustainability.
Therefore everything will be done to ensure greater collaboration and coordination between government and the private sector-implying farmers, farmers' organisations and agribusiness-in order to attain the new vision of a united and prosperous agricultural sector.
The following outcomes are expected from the successful pursuit of these strategic objectives:
• Increased wealth creation in agriculture and rural areas
• Increased sustainable employment in agriculture
• Increased incomes and increased foreign exchange earnings
• Reduced poverty and inequalities in land and enterprise ownership
• Improved farming efficiency
• Improved national and household food security
• Stable and safe rural communities, reduced levels of crime and violence, and sustained rural development
• Improved investor confidence and greater domestic and foreign investment in agricultural activities and rural areas
• Pride and dignity in agriculture as an occupation and sector
The partners commit themselves to providing the necessary time and financial and material resources to see to the successful implementation of the strategic plan.
The publication The Strategic plan for South African Agriculture is available from
Resource Centre, Department of Agriculture
Tel (012) 319 7141
2002

 WHAT IS THE AFRICAN NATIONAL CONGRESS?


* The ANC is a national liberation movement. It was formed in 1912 to unite the African people and spearhead the struggle for fundamental political, social and economic change. 
* For nine decades the ANC has led the struggle against racism and oppression, organising mass resistance, mobilising the international community and taking up the armed struggle against apartheid. 
* The ANC achieved a decisive democratic breakthrough in the 1994 elections, where it was given a firm mandate to negotiate a new democratic Constitution for South Africa. The new Constitution was adopted in 1996. 
* The ANC was re-elected in 1999 to national and provincial government with an increased mandate. 
* The policies of the ANC are determined by its membership and its leadership is accountable to the membership. 
* Membership of the ANC is open to all South Africans above the age of 18 years, irrespective of race, colour and creed, who accept its principles, policies and programmes. 
AIMS AND OBJECTIVES
* The ANC's key objective is the creation of a united, non-racial, non-sexist and democratic society. 
* This means the liberation of Africans in particular and black people in general from political and economic bondage. It means uplifting the quality of life of all South Africans, especially the poor. 
* The struggle to achieve this objective is called the National Democratic Revolution. 
ANC POLICY
The Freedom Charter, which was adopted by the Congress of the People in 1955, remains the basic policy document of the ANC.
The Freedom Charter declares that:
* The people shall govern 
* All national groups shall have equal rights 
* The people shall share in the country's wealth 
* The land shall be shared among those who work it 
* All shall be equal before the law 
* All shall enjoy equal human rights 
* There shall be work and security 
* The doors of learning and culture shall be opened 
* There shall be houses, security and comfort 
* There shall be peace and friendship 
In 1994 the ANC adopted the Reconstruction and Development Programme (RDP) as the basic policy framework guiding the ANC in the transformation of South Africa. The key programmes of the RDP are:
* meeting basic needs 
* developing our human resources 
* building the economy 
* democratising the state and society 
SYMBOLS OF THE ANC
* The flag of the ANC is made of equal horizontal bands of black, green and gold. The black symbolises the people of South Africa who, for generations, have fought for freedom. The green represents the land, which sustained our people for centuries and from which they were removed by colonial and apartheid governments. The gold represents the mineral and other natural wealth of South Africa, which belongs to all its people, but which has been used to benefit only a small racial minority. 
* The logo contains a spear and shield to represent the early wars of resistance to colonial rule, the armed struggle of the ANC's former armed wing, Umkhonto we Sizwe, and the ANC's ongoing struggle against racial privilege and oppression. The wheel dates back to the campaign for the Congress of the People, which adopted the Freedom Charter, and marks the joining in a common struggle for freedom people from all South Africa's communities. It is a symbol of the strong non-racial traditions of the ANC. The fist holding the spear represents the power of a people united in struggle for freedom and equality. 
* The ANC's rallying call Amandla ngawethu or Matla ke arona means 'power to the people', reflecting the central demand of the Freedom Charter that the people shall govern. It a statement of the ANC's commitment to build and deepen popular democracy and the active involvement of the people in the struggle to improve their lives 
RESPONSIBILITIES OF AN ANC MEMBER
The values and principles of an ANC member include: 
* humility and a selfless dedication to the struggle for a non-racial, non-sexist and democratic society, 
* concern for the will and interests of the people, captured in the principles of Batho Pele - people first, 
* a commitment to implement the policies of the movement and the decisions of the collective. 
Members of the ANC are expected to: 
* belong to an ANC branch, pay subscription fees and assist in building the ANC, 
* participate actively in the discussion, formulation and implementation of ANC policy and programmes, 
* accept and defend the decisions of the relevant structures of the movement, 
* build the unity of the ANC and democratic movement and combat corruption, nepotism and factionalism, 
* fight against racism, tribal chauvinism, sexism, religious and political intolerance or any form of discrimination, 
* constantly remain informed of political and other developments, building their own capabilities as part of a process of life-long learning, 
* remain in touch with the people and play an active role in the affairs of the community, 
* behave in an exemplary way in day-to-day life, and not use positions of responsibility for self-enrichment or personal gain. 
STRUCTURES OF THE ANC
* The Branch is the basic unit of the ANC, where members participate in ANC activities and political discussions. The branch is the 'vanguard' of the community, representing its interests, expressing its aspirations and mobilising it to work together for local development. Each branch elects a Branch Executive Committee at an Annual General Meeting. 
* The Regional Executive Committee (REC) is elected at a Regional Conference every two years by the representatives of the branches in the region. 
* The Provincial Executive Committee (PEC) is elected at a Provincial Conference every three years by the representatives of the branches in the province. 
* The National Executive Committee (NEC) is the highest organ of the ANC between Conferences and has the responsibility to lead the organisation. It is elected every five years at the National Conference. The NEC elects a National Working Committee (NWC) from within its ranks to coordinate the work of the organisation on a day-to-day basis. 
* The National Conference, which takes place every five years, is the highest decision-making body of the ANC. Branch representatives comprise at least 90 percent of voting delegates at the National Conference. A National General Council (NGC) is held between National Conferences to evaluate the programme of the movement. 
* The ANC Women's League functions as an autonomous body within the overall structure of the ANC. Its objective is to defend and advance the rights of women against all forms of oppression and to ensure that women play a full role in the life of the organisation. The Women's League is open to all women who are members of the ANC. 
* The ANC Youth League also functions as an autonomous body, with the objective of uniting and leading young people in confronting and dealing with the problems that face the youth, and in ensuring that the youth make a full and rich contribution to the work of the ANC. Membership of the Youth League is open to all people between the ages of 14 and 35. 
THE TRIPARTITE ALLIANCE
The ANC is in an alliance with the South African Communist Party (SACP) and the Congress of South African Trade Unions (COSATU). Each Alliance partner is an independent organisation with its own constitution, membership and programmes. The Alliance is founded on a common commitment to the objectives of the National Democratic Revolution, and the need to unite the largest possible cross-section of South Africans behind these objectives. 
WHERE TO FIND THE ANC
Branches of the ANC are to be found in every city, town and village in South Africa. The ANC has a national headquarters, nine provincial offices and several regional offices. 
 

 

Department: Agriculture

Anthrax

Anthrax is a highly contagious disease of domestic and wild animals which can affect humans
* Animals usually die suddenly without any symptoms of illness 
* There is, however, an effective vaccine to prevent the disease 
* The correct handling of affected carcasses will also prevent the spread of the disease 
What causes anthrax? 
The disease is caused by the bacterium Bacillus anthracis. When animals die of anthrax and particularly when carcasses are cut open, resistant spores are formed which can survive in the soil for many years. The bloody discharge from the nostrils, mouth and anus, as well as skin, bone and other tissue is important in the spreading of the disease. 

Scavengers, vultures and even flies play 
an important role in the spreading of these 
resistant spores. Runoff water can also disperse 
the spores to pans or dams and create concentrated 
sources of infection in other areas.

The infection is usually acquired by drinking contaminated 
water, grazing on contaminated pastures or when animals 
lick contaminated skins, bones, blood or carcasses.

Can animals or humans be treated for the disease? 
* Animals often die before the disease can be diagnosed or the animals treated 
* Humans and resistant animals, such as pigs, dogs and horses can, however, be treated with antibiotics 
Consult your doctor if contact with anthrax is suspected 
Control
Animals 
* Vaccinate livestock annually against anthrax 
* Do not cut open carcasses of animals which have died if anthrax is suspected 
* Bury these carcasses at a depth of at least 2 metres and treat the soil liberally with chloride of lime 
* Carcasses may also be burnt without cutting them open 
* Report suspected cases immediately to the nearest animal health technician or state veterinarian 
* The state veterinarian may prescribe methods to disinfect the premises, transport vehicles and other products 
Humans 
* The carcasses of affected animals should never be eaten!! 
* Avoid direct contact with a carcass of an animal suspected to have died of anthrax. Always wear protective clothing when the carcass is buried or burnt 
What are the symptoms of anthrax?
* Animals may die within 2 hours without showing any signs of illness (sudden death)  
* Fever 
* Difficult breathing 
* Muscle tremors and redness of the mucous membranes may be observed 
* Blood-stained discharge from the nostrils, mouth and anus 
* Advanced cases may have a swelling of the throat and neck. This could lead to breathing problems and difficulty in swallowing 
How can anthrax be diagnosed? 
Anthrax is diagnosed by microscopic examination of a bloodsmear. Consult your local veterinarian or animal health technician in this regard

Never cut open the carcass or eat the meat of an animal that has died suddenly!! 

How do humans contract the disease?
* Direct contact with affected animals or animal products 
* Inhaling dust which contains spores 
* Ingesting infected meat 
Although people normally contract a skin form of the disease, death may occur in humans as a result of anthrax 
Anthrax can be prevented with the cooperation of every farmer!!
If anthrax is suspected carcasses should never be handled, cut open or eaten!! 

For further information contact your nearest state veterinarian 
or animal health technician 
or 
Directorate Veterinary Services 
Private Bag X138, Pretoria 0001
Tel (012) 319 7476²Fax (012) 329 0499 
or 
Resource Centre, Department of Agriculture
Tel (012) 319 7141 of 319 7085 

A census in our schools
 
During September/October, children throughout South Africa will be taking part in an exciting project, called CensusAtSchool. 
 
CensusAtSchool is being run by Statistics South Africa, our official statistics agency, and the Department of Education. It will involve both teachers and learners, working together in their classrooms. Children will, under the guidance of teachers, gather information about themselves, their school and their home environment. The information gathered will become an important part of a national and international database, with similar information being provided from countries like the United Kingdom and Australia, which are busy with a similar project. 
 
This data will be used to develop teaching materials to help learners like your child to understand statistics and the way in which they can be used. CensusAtSchool will also help children to understand the importance of the national population census, which takes place in October. This year's population census is known as Census 2001.
 
What is a population census? 
In South Africa, a population census takes place every five years. During the census, every person in the country is counted, and information is gathered about how and where people live. This information (which statisticians call data) is used by government departments, local authorities and planners to decide where resources are most needed. 
 
This means that information collected in the population census is used to decide where schools and clinics should be built, which areas need better transport, and where piped water and electricity should be supplied. Data gathered in the population census is also used to decide where resources should be directed for rural development, urban upgrading and poverty relief.   
 
Why take part in Census 2001?
* ·        Funds for your community. By taking part in the census, you will help your community get the funding that it needs for services and development.
* ·        Disaster management. Census information will help health providers to predict the spread of diseases such as cholera. In the case of floods, census information will advise rescue and emergency services where the help is needed most urgently, and how many people need assistance.
* ·        Improved services. Census data tells planners where new schools, clinics and social services are needed.
* ·        Make government work for you. Census 2001 is a good way to tell our leaders who we are and what we need. Information from the census is used to help decide where government funds are spent.
* ·        Help your family. Census numbers will assist government to plan and implement programmes and services for the immediate future. Data from the census also lays the foundation for planning in the future. Better long-term planning will benefit both you and your children.   
 
When is Census 2001?
People specially employed and trained to collect information, known as enumerators, will visit your household between 10 and 31 October 2001.
 
For more information about CensusAtSchool call our toll free number 0800 201 402; write to us at Private Bag X44, Pretoria, 0001; visit our website at www.censusatschool.org.za or e-mail us at: censusatschool@statssa.pwv.gov.za

 
 
 
 
 
PREAMBLE
In the light of: 
* the existing discrimination against persons with AIDS or HIV and their partners, families and care-givers. 
* the danger that the growth of the epidemic in South Africa will lead to an increase in unfair and irrational treatment of those affected by AIDS and HIV 
* the desirability of greater awareness and knowledge of AIDS and HIV among all South Africans, and 
* the need for concerted action by all South Africans to stop the spread of HIV 
this Charter sets out those basic rights which all citizens enjoy or should enjoy and which should not be denied to persons affected by HIV or AIDS as well as certain duties.
1     LIBERTY, AUTONOMY, SECURITY OF THE PERSON AND FREEDOM OF MOVEMENT 
1.1   Persons with HIV or AIDS have the same rights to liberty and autonomy, security of the person and to freedom of movement as the rest of the population.
1.2    No restriction should be placed on the free movement of persons within and between states on the ground of HIV or AIDS.
1.3    Segregation, isolation or quarantine of persons in prisons, schools, hospitals or elsewhere merely on the grounds of AIDS or HIV is unacceptable.
1.4    Persons with HIV or AIDS are entitled to autonomy in decisions regarding marriage and child-bearing although counselling about the consequences of their decisions should be provided.
2    CONFIDENTIALITY AND PRIVACY
2.1   Persons with HIV or AIDS have the right to confidentiality and privacy concerning their health and HIV status.
2.2   Information regarding a person's HIV status must not be disclosed without that person's consent, and, after death, except when required by law, without the consent of his or her family or partner, except in cases of clear threat to and disregard of an identifiable individual's life interests.
3    TESTING
3.1   HIV antibody testing must occur with free and informed consent, except in the case of unlinked, anonymous epidemiological screening programmes.
3.2   Anonymous and confidential HIV antibody testing with pre- and post-test counselling should be available to all.
3.3   Persons who test HIV positive should have access to continuing support and health services.
4    EDUCATION ON AIDS AND HIV
4.1   All persons have the right to proper education and full information about HIV and AIDS, as well as the right to full access to and information about prevention methods.
4.2   Public education with the specific objective of eliminating discrimination against persons with HIV or AIDS should be provided.
5        EMPLOYMENT
5.1   HIV should not be a basis for pre-employment testing or a ground for refusing to employ any person.
5.2   HIV or AIDS do not, by themselves, justify termination of employment or demotion, transfer or discrimination in employment.
5.3   The mere fact than an employee is HIV positive or has AIDS does not have to be disclosed to the employer.
5.4   There is no warrant for requiring existing employees to undergo testing for HIV.
5.5   Information and education on HIV and AIDS, as well as access to counselling and referral, should be provided in the workplace after appropriate consultation with representative employee groups.
6    HEALTH AND SUPPORT SERVICES
6.1   Persons with HIV or AIDS have rights to housing, food, social security, medical assistance and welfare equal o all members of our society.
6.2   Reasonable accommodation in public services and facilities should be provided for those affected by HIV or AIDS.
6.3   The source of a person's infection should not be a ground for discrimination in the provision of health services, facilities or medication.
6.4   HIV or AIDS should not provide the basis for discrimination by medical aid funds and services.
7     MEDIA
7.1   Persons with HIV or AIDS have the right to fair treatment by the media and to observance of their rights to privacy and confidentiality.
7.2   The public has the right to informed and balanced coverage of, and the presentation of information and education on, HIV and AIDS.
8        INSURANCE
Persons with HIV or AIDS and those suspected to be 'at risk' of having HIV or AIDS should be protected from arbitrary discrimination in insurance.
9       GENDER AND SEXUAL PARTNERS
9.1   All persons have the right to insist that they or their sexual partners take appropriate precautionary measures to prevent transmission of HIV.
9.2   The specially vulnerable position of women in this regard should be recognised and addressed, as should the specially vulnerable position of youth and children.
10     PRISONERS
10.1   Prisoners with HIV should enjoy standards of care and treatment equal to those of other prisoners.
10.2   Prisoners with AIDS should have access to special care which is equivalent to that enjoyed by other prisoners with serious illness.
10.3   Prisoners should have the same access to education, information and preventive measures as the general population.
11     EQUAL PROTECTION OF THE LAW AND ACCESS TO PUBLIC BENEFITS
11.1   Persons with AIDS or HIV should have equal access to public benefits and opportunities, and HIV testing should not be required as a precondition for eligibility to such advantages.
11.2   Public measures should be adopted to protect people with HIV or AIDS from discrimination in employment, housing, education, child care and custody of the provision of medical, social and welfare services.
12     DUTIES OF PERSONS WITH HIV OR AIDS
Persons with HIV or AIDS have the duty to respect the rights, health and physical integrity of others, and to take appropriate steps to ensure this where necessary.
 
 
 
 
 
 
 
 
 
 
  
 

What exactly is a Domain Name?

Like a telephone number, a Domain name is a unique Identifier that points to a certain site on the World Wide Web. Each computer on the Internet has a unique numeric Internet Protocol address such as 131.215.3.29 . These numbers are not user-friendly and give no indication as to what this address contains. 
A domain name is a mnemonic that is not only a lot easier to remember but that could also indicate what the Web Site contains. It is easier to remember old-books.co.za than 121.202.7.23 and, if you are a collector of old books, you have a fair idea that this site will contain information that you would find interesting. 
Typically, Domain Names operate like telephone dialing codes in reverse. The first portion of the name points to a specific site, the second points to the broad category the site falls in and the third portion is the country code where the site is registered. For example, absa.co.za refers to Absa Bank's Web site. This site is registered in the commercial (co) domain in South Africa (za). 
In all countries there are Domain Name Servers, computers that will take the Domain Name and look up the relevant Internet Protocol Address and feed this address back to your computer so that it can connect with the site you wish to visit. 
Why should I register a Domain Name?

Every year companies spend millions building up names or brands and images linked to these names. It is sensible to register this name and to protect the branded investment and to give Internet Customers a Domain Name they know. 
This is more so the case where a company's name is a generic word with other meanings or uses. This is a powerful brand name that most people immediately link to database systems but there is nothing preventing a spiritual medium from registering a website under this name and providing prophecies. Such a medium would be proven correct if they prophesied that a certain IT Company would soon be offering him a vast sum of money for his Domain Name. 
In the case of well-known registered trademarks and brand names, a company may resort to legal steps to retrieve such names from any person that has wrongfully registered the name as a Domain Name. Even this could involve litigation, an expensive and time-consuming exercise. Compare this to the cost of registering a Domain Name in South Africa's co.za domain, a mere R200 (VAT inclusive) for the first year. 
How do I register my Domain Name?

Although it is possible for any person or company to register a Domain name directly with the administrators of a specific domain, it is advisable to elicit the services of an Internet Service Provider (ISP). 
Registering a Domain Name is only the first step to participation in one of the largest emerging marketplaces. A registered domain name is nothing more than an address and, if visitors should turn up at this address a few times only to see "UNDER CONSTRUCTION", chances are that they may never return. Internet Service Providers are professionals who would offer guidance through the process of registration and advice on all matters regarding setting up a professional, attractive and successful Website. 
Can I choose any Domain Name?

What's in a name? Well, technically, the letters in the alphabet (A - Z) and the numbers (0 - 9) and the hyphen ( - ) may be used and there should be no more than 30 characters in the domain name. The technical limit is 256 characters but we have imposed a practical limit of 30 characters. 
Having said that, however, it is important to remember that the domain name may be used as part of the URL to access your web page or as part of an e-mail address. Whether the domain name is chosen for a Company's presence on the Web or for pleasure, the same guidelines and rules apply. 
Let's use a hypothetical example: I have taken over the family business "Michael Salibas and Sons". The business has been operating for several years and has an established and growing customer base. I decide to register a domain and put up a web page. I can either register MICHAELSALIBASANDSONS.CO.ZA or MSS.CO.ZA . 
The logo for my business cards and Letterheads has the letters "MSS" in a fancy flowing light blue font with a red line running across the letters. Why? Because it is CATCHY and people will REMEMBER it. The same rules apply to a domain name. It is easier to remember and "catchier" to have www.MSS.co.za than to have www.MICHAELSALIBASANDSONS.co.za . 
By the way, the domain MSS.CO.ZA is already registered and belongs to "Medical System Support(Pty)LTD" so I would have to come up with another Domain Name. 
How do I check if the Domain Name is available?

Now that a suitable Domain Name has been selected, it is advisable to check if it is available for registration by using the WHOIS SERVER on the CO.ZA web page http://co.za and typing in the Domain Name that is to be checked and hitting ENTER. If the Domain Name is available, then the web page will display something like this. The results below are for the Domain Name "tomjones.co.za" 


The CO.ZA simple whois server
Your query has generated the following reply:- 

Search on tomjones (.co.za)
Match: Zero
    Nothing matched - this should mean that
         the name is safe to use...
                


If, on the other hand, the Domain Name is taken by someone, the web page will display different results. The WHOIS SERVER will also provide the Contact Details for the particular Domain Name. This result is for the Domain Name "jones.co.za": 


The CO.ZA simple whois server
Your query has generated the following reply:- 

Search on jones (.co.za)
Match: One

                Domain: jones.co.za


                
Where do I find the Application Form?

Now that a Domain Name has been selected and checked that it is available for use, the next step is to Download the APPLICATION FORM. 
The Application Form can also be found on the CO.ZA web page http://co.za. This is not an Online Form so the form will have to be saved onto a Hard Drive. 
This can be done by Clicking on FILE and SAVE AS and Selecting the folder (or a Directory for all those NON-Windows people) where the file will be saved and clicking on SAVE. The file name can be renamed but it is advisable to leave the file name as is. 
What Information will I need to complete the Form?

The Contact Details for the Domain Owner, the Administrative Contact, and the Technical Contact for the Domain Name are required. The contact details will include Postal Addresses, Telephone numbers, and E-Mail Addresses. The E-Mail Address of the Organisation (or indiviual) that will be billed for the Registration is also required. 
There are two basic ways to register a Domain Name. The Domain Name can either be hosted with an ISP or a Hosting Company or the new Domain Name can be aliased to an existing Domain Name. 
If the Domain Name is to be used immediately then it is advisable to talk to one of the ISP's or Hosting Companies about hosting the Domain Name. Most ISP's will complete the Registration Form on the applicant's behalf. If the ISP or Hosting Company requires that the applicant submit the Registration Form, then the applicant should get the Nameserver Details from the ISP and ensure that the Domain Name is set up on the Nameservers that were provided by the ISP. 
If the Domain Name is to be reserved with the intention of using it at a later date, then an alias (CNAME) can be provided for the New Domain Name and up to two other aliases under the New Domain Name. The CNAME should be an Active Domain Name. A Domain Name should not be mistaken with a Virtual Web Space. For Example: geocities.com is a Domain Name; geocities.com/mike is a Virtual Web Space. 

Government Gazette
Vol. 399
Pretoria 8 September 1998
No. 19231

-

Regulation Gazette No. 6290

-

GOVERNMENT NOTICE
SOUTH AFRICAN QUALIFICATIONS AUTHORITY
NO. R 1127
8 September 1998

-

REGULATIONS UNDER THE SOUTH AFRICAN QUALIFICATIONS AUTHORITY ACT, 1995
(ACT NO. 58 OF 1995)
The South African Qualifications Authority has, under section 14 of the South African Qualifications Authority Act, 1995 (Act No. 58 of 1995), with the approval of the Minister of Education and in consultation with the Minister of Labour, made the regulations in the Schedule.

SCHEDULE
CHAPTER 1: GENERAL PROVISIONS
1. Definitions 
CHAPTER 2: EDUCATION AND TRAINING QUALITY ASSURANCE BODIES
2. Accreditation 
3. Criteria for accreditation of Education and Training Quality Assurance Bodies 
4. Certificate of accreditation 
5. Extension of accreditation 
6. Withdrawal of accreditation 
7. Membership of Education and Training Quality Assurance Bodies 
8. Vacation of office by members of Education and Training Quality Assurance Bodies 
9. Functions of Education and Training Quality Assurance Bodies 
CHAPTER 3: RULES OF PROCEDURE AND FINANCING THE ACTIVITIES OF EDUCATION AND TRAINING QUALITY ASSURANCE BODIES
10. Financing the activities of Education and Training Quality Assurance Bodies 
11. Rules of procedure 
CHAPTER 4: PROVIDERS OF EDUCATION AND TRAINING
12. Accreditation of providers 
13. Criteria for accreditation of providers 
14. Certificate of accreditation as provider 
15. Extension of accreditation of providers 
16. Provisional accreditation of providers 
17. Withdrawal of accreditation of providers 
CHAPTER 5: MODERATING BODIES
18. Appointment of moderating bodies 
19. Letters of appointment as moderating bodies 
20. Functions of moderating bodies 
21. Termination of appointment of moderating bodies 
CHAPTER 6: PROFESSIONAL BODIES AND EXAMINING BODIES
22. Inclusion of professional bodies and examining bodies in standard setting, quality assurance and moderation 
CHAPTER 7: MISCELLANEOUS PROVISIONS
23. Appeal procedure 
24. Short title 
ANNEXURE
Rules of Procedure for Education and Training Quality Assurance Bodies

CHAPTER 1:
GENERAL PROVISIONS
Definitions
1. In these regulations any word or expression to which a meaning has been assigned in the Act shall have such a meaning and, unless the context otherwise indicates - 
"accreditation" means the certification, usually for a particular period of time, of a person, a body or an institution as having the capacity to fulfill a particular function in the quality assurance system set up by the South African Qualifications Authority in terms of the Act;
"Act" means the South African Qualifications Authority Act, 1995 (Act No. 58 of 1995);
"assessor" means the person who is registered by the relevant Education and Training Quality Assurance Body in accordance with criteria established for this purpose by a Standards Generating Body to measure the achievement of specified National Qualifications Framework standards or qualifications, and "constituent assessor" has a corresponding meaning;
"conditional registration" means the registration of a private higher education institution as specified in the Higher Education Act, 1997 (No. 101 of 1997);
"constituent" means belonging to the defined or delegated constituency of an organisation or body referred to in these regulations;
"Education and Training Quality Assurance Body" means a body accredited in terms of section 5(1)(a)(ii) of the Act, responsible for monitoring and auditing achievements in terms of national standards or qualifications, and to which specific functions relating to the monitoring and auditing of national standards or qualifications have been assigned in terms of section 5(1)(b)(i) of the Act;
"field" means a particular area of learning used as an organising mechanism for the National Qualifications Framework;
"moderation" means the process which ensures that assessment of the outcomes described in National Qualifications Framework standards or qualifications is fair, valid and reliable;
"moderating body" means a body specifically appointed by the Authority for the purpose of moderation;
"National Standards Body" means a body registered in terms of section 5(1)(a) (ii) of the Act, responsible for establishing education and training standards or qualifications, and to which specific functions relating to the registration of national standards or qualifications have been assigned in terms of section 5(1)(b) (i) of the Act;
"outcomes" means the contextually demonstrated end-products of the learning process;
"primary focus" means that activity or objective within the sector upon which an organisation or body concentrates its efforts;
"professional body" means a statutory body registered as such in terms of the legislation applicable to such bodies, or a voluntary body performing the functions contemplated in the legislation for such bodies but not registered as such;
"provider" means a body which delivers learning programmes which culminate in specified National Qualifications Framework standards or qualifications and manages the assessment thereof;
"quality assurance" means the process of ensuring that the degree of excellence specified is achieved;
"quality audit" means the process of examining the indicators which show the degree of excellence achieved;
"quality management system" means the combination of processes used to ensure that the degree of excellence specified is achieved;
"registered standards" means standards or qualifications registered on the National Qualifications Framework;
"sector" means a defined portion of social, commercial or educational activities used to prescribe the boundaries of an Education and Training Quality Assurance Body;
and
"Standards Generating Body" means a body registered in terms of section 5(1)(a) (ii) of the Act, responsible for establishing education and training standards or qualifications, and to which specific functions relating to the establishing of national standards or qualifications have been assigned in terms of section 5(1)(b) (i) of the Act.

CHAPTER 2
EDUCATION AND TRAINING QUALITY ASSURANCE BODIES
Accreditation 
2. (1) Education and Training Quality Assurance Bodies shall be accredited in each sector by the Authority for the purpose of monitoring and auditing achievements in terms of national standards or qualifications, and to which specific functions relating to the monitoring and auditing of national standards or qualifications shall be assigned in terms of section 5(1)(b) (i) of the Act. 
(2) In a sector where no Education and Training Quality Assurance Body has been accredited or where an Education and Training Quality Assurance Body fails to discharge its responsibilities, and where the Authority deems it necessary, the Authority shall undertake the functions and responsibilities normally allocated to such an Education and Training Quality Assurance Body. 
(3) An organisation or group of organisations seeking accreditation as an Education and Training Quality Assurance Body shall be established in one of the following sectors: 
a. A social sector; 
b. An economic sector; or 
c. An education and training sub-system sector. 
Criteria for accreditation of Education and Training Quality Assurance Bodies
3. (1) An organisation or group of organisations representing a sector contemplated in regulation 2(3), which meets the criteria for accreditation as an Education and Training Quality Assurance Body indicated in subregulation (2), may apply to the Authority for accreditation as an Education and Training Quality Assurance Body. 
(2) Such an organisation shall demonstrate that-
a. there is a need for an Education and Training Quality Assurance Body to be established in the sector in which it wishes to function; 
b. it has a primary focus for its quality assurance activities based upon its association with the identified sector and the identified mission of that sector; 
c. it has not duplicated the functions or parts of the functions of an existing Education and Training Quality Assurance Body unless the Authority deems such duplication or partial duplication necessary; 
d. it has the capacity to perform the functions assigned to it by the Authority; 
e. it has sufficient resources to be viable for the duration of the period of accreditation; 
f. it has a quality management system which includes but is not limited to - 
i. quality management policies which define the quality which the Education and Training Quality Assurance Body wishes to achieve; 
ii. quality management procedures which enable the Education and Training Quality Assurance Body to practice its defined quality management policies; and 
iii. review mechanisms which ensure that the quality management policies and procedures defined are applied and remain effective; 
g. the function of external quality assurance is separate from and independent of the function of provision of education and training; 
h. in respect of the quality assurance function, it has national stakeholder representation at decision-making level, which representation shall ensure public accountability and transparency; and 
i. its activities will advance the objectives of the National Qualifications Framework. 
(3) An organisation seeking accreditation as an Education and Training Quality Assurance Body shall accept in writing-
a. the right of the Authority to examine at any time the activities of an Education and Training Quality Assurance Body and review its quality management policies and procedures; 
b. the right of the Authority to provide guidance on issues relating the activities of an Education and Training Quality Assurance Body; and 
c. the right of members of the Education and Training Quality Assurance Body to approach the Authority directly on matters affecting the effectiveness of the Education and Training Quality Assurance Body: Provided that reasonable steps to resolve such matters have been taken at the level of the Education and Training Quality Assurance Body. 
Certificate of accreditation
4. (1) Each Education and Training Quality Assurance Body shall, upon accreditation be issued with a certificate of accreditation by the Authority. 
(2) The certificate of accreditation shall indicate the specific standards or qualifications for which accreditation has been granted: Provided that such standards or qualifications shall be limited to the primary focus of the Education and Training Quality Assurance Body unless an extension of accreditation is granted in terms of regulation 5.
(3) Each accredited Education and Training Quality Assurance Body shall, in the first calendar month of the third year of accreditation and every third year thereafter, submit a report to the Authority stating the reasons why such accreditation should be retained, and indicating the results achieved by the Education and Training Quality Assurance Body during the previous two years.
Extension of accreditation
5. (1) An Education and Training Quality Assurance Body which desires the extension of its accreditation to include standards or qualifications not considered by the Authority to be within its primary focus, shall submit an application to that effect to the Authority, demonstrating its ability to meet the criteria for such accreditation in terms of regulation 3(1) and (2). 
(2) Upon the granting of the extension the certificate of accreditation shall be endorsed accordingly.
Withdrawal of accreditation
6. The accreditation of an Education and Training Quality Assurance Body may be withdrawn if, in the opinion of the Authority, it fails to perform its functions satisfactorily. 
Membership of Education and Training Quality Assurance Bodies
7. The members of an Education and Training Quality Assurance Body shall be those members of the organisation or group of organisations accredited as an Education and Training Quality Assurance Body who have been appointed to that body by such organisation or group of organisations which meet the requirements of regulation 3(2). 
Vacation of office by members of Education and Training Quality Assurance Body
8. The chairperson or any member of the Education and Training Quality Assurance Body referred to in regulation 7 shall relinquish his or her appointment if - 
a. his or her estate is sequestrated or he or she enters into a compromise with his or her creditors; 
b. he or she is detained as a mentally disordered person in terms of any law; 
c. he or she is absent from three consecutive meetings of the Education and Training Quality Assurance Body without leave from the Education and Training Quality Assurance Body; 
d. he or she resigns by giving notice in writing to the Education and Training Quality Assurance Body; 
e. he or she, during the course of his or her term of office, is found guilty of an offence and sentenced to imprisonment without the option of a fine; or 
f. he or she in the opinion of the Education and Training Quality Assurance Body fails to discharge his or her responsibilities. 
Functions of Education and Training Quality Assurance Bodies
9. (1) An Education and Training Quality Assurance Body shall- 
a. accredit constituent providers for specific standards or qualifications registered on the National Qualifications Framework; 
b. promote quality amongst constituent providers; 
c. monitor provision by constituent providers; 
d. evaluate assessment and facilitation of moderation among constituent providers; 
e. register constituent assessors for specified registered standards or qualifications in terms of the criteria established for this purpose; 
f. take responsibility for the certification of constituent learners; 
g. co-operate with the relevant body or bodies appointed to moderate across Education and Training Quality Assurance Bodies including but not limited to, moderating the quality assurance on specified standards or qualifications for which one or more Education and Training Quality Assurance Bodies are accredited; 
h. recommend new standards or qualifications to National Standards Bodies for consideration, or modifications to existing standards or qualifications to National Standards Bodies for consideration; 
i. maintain a data-base acceptable to the Authority; 
j. submit reports to the Authority in accordance with the requirements of the Authority, and 
k. perform such other functions as may from time-to-time be assigned to it by the Authority. 
(2) In performing its functions an Education and Training Quality Assurance Body -
a. shall abide by regulations 2 to 12 of the National Standards Bodies Regulations (R452 of 28 March 1998, Government Gazette No 18787); 
b. may delegate selected functions contemplated in subregulation (1) to a constituent provider or other body with the prior approval of the Authority, but may not delegate its accountability to the Authority; and 
c. if established under another Act of Parliament to govern a single co-ordinated system of multi-qualification providers, shall delegate the function of registering constituent assessors, contemplated in subregulation (1)(e), to its providers if their quality management system includes the monitoring of this function and the South African Qualifications Authority is notified. 

CHAPTER 3
RULES OF PROCEDURE AND FINANCING THE ACTIVITIES OF EDUCATION AND TRAINING QUALITY ASSURANCE BODIES
Financing activities of Education and Training Quality Assurance Bodies
10. (1) An Education and Training Quality Assurance Body seeking to reach agreement with the Authority on charges to be raised or waived under the powers delegated to the Education and Training Quality Assurance Body by the Authority, shall produce a business plan indicating the objectives to be achieved in the period under review which shall normally be three years, and which shall include a financial budget. 
(2) The business plan contemplated in subregulation (1) shall indicate the proposed charges to be raised or waived and the effect of such proposals on the achievement of the objectives of the National Qualifications Framework with particular reference to facilitating access to, and mobility and progression within education, training and career paths.
Rules of procedure
11. Each Education and Training Quality Assurance Body shall, when functioning as such, be governed by its rules of procedure which shall adhere to the Guidelines contained in the Annexure to these Regulations. 

CHAPTER 4
PROVIDERS OF EDUCATION AND TRAINING
Accreditation of providers
12. An Education and Training Quality Assurance Body may on application accredit as a provider a body which meets the criteria contemplated in regulation 13. 
Criteria for accreditation of providers
13. A body may be accredited as a provider by an Education and Training Quality Assurance Body whose primary focus coincides with the primary focus of the provider: Provided that the body seeking accreditation- 
a. is registered as a provider in terms of the applicable legislation at the time of application for accreditation; 
b. has a quality management system which includes but is not limited to- 
i. quality management policies which define that which the provider wishes to achieve; 
ii. quality management procedures which enable the provider to practise its defined quality management policies; or 
iii. review mechanisms which ensure that the quality management policies and procedures defined are applied and remain effective; 
c. is able to develop, deliver and evaluate learning programmes which culminate in specified registered standards or qualifications; 
d. has the- 
i. necessary financial, administrative and physical resources; 
ii. policies and practices for staff selection, appraisal and development; 
iii. policies and practices for learner entry, guidance and support systems; 
iv. policies and practices for the management of off-site practical or work-site components; 
v. policies and practices for the management of assessment; 
vi. necessary reporting procedures; and 
vii. the ability to achieve the desired outcomes, using available resources and procedures considered by the Education and Training Quality Assurance Body to be needed to develop, deliver and evaluate learning programmes which culminate in specified registered standards or qualifications contemplated in paragraph (c) ; and 
e. has not already been granted accreditation by or applied for accreditation to another Education and Training Quality Assurance Body contemplated in regulation 2. 
Certificate of accreditation as provider
14. (1) Each registered provider shall, upon accreditation, be issued with a certificate of accreditation by the relevant Education and Training Quality Assurance Body, which certificate shall be endorsed by the Authority and shall state - 
a. that it is a constituent provider of the relevant Education and Training Quality Assurance Body; and 
b. the standards or qualifications for which accreditation is granted. 
(2) Each accredited provider shall, in the first calendar month of the fifth year of accreditation and every fifth year thereafter, submit a report to the relevant Education and Training Quality Assurance Body stating the reasons why such accreditation should be retained, and indicating the results achieved by it during the previous four years.
Extension of accreditation of providers
15. (1) An accredited provider which desires the extension of its accreditation to include standards or qualifications not considered by the Education and Training Quality Assurance Body by which it is accredited to be within its primary focus, shall submit an application to that effect to the Education and Training Quality Assurance Body with which it is accredited, demonstrating its ability to meet the criteria for such extension of accreditation. 
(2) The Education and Training Quality Assurance Body with which such provider is accredited, shall, with the concurrence of the Authority, arrange such extension of accreditation as is required via the Education and Training Quality Assurance Body of primary focus for the standards or qualifications for which application has been made: Provided that-
a. the criteria for such accreditation contemplated in regulation 13(1) are met; 
b. assessors registered with the Education and Training Quality Assurance Body with which the provider is accredited carry out the assessment of the registered standards or qualifications for which the extension is sought; or 
c. assessors registered with the Education and Training Quality Assurance Body of primary focus for the standards or qualifications for which application has been made, carry out the assessment. 
(3) The Authority shall, in consultation with the Education and Training Quality Assurance Body of primary focus contemplated in subregulation (2) ensure that the criteria for accreditation contemplated in regulation 13 for the specified standards or qualifications are met.
(4) The Education and Training Quality Assurance Body with which the provider making application for extension of accreditation is accredited shall remain the Education and Training Quality Assurance Body of primary focus for that provider after granting of the extension of accreditation.
(5) Upon the granting of the extension, the certificate of accreditation shall be endorsed as contemplated in regulation 14(1)(b).
Provisional accreditation of providers
16. (1) If the Education and Training Quality Assurance Body to whom application for accreditation is made, is of the opinion that a registered provider or a provider seeking conditional registration does not meet all the criteria for accreditation, then such Education and Training Quality Assurance Body may grant such provider provisional accreditation for an agreed period of time, not exceeding two years, during which it shall undergo a programme of development agreed by the Education and Training Quality Assurance Body which is designed to enable it to meet the required criteria for accreditation: Provided that, in the opinion of the Education and Training Quality Assurance Body the interests of the learner are protected during the implementation of the programme of development. 
(2) Each provider shall, upon provisional accreditation, be issued with a certificate of provisional accreditation by the relevant Education and Training Quality Assurance Body which certificate shall be endorsed by the Authority, and which shall state-
a. that it is a constituent provider accredited by the relevant Education and Training Quality Assurance Body; 
b. the standards or qualifications for which provisional accreditation is granted; and 
c. the dates upon which such provisional accreditation shall commence and terminate. 
Withdrawal of accreditation of providers
17. (1) The accreditation of a provider may be withdrawn if, in the opinion of the Education and Training Quality Assurance Body with which it is accredited, endorsed by the Authority, it fails to perform its functions satisfactorily. 
(2) A provider may request that its accreditation for specified standards or qualifications be withdrawn.

CHAPTER 5
MODERATING BODIES
Appointment of moderating bodies
18. Should the Authority deem it necessary, it shall appoint a moderating body: Provided that it- 
a. meets the additional criteria of the relevant Standards Generating Body recommended to its National Standards Body in terms of regulation 24(1) of the National Standards Body Regulations, 1998 (R. 452 of 28 March 1998, Government Gazette No. 18787), and approved by the Authority; 
b. can carry out the moderation functions in a manner which ensures that assessment of the outcomes described in standards or qualifications is fair, valid and reliable; and 
c. has national stakeholder representation at decision-making level, which representation reflects the interests of those who derive benefit from and have a direct interest in the activities of the moderating body. 
Letters of appointment as moderating bodies
19. (1) The Authority may appoint a moderating body or moderating bodies for such a period of time and for such standards or qualifications it considers necessary to ensure the execution of the function of moderation . 
(2) The Authority shall issue each moderating body appointed as such with a letter of appointment stipulating the date and duration of appointment and the standards or qualifications it is required to moderate.
Functions of moderating bodies
20. Moderating bodies shall - 
a. determine whether assessment decisions in respect of specified standards or qualifications made by one or more Education and Training Quality Assurance Bodies are fair, valid and reliable in terms of the outcomes described in those standards or qualifications, 
b. make recommendations to the Authority concerning - 
i. improvements required in the functioning of an Education and Training Quality Assurance Body; 
ii. accreditation of an Education and Training Quality Assurance Body; 
iii. changes to standards or qualifications to be considered by National Standards Bodies; and 
iv. such other aspects as may be designated by the Authority from time to time; and 
c. perform such other functions of moderation as may be determined by the Authority from time to time. 
Termination of appointments of moderating bodies
21. (1) The appointment of a moderating body shall terminate at the time and date stipulated in the letter of appointment, unless otherwise indicated in writing by the Authority. 
(2) The appointment of a moderating body may be terminated if, in the opinion of the relevant Standards Generating Body or National Standards Body, endorsed by the Authority, it fails to perform its functions satisfactorily.

CHAPTER 6
PROFESSIONAL BODIES AND EXAMINING BODIES
Inclusion of professional bodies and examining bodies in standard setting, quality assurance and moderation
22. Professional bodies and examining bodies may apply for - 
a. recognition as or membership of a Standards Generating Body as contemplated in regulation 20 or 22(1) of the National Standards Bodies Regulations, 1998 (R. 452 of 28 March 1998, Government Gazette No. 18787); 
b. accreditation as an Education and Training Quality Assurance Body as contemplated in regulation 2; and 
c. appointment as a moderating body as contemplated in regulation 18. 

CHAPTER 7
MISCELLANEOUS PROVISIONS
Appeal procedure
23. (1) An organisation wishing to appeal against a decision of a body contemplated in regulations 2 and 12 shall make a written submission to the Authority to that effect together with reasons for the appeal within three calendar months of such decision being made. 
(2) Should the Authority uphold an appeal against a decision of a body contemplated in regulations 2 and 12, that body shall - 
a. amend the decision accordingly; 
b. record such amendment in all the relevant documentation where the original decision was recorded; 
c. make the necessary amendments to all the relevant documentation; and 
d. issue revised versions of all relevant documentation. 
Short title
24. These Regulations shall be called the Education and Training Quality Assurance Bodies Regulations, 1998. 

ANNEXURE
GUIDELINES FOR RULES OF PROCEDURE FOR EDUCATION AND TRAINING QUALITY ASSURANCE BODIES
DEFINITIONS
1. In these Guidelines, unless the context otherwise indicates- 
"Chairperson" means the Chairperson of the Education and Training Quality Assurance Body;
"Committee" means any committee of the Education and Training Quality Assurance Body;
"Executive Committee" means a committee established to carry out certain designated functions on behalf of the Education and Training Quality Assurance Body;
"member" means a member of the Education and Training Quality Assurance Body;
"Resolution" means a decision of the Education and Training Quality Assurance Body;
"Secretary" means a member of the Education and Training Quality Assurance Body designated for this purpose.
MEMBERS OF THE EDUCATION AND TRAINING QUALITY ASSURANCE BODY
2. The Education and Training Quality Assurance Body shall for purposes of the quality assurance function, consist of a Chairperson, a Deputy Chairperson, a Secretary and the other members appointed by the Authority, subject to the requirement that the Chairperson shall first be elected by the members of the Education and Training Quality Assurance Body either from among their members or from other sources. 
PRESIDING OFFICERS
3. The Chairperson of the Education and Training Quality Assurance Body shall preside at meetings of the Education and Training Quality Assurance Body. If the Chairperson is absent from any meeting the Deputy Chairperson shall preside. In the absence of both, the members present may elect from among themselves a chairperson to act at the meeting. 
MEETINGS OF THE EDUCATION AND TRAINING QUALITY ASSURANCE BODY
4. The Education and Training Quality Assurance Body shall meet at such places and at such times as may be decided by Resolution from time to time. 
5. Special meetings may be called at the discretion of the Chairperson, or at the substantiated request of not less than one-third of the members in which event the meeting shall be held at a time and place determined by the Secretary, as soon as practicable after the receipt of such a request. 
6. The Chairperson after having consulted with the Executive Committee shall have the right to postpone any meeting of the Education and Training Quality Assurance Body if the business on the agenda appears not to warrant calling such a meeting, with the proviso that members shall be advised of such postponement at least one week before the date on which the Education and Training Quality Assurance Body is due to meet, and with the further proviso that meetings may not be cancelled or postponed due to accountable events or considerations beyond the control of the Education and Training Quality Assurance Body unless two-thirds of the members agree to this. 
7. Any person whose presence is required for the purpose of a meeting may be invited by the Education and Training Quality Assurance Body to attend any meeting of the Education and Training Quality Assurance Body. 
8. All documentation dispatched to members shall be labelled in a manner appropriate to the nature and status of the contents, with the understanding that it is incumbent upon members to ensure that such documentation is dealt with in accordance with that labelling. 
NOTICE OF MEETINGS
9. Notice of any meeting of the Education and Training Quality Assurance Body which shall include an agenda of the matters to be considered there, shall be forwarded by the Secretary to each member and such other persons required to attend at least 14 days before the scheduled date of the meeting to the address registered with the Secretary: Provided that in the case of special meetings such shorter written notice as may be decided by the Chairperson, but not less than three working days, may be given. 
10. The non-receipt of any notice, duly sent to the registered address of any member, shall not affect or invalidate the proceedings of any meeting. 
ATTENDANCE REGISTER
11. Every member present at a meeting of the Education and Training Quality Assurance Body shall sign the attendance register which shall be available for that purpose. 
QUORUM
12. One half of the members, excluding the Chairperson, shall form a quorum at all ordinary meetings of the Education and Training Quality Assurance Body. At special meetings one-third of the members of the Education and Training Quality Assurance Body, excluding the Chairperson, shall constitute a quorum. 
13. When the number of members present at the time and place fixed for a meeting is insufficient to form a quorum, the meeting shall continue, with the proviso that any decisions reached shall be considered to be draft decisions and shall be circulated to the Education and Training Quality Assurance Body for further discussion and comment prior to ratification. 
PRESS STATEMENTS
14. Where it is deemed necessary to issue press statements concerning aspects relevant to the activities and meetings of the Education and Training Quality Assurance Body, they shall be issued by the Chairperson of the Education and Training Quality Assurance Body with the concurrence of the Chairperson of the Authority. 
MINUTES
15. Minutes of each meeting shall be compiled and submitted for confirmation at the following meeting. The Secretary shall circulate the minutes to members at the same time as the notice convening the next meeting. 
16. Minutes shall not reflect verbatim the proceedings of meetings, but shall be a summarised recording of the proceedings, Resolutions and actions required, with the provision that any member shall have the right to request that his or her particular view be reflected in the minutes. 
DEBATES OF THE EDUCATION AND TRAINING QUALITY ASSURANCE BODY AND VOTING
17. In the conduct of any meeting of the Education and Training Quality Assurance Body the ordinary rules of debate shall apply. 
18. Decision-making shall be by consensus with the proviso that where consensus cannot be reached a vote may be taken. Where voting is deemed necessary it shall be by show of hands unless a ballot be requested by any member, when a secret ballot shall be held. 
19. The Chairperson, when presiding shall not have a deliberative vote, but a casting vote. 
20. In the absence of the Chairperson the acting Chairperson (be it the Deputy Chairperson on another) shall not have a casting vote, but a deliberative vote. 
21. It is incumbent upon a member of the Education and Training Quality Assurance Body to declare any pecuniary interest in a matter being debated by the Education and Training Quality Assurance Body and to offer to recuse himself or herself from the debate: Provided that such member shall be recused when a decision on such matter is being made by the Education and Training Quality Assurance Body. 
22. Save as otherwise provided in these rules the decision of the majority of the members present at a meeting of the Education and Training Quality Assurance Body shall be the decision of the Education and Training Quality Assurance Body. Minority viewpoints may be recorded at the request of such members. 
23. Notwithstanding the provisions of any of these rules, if any matter arises between ordinary meetings which requires a decision of the Education and Training Quality Assurance Body and which in the opinion of the Chairperson should not be delayed until the next ordinary meeting of the Education and Training Quality Assurance Body, the Chairperson may authorise the Secretary to prepare and dispatch by registered post or courier to each member a notice reflecting the matter in question and seeking a postal vote upon which a decision may be made. The notice shall specify the period in which a postal vote may be lodged, which shall not be less than 10 days from the date of dispatch of the notice. The decision of the majority of the Education and Training Quality Assurance Body shall be deemed to be the Education and Training Quality Assurance Body's decision. The result of each such ballot shall be made known at the next meeting of the Education and Training Quality Assurance Body. 
ESTABLISHMENT OF EXECUTIVE COMMITTEE
24. An Executive Committee shall consist wholly of members and be appointed by it. It shall consist of the Chairperson and such other number of members as determined and nominated by the Education and Training Quality Assurance Body: Provided that - 
a. such Executive Committee shall, subject to the directions of the Education and Training Quality Assurance Body, conduct the affairs of the Education and Training Quality Assurance Body between meetings: Provided that all decisions relating to matters of principle shall be the prerogative of the Education and Training Quality Assurance Bodies; 
b. the Chairperson, or in absence of the Chairperson, the acting Chairperson elected by the members shall preside at all meetings of the Executive Committee; 
c. the Chairperson shall report on the work of the Executive Committee at each ordinary meeting of the Education and Training Quality Assurance Body; and 
d. a quorum of the Executive Committee shall consist of the Chairperson plus one half of the members of that committee. 
ROLE OF SECRETARY
25. The secretarial work incidental to the performance by the Education and Training Quality Assurance Body of its functions, shall be performed, subject to the directions of the Chairperson of the Education and Training Quality Assurance Body, by the Secretary. 
26. The role of the secretary is to assist the Education and Training Quality Assurance Body through - 
a. providing a secretarial function; 
b. advising on administrative matters; 
c. effective administration service; 
d. assistance in managing projects; and 
e. executing such other tasks as the Education and Training Quality Assurance Body may from time to time require. 
AMENDMENT OF THE RULES
27. These rules may be added to or amended at any meeting of the Education and Training Quality Assurance Body with the concurrence of the Authority, by a simple majority of the members present, provided that such amendment forms a specific item on the agenda, the text whereof was circulated to members with the agenda and provided that no fewer than half of its members are present at the meeting. 
REVIEWING DECISIONS OF THE EDUCATION AND TRAINING QUALITY ASSURANCE BODY
28. Each decision taken at a meeting of the Education and Training Quality Assurance Body is to be allocated a unique Education and Training Quality Assurance Body decision number and is seen as an Education and Training Quality Assurance Body decision. A member wishing to have a decision reviewed is required to submit written notice of such a requirement with full reasons for the desired review to the Secretary at least 14 days prior to a meeting of the Education and Training Quality Assurance Body. Should the Education and Training Quality Assurance Body amend the decision, such amendment shall be recorded in the minutes of the meeting, the necessary amendments to documentation shall be made and revised versions of documentation shall be issued. 



Food preparation
and
home food safety
1
o Bacteria and other organisms are
everywhere-on our hands, in the kitchen
and even in the air. These bacteria and
organisms can cause food-borne diseases
if food is not handled properly.
o Some of these diseases can cause death.
o When food leaves the grocery store, you, the consumer,
become an important link in the food-safety chain. Safely
processed foods can become unsafe if not handled
properly during transport and at home.
o The Directorate Veterinary Public Health regards illness as
a result of contaminated food as a major health hazard.
Contaminated food can be a hazard, especially to infants
and the elderly.
o To help you keep food safe, to reduce risk of food-borne
diseases and to protect your family, the following rules for
home food safety and food preparation must be followed:
Food preparation
and
home food safety
2
Choose food processed for safety
Meat
o Buy your meat from trustworthy sources
such as wholesalers and butcheries who
get their meat from approved abattoirs.
o If you are not sure, look for the
"Approved/Goedgekeur" stamp
on each quarter of the carcass.
o It is good practice to take a cooler bag along
to the supermarket or shop when buying meat.
Milk
o Buy only pasteurised milk from
approved producers.
o Unpasteurised milk must be boiled before use.
Fruits and vegetables
o When you buy fresh fruits and vegetables,
wash them thoroughly before use.
Do not try to be brave,
be safe
MILK
-Pasteurised-
GOEDGEKEUR
PASSED
NO.
GOEDGEKEUR
PASSED
NO.
Pasteurised
3
Cook food thoroughly
o Food can be contaminated by disease-causing pathogens
or organisms.
o Freezing or rinsing food is not enough to destroy harmful
bacteria which may be present.
o Always cook
perishable foods
such as meat,
poultry, fish and eggs
right through to the middle
at a temperature of no less than 70 ?C.
o When cutting into
thoroughly cooked meat,
there should not be a trace
of pink juices.
Cook it right before you
take a bite
4
Thaw frozen food thoroughly
o Frozen food should be thawed
thoroughly before cooking. This
may take longer but will be safer.
o Always thaw or marinate meat,
poultry and seafood in the
refrigerator. Larger items may take
longer and it is therefore important
to plan ahead.
o To thaw foods faster, place in a leakproof
plastic bag and immerse into
cold water. Water can be changed
every 30 minutes to ensure that it
stays cold. After thawing in this way,
food should be refrigerated until it is
ready to use.
o When thawing food in a microwave
oven, it should be cooked
immediately thereafter, because
microwave-thawed food reaches
temperatures that encourage
bacterial growth.
Make it law-use the
fridge to thaw
5
Avoid keeping perishable foods at
room temperature too long
o Perishable foods
such as meat
and fish should
never be left at
room temperature
for more than
2 hours, including
preparation and
serving time.
o When meat or fish is left at room
temperature for more than
2 hours bacterial growth
can reach harmful levels and
the food may no longer be safe.
o Once fruits and vegetables are cut, it
is better to limit the time they are kept
at room temperature. On very hot
summer days, the time limit
decreases to 1 hour.
12 1
2
3
4
5 6 7
8
9
10
11
More than two is bad
for you
6
Eat cooked foods immediately
o Try to eat cooked foods as soon
as possible after cooking.
o As soon as the cooked food starts
to cool down, microbes start to
grow, contaminating food.
Do not delay, eat food
straight away
Store cooked foods carefully
o Food can be stored either hot or cold. When
stored hot, it should be at a temperature
of not lower than 60 ?C. When stored cold,
food should be at a temperature of not
higher than -10 ?C. The "danger zone"
between these temperatures should be
avoided because this is when foodborne
bacteria multiply rapidly. These
bacteria can double in number in as
little as 20 minutes.
o Perishable foods such as meat, poultry and
fish should be taken home immediately
after purchase and stored in a refrigerator
or freezer at the temperature indicated.
Danger
zone
?C
100
90
80
70
60
50
40
30
20
10
0
- 10
- 20
- 30
7
o At events such as buffets, foods
should be placed over ice or a heat
source for added safety. If this is
not possible, set food out in smaller
bowls and set out fresh food as
needed.
Cool leftovers immediately
o Leftovers should be placed in the refrigerator
immediately (within 2 hours).
o Food should be placed in shallow
containers to cool down quickly.
o If the quantity of food is too large, it will not
cool down quickly enough in the middle.
o Remember that bacteria are everywhere
and that they can be reintroduced to
foods after cooking.
Ice Box
å
Hot or cool down to the bone,
avoid the danger zone
Do not get sick,
cool it quick
8
Avoid contact between raw and
cooked foods
o In the kitchen one
works with different
foods simultaneously.
It is important to keep these foods separate, especially raw
foods such as meat, eggs, fish and cooked foods, as
contamination can spread from the raw to
the cooked foods.
o Juices from raw foods such as meat and
seafood products should not come into
contact with foods already cooked or
foods that will be eaten raw, such
as salads.
Reheat cooked foods immediately
o During storage, the growth of
microbes is slowed down, but remember
that the microbes are not killed. It should
therefore be ensured that food is reheated
thoroughly through to the middle to a temperature of 70 ?C.
You need a complete
reheat
7
9
o After cutting raw meat or fish, clean the cutting board with
soapy water before cutting raw vegetables on the same
board. Packages with raw meat and fish should be placed
on lower shelves of the refrigerator to prevent their juices
from dripping onto other food.
Wash hands thoroughly
and repeatedly
o Hands should be washed before
working with food and after each interruption,
such as using the toilet or changing the baby.
o Hands should also be washed after handling raw foods such
as raw meat and fish.
o Bacteria can spread all over the kitchen if your hands are not
washed properly.
o Hands should therefore be washed with soap and warm water
before working with food and after each interruption.
SOAP
Watch that plate, do not
cross-contaminate
Do not be a dope,
wash with soap
10
Keep kitchen surfaces clean
o Kitchen surfaces should be cleaned regularly, especially
after working with raw foods such as raw meat.
o If these surfaces are contaminated, your food could be affected,
seriously damaging the health of your family.
o Dishcloths and cutlery should be kept clean as well.
Protect food from insects, rodents
and other animals
o Food should be stored in tightly
sealed containers where animals
and rodents cannot reach it.
o Animals are potential contaminators
and carry pathogenic micro-organisms.
Do not be mean, keep
your kitchen clean
7
Do it right, store foods
tight
11
Use clean water
o Clean water is important for drinking and food
preparation.
o This should be kept in mind especially with
regard to infants.
Remember
o Your family's health is important, therefore keep to these
easy-to-follow rules.
o Healthy food equals a healthy family. You are what you eat
in more ways than one.
o Bacteria responsible for food-borne diseases cannot be seen,
smelled or tasted.
o Food contamination mostly occurs after purchase; therefore
keep to these easy-to-follow rules.
o Whenever you are unsure about the safety of food and all
these rules have been followed, do not eat it.
Be sure that the water
is pure
When in doubt,
throw it out
For further information contact the
Directorate Veterinary Public Health
Private Bag X138, Pretoria 0001
Tel (012) 319 7490 • Fax (012) 329 6892
THE HIV/AIDS - EMERGENCY - Guidelines for Educators
INDEX 
MESSAGE FROM THE MINISTER OF EDUCATION 
1. HIV AND AIDS: FACTS AT YOUR FINGERTIPS 
2. EIGHT KEY MESSAGES ABOUT PREVENTING HIV 
3. QUESTIONS EDUCATORS ASK ABOUT SEXUALITY EDUCATION 
4. PREVENTING DISEASE TRANSMISSION IN SCHOOLS 
5. BUILDING AN ENABLING ENVIRONMENT AND A CULTURE OF NON-DISCRIMINATION
6. DECLARATION OF PARTNERSHIP AGAINST AIDS by President Thabo Mbeki 
7. HIV/AIDS: IMPORTANT NUMBERS 
MESSAGE FROM THE MINISTER OF EDUCATION 
Dear Friends and Colleagues 
This is an emergency 
There is good evidence that well over 3 million people in South Africa have HIV right now. The disease affects men and women of all ages, occupations and races living in all provinces. 
If the current rate of infection does not slow down, by the year 2010 one in every four people in the country will have HIV. In ten years the disease will have made orphans of three-quarters of a million South African children. 
Why is this happening? 
This booklet explains why. The HIV virus spreads from person to person in several ways, but the most common way is through sexual intercourse, when one partner is infected. The disease is spreading so fast mainly because many South Africans, especially men, are careless about their sexual behaviour. 
Most people who are infected do not know that they are carrying the HIV virus, because it stays in the body a long time before it makes someone ill. Thus infected people infect others without being aware of what they are doing. 
At present there is no medicine that can prevent us from being infected, and there is no cure for HIV/AIDS, which is a fatal disease. Some drugs seem to enable the body to defend itself against the disease, but these are expensive. They are not yet available to many people in our country. This means that the death rate from HIV/AIDS is still climbing rapidly among men and women of all ages, especially among sexually-active people. 
The impact of HIV/AIDS 
Many of us are scared by what is happening. Family members, relatives, friends and work-mates are falling ill and dying, often when they are quite young. Husbands, wives and infants are being struck down. People do not like to talk about the cause of death. It seems mysterious and shameful. 
The idea of one in four South Africans becoming sick with a fatal illness is too awful for us to grasp. We cannot imagine what this rising wave of illness and death will do to our families, our schools and other workplaces, and our communities. While our country is struggling to create jobs and overcome poverty, the epidemic is destroying the most productive members of our society. 
HIV/AIDS in schools 
Many schools are already experiencing the effects of the epidemic, as teachers, learners, and members of their families fall ill. Before the epidemic is brought under control, such effects will become harsher and more widespread. Almost every educator will eventually be teaching some learners who have HIV. In most staff rooms, one or more teachers will be infected. Other school employees will not be exempt.
Illness disrupts learning and teaching. Well teachers have to take on an extra load when sick teachers are absent. Learners who are ill fall behind with their studies. When family members get ill or die, teachers and learners carry the burden. When teachers and learners die, schools suffer disruption, loss and sorrow. Many schools will be crippled by the impact of the disease on staff, learners and their families. 
What can South Africans do? 
The problem seems overwhelming, but we can take the initiative. Working together we can resist the epidemic and deal with its consequences. Other countries in Africa, where the epidemic struck earlier, have harnessed the energies of all sectors of their society to fight the epidemic and prevent it from destroying their countries. 
Here are some of the lessons we must learn from their experience: 
* Unless we take the necessary precautions any one of us may contract HIV. Understanding HIV and being careful and sensible about our sexual behaviour can prevent us becoming infected, and infecting others. 
* We must treat the epidemic as a national emergency and engage all organs of society in the struggle against it. 
* We must speak openly about HIV/AIDS, attacking ignorance and prejudice and wrong ideas about the disease. 
* We must enable infected and sick people to live with dignity and contribute to their communities for as long as they are able. 
* We must find ways to care for the sick and the helpless within the community, especially when the family unit has become overburdened or has disintegrated. 
Educators can and must help curb the disease and deal with its effects 
* Educators must set an example of responsible sexual behaviour. In so doing, they will protect their families, colleagues, learners and themselves. 
* Because educators are well educated, they can grasp the facts about HIV/AIDS and help spread correct information about the disease and its effects. 
* Almost every young person attends school, so educators have a great opportunity to discuss the disease, and help the young to protect themselves from becoming infected, getting sick and dying. 
* Educators are in frequent touch with parents, and can therefore spread the message about HIV/AIDS deeply into the community. 
* Educators can help create an environment in the workplace where people can be open about their HIV status without fear of prejudice or discrimination. 
* Educators can find creative ways to support their ill colleagues and learners, and make the school a centre of hope and care in the community. 
Male educators have a special responsibility 
There must be an end to the practice of male teachers demanding sex with schoolgirls or female teachers. It shows selfish disrespect for the rights and dignity of women and young girls. 
Having sex with learners betrays the trust of the community. It is also against the law. It is a disciplinary offense. Tragically, nowadays, it is spreading HIV/AIDS and bringing misery and grief to these precious young people and their families. 
Conclusion 
This booklet will help equip you to play your part in the struggle against HIV and secure a shining future for this and the next generation. Please read it and talk about it at home, with your colleagues at school, in your governing bodies, with your learners, in your places of worship, in your sports clubs, and wherever you socialise. If you need to change your own sexual behaviour, please have the courage and good sense to do so. 
Your life is at stake. So are the lives of the members of your families, your colleagues and your learners. For their sake and the sake of the nation, please read this booklet and act on it. 
With my very best wishes. 
Yours sincerely 
Professor Kader Asmal, MP 
Minister of Education 
1. HIV AND AIDS: FACTS AT YOUR FINGERTIPS 
What is HIV? 
* HIV is a very small germ or organism, called a virus, which people become infected with. It cannot be seen with the naked eye, but only under a microscope. 
* HIV only survives and multiplies in body fluids such as sperm, vaginal fluids, breast milk, blood and saliva. We can only become infected through contact with infected body fluids. 
* The body's natural ability to fight illness is called the immune system. It is the body's defence against infection. 
* HIV attacks the immune system and reduces the body's resistance to all kinds of illness, including flu, diarrhoea, pneumonia, TB and certain cancers. 
* That is why HIV is called the Human Immunodeficiency Virus. 
* HIV eventually makes the body so weak that it cannot fight sickness and so causes death. 
* Usually people die between five and ten years after becoming infected, but some HIV-infected people live longer. 
What is AIDS? 
* AIDS is the final stage of infection with HIV, and this is what causes a person to die. 
* People with AIDS usually have several different illnesses at the same time. These differ among different people. 
* The word syndrome means that several symptoms occur at the same time. It is used to emphasise that people with AIDS have many signs and symptoms, because they suffer from several illnesses at once. AIDS is not actually one disease. 
* AIDS stands for Acquired Immune Deficiency Syndrome. 
How is HIV spread? 
* HIV is an infectious disease, but there are only certain situations in which people who have the virus can pass it to other people. 
* Sexual intercourse is the most common way through which people become infected, because the virus survives in sperm and vaginal fluids. 
* Babies born to mothers with HIV can also become infected just before and during birth, or during breast feeding. 
* Infected blood can spread the virus, for example if it splashes on broken skin, or by friends or family members sharing blades, razors or toothbrushes. 
* Drug addicts who share needles can infect each other. 
* Although blood used in transfusions is treated against the virus, errors sometimes happen and occasionally blood transfusions may be a cause of infection. 
What does NOT spread the virus? 
* You cannot be infected with HIV by sharing a house, desk, chair, office, car, taxi, locker, telephone, cup, fork, plate, mug, toilet, towel, sheets or clothes with someone who is infected. 
* You cannot be infected with HIV by sharing food, sharing a bath, sharing a swimming pool, or shaking hands with someone who is infected. 
* If you hug or kiss someone with HIV on the lips you cannot get infected. 
* You cannot be infected with HIV by being bitten by a mosquito, bed bug, tick or flea that has bitten a person with HIV. 
* You cannot be infected with HIV in the course of any normal educational activities which take place in a learning environment. 
What are the symptoms of HIV? 
* Most people with HIV have no symptoms for a long time. They look and feel just like you and me. 
* Most people with HIV feel well and remain productive in their families and workplaces for between five and eight years after infection with HIV. 
* But some people start showing symptoms quite soon after they are infected. 
* When people with HIV start showing symptoms, it means the disease has progressed to AIDS. 
So what do people with HIV/AIDS die from? 
* People with HIV/AIDS often die of illnesses such as TB or pneumonia, to which they have become more vulnerable because of the virus in their bodies. 
* People who do not have HIV also get these illnesses, but because of HIV the number of TB and pneumonia cases has greatly increased. 
* These days, because of HIV infection, TB and pneumonia are causing many deaths among young people.
* Three quarters of people with TB now also have HIV. 
* People may also die from very severe diarrhoea and from certain types of cancer, especially blood cancers called lymphomas and a skin cancer called Kaposi's Sarcoma. 
* Some illnesses, particularly acute pneumonia, can be very quick and sometimes people can die before having the HIV infection confirmed. 
How can we tell if someone has HIV? 
* The only certain way to tell if someone has HIV is through a blood test. If the test shows we have the virus, we are called 'HIV positive'. 
* But, for several weeks or months after a person is infected, the body does not show signs of the infection. This is called the 'window period'. If we take the test for HIV during the window period, the result will be negative, even if we are infected. The health authorities do not recommend routine HIV testing, because a negative result does not always mean an absence of infection. 
* We can only be certain about our HIV status if we have the test six months after the last occasion that we could have been exposed to the virus, for example through unsafe sex. 
* Most people who are sexually active do not know whether they are infected with HIV or not. We must behave as though we could become infected, or infect others, and so protect ourselves and others from harm. 
What is an HIV test? 
* A small amount of blood is taken from your arm with a needle and syringe, or by pricking your finger and putting the blood on blotting paper. The blood sample is then scientifically examined. 
* The test does not show the virus itself, but it shows the presence of 'antibodies' in the blood. Antibodies indicate that the body is reacting to the presence of the HIV virus, and trying to defend the body against it. These antibodies only appear in the blood between three and six months after the infection. 
* Before you have an HIV test you should speak with a counsellor about the test and what you will do when you hear the result. 
* The result of the test usually takes two weeks, but sometimes it is available much sooner, even the same day. The result is private (confidential). You do not have a legal obligation to tell anyone if you are HIV negative or HIV positive. 
* But, it is right and necessary to share this information with anyone you have had sex with. And it is best to tell a close family member or friend who can support you. 
Can a person pass on the infection when he or she is not sick? 
* Yes, a person can pass on the HIV infection to others at any time after he or she has become infected. This often happens before people realise they have HIV infection and even before an HIV test would show them to be 'positive'. 
Isn't it best, all the same, to keep away from a person with HIV? 
* No. HIV cannot be transmitted by casual contact. So there is no reason why a person should fear being infected by normal daily interactions with someone who has HIV. 
* Many famous sportsmen and women, film actors, directors, academics and politicians have all worked effectively for a long time when they had HIV until they became ill. Many citizens who are not famous have done the same. 
* It is cruel and unnecessary to add to people's suffering. It is hard enough facing premature death without being shunned by family, colleagues and friends. 
* If we reject people who have HIV, they may be forced to try to hide it or pretend they do not have it. In doing so they put other people at risk. People who are infected must be encouraged to take the necessary precautions against passing on the infection, such as wearing condoms during sex or not breast-feeding their babies. 
* Any of us could get the virus, especially if we are sexually active and act carelessly. We should not treat other people in ways we would not want to be treated ourselves. 
Is there a cure for HIV or AIDS? 
* There is no cure for HIV or AIDS. 
* Medical researchers in many countries, including South Africa, are working urgently to develop vaccines to prevent HIV infection. But even when a vaccine is developed, it will take several years before it can be thoroughly tested, approved by the proper authorities, and made available on a large scale to the public. 
* Medicines that delay the onset of AIDS-related illnesses can be given to people with HIV but these are not cures. Unfortunately they are very expensive. Drug companies are developing cheaper alternatives, but these are not yet generally available. 
* When HIV weakens our immune systems, our bodies are unable to withstand infections like TB and pneumonia. TB can be cured provided the patient takes the right drugs for the right period of time. HIV positive people can take medication to prevent pneumonia. In such ways, people with HIV can be helped to live longer and fuller lives. HIV and AIDS can be prevented 
* Prevention is the only sure way to defeat HIV and AIDS. 
* We can avoid becoming infected and infecting others by ensuring that we act carefully, considerately and responsibly at all times, especially in our sexual behaviour. 
* The tragedy in our country is that so many people are dying from a disease which is entirely preventable. 
Why don't we hear of many people dying from HIV/AIDS in our community? 
* Because of the time lapse between infection and death, some areas of the country are only now beginning to experience substantial numbers of adult deaths due to HIV. 
* We may not know what is really going on around us. 
* Because HIV-infected people often die of familiar diseases, like TB or pneumonia, people may not be sure whether a fatal illness was AIDS-related. Often family members may not know or may be unwilling to admit the truth. 
* There is a lot of secrecy surrounding HIV/AIDS. Many people are ashamed or frightened to be HIV positive. They and their families will not talk about it. 
* Because of ignorance and fear, people with HIV/AIDS have faced discrimination in their communities, and some have been killed. Such actions have scared people and prevented them from disclosing their HIV infection. 
* Some people still deny that there is such a disease. Some claim that it is a plot against black people. In fact, HIV/AIDS is a world-wide epidemic that affects people of every race. 
How do we know this HIV epidemic isn't exaggerated? 
* Research has shown that certain social conditions make it more likely that high rates of HIV infection and death from HIV/AIDS will occur. These include poverty, malnutrition, poor sanitation and hygiene, violence, including violent and abusive behaviour against women and girls, subordination of women, high youth unemployment, migrant labour and breakdown of family life, sexual promiscuity especially by men, sexual activity among teenagers, and high rates of sexually transmitted infections (STIs). All these factors are present in South Africa. 
* For several years the Department of Health has been undertaking anonymous testing of blood taken from pregnant women throughout the country. In 1998 these tests showed that 21% of pregnant teenagers, 26% of pregnant women aged 20-24, and 27% of women aged 25-29 were HIV positive. Since HIV is mostly spread through sex, it is highly likely that the male sexual partners of these women also have HIV. 
* Research undertaken in large South African companies shows high rates of infection among their workers, in all grades. 
* Having examined the available data, the United Nations AIDS programme (UN AIDS) estimates that one of every eight adults in South Africa now has HIV. 
* Research has shown that there is now a problem with HIV/AIDS in every community in the country. 
* Even without research, most of us know that the disease is claiming many lives, young and old. Many of us have lost family members and neighbours. Many of us are caring for sick relatives. Many of us know that we have HIV ourselves. 
Living with hope 
* Most people with HIV are well and will continue to feel well for some years after they have become infected. 
* During this period, adults and children with HIV can live active and productive lives at school, work and home. 
* People with HIV need support and advice. People who test HIV positive must be counselled to look forward to several years of normal life. 
* The community around us and especially the school environment can be a source of love, care and support. 
* The challenge for us as educators, with or without HIV, is to enable the school to realise this potential.
2. EIGHT KEY MESSAGES ABOUT PREVENTING HIV 
Educators have a unique opportunity to change the course of the epidemic 
* Since almost every child in the country attends school, educators have a unique opportunity to influence children's ideas about sex and relationships, even before these start.
* By so doing educators can play a central role in changing the course of the HIV epidemic. 
* With few exceptions, children starting their school careers do not have HIV infection. 
* By the time they leave school, many children have acquired the virus. Many will become infected after leaving school, unless they have been helped to adopt safe sexual behaviour. 
Leadership begins at home 
* Educators are expected to be role models and leaders in the community. By adopting safe and responsible sexual practices ourselves, we can protect ourselves from HIV and help countless others to do the same. 
* Here are eight key messages about preventing HIV. 
1) Have safer sex 
* The majority of HIV infections occur during sex. To prevent HIV we must adopt safer sexual practices. There is no other way! 
* The safest sexual practice is to abstain from intercourse until marriage, and then to stay faithful to your partner. 
* If you have intercourse, assume that you and your partner may carry the HIV infection. Use a male or female condom. 
* Have one sexual partner, and practice safe sex each time. 
* When it is time to have children, both partners should have HIV tests and get the results before stopping the use of condoms and trying to conceive. 
2) Love and trust 
* The man or woman who really loves you is the one who takes precautions to make sure you will not catch HIV from him or her by wearing a condom. 
* Having a partner you trust now is not enough to protect you from HIV. Your partner, or you yourself, may have become infected during a previous sexual relationship, even one that ended some time ago. 
3) Saying 'Yes', saying 'No' 
* A man must ask a woman's permission before having sex with her. 
* Any man who forces a woman to have sex when she has said 'No' is a rapist. 
* Rape is a very serious crime. The victim must be taken immediately to a district surgeon, or medical facility for examination, counselling and emergency contraception. The rape must be reported to the police, and the victim will be asked to make a statement. The police must provide support and counselling for the victim, and investigate every reported case. 
4) Avoiding child abuse: run and tell! 
* Teachers have a special responsibility to respect and protect the children in their care. Abuse of a child by a teacher is particularly horrible, because it betrays a trust given to teachers by the child's parents. 
* It is untrue that if a man has sex with a virgin, especially a little girl, it will cure HIV. There is no cure for HIV. Instead, sex with a girl or boy child will cause that child untold pain and misery, and may infect them with the HIV virus and cut off their life. 
* Children are taught to respect older people, but that does not mean that they must do everything older people tell them to do, especially if it is wrong and makes the child feel uncomfortable. 
* Every child understands that there are nice kinds of physical touching, like a mother's caress or hug, or holding hands with a friend. There are other kinds of touching that make them feel uncomfortable. 
* A child should never stay in a situation where they feel uncomfortable. They must be taught to shout for help, run away and ask an adult they trust for help. 
* Children must be taught never to go to the home of a stranger, or walk in the street or the fields with a stranger, or get in the car of a stranger. 
* They should not do any of these things with someone who makes them feel uncomfortable or is behaving strangely, even if that person is a relative or well known to them. 
5) You don't have to have lots of boyfriends or girlfriends to get HIV 
* People who have sex with many people are more likely to catch HIV, but HIV does not only affect people who have many partners. 
* If only one partner was infected and did not use condoms, we could get infected. 
* Many people have caught the virus after having sex just once with a person who was infected with HIV, and did not use a condom. 
* People who are faithful to their wives or husbands can catch the virus if their spouse is not faithful to them. 
* Each year, many children and women are infected with HIV when they are raped. 
* Some children acquired HIV from their mothers. Some of these children have lived long enough to attend school. * People also become infected through contact with infected blood, such as from contaminated needles, shared razors or blades. 
6) Using a condom will also protect you from STDs, infertility and unwanted pregnancy 
* Sexually transmitted diseases (STDs) cause a sore on the penis or vulva, or pus or pain when urinating. Untreated sexually transmitted diseases increase your chance of getting HIV. Do not have sex if you have an STD. Get treated! 
* Condoms protect you against other sexually transmitted diseases as well as HIV. 
* Sexually transmitted diseases are the most common cause of infertility. 
* By using a condom you can avoid HIV and other STDs, and you can decide when you want to conceive a child. 
7) Condoms can be fun 
* Many people say that using a condom is like eating a sweet with its wrapper on. Do these 'experts' really know how to use them? 
* Slipping the condom on can become an exciting part of sexual play. 
* Using a condom is a skill like any other. The more often you do it, the better you get. 
* The best sex is when you don't have to worry about catching a deadly disease. 
8) Drugs and alcohol 
* Drugs and alcohol use are also linked to many cases of HIV. 
* Drunk people often forget about using condoms. Men often take advantage of drunk women to get sex, with or without using a condom. The same can happen with drugs. 
* Some addictive drugs like heroin are taken by injection. Many people have caught HIV from sharing injection needles and syringes. 
* Never share a syringe and needle with another person. 
3. QUESTIONS EDUCATORS ASK ABOUT SEXUALITY EDUCATION 
Talking about sex? It's against our culture! 
* We all have sex, but many of us have been taught to think of it as immoral, dirty or embarrassing, unless it is practiced within the bonds of marriage. 
* We are not used to talking openly about sex, hearing about sex or speaking words like penis or vagina or intercourse. 
* We are not used to talking with children about sexual matters. 
* These aspects of our culture, that have made us shy about sex, were developed in different times. We now have a completely new challenge with HIV. It is a new disease that was not there when our old customs were created. 
* The arrival of HIV means we have to make some changes to our culture because if we do not make these changes very large numbers of our young people will die and we may do so as well. 
* Changing the rules about discussing sex does not mean that our culture will be threatened. There is much more to our culture than codes and practices relating to sex. 
* In fact, culture changes all the time. That is how it survives. Think how many customs have changed in our lifetimes and our parents' and grandparents' lifetimes. 
* If we don't control HIV/AIDS, it will destroy our society and our cultures will be history. 
* We need to adapt our customary attitude toward sex and talking about sex, because the lives of our spouses and partners, our children, and those in our care, depend upon it. 
* It shows maturity to talk about sexuality in a straightforward and responsible way. Young people will appreciate our concern for their problems. I won't encourage immorality! 
* Parents have the first responsibility for teaching children what is right and what is wrong, what is acceptable and what is not acceptable. 
* As educators, we have a very strong moral responsibility to help protect the health and lives of children we educate, and give the best possible advice to parents and learners alike. 
* Some of our religious beliefs about sexual morality may make it difficult for us to discuss sex with children, but we cannot expose young people in our care to life-threatening situations when we have information that could save them. 
* It is not true that teaching young people about sex and sexuality makes them promiscuous or immoral. In our society, and many other countries, young people are starting to have sex very early whether we like it or not. Sexuality education, that gives knowledge and teaches respect for themselves and others, will help them to make wiser decisions about whether or how to have sex, and keep safe. 
* The threat of HIV does not mean that we have to discard our moral code. A strong and clear moral code was never more necessary. But it should include the obligation to practice sexual self-restraint and respect for the rights of others, especially our sexual partners. It should include the obligation to teach young people the importance of doing the same. 
* A good starting point is to recognise that sexuality enhances life if it is properly directed. Good sexual relationships are not about power. They are not about demanding rights. They are about mutual enjoyment and respect. Teaching in a country where human rights are protected 
* In South Africa human rights are protected and guaranteed by the Constitution. 
* Human rights belong to all people, learners as well as educators. 
* Rights come with responsibilities. For us all to enjoy our human rights we must all exercise our responsibilities. 
* The Constitution guarantees the right to freedom of access to information and freedom of conscience, thought, religion, belief and opinion. The Constitution gives special protection to children's rights. It puts a duty on everyone to act always in the best interests of a child. 
* Children have the right to information about sexual health and HIV prevention. 
* We may discourage learners from having sex, but learners must be given accurate information on safer sex as they will make their own decisions. 
* This is their constitutional right and our constitutional responsibility as educators. Shouldn't we just tell young people not to have sex? 
* It is good to talk to young men and women about not having sex. We must also remember that many of them will ignore or not be able to follow this advice. 
* It is easy to forget how important boyfriends and girlfriends were to us when we were teenagers. These relationships are just as important for young people now. They are a source of development and growth, even when they involve difficult choices. 
* Research shows that if we give young people proper information about sex, about the risks associated with sexual activity, and how they can protect themselves, then they are more likely to decide for themselves to delay the start of sexual activity. If they have knowledge, and have discussed these questions openly and without fear, they are more likely to practice sex safely when they do begin a sexual relationship. 
* Whenever we consider the question of life skills and sexuality education, let us remember that tens of thousands of our young people have already begun sexual activity and become infected by the HIV virus out of ignorance. Many young people believe that they are safe because they are young. They may think it is macho to take risks. Taking risks with HIV is not manly or cool, it is stupid, and it involves extreme danger to others. 
* Some young men who know or suspect that they are infected, have made the cruel decision to infect others, by jack rolling or gang rape. 
* We must face up to what is happening in our society. Just telling young people not to have sex is not the answer, or at best it is only a part of the answer. The HIV/AIDS epidemic shows us that we are dealing with a moral crisis in human relations in our country. We must teach our children and our young people to respect themselves, to respect their fellows, to show special understanding for the rights of girls and women, to join together in human solidarity to save ourselves and each other. That should be the basis of our morality. 
* Discussion among young people themselves, facilitated by a knowledgeable young person, perhaps someone who is living with HIV, is a very effective form of education about the disease. NGOs doing this type of work should be welcomed in our schools and encouraged to help. Aren't the children too young for this sort of information? 
* From the time they first start school, learners need to have information about HIV/AIDS presented to them in a way which is appropriate to their age, in the context of life skills education. 
* Learning programmes have been and are being developed for life skills education for all ages, and training is being provided to enable educators to do this. 
* We often forget that most children become aware of sex and want to know about it at a very young age. It is a difficult fact that many children are already sexually active by the age of 12. 
* Many children become aware of HIV/AIDS when they are quite young, since they know people, including parents or siblings, who are ill or have died. The media is full of stories about the epidemic. Children spread information about the epidemic among themselves, whether or not it is accurate or true. The best thing is for educators to be prepared to start providing the correct information about sex and sexuality and HIV/AIDS before children learn incorrect information about these things from their peers. 
4. PREVENTING DISEASE TRANSMISSION IN SCHOOLS 
If our schools have staff and learners with HIV won't the rest of us catch it? 
* Since HIV is spread mostly through sex and contact with blood, most of us are not at risk of catching HIV in the course of our normal teaching or learning activities. 
* There are no known cases of HIV transmission in schools or institutions during educational activities. But what if there are accidents and injuries in fights? 
* There is a possible risk of HIV transmission through contact with infected blood. 
* This risk is negligible if good basic first aid is applied. 
* The golden rule here is to apply universal precautions. What are universal precautions? 
* Universal precautions are called this because they are applied to every person and every body fluid. 
* Universal precautions are necessary because in a learning environment it is not possible to know who has HIV. 
* Because of the long period between HIV infection and the start of illness, most of the people with HIV in a school will not know that they are infected. 
* Because of the 'window period' during which the signs of infection do not show up in a test, even a negative HIV test does not mean that a person does not have HIV. 
* HIV is not the only danger. Other potentially fatal diseases that are quite common in South Africa, particularly hepatitis B, can be caught from infected body fluids. 
* If we apply the same precautions to every situation where there is blood, we will be safe from HIV and other diseases carried in the blood. What does every school need for first aid? 
* Two first-aid kits that are kept well stocked (see box). 
* A bottle of household bleach. 
* A stock of plastic shopping bags checked for holes. 
* A container for pouring water. 
* If your school has no running water, a 25 litre drum of clean water should be kept at all times for use in emergencies. 
CONTENTS OF FIRST-AID KITS 
* Four pairs of latex gloves (two medium, two large) 
* Four pairs of rubber household gloves (two medium, two large) 
* Materials to cover wounds, cuts or grazes (e.g. lint or gauze), waterproof plasters, disinfectant (e.g. household bleach), scissors, cotton wool, tape for securing dressings, tissues 
* A mouth piece, for mouth to mouth resuscitation 
How should we manage accidents and injuries at school? 
1) No one should have direct contact with another person's blood or body fluids 
* Every first aid kit should contain rubber gloves and these should be worn at all times when attending a person who is bleeding from injury or a nosebleed. 
* Anyone who cleans blood from a surface or floor or from cloths should also wear gloves. 
* The same precautions should be taken with other body fluids, including vomit, faeces, pus and urine, although it is very unlikely that a person would catch HIV from these. 
* If there are no gloves available, plastic shopping bags can be put on your hands, so long as they have no holes and care is taken not to get blood or cleaning water on the inside. 
* All learners should be taught not to touch blood and wounds but to ask for help from a member of staff if there is an injury or nosebleed. 
2) Stop the bleeding as quickly as possible 
* If a colleague or learner is bleeding, the first action must be to try to stop the bleeding by applying pressure directly over the area with the nearest available cloth or towel. 
* Unless the injured person is unconscious or very severely injured, they should be helped to do this themselves. 
* If someone has a nosebleed he or she should be shown how to apply pressure to the bridge of his or her nose himself or herself. 
3) Cleaning wounds 
* Once the bleeding has been stopped, injured people should be helped to wash their grazes or wounds in clean water with antiseptic, if it is available. If not, use household bleach diluted in water (1 part bleach, 9 parts water). 
* Wounds must then be covered with a waterproof dressing or plaster. 
* Learners and educators must learn to keep all wounds, sores, grazes or lesions (where the skin is split) covered at all times. 
4) Managing accidental exposure to another person's blood, or exposure during injury 
* Skin that becomes exposed to blood must be cleaned promptly. 
* Cleaning should be done with running water. If this is not available, clean water from a container should be poured over the area to be cleaned. 
* If an antiseptic is available, the area should be cleaned with antiseptic. If not, use household bleach diluted in water (1 part bleach, 9 parts water). 
* If blood has splashed on the face, particularly eyes or the mucous membranes of the nose and mouth, these should be flushed with running water for three minutes. 
5) Cleaning contaminated surfaces and materials 
* Contaminated surfaces or floors must be cleaned with bleach and water (1 part bleach, 9 parts water). * Bandages and cloths that become bloody should be sealed in a plastic bag and incinerated (burnt to ashes) or sent to an appropriate disposal firm. 
* Any contaminated instruments or equipment should be washed, soaked in bleach for an hour and dried. * Ensure that bathrooms and toilets are clean, hygienic and free from blood spills. 
6) Disposing of sanitary towels and tampons 
* Every school must ensure that there are arrangements for the disposal of sanitary towels and tampons. All female staff and learners must know of these arrangements so that no other person has contact with these items. 
What about very serious incidents, such as rape or stabbing when there is a known HIV risk? 
* The risk of HIV transmission is much higher in cases of rape, or stabbing with a needle or blade, especially if more than one person is involved. 
* A woman who is raped should be given immediate support and comfort in her distress. She should be asked not to bathe or change her clothes (because evidence of the rape must be kept for the medical and police investigation). She must be taken at once to a district surgeon or medical facility for examination and emergency contraception, and to a police station so that she can make a statement and lay a charge. Arrangements must be made for her to be given professional counselling and help. 
* With a stabbing or exposure of broken skin to HIV infected blood, give first aid immediately. A stabbing should then be reported to the police. 
* In all these situations the people should be taken to an appropriate me-dical facility for counselling about their risk of contracting HIV, and their parents or guardians should be contacted urgently. 
* Drug treatment is available in the private sector that may reduce the risk of a person who does not have HIV from contracting the infection if raped or stabbed. The effectiveness of drugs in these circumstances is not proven. They are not available from public hospitals. Anyone who has a significant risk of contracting HIV and has the money for these drugs may choose to use them. Decisions about the use of these drugs must be taken quickly as it is considered that they are most effective the sooner they are taken after the exposure. 
How can we prevent HIV transmission during sport? 
* The only possible risk of HIV transmission is during contact sports where injuries can occur. Even here the risk is extremely small if the following rules are applied. 
* First-aid kits with rubber gloves should be available during every sports session or match. 
* No one should play a sport with uncovered wounds or flesh injuries. 
* If a graze or injury occurs during play the injured player should be called off the field, given first aid and only allowed back with their injury clean and covered. 
* Blood-stained clothes should be changed. 
* Educators and learners with HIV are advised first to discuss with a doctor any possible risks to their health and of transmission during the sport. 
Sexual relations in schools 
* In schools with hostels it is likely that some learners will have sexual relations on the premises, whether it is against the rules or not. 
* Advice and counselling, including peer group discussions, are especially important in these situations. 
* Condoms should be freely available to learners who are sexually active. Learners should be advised why and how they should be used and disposed of. 
Sexual relations between educators and learners are illegal 
* Educators must not have sexual relations with learners. It is against the law, even if the learner consents. Such action transgresses the code of conduct for educators, who are in a position of trust. 
* Strict disciplinary action will be taken against any educator who has sex with a learner. 
* Sex that is demanded by an educator without consent is rape, which is a serious crime, and the educator will be charged. If an educator has sex with a girl or boy who is under 16 years, he or she will be charged with statutory rape and may face a penalty of life imprisonment. 
* If you are aware of a colleague who is having sexual relations with a learner you must report them to the principal or higher educational authorities, and if the boy or girl is under 16, to the police. If you do not do so you may be charged with being an accessory to a rape. 
What about other diseases? Can't we catch these from people with HIV? 
* Because their immune systems are damaged, most people with HIV are in greater danger of catching your illnesses than you are of catching theirs. 
* The exception is TB. Anyone who may have TB should be advised to seek immediate medical treatment and return to the school or institution only after advice from their doctor. 
Are there any other situations when people with HIV would be excluded from school? 
* If a person with HIV develops uncontrollable bleeding or has unmanageable wounds it might be necessary to exclude him or her until these problems are brought under control. 
* If a person displays physically or sexually aggressive behaviour, it will be necessary to take appropriate action in accordance with medical advice, the applicable code of conduct for learners, respect for the rights of all concerned, and the law. 
5. BUILDING AN ENABLING ENVIRONMENT AND A CULTURE OF NON-DISCRIMINATION 
HIV/AIDS will touch all of us 
* Even if we avoid catching HIV, very few of us will be untouched by it. 
* Most of us will lose family members and friends to HIV. 
* We will all have more funerals to attend and need our colleagues to understand if we are placed under additional strain or have to take time off due to bereavement. 
* Those of us who get HIV will find eventually that we become ill and need lengthy periods of sick leave. Our colleagues who are well will have to understand this and cover our teaching duties. 
* Increasingly we will find we have learners with HIV/AIDS in our classes and they will need special help when they become ill. Their attendance at school will be affected, and they are likely to lose concentration and fall behind in their work. Special consideration must be given to them, including the chance to do school work at home. Wherever possible, home vi-sits should be arranged by the school. 
Living with HIV/AIDS 
* Educators and learners with HIV should be able to lead as full a life as possible. 
* They should not be denied the opportunity to receive education or work as educators for as long as they are able to do so. 
* Since their HIV infection does not pose a significant risk to others in schools or institutions so long as the necessary precautions are followed, there is no reason to deny infected educators and learners the same rights as others. 
Dealing with prejudice 
* Any special measures taken in respect of a learner or educator with HIV should be fair and justifiable in the light of medical facts, school or institution conditions, and in the best interest of the person with HIV and those of others. 
* Educators need to be vigilant about the possibility of discrimination in schools, take swift action to defuse any situations that occur, and deal effectively with perpetrators. 
* Prejudice thrives on fear and ignorance. The most effective way to reduce such threats is by sharing the information contained in this document with learners so that they understand the medical facts about HIV and how it is transmitted and know how they can protect themselves. 
Refusal to study with a person with HIV/AIDS, or refusal to teach or be taught by such a person 
* Learners or educators who refuse to study with, teach or be taught by a person with HIV/AIDS should by counselled. 
* The situation should be resolved by the principal, educators, and if necessary, school governing body or council of the institution in accordance with the National Policy on HIV/AIDS of the Ministry of Education. 
Orphans 
* Many learners will become orphaned or lose close family members and will need emotional help and guidance from educators. 
* Orphaned learners may face financial hardship and have difficulties with school fees, uniforms and books. 
* Some orphans may in fact be left to look after younger siblings. They may have to act as the head of their households, however young and in need of help they may be. 
* They may themselves be infected, or be caring for others who are infected and ill. 
* Educators need to be aware that learners orphaned due to AIDS may face pre-judice and be neglected by people who are supposed to look after them. 
* Schools will need to develop policies to guide the actions of educators who suspect such neglect, as they do when other forms of child abuse are suspected. 
Testing for HIV in schools and disclosure of HIV status 
* The law does not allow learners or educators (or any employee) to be forced to have HIV tests. 
* Genuinely voluntary disclosure of a learner's or educator's HIV status should be welcomed. 
* Educators who are given such information must be prepared to treat it as confidential and ensure that no unfair discrimination follows from it. 
* Information on a learner's HIV status can only be disclosed by an educator to another person with the written permission of the learner (if over 14 years) or his or her parents. 
A school policy on HIV/AIDS 
* Schools or institutions should develop their own policy on HIV/AIDS, in order to give operational effect to these national guidelines. Such a policy must be consistent with the Constitution and the law. A school policy must not contradict national policy, or the guidelines in this booklet. 
* The school has a responsibility to be a centre of information and support on HIV/AIDS in the community it serves. Major role players from the broader community, for example religious and traditional leaders, local health workers or traditional healers, should be invited to participate in developing the school's policy. 
* If the resources are available, a school may want to establish a Health Advisory Committee. This would be a committee of the governing body. Its membership should include staff, parents, learners and health professionals. Someone with health knowledge should chair the Committee. The Committee should advise the governing body on the implementation of these guidelines. It should help develop the schoolÕs HIV policy and monitor its implementation, especially HIV prevention. 
* The school policy should be reviewed as new scientific information becomes available, including advice from the national or provincial health or education authorities. 
Reducing the risk of transmitting illness to people with HIV/AIDS 
* Illnesses that may be relatively unimportant for a well person can be serious for other people and life threatening if caught by a person with AIDS. 
* Learners and educators with infectious diseases including measles, mumps, German measles, chicken pox and whooping cough should consult a doctor and stay away from school until they are better. 
* Schools should inform parents of this policy and strongly recommend that all children are fully vaccinated. 
Supporting sick learners 
* Learners and students are expected to attend classes in accordance with legal requirements for as long as they are able to function effectively and pose no medically significant risk to others in the school or institution. 
* Every school with sufficient facilities should have an area where learners and educators who are feeling unwell can lie down during the day for short periods. This will enable learners who are sick to stay in school for longer. 
* If and when they become ill or pose a medically significant risk to others they should be allowed to study at home and academic work should be made available for this. Where possible, parents should be allowed to educate them at home. 
* Some learners with HIV/AIDS may develop behavioural problems or suffer neurological damage. Such learners should be assessed and, where it is possible and appropriate, placed in specialised residential institutions for learners with special education needs. 
* Some extra-curricular activities can be very stressful for learners with HIV. Educators need to be sensitive to this and excuse such learners from participation when necessary. 
* Medicines often have to be taken at set times in order to be properly effective. Educators need to be aware of this and allow learners with HIV to slip out of class to take medication when necessary. 
* Schools should help learners with HIV to form a support group or link with one in the community. 
Supporting sick colleagues 
* Educators and other staff who develop AIDS-related illnesses need understanding from their colleagues. 
* Increasingly they will need days off work or become exhausted during the day and need to lie down for some time. 
* During these times, other members of staff will have to cover for them, and this will have an impact on their own work and well-being. 
* The scale of the HIV epidemic is so great in the country that, until we all practice safer sex, these things will form part of a new reality with which we have to live. 
* Educators often feel overburdened already and find it hard to see how they could do more work. Such feelings are very understandable. This emergency makes exceptional demands on all South Africans. Perhaps we should remember that one day our well colleagues might have to cover for us, unless we protect ourselves from infection. 
'The most important part of our work is to educate people to accept, love and support those with HIV, so that we do not have to hide away or be silent. The more we hide away, the more pressure we feel, the sicker we get and the faster we die' - Valencia Mofokeng, HIV positive widowed mother and leader of the Orange Farm Anti-Aids Club's support group for people living with HIV/AIDS, in Reconstruct, 7 November 1999 
6. DECLARATION OF PARTNERSHIP AGAINST AIDS 
by President Thabo Mbeki 
Declaration 
'HIV/AIDS is among us. It is real. It is spreading. We can only win against HIV/AIDS if we join hands to save our nation. 
'For too long we have closed our eyes as a nation. For many years, we have allowed the virus to spread, and at a rate in our country which is one of the fastest in the world. Every single day a further 1 500 people in South Africa get infected. To date, more than 3 million people have been infected. 
The danger is real 
'Many more face the danger of being affected by HIV/AIDS. Because it is carried and communicated by other human beings, it is with us in our workplaces, in our classrooms and our lecture halls. It is there in our church gatherings and other religious functions. HIV/AIDS walks with us. It travels with us wherever we go. It is there when we play sport. It is there when we sing and dance. 
'Many of us have grieved for orphans left with no one to fend for them. We have experienced AIDS in the groans of wasting lives. We have carried it in small and large coffins to many graveyards. At times, we did not know that we were burying people who had died from AIDS. At other times we knew, but chose to remain silent. 
'And when the time comes for each of us to make a personal precautionary decision, we fall prey to doubt and false confidence. We hope that HIV/AIDS is someone else's problem. 
Changing our way of life 
'HIV/AIDS is not someone else's problem. It is my problem. It is your problem. By allowing it to spread, we face the danger that half of our youth will not reach adulthood. Their education will be wasted. The economy will shrink. There will be a large number of sick people whom the healthy will not be able to maintain. Our dreams as a people will be shattered. 
'HIV spreads mainly through sex. You have the right to live your life the way you want to. But I appeal to the young people, who represent our country's future, to abstain from sex for as long as possible. If you decide to engage in sex, use a condom. In the same way, I appeal to men and women to be faithful to each other, but otherwise to use condoms. 
Partnership 
'The power to defeat the spread of HIV and AIDS lies in our Partnership: as youth, as women and men, as business people, as workers, as religious people, as parents and teachers, as farmers and farm workers, as the unemployed and the professionals, as the rich and the poor - in fact, all of us. 
'Today, we join hands in this Partnership Against HIV/AIDS, together we pledge to spread the message!
'Every day, every night - wherever we are - we shall let our families, friends and peers know that they can save themselves and save the nation, by changing the way we live - and how we love. We shall use every opportunity openly to discuss the issue of HIV/AIDS. As Partners Against AIDS, together we pledge to care! 
'We shall work together to care for those living with HIV/AIDS and for the children orphaned through AIDS. They must not be subjected to discrimination of any kind. They can live productive lives for many years. They are human beings like you and me. 
'When we lend a hand, we build our own humanity, and when we remind ourselves that, like them, every one of us can become infected. 
'As Partners Against AIDS, together we pledge to pool our resources and to commit our brain power! 
'There is still no cure for HIV and AIDS. Nothing can prevent infection except our own behaviour. We shall work together to support medical institutions to search for a vaccine and a cure. We shall mobilise all possible resources to spread the message of prevention, to offer support for those infected and affected, to de-stigmatise HIV and AIDS and to conti-nue our search for a medical solution. 
'And so today we join hands in the Partnership, fully aware that our unity is our strength. The simple but practical action that we take today is tomorrow's insurance for our nation. 
'Accordingly, we pledge that wherever we meet and study, work and sing, play and enjoy one another's company, we will protect ourselves and our partners against HIV and AIDS. Together, as Partners against HIV/AIDS, we can and shall win. 
'...There is no other moment but the present, to take action. I thank you for your attention and urge you to ACT NOW!'
Address to the nation by then Deputy President Thabo Mbeki, 9 October 1998, on behalf of former President Nelson Mandela 
The policy on basic
household sanitation
made easy
The policy on basic
household sanitation
made easy
What is sanitation and why does it matter?
There are 18 million South Africans (in 3 million households) who do not have access to basic sanitation at present. An
estimated 15% of clinics and 11,7% of schools are without sanitation. Many other schools use pit latrines that are inadequate,
dirty and unsafe. This all adds up to a potential health time bomb. The government will therefore support communities and
households in wiping out the sanitation backlog by 2010.
What does 'sanitation' mean?
Sanitation means collecting and disposing - in a hygienic manner - of waste, including human excreta, household waste
water and rubbish. If this is not done, neighbourhoods become dirty and people get sick. In South Africa we already have
1,5 million cases of diarrhoea (runny stomach) each year in children under 5, as well as outbreaks of cholera. This must
be accompanied by good hygienic behavioral practices.
Why do we have a problem?
South Africa's sanitation problem has two main causes:
• Poor hygiene (many people don't realise that they need to wash their hands after defecating or changing nappies, and
many think it's fine to use the veld as a toilet),
• Lack of infrastructure (no toilets and no water for hand washing).
What is the solution?
Providing improved toilets is one part of the answer. At the same time there has to be improved community knowledge of
health matters, improved hygiene and community participation in sanitation programmes.
What is the minimum acceptable basic level of sanitation?
• Appropriate hygiene such as keeping toilets clean and washing hands after handling waste or visiting a toilet.
• A system for disposing of human excreta, waste water and rubbish which is affordable, easy to maintain, safe and
environmentally acceptable.
• An adequate toilet for each household.
What will the basic household sanitation policy achieve?
Government has a constitutional responsibility to ensure that all South Africans have access to adequate sanitation. The
policy will therefore focus on providing adequate sanitation for households, schools and clinics, improving household waste
collection and disposal, and educating the public about hygiene.
Government plans to facilitate improved service delivery by supporting communities in providing and using sustainable
(affordable, community-run) sanitation services. Key focus areas will include rural, peri-urban and informal settlements
where the need is greatest.
Sanitation is vital to national health. To achieve good sanitation, the matter needs to be part of an overall development
drive. Sanitation is thus only one of many development programmes being promoted by government. Success also depends
on community support. Sanitation capacity must urgently be built in communities so that citizens are empowered to contribute
to the national sanitation programme.
Sanitation programmes will improve the social and psychological problems associated with poor sanitation. Lack of toilet
facilities, toilets placed at a distance from the home, inadequate communal facilities, inadequate disposal of waste and
other poor sanitation practices result in loss of privacy and dignity, exposure and increased risks to personal safety.
Why is sanitation important?
Sanitation is vital for good health. Health problems associated with poor sanitation include diarrhoea, dysentery, typhoid,
cholera, malaria, bilharzia, worm infestations, eye infections, skin diseases and increased infections in HIV positive
people.Good sanitation leads to increased life expectancy.
Sanitation is also vital for wealth creation. Economic benefits of improved sanitation include savings in health costs, higher
worker productivity, better school attendance, improved tourism and reduced water treatment costs. (Source: White Paper
on Basic Household Sanitation)
Who is responsible for better sanitation?
The improvement of sanitation is everybody's business. Roleplayers include communities and households (first and foremost); communitybased
contractors; local, provincial and national government; the private sector and NGOs.
Constitutional responsibilities:
• Municipalities must provide access to basic services, including sanitation.
• National and provincial government must support municipalities with legislation and other measures.
Roles and responsibilities
Households and communities
Households and communities are responsible first and foremost for their own health, a clean environment and improved sanitation. Wrong
hygiene practices can jeopardize their own health and the health of the community and the nation. The following steps can be taken to
improve hygiene practices:
• Washing hands after using the toilet, before handling food and after changing babies' nappies.
• Spreading the message of good hygiene and the importance of sanitation.
• Alerting local government of sanitation-related needs.
• Assisting local government in planning, implementing, monitoring and evaluating sanitation projects.
• Reporting faulty sanitation systems and sanitation risks to the environment to local government.
• Ensuring that toilet facilities are always clean and in good working order.
Households have to provide their own sanitation facilities. Local government will assist households to do this through:
• Community-based programmes whereby local builders are trained to build safe and hygienic toilet facilities. These local builders will
assist households to construct their own toilet facilities.
• Supplying the essential components to ensure that the toilet facility is hygienic, safe and accessible.
Local government will provide guidelines for households to dig their own pits and build their own top structure.
At different levels of government
Local government
Local government planning takes place through the Integrated Development Plans (IDPs) - of which the Water Service Development
Plans (WSDPs) are a component. In order to implement sanitation improvement programmes, local government must budget and source
funding for this purpose. The funding arises from various sources, including revenue collection and provincial and national government.
Local government must also plan and budget for the operation and maintenance of sanitation systems. It is also responsible for assisting
households to provide their own sanitation and to build their own toilet facilities. Specific responsibilities include:
• Providing access to sanitation.
• Making communities aware of the importance of sanitation in terms of health.
• Launching, together with the communities, health and hygiene promotion programmes.
• Monitoring the health of communities.
• Assisting households to operate and maintain sanitation facilities.
Provincial government
Provincial government must provide finance, human resources and technical support to local government. It must also ensure compliance
with national policy, develop enabling legislation, co-ordinate regional planning and monitor progress.
National government
National government must establish legislation and standards; guide, co-ordinate and monitor national programmes; provide
support to other levels of government; regulate service provision and intervene where there is lack of capacity.
Key government departments
Department of Water Affairs and Forestry (DWAF) is the custodian of the nation's water and the lead department in the sanitation
sector. In partnership with other national role players DWAF must develop sanitation standards, support provinces and municipalities in
developing sanitation services, monitor outcomes, build capacity, provide financial support, undertake pilot projects in low cost sanitation
and make sure that sanitation is implemented in a co-ordinated manner.The Department renders support to local government in developing
their Water Services Development Plans, which is a component of the Integrated Development Plans.
Department of Provincial and Local Government will take primary responsibility for promoting the Integrated Development Plans of
municipalities, ensuring that provincial and local governments have sufficient capacity, providing Equitable Share and municipal infrastructure
grants, and monitoring.
Department of Health will co-ordinate information on public health, create a demand for sanitation through hygiene awareness programmes,
prepare health norms for sanitation, support municipalities, provide training materials and educate communities on hygiene.
National Treasury supports local governments in planning and managing their funding.
National Housing develops standards for housing development (the minimum level for sanitation is a VIP per household unless soil
conditions dictate otherwise). It also co-ordinates the housing subsidy administered by the provincial housing departments.
National Department of Education is responsible for developing curricula and standards, ensuring funding, information and capacity
building. The provincial departments are responsible for the improvement of school infrastructure, including sanitation,
and for implementing the Health Promoting Schools Programme to create safe and healthy schools.
Department of Public Works acts as the implementing agent on behalf of national and provincial government when schools and clinics
are constructed. This department has a responsibility to ensure that adequate sanitation is installed in government and public buildings.
The department is also responsible for implementing the community-based public works programme.
Department of Environmental Affairs and Tourism is responsible for protecting the environment and will develop standards relating
to the impact of sanitation on the environment and for monitoring impacts and compliance with environmental management procedures.
Other roleplayers
The private sector
Government cannot address the sanitation backlog alone. The private sector, especially business, can manufacture and
install sanitation systems, partner with municipalities in service provision and provide finance.
Non government organisations
These organisations can help with hygiene awareness programmes, facilitate community participation, develop communitybased
construction teams and implement and monitor projects.
How will this all be co-ordinated?
• At local level the District Municipality or Metro or Local Municipality will have primary responsibility for implementation
through the Integrated Development Plan (IDP) of which the Water Services Development Plan (WSDP) is part.
• At provincial level, provincial government will lend support through the Provincial Sanitation Co-ordinating
Forums.
• At national level, co-ordination is achieved through the National Sanitation Task Team (NSTT) which will be reestablished
as a sub-committee of the Municipal Infrastructure Task Team (MITT). DWAF acts as lead department.
What are the time frames?
The White Paper on Basic Household Sanitation was approved by Cabinet in September 2001. At the same time the
Framework for a National Sanitation Strategy was also approved. The Framework is currently being communicated to
stakeholders including district and local municipalities, NGOs, implementing agents, provincial government and any interested
and affected members of public. The document is available on the internet on www.dwaf.gov.za. Provincial and local
strategies will be developed before July 2002. The Framework recommends that a community development approach be
used rather than a contractor driven approach. This will create more jobs and train communities in sanitation skills and
project management.
What kinds of toilets are available?
When choosing toilets or sanitation systems, communities must consider affordability, ease of use and maintenance,
environmental protection, ability of community-based contractors to implement systems and how much the systems will
improve health. Each system listed only works if users have been educated on correct use. Otherwise, toilets break down,
smell bad, attract insects and breed germs. The last three options listed below are not recommended for household use.
Cost indicated is estimated only and will vary according to local conditions.
Unimproved pit toilet (unhygienic and not recommended): A top structure over a pit. Costs vary.
Ventilated improved pit (VIP) toilet: A top structure over a pit, vented by a pipe with a fly screen. The pit may be lined
or unlined depending on soil conditions. Costs start at R600 to build and R60 per year to empty the waste if emptied once
in five years.
Ventilated improved double pit (VIDP) toilet: A single top structure over two shallow pits side by side. Only one pit is
in use at a time and each is vented by a pipe with a fly screen. Pits are generally lined and the central wall is sealed. Costs
begin at R2 500 to install and R35 per year to operate and maintain.
Composting toilets, including urine diversion and desiccating systems: A single top structure over a sealed container
with access for removal of composted waste. Urine may be diverted and a vent pipe helps dry the waste, especially for
desiccating systems. Costs begin at R3 000 for commercial systems and operation and maintenance costs at R35 per
year.
Pour-flush latrine or aqua-privy: A toilet with water-seal. Waste is washed away through a short pipe or chute to a waste
collecting and soakaway disposal system. The privy is accepted internationally where users squat and water is used for
anal cleansing. It fails when people throw unauthorised objects in to the toilet, or there is no affordable emptying service.
Installation begins at R2 000 and removal costs at R150 per year.
Septic tank and soakaway: An in-house full flush toilet connected via plumbing to a watertight underground digester
(settling chamber) with liquids allowed to soak into the ground. Costs to install begin at R7 000 and annual costs at R200,
depending on how often it is emptied.
Flush toilets with conservancy tanks: Waste is flushed into a tank from where it cannot flow into the surrounding
environment and which must therefore be emptied. Costs depend on the size of tank and how often it is emptied.
Small bore solids-free sewer: An in-house flush toilet discharging to a septic tank where solids settle out. Liquids go
through a small sewer into a central collection sump or existing sewer. Costs depend on size of tank and how often it is
emptied.
Full bore waterborne sewerage: An in-house flush toilet which connects to sewer which, in turn, flows to a waste
water treatment plant. This costs R6 000 to install and operating costs are about R400 per year.
Shallow sewerage: An in-house toilet flushed with less water than usual and through smaller pipes at shallower levels
with on-site inspection chambers. Internationally this saves up to 50% on water use but is still being tested in South Africa.
Chemical toilets: Stand-alone units which use chemicals to render excreta harmless and odourless. Expensive
and generally used as temporary. Most authorities are trying to discontinue their use.
Bucket toilet (unhygienic and not recommended): A top structure with a seat over a bucket. The bucket is periodically
removed and contents disposed of. Widely used but poses health risk to collectors. Most authorities are trying to discontinue
these - and they are expensive to operate and maintain.
Communal toilets (not recommended for household use): Toilet blocks may be based on wet or dry systems. These
require regular cleaning and maintenance.
Potential sources of funding
There are three main sources of funding for sanitation improvement: the Equitable Share subsidy, infrastructure grants
and municipalities' own revenue. Part of the housing subsidy can also be used for sanitation.
Equitable Share
This subsidy from national government to local government covers the operating costs of free basic services to the very
poor.
Grants
The Municipal Infrastructure Investment Grant will fund residential properties. Currently DWAF provides a once-off sanitation
subsidy of R300 for community development and R900 for a basic toilet structure (this was preceded by R600 for community
development and R600 for infrastructure).
Municipalities' own revenue
Government is giving attention to cost recovery in providing sanitation services. Municipalities set their own tariffs after
providing the very poor with a free basic level of service.
Consolidated Municipal Infrastructure Programme (CMIP)
CMIP is funding on-site sanitation as well as bulk and connector infrastructure in urban and rural areas.
Housing subsidies
Currently each household can obtain a once-off subsidy of R16 000 in formalised townships which is used to obtain land,
build houses and provide infrastructure such as toilets. People who have informal land rights to property they occupy may
also qualify for the subsidy. A rural housing improvement grant is also being proposed.
How will the various funds be co-ordinated?
The Integrated Development Plan (IDP) will be used as an interim mechanism to integrate funding and make sure there
are no overlaps.
1. Sanitation must respond to the demands of communities and should link to improved
hygiene awareness. For people to benefit from sanitation improvements, everybody must
understand the link between their own health, good hygiene and toilet facilities.
2. Communities must be fully involved in projects. DWAF is only the regulator. Citizens have
rights but also responsibilities in taking charge of their own health.
3. Sanitation must be provided in conjunction with water supply and other municipal services.
4. Sanitation is more than just toilets; it must be accompanied by environmental and health
education.
5. Access to basic sanitation is a human right.
6. Local government has the constitutional responsibility to provide access to sanitation services.
7. Scarce public funds must be prioritised to help those most at risk.
8. Limited national funds should be fairly distributed throughout the country.
9. Water has an economic value and must be protected through sanitation.
10. Polluters must pay to clean up the water and the environment they have polluted.
11. Sanitation must be financially sustainable.
12. The environment must be protected when sanitation systems are set up and run.
Basic Sanitation Policy Principles

What is Knowledge Management ?
Knowledge Management is a cross disciplinary practice which enables organizations to improve the way they create, adopt, validate, diffuse, store and use knowledge in order to attain their goals faster and more effectively.1[1]2    
1[1]  Eknowledge Centre, Arizona, U.S.A., c 2000, (for many of the definitions given here)

What are the main benefits of Knowledge Management ?
The main benefit is improving the economy of the country, while benefits for other stakeholders include:

Business increasing profitability;

Science increasing innovation; and

Knowledge workers increasing personal growth and motivation.

Is Knowledge Management a quick-fix ?
Knowledge Management will be ongoing and is not a quick fix. World wide, Knowledge Management initiatives are being adopted and there is no longer a choice. Knowledge Management is the way of the future. 

How does Knowledge Management relate to the Information Age ?
The personal computer, Internet and rapid technology advances currently taking place world-wide and especially in America, has led to what is frequently termed the Information Age but which is increasingly seen as a transition step towards the Knowledge Age. As society moves from the Industrial Age towards the so-called the Knowledge Age, at the macro level, Knowledge Management has developed at a micro level to manage the changes. 

Is Knowledge Management new ?
The principles of Knowledge Management are not new, as demonstrated by knowledge developed by early humankind (the utilisation of fire, metal and bronze, for example) being passed on from generation to generation and becoming widespread.  The systematic management of knowledge as a resource is a new and developing field, however, resulting from rapid changes in information and communication technologies as well as a growing appreciation of the value of knowledge as a strategic resource.

What is Knowledge ?
KNOWLEDGE is a resource at least as valuable as the traditional resources land, labour or capital. Managing the need, supply and flow of knowledge is becoming the major strategic advantage of organisations, and can be effectively achieved utilising Knowledge Management.  

Is Knowledge Management different from Information Technology ?
Although information technology (IT) is an enabler of Knowledge Management, IT is but one of over 60 disciplines embraced by Knowledge Management, including Human Resources, Anthropology and Psychology. Knowledge Management is as much about people and culture as it is about IT. 

Is Knowledge Management a technology or an application  ?
Knowledge Management is not just a technology nor is it just an application, but rather a process and a set of technologies all supporting the strategic sharing of institutional memory to enable innovation. 

How does  Knowledge Management relate to people  ?
Central to KM are Knowledge Workers, the stakeholders working in an organisation and who are empowered through knowledge and are responsible for servicing the customers of the organisation. 

KM is about people figuring out how to manage them-selves, as opposed to an autocratic control system. 

Changing the way things were traditionally done, which requires a change in mindset or work culture to one based on confidence and trust. 

The sharing of information will enable staff in an organisation to use existing knowledge rather than reinventing the wheel, enhancing the knowledge. 

This will increase efficient use of time, i.e. productivity, and innovation, which is the production of new knowledge. 

How does Knowledge Management relate to the strategy of an organisation  ?
Another central aspect of KM is the importance of closely linking the Knowledge Management strategy with the organisations business strategy that enables the organisation to develop a competitive advantage and thus exist. 

What is the difference between data, information and knowledge  ?
Data represent observations or facts out of context, and therefore not directly meaningful. Information results from placing data within some meaningful context, often in the form of a message. Knowledge is that which we come to believe and value based on the meaningfully organized accumulation of information (messages) through experience, communication or inference. Knowledge can be viewed both as a thing to be stored and manipulated and as a process of simultaneously knowing and acting - that is, applying expertise.1[2] 
4[2] 5College of Business Administration, North-eastern University, Boston, MA; Sloan Management Review; Managing Codified Codified Knowledge; Michael H. Zack; c. September, 1998

What is a Knowledge Claim  ?
A Knowledge Claim is a set of rules believed to be true by at least one person, in message form with enough information for another person to understand and act on. Some criteria must be used to validate a knowledge claim before being accepted as knowledge. 

Can the quality of knowledge be measured  ?
Yes, by its ability to assist an organisation or individual achieve goals more effectively. 

Is there a Knowledge Management portal or website ?
A Knowledge Management portal has been established to provide an interactive communication channel with the Department of Communications. This will serve as a resource for Knowledge Management, provide knowledge about Knowledge Management and serve as a channel for you to input to a dialogue on Knowledge Management in South Africa. 
Cultivation of litchis 
Temperature and humidity 
* The average maximum temperature in the litchi-producing areas of South Africa should be at least 23 °C during October and 24 °C during November, with a relative humidity of 50 % and higher. 
* The average monthly minimum temperature in areas where litchis are produced should be above 6 °C. Areas where heavy frost occurs are not suitable for litchi production. It should, however, be cold and dry enough in winter to ensure good dormancy. 
* The minimum temperature in some Lowveld areas (Malelane and Komatipoort) does not drop low enough in winter to give the trees the proper dormancy period. Trees can be forced into dormancy by withholding water/irrigation during the 3 coldest months of the year. Producers must, however, ensure that especially young trees do not dry out.

Soil 
* Litchis grow very well, especially in sandy soil in the cooler subtropical areas. 
* However, the trees also grow and produce well in clay soil in warmer areas. 
* Litchis are well adapted to different soil types. 
Water supply 
* Because of the varying root distribution in different soils (deep in sandy soils, shallow in clay soils) water is very important for the optimum development of the plant. 
* In sandy soils short irrigation cycles with small quantities of water are usually effective. 
* In clay soils water is available for longer periods, but it is important that the soil does not become too wet or too dry. 
Drainage 
* Poorly-drained soil or soil with impenetrable layers shallower than 1 m below the surface is not suitable for litchis. 
* Although gravelly or rocky soils drain well, these do not supply enough water to the trees because of poor waterholding capacity. Good irrigation practices, such as wetting the soil more frequently with small quantities of water will make these soils more suitable. 
Cultivars 
Litchis were originally imported from China, India, Taiwan and Florida, USA. Cultivars grown in South Africa are divided into the following groups: 
Mauritius group 
This group is usually planted locally as well as abroad and produces satisfactory yields and fruit of good quality, e.g. H.L.H., Mauritius, Muzaffarpur, Late Large Red, Hazipur, Saharanpur and Rose-Scented. 
Chinese group 
These trees produce very poor yields, but the fruit is of excellent quality and has a high percentage of chicken-tongue seeds. Cultivars include Haak Yip, Shang Shou Huai, Kontand, Glutinous Rice and Three Months Red. 
Madras group 
These trees bear colourful red fruit, but fruit quality is poor. Cultivars include Kafri, Shorts Seedless, Johnstone's Favourite, Emmerson, Durbhanga, Maries, Mooragusha, Madras 19, Hazipur/Saharanpur, Red McLean, Brewster and Bedana. 
Tree quality 
* A good air-layer tree has a single erect stem. The first scaffold branches should branch horizontally at a height of about 200 mm. Any acute forks that branch lower than 200 mm should be avoided. 
* In grafted trees the graft-union height should be about 200 mm from the ground so that the first scaffold branches can branch at 300 mm. The graft union must be strongly attached and nurserymen must remove the grafting strip so that girdling cannot occur. 
Aftercare of grafted trees 
Trees can also be propagated by means of grafting. 
* Weekly aftercare is very important and suckers and wild shoots that develop on the rootstock below the graft wound must be removed. 
* After 5 to 6 weeks the buds start swelling and growing. A small cut can then be made through the plastic next to the bud. The bud grows through this cut, but the plastic strip must not be removed too soon. Once the first new growth has hardened off, the strip can be removed. 
* Grafted trees have a better root system than trees developed from air layers and therefore show rapid initial growth. Air layering is, however, preferred to grafting because of a better end product. 
Soil sampling 
A representative soil sample should be taken for analysis. A soil sample must represent a homogeneous area where there are no visible soil differences. If there are colour or texture differences the land should be subdivided and separate samples of the different parts should be taken. Use a spade to take the samples. 
How deep? 
* Take soil samples up to 300 mm below the soil surface. 
* Take subsoil samples from 300 to 500 mm below the soil surface. 
How many? 
* A sample should consist of not less than 10 subsamples. 
* The area represented by the sample should not exceed 3 ha. 
Where? 
The samples must be taken evenly over the entire area. 
Mixing and packing 
* Mix the subsamples of a particular land thoroughly in a clean container (not a fertiliser bag). Keep the topsoil (0-300 mm) separate from the subsoil (300-500 mm). 
* A 2-kg sample of this mixture is then packed into clean plastic bags or suitable containers. Use separate containers for the top and subsoil. 
* Put a label on the outside of the container to prevent it from becoming illegible. On the label must appear: 
        - Your name 
        - The number of the land 
        - The depth at which the sample was taken. 
Results 
The results will provide valuable information on the type and quantity of fertilisation that should be applied before planting. Remember to incorporate the required quantity of lime about 6 to 12 months before planting if a large quantity is required and phosphate about 3 months before planting. 
Soil preparation 
* Examine the soil for suitability in respect of depth, drainage and compacted layers. It should preferably be 1 to 2 m deep. 
* Prepare the soil according to the results of the soil analysis, especially when large quantities of lime are required. 
* If the soil is suitable for litchi production, it must be prepared well in advance. 
* Before planting, the soil must be tilled as deep and as thoroughly as possible so that it will not be necessary to make the planting holes too big. 
* If the soil is very acid, heavy lime applications may be necessary. Two-thirds of the recommended quantity of lime must be scattered over the planting area, mixed with the topsoil and then ploughed in as deep as possible, at least 9 to 12 months before planting. Calcium (lime) moves very slowly downwards into the soil and must therefore be worked in to the depth of the root zone. 
* A cover crop can then be planted and ploughed in about 6 months later to improve the organic matter content of the soil. The remaining lime (one third) and all the required phosphate must be scattered and incorporated at the same time. The trees can be planted 3 months later. 
* If a lighter lime application (2_4 t/ha) is required, the lime can be worked into the soil at least 3 months before planting and phosphate 1 month before planting. 
Planting 
Remember that litchi trees have a long life and become large. 
* Trees should be planted far apart to eliminate competition and to prevent branches of adjoining trees from growing into each other. 
* The entire outer area of the tree must be exposed to sunlight and air movement. 
Planting distance 
A 25-year-old tree can reach a crown diameter of 12 m. If trees are widely spaced and later become uncontrollably big an economic yield will not be possible. If the trees are to be spaced closely together, size must be controlled from the start by pruning. Try to plant as many controllable trees as possible per hectare. The ideal planting distance is 9 x 6 m. 
Planting the trees 
* Litchi trees can be transplanted any time of the year, but the best time is during spring or at the beginning of the rainy season. 
* Planting holes should be square (in deep-ploughed soil 300 x 500 mm and in nonploughed soil 500 x 500 mm). 
* Mix the topsoil with compost and put it back into the bottom of the hole. 
* When planting the tree, remove the container and loosen the soil around the roots without damaging the roots. 
* After planting, compress the soil slightly by standing on it. 
* Wet the soil around the tree immediately after planting. 
* Place a mulch around the newly-transplanted tree. 
* Irrigate young trees regularly after planting. They must never suffer from a water shortage or too wet conditions. 
Leaf analysis 
Leaf analysis is the only technique according to which sensible fertilisation can be applied to a specific planting. The following aspects are important: 
* The correct time for sampling is from mid-September to mid-November. 
* The correct leaf must be sampled (see figure). 
* The first leaf sample of a specific planting must be accompanied by a soil sample. 
A leaf and soil sample must represent a planting of not more than 3 ha. 
* The sampling method is important: 
- Select about 20 healthy trees, well distributed throughout the planting. 
- The trees must be of homogeneous appearance and representative of the average trees in the planting. 
- Sample 4 leaves per tree. 
- Do not take samples from obviously good or weak trees. 

Sample either of the 2 leaves coloured in the illustration
Fertilisation 
Do not fertilise newly-transplanted trees too soon. Fertiliser should only be applied about 1 year after transplanting. The applications must be very light and broadcast evenly, but not against the stems of the trees. Irrigate after applying fertiliser. 
Application and quantities 
* Fertiliser should be broadcast evenly about 0,2 m from the stem to 0,5 m outside the drip area of the tree. 
* Irrigate lightly immediately after application. Fertilisers must not be worked into the soil. 
* As soon as the trees are established and start growing, fertiliser must be applied regularly according to the quantities given in the table. 
Time of application 
Quantity of fertiliser per tree per year according to age (g) 
Age years
 LAN 28 % N 
Superphosphate 
  Potassium
chloride 
1 
2 - 3 
4 - 5 
6 - 7 
8 - 9 
10 - 11 
12 - 13 
14 - 15 
15 and older
200 
500
1 000
1 500
2 000
2 500
3 000
3 500 
4 000
250 
250 
250
500
500
750
750 
1 000
1 000
50 
100
200
300
400
500
750
1 000
1 000

Remember: 
This is only a guideline; correct fertilisation can only be applied according to the soil analysis for young trees and soil and leaf analyses for fruit-bearing trees. 
Nitrogen (N) 
First year 
- divide the nitrogen fertiliser into 8 equal monthly applications of 25 g each and apply during summer (September to April). 
Second to fifth year 
- divide the nitrogen fertiliser into 5 equal applications and apply during summer (September to April). 
Sixth year and older 
- half of the nitrogen fertiliser is applied immediately before flowering and the remainder just after harvesting. 
Phosphate (P) 
All the phosphate is applied immediately after harvesting. 
Potassium (K) 
Half of the potassium fertiliser is applied just before flowering and the remainder after harvesting. 
Zinc (Zn) and boron (B) 
Zinc must be applied at least 4 times a year. The following substances and concentrations are recommended per 100 l of water: 
* Zinc oxide at 200 g or 
* Nitro-Zn at 150 ml or 
* Agri-zinc at 50 ml. 
Spray the trees from soon after planting with 100 g borax or 75 g Solubor/100 l water every 2 years. 
Organic fertiliser 
Kraal or chicken manure can be used as additional fertiliser at 2 or 1 kg respectively per mature (10 years) tree, spread evenly in the drip area. However, if no other fertiliser is available, kraal manure can be applied as follows: 
Tree age
(years)
 Kraal manure
 (kg/tree/year)
Time of application 
1 
5
± 1 kg every 6 weeks from September to April
2 - 3 
4 - 5 
15 
25
Give 5 equal dressings between 
September and April
6 - 7 
8 - 9 
10 - 11 
12 - 13 
Maximum 
40 
55
70
80
100
Give 1/2 the quantity before blossoming and the remainder after harvesting
Water requirements 
* Litchi trees need regular watering and therefore it is essential that enough water must be available from the flowering stage until after the February/March flush following the harvest. 
* Because the edible portion of the litchi fruit has a water content of 86 %, the availability of water remains important during the development period. 
* A water shortage will delay development of the fruit and adversely affect the size, mass and quality of the litchis. 
* Irrigation must continue after harvesting to ensure that a normal growth flush occurs during February/March, just before the beginning of the dormant period. 
* During dormancy (April to July) irrigation should be reduced, but the tree should not suffer drought. 
* Young trees that are not producing yet are irrigated throughout the year. 
* Producers normally stop irrigating the trees during the coldest months of the year (June and July) so that they can have a proper dormant period. In areas where it is never very cold, irrigation should stop to force the trees into dormancy. 
Covering litchi fruit clusters 
* Covering the fruit with paperbags prevents damage from fruitflies and litchi moths, as well as sunburn and cracking. 
* The best time for covering the clusters will vary from one locality to the next. 
* Paperbags are at present the most suitable and also the cheapest covering material. 
* The fruit develops a very attractive red colour inside the paperbags. 
* Covering the fruit also extends the harvest period because fruit can be left on the tree for a longer period. 
* The paperbag at present used is open at both ends. It is made from reinforced brown paper that is very resistant to the elements. 
* The fruit must, however, be covered in the correct way and during the right time of the day (not early in the morning or immediately after rain), because of the risk of decay when covered while still wet. Spray against litchi moth and fruitflies just before covering. 
* Remove all the leaves on the cluster stem before covering. 
* Do not put more than 25 litchis in one bag. 
* The bags must be fixed to hang to an angle to allow water to flow out. 
o Both sides of the bag must be closed and, if necessary, a small opening must be left for rainwater to run out. The open ends can easily and quickly be stapled together. 
o The paperbags will even keep fruit bats and birds away. 
o Another advantage is that the fruit is handled less during harvesting and this limits damage caused by rough handling. 
o When removed carefully, the bags can be used for another season. 

Insect pests    
* Important pests include bark borers, litchi moth and fruitflies. 
* Consult your nearest extension officer about ways to control these insects. 

Harvesting 
* The stage of maturity at which fruit is harvested is one of the most important factors that determine the ultimate quality at the point of sale. 
* Litchis do not develop further after picking. The fruit must therefore remain on the tree until quite ripe. 
* Litchis harvested too early have an unattractive colour and have a sour taste. 
When are litchis ripe? 
Ripe fruit has an average mass of between 21 and 25 g. Fruit with a mass of at least 21 g is therefore ready for harvesting during a normal season. 
Packing 
Litchis are packed as loose fruit and all unnecessary twigs or stems must be removed to ensure neat packing. 

For further information contact the
ARC-Institute for Tropical and Subtropical Crops
Private Bag X11208, Nelspruit 1200
Tel (013) 753 2071
Fax (013) 752 3854
* HOW TO PLAY 
for Wednesday
Tickets purchased on Sunday, Monday, Tuesday and before 20H30 on Wednesday will be entered into the Wednesday Draw.
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Tickets purchased on Thursday, Friday and before 20H30 on Saturday will be entered into the Saturday Draw. 

To play one Lotto game, choose six numbers between 1 and 49. This will cost R2.50 (incl. VAT) and gives you one chance to win millions. 

Mark your six numbers on any one of the six boards on the entry coupon with a vertical line using a black pen or pencil. You can play up to six Lotto games on one entry coupon, which gives you six chances to win.

Each completed board costs R2.50. Give your entry coupon and money to your National Lottery retailer. He or she will record your chosen sets of numbers on the National Lottery computer terminal and give you a ticket with your numbers printed on it. This is your receipt. 

To enter the Wednesday Lotto Draw, tickets must be purchased between Sunday and Wednesday. Otherwise, tickets purchased between Thursday and Saturday will be included in the Saturday Draw.

    If you make a mistake filling in a
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    To check if your chosen 
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HOW TO CLAIM YOUR PRIZE
The winning numbers drawn on TV and the prize values in each Division are widely publicised after the draw. Check your numbers to see how many you have matched. 
Prizes up to R50 are payable at all 
National Lottery outlets  and at the retailers discretion up to R5 000.
Prizes up to R50 000 are payable at   Authorised Prize Payment Centres or National Lottery Offices. Prizes above 
R50 000  are only payable at National Lottery Offices, which are open during normal office hours from Monday to Friday. 

    This is only a brief summary of 
    how to play and win Lotto. The 
    full Game Rules are available at
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    you can download your own 
    copy from here. For further 
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    call the PlayerThusong toll-free 
    on 0800 40 3040, e-mail or write 
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    National Lottery
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    Lottery Information: 
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    The special Lotto Draw Machine contains 49
    numbered balls. It chooses at random six of the
    balls which are the Winning Numbers in any
    order, plus an extra ball which is the Bonus
    Number. This can win you extra prizes. If the six
    numbers you have marked on any one board
    match these numbers, you can win a prize in one
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    numbers of winners in each Division. Actual
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    after the draw. On average, one ticket in fifty will
    win a prize from a few rand to a few million rand.LRAD

DEPARTMENT: AGRICULTURE
REPUBLIC OF SOUTH AFRICA 
LAND REDISTRIBUTION FOR AGRICULTURAL DEVELOPMENT 


PREVIEW 
The LRAD information booklet provides basic answers to frequently asked questions. This booklet is meant to assist potential beneficiaries and sellers to understand the basic concepts and requirements which must be satisfied in order to benefit from the programme from any point, whether as a seller, agent or beneficiary. 
The booklet is not meant to substitute the policy document (LRAD) or the programme manual, but is merely there to supplement and provide quick answers to basic questions. 
1. What is the LRAD programme? 
The Land Redistribution for Agricultural Development programme was designed to help previously disadvantaged citizens from African, Coloured and Indian communities to buy land or agricultural implements specifically for agricultural purposes. 
2. How does it help people? 
Most of our people do not have sufficient money to buy land for farming purposes. This programme will make some money available to successful applicants to help supplement what they already have for purchasing agricultural land. This will be done in the form of government grants. 
3. What is the LRAD grant? 
It is a nonrefundable form of funding or financial contribution to help prospective farmers to purchase land by government. 
4. How much will I get? 
A formula will to be used to determine how much an individual will get. This formula is based on how much money or inputs to be used in the farming operations on that piece of land (own contribution in kind), or a combination of the two a person contributes towards the purchasing of that particular piece of land or on-farm implements (own financial contribution). 
The grant amount will be determined according to the total own contribution. Refer to Table 1. 
5. What is own contribution? 
The grant will only serve as financial supplementation to what an applicant already has. Own contribution is therefore the money that an applicant should bring into the process to form part of the whole capital package, viz. own contribution + grant. 
6. Is only cash accepted as own contribution? 
There is a number of ways in which own contributions can be made, viz. 
(a) Cash contribution 
An applicant can contribute from a minimum of R5 000, which will qualify for a matching grant of R20 000 up to a maximum of R400 000 which will in turn qualify for a matching grant amount of R100 000. 
(b) Contribution in kind 
There are a number of ways you can contribute in kind, viz. property, machinery, equipment and livestock. These will be equated to their current cash value and the total amount then used as own contribution. 
(c) Own labour 
Any number of labour units will be equated to a maximum of R5 000 own contribution. 
7. What assets can be used as own contribution? 
Existing agricultural assets that are integral to the operation of the land to be acquired through the programme. 
8. What assets cannot be used as own contribution? 
Land that was accessed through an earlier grant, restitution, tenure security grant, donation, etc. 
9. What if I have not yet finished paying for some of my assets? 
Outstanding debt on agricultural assets will not affect the extent to which these will be counted as own contribution. 
10. What is the minimum and the maximum amount that one can get and what is the corresponding own contribution? 
A minimum amount of R20 000 will require a minimum own contribution amount (cash or in-kind) of R5 000 and a maximum of
R100 000 will require a maximum own contribution amount of R400 000. Between the minimum and maximum amounts, there is a continuum of grant amounts, depending on the participant's own contribution (see scale of grant and own contribution). 
11. Why is it that the less money one contributes the larger the grant ratio is? 
This programme is aimed at helping poor people. The grant scale is therefore designed in a way that the less money one has, the bigger the grant to own contribution ratio one wil receive compared to what someone with a bigger contribution will receive. 
12. What can use the grant for? 
(a) Acquisition of land 
(b) Land improvements, infrastructure investments, capital assets and short-term agricultural inputs 
13. Which departments are responsible for the programme? 
Grants will be provided by the Department of Land Affairs, but both the departments of Land Affairs and Agriculture will work in collaboration to oversee the whole process from start to finish. 
14. Who should apply? 
You should 
• Be a member of a previously disadvantaged group (i.e. African, Coloured or Indian) 
• Be 18 years or older 
• Intend to use the land for agricultural purposes only 
• Intend to farm on a full- time basis (except for safety-net projects) 
• Not hold any position within government structures 
• Be prepared to participate in a training programme after land acquisition 
• Be in a position to make an own contribution 
• Be an organised entity if applying as a group 
• Have a bank account 
15. What are safety-net projects? 
The LRAD programme is designed in such a way that beneficiaries will enter the system at various levels of production, viz. 
(a) Safety-net projects 
This is the level at which beneficiaries will acquire land to produce mainly for own consumption. 
(b) Equity schemes 
Members of a group will each contribute a certain amount towards accessing the grant. In turn, each member will own a certain percentage (share) of the project according to the degree of their contribution. This share is called equity, and it will be equal to the value of each individual's contribution plus the grant. These shareholders will be both co-owners and employees of the farm. 
(c) Production for markets 
Some people will enter the programme at a much higher level than the ones mentioned above. These people will most probably have more farming experience as well as access to additional finance through normal bank loans as well as their own assets and cash to purchase bigger farms and therefore farm on a much larger scale. 
(d) Agriculture in communal areas 
Quite a number of people in communal areas already have secure access to agricultural land, but may not have the money to start using that land productively. Such people will be allowed to apply for assistance to start putting up productive investments on the land. These kinds of projects may either be at the lower scale of production (safety-net projects) or higher up (production for markets). 
16. What type of land am I allowed to buy under this programme? 
Any agricultural land in South Africa, regardless of its present tenure status, is potentially eligible for redistribution under this programme, except communally-held land in former homeland areas. 
17. Can one obtain land and still be working somewhere else? 
One of the requirements is that the applicant should be committed to farm on a full-time basis, except in the case of food safety-net projects, where the beneficiaries will only be producing enough for consumption. 
  
18. What what kind of assistance will I get from the government after I have obtained land? 
The Department of Agriculture has a post-settlement support services framework in place to assist farmers. Training will be provided periodically and field officers will be available in all districts to offer technical assistance to all farmers, emerging as well as commercial. 
19. What kind of documentation will be expected from me? 
• Land use proposal/farm plan (project proposal). 
• An option to sell with an agreed price, if leasing with an option to buy. 
• A list of household members or group members, if the proposal is for a group. 
• Confirmation that the title to the land is clear, free from land claims, registered in the name of the seller and that the negotiated price is not higher that the appraised market price. 
• Evidence of availability of remainder of financing (own funds or contingent loan contract). 
• Valuation report. 
20. Where can I go for assistance regarding the professional preparation of the above documentation? 
Applicants may do all the planning themselves, or may choose to accept the assistance of a design agent. It is not compulsory to employ one if you feel that you can undertake and fulfil all the requirements. District officers will also assist applicants if needed. 
If you decide to appoint a design agent, you can do so by accessing the list of agents at provincial land reform offices or provincial agricultural offices. These agents will then undertake all the necessary work and a planning grant will then be made available for their payment.

TABLE 1 Scale of grant and own contribution 
OWN CONTRIBUTION
10 000 
20 000 
30 000 
40 000 
50 000 
60 000 
70 000 
80 000 
90 000 
100 000 
 
 
25 798
33 278
38 622
42 926
46 592
49 819
52 721
55 371
57 819
60 100
1000
 
26717
33880
39090
43317
46932
50122
52996
55624
58054
60320
2000 
 
27585
34463
39548
43702
47268
50422
53269
55875
58287
60539
3000 
 
28408
35031
39998
44081
47600
50720
53540
56125
58519
60756
4000 
 
29192
35583
40439
44455
47928
51014
53808
56372
58750
60972
5000 
20000
29941
36120
40871
44823
48252
51305
54074
56618
58978
61187
6000 
21385
30659
36644
41296
45187
48572
51594
54337
56861
59206
61400
7000 
22631
31350
37156
41714
45545
48889
51879
54599
57103
59431
61612
8000 
23768
32015
37655
42125
45899
49202
52162
54858
57343
59656
61823
9000 
24819
32657
38144
42528
46248
49512
52443
55116
57582
59879
62033
  
OWN CONTRIBUTION
110000 
120000 
130000 
140000 
150000 
160000 
170000 
180000 
190000 
200000 

-
62241
64262
66180
68006
69751
71424
73032
74582
76077
77524
1000 
62448
64458
66366
68184
69921
71588
73190
74733
76224
77666
2000 
62654
64654
66552
68361
70091
71751
73347
74885
76371
77808
3000 
62859
64848
66736
68537
70260
71913
73503
75036
76516
77949
4000 
63063
65041
66920
68713
70428
72075
73659
75186
76662
78090
5000 
63266
65233
67103
68888
70596
72236
73814
75336
76807
78230
6000 
63467
65424
67285
69062
70763
72396
73968
75485
76951
78370
7000 
63668
65614
67467
69235
70929
72556
74123
75634
77095
78510
8000 
63867
65804
67647
69408
71095
72715
74276
75782
77239
78649
9000 
64065
65992
67827
69580
71260
72874
74429
75930
77382
78788
  
OWN CONTRIBUTION
210000 
220000 
230000 
240000 
250000 
260000 
270000 
280000 
290000 
300000 
-
78926
80286
81608
82893
84145
85366
86558
87722
88860
89973
1000
79064
80420
81738
83020
84269
85487
86675
87837
88972
90083
2000 
79201
80553
81867
83146
84392
85607
86793
87951
89084
90193
3000 
79338
80686
81997
83272
84515
85727
86910
88066
89196
90302
4000 
79475
80819
82126
83398
84637
85846
87027
88180
89308
90412
5000 
79611
80951
82255
83523
84760
85966
87143
88294
89419
90521
6000 
79747
81083
82383
83648
84882
86085
87259
88408
89531
90630
7000
79882
81215
82511
83773
85003
86203
87375
88521
89642
90738
8000 
80017
81346
82639
83898
85125
86322
87491
88634
89752
90847
9000
80152
81477
82766
84022
85246
86440
87607
88747
89863
90955
                        
OWN CONTRIBUTION
310000 
320000 
330,000 
340,000 
350000 
360000 
370000 
380000 
390000 
400000 
-
91063
92131
93178
94206
95214
96204
97177
98134
99074
100000
1000 
91171
92237
93282
94307
95314
96302
97274
98228
99168
 
2000
91278
92342
93385
94409
95413
96400
97370
98323
99261
 
3000
91386
92447
93489
94510
95513
96498
97466
98418
99354
 
4000
91493
92553
93592
94611
95612
96595
97562
98512
99446
 
5000
91600
92657
93694
94712
95711
96693
97657
98606
99539
 
6000
91707
92762
93797
94813
95810
96790
97753
98700
99632
 
7000
91813
92866
93899
94913
95909
96887
97848
98794
99724
 
8000
91919
92971
94002
95014
96008
96984
97944
98888
99816
 
9000
92025
93075
94104
95114
96106
97081
98039
98981
99908
 
GRANT SIZE BY OWN CONTRIBUTION               
GRANT
20000 
30,000 
40,000 
50,000 
60000 
70000 
80,000 
90,000 
100000 
-
5000
15080
33005
60596
99548
151463
217,873
300245
400000
1000 
5710
16489
35301
63953
104130
157427
225368
309415
 
2000
6481
17977
37695
67425
108844
163538
233024
318761
 
3000
7315
19549
40189
71014
113690
169796
240843
328283
 
4000
8214
21204
42784
74722
118671
176204
248825
337983
 
5000
9180
22945
45484
78550
123788
182763
256974
347863
 
6000
10214
24774
48289
82499
129042
189474
265289
357923
 
7000
11320
26693
51201
86572
134435
196339
273772
368166
 
8000
12498
28703
54222
90770
139969
203360
282425
378592
 
9000
13751
30807
57353
95095
145644
210537
291249
389203
 
Because the program is intended to function over 15 to 20 years, benefits (grants) under the program will be indexed to the real value of the Rand 
21. How do I start the process 
Call (012) 319 7020 or consult your nearest Land Affairs or Agricultural Provincial offices below. 
Provincial departments of Agriculture and Land Affairs 
Province 
Department 
Contact person 
Tel number 
Gauteng
Agriculture
V. Titi
011-355 1317
 
Land Affairs
M. Ndlela
012-310 6500
Mpumalanga
Agriculture
R. Matare
013-755 4721
 
Land Affairs
A.van der Merwe
013-755 3499
Free State
Agriculture
M.B. Motsie
051-8611258
 
Land Affairs
W. Barnes
051-400 4200
KwaZulu-Natal
Agriculture
W. Urquhart
033-343 1397
 
Land Affairs
M. Shabane
033-355 4300
North West
Agriculture
Mr Seobi
018-389 5723
 
Land Affairs
P. Mongae
018-384 2437
Northern Cape
Agriculture
F. du Toit
053-838 9111
 
Land Affairs
O. Mvula
053-831 4090
Northern Province
Agriculture
J. Thupane
015-295 7090
 
Land Affairs
E. Letsoalo
015-297 3539
Western Cape
Agriculture
I. Olckers
021-808 5103
 
Land Affairs
S. Middleton
021-426 2947
Eastern Cape
Agriculture
Mr Pityi
040-609 3532
 
Land Affairs
M. Kenyon
043-743 4689
2001
Compiled by Directorate Farmer Settlement and Development
Printed and published by Department of Agriculture, Directorate Communication
and obtainable from Resource Centre, Private Bag X144, Pretoria, 0001South Africa 

South Africa's media history reflects the fissures and divisions within society as well as the distribution
of power. The challenge of democratic transformation affects all spheres of social life, including the
institutions and practices of the media.
Government is committed to creating an agency to promote access to the media by marginalised
groups and to enhance media pluralism. This follows a Cabinet decision based on a Comtask
recommendation in 1996. It is in accordance with the Constitution, Bill of Rights and the
Reconstruction and Development Programme and is further motivated by the National Action Plan
for the Promotion and Protection of Human Rights, which emphasises freedom of expression and
media diversity, and the need for mechanisms to ensure that this is achieved. It follows an unsuccessful
attempt by civil society to form such a body in the early 1990s.
The motivation for an independent, separately located and cost-effective Media Development and
Diversity Agency (MDDA) rests on the need for a body of respected media specialists and other public
figures that will, through funding, facilitation and research, develop expertise around media development
and diversity and ensure their realisation. It will operate on the best principles of corporate
governance with a mandate and requisite resources. It will operate at arms length from government,
the media industry and other donors.
As the world moves rapidly towards an information society, it is critical that all citizens have access
to the widest range of information and opinion in order to participate effectively in an increasingly
integrated world at local, national and international levels. Government has made access to information
integral to its reconstruction and development programme.
The MDDA, like the programme of Multi-Purpose Community Centres, is a key initiative towards this
objective. It will help alter the communications environment in a way that builds infrastructure and
fosters the emergence of media reflecting the experiences and perspectives of the marginalised. In
other words, while the MDDAwill not by itself bring about the complete transformation of the media,
it will, through its funding, facilitation, advocacy and research functions, play a key catalytic role in
altering the media landscape in a way that will be conducive to broader changes.
Media development involves promoting an enabling environment to help redress exclusion and
marginalisation of groups and interests from access to media - as owners, managers and producers of
media. Media diversity is about ensuring that all interests and sectors have affordable access to a range
of views and information sources fully reflective of our society. The achievement of diversity is also facilitated
by the availability, to a diverse range of media, small and large, of the means of distribution.
The Media Diversity A g e n c y
EXECUTIVE SUMMARY
Defining media development and diversity:
The Media Development and Diversity A g e n c y
- a draft position paper
Whilst much has been done since the advent of democracy to address problems of media development
and diversity, it has clearly not been enough. The density of media infrastructure per capita
remains low. Media ownership is still concentrated and does not meet the needs of all groups and
interests. Representivity is still inadequate at management, editorial and general staffing levels.
South African experience has shown that market forces, opportunities for licences and changes in
ownership on their own cannot fully achieve this transformation. An agency like the MDDAis needed.
International experience shows that support schemes to promote media development and diversity
are not new. They have been implemented in Europe since the 1950s on the basis that market forces
alone would not achieve sufficient diversity. Indeed, the evidence is that the market on its own tends
towards increased concentration, which can inhibit freedom of expression and a diversity of views.
An earlier attempt to form a voluntary support mechanism, the Independent Media Diversity Trust,
eventually failed for lack of funding. This has reinforced the view that only initiatives firmly rooted in a
partnership of government and the media, and underpinned by statutory authority, will have a sustainable
impact.
The MDDAwill be an independent, statutory body operating on the basis of government policy and
guidelines. However, it will have an arms-length relationship with government, the private sector and
any other donors. Its mandate will be to promote diversity and development in print, broadcast and
"new media".
The MDDAwill have a Board nominated by Parliament through a public process, and appointed by
the President. The Board will appoint a CEO. The CEO will, in conjunction with the Board, appoint a
small highly skilled and adequately resourced staff.
It will seek collaboration with bodies dealing with telecommunications, licensing, film and video, to
achieve coordination and avoid duplication. Apart from its primary role of media support, it will commission
research and make recommendations to government, the media industry and other relevant bodies.
The MDDAwill relate to all bodies with a direct or indirect interest in media development and d i v e r s -
i t y, amongst them the Independent Communications Authority of SA(Icasa). The MDDAwill hold an
Annual Review Forum where such bodies will consider the MDDA's annual report.
The main beneficiaries of direct and indirect support will be community and other non-profit media, as
well as small commercial media, including radio, television, print and new media. There will be particular
emphasis on projects that bring disadvantaged communities and sectors - particularly women,
Media in South Africa:
The character of the MDDA and its relationship with other bodies:
The beneficiaries and the nature of the support:
Drawing on experience:
rural people, the disabled, illiterate people, working class and poor people - into the information and
communications loop.
Support will be of a funding and non-funding nature, and will include direct and indirect subsidies;
emergency funding; capacity development; encouraging social responsibility support in the broadcast, print
and new media sectors; training; project evaluation and monitoring; and media research. It will also make
recommendations in support of media seeking loan finance, on the basis of its evaluation procedures.
In addition, the MDDAwill work towards the emergence of national and provincial common carriers,
and/or the implementation of common carrier principles, in the print industry, to ensure equitable
access for small publications, and into under-serviced communities.
The MDDA's guiding principle in making funding decisions and loan recommendations will be the
contribution that projects make to media development and diversity. It will seek to promote sustainability,
and to fund projects that have good governance practices. Other considerations include community
representation and participation and equity plans.
The MDDAneeds adequate financing to cover community media network, training, capital and operational
costs, as well as feasibility studies for small commercial media projects. It will commission
research on media development and diversity, as well as regular performance evaluations of funded
projects. Its operational needs, including performance evaluations of projects, should represent no
more than 12% of total costs.
The resources needed to overcome the current barriers to media development and diversity amount
to a total of R500m, over five years. It is envisaged that the MDDAwill meet 60 per cent of these
needs, which amounts to R300m over five years, or on average R60m per year.
This would be made up by R20m per year from each of government, the media industry and donors.
It should be noted that government's contribution would include the support for community radio
infrastructure development already given through the Department of Communications, currently at a
level of R7 million per year.
The MDDA's budget:
The Media Diversity A g e n c y The Media Development and Diversity A g e n c y
- a draft position paper

CODE OF CONDUCT FOR UNIFORMED MEMBERS OF THE SOUTH AFRICAN NATIONAL DEFENCE FORCE
I pledge to serve and defend my country and its people in accordance with the Constitution and the law and with honour, dignity, courage and integrity.
I serve in the SANDF with loyalty and pride, as a citizen and a volunteer.
I respect the democratic political process and civil control of the SANDF.
I will not advance or harm the interests of any political party or organisation.
I accept personal responsibility for my actions.
I will obey all lawful commands and respect all superiors.
I will refuse to obey an obviously illegal order.
I will carry out my mission with courage and assist my comrades-in-arms, even at the risk of my own life.
I will treat all people fairly and respect their rights and dignity at all times, regardless of race, ethnicity, gender, culture, language or sexual orientation.
I will respect and support subordinates and treat them fairly.
I will not abuse my authority, position or public funds for personal gain, political motive or any other reason.
I will report criminal activity, corruption and misconduct to the appropriate authority. 
I will strive to improve the capabilities of the SANDF by maintaining discipline, safeguarding property,
developing skills and knowledge, and performing my duties diligently and professionally.
RULES OF WAR
In situations of armed conflict I will abide by the rules of international humanitarian law as contained in the Geneva Conventions:
I will fight only enemy combatants and attack only military objectives.
I will employ methods of attack to achieve the military objective with the least amount of harm to civilian life and property.
I will not attack or harm enemy personnel who surrender. I will disarm them and treat them as prisoners of war.
I will not kill, torture or abuse prisoners of war.
I will not alter weapons or ammunition for the deliberate purpose of increasing suffering.
I will collect and care for the wounded, shipwrecked and sick, whether friend or foe.
I will treat all civilians humanely.
I will not tolerate or engage in rape or looting.
I will respect all cultural objects and places of worship.
I will respect all persons and objects bearing the Red Cross, Red Crescent and other recognised symbols of humanitarian agencies.
I understand that disobeying these rules is a crime. It dishonours military personnel and their country, and makes them liable to punishment as war criminals. I will therefore report any violation of the rules to my superiors.
The strategic plan for South African agriculture is the product of cooperation between Government, Agri SA and NAFU.
Early in 2001 President Thabo Mbeki requested the different role-players to identify a mutual strategy that would provide enough focus to unite the sector. From this request followed the strategic sector plan.
The vision for the sector implies sustained profitable participation in the South African agricultural economy by all stakeholders. It recognises the need to maintain and increase commercial production, to build international competitiveness and to address the historical legacies and biases that resulted in skewed access and representation. It gives a clear picture of where South African agriculture wants to be in the long term.
The strategic plan consists of three core strategies:
• Equitable access and participation
The objectives of this strategy are to enhance equitable access to and participation in agricultural opportunities; to deracialise land and enterprise ownership; and to unlock the full entrepreneurial potential in the sector.
• Global competitiveness and profitability
The aim of this strategy is to enhance profitability through sustained global competitiveness in the agricultural sector's input supply, primary production, agriprocessing and agritourism industries.
• Sustainable resource management
This strategy aims to enhance farmers' capacities to use resources in a sustainable manner and to ensure the wise use and management of natural resources.
Some elements of the core strategies are complementary and will contribute towards creating and restoring confidence in agriculture. With this in mind, the task team identified a number of essential supporting and enabling strategies:
• Good governance
• Integrated and sustainable rural development
• Knowledge and innovation
• International cooperation
• Safety and security
These complementary strategic objectives provide the critical foundation without which the strategic goal will not be realised. They also emphasise the dependence of the sector on the support of other government cluster departments and industries.
The partners who have tasked themselves with the responsibility for the plan's implementation will also produce the detailed action plans. To this end, the leading partners will establish the permanent joint committee. They are also making an effort to involve organised labour, NGOs, community-based organisations and foreign organisations.
As a first step to move the strategic plan closer to implementation, the strategic partners identified the following priority programmes and actions:
• Implementing the broad-based safety and security strategy for good working and social stability, trust and confidence
• Fostering a shared vision on agriculture, good governance and social partnerships
• Fast tracking the programme of land redistribution for agricultural development and processes of empowerment for targeted groups
• Transforming agricultural research, transfer of technology, education and extension to be more responsive to markets
• Redefining the mandate of agricultural marketing and international trade in the post-control board era against greater global competition and demands for market access, infrastructure and information
• Building credible agricultural statistical and economic analysis systems that will be accessible to all farmers and enterprises
• Establishing the integrated rural financial services system outlined by the Strauss Commission Report
• Developing an effective integrated risk management system for plant and animal health systems, price and income systems and natural disasters
• Targeting investment in rural development nodes to provide livelihoods, infrastructure, irrigation, electricity, telecommunications, transportation, training and skills development
• Establishing an agricultural cooperation programme for Africa to spearhead the New Africa Initiative in agriculture
• Lowering the overall cost of production, including a further reduction in the taxes and duties on diesel and other inputs.
In all of this, they recognise the valuable role of the private sector in achieving the goals of participation, competitiveness and sustainability.
Therefore everything will be done to ensure greater collaboration and coordination between government and the private sector-implying farmers, farmers' organisations and agribusiness-in order to attain the new vision of a united and prosperous agricultural sector.
The following outcomes are expected from the successful pursuit of these strategic objectives:
• Increased wealth creation in agriculture and rural areas
• Increased sustainable employment in agriculture
• Increased incomes and increased foreign exchange earnings
• Reduced poverty and inequalities in land and enterprise ownership
• Improved farming efficiency
• Improved national and household food security
• Stable and safe rural communities, reduced levels of crime and violence, and sustained rural development
• Improved investor confidence and greater domestic and foreign investment in agricultural activities and rural areas
• Pride and dignity in agriculture as an occupation and sector
The partners commit themselves to providing the necessary time and financial and material resources to see to the successful implementation of the strategic plan.
The publication The Strategic plan for South African Agriculture is available from
Resource Centre, Department of Agriculture
Tel (012) 319 7141
2002
Printed and published by the Department of Agriculture
Directorate Agricultural Information Services,
Private Bag X144, Pretoria 0001
THE NATIONAL QUALIFICATIONS FRAMEWORK:  AN OVERVIEW
contents...
1. What is a National Qualifications Framework (NQF)? 
2. Why has South Africa chosen a National Qualifications Framework? 
3. How did the NQF come into being? A brief history 
4. What are the objectives of the NQF? 
5. What is the relationship between the NQF and outcomes-based education? 
6. What are the Critical Outcomes? 
7. What do NQF qualifications look like? 
8. What does our NQF look like? 
9. What is the South African Qualifications Authority (SAQA)? 
10. What are the structures of SAQA and what is their purpose? 
11. How will quality in assessment be maintained? 
12. How does SAQA ensure acceptance of its policies by stakeholders 
13. How does SAQA ensure that quality is a feature across the NQF? 
14. How does SAQA acknowledge Recognition of Prior Learning (RPL)? 
15. What else does the SAQA Office do? 
16. Legal documents and other SAQA publications 
17. Glossary and Acronyms 
18. Bibliography and Notes 

A publication of the 
South African Qualifications Authority

1. What is a National Qualifications Framework (NQF)?
It is a framework i.e. it sets the boundaries - a set of principles and guidelines which provide a vision, a philosophical base and an organisational structure - for construction, in this case, of a qualifications system. Detailed development and implementation is carried out within these boundaries. It is national because it is a national resource, representing a national effort at integrating education and training into a unified structure of recognised qualifications. It is a framework of qualifications i.e. records of learner achievement.
In short, the NQF is the set of principles and guidelines by which records of learner achievement are registered to enable national recognition of acquired skills and knowledge, thereby ensuring an integrated system that encourages life-long learning.

2. Why has South Africa chosen a National Qualifications Framework?
In 1994 the international community witnessed the birth of a new democracy and welcomed the new South Africa as the most recent member of its global village. In accepting that honour, this country took on the associated challenges of that position.
Many countries all over the world are looking for better ways of educating their people and organising their education and training systems so that they might gain the edge in an increasingly competitive economic global environment. Furthermore, the world is an ever-changing place, politically, geographically and technologically. Indeed, the rapid technological advances of the twentieth century have placed education systems under extreme pressure as they try to adapt and incorporate these changes in an effort to produce more creative, effective and adaptable people. Success, or even survival, in such a world demands that South Africa has a national education and training system that provides quality learning, is responsive to the ever-changing influences of the external environment and promotes the development of a nation that is committed to life-long learning.
When learners know that there are clear learning pathways which provide access to, and mobility and progression within education, training and career paths, they are more inclined to improve their skills and knowledge, as such improvements increase their employment opportunities . The increased skills base of the workforce has a wider implication namely the enhancement of the functional and intellectual capability of the nation, thereby increasing our chances for success in the global community.
Sir Christopher Ball (1996) in describing the kind of learner profile that is suited to the 21st century, spoke about 'flexible generalists'. Ball maintained that such people are needed to realise the goal of life-long learning which, with the ever-increasing human longevity, will characterise the successful citizenry of the next millennium. 'Flexible generalists' are people equipped with the necessary knowledge, skills and values to adjust readily to multiple career changes and make, through their own personal development, a significant contribution to the life of this country and the world. The shift in thinking is from education for employment - developing the ability to do a specific job - to education for employability - developing the ability to adapt acquired skills to new working environments. The new education and training system must be able to support the notion of an adaptable workforce.

3. How did the NQF come into being? A brief history
The NQF traces its origins back to the labour movement of the early 1970s. From the early 1970s, black trade union demands for a living wage were repeatedly rejected by employers, on the grounds that workers were unskilled and therefore their demands were unjustified. This in turn led to black workers seeing training as a means to achieving their demands for better wages. The struggle to persuade employers to accede to worker demands continued into the 1980s and in 1989 the National Union of Metalworkers of South Africa (NUMSA), established a research group comprising workers and union officials, to formulate recommendations on training. On the assumption that skills development would lead to better wages, an integrated proposal was formulated, based on a staged improvement in skills, linked to grading increments. The proposal stressed the need not only for basic education, without which workers would not be able to access the proposed system, but also for portability and national recognition of training so that workers would not be at the mercy of a single employer. The proposal was formally adopted by the Congress of South African Trade Unions (COSATU) in July 1991.
The mid-1970s also witnessed a demand for change in education, spearheaded by the non-governmental education sector. Protest was epitomised in the Soweto student uprising of 1976, which was followed by nation-wide student protest. By the 1980s the entire education system had been discredited and rejected. Non-governmental education sector resistance resulted eventually in the formation of the National Education Policy Initiative (NEPI), which set about developing proposals for the restructuring of the formal education system. Drawing on discussions with a wide range of interested parties within the democratic alliance, the NEPI reports and framework, published in 1992, were premised upon the principles of non-racism, non-sexism, democracy and redress, and the need for a non-racial unitary system of education and training. COSATU was closely involved with the NEPI process - an alliance which continued through the period leading to the democratic elections of 1994.
Despite repeated resistance to worker and student demands for change, the government of the day came increasingly to appreciate the inappropriateness, and ultimately the unsustainability, of its rejection of such demands. The announcement by President de Klerk in 1990 of the government's intention to dismantle apartheid gave added impetus to, and was symptomatic of, the change of policy towards worker and student demands. The Department of Manpower, through the National Training Board (NTB), embarked as far back as the 1980s upon a number of initiatives, notably the restructuring of the apprenticeship system into a competency-based modular training system run by autonomous industry training boards. However unions viewed the process as flawed, not only because it excluded workers, but also because the proposals emanating from the initiatives were narrowly focussed on apprenticeship to the exclusion of basic education, which was seen as a point of access to the skills training. After an extended conflictual relationship, the Department of Manpower and the trade union federations reconvened in 1992 in an attempt to renew the process.
The Department of Education simultaneously initiated its own process of policy discussion, which culminated in the Education Renewal Strategy (ERS). The democratic alliance within the education sector was invited to participate in the process, but declined the invitation on the grounds that the initiative lacked legitimacy. Furthermore the ERS advocated three streams - academic, vocational, and vocationally-oriented - a system the democratic alliance found unpalatable. The education employer sector did, however, participate in the process, advocating a seamless framework similar to that adopted by Scotland and New Zealand.
The 1992 meeting of the Department of Manpower and the trade union federations resulted in the formation of a representative Task Team, which established eight working groups charged with developing a new national training strategy. The working groups had representation from trade unions, employers, the State, providers of education and training, the ANC Education Department, and the democratic alliance. Working Group 2 reached agreement on a new integrated framework. 1994 saw the publication of three documents which laid the foundation for the SAQA Act (RSA, 1995): the ANC Policy Framework for Education and Training (1994); the Discussion Document on a National Training Strategy Initiative (1994); and the CEPD Implementation Plan for Education and Training (1994). White papers on Education and Training (1995) and on Reconstruction and Development (1994) followed, both of which underscored the need for the development and implementation of the NQF.
An Inter-Ministerial Working Group was established to draft the NQF Bill which was passed into law as the South African Qualifications Authority Act (No. 58 of 1995) on 4 October 1995. The appointments to the first Authority were made in May 1996 and the first meeting of the Authority under the chairmanship of Mr S B A Isaacs, was held in August 1996.

4. What are the objectives of the NQF?
The objectives of the NQF as outlined in the SAQA Act are as follows:
* To create an integrated national framework for learning achievements; 
* Facilitate access to, and mobility and progression within education, training and career paths; 
* Enhance the quality of education and training; 
* Accelerate the redress of past unfair discrimination in education, training and employment opportunities; 
* Contribute to the full personal development of each learner and the social and economic development of the nation at large. 

5. What is the relationship between the NQF and outcomes-based education?
Qualifications and standards registered on the NQF are described in terms of the learning outcomes that the qualifying learner is expected to have demonstrated. Hence there is an underlying commitment to a system of education and training that is organised around the notion of learning outcomes.
of the criticisms of the past system of education in South Africa was that certain institutions were privileged above others because of the policy of unequal allocation of resources to learning institutions, based on race. In addition, as a result of this financial discrimination, the perception grew that the standard of provision at these institutions was superior to that of other institutions. Consequently, students from these institutions were granted preferential treatment in access to further education opportunities and in the labour market. In other words, where the qualification was obtained was more important than what qualifying students actually knew and could do. In addition to problems of access, there was the problem of portability in that institutions arbitrarily chose to recognise or not to recognise qualifications achieved at other institutions; employers actively sought graduates from certain institutions and ignored graduates from other institutions. The impact of such practice on the economic and social fabric of our society is self-evident. There is hence an historical imperative in the fragmentation of our society, to focus on what it is that a learner knows and can do rather than where the learner did his or her studying. It is necessary to address the inappropriate social use of qualifications that has been part of our history.
A further pressing imperative to base our NQF on outcomes has emerged from global trends and discussions. Ronald Barnett's discussion of competence in higher education epitomises the kinds of transition that are taking place in education and training systems the world over:
The new vocabulary in higher education is a sign that modern society is reaching for other definitions of knowledge and reasoning. Notions of skill, vocationalism, transferability, competence, outcomes, experiential learning capability and enterprise, when taken together, are indications that traditional definitions of knowledge are felt to be inadequate for meeting the systems-wide problems faced by contemporary society. 
Whereas those traditional definitions of knowledge have emphasised language, especially through writing, an open process of communication, and formal and discipline-bound conventions, the new terminology urges higher education to allow the term knowledge to embrace knowledge-through-action, particular outcomes of a learning transaction, and transdisciplinary forms of skill (Barnett, 1994: 71)
If South Africa is to take up its position in the global village, it needs to embrace the new vocabulary of which Barnett speaks: competence and outcomes. Countries in Europe, the Pacific rim, Australasia, and North America have either adopted or moved in the direction of a national qualifications framework, underwritten by a commitment to outcomes-based education. South Africa cannot afford to ignore these developments. The South African NQF with its emphasis on the notion of applied competence - the ability to put into practice in the relevant context the learning outcomes acquired in obtaining a qualification - is already contributing to these debates and developments.
Associated with the recognition that knowledge needs redefinition is the recognition that sites of learning are many and varied. The traditional definitions of knowledge have implicitly designated formal institutions of learning as the primary site of learning. This perception has been re-enforced by the fact that in most instances, a qualification is awarded by an institution, before any further learning in a practical environment is obtained by the learner. In other words, the sub-text is that once the qualification has been awarded, learning is over - and unless a learner registers for a new, formal qualification, learning for life is over! This bias towards qualification-as-destination is at odds with reality and also with what the White Paper on Education and Training (1995: 15) identifies as the education and training requirement of a successful economy and society:
Successful modern economies and societies require the elimination of artificial hierarchies, in social organisation, in the organisation and management of work, and in the way in which learning is organised and certified. They require citizens with a strong foundation of general education, the desire and ability to continue to learn, to adapt to and develop new knowledge, skills and technologies, to move flexibly between occupations, to take responsibility for personal performance, to set and achieve high standards, and to work co-operatively.
If one accepts that there is more than one dimension to knowledge and hence that learning continues both before and after a qualification has been awarded in a variety of sites of learning, then in order to achieve integration and coherence within the system so that access and portability can become a reality, it is necessary to clearly articulate the outcomes of learning achievements.
Finally the South African Qualifications Act (No. 58 of 1995) indicates that one of the functions of the South African Qualifications Authority is to ensure that standards and qualifications registered on the NQF are internationally comparable. Since the global trend is moving towards describing qualifications in terms of achieved learning outcomes, articulation of South African qualifications with their international counterparts is facilitated if our qualifications are described in terms of the learning outcomes.
The NQF with its commitment to outcomes-based education and training is the means that South Africa has chosen to bring about systemic change in the nature of the education and training system. This systemic change is intended to transform the manner in which the education and training system works as a system, how it is organised and the vision that drives participants within the system as they perform their own particular roles and functions within that system.

6. What are the Critical Outcomes?
The Critical Cross-field Education and Training Outcomes, commonly known as the Critical Outcomes, are an additional mechanism through which coherence is achieved in the framework. These Critical Outcomes describe the qualities which the NQF identifies for development in students within the education and training system, regardless of the specific area or content of learning i.e. those outcomes that are deemed critical for the development of the capacity for life-long learning. These outcomes are intended to direct the thinking of policy makers, curriculum designers, facilitators of learning as well as the learners themselves.
It is mandatory for standards setters to incorporate at least some of the Critical Outcomes in the standards that they recommend and proposers of qualifications must ensure that all Critical Outcomes have been addressed appropriately at the level concerned within the qualifications being proposed.
The Critical Outcomes adopted by SAQA are as follows:
* Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made; 
* Work effectively with others as a member of a team, group, organisation, community; 
* Organise and manage oneself and one's activities responsibly and effectively; 
* Collect, analyse, organise and critically evaluate information; 
* Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation; 
* Use science and technology effectively and critically, showing responsibility towards the environment and health of others; 
* Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation; 
In order to contribute to the full personal development of each learner and the social and economic development of the society at large, it must be the intention underlying any programme of learning to make an individual aware of the importance of:
* Reflecting on and exploring a variety of strategies to learn more effectively; 
* Participating as responsible citizens in the life of local, national and global communities; 
* Being culturally and aesthetically sensitive across a range of social contexts; 
* Exploring education and career opportunities, and 
* Developing entrepreneurial opportunities. 

7. What do NQF qualifications look like?
The NSB regulations indicate that a qualification shall:
* Represent a planned combination of learning outcomes which has a defined purpose and which is intended to provide qualifying learners with applied competence and a basis for further learning; 
* Add value to the qualifying learner by providing status, recognition, enhancing marketability and employability; 
* Provide benefits to society and the economy; 
* Comply with the objectives of the NQF; 
* Include both specific and critical cross-field outcomes that promote life-long learning; 
* Where applicable, be internationally comparable; 
* Incorporate integrated assessment appropriately to ensure that the purpose of the qualification is achieved. Assessment should include a range of formative and summative assessment methods such as portfolios, simulations, workplace assessments and also written and oral examinations; 
* Indicate in the rules governing the award of the qualification that the qualification may be achieved in whole or in part through the recognition of prior learning, which concept includes but is not limited to learning outcomes achieved through formal, informal and non-formal learning and work experience. 
There is provision in the regulations for the registration of qualifications constructed from unit standards as well as the registration of whole qualifications, not constructed from unit standards. Unit standard means registered statements of desired education and training outcomes and their associated assessment criteria together with administrative and other information as specified in the regulations. Both formats of qualification structure however require the specification of learning outcomes, the latter format requiring the articulation of exit level outcomes and associated assessment criteria.
There is much debate about the ability or desirability of reaching agreement on learning outcomes at a national level, and furthermore, about describing learning outcomes in the form of applied competence standards. SAQA has placed the requirement for participation in national stakeholder processes only for those qualifications and standards that are to be registered on the NQF - national recognition requires acceptance by national stakeholders. Furthermore constructors of qualifications and standards can choose to be rigid or choose to be flexible in the construction of the qualifications and standards, allowing for choice or not. The strength of the NQF processes is that representatives of all key stakeholders in the learning area and not just a select few will make those decisions. Furthermore, through the required process of review all qualifications and standards must be reviewed regularly to ensure that the agreed criteria and requirements are feasible, relevant and desirable. If there is agreement that changes are necessary, there is ample opportunity for those changes to be adopted.
A more complex issue is raised by the notion of learning outcomes and competence standards. Some people raise the problem that the learning outcomes of certain qualifications and standards can relatively easily be described by in the form of competence standards e.g. the draft standards for Engineering qualifications. However, in the case of other qualifications, this is more difficult because the learning outcomes are less obvious or less precise. Any effort to try and establish national agreement will result in a loss of creativity and originality when in fact, it is that very creativity and originality that gives them value. SAQA is of the opinion that the description of a NQF qualification addresses this question i.e. a qualification shall represent a planned combination of learning outcomes which has a defined purpose and which is intended to provide qualifying learners with applied competence and a basis for further learning.
In describing the purpose of qualification, standards setters will have to give consideration as to what the purpose of the qualification is and how it contributes to the learner's development and further learning.
Furthermore the notion of applied competence suggests a broadening of the behaviourist notions of knowledge usually associated with outcomes and competence models. Applied competence suggests that foundational competence, practical competence and reflexive competence are all necessary for the meaningful accomplishment of a task in any real world context. Foundational competence is described as an understanding of what is being done and why. Practical competence is described as a demonstrated ability to do a particular thing. Reflexive competence is described as a demonstrated ability to integrate or connect performance with the understanding of that performance so as to learn from the actions and adapt to change and unforeseen circumstances.
Hence the challenge for standards setters is the attainment of a balance between society's needs and the needs of the individual; the development of learning outcomes that are precise enough to indicate the purpose of the qualification but general enough to permit flexibility in delivery, choice of content, assessment methodology; a balance between the need for practical competence and the need for foundational and reflexive competence; the adoption of qualification construction, possibly through electives, that encourages creativity, originality and experimentation without jeopardising the primary purpose of the qualification.
Qualifications and standards are registered at specific levels of the framework and have a credit value. Learners, in the course of study, may accumulate credits over time towards a qualification.

8. What does our NQF look like?
NQFLevel
Band
Qualification Type
8
7
6
5
Higher
Education 
and 
Training
* Post-doctoral research degrees 
* Doctorates 
* Masters degrees 
* Professional Qualifications 
* Honours degrees 
* National first degrees 
* Higher diplomas 
* National diplomas 
* National certificates 
Further Education and Training Certificate (FETC)
4
3
2
Further 
Education 
and 
Training
National certificates
General Education and Training Certificate (GETC)
1
General
Education 
and 
Training
Grade 9 | ABET Level 4 

National certificates
SAQA has adopted an eight-level framework, with levels 1 and 8 respectively being regarded as open-ended. Level 1 accommodates three Adult Basic Education and Training (ABET) certification levels as well as the General Education and Training Certificate.

9. What is the South African Qualifications Authority (SAQA)?
The South African Qualifications Authority is a body of 29 members appointed by the Ministers of Education and Labour. The members are nominated by identified national stakeholders in education and training. The functions of the Authority are essentially twofold:
* To oversee the development of the NQF, by formulating and publishing policies and criteria for the registration of bodies responsible for establishing education and training standards or qualifications and for the accreditation of bodies responsible for monitoring and auditing achievements in terms of such standards and qualifications; 
* To oversee the implementation of the NQF by ensuring the registration, accreditation and assignment of functions to the bodies referred to above, as well as the registration of national standards and qualifications on the framework. It must also take steps to ensure that provisions for accreditation are complied with and where appropriate, that registered standards and qualifications are internationally comparable. 
SAQA must advise the Ministers of Education and Labour. The Authority is required to perform its tasks after consultation and in co-operation with all bodies and institutions responsible for education, training and certification of standards which will be affected by the NQF. It must also comply with the various rights and powers of bodies in terms of the Constitution and Acts of Parliament. The office of SAQA is responsible for implementing the policies and decisions of the Authority.
In 1998 SAQA published the National Standards Bodies (NSB) Regulations whereby provision was made for the registration of National Standards Bodies and Standards Generating Bodies. These bodies will be responsible for the generation and recommendation of qualifications and standards or registration on the NQF. The Education and Training Quality Assurance (ETQA) regulations were also published in 1998 and provided for the accreditation of Education and Training Quality Assurance bodies. These bodies will be responsible for accrediting providers of education and training standards and qualifications registered on the NQF, monitoring provision, evaluating assessment and facilitating moderation across providers, and registering assessors.

10. What are the structures of SAQA and what is their purpose?
The NQF standards setting and quality assurance processes embrace two basic tenets:
Knowledge, relevant for the current world, is created through partnerships between and amongst varied groupings in society, from academics and researchers to business, from workers to professional experts, from government to community organisations, from learners to professors i.e. knowledge creation is no longer the preserve of narrowly-defined groups of 'experts';
The national system of education must balance the need for quality education for all its citizens with the need for flexibility to cater for the wide-ranging circumstances that face learners and the wide-ranging options in what constitutes relevant education and qualifications i.e. a balance between society's needs and the needs of the individual.
The first of these tenets is addressed in the structures that SAQA has in place. SAQA itself is made up of representatives from education and training stakeholders in South Africa. Membership of the NSBs also reflects these new partnerships in the creation of knowledge - the NSBs are made up of representatives from six national stakeholder bodies with a key interest in the field: State departments, organised Business, organised Labour, providers of education and traing, critical interest groups and community/learners organisations. Traditionally few of these partners have sat down together to discuss education and training needs for the country. Furthermore, members of the SGBs are nominated from key education and training stakeholder interest groups in the sub-field, again recognising that relevant knowledge creation is brought about through discussion on a broader front.
The NQF's commitment to outcomes-based education and training as the means for bringing about systemic change in the nature of the education and training system in South Africa addresses the second tenet. By describing national standards and qualifications in terms of learning outcomes through a participatory process, the NQF is placing the national demands in respect of quality, before the citizens of the country. No longer can the nation tolerate a situation where the range of competence that exists between holders of the same qualification is so wide that the employers of the qualifying students cannot be sure of what the competences are; no longer can the nation tolerate discrimination against learners on the basis of perceptions of what their competences are; no longer can the nation afford to ignore global standards in qualifications. In short, the learning outcomes, standards and qualifications, must be clear so that there is no doubt as to what is expected of qualifying learners.
By the creation of Education and Training Quality Assurance bodies (ETQAs), SAQA has recognised that delivery of the standards and qualifications is the preserve of the professional providers and learners and other key stakeholders in the field. Different qualifications and standards will make different demands on curriculum development and delivery, on assessment and teaching. SAQA's concern is not in ensuring that all providers follow a national programme of delivery but rather in ensuring that the learners who are awarded a registered NQF-qualification or standard are able to demonstrate the learning outcomes of the qualification or standard in accordance with the described criteria and requirements. SAQA therefore will not register learning programmes on the NQF; however ETQAs will evaluate the learning programmes of different providers in a process of accreditation, thereby assuring learners and other users of the system that any learner who has been deemed successful after participating in that learning programme, has displayed the learning outcomes required for that qualification or standard. The best group for ensuring that this will be the case, is a body made up of representatives of stakeholders, active in the area of the qualification or standard i.e. the ETQA which has that area as its primary focus. For that reason, in respect of its quality assurance functions, an ETQA must have national stakeholder representation at decision-making level, which representation shall ensure public accountability and transparency.
SAQA has two 'arms' i.e. Standards Setting and Quality Assurance. The sub-structures in the standards setting arm are the National Standards Bodies (NSBs) and the Standards Generating Bodies (SGBs), while the sub-structures in the quality assurance arm are the Education and Training Quality Assurance bodies (ETQAs). SAQA may choose to appoint moderating bodies if it deems it necessary. The functions of SAQA are set out in the SAQA Act and have already been outlined above. The functions of the NSBs and SGBs are set out in the Regulations under the South African Qualifications Authority Act (Act No. 58 of 1995): NSBs, Government Gazette No. 18787 (28 March) while the criteria for accreditation and the functions of the ETQAs as well as providers of education are set out in the Regulations under the South African Qualifications Authority Act (Act No. 58 of 1995): ETQAs, Government Gazette No. 19231 (8 September).
In the NQF all learning is organised into twelve fields. SAQA has established twelve NSBs, one for each organising field. The twelve organising fields are as follows:
NSB 01: Agriculture and Nature Conservation
NSB 02: Culture and Arts
NSB 03: Business, Commerce and Management Studies
NSB 04: Communication Studies and Language
NSB 05: Education, Training and Development
NSB 06: Manufacturing, Engineering and Technology
NSB 07: Human and Social Studies
NSB 08: Law, Military Science and Security
NSB 09: Health Science and Social Services
NSB 10: Physical, Mathematical, Computer and Life Sciences
NSB 11: Services
NSB 12: Physical Planning and Construction
Standards
Setting

Quality
Assurance

The functions of NSBs include the following:
* Defining and recommending to SAQA the boundaries of the field and, within this, a framework of sub-fields; 
* Recognising or establishing SGBs within the framework of sub-fields, and ensuring that the work of the SGBs meets SAQA requirements; 
* Recommending the registration of qualifications and standards to SAQA; 
* Overseeing the update and review of qualifications and standards; 
* Liaison with ETQAs; 
* Defining requirements and mechanisms for the moderation of standards and qualifications. 
NSBs do not generate standards or qualifications but rather oversee these activities at the sub-field level.
The functions of SGBs include the following:
* Generating standards and qualifications in accordance with the Authority requirements in identified sub-fields and levels; 
* Updating and reviewing standards; 
* Recommending standards and qualifications to NSBs; 
* Recommending criteria for the registration of assessors and moderators or moderating bodies . 
An ETQA may be established in a social sector, in an economic sector or in an education and training sub-system sector. The principle of minimum duplication will apply in the establishment of ETQAs i.e. an ETQA is accredited in respect of its primary focus, based upon its association with the sector, so that its functions do not duplicate the functions of an existing ETQA. The functions of ETQAs include the following:
* Accrediting providers; 
* Promoting quality amongst constituent providers; 
* Monitoring provision; 
* Evaluating assessment and facilitating moderation among constituent providers; 
* Registering assessors; 
* The certification of learners 
* Co-operating with relevant moderating bodies; 
* Recommending new standards or qualificatiosn to NSBs or modifications to existing standards and qualifications; 
* Maintaining a database; 
* Submitting reports to SAQA. 
ETQAs do not set standards; they assure the quality delivery and assessment of registered standards and qualifications. Furthermore an ETQA may not be a provider; its primary function is to assure the quality of provision and assessment of providers it has accredited.
In seeking accreditation from ETQAs, providers will have to fulfil the following criteria:
* Be registered as a provider in terms of applicable legislation; 
* Have a quality management system; 
* Be able to develop, deliver and evaluate learning programmes which culminate in specified NQF qualifications or standards; 
* Have the necessary financial, administrative and physical resources; 
* Have policies for staff selection, appraisal and development; for learner entry, guidance and support systems; for the management of off-site practical or work-site components; for the management of assessment; 
* Have necessary reporting procedures; 
* Have the ability to achieve the desired outcomes using available resources and procedures. 
SAQA recognises the need for accommodating providers in the system that do not meet all the criteria for accreditation. In such cases SAQA allows for provisional accreditation during which time the provider shall undergo a programme of development which is designed to enable the provider to meet the required criteria for accreditation. Furthermore provisional accreditation will only be granted if the interests of the learner are protected during the development period.

11. How will quality in assessment be maintained?
has been specific in identifying forms of assessment that could be used to ensure that attention is given to exploring alternatives to the traditional once-off written examination. Indeed a review of the critical outcomes clearly indicates the inappropriateness of such forms of assessment for many of those skills. Alternative assessment methods place a greater demand on the system to ensure that there is fair and consistent interpretation of the required standard among assessors at different provider institutions and registered in different ETQAs i.e. the prevention of 'standards drift'. If different standards are applied across the system, the credibility and integrity of the whole system is placed in jeopardy. To ensure that this does not occur, SAQA has put a number of checks in place.
Every standard or qualification submitted for registration of the NQF must:
* articulate the assessment criteria for the learning outcomes; 
* stipulate the criteria for the registration of assessors of those outcomes, and 
* indicate moderation options including the recommendation of a moderating or moderating bodies for those outcomes. 
Therefore, the proposers of qualifications and standards have an important role to play in setting clear, unambiguous standards and associated assessment requirements.
Furthermore, among the functions of an ETQA are the following:
* to evaluate assessment and facilitation of moderation among constituent providers; 
* to register constituent assessors in terms of the criteria established for this purpose; 
* to co-operate with the relevant body or bodies appointed to moderate across ETQAs. 
Hence in the quality assurance process, there is considerable emphasis on the process of moderation to ensure the application of comparable standards across providers.
Finally, SAQA has the right to appoint a moderating body, if it sees fit, to ensure that assessment of the outcomes described in NQF qualifications and standards is fair, valid and reliable across different ETQAs or providers.

12. How does SAQA ensure acceptance of its policies by stakeholders?
The SAQA Act clearly states that the NQF must be set up after consultation and in co-operation with those bodies and institutions responsible for education, training and certification of standards affected by the NQF.
The fact that the SAQA Act clearly articulates the need for SAQA to do its work in a spirit of consultation and co-operation indicates the commitment of the new democratic government to the principles of representation and participation of all relevant stakeholders in society's institutions. This emphasis on inclusiveness has its roots in a history of exclusion of large sectors of the community from important decision making processes in education and training. For example, the skills to be developed and the content of a learning programme in the past were constructed by the so-called experts in the field, usually academics rooted in formal institutions of learning i.e. 'providers' of education, with little or no consultation with the 'users' of the qualifications i.e. business, labour unions, learners. This led to the frequently cited criticism that there was little match between what was taught in formal institutions of learning and what was required in the world of work or even for further study. Furthermore, there was little co-operation or consultation between previous ministries of Education and Manpower; across industries or companies or with the state; between providers of formal education and providers of training. This meant that there was no means to align learning across different providers or courses - qualifications remained sectorally-based, geographically-based or institution-based with little or no formal articulation between allied learning areas.
In spite of the culture of consultation and co-operation in decision-making in the new South Africa, the most logical reason for representivity in decision-making about what learning outcomes for a particular qualification should be, is the question of relevance. For South Africa to remain responsive to changes in the environment, it is essential that all relevant voices in the field of learning are heard, the state, the academics, the business world, the labour market, the providers of education and training to name a few. An inclusive approach to standards setting and the construction of qualifications will enable new trends to be taken into account swiftly, thereby ensuring that South Africa is at the cutting edge of international developments.
SAQA is committed to a process of public consultation in the development and execution of policy. Qualifications and standards are required to go through a process of narrow consultation with stakeholders in the field and a process of broad consultation, whereby the public at large is provided with an opportunity to review and comment on the proposed standards. Furthermore all qualifications and standards are submitted to a Reference group which comprises organisations representing the disabled and marginalised sectors of the community, for comment, before registration, in an effort to ensure that proposed standards and qualifications do not discriminate unfairly against any of these sectors of the community.
In the execution of its quality assurance functions, ETQAs are required to have national stakeholder representation. The main purpose of this representation is to ensure public accountability and transparency. In addition all policy documents of SAQA are drawn up through an open consultation process with relevant stakeholders and while in draft form, are published in the Government Gazette for public comment. All nominations to SAQA structures, excluding Authority members, are published in the Government Gazette prior to appointment, to enable public comment. In addition, all documents requiring public comment and all SAQA publications in the Government Gazette are posted on the website (http://www.saqa.org.za). In this way SAQA ensures social transparency and inclusivity in its work.
An education and training system that is constructed through a process of participation and negotiation in order to meet the needs of all stakeholders enjoys greater legitimacy and credibility in the society within which it operates than would otherwise be the case. Furthermore SAQA, the guiding body in the South African system, is an impartial "overseer" i.e. it not a state department or an arm of government, it is not an initiative of business, nor of labour, nor is it allied to the education provider sector. For this reason, SAQA is independent of the agendas of each of these sectors and as such, is able to retain its integrity in facilitating negotiations between education and training stakeholders which sometimes have conflicting interests.
The SAQA Act is an example of enabling legislation - it does not hand down a blueprint from 'on high' but rather enables the development of the NQF as a social construct whose meaning has been, and will continue to be, negotiated by the people for the people. It is a synthesis of the experience, thinking and practice of South Africans from a variety of socio-economic backgrounds representing a variety of world-views. The cornerstones of this construct are democratic participation, intellectual scrutiny and the availability of resources - notions central to SAQA's development and implementation of the NQF.

13. How does SAQA ensure that quality is a feature across the NQF?
The objectives of the NQF underpin the notion of quality in the new system. Moreover the NQF supports a comprehensive quality cycle which includes standards setting and quality assurance. Every standard and qualification before being registered on the NQF is measured against the principles enunciated in the objectives of the NQF, to ensure that it meets the criteria for an integrated qualifications framework that supports life-long learning. In the same way, the foundation for national and international assurance of achievement of these standards rests upon the way in which they reflect these same principles and objectives.
By bringing these principles together in the social construction process, the standards developed through the participatory and representative structures and processes of the NSBs and SGBs and then registered on the framework, will have their delivery and achievement assured, for all users of the learning system through the ETQA system. This system in turn, reflects participatory and representative structures and processes. It is in assuring the quality of both the standards and achievements that the quality cycle of the framework is closed. It is through closing the cycle that the system allows ongoing improvements both in the construction of standards and qualifications and in the delivery and assessment of these standards and qualifications, by the users of those standards and qualifications. In other words, the NQF is a system of assuring and continually re-assuring learners and other users of the education and training system that credits, awards or certificates issued during the learning process adhere to the standard registered on the framework, and that all forms of provision deliver learning to the same standards for accreditation purposes. The inclusive nature of the quality cycle ensures that the responsibility for setting standards and for delivery of quality education and training rests with the education and training stakeholders who participate in the SAQA processes.

14. How does SAQA acknowledge Recognition of Prior Learning(RPL)?
Among the objectives of the NQF are the need to facilitate access to, and mobility and progression within education, training and career paths as well the need to accelerate the redress of past unfair discrimination in education, training and employment opportunities. SAQA is challenged to find a way in which these two objectives can be met, to find a way to recognise the learning that has taken place outside traditional learning contexts, previously the only learning contexts that were formally recognised. SAQA has indicated its intention to engage its structures in the area of RPL as a means of giving practical meaning to these objectives.
SAQA has mentioned RPL directly in the NSB regulations and has also made reference to it in the ETQA regulations. In the NSB regulations, the criteria for the registration of a qualification are outlined. One of these requirements is that the proposal should indicate in the rules governing its award, that the qualification may be achieved in whole or in part through the recognition of prior learning. The point is made that the concept of RPL includes but is not limited to learning outcomes achieved through formal, informal and non-formal learning and work experience.
In the ETQA regulations one of the criteria for accreditation as an ETQA is that the activities of the ETQA must advance the objectives of the NQF and hence in accordance with these objectives, policies and procedures for RPL are also the responsibility of the ETQA and hence will be considered in the accreditation process.

15. What else does the SAQA Office do?
SAQA is responsible for the development and maintenance of a National Learners' Records Database (NLRD). The first version of the NLRD was launched in 1999. Once fully established and populated, the NLRD will be able to provide information about:
* SAQA and its sub-structures (NSBs, SGBs and ETQAs); 
* Qualifications and standards registered on the NQF; 
* Accredited ETQAs and their providers; 
* Registered assessors; 
* Moderating bodies; 
* Individual learner achievements. 
The NLRD will be able to provide policy makers with comprehensive information to enable informed decision-making.
SAQA has the task of evaluating educational qualifications, especially if foreigners who wish to attend South African education institutions or who wish to enter the South African labour market.
SAQA also has a Resource Centre that keeps copies of SAQA publications and SAQA-related documents as well as other material that SAQA staff may need in the course of their work.
The Communications and Secretariat division provides SAQA with a secretarial service for the Authority and its sub-committees required in the execution of its duties e.g. the Executive Committee, the Finance Committee.

16. Legal documents and other SAQA publications
SAQA Act (No. 58 of 1995)
NSB Regulations (Government Gazette No. 18787; 28 march 1998)
ETQA Regulations (Government Gazette No. 19231; 8 September 1998)
The NSB Manual
Criteria for the Generation and Evaluation of Qualifications and Standards within the NQF
Criteria and Guidelines for ETQAs
Criteria and Guidelines for Providers
Guidelines for the Assessment of NQF registered unit standards and qualifications
SAQA publishes the SAQA Update on a regular basis. This one-page newsletter gives up-to-date information about the progress made in respect of the development and implementation of the NQF.
SAQA publishes a bulletin on a regular basis which is intended to keep readers abreast of decisions and developments within SAQA as well as highlight pertinent debates. It also provides the opportunity for critical reflection on the NQF and related issues. Bulletin No. 1 (May 1997) is of particular interest as it records the fundamental decisions of SAQA in respect of the establishment of the NQF.
Related Acts
* National Education Policy Act 
* South African Qualifications Authority Act 
* Higher Education Act 
* Skills Development Act 
* Skills Development Levies Act 
* Further Education and Training Act 
* South African Schools Act 

17. Glossary
(as per NSB and ETQA regulations)
Accreditation
means the certification, usually for a particular period of time, of a person, a body or an institution as having the capacity to fulfil a particular function in the quality assurance system set up by the South African Qualifications Authority in terms of the (SAQA) Act
Applied competence
means the ability to put into practice in the relevant context the learning outcomes acquired in obtaining a qualification
Assessor
means the person who is registered by the relevant Education and Training Quality Assurance body in accordance with criteria established for this purpose by a Standards Generating Body, to measure the achievement of specified National Qualifications Framework standards and qualifications
Critical outcomes 
means those generic outcomes that inform all teaching and learning
Education and Training Quality Assurance body (ETQA )
means a body accredited in terms of section 5(1)(a)(ii) of the (SAQA) Act. The body is responsible for monitoring and auditing achievements in terms of national standards and qualifications and to which specific functions relating to the monitoring and auditing of national standards and qualifications have been assigned in terms of section 5(1)(b)(i) of the (SAQA) Act
Exit level outcomes
means the outcomes to be achieved by a qualifying learner at the point at which he or she leaves the programme leading to a qualification
Integrated assessment
refers to that form of assessment that permits the learner to demonstrate applied competence and which uses a range of formative and summative assessment methods
Moderating Body
means a body specifically appointed by the Authority for the purpose of moderation
National Standards Body (NSB)
refers to a body registered in terms of section 5(1)(a)(ii) of the (SAQA) Act. The body is responsible for establishing education and training standards or qualifications, and to which specific functions relating to the registration of national standards and qualifications have been assigned in terms of section 5(1)(b)(i) of the (SAQA) Act.
Outcomes
 means the contextually demonstrated end products of the learning process.
Primary focus
means that activity or objective within the sector upon which an organisation or body concentrates its efforts
Standards Generating Body (SGB)
refers to a body registered in terms of section 5(1)(a)(i) of the (SAQA) Act. The body is responsible for establishing education and training standards or qualifications, and to which specific functions relating to the establishment of national standards and qualifications have been assigned in terms of section 5(1)(b)(i) of the (SAQA) Act
Unit standard
means registered statements of desired education and training outcomes and their associated assessment criteria together with administrative and other information as specified in these regulations


ACRONYMS

NQF: 
The National Qualifications Framework
SAQA:
The South African Qualifications Authority
ETQA:
Education and Training Quality Assurance body
NLRD:
National Learners' Record Database
NSB:
National Standards Body
SGB:
Standards Generating Body

18. Bibliography and Notes
The history of the NQF is based on the personal account of the origins of the NQF presented to the SAQA staff on 29 May 1998 by Adrienne Bird, Chief Director, Human Resources and Employment Services at the Department of Labour, and on a paper presented by Mr S M Pityana, Director-General at the Department of Labour, at the "Conference on the National Qualifications Framework" on 22-24 April 1996, Technikon South Africa, Johannesburg.
* Ball, Sir Christopher (1996): Life-long learning for the 21st Century, keynote address at the 21st Improving University Teaching Conference, the Nottingham Trent University, Nottingham, UK 
* Barnett, Ronald (1994): The Limits of Competence: Knowledge, Higher Education and Society, London: Society for Research into Higher Education 
* RSA (1995): South African Qualifications Authority Act (Act No. 58 of 1995), Government Gazette No. 1521 (4 October) 
* RSA (1998): Regulations under the South African Qualifications Authority Act (Act No. 58 of 1995): NSBs, Government Gazette No. 18787 (28 March) 
* RSA (1998): Regulations under the South African Qualifications Authority Act (Act No. 58 of 1995): ETQAs, Government Gazette No. 19231 (8 September) 
* SAQA (1996): SAQA Bulletin 1.1, South African Qualifications Authority 
* (1994): A Discussion Document on a National Training Strategy Initiative, National Training Board 
* (1994): A Policy Framework for Education and Training, African National Congress 
* (1994): Implementation Plan for Education and Training, CEPD 
* (1995): Ways of Seeing the National Qualifications Framework, Human Sciences Research Council 
* (1995): White Paper on Education and Training, Notice 196 of 1995 (15 march), Department of Education 
* (1998): The Star newspaper (24 July), quoting Mamphela Ramphele 
* Internal working documents compiled by SAQA staff: Mr M Cosser, Ms G Elliott, Mr J Gunthorpe, Ms S Mokhobo-Nomvete and Mr J Samuels, 


Government Gazette
Vol. 393
Pretoria 28 March 1998
No. 18787

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Regulation Gazette No. 6140

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GOVERNMENT NOTICE
SOUTH AFRICAN QUALIFICATIONS AUTHORITY
NO. R 452
28 March 1998

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REGULATIONS UNDER THE SOUTH AFRICAN QUALIFICATIONS AUTHORITY ACT, 1995
(ACT NO. 58 OF 1995)
The South African Qualifications Authority has, under section 14 of the South African Qualifications Authority Act, 1995 (Act No. 58 of 1995), with the approval of the Minister of Education in consultation with the Minister of Labour, made the regulations in the Schedule.

SCHEDULE
CHAPTER 1: GENERAL PROVISIONS 
1. Definitions 
CHAPTER 2: THE NATIONAL QUALIFICATIONS FRAMEWORK 
2. Establishment 
3. Structure of the National Qualifications Framework 
4. Level descriptors 
5. Assignment of levels to standards and qualifications 
6. Registration of standards and qualifications on the National Qualifications Framework 
7. Requirements for the registration of unit standards and standards 
8. Requirements for the registration of qualifications 
9. Additional requirements for the registration of qualifications at levels 1 to 4 and 5 to 8 
10. Procedure for the registration of standards and qualifications 
11. Interim registration of qualifications 
CHAPTER 3: NATIONAL STANDARDS BODIES 
12. Establishment 
13. Registration of National Standards Bodies 
14. De-registration of National Standards Bodies 
15. Membership of National Standards Bodies 
16. Nomination of members to National Standards Bodies 
17. Reference Grouping 
18. Relinquishment of appointment by members of National Standards Bodies and the filling of vacancies 
19. Functions of National Standards Bodies 
CHAPTER 4: STANDARDS GENERATING BODIES 
20. Recognition and establishment of Standards Generating Bodies 
21. Withdrawal of registration or dissolution of Standards Generating Bodies 
22. Membership of Standards Generating Bodies 
23. Nomination of members to Standards Generating Bodies 
24. Functions of Standards Generating Bodies 
CHAPTER 5: RULES OF PROCEDURE AND FINANCING THE ACTIVITIES OF NATIONAL STANDARDS BODIES AND STANDARDS GENERATING BODIES 
25. Rules of procedure 
26. Financing the activities of National Standards Bodies and Standards Generating Bodies 
CHAPTER 6: SHORT TITLE 
* Short title 
ANNEXURE 
* Rules of Procedure for National Standards Bodies 

CHAPTER 1
GENERAL PROVISIONS
Definitions 
1. In these regulations any word or expression to which a meaning has been assigned in the Act shall have such meaning and, unless the context otherwise indicates - 
"Act" means the South African Qualifications Authority Act, No 58 of 1995;
"applied competence" means the ability to put into practice in the relevant context the learning outcomes acquired in obtaining a qualification;
"assessor" means the person who is registered by the relevant Education and Training Quality Assurance body in accordance with criteria established for this purpose by a Standards Generating Body, to measure the achievement of specified National Qualifications Framework standards and qualifications; and "constituent assessor" has a corresponding meaning;
"chairperson" means the chairperson of the Authority;
"committee" means any committee of the Authority contemplated in section 7(1) of the Act;
"core learning" means that compulsory learning required in situations contextually relevant to the particular qualification, and "core" has a corresponding meaning;
"credit" means that value assigned by the Authority to ten (10) notional hours of learning;
"Critical Interest Group" means a national organisation whose presence is essential to the success of the activities of the National Standards Body under consideration;
"critical outcomes" means those generic outcomes which inform all teaching and learning, and "critical cross-field education and training outcomes" has a corresponding meaning;
"Education and Training Quality Assurance body" means a body accredited in terms of section 5(1)(a)(ii) of the Act, responsible for monitoring and auditing achievements in terms of national standards and qualifications, and to which specific functions relating to the monitoring and auditing of national standards and qualifications have been assigned in terms of section 5(1)(b)(i) of the Act;
"elective learning" means a selection of additional credits at the level of the National Qualifications Framework specified, from which a choice may be made to ensure that the purpose of the qualification is achieved, and "elective" has a corresponding meaning;
"Executive Committee" means a committee established in terms of section 7(1) of the Act to carry out certain designated functions on behalf of the Authority;
"executive officer" means the person appointed in terms of section 4(8) of the Act;
"exit level outcomes" means the outcomes to be achieved by a qualifying learner at the point at which he or she leaves the programme leading to a qualification;
"field" means a particular area of learning used as an organising mechanism for the National Qualifications Framework;
"fundamental learning" means that learning which forms the grounding or basis needed to undertake the education, training or further learning required in the obtaining of a qualification and "fundamental" has a corresponding meaning;
"integrated assessment" means that form of assessment which permits the learner to demonstrate applied competence and which uses a range of formative and summative assessment methods;
"level descriptor" means that statement describing a particular level of the eight levels of the National Qualifications Framework;
"member" means a member of the Authority appointed by the Minister in terms of section 4 of the Act;
"moderation" means the process which ensures that assessment of the outcomes described in National Qualifications Framework standards and qualifications is fair, reliable and valid;
"moderating body" means a body specifically appointed by the Authority for the purpose of moderation;
"National Standards Body" means a body registered in terms of section 5(1)(a)(ii) of the Act, responsible for establishing education and training standards or qualifications, and to which specific functions relating to the registration of national standards and qualifications have been assigned in terms of section 5(1)(b)(i) of the Act;
"notional hours of learning" means the learning time that it is conceived it would take an average learner to meet the outcomes defined, and includes concepts such as contact time, time spent in structured learning in the workplace and individual learning;
"outcomes" means the contextually demonstrated end-products of the learning process;
"qualifying learner" means a learner who has obtained a qualification;
"recognition of prior learning" means the comparison of the previous learning and experience of a learner howsoever obtained against the learning outcomes required for a specified qualification, and the acceptance for purposes of qualification of that which meets the requirements;
"resolution" means a decision of the Authority;
"specific outcomes" means contextually demonstrated knowledge, skills and values which support one or more critical outcomes;
"specialised learning" means that specialised theoretical knowledge which underpins application in the area of specialisation and "specialisation" has a corresponding meaning;
"Standards Generating Body" means a body registered in terms of section 5(1)(a)(ii) of the Act, responsible for establishing education and training standards or qualifications, and to which specific functions relating to the establishing of national standards and qualifications have been assigned in terms of section 5(1)(b)(i) of the Act; and
"unit standard" means registered statements of desired education and training outcomes and their associated assessment criteria together with administrative and other information as specified in these regulations.

CHAPTER 2
THE NATIONAL QUALIFICATIONS FRAMEWORK
Establishment 
2. A National Qualifications Framework is hereby established to provide for the registration of national standards and qualifications. 
Structure of the National Qualifications Framework 
3. (1)The National Qualifications Framework shall consist of eight-levels, which shall be entitled Levels 1 to 8, and each level shall be described by a unique level descriptor. 
(2) Level 1 of the National Qualifications Framework shall be open-ended and shall accommodate three sub-levels for Adult Basic Education and Training for which certificates of achievement may be awarded, and level 8 shall be open-ended.
(3) The eight levels of the National Qualifications Framework shall be grouped into three bands which shall be defined as follows: 
a. Level 1 and below: General Education and Training band 
b. Levels 2 to 4: Further Education and Training band 
c. Levels 5 to 8: Higher Education and Training band 
(4) The National Qualifications Framework shall be divided into twelve organising fields, which shall be: 
d. Field 01: Agriculture and Nature Conservation 
e. Field 02 :Culture and Arts 
f. Field 03 :Business, Commerce and Management Studies 
g. Field 04: Communication Studies and Language 
h. Field 05: Education, Training and Development 
i. Field 06: Manufacturing, Engineering and Technology 
j. Field 07: Human and Social Studies 
k. Field 08: Law, Military Science and Security 
l. Field 09: Health Sciences and Social Services 
m. Field 10: Physical, Mathematical, Computer and Life Sciences 
n. Field 11: Services 
o. Field 12: Physical Planning and Construction 
(5) The Authority shall allocate a unique field description to each organising field and shall divide each organising field into sub-fields to each of which the Authority shall allocate a unique sub-field description.
Level descriptors 
4. (1) Each National Standards Body contemplated in regulation 12, shall engage with the Standards Generating Bodies contemplated in regulation 20, in the field for which the National Standards Body was established, to produce the guidelines for level descriptors contemplated in regulation 3(1) with exemplars, which will explain their process of assigning levels to standards, other components of qualifications and qualifications. 
(2) The Authority shall prescribe level descriptors in consultation with the National Standards Bodies in order to ensure coherence across fields and to facilitate the assessment of the international comparability of standards and qualifications.
Assignment of levels to standards and qualifications 
5. (1) The assignment of levels to standards, other components of qualifications and qualifications shall occur as follows: 
a. Each National Standards Body contemplated in regulation 12 together with each Standards Generating body contemplated in regulation 20 shall reach agreement on the level of each unit standard and standard submitted, on a scale of eight levels as envisaged in regulation 3, taking into account the way in which both the breadth and the depth of knowledge, skills and values in a specific sub-field have been advanced by learning, and the way in which one or more of the critical outcomes is seen to be a distinctive although contextual part of the prescribed outcome of the unit standard concerned. 
b. The proposers of unit standards-based qualifications shall construct, through appropriate rules of combination of selected unit standards registered at different levels, qualifications which have exit level outcomes that are a function both of the particular component standards used, and of a process of integrating the overall outcome, again considered as reflecting the extent (on a scale of 1 to 8 as contemplated in regulation 3) to which knowledge, skills and values in a sub-field have been acquired and the critical outcomes incorporated, into the assessable performance. 
c. The proposers of qualifications not based on unit standards shall construct combinations of learning outcomes which have exit level outcomes that are a function of the most advanced outcomes included and of a process of integrating the overall outcome, considered as reflecting the extent (on a scale of 1 to 8 as contemplated in regulation 3), to which knowledge, skills and values in a sub-field have been acquired and the critical sub-field outcomes incorporated into the assessable performance as a whole. 
Registration of standards and qualifications on the National Qualifications Framework 
6. Each standard and qualification which meets the requirements in regulations 7 and 8 shall be registered on the National Qualifications Framework by the Authority and each shall be identified by a unique description. 
Requirements for the registration of unit standards and standards . 
7. (1) A unit standard shall be formulated so as to be used as an assessor document, a learner's guide and an educator's guide for the preparation of learning material and shall consist of - 
a. a unit standard title; 
b. a logo indicating approval by the Authority; 
c. a unit standard number; 
d. a unit standard level on the National Qualifications Framework; 
e. the credit attached to the unit standard; 
f. the field and sub-field of the unit standard; 
g. the issue date; 
h. the review date; 
i. the purpose of the unit standard; 
j. the learning assumed to be in place before this unit standard is commenced; 
k. the specific outcomes to be assessed; 
l. the assessment criteria, including essential embedded knowledge; 
m. the accreditation process (including moderation) for the unit standard; 
n. the range statements as a general guide for the scope, context, and level being used for this unit standard; and 
o. a "notes" category which must include the critical outcomes contemplated in regulation 7(4) supported by the unit standard; should include references to essential embedded knowledge if not addressed under assessment criteria and may include other supplementary information on the unit standard. 
(2) Critical outcomes contemplated in regulation 7(4) shall be embedded within a standard as specified in regulations 7(1): Provided that where such standard forms part of a qualification, those critical outcomes not included in the standard shall be embedded in the qualification.
(3) Critical outcomes include but are not limited to- 
p. identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made. 
q. working effectively with others as a member of a team, group, organisation, community. 
r. organising and managing oneself and one's activities responsibly and effectively. 
s. collecting, analysing, organising and critically evaluating information. 
t. communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion. 
u. using science and technology effectively and critically, showing responsibility towards the environment and health of others. 
v. demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation. 
w. contributing to the full personal development of each learner and the social and economic development of the society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of: 
i. reflecting on and exploring a variety of strategies to learn more effectively; 
ii. participating as responsible citizens in the life of local, national and global communities; 
iii. being culturally and aesthetically sensitive across a range of social contexts; 
iv. exploring education and career opportunities; and 
v. developing entrepreneurial opportunities. 
Requirements for the registration of qualifications 
8. (1) A qualification shall- 
a. represent a planned combination of learning outcomes which has a defined purpose or purposes, and which is intended to provide qualifying learners with applied competence and a basis for further learning; 
b. add value to the qualifying learner in terms of enrichment of the person through the: provision of status, recognition, credentials and licensing; enhancement of marketability and employability; and opening-up of access routes to additional education and training; 
c. provide benefits to society and the economy through enhancing citizenship, increasing social and economic productivity, providing specifically skilled/professional people and transforming and redressing legacies of inequity; 
d. comply with the objectives of the National Qualifications Framework contained in section 2 of the Act; 
e. have both specific and critical cross-field outcomes which promote life-long learning; 
f. where applicable, be internationally comparable; 
g. incorporate integrated assessment appropriately to ensure that the purpose of the qualification is achieved, and such assessment shall use a range of formative and summative assessment methods such as portfolios, simulations, work-place assessments, written and oral examinations; and 
h. indicate in the rules governing the award of the qualification that the qualification may be achieved in whole or in part through the recognition of prior learning, which concept includes but is not limited to learning outcomes achieved through formal, informal and non-formal learning and work experience. 
(2) A total of 120 (one hundred and twenty) or more credits shall be required for registration of a qualification at levels 1 to 8, with a minimum of 72 (seventy-two) credits being obtained at or above the level at which the qualification is registered, and the number and levels of credits constituting the balance (of forty-eight) shall be specified: Provided that a qualification consisting of less than 120 credits may be considered if it meets the requirements in regulation 8(1) and complies with the objectives of the National Qualifications Framework contained in section 2 of the Act.
(3) The Authority shall register a qualification according to the type and level which shall be determined on the basis of the total number and levels of credits required in accordance with the following criteria: 
i. The Authority shall register a qualification as a National Certificate at levels 1 to 8 where it has 120 (one hundred and twenty) or more credits with 72 (seventy-two) credits at or above the level at which the certificate is registered: Provided that where the Authority has considered and found that a qualification consisting of less than the minimum number of credits has met the requirements in regulation 8(1), the foregoing requirement is waived and the qualification registered as a National Certificate. 
j. The Authority shall register a qualification as a National Diploma where it has a minimum of 240 (two hundred and forty) credits, of which at least 72 (seventy-two) credits shall be at level 5 or above. 
k. The Authority shall register a qualification as a National First Degree where it has a minimum of 360 (three hundred and sixty) credits of which at least 72 (seventy-two) credits shall be at level 6 or above. 
(4) The Authority shall also register whole qualifications (not constructed from unit standards) which meet the minimum requirements specified in regulation 11(1)(c) in addition to the requirements of regulations 8(1), 8(2), 8(3) and regulation
(5) The Authority shall upon registration describe each qualification by type, level, number of credits and a title specifying its primary purpose.
Additional requirements for the registration of qualifications at levels 1 to 4 and levels 5 to 8 
9. (1) For registration at levels 1 to 4 the following additional requirements shall apply: 
a. (a) A minimum of 72 (seventy-two) credits is required at or above the level at which the certificate is awarded, which shall consist of fundamental learning, of which at least 20 (twenty) credits shall be from the field of Communication Studies and Language, and in addition at least 16 (sixteen) credits shall be from the sub-field of Mathematics including numeracy in the case of certificates at level 1. 
b. A minimum of 36 (thirty-six) credits at level 1 and 52 (fifty-two) at levels 2 to 4 which shall be divided between the Core and Elective categories, with each qualification specifying the distribution of credits required in these categories: Provided that the range of additional credits shall be broad enough to enable learners to pursue some of their own learning interests. 
c. By the year 2002, at least 16 (sixteen) of the 52 (fifty-two) credits for certificates at levels 2 to 4 shall be from the subfields focussing on Mathematics literacy. 
(2) In addition, for registration at levels 5 to 8 the number of credits required for Fundamental, Core and Elective learning shall be specified, which number of credits shall be appropriate to the qualification for which registration is sought: Provided that the Authority may require that the reasons for the number and distribution of credits be provided.
Procedure for the registration of standards and qualifications 
10. (1) A unit standard, standard or qualification which meets the requirements for registration may be submitted for registration to the Authority by organisations generating such a unit standard, standard or qualification through the National Standards Bodies contemplated in regulation 12. 
(2) The Authority may register each unit standard, standard or qualification which meets the requirements for registration for a period of three years, which registration shall be renewable.
(3) In the first calendar month of the third year of registration of a unit standard, standard or qualification the Authority shall require each National Standards Body contemplated in regulation 12 to review each such unit standard, standard or qualification submitted to it for registration and to determine its suitability for renewal of registration: Provided that such review and determination of suitability shall be accompanied by the reasons for such renewal or otherwise and shall indicate the manner in which the criteria contained in these regulations are met.
(4) A unit standard, standard or qualification which is registered on the National Qualifications Framework shall be public domain property.
Interim registration of qualifications 
11. (1) The Authority may, with effect from 1 July 1998 to 30 June 2003, grant interim registration to each existing qualification which has previously been approved by an agency recognised by the Authority: Provided that- 
a. each qualification is submitted to the Authority in a format approved by SAQA, before 1 July 1998, for recording; 
b. such qualification, so recorded is submitted between 1 July 1998 and 30 June 2000, in the format contemplated in regulation 11(1)(c) to one or more National Standards Body for processing; 
c. such qualification contains- 
i. a statement of the purpose of the qualification; 
ii. assumptions of learning already in place before the programme leading to the qualification is commenced; 
iii. exit level outcomes as contemplated in regulation 5(1)(b) and (c) and the associated assessment criteria; 
iv. total credits required; 
v. minimum credits required at specific levels or maximum credits when these exceed the minima specified in regulation 8 or 9; 
vi. integrated assessment appropriately incorporated to ensure that the purpose of the qualification is achieved; 
vii. articulation possibilities with related qualifications (either generic or specific arrangements for articulation); 
viii. criteria for the registration of assessors; 
ix. moderation options including the recommendation of a moderating body or bodies; and 
x. such qualification complies with the requirements contemplated in regulations 8 and 9; 
d. no qualification may be submitted for interim registration after 30 June 2003, and the registration of qualifications in terms of this regulation shall expire on that date. 

CHAPTER 3
NATIONAL STANDARDS BODIES
Establishment 
12. (1) A National Standards Body shall form an integral part of the Authority, reporting to the Authority with one National Standards Body being established per field in terms of section 5 of the Act, and registered by the Authority. 
(2) In a field where no National Standards Body has been established or registered, or a National Standards Body has been de-registered or the Authority deems it necessary, the Authority shall undertake the functions and responsibilities which would normally be allocated to such a National Standards Body.
(3) A National Standards Body shall be established for each of the fields contemplated in regulation 3(4).
Registration of National Standards Bodies 
13. (1) Each National Standards Body shall, upon its establishment and appointment of its members, be issued with a certificate of registration by the Authority which certificate shall be valid for a period of three years from the date of establishment of such National Standards Body. 
(2) Each National Standards Body shall, in the first calendar month of the third year of its registration, apply for re-registration stating the reasons why such re-registration should be granted, and indicating the results achieved by the National Standards Body during the previous two years.
De-registration of National Standards Bodies 
14. A National Standards Body may be de-registered if, in the opinion of the Authority, it fails to perform its functions satisfactorily. 
Membership of National Standards Bodies 
* (1)Organisations, which shall be national stakeholder bodies with a key interest in the field and which shall fall into one or more of the six categories of organisations referred to in regulation 16(2)(a), shall be invited to nominate members to serve on National Standards Bodies. 
(2) Such members shall be appointed by the Authority after consultation and in co-operation with the bodies concerned, and with due regard for Parliamentary and provincial powers, the need for representativeness and equity, redress and relevant expertise in terms of the work of National Standards Bodies.
(3) The names of those persons nominated to serve as members of National Standards Bodies and of their national stakeholder bodies shall be published in the Government Gazette and comment invited with respect to the acceptability of the nominees and the representativeness of the national stakeholder bodies with key interests in the field.
(4) On acceptance, the Authority shall issue formal certificates of appointment to each of the successful nominees.
(5) The Authority shall have the right to appoint additional members to National Standards Bodies to ensure that National Standards .Bodies meet the requirements of regulation 16(1).
Nomination of members to National Standards Bodies 
16. (1) Organisations proposing to nominate persons to National Standards Bodies should be sensitive to the need for equity and redress, and shall nominate persons who- 
a. will be able to consider issues of productivity, fairness, public interest and international comparability as related to education and training; 
b. enjoy credibility in the various parts of the constituency in question which includes but is not limited to those who enjoy respect, have the necessary expertise and experience in the field, are well-versed in the strategies and policies of the organisation nominating, and have the support or backing of the organisation; 
c. are able to advocate and mediate the needs and interests of all levels within the field covered by the National Standards Body; 
d. are able to exercise critical judgement at a high level; and 
e. are committed to a two-way communication process between the National Standards Body and the constituency. 
(2) Organisations wishing to be represented on National Standards Bodies shall be guided in their submissions for representations by the following: 
f. Each National Standards Body shall be composed of six categories of organisations which are: State Departments, organised Business, organised Labour, Providers of Education and Training, Critical Interest Groups and Community/Learner organisations. 
g. Each category of organisations shall normally be entitled to a maximum of six representatives and the maximum number of representatives forming an National Standards Body shall be thirty-six (36) unless the Authority deems otherwise. 
h. In addition to the guidelines referred to in regulation 16(a) and (b)- 
i. state representatives shall include the Departments of Education and Labour and, where desirable, other state departments, representatives of the provinces and of schools; 
ii. organised Business and Labour shall each have six representatives, with two representatives each being versed in policy and evaluation, and the others being actively involved in the field of the National Standards Body; 
iii. providers of education and training should be representative of the General Education and Training Band, the Further Education and Training Band and the Higher Education and Training Band; 
iv. the Chairperson of the Authority or a nominated member of the Authority shall be ex-officio a member of each National Standards Body; 
v. the executive officer of the Authority or a nominee shall also be a member of each National Standards Body; and 
vi. other members of the Authority may attend meetings of an National Standards Body by prior arrangement with the Chairperson of the relevant National Standards Body. 
Reference Grouping 
17. (1) A Reference Grouping of organisations affected by the activities of a National Standards Body shall be created in terms of section 5 of the Act.
(2) The Reference Grouping shall - 
a. comprise organisations contemplated in regulation 17(1) which have applied for listing as such; 
b. indicate the National Standards Bodies, the standards and qualifications of which affect or could affect such organisations, and to which standards and qualifications such organisations shall be entitled to access via the Reference Grouping; 
c. be accessed by mail using the addresses of the organisations contemplated in regulation 17(1) which have applied for listing as such; 
d. be entitled to make submissions as indicated by their membership status established in terms of regulation 17(3), to Standards Generating Bodies and National Standards Bodies concerning standards and qualifications and the applicability of these to their particular needs: Provided that such submissions shall have been made within 30 days of the date of despatch of notices requesting submissions ; 
e. be entitled to request the withholding of registration of standards unless submissions made have been considered and replied to formally: Provided that no standard shall be registered unless the relevant Reference Grouping has been consulted by mail; and 
f. not normally receive financial support from the Authority. 
(3) The status of members of the Reference Grouping shall be as follows: 
g. A member of the Reference Grouping with this status shall be permitted access to the standards and qualifications of each National Standards Body: Provided that members granted full access shall not also be members of any National Standards Body, and provided also that in the case of organisations with affiliated organisations, no affiliated organisation shall be a member of any National Standards Body. 
h. A member of the Reference Grouping with this status shall be permitted access only to the standards and qualifications of each National Standards Body of which it is not a member: Provided that in the case of organisations which have affiliated organisations or affiliates, one or more of which are members of National Standards Bodies, the relevant affiliate shall either: 
i. relinquish membership of the relevant National Standards Body so that the organisation may be permitted access to the standards and qualifications of that National Standards Body, or 
ii. make submissions on behalf of the organisation concerned, as part of carrying out the designated functions of the relevant National Standards Body. 
(4) The Authority shall maintain a register of members of the Reference Grouping which shall contain the name and addresses of each member.
Relinquishing of appointment by members of National Standards Bodies and the filling of vacancies 
18. (1) The Chairperson or any member of a National Standards Body referred to in regulation 16 shall relinquish his or her post if- 
a. his or her estate is sequestrated or he or she enters into a compromise with his or her creditors; 
b. he or she is detained as a mentally disordered person in terms of any law; 
c. he or she is absent from three consecutive meetings of the National Standards Body without leave from the National Standards Body; 
d. he or she resigns by giving notice in writing to the Authority; or 
e. he or she, during the course of his or her term of office, is found guilty of an offence and sentenced to imprisonment without the option of a fine. 
(2) Vacancies caused by the relinquishing of appointment by any member of a National Standards Body shall be filled in accordance with regulations 15 and 16.
Functions of National Standards Bodies 
19. (1) A National Standards Body shall- 
a. define and recommend to the Authority the boundaries of the discrete field for which it is constituted, by the value added by the field including but not limited to process, product or service, related to other fields; 
b. define and recommend to the Authority a framework of sub-fields to be used as a guide for the recognition and/or establishment of Standards Generating Bodies; 
c. recognise and/or establish Standards Generating Bodies within the framework of sub-fields, or withdraw or rescind such recognition or establishment; 
d. ensure that the work of Standards Generating Bodies meets the requirements for the registration of standards and qualifications as determined by the Authority; 
e. recommend the registration of standards on the National Qualifications Framework to the Authority; 
f. recommend the registration of qualifications to the Authority; 
g. update and review qualifications; 
h. liaise with Education and Training Quality Assurance bodies regarding the procedures for recommending new standards and qualifications, or amending registered standards and qualifications; 
i. define requirements and mechanisms of moderation to be applied across Education and Training Quality Assurance bodies; 
j. appoint office-bearers, such committees and members of committees as required to carry out the functions designated, in consultation with the Authority; and 
k. perform such other functions as may from time-to-time be delegated by the Authority. 
(2) In performing the functions referred to in regulation 19(1), a National Standards Body shall- 
l. abide by the decisions of the Authority relating to the development and implementation of the National Qualifications Framework; 
m. consult with experts in the defined field concerning the accuracy and acceptability of the results of such activities and subject such results to their scrutiny; 
n. publish the results of such activities in the Government Gazette for comment by interested parties; and 
o. ensure that the results of such activities are subjected to the scrutiny of the Reference Grouping contemplated in regulation 17, prior to submission to the Authority. 

CHAPTER 4
STANDARDS GENERATING BODIES
Recognition and establishment of Standards Generating Bodies 
20. (1) Each National Standards Body may recognise or establish such Standards Generating Bodies in its own defined field as are required by the framework of sub-fields recommended to and accepted by the Authority. 
(2) In recognising or establishing Standards Generating Bodies the National Standards Body concerned shall first apply to its own structure and functioning the steps contemplated in this regulation and in regulation 20(3) or a similar process acceptable to the Authority, and then apply the same process shall then apply to bodies desirous of recognition or considered necessary to be established: Provided that it shall - 
a. determine the purpose of the definition of the field and analyse its content ; 
b. define the boundaries of discrete fields by the value added by the field including but not restricted to process, product or service related to other fields; 
c. identify traditional and non-traditional areas of study, occupational categories, technology and environment associated with the field; 
d. project or forecast the linkage between the field and the national economy 3, 5 and 10 years hence, including but not limited to predicting whether the field is likely to grow, shrink or become obsolete, what its importance to the economy is likely to be and in what way it is likely to change; 
e. attempt to ensure by independent assessment, that the field as defined is complete; 
f. identify discrete sub-fields by analysing the value-added component; 
g. identify the impact of existing and proposed legislation on fields, sub-fields and levels, and plan accordingly; and 
h. prepare a business plan for developing the National Standards Body or Standards Generating Body which includes outcomes, communication and marketing strategy, budget and time-line. 
(3) In making an application for registration as a Standards Generating Body the applicant shall - 
i. describe the consultation or negotiation process used in making the application and in ensuring that other potential applicants in the sub-field have been involved and support the submission or are willing to become co-applicants for recognition; 
j. provide supporting documentation supporting the application and the definition of the sub-field for which application is made; and 
k. indicate the acceptance of a decision of the Authority as final and binding, after an appeal has formally been heard by the Authority. 
(4) Each Standards Generating Body shall, upon recognition or establishment, be issued with a certificate of registration by the National Standards Body, which certificate shall be valid for a period not exceeding three years from the date of recognition or establishment and which shall define its brief in terms of the standards and qualifications which it will generate.
(5) A Standards Generating Body shall normally dissolve on completion of its brief.
(6) A Standards Generating Body may request an extension, of the period for which its certificate of registration has been issued, from its National Standards Body. Such a request for extension shall be submitted in writing at least 30 days before the expiry date of the certificate of recognition.
Withdrawal of registration on dissolution of Standards Generating Bodies 
21. (1) A Standards Generating Body may have its registration withdrawn if, in the opinion of the National Standards Body as confirmed by the Authority it fails to perform its functions satisfactorily. 
(2) A Standards Generating Body shall dissolve when its certificate of registration expires or when it has completed its brief as defined in its certificate of registration.
Membership of Standards Generating Bodies 
22. (1) Organisations, which shall be key education and training stakeholder interest groups in the sub-field, shall be invited to nominate members drawn from these interest groups and specialists to serve on Standards Generating Bodies, which members shall be appointed by the National Standards Body representing the field after consultation and in co-operation with the bodies concerned, and with due regard for Parliamentary and provincial powers, the need for representativeness and equity, redress and relevant expertise in terms of the work of Standards Generating Bodies. 
(2) The names of those persons nominated to serve as members of Standards Generating Bodies and of their key education and training stakeholder interest groups shall be published in the Government Gazette and comment invited with respect to the acceptability of the nominees and the representativeness of the key education and training stakeholder interest groups.
(3) On acceptance, formal certificates of appointment shall be issued by the National Standards Body to each of the successful nominees.
(4) Organisations wishing to be represented on Standards Generating Bodies shall be guided in their submissions for representation by the following: 
a. Each Standards Generating Body shall be composed of key education and training stakeholders in the sub-field, drawn from interest groups and specialists who have been identified in accordance with the requirements of the Authority. 
b. The maximum number of representatives forming an Standards Generating Body shall be defined in consultation with the National Standards Body but shall not ordinarily exceed twenty-five (25) unless the Authority deems otherwise. 
c. The Chairperson or a nominated representative of the Authority shall be a member of the Standards Generating Body. 
(5) An organisation or group of organisations wishing to be recognised as a Standards Generating Body shall ensure in its application for recognition that it has established a discrete group who would function as the Standards Generating Body and whose members shall reflect the intentions of regulation 22(4) and 23. Such an application for recognition as a Standards Generating Body shall be subject to public scrutiny as contemplated in regulation 22(2).
Nomination of members to Standards Generating Bodies 
23. (1) Organisations proposing to nominate persons to Standards Generating Bodies should be sensitive to the need for equity and redress, and shall nominate persons who- 
a. will be able to consider issues of productivity, fairness, public interest and international comparability as related to education and training in the sub-field; 
b. enjoy credibility in the sub-field in question, who enjoy respect; have the necessary expertise and experience in the sub-field and have the support or backing of the nominating body; 
c. are able to advocate and mediate the needs and interests of all levels within the sub-field covered by the Standards Generating Body; 
d. are able to exercise critical judgement at a high level; and 
e. are committed to a communication process between the Standards Generating Body, the National Standards Body and the constituency. 
Functions of Standards Generating Bodies 
24. (1) A Standards Generating Body shall- 
a. generate standards and qualifications in accordance with the Authority requirements in identified sub-fields and levels; 
b. update and review standards; 
c. recommend standards and qualifications to National Standards Bodies; 
d. recommend criteria for the registration of assessors and moderators or moderating bodies; and 
e. perform such other functions as may from time-to-time be delegated by its National Standards Body. 
(2) In performing the functions referred to in regulation 24(1) a Standards Generating Body shall - 
a. abide by the decisions of the Authority relating to the development and implementation of the National Qualifications framework; 
b. consult with experts in the defined field concerning the accuracy and acceptibility of the results of such activities and subject such results to their scrutiny; 
c. publish the results of such activities in the Government Gazette for comment by interested parties; 
d. ensure that the results of such activities are subjected to the scrutiny of the reference grouping contemplated in regulation 17, prior to submission to the Authority. 

CHAPTER 5
RULES OF PROCEDURE AND FINANCING ACTIVITIES OF NATIONAL STANDARDS BODIES AND STANDARDS GENERATING BODIES
Rules of procedure 
25. The activities and functioning of a National Standards Body shall be governed by the Rules of Procedure in the Annexure to these Regulations. 
Financing the activities of National Standards Bodies and Standards Generating Bodies 
26. (1)Each National Standards Body shall, upon establishment and annually thereafter to coincide with the financial planning cycle of the Authority, produce a business plan indicating the objectives to be achieved in the period under review which shall normally be three years, and which shall include a financial budget. 
(2) The financial budget shall be formulated in a manner agreed to by the Authority and shall be submitted to the Authority for authorisation.
(3) Members of National Standards Bodies receive compensation for their activities related to the functioning of National Standards Bodies in accordance with the regulations pertaining to the Public Service as amended by Authority, which compensation shall normally consist of but not be restricted to an allowance for attendance of meetings, subsistence and transport allowance and related costs.
(4) Members of committees of National Standards Bodies who are not members of National Standards Bodies appointed by the Authority, may receive the same compensation as members of National Standards Bodies for their activities related to the functioning of National Standards Bodies: Provided that their membership of such committees has received the prior approval of the Authority.
(5) The Authority shall fund the agreed activities of specified Standards Generating Bodies where such requirement exists, subject to the availability of funds and a method of financing developed in conjunction with the relevant Standards Generating Body.

CHAPTER 6
SHORT TITLE
Short title 
27. These regulations shall be called the National Standards Bodies Regulations, 1998. 

ANNEXURE
RULES OF PROCEDURE FOR NATIONAL STANDARDS BODIES
DEFINITIONS 
1. In these Rules, unless the context otherwise indicates- 
"Chairperson" means the Chairperson of a National Standards Body;
"Committee" means a committee of a National Standards Body;
"Executive Committee" means a committee established to carry out certain designated functions on behalf of the National Standards Body;
"Member" means a member of the National Standards Body;
"NSB" means National Standards Body;
"Resolution" means a decision of the National Standards Body;.
"Secretary" means a member designated for this purpose by the National Standards Body;
MEMBERS OF THE NSB
2. The NSB shall, subject to the provisions of the Act, consist of a Chairperson, a Deputy Chairperson, a Secretary and the other members appointed by SAQA in terms of the Regulations for National Standards Bodies (the Regulations), subject to the requirement that the Chairperson shall first be elected by the members of the NSB either from among their members or from other sources. 
PRESIDING OFFICERS
PRESIDING OFFICERS
3. The Chairperson of the NSB or of a committee shall preside at meetings of the NSB or the Committee as the case may be. If the Chairperson is absent from any meeting the Deputy Chairperson shall preside. In the absence of both, the members present may elect from among themselves a chairperson to act at the meeting. 
MEETINGS OF THE NSB
MEETINGS OF THE NSB
4. The NSB shall meet at such places and at such times as may be decided by resolution from time to time. 
5. Special meetings may be called at the discretion of the Chairperson, or at the substantiated request of not less than one-third of the members in which event the meeting shall be held at a time and place determined by the Secretary, as soon as practicable after the receipt of such a request. 
6. The Chairperson after having consulted with the Executive Committee shall have the right to postpone any meeting of the NSB if the business on the agenda appears not to warrant calling such a meeting, with the proviso that members shall be advised of such postponement at least one week before the date on which the NSB is due to meet, and with the further proviso that meetings may not to be cancelled or postponed due to accountable events or considerations beyond the control of the NSB unless two-thirds of the members agree to this. 
7. Any person whose presence is required for the purpose of a meeting may be invited by the NSB to attend any meeting of the NSB. 
8. All documentation dispatched to members shall be labelled in a manner appropriate to the nature and status of the contents, with the understanding that it is incumbent upon members to ensure that such documentation is dealt with in accordance with that labelling. 
NOTICE OF MEETINGS
NOTICE OF MEETINGS
9. Notice of any meeting of the NSB which shall include an agenda of the matters to be considered there, shall be forwarded by the Secretary to each member and such other persons required to attend at least 14 days before the scheduled date of the meeting to the address registered with the Secretary: Provided that in the case of special meetings such shorter written notice as may be decided by the Chairperson, but not less than three working days, may be given. 
10. The non-receipt of any notice, duly sent to the registered address of any member, shall not affect or invalidate the proceedings of any meeting. 
ATTENDANCE REGISTER
ATTENDANCE REGISTER
11. Every member present at a meeting of the NSB shall sign the attendance register which shall be available for that purpose. 
QUORUM
QUORUM
12. One half of the members, excluding the Chairperson, shall form a quorum at all ordinary meetings of the NSB. At special meetings one third of the members of the NSB, excluding the Chairperson, shall constitute a quorum. 
13. When the number of members present at the time and place fixed for a meeting is insufficient to form a quorum, the meeting shall continue, with the proviso that any decisions reached shall be considered to be draft decisions and shall be circulated to the NSB for further discussion and comment prior to ratification. 
PRESS STATEMENTS
PRESS STATEMENTS
14. Where it is deemed necessary to issue press statements concerning aspects relevant to the activities and meetings of the NSB, they shall be issued by the Chairperson of the NSB with the concurrence of the Chairperson of the Authority. 
MINUTES
MINUTES
15. Minutes of each meeting shall be compiled and submitted for confirmation at the following meeting. The Secretary shall circulate the minutes to members at the same time as the notice convening the next meeting. 
16. Minutes shall not reflect verbatim the proceedings of meetings, but shall be a summarised recording of the proceedings, resolutions and actions required, with the provision that any member shall have the right to request that his or her particular view be reflected in the minutes. 
DEBATES OF THE NSB AND VOTING
DEBATES OF THE NSB AND VOTING
17. In the conduct of any meeting of the NSB the ordinary rules of debate shall apply. 
18. Decision-making shall be by consensus with the proviso that where consensus cannot be reached a vote may be taken. Where voting is deemed necessary it shall be by show of hands unless a ballot be requested by any member, when a secret ballot shall be held. 
19. The Chairperson, when presiding shall not have a deliberative vote, but a casting vote. 
20. In the absence of the Chairperson the acting Chairperson (be it the Deputy Chairperson or another) shall not have a casting vote, but a deliberative vote. 
21. It is incumbent upon a member of the NSB to declare any pecuniary interest in a matter being debated by the NSB and to offer to recuse himself or herself from the debate: Provided that such member shall be recuse him or herself when a decision on such matter is being made by the NSB. 
22. Save as otherwise provided in these rules the decision of the majority of the members present at a meeting of the NSB shall be the decision of the NSB. Minority viewpoints may be recorded at the request of such members. 
23. Notwithstanding the provisions of any of these rules, if any matter arises between ordinary meetings which requires a decision of the NSB and which in the opinion of the Chairperson should not be delayed until the next ordinary meeting of the NSB, the Chairperson may authorise the Secretary to prepare and dispatch by registered post or courier to each member a notice reflecting the matter in question and seeking a postal vote upon which a decision may be made. The notice shall specify the period in which a postal vote may be lodged, which shall not be less than 10 (ten) days from the date of dispatch of the notice. The decision of the majority of the NSB shall be deemed to be the NSBs decision. The result of each such ballot shall be made known at the next meeting of the NSB. 
ESTABLISHMENT OF COMMITTEES
ESTABLISHMENT OF COMMITTEES
24. The NSB may establish committees, including an Executive Committee in terms of the Regulations for NSBs. 
EXECUTIVE COMMITTEE
25. An Executive Committee established in terms of the Regulations shall consist wholly of members of the NSB and be appointed by it. It shall consist of the Chairperson and such other number of members as determined and nominated by the NSB: Provided that: 
25.1 such Executive Committee shall, subject to the directions of the NSB, conduct the affairs of the NSB between meetings, provided that all decisions relating to matters of principle shall be the prerogative of the NSB;
25.2 the Chairperson, or in absence of the Chairperson, the Deputy-Chairperson or in the absence of the Deputy-Chairperson, the acting Chairperson elected by the members shall preside at all meetings of the executive committee;
25.3 the Chairperson shall report on the work of the Executive Committee at each ordinary meeting of the NSB, and
25.4 a quorum of the Executive Committee shall consist of the Chairperson plus one half of the members of that Committee.
OTHER COMMITTEES
26. A committee shall consist of such number of members of the NSB or of persons other than members of the NSB or of members of the NSB as well as other persons, as the NSB may determine, appointed for such period of time as determined by the NSB . 
26.1 The NSB shall designate any member of any such committee as Chairperson of the committee.
26.2 A committee may, with the approval of the NSB, establish one or more working groups to perform under the directions of the committee such functions of the committee as the NSB may determine or to inquire into such matters falling within the functions and powers of the committee.
26.3 Any committee, other than the Executive Committee, may, with the consent of the Executive Committee, co-opt one or more persons as members of the committee for a specific period or a particular purpose.
26.4 The NSB may, subject to such conditions as it may deem fit, either generally or in relation to any particular matter, assign to any committee any power conferred or duty imposed upon it in terms of the Regulations.
26.5 The NSB may at any time withdraw, extend or modify any terms of reference to a committee, but any proposal to do so shall first be referred to that committee for consideration and comment.
26.6 A member of a committee who without prior apology fails to attend three consecutive meetings of such committee shall cease to be a member thereof.
26.7 A member of a committee may resign from such committee by notice in writing
26.8 Where a vacancy occurs on a committee the Chairperson of such a committee shall inform the NSB in writing at the first subsequent meeting of the NSB, which shall undertake to fill the vacancy.
REPORTING BY COMMITTEES
27. The Chairperson of each committee shall submit a report on the activities of the committee at each ordinary meeting of the NSB. 
MEETINGS OF COMMITTEES
28. The provisions of paragraphs 7 to 20 shall apply to any committee of the NSB read with the changes required by the context: Provided that for the purposes of this clause, reference to the "NSB", "Chairperson" or "Secretary" shall be construed as a reference to the Committee", "Chairperson of the Committee" or "Secretary of the Committee", respectively. 
ADDITIONAL MEMBERS
29. Additional members appointed to committees in terms of the Regulations shall have all the powers of a member at any meeting, including the right to vote. 
ROLE OF SECRETARY
ROLE OF SECRETARY
30. The secretarial work incidental to the performance by the NSB of its functions, shall be performed, subject to the directions of the Chairperson of the NSB , shall be performed by the Secretary. 
31. The role of the secretary is to assist the NSB through: 
31.1 providing a secretarial function
31.2 advising on administrative matters
31.3 effective administration service
31.4 assistance in managing projects
31.5 executing such other tasks as the NSB may from time to time require.
AMENDMENT OF THE RULES
32. These rules may be added to or amended at any meeting of the NSB with the concurrence of the Authority, by a simple majority of the members present: Provided that such amendment forms a specific item on the agenda, the text whereof was circulated to members with the agenda and provided that no fewer than half of its members are present at the meeting. 
REVIEWING DECISIONS OF THE NSB
33. Each decision taken at a meeting of the NSB is to be allocated a unique NSB Decision number and is seen as an NSB decision. A member wishing to have a decision reviewed is required to submit written notice of such a requirement with full reasons for the desired review to the Secretary at least 14 days prior to a meeting of the NSB. Should the NSB amend the decision, such amendment will be recorded in the minutes of the meeting, the necessary amendments to documentation made and revised versions of documentation issued. 



VISION

Geo-information driven decision making, planning and service delivery, for an improved quality of life for all in South Africa.

MISSION

Our mission is to provide the parameters  for a coherent Spatial Data Infrastructure, characterised by:

The availability of relevant, reliable spatial information for planning, delivering services and the optimal allocation of resources; 
The sharing, utilization and reuse of applicable spatial information, applications and organisational learning, without unnecessary and costly duplication of effort;

THROUGH...

fostering regard for spatial information as an asset, worthy of sound management;

the documentation and publishing of spatial data holdings

standardisation  to promote the interchange of spatial information and interoperability of information systems with a spatial component

the development and maintenance of user-friendly systems that will facilitate the discovery and retrieval of spatial datasets...

the implementation of a policy framework which ensures the availability of accurate, well-maintained spatial information, needed for effective and efficient governance

framing institutional arrangements which clearly define the custodial responsibilities needed to maintain and disseminate valuable information

1
What is the SAHRC?
The South African Human Rights Commission (SAHRC) is made up of a
Commission and a Secretariat.
The Commission
The chairperson is the Reverend Dr Barney Pityana and the deputy chairperson
is Ms Shirley Mabusela. The Commission has up to eleven commissioners,
including the chairperson and the deputy chairperson.
The Secretariat
The chief executive officer heads the Secretariat. It has 4 departments:
???Education, Training and Information
???Legal Services
???Research and Documentation
???Finance and Administration
The SAHRC has committees made up of commissioners, staff and outside
members. They work in the following areas:
???Policy and Planning;
???Government and Parliamentary Liaison;
???Legal and Constitutional Affairs;
???NGO and Statutory Body Liaison;
???International Liaison;
???Disability; and
???Children.
In addition, each commissioner has special responsibility for one or more
provinces. They visit the provinces to build relationships with structures there,
analyse trends and respond to complaints.
What does the SAHRC do?
The SAHRC was set up by the Constitution to:
???develop a culture of human rights in South Africa;
???educate South Africans about human rights;
???investigate human rights violations and find ways of correcting them
(including taking cases to court, if necessary);
???undertake research on human rights in South Africa and internationally;
???advise government on human rights and check how government promotes
and protects human rights;
2
???monitor laws written at all levels of government (local, provincial and
national) to make sure they observe human rights; and monitor what
government does to make sure people have access to socio-economic
rights (environment, housing, health care, food, water, social security and
education).
Reporting human rights violations
A human rights violation is when any of the rights in the Bill of Rights are abused
or violated. However, the SAHRC does not handle all violations. Some cases are
referred to other organisations and structures set up to deal with specific kinds of
violations. These include:
The Commission for Gender Equality (discrimination cases on the grounds of
sex or gender); Tel: 011-403 7182
The Public Protector (complaints against government officials);
Tel: 012-322 2915/6
The Commission for Conciliation, Mediation and Arbitration (cases of unfair
labour practice); Tel: 011-377 6894
The Independent Complaints Directorate (complaints against the police);
Tel: 012-428 5700
If your case is one of these, you should rather contact these organisations
directly. Advice and assistance with your case may also be obtained from Legal
Aid Boards (situated at Magistrates' Courts), or from Legal Aid Clinics (at most
universities). Also, there are many NGOs (such as Lawyers for Human Rights,
Legal Resources Centre and Black Sash), which might also be able to help you.
How to report human rights violations to the SAHRC
If your case is a violation of one of the rights in the Bill of Rights, and it is not the
type of case dealt with by another organisation, you can report it to the SAHRC
by:
Phoning an SAHRC office. A member of staff will either take a statement, send
you a complaints form or make an appointment for you to come to the office in
person. Or
Sending a fax or letter to the Legal Services Department of the SAHRC in the
language of your choice. Or
Getting a complaints form from the SAHRC, completing it and returning it to the
SAHRC.
3
SAHRC Addresses
Johannesburg - Private Bag 2700, Houghton 2041
Tel: 011 - 484 8300 Fax: 011 - 484 1360
Eastern Cape - P O Box 1854, Port Elizabeth 6001
Tel: 041 - 582 4094/2611 Fax: 041 - 582 2204
KwaZulu Natal - P O Box 1456, Durban 4000
Tel/Fax: 031- 304 7323/4/5
Northern Province - P O Box 55796, Pietersburg 0700
Tel: 015 - 291 3500/3504 Fax: 015 - 291 3505
Western Cape - P O Box 3563, Cape Town 8001
Tel: 021 - 426 2277 Fax: 021 - 426 2875
The Bill of Rights
To build a culture of human rights, it is important for every citizen to know their
rights and understand their responsibilities. The SAHRC protects and promotes
human rights for all the people of South Africa. The following is a simple version
of the Bill of Rights. For the full version, please read Chapter 2 of the
Constitution.
Equality: You cannot be discriminated against. But affirmative action and fair
discrimination are allowed.
Human dignity: Your dignity must be respected and protected.
Life: You have the right to life.
Freedom and security of the person: You cannot be detained without trial,
tortured or punished cruelly. Domestic violence is not allowed.
Slavery, servitude and forced labour: Slavery, servitude and forced labour are
not allowed.
Privacy: You cannot be searched or have your home or possessions searched,
without the proper procedures being followed by the police.
Freedom of religion, belief and opinion: You can believe and think whatever
you want and can follow the religion of your choice.
4
Freedom of expression: All people (including the press) can say whatever they
want.
Assembly, demonstration, picket and petition: You can hold a demonstration,
picket and present a petition. But you must do this peacefully.
Freedom of association: You can associate with whomever you want to.
Political rights: You can support the political party of your choice. If you are a
citizen, and at least 18 years old, you can vote.
Citizenship: Your citizenship cannot be taken away from you.
Freedom of movement and residence: You can go and live anywhere in South
Africa.
Freedom of trade, occupation and profession: You can do whatever work you
choose.
Labour relations: You may join trade unions and go on strike.
Environment: You have the right to a healthy environment.
Property: Your property can only be taken away from you if the proper rules are
followed.
Housing: The government must make sure people get access to proper housing.
Health care, food, water and social security: The government must make sure
you have access to food and water; health care and social security.
Children: Children under the age of 18 have special rights, like the right not to
be abused.
Education: You have the right to basic education, including adult basic
education, in your own language (if this is possible).
Language and culture: You can use the language you want to and follow the
culture that you choose.
Cultural, religious and linguistic communities: Communities can enjoy their
own culture; practice their own religion; and use their own language.
5
Access to information: You have the right to any information, which the
government has.
Just administrative action: Actions by the government must be fair.
Access to courts: You can have a legal problem decided by a court, or a similar
structure.
Arrested, detained and accused persons: These rights protect people
arrested, imprisoned or accused of a crime.
NOTE: All these rights can be limited if it would be fair to do so. For
more information, see Chapter 2 of the Constitution.

Historical Background
The Pan South African Language Board is established in terms of the Pan South African Language Board Act No. 59 of 1995, in order to promote multilingualism and develop previously marginalised languages. 
The Board's responsibilities as outlined in the Constitution of the Republic of
South Africa ( Act No. 108 of 1996) are to:

(a) promote, and create conditions for the development and use of 
* official languages 
* the Khoe and San languages 
* sign language 
(b) promote and ensure respect for 
* all languages commonly used by communities in South Africa,
including German, Greek, Gujarati, Hindi, Portuguese, Tamil, Telegu,
and Urdu and; 
* Arabic, Hebrew, Sanskrit, and other languages used for
religious purposes in South Africa. 
Mission Statement
The purpose of the Pan South African Language Board is to promote multilingualism in South Africa by: 
* creating the conditions for the development of and the equal use of all official languages; 
* fostering respect for and encouraging the use of other languages in the country and 
* encouraging the best use of the country's linguistic resources 
in order to enable South Africans to free themselves from all forms of linguistic discrimination, domination and division and to enable them to exercise appropriate linguistic choices for their own well-being as well as for national development.
Vision
To provide for the recognition, implementation and furtherance of multilingualism in the Republic of South Africa through the development of previously marginalised languages. 
PANSALB Structures
According to the PANSALB Amendment Act No. 10 of 1999, the Board shall establish the following structures in each province for all official languages, Khoe and San languages, South African Sign Language and Heritage / other languages: 
* Provincial Language Committees 
* National Language Bodies 
* and the National Lexicographic Units 
The role of the Provincial Language Committees in each province is to advise the Board on language related matters affecting any province.
On the other hand, National Language Bodies, which are yet to be established, shall advise the Board on any particular language, sign language or augmentative and alternative communication. The role of National Lexicographic Units is to champion the compilation of dictionaries of all official languages as part of promoting the principles of language development. 
Focus Areas
The Board approaches its language development strategies through the following focus areas: 
* Status Language Planning 
* Language in Education 
* Translation and Interpreting 
* Lexicography, Terminology and Place Names 
* Development of Literature and Previously Marginalised Languages 
* Language Rights and Mediation 
* Research 
Powers & Functions
OF THE PAN SOUTH AFRICAN LANGUAGE BOARD  
(as stipulated in PANSALB Act No 59, 1995 and PANSALB Amendment Act No. 10, 1999)

1.  PANSALB'S STRUCTURES

The Board shall in the manner prescribed  by the Board by notice in the Gazette and the Provincial Gazette establish:

(a) a provincial  language committee in each province to advise it  on any language matter in or affecting any province or any part thereof  where no such   provincial committee exists or where an existing provincial  language  committee has jurisdiction  only with respect to the official languages of a particular province: Provided that if a provincial language committee exists in a particular  province, and such  a committee is, in the view of  the Board sufficiently representative   of the languages used in the province, that committee shall be deemed to have been established  in terms  of this subsection for as long as it remains representative. 

(b) a national language body  to advise it on any  particular language, sign language or augmentative and alternative communication, in the case where no such language body exists or where an existing language body does not serve its purpose: Provided that if such a body exists, it shall be deemed  to have been established in terms  of this subsection.

(c) national lexicographic] units to operate as companies limited by guarantee under section 21 of the Companies Act, 1973 (Act No. 61 of 1973) and shall allocate funds   to the units  for the fulfillment  of their functions:  Provided that the memorandum  and articles of association of such units shall include the following principles:
(i) The unit is accountable to the Board for the moneys allocated  to it. 
(ii) The unit shall abide by the policies of the Board 
(iii) The unit shall adhere to the principles of promoting language development.

2. LANGUAGE LEGISLATION/ LANGUAGE POLICY/ LANGUAGE PRACTICE

The Board shall:
(a) make recommendations with regard to any proposed or existing legislation, practice and policy dealing directly or indirectly with language matters at any level of government, and with regard to any proposed amendments to or the repeal or replacement of such legislation, practice and policy.

(b) make recommendations  to organs of state at all levels of government where   it considers such action advisable for the adoption of measures aimed at the promotion of multilingualism within  the framework of the Constitution

(c) advise on the  co-ordination of language planning in South Africa


3. MULTILINGUALISM

The Board shall actively  promote an awareness of multilingualism as a national resource.


4.  DEVELOPMENT OF PREVIOUSLY MARGINALISED LANGUAGES

The Board shall:
(a) actively promote the development of previously marginalised languages   


5. RESEARCH

The Board shall:

(a) initiate studies and research aimed at promoting and creating conditions for the development  and use  of:
(i) all the official languages of the Republic 
(ii) the Khoe and San  Languages; and
(iii) South African Sign Languages 

(b) initiate studies and research aimed at :


(i)       the development of the previously   marginalised languages in South  Africa;
(ii)      the non-diminution of rights relating to language and the status of  languages existing as at 27 April 1994 
(iii)     the promotion of multilingualism in South Africa
(iv)     the promotion of the utilization of South Africa's language resources and; 
(iv)     the prevention  of the use of any language  for the purposes of  exploitation, domination or division.


6. MEDIATION AND LANGUAGE RIGHTS

The Board  shall:

(a) render the necessary assistance free of charge for the  purposes  of submitting a complaint and where necessary shall assist the complainants  with the requirements of submitting a complaint; 
(b)[may on its own initiative and] shall on receipt  of  a written complaint investigate the alleged violation of any language right, language policy or language practice. 

[NB: The Board may on its own initiative investigate/alleged/ language rights violations; and may subpoena any person, body or state organ to appear before it to give evidence and produce any relevant  records or documents] 

7.  CO-OPERATION WITH OTHER BODIES

The  Board shall:

(a) facilitate co-operation with  language planning agencies outside  South Africa; 
(b) strive to promote close co-operation between itself and any organ of state, person, body of persons or institution involved  in the development and promotion of language; 
(c) prior to making or publishing any report, findings, point of view, advice or 
recommendation, obtain the advice of 
* (i) the provincial language committee concerned established under Section 8(8)(a) of the Pan South African Language Board Act No. 59 of 1995 
* (ii) any organ of state  in respect  of  a matter  impacting directly  or indirectly on any language, language policy or language  practice followed, implemented or proposed by or in such  organ of state 
* (iii) any language body established under Section 8(8)(b) of the Pan South African Language Board Act No. 59 of 1995; or 
* (iv) any person , group, language body or institution involved in or having an interest in the promotion of the official South African languages by inviting  submissions by means of  a notice to this effect in the Gazette and the Provincial Gazette

[NB: The committee, organ of state or language body referred to above shall be compelled to give advice requested by the Board]   

8. THE FOLLOWING FUNCTIONS MAY BE PERFORMED BY THE BOARD AT ITS OWN
DISCRETION:

The Board may:

(a) request any organ of state  to supply it with  information  on any   legislative executive or administrative measures adopted by it relating to language policy and language practice; 
(b) advise any organ of state on the implementation  of any proposed or existing legislation, policy and practice dealing directly or indirectly with language matters; 
(c) monitor the observance  of any advice given in terms of paragraph (b); 
(d) in respect of equitable wide-spread language facilitation services, issue directives on and monitor- 
(i)applicable standards determined by the Board for such services and
(ii) the rendering of such services; 
(e) having due regard  to the provisions and principles of the Constitution relating directly or
indirectly to language matters in general:

(i) monitor the observance of the constitutional provisions regarding the use of language; 
(ii) monitor the contents and observance of any existing and new legislation, practice and policy dealing directly or indirectly with language matters at any level of government; 
(iii)assist with and monitor the formulation of programmes and policies aimed at fostering the equal use of  and respect for the official languages, while taking steps to ensure that communities using those languages have the opportunity to use their respective languages in appropriate circumstances; 
(iv) establish, compile and maintain databases including, but not limited to databases of: 
(aa)  all legislative  measures (including provisions in the Constitution) dealing with language matters and; 
(bb)  every policy and practice of any institution or organ of state dealing directly or indirectly  with language matters; 
(f)  commission  any person  or body of persons or institution  to conduct research and  prepare publications on its behalf and may for this purpose make resources available to any such person or body or persons or institution; 
(g) summon any person  to give evidence before it, or to produce any official document  or any
such other information or object as may be necessary for the performance of the Board's functions; 
(h) advise government to provide individuals  or groups who are adversely affected by gross violations of language rights with financial and other support; 
(i) In furtherance of its objects and for the purpose of the exercise of its powers and performance of its functions: 
(i)  make rules and issue notices;
(ii)  publish such rules and notices in the Gazette and in the Provincial Gazette;

(j)  consult and work closely with any person or body of persons who has special  knowledge of  and  experience in the language problems of South Africa, or who is  in any way involved in the development and promotion of language. 
PANSALB sees as its responsibilities to co-operate with civil society organs in the development of:
* Community and service based on interpreting and translation; 
* Educational materials and literature in indigenous languages; 
* Dictionaries which maximize access to language within families of languages; 
* Networks with neighbouring countries on language related matters; 
* Capacity training programmes amongst speakers/users of indigenous languages, in language training and development work; 
* And programmes which uncover indigenous knowledges of South Africa. 
Contact Details
Telephone: +27-12-341 9638 or 341 9651
Fax: +27-12-341 5938 
Enquiries: Mr. Nkosana Sibuyi
Postal address: Private Bag X08, Arcadia, 0007

Physical address: MBA Building 3rd Floor,  527 Church Street, Pretoria
E-mail: communication@pansalb.org.za
www.pansalb.org.za

CHAPTER M
CODE OF CONDUCT FOR THE PUBLIC SERVICE
M1 DEFINITION
In this Chapter any word or expression to which a meaning has been assigned in the Act, bears the meaning so assigned thereto, and "this Act" means the Public Service Act, 1994, and the regulations issued in terms thereof.
M2 PURPOSE
M2.1 In order to give practical effect to the relevant constitutional provisions relating to the Public Service, all employees are expected to comply with the Code of Conduct provided for in this Chapter.
M2.2 The Code should act as a guideline to employees as to what is expected of them from an ethical point of view, both in their individual conduct and in their relationship with others. Compliance with the Code can be expected to enhance professionalism and help to ensure confidence in the Public Service.
M3 INTRODUCTION
M3.1 The need exists to provide guidelines to employees with regard to their relationship with the legislature, political and executive office-bearers, other employees and the public and to indicate the spirit in which employees should perform their duties, what should be done to avoid conflicts of interests and what is expected of them in terms of their personal conduct in public and private life.
M3.2 Although the Code of Conduct was drafted to be as comprehensive as possible, it does not provide a detailed standard of conduct. Heads of department are, in terms of section 7(3)(b) of the Act, inter alia responsible for the efficient management and administration of their departments and the maintenance of discipline. They may therefore, after the matter has been consulted in the appropriate Chamber of the Public Service Bargaining Council, and without derogating from it, supplement the Code of Conduct provided for in this Chapter in order to provide for their unique circumstances. Heads of department should also ensure that their staff are acquainted with these measures, and that they accept and abide by them.
M3.3 The primary purpose of the Code is a positive one, viz. to promote exemplary conduct. Notwithstanding this, an employee shall be guilty of misconduct in terms of Section 20 (t) of the Public Service Act, 1994, and may be dealt with in accordance with the relevant sections of the Act if he or she contravenes any provision of the Code of Conduct or fails to comply with any provision thereof.
M4 CODE OF CONDUCT
M4.1 RELATIONSHIP WITH THE LEGISLATURE AND THE EXECUTIVE
An employee -
M4.1.1 is faithful to the Republic and honours the Constitution and abides thereby in the execution of his or her daily tasks;
M4.1.2 puts the public interest first in the execution of his or her duties;
M4.1.3 loyally executes the policies of the Government of the day in the performance of his or her official duties as contained in all statutory and other prescripts;
M4.1.4 strives to be familiar with and abides by all statutory and other instructions applicable to his or her conduct and duties; and
M4.1.5 co-operates with public institutions established under legislation and the Constitution in promoting the public interest.
M4.2 RELATIONSHIP WITH THE PUBLIC
An employee -
M4.2.1 promotes the unity and wellbeing of the South African nation in performing his or her official duties;
M4.2.2 will serve the public in an unbiased and impartial manner in order to create confidence in the Public Service;
M4.2.3 is polite, helpful and reasonably accessible in his or her dealings with the public, at all times treating members of the public as customers who are entitled to receive high standards of service;
M4.2.4 has regard for the circumstances and concerns of the public in performing his or her official duties and in the making of decisions affecting them;
M4.2.5 is committed through timely service to the development and upliftment of all South Africans;
M4.2.6 does not unfairly discriminate against any member of the public on account of race, gender, ethnic or social origin, colour, sexual orientation, age, disability, religion, political persuasion, conscience, belief, culture or language;
M4.2.7 does not abuse his or her position in the Public Service to promote or prejudice the interest of any political party or interest group;
M4.2.8 respects and protects every person's dignity and his or her rights as contained in the Constitution; and
M4.2.9 recognises the public's right of access to information, excluding information that is specifically protected by law.
 
M4.3 RELATIONSHIP AMONG EMPLOYEES
An employee -
M4.3.1 co-operates fully with other employees to advance the public interest;
M4.3.2 executes all reasonable instructions by persons officially assigned to give them, provided these are not contrary to the provisions of the Constitution and/or any other law;
M4.3.3 refrains from favouring relatives and friends in work-related activities and never abuses his or her authority or influences another employee, nor is influenced to abuse his or her authority;
M4.3.4 uses the appropriate channels to air his or her grievances or to direct representations;
M4.3.5 is committed to the optimal development, motivation and utilisation of his or her staff and the promotion of sound labour and interpersonal relations;
M4.3.6 deals fairly, professionally and equitably with other employees, irrespective of race, gender, ethnic or social origin, colour, sexual orientation, age, disability, religion, political persuasion, conscience, belief, culture or language; and
M4.3.7 refrains from party political activities in the workplace.
M4.4 PERFORMANCE OF DUTIES
An employee -
M4.4.1 strives to achieve the objectives of his or her institution cost-effectively and in the public's interest;
M4.4.2 is creative in thought and in the execution of his or her duties, seeks innovative ways to solve problems and enhances effectiveness and efficiency within the context of the law;
M4.4.3 is punctual in the execution of his or her duties;
M4.4.4 executes his or her duties in a professional and competent manner;
M4.4.5 does not engage in any transaction or action that is in conflict with or infringes on the execution of his or her official duties;
M4.4.6 will recuse himself or herself from any official action or decision-making process which may result in improper personal gain, and this should be properly declared by the employee;
M4.4.7 accepts the responsibility to avail himself or herself of ongoing training and self-development throughout his or her career;
M4.4.8 is honest and accountable in dealing with public funds and uses the Public service's property and other resources effectively, efficiently, and only for authorised official purposes;
M4.4.9 promotes sound, efficient, effective, transparent and accountable administration;
M4.4.10 in the course of his or her official duties, shall report to the appropriate authorities, fraud, corruption, nepotism, mal administration and any other act which constitutes an offence, or which is prejudicial to the public interest;
M4.4.11 gives honest and impartial advice, based on all available relevant information, to higher authority when asked for assistance of this kind; and
M4.4.12 honours the confidentiality of matters, documents and discussions, classified or implied as being confidential or secret.
M4.5 PERSONAL CONDUCT AND PRIVATE INTERESTS
An employee -
M4.5.1 during official duties, dresses and behaves in a manner that enhances the reputation of the Public Service;
M4.5.2 acts responsibly as far as the use of alcoholic beverages or any other substance with an intoxicating effect is concerned;
M4.5.3 does not use his or her official position to obtain private gifts or benefits for himself or herself during the performance of his or her official duties nor does he or she accept any gifts or benefits when offered as these may be construed as bribes.
M4.5.4 does not use or disclose any official information for personal gain or the gain of others; and
M4.5.5 does not, without approval, undertake remunerative work outside his or her official duties or use office equipment for such work.

Rabies
a killer disease
Jenny Turton

* The spread of the disease 
 
* Symptoms of rabies 
 
* Prevention 
 
* Treatment 

Rabies 
What is rabies?
* Rabies is a zoonotic disease (a disease which people can get from animals) 
 
* It is caused by a virus which affects the brain and causes death 
 
* The virus is shed in saliva and is spread by the bite of an infected animal 
 
 
 
 
Rabies is a very dangerous disease. Vaccinate your animals and protect yourself!
Animals which can infect people
* Usually dogs 
 
* Other animals which can infect people are cats, mongooses, jackals and other wild animals 
 
* Rabies is spread to other animals and people mainly by dogs, black-backed jackals, yellow mongooses and bat-eared foxes 
 

Signs of the disease in animals
* Changes in behaviour occur in all animals. Domestic animals can become wild and aggressive (they appear to be mad), while wild animals may become tame 
 
* Paralysis eventually occurs, resulting in death 
Distribution of rabies, showing which animals are important for the spread of rabies in each region

Dogs: aggression, howling, attacking without warning, salivation, biting at imaginary flies, fixed stare, wandering aimlessly, dropped lower jaw, inabililty to swallow, eating soil and sticks, choking, vomiting, difficulty in walking, paralysis
Cats: become very aggressive and attack without any prior warning signs
Cows:bellowing, salivation, choking, aggression, wind-sucking, inability to swallow, weakness, knuckling over of feet, difficulty in walking, paralysis
Horses: aimless staggering, inability to swallow, difficulty in walking, weakness, paralysis, aggression, biting

Donkeys: biting, aggression
Goats and sheep: bleating, hind-leg weakness, difficulty in walking, aggression, excessive sexual activity, paddling
Wild animals: appear tame, enter homes and gardens, night animals seen during the day, attack people and objects without any prior warning signs, paralysis
Pigs: aggression, bite savagely

How are people infected? 
* People are infected when they get bitten by an infected animal because the virus is spread in the saliva 
* It is possible for people to be infected by saliva through contamination of cuts, the mouth or eyes 
* Animals with rabies may appear to have something stuck in the throat as they salivate excessively. You should take care not to place your hands inside the mouth, because you can contract the disease if you get bitten or cuts on your hands are exposed to saliva 
* Infected carcasses of cattle, sheep, goats, horses and donkeys may be a health threat if these are cut open, because it is possible for people to be infected through cuts or by splashes of brain or saliva into the eyes or mouth when cutting open the skull and handling the brain of an infected animal 
Signs of the disease in people
* In people, the first signs of disease are headaches, anxiety, fever, vomiting and fear of water. Finally, paralysis, coma and death results 
* It normally takes 2 to 10 weeks for people and animals to show signs of the disease after being bitten by an infected animal 
* Once people or animals actually show signs of rabies no treatment is possible and they will die 
Prevention 
* It is very important that dogs and cats are vaccinated to reduce the risk to people and animals 
* Young animals should be vaccinated twice in the first year and then every 3 years, or as often as required by your state veterinary authorities. The vaccine is safe and will not make your animals sick 
* Notify your state veterinarian immediately if you see animals acting strangely and rabies is suspected 
* Do not handle, or go near, strange animals, wild animals that seem tame and do not run away from you, sick animals that are not properly restrained or animals that appear aggressive 

Treatment 
* If you get treated in time (as soon as possible after the bite) you will not die from rabies 
* If bitten, you should quickly wash the wounds well, using soap or a disinfectant if possible. Then seek medical attention immediately from the nearest clinic or doctor 

* The doctor or nurse will start a course of injections, which can prevent rabies developing. It is very important that you continue going to the clinic until the course is completed, because you can die if you do not get all the injections 
* The recommended vaccination programme at present is to give the first injection on the day you are bitten, and the others 3, 7, 14 and 28 days later 
* A rabies antiserum injection will also be given on the day you are bitten 

* You should notify the state veterinarian or police when you are bitten by a dog or other animal. They will then investigate and if necessary destroy the animal making sure it is tested for rabies 

For further information contact your animal health technician, state veterinarian, doctor or nurse 
or
Animal Health for Developing Farmers,
ARC-Onderstepoort Veterinary Institute,
Private Bag X05, Onderstepoort 0110
Tel. (012) 529 9158 
Map by G Bishop
Diagrams on pp. 5-8 by C D Seegers

2000

The South African Schools Act of 1996 requires all children between the ages of 7 and 15 to attend school. All parents and guardians must make sure that all learners of this 
age are registered to go to school. As a parent, your 
relationship with the school starts on the day that 
you decide to register your child with a 
particular school. This relationship 
is defined by a set of rights and 
responsibility towards the 
school. 

A. ADMISSION OF YOUR CHILD TO A SCHOOL
B. SCHOOL FEES
C. GOVERNANCE 
D. LANGUAGE OF LEARNING AND TEACHING
YOU HAVE THE FOLLOWING RESPONSIBILITIES AS A PARENT
FOR MORE INFORMATION
BACK TO THE HOME PAGE
 

At what age can my child be registered for school?
You can only register for grade 1 when s/he is seven years old or will be turning seven in the first year of schooling.
When and where do I register my child?
You may only register your child in a school near your home or workplace between August and November in the year before the child start school.
Can I register my child at any school even if it is not near my home or workplace?
Yes, you can register your child at any public school. However, most schools give first preference to children whose parents live or work near the school. 
What do I need to know before I register my child?
The principal of the school must give you the admissions policy of the school and explain it to you. You should also ask which language/s are used for teaching at the school and decide if that is suitable for your child.
A public school may not administer any test for admission to a school. A test may only be used for deciding which courses or programmes your child should do at the school.
Which documents are required when making an application?
· Birth Certificate; and
· Immunisation card; and 
· Transfer card or last school report card for learners who have been to school previously.
(Note that baptismal certificates will not be regarded as proof of birth date.)

What additional documents are required if I am not a South African citizen?
· Study permit; and
· Temporary or permanent residence permit form the Department of Home Affairs; or
· Evidence that you have applied for permission to stay in South Africa

How do I know if my child has been accepted at the school?
The provincial Department of Education, through the school principal, must inform you about the outcome of your application.

What can I do if my child is refused admission to a school?
You can request a written explanation from the provincial department, through the school principal. If you are not satisfied with the reasons given for the decision, you may lodge a written appeal to the MEC for Education in the province.


Do I have to pay school fees?
The school may ask you to pay school fees. However, if you cannot afford the required amount or can pay a lesser amount a lesser amount, you may write a letter to the school governing body (SGB), requesting exemption from paying school fees. The school governing body will inform you of its decision. A copy of the regulations dealing with school fees is obtainable at the school. The school must also assist you if you need help with your application for exemption.
How do I appeal against the decision of the SGB?
You can lodge an appeal with the Head of Department in the province. S/he will explain the reasons if you were not granted exemption.
It is determined that you can afford to pay the fees, and fail to do so, legal steps can be taken against you to ensure that you pay any outstanding fees.
(Note that no child may be refused admission to school due to parent's inability to pay school fees. The school may also not withhold your child's results or exclude him/her any educational activity if you cannot afford to pay school fees.)


What is a school governing body?
A school governing body is a structure that governs the school. It stands in a position of trust towards the school. It is made up of the principal, elected representatives of educators, non-educator staff, parents and learners in the case of secondary schools.
How do I get elected to represent other parents on the governing body?
You can represent other parents on a governing body if you are nominated and voted for by parents.
How do I get to know about the election process?
The principal of the school is required by law to provide all parents with information about the election of parents onto the governing body.
What happens if I'm not elected onto the school governing body?
Even if you are not elected onto the school governing body, you still have the RIGHT to be involved in the affairs of the school through attending meetings of parents.
You also have the RIGHT to be consulted by the educators or the principal about the schooling activities of our child. The principal and the educators at the school must timeously notify you about the behaviour, attendance and learning progress of you child.
Who makes the decision about school matters?
The Head of Department, through the principal, taking decisions about funding, discipline of learners and governance of the school.
Where can I lodge an objection against a decision or action?
You can lodge an objection against a decision or action of:
· an educator to the principal;
· a principal to the Head of Education in the province;
· a representative council of learners to the school governing body; and,
· a school governing body and or member to the MEC or Head of Department 


What does the Language-in-Education Policy say?
The Department's Language-in-Education Policy encourages learners to learn more that one language. It also encourages them to use the language that they best understand as the language of learning and teaching and to maintain this language throughout as they learn other languages as subjects or add other languages as languages of instruction. 
Will my child not be disadvantage by being taught in a language other than English? 
Learning in the first formal schooling years in the home language ensures a solid foundation for future learning, as well as the acquisition of new/other languages.
Who decides on the language of learning and teaching?
The school governing body must decide on the language of learning and teaching used in a school. The language used will depend on the preference of the majority of learners in the school and the ability of the school to teach in the preferred language. In addition, the school governing body needs to indicate how it will promote multilingualism in the school.
Does my child have options regarding the language of learning and teaching in a school?
Yes. Each learner must, upon registration at a school, indicate the preferred language of learning and teaching. Any of our eleven languages may be indicated as the language of learning and teaching in a public school.
What if the school does not offer my choice?
Should there be 40 requests per Grades 1-6 or 35 per Grades 7-12 for instruction in a language not already offered in a school, the provincial department will need to find means of meeting your need.

What are my responsibilities as a parent with regard to payment of school fees?
Schools may charge school fees in order to supplement the funds provided by the Department of Education. As a parent you are responsible for paying your child's school fees. If you cannot afford part of or the entire amount, you must apply for exemption as soon as possible from the school governing body. The school governing body will assess your situation and let you know of its decision. Note that, if you have not been exempted from paying and it is determined that you can afford to pay school fees and you fail to do so, legal steps may be taken against you to ensure that you pay any outstanding amount.
How can I contribute towards the development of the school?
The South African Schools Act gives the school governing body the responsibility to strive for the development of the school. There are many ways in which the school governing body can do this. One of the ways is to encourage parents, learners, educators and other staff to render voluntary services to the school.
As a parent, you have a responsibility to contribute towards the development of the school by rendering services to the school. This may include making yourself available to participate in the activities of the school such as the maintenance of school property, auditing of financial statements, managing sports events etc
What role can I play in supporting the learning process of my child?
Your child is in the custody of the school staff when s/he is at the school. The school staff can successfully carryout their teaching responsibilities if they receive the support of the parents.
As a parent you have the responsibility to:
· assist with the discipline of your child;
· monitor your child's educational progress;
· ensure that s/he completes her/his homework;
· ensure that s/he attends school;
· liaise with the school staff.

How can I keep abreast of the developments at the school?
Parents of learners must take responsibility for attending school meetings that are organised for them. The school governing body is legally bound to report to the parents of learners at the school form time to time and should keep parents informed about issues that affect them.
(Note that you have the right to request any additional information of your interest form the SGB and the principal of the school.)

Please contact any of the following provincial Departments of Education at these numbers:
Eastern Cape
(040) 608-4200/212

Free State
(051) 404-8428/9
Northern Cape
(053) 839-6500
Western Cape
(021) 467-2000
KwaZulu Natal
(035) 874-8411/3592
(035) 327-0331
Gauteng
(011)355-0000
Mpumalanga
(013) 249-8500
Northern Province
(015) 297-0895
North West
(018)387-3428/9 
Published by the Education Human Resources Development, Gender Equity and School Safety Chief Directorate and the Directorate: National and Provincial Communication, Department of Education,
Sol Plaatje House, 123 Schoeman Street, Pretoria

National Department of Agriculture
Virbac RSA

TAPEWORM

What you should know about beef tapeworms
* Beef tapeworms live in the food canal of people. 
* A tapeworm is flat, white and very long (up to 10-15 metres). 
* Its body consists of many segments as shown in the picture. 
* New segments are formed at the neck. 
* Segments are pushed downwards to the end of the worm as new ones are formed. 
* The segments at the end of the body mature/develop. This means that they are filled with eggs. 
* These segments become loose and either leave the body of the human passively with the excreta or crawl out of the anus. 
* Every time the segment moves, it deposits thousands of eggs on every surface it comes into contact with. 
* People get beef tapeworms by eating beef which has not been cooked well and which contains measles. 
* Cattle get measles by grazing on pastures soiled by the excreta of humans who have beef tapeworms. 
* They also get measles from animal handlers who are infected with beef tapeworms, when the worms crawl out of the handlers and infect the kraal, feed and water-troughs. 

Beef with measles 
* After the tapeworm eggs have been ingested by cattle, they hatch in the food canal. 
* The young worms go through the wall of the food canal and enter the bloodstream. 
* The worms reach the muscles (beef) through the blood and become fixed there in the form of measles. 
* Measles in beef look like little white sacs filled with water. 
If you are infected with beef tapeworms, you will 
* always feel hungry 
and lose mass 
This is because beef tapeworms are parasites which absorb the food you need. 
They allow you to digest the food you have eaten and then use the digested food for their own growth, leaving very little for you. 
This will lead to 
* stomach cramps 
* headaches 
* dizziness 
* tiredness. 
How do you know you have beef tapeworms? 
The mature segments can move on their own. They leave the human body through the anus and move around on your clothes. 
Therefore: 
* you wil feel uncomfortable and itchy around the anus 
* you will see flat, white, fleshy sacs in your underwear, on your clothes and even shoes 
* you will see long, white strips in your excreta. 
What to do if you think you have beef tapeworms 
* If you see something strange in your underwear or in your stool, collect it in a bottle or bag and take it to your clinic for examination. 
* At the clinic they will do tests and prescribe medicine to kill the worms. 

Remember! 
* People are often too embarrassed if they suspect that they have beef tapeworms to discuss the matter with someone who can help them. 
* But it is better to be healthy than to be ashamed and ill! Tapeworms can be very dangerous. 
* Do not delay if you think you have worms. You are not only neglecting your own health but you are spreading the worms and infecting other people as well. 
* Speak to the doctor or nurse today! 
 
How to prevent tapeworm infection
* Do not buy meat from informal (unregistered) butchers because it may have measles. 
* Make sure that you eat meat which is well cooked. This will kill the measles. 
* Do not eat raw meat. 
* If you suspect that beef contains measles you must freeze it for at least 3 days at a very low temperature before eating it (-18 °C). 
* Use proper toilets. Never use the veld as a toilet. 
How to prevent measles in your cattle if you are a farmer
* Provide proper (clean) toilet facilities for your herdsmen. 
* If toilets are well-ventilated, people are more inclined to use them. Unventilated toilets cause 
a foul repugnant odour. 
* Inform your employees (workers) about tapeworm infection. 
* Provide treatment for your employees against beef tapeworm. 
* Keep your animals in fenced pastures-do not let them graze on roadside verges because inconsiderate travellers frequently defecate there. 
Why should you prevent measles in your cattle? 
* You must ensure that you produce safe food for the consumer. 
* You will get less money for your beef if your cattle are slaughtered at a controlled abattoir where proper meat inspections are carried out and your cattle are found to be infected with measles. 
* Beef containing measles will infect more people, which in turn will infect greater numbers 
of cattle! 
How will you know that your cattle are infected with measles? 
* There are no signs (symptoms) in cattle infected with measles. 
* When you slaughter your cattle on the farm, carry out meat inspections by making a few cuts in the jaw muscles and inspecting the cut surface for white, water-filled sacs.
Can you treat your cattle for measles? 
* Yes, but it is VERY expensive. 
* Cattle can be reinfected after treatment. 
* All the cattle should be treated, because there are no signs to make detection easy. 
Substitute the vicious cycle with a good cycle! 
* Beef tapeworms and measles in beef represent a vicious health-threatening cycle-we can 
all prevent it in our daily food chain. 
* The farmer, butcher and consumer also create a cycle for food production. 

Everyone has to cooperate in ensuring a healthy cycle 
The farmer - by implementing good farming practices 
- by taking precautions to limit exposure of cattle to measles. 
The butcher - by protecting clients 
- by ensuring the beef sold is properly inspected for measles. 
The public- by supporting the farmers in producing safe food 
- by being considerate and maintaining good hygiene at all times. 
Prevention is better than cure! 

For further information contact the 
Onderstepoort Veterinary Institute of the ARC 
Tel. (012) 529 9241 - Fax: (012) 529 9249

1999 
Directorate Communication
National Department of Agriculture

TICK-BORNE DISEASES 
IN RUMINANTS
Jenny Turton

What are tick-borne diseases?
* Tick-borne diseases are diseases which are spread between animals by the bite of an infected tick 
* Ticks become infected by feeding on animals that are either sick from disease, or are healthy but have the parasite in their blood (carriers) 
* Ticks infect animals when they feed on them, through their saliva 
* A single infected tick can pass disease on to an animal 

Important tick-borne diseases in ruminants
* Heartwater in cattle, goats and sheep 
   
* Redwater in cattle 

* Gallsickness in cattle 


Which tick species transmit the different diseases? 
* Heartwater: bont ticks 

Male 

 Female 
* Redwater: blue ticks 

Male 

Female 
* Gallsickness: blue ticks, others also important (such as red-legged tick) 

Male red-legged tick 
  
Gallsickness can also be spread from one animal to another by biting flies and by blood on instruments and needles (eg during vaccinations, injections, dehorning and castration)

Where do the different tick-borne diseases occur? 
• The diseases occur wherever there are ticks

Distribution of heartwater 

Distribution of gallsickness 

Distribution of redwater
African redwater--dark area
Asiatic redwater and African redwater--lighter area


How important are tick-borne diseases? 
• Tick-borne diseases can cause heavy losses of animals 
• They can prevent the introduction of high-producing animals to upgrade or replace local stock 
Which animals are most at risk from tick-borne diseases, and when is disease most likely? 
* Exotic (European) breeds (tropical breeds like the Nguni and Brahman tend to be more resistant) 

* Older animals 
* Goats and sheep are more at risk 
from heartwater than cattle 
* Animals moved from disease-free areas to disease areas 
* Animals born in winter (not exposed to parasites when young) 

* Disease is most likely after good rains, because then there are more ticks 
           

Signs in sick and dead animals 
* The disease can range from mild to severe, depending on different factors like species, age, protection, tick control, climate, season and seriousness of parasite strain 
* The early signs for all diseases are often loss of appetite, depression and weakness, and lower milk production in milking animals 
* Pregnant animals can abort 
Heartwater 
Sick animals 
* Fever (40 ×C or higher) 
* Nervous signs 
- Nervous signs are more obvious in cattle than in sheep and goats
- Trouble with walking 
- High stepping walking 
- Unusual behaviour like walking into fences, circling, falling down, chewing movements (can look like rabies) 
- Slight tapping of the forehead with a finger causes blinking 
- Convulsions, with pedalling movements 
* Death
                                 
Dead animals 
* Large amounts of fluid in belly and chest and the sac surrounding the heart (especially in sheep and goats) 
* Swelling of the brain with fluid 
* Fluid in the lungs and froth in the airways 

Redwater 
Sick animals 
* There are two types of redwater, namely Asiatic redwater and African redwater 
* Asiatic redwater is the more serious disease, although African redwater is probably more important as it is more widely spread. The signs are the same, although nervous signs also occur with Asiatic redwater 
* Fever (40-41,5  degrees C) 
* Pale to yellow eyes and gums 
* Red-coloured urine 
* With Asiatic redwater there could be nervous signs, with difficulty in walking and convulsions (can look like heartwater) 
* Death 
* Calves are resistant for the first 6 to 9 months of life 

Dead animals 
* Pale or yellowish carcass 
* Blood thin and watery 
* Large spleen 
* Gallbladder large and filled with bile 
* Red-coloured urine 
* Brain pink in case of Asiatic redwater

Gallsickness 
Sick animals 
* May have a fever 
* Pale to yellow eyes and gums 
* Trouble with walking 
* Heavy breathing 
* Constipation (from rumen movements stopping) 
* Death 
* Calves are resistant for the first 6 to 9 months of life 

Dead animals 
* Yellowish carcass 
* Large spleen 
* Large gallbladder filled with thick brownish-green bile 

How can you know if your animals have these diseases? 
You can suspect these diseases by: 
• Clinical signs in sick animals
• Appearance of dead animals 
Your veterinarian or animal health technician will confirm this by looking for parasites in: 
• Blood smears for redwater and gallsickness
• Brain smears for heartwater and Asiatic redwater 
What other diseases can tick-borne diseases be confused with? 
* Any disease which causes similar signs 
* For example, the nervous signs seen with Asiatic redwater and heartwater can be the same, and can also look like diseases such as rabies and infection in the brain from other causes 
* The fluid in the lungs in the case of heartwater can look like poisoning or other diseases such as pulpy kidney and bluetongue 
* Gallsickness and redwater can look much the same 

The only way to be sure of the disease 
is to have it confirmed by tests 
on the sick or dead animal

How can tick-borne diseases be treated? 
* Animals must be treated quickly when signs of disease are noted, or they may die 
* Strictly follow the directions on the labels of drugs, otherwise the drug either will not work or may even harm the animal 
* If you are not sure which disease the animal has, you should seek advice 
* Some of the drugs prescribed for treatment can only be given to an animal by a veterinarian 
* If in doubt and you cannot quickly get help from your veterinarian you could perhaps use a combination of tetracycline and diminazene aceturate 
Heartwater 
* Tetracyclines (many different brands) 
Redwater 
* Imidocarb diproprionate (eg Imizol or Forray 65) or diminazene aceturate (eg Babazene, Berenil, Veriben) 
* Keep the animal quiet and do not let it walk long distances 
Gallsickness 
* Tetracyclines (many different brands) or imidocarb diproprionate (eg Imizol or Forray 65) 
* Keep the animal quiet and do not let it walk long distances 

How can tick-borne diseases be prevented or controlled? 
* The prevention and control of tick-borne diseases are very complex and varies in different areas. Ask your animal health technician or veterinarian for advice about the best methods in your area 
* Animals should preferably be exposed to the parasites at a young age so that they can develop natural immunity in areas where the diseases occur 
* Tick control by dipping or spraying can reduce the risk. Strategic tick control is good, as it is a level of control that prevents ticks becoming a nuisance, but allows enough ticks to remain for infection to occur at an early age so that the animals become protected against the diseases 
* Try to keep only tropical breeds such as Ngunis or Brahmans which are more resistant to ticks and tick-borne diseases 
* Vaccines are available for heartwater, redwater (both types) and gallsickness. The vaccines, particularly for heartwater, must be used carefully as they contain live parasites and can cause disease and even death if the animals are not treated in time. Pregnant animals should not be vaccinated, as abortion may occur

For further information about the control, 
recognition and treatment of these diseases, 
contact your animal health technician or 
state veterinarian 
or 
Animal Health for Developing Farmers
at the ARC-Onderstepoort Veterinary Institute
Private Bag X05, Onderstepoort 0110
Tel (012) 529 9158 

1999 
INVITATION TO BE TRAINED AS A TRANSLATOR OR INTERPRETER 
 The Pan South African Language Board (PANSALB) was established through an Act of Parliament (Act 59 of 1995, as amended by Act 10 of 1999) mainly to promote multilingualism in South Africa and to develop the eleven official South African languages as well as the South African Sign Language. One of the objects of PANSALB in terms of the 1999 Amendment Act is the provision of translation and interpreting services. 
 PANSALB seeks to establish a pool of professionally trained translators and interpreters. Applications are invited from people who have a keen interest in translation and interpreting issues to be trained by the Unit for Language Facilitation and Empowerment at the University of the Free State in Bloemfontein. The ideal candidate should have a Junior Degree or equivalent thereof. A special invitation is also extended to those who wish to be trained as Sign Language interpreters. 
 The potential candidates will be subjected to a selection and screening process to be conducted by the training institution. PANSALB will cover the costs of this training and the successful candidates will then be contractually bound to PANSALB. 
 Please fax/e-mail your application attaching an abridged curriculum vitae and a one-page motivation for the attention of the Chief Executive Officer (Prof CN Marivate) on or before Friday 29 December 2000 to Fax : (012) 341 5938, e-mail Edward@Pansalb.org.za 
  
Enquiries: 	Mr SSE Sambo, Telephone (012) 341-9638 during office hours 

A Short Guide to the White Paper on the Local Government 


This guide is a short introduction to the White Paper on Local Government, first published in March 1998. The White Paper contains the government's vision of a new local government system for South Africa and how to achieve this vision. 
This guide does not cover everything that is in the White Paper. It only summarises the most important matters - the key issues. for more details, the reader should get a copy of the White Paper. It is available at the following places:
View The White Paper on Local Government online
Department of Constitutional Development 
Private Bag X802
Pretoria 0001
87 Hamilton Street (corner of Hamilton and Proes)
Arcadia
Pretoria 0002
Tel: (012) 334-0600
Fax: (012) 334-0604


Explanation of key words: If you click on the underlined words in the text, you will automatically go to a short explanation of those words.
CONTENTS
Introduction
Section A: Current reality
Section B: Developmental local government
Section C: Co-operative government
Section D: Institutional systems
Section E: Political systems
Section F: Administrative systems
Section G: Municipal finance
Section H: The transformation process 

Introduction

What is the White Paper on Local Government? 
The present local government system is a temporary (transitional) system. It is intended to take us from the old apartheid system to a new, democratic system. It is the government's task to ensure that a new system is in place by the time the next local government elections take place in 1999.
The White Paper is the plan for the new system of local government. It was developed by the Ministry of Provincial Affairs and Constitutional Development after months of research and discussions with everyone concerned. It says what kind of local government system we want, and how we can achieve it.
Of course, it is not enough just to have a plan. Further steps will have to be taken to put the plan into action. Laws will have to be passed, new boundaries will have to be demarcated, new programmes will have to be developed, and people will have to be trained in new approaches to local government.
The White Paper provides us with a map which we can follow to make sure we reach our destination - a new, democratic system of local government which will take us into the twenty-first century. 

What is local government?
Local government is the level of government that is closest to the people. The area of local government is the municipality. The residents of the municipality elect a municipal council to represent their interests. The municipal council is responsible for ensuring the delivery of affordable basic services to everyone and for promoting economic and social development in the area. 


 
Section A: The Current Reality

Section A of the White Paper looks at where we are today - the problems and challenges we face. Many of these problems come from our history. Apartheid separated everyone into racial areas. Most of the wealth remained in the white areas while the majority of people lived in areas with few opportunities, few services or facilities and no way of raising money to improve the quality of life. 
In the 1980s, people resisted this unjust system and their struggle helped to bring about the end of apartheid.
Our present transitional system of local government is based on agreements reached during the negotiations. The transitional system has removed the old racial barriers - we now have single municipalities, not divided along racial lines. However, some problems remain. For example:
* The old problem of inequality remains: some areas are wealthy while many still do not have basic services. 
* There are equal quotas for ward seats from previously white and black municipal areas. This is not fair because the previously black areas have much larger populations. 
* There are fixed majorities required for voting on budgets and planning decisions. 
* Some councils are working well, but many are struggling and are not able to deliver services to their communities. The new system must revise the types and number of councils to ensure that they are fully able to perform the functions of local government. 
Apartheid settlements
We are left also with the problem of apartheid settlements that were designed not for development, but for separation and control. There is a big divide between rural and urban settlements. Our cities and towns are badly designed - the poorest people live furthest from work, and from services and facilities. In our rural areas, millions of people living in former homelands have little or no access to economic opportunity or to basic services. Small rural towns do not serve the needs of the majority of people living on the land around them.
The new system of local government will have to address these apartheid settlement problems. It will have to ensure that all areas are brought into the mainstream of development - especially those areas that were historically disadvantaged.
In short...
The new local government system must address the inequalities and backlogs of the past and ensure that everyone has access to basic services, to opportunities and an improved quality of life. Our people demand this, and our Constitution repeats this demand. We must have developmental local government. 


 
Section B: Developmental Local Government

Section B of the White Paper looks at what development means. It describes the kind of leadership which councils must provide and the kind of relationships which municipalities need to build with communities, organisations, business and others who can contribute to the development of the area. It also describes integrated development planning - the new approach to planning which will assist municipalities to fulfil their developmental role. 
What is developmental local government?
Our Constitution spells out the role of local government in democratic South Africa. Local government must be developmental. This is a big new challenge for local government.
In the past, local government was mainly concerned with providing services to white communities and with such things as traffic regulation, issuing licences and looking after parks and recreational facilities.
Now local government must ensure that all communities have access to basic services, that everyone can participate in decision-making and planning, that the local economy grows, that job opportunities increase, and that local resources are used wisely to improve the quality of life for everyone, now and in the future.
The key development roles of a municipality
Developmental local government is government which works with the community and all those who have a role to play to promote sustainable economic and social development. This means that local government must:
a) Provide community leadership
The municipality must work with all sections of the community to build a shared vision and to set goals for development. Once there is a shared vision and goals, the municipality needs to work hand-in-hand with the community to achieve the vision and goals.
b) Promote social and economic well-being
A municipality needs to ensure that all of its plans, policies, programmes and actions will lead to economic and social development and a better quality of life for all - particularly those historically disadvantaged.
c) Coordinate and integrate all efforts to develop the area
All available resources - human and material - will be needed to achieve development goals. A developmental municipality must keep open the channels of communication with other spheres of government and build partnerships with civic, private and public organisations. It must ensure that all efforts and contributions work together to achieve the common goal of development.
d) Promote and build local democracy
The municipal council represents the interests of the community. It must involve the local citizens and groups in decisions and processes that affect them. It must take special measures to ensure that those people who are often left on the sideline - like women heads of households, people with disabilities and youth - are able to participate.
What should developmental local government achieve?
Some of the key aims of developmental local government are:
a) To provide basic household infrastructure and services
Everyone in the area should have basic, affordable services - things such as access to clean water, waste removal and sewerage. The Consolidated Municipal Infrastructure Programme (CMIP) is a national fund to assist municipalities to build the infrastructure needed for these services - things such as pipes, reservoirs and sewage treatment plants.
b) To plan for integrated cities, towns and rural areas
Apartheid divided our settlements along racial lines. Municipalities must plan to remove these divisions. Integrating our areas will bring down the costs of transport and services and improve access to job opportunities and recreational facilities. It will make our cities, towns and rural areas better places to live and will bring our previously divided communities together.
c) To promote local economic development
Municipalities cannot on their own provide jobs or create wealth. However, they can plan to ensure that the full economic potential of the area is developed. This will help to ensure that there are more jobs, more opportunities and more wealth.
For example, municipalities can ensure that when they buy goods and services, they buy from developing local businesses. When they build infrastructure, they can use people rather than machines where this is possible. They can provide support and information to small businesses or ensure that local businesses have access to organisations and programmes which can assist them. By providing sound leadership and uniting the community around common development goals, they can make the area an attractive place for investment and promote growth.
How can municipalities become more developmental?
Two essential tools for developmental local government:
1. Integrated development planning
Good planning is essential to development. Integrated development planning is a planning process specially designed to enable municipalities to plan effectively for development in their area. (All municipalities have to produce integrated development plans. The Department of Constitutional Development has produced a manual to help municipalities get started.) It involves:
* Working with the community to assess community needs. 
* Developing a common vision and setting priorities and goals. 
* Assessing what resources are available. 
* Designing programmes and projects. 
* Making sure that municipal programmes work together with other municipalities and provincial and national programmes. 
* Making sure that plans for different sectors (such as water, housing, waste, transport) work well together. 
* Proper financial planning and budgeting. 
* Plans for implementation. 
* Ongoing monitoring and evaluation of programmes to ensure that they are on track. 
2. Performance management
Municipalities need to measure their performance to ensure that they are achieving their goals. In order to do this, they need to set key performance indicators (KPIs). These are targets which they can use to check that programmes are on track and that resources are being used efficiently. Community groups should be involved in setting KPIs - this will help to build commitment throughout the community to common goals.
Over the next few years, a national performance management system will be developed, based on the experiences of municipalities. This will help to identify problems and address them before they become crises.
Community participation
Municipalities have a duty to involve local citizens in municipal affairs and to build local democracy. Citizens should be involved in planning and policy-making and as partners in development programmes.
In short...
Developmental local government means strong leadership, clear vision, maximum participation by the community, the private sector and all stakeholders to meet the basic needs of all and build solid foundations for growth and lasting prosperity. 

Developmental government is government whose main aim is to promote the economic and social development of the community. This includes things such as ensuring that everyone has access to basic services and that steps are taken to promote sustainable job creation. 
Sustainable development is development that can be sustained or continued into the future. In order for development to be sustainable, it must be built on solid foundations. Short-term solutions will count for nothing if tomorrow there is nothing to show for them. New projects must be properly operated and maintained in the future, and there must be the funds and capacity to do this.
Integrate means to bring together all the different plans, efforts and contributions so that they work to achieve the shared vision and goals of the community.
Integrated Development Planning
All municipalities have to produce integrated developmental plans (IDPs). The Department of Constitutional Development has produced a manual to help municipalities get started.


 
Section C: Co-operative Government

Section C of the White Paper looks at the relationship between national, provincial and local government. Under our new Constitution, each of these spheres of government must work together in a spirit of cooperation and support each other. 

The development challenges facing local government are enormous. But municipalities are not on their own. Local government is just one part of a new, cooperative system of government in South Africa. Municipalities are supported in their task by national and provincial government. And, in their turn, municipalities support provincial and national government. Working together, these three spheres of government can better achieve the aims of development.
Key roles of the three spheres of government
 
National
Provincial
Local
Development planning
Responsible for developing the overall framework for social and economic development in the country.
Responsible for developing a development framework for each province - called the Provincial Growth and Development Strategy.
Municipalities are responsible for developing development plans for their own areas - called integrated development plans. These IDPs must work together with the Provincial Growth and Development Strategy.
Laws and regulations
Responsible for developing the overall legislative framework (the laws) for local government. The White Paper is part of this law-making process.
Pass laws and regulations for local government - in line with national laws - to meet provincial and local needs.
Make local by-laws and regulate land use, local tariffs, street trading, etc.
Capacity-building
Responsibility to build the capacity of municipalities so that they can manage their own affairs and perform their functions effectively.
Provide municipalities with training and capacity-building. They will work through provincial training structures and organised local government. They will also offer technical assistance for such things as developing IDPs.
Municipal councils have a duty to develop their staff through training and other measures.
Finance
Manage the system of intergovernmental fiscal relations. It will pass laws on matters such as the "equitable share" of national revenue to go to municipalities.
Monitor the financial health of municipalities, and intervene if finances become unsound.
Municipal councils are responsible for producing five-year financial plans and annual budgets, setting tariffs, metering services, credit control, collecting revenue, tageting the "equitable share" to the poor, etc.
Monitoring
Producing an overall system for monitoring local government to ensure that information is accurate and there is no duplication in reporting.
Monitor municipalities, according to the national monitoring system. This is to ensure that there are high standards of government and public service.
Set key performance indicators and report regularly on them.
Intervention
May provide guidelines for intervention when municipalities experience difficulties, and may itself intervene as a last resort.
Can intervene if a municipality fails to fulfil its constitutional duties. If a provincial government takes over a municipal function, it must ensure that the council can resume responsibility for that function as soon as possible.
Take corrective action according to the MEC's recommendations or instructions.
National and provincial programmes
National and provincial departments have programmes that affect municipalities directly. For example, the Department of Water Affairs and Forestry's Community Water and Sanitation Programme, and the Department of Land Affairs planning grant to assist municipalities to do their land development objectives / integrated development plans.
Municipalities can assist with the delivery of these programmes. At the same time, these programmes can build the capacity of local government and form part of the municipality's own development programme.
Also, some national and provincial departments are decentralising certain functions to local government. This means that municipalities will have additional, new functions.
In order for national, provincial and local government to cooperate effectively in the delivery of programmes:
* National and provincial departments should work directly through and with local government. 
* National and provincial programmes should be built into municipal IDPs. 
* Local Government MINMEC should coordinate any decentralisation of departmental powers and functions to local government - this will ensure that there is adequate funding for local government to carry out additional functions. 
Cooperation between municipalities
Municipalities can gain a lot by building relationships with each other. For example, they can:
* Exchange learning experiences. 
* Share staff and technology. 
* Undertake joint investment projects. 
* Collectively purchase things such as equipment, bulk services and advisory services. 
* Provide services to each other. 
Organised local government
The South African Local Government Association (Salga) is the national body representing local government. It has nine provincial associations. These bodies can promote cooperation between municipalities. They can also give a voice to local government through their representation on the National Council of Provinces (NCOP) and Local Government MINMEC.
Also, Salga is an employers' association which can build constructive relations with municipal unions and contribute to good labour relations.
In short...
Working together, national, provincial and local government can more effectively promote national development, make the best use of available resources and ensure good government and high standards of public service. 

Intergovernmental fiscal relations: the transfer of money from national to provincial and local government. 
"Equitable share": the Constitution states that municipalities are entitled to receive a share of national revenue. National government will determine what this share will be. Click here to the Manual
Decentralise: hand over a function to a local body that is better able to perform the functions efficiently and effectively.
Local Government MINMEC is a national committee dealing with all matters affecting local government. Its members are the Minister for Provincial Affairs and Constitutional Development, the nine provincial MECs for local government and Salga.


 
Section D: Institutional Systems

Section D of the White Paper looks at the three different categories of municipality and the different types of municipality in each category. 
The categories of municipality
The Constitution establishes three categories of municipality.
Category (A): A municipality that has exclusive municipal executive and legislative authority in its area.
Category (B): A municipality that shares municipal executive and legislative authority in its area with a Category (C) municipality within whose area it falls.
Category (C): A municipality that has municipal executive and legislative authority in an area that includes more than one municipality.
National government will set the criteria for when an area should have a category (A) municipality or both (B) and (C) municipalities.
The types of municipality
In each of these categories there can be different types of municipality. National government will decide what these different types will be. Provincial government will decide which types of municipality will apply in the province.
Metropolitan areas
Metropolitan areas are large urban areas with large populations. There are six metropolitan areas in South Africa: Greater Johannesburg, Greater Pretoria, Cape Town, Durban, Lekoa-Vaal and Kayalami.
These areas need special arrangements for government. Metropolitan government can provide the necessary overall management of these large urban areas. This is needed to promote economic and social development for the whole area - separate municipalities tend to be interested only in their own area and not in the metropolitan area as a whole. It can also ensure that the wealth of the whole area is used for everyone's benefit - particularly for those who have been historically disadvantaged.
The White Paper proposes two different types of metropolitan government:
1. Metropolitan government with ward committees. 
2. Metropolitan government with metropolitan substructures. 
Provincial government will decide which of the two types will apply in the province.
The two types of metropolitan government
1. Metropolitan government with ward committees
In this type of metropolitan government, the metropolitan council will have all powers over municipal functions. It can decide to manage all functions itself or it can decentralise some functions to local units. It can decide how to organise its administrative capacity.
Ward committees will be established at ward level to ensure that local residents have access to metropolitan government. The ward committees must strengthen accountability to local communities. The metropolitan council will decide what powers and functions ward committees will have. Ward committees should play a role in determining local needs and priorities - an important part of IDPs. They should be consulted on matters affecting the local area.
2. Metropolitan government with metropolitan substructures
The metropolitan council will organise its administrative capacity in a decentralised way through metropolitan substructures. Substructures are subcommittees of the council for a particular area. They are composed of ward and proportional representation councillors for that area. The metropolitan council will decide which powers and functions to decentralise to these substructures. This can include most direct service delivery functions such as refuse collection and sanitation, and local planning decisions. The council may decide to keep responsibility for some services such as water supply or electricity - or, it may share these functions with substructures.
The roles of metropolitan government
Metropolitan government must:
* Promote equity and social justice. 
* Ensure that the tax base benefits everyone in the metropolitan area. 
* Plan for the metropolitan area as a whole so that apartheid fragmentation is reversed, economic efficiency is increased and social integration is promoted. 
* Promote local democracy by facilitating the participation of citizens in the government of their local areas and of the whole city - ward committees and substructures will have a vital role to play in building democracy. 
* Provide efficient and effective services - as a priority, basic services must be provided to those who do not yet enjoy them. 
District government
All areas outside of metropolitan areas will have district government (category C) and local municipalities (category B). National legislation will decide how powers and functions will be divided between the district council and the local municipality.
The non-metropolitan areas have a very wide range of settlement types - from large secondary cities to scattered rural areas. District government is necessary to ensure planning and development for the whole district, as well as to assist those local municipalities which do not yet have the capacity or a big enough tax base to deliver all municipal functions.
Roles of district government
* Plan integrated development for the whole district - district councils will have to develop IDPs for the whole district. This will ensure that municipal IDPs work together with national and provincial programmes to develop the whole district. 
* Provide bulk infrastructure - district councils will be able to raise funds for this through establishment levies (the old RSC levies). 
* Provide technical assistance to weaker municipalities. 
* Provide services in those areas where municipalities are unable to do so because of small tax bases or low demand for services. 
Category B municipal councils (local councils)
In district government areas there will be three types of category (B) municipality.
1. Urban municipalities.
2. Amalgamated urban-rural municipalities.
3. Rural municipalities.
Urban municipalities
Most towns and cities will have urban municipalities with the responsibility to provide all municipal services. Informal settlements and other settlements on the outskirts of these towns will be brought within the municipal area.
Amalgamated urban-rural municipalities
In some cases, the boundaries of an existing municipality will be extended to include the surrounding area. This might mean joining an urban and a rural municipality together. This will increase the tax-base and allow for more efficient planning and delivery.
Rural municipalities
There is a large variety of rural settlements in the country. The capacity of municipalities in these areas varies from good to very poor. The White Paper proposes that all rural municipalities will begin with a basic set of powers and functions. The remaining powers and functions will be carried out by district government. When a rural municipality's capacity increases, it will take on more powers and functions. The stronger rural municipalities might be able to take on a wide range of powers and functions immediately. Others will do so over time, as their capacity develops.
In a very few areas with tiny populations spread out over a wide area, a category (B) municipality might not be possible. In these exceptional cases, special arrangements will be made to ensure that residents are represented through the district council.
Traditional leadership
The White Paper deals with the relationship between local government and traditional leadership - not with other aspects of traditional leadership. The White Paper proposes a cooperative relationship between municipalities and traditional leadership. Traditional leaders will have representation on local and district councils, to advise on the needs and aspirations of their people. This role is different from the role of voting by councillors. Provincial government will play a role in deciding what ceremonial functions should be given to traditional leaders.
A White Paper on Traditional Affairs is being prepared and government departments are addressing issues affecting traditional leadership.
At present there are 843 municipalities and 11 300 councillors in South Africa. The number of municipalities and councillors should be reduced so that municipalities can provide better services at a lower cost.
Demarcation of boundaries
The Municipal Demarcation Board will determine municipal boundaries, in consultation with MECs for local government and municipalities. National government will set the criteria for demarcation. Care will be taken to ensure that municipal boundaries enable municipalities to fulfil their constitutional duties. 

Executive and legislative authority: the powers to make policy and implement national and provincial laws and municipal by-laws. 
Criteria: the rules or conditions which have to be followed when making choices about different categories of municipality.
Decentralise: hand over a function to a local body that is better able to perform the functions efficiently and effectively.
Tax-base: the sources of revenue from which a municipality can raise money to perform its functions. This includes shops, businesses, property owners who pay rates, etc.
Bulk infrastructure: the piping, cables and other equipment needed to deliver large quantities of water, electricity or gas to central points in a municipal area. From these points, more infrastructure is needed to deliver the water or electricity directly to the users.
Demarcation: Every municipal boundary in the country has to be drawn on a map to show exactly the area that a council is responsible for. The process of deciding where to draw the boundaries is called demarcation.


 
Section E: Political Systems

Section E of the White Paper deals with the powers and functions of councils. This includes the role of mayors, executive committees and other committees. 
How decisions are made
Every municipality has a council which is responsible for making political decisions, and an administration which must carry out the decisions taken by the council. The Constitution says that all decisions concerning the exercise of municipal powers and functions must be taken by the council. However, it is not always efficient - especially in large councils - for the whole council to make decisions. For this reason, national laws will allow councils to delegate executive powers to an executive mayor or to an executive committee. The only powers which may not be delegated are:
* Passing by-laws. 
* Approving budgets. 
* Imposing rates, taxes, levies and other duties. 
* Raising loans. 
These things must be done by the council as a whole.
Where the council delegates powers to a mayor or an executive committee, the council will be able to monitor the performance of the mayor or executive committee and hold them accountable for their actions.
An executive mayor
An executive mayor is elected by and from the municipal council. The council decides which powers will be delegated to the mayor. The council may also allow the mayor to appoint a cabinet of a small number of councillors to assist her/him. However, it is the mayor who exercises powers, not the cabinet. The advantage of an executive mayor is that it gives a human face to local government and allows for strong, decisive leadership. It is easier for the public to identify with an individual than with a committee.
An executive committee
An executive committee is a group of councillors elected by the municipal council. The mayor is the chairperson of the executive committee. However, the mayor is not an executive mayor - powers lie with the executive committee as a whole, not with the mayor. The council decides which powers to delegate to the executive committee.
Provincial government will decide which type of decision-making systems will apply in the province.
Other committees
Councils can establish other committees to assist them. These include:
* Management and supervisory committees - to oversee functions such as water provision or waste management. 
* Area committees - to oversee functions in a particular area. 
* Policy committees - to formulate policy on a particular issue in a given time. 
Large municipalities should also establish an audit committee (to oversee auditing of municipal finances) and a tender committee (to manage the tendering process).
Dynamic leadership
Dynamic, able and dedicated leadership is required to enable municipalities to facilitate development and ensure high levels of public service. Councillors have to provide community-wide leadership and vision. They must be able to build partnerships with business, community organisations and other groups who can contribute to development. They must be able to take complex policy decisions and increase accountability and transparency.
However, many of the 11 300 councillors in South Africa are part-time. They struggle to manage both their work and council commitments. The White Paper therefore proposes to reduce the overall number of councillors and to increase the proportion of full-time councillors, dedicated to their council work.
Municipal elections
Municipal councils will be elected in the following way:
There will be a party vote on the basis of proportional representation.
There will be a ward vote of the basis of first past the post.
The party vote decides the overall number of seats a party is entitled to. This total number is made up of both ward seats and party seats. The number of party seats is determined by subtracting the number of ward seats won through the ward vote from the total number of seats won in the party vote.
Example of voting

There are 20 seats on the council. 
IN THE PARTY VOTE: 
Party Z wins 70% of the party vote
This means Party Z has 14 seats
(70% of 20) = TOTAL OF 14 seats
IN THE WARD VOTE: 
Party Z wins 6 ward seats
NUMBER OF PARTY SEATS: 
Party Z is entitled to an additional 8 party seats to make the total of 14 (14 - 6 ward seats = 8) won in the party vote.
PARTY Z therefore has 6 ward seats and 8 party seats.
Women candidates
Political parties are encouraged to introduce a gender quota system. This will ensure that more women candidates stand for election to municipal councils.
In short...
Developmental local government requires strong, capable leadership with vision. The decision-making systems proposed in the White Paper aim to strengthen councillors and streamline decision-making, for more efficient and effective municipal government. 

Delegate: hand over powers and functions to another body or person. 
Executive powers: the authority to make policy and decisions concerning the overall operations of the municipality.
Proportional representation: Parties are awarded seats according to the percentage of the total votes that they receive.
First past the post: Only one candidate wins the seat - the candidate with the most votes.


 
Section F: Administrative Systems

Municipal administrations include the management and workforce of municipal departments responsible for carrying out the policies and programmes of the council. The administration has the task of delivering quality services to residents. Section E of the White Paper proposes creative approaches to extend basic services to everyone and to improve service delivery generally. 
Different approaches to service delivery
Municipalities need to find the most efficient ways to deliver affordable, quality services to residents - and in particular to those who do not yet have basic services. The White Paper proposes a variety of ways to achieve this. Municipalities will have to choose the best combination of approaches to meet their service delivery and development goals.
Capacity-building
Most municipalities need to improve their management systems and train and empower their workforce. This could include measures such as:
Management reform
Worker empowerment
Performance contracts for senior staff
Empower front-line workers to provide information and advice to the community 
Codes of conduct
Training and development for the workforce
Affirmative action
Decentralising operational management responsibilities
Clear performance measurements
Hands on experience and knowledge of front-line workers should be used to improve service
Corporatisation
This involves establishing service delivery units, managed along commercial lines, separate from the administration but accountable to the council.
Public-public partnerships
These are partnerships between the municipality and other public sector bodies. An example is a partnership between a municipality and the Post Office which allows the public to pay their bills at the Post Office. This makes payment convenient for residents and removes the burden of collection from the administration.
Partnerships with community-based organisations (CBOs) and non-governmental organisations (NGOs)
CBOs and NGOs have skills and experience which can be valuable to the administration - for example, in training, development projects and small business development.
Contracting out
This involves the municipality contracting with a private company to provide a specific service. Such contracts can keep costs down and improve efficiency. The council must monitor performance and ensure standards and quality are maintained.
Leases and concessions
These are similar to contracting out but involve large-scale capital investment in infrastructure. For this reason, the contract period is longer (often 20 to 30 years) and the contractor is expected to take charge of the infrastructure and invest in it. The contractor usually takes responsibility for revenue collection. At the end of the contract, ownership of the infrastructure returns to the municipality.
Transfer of ownership
Privatisation involves selling municipal assets to a private company which then has responsibility for delivering a service. At this stage, basic services - such as water, waste, electricity and solid waste - should not be sold completely. However, councils could consider privatising non-essential services. This could boost municipal revenue and allow the council to concentrate on essential services.
NOTE: National legislation will provide a framework for municipalities entering into partnerships with the private sector.
Focus on customer service
Front-line staff interact with the community on a daily basis. They actually carry out service delivery. They need to be able to provide information and advice to the public. It is equally important that systems for billing are efficient and convenient for the public to use.
Labour relations
Municipal trade unions and organised local government have a key role to play in ensuring good employer-employee relations and a sound labour relations system. The South African Local Government Bargaining Council (SALGBC) will play a role in developing a partnership between municipal trade unions, management and councils and a framework for resolving disputes. A priority will be to negotiate common conditions of service for municipal staff and a municipal job evaluation system, improve performance and create a sound basis for transformation.
Local government training
Staff training
The existing training boards have not been able to meet the challenges facing developmental local government. The training system will be reorganised. A national local government sector education and training authority will regulate local government training and manage an education and training fund. Provincial training structures - with representatives from labour and provincial and local government - will determine provincial needs, award tenders to training organisations, and monitor the training. Service providers will include universities, technikons, NGOs, municipal training departments, professional bodies and commercial training providers.
Councillor training
Salga will play a major role in councillor training. A councillor training programme will be developed to coincide with municipal elections.
In short...
To meet developmental goals, municipal administrations need to improve management, empower the workforce and consider a range of new, creative approaches to service delivery. 


 
Section G: Municipal Finance

This section of the White Paper deals with how to restructure the system of municipal finances so that municipalities are able to balance their budgets and provide quality services. It looks at four key areas of municipal finance: 
* Revenue. 
* Intergovernmental transfers. 
* Private sector investment. 
* Budgeting, accounting and reporting. 
Revenue
Municipalities need reliable sources of revenue. On average municipalities finance 90% of their day-to-day expenditure from their own revenues, not from national government. However, some municipalities - particularly rural municipalities - do not have a large enough tax-base to finance themselves. These municipalities will receive a large part of the share of national revenue reserved for local government. Other ways to increase revenue for poorer municipalities - such as a property tax for rural areas - will be investigated.
Even for those municipalities which are viable, there is a need to improve the system of finance to ensure the best use of resources, to address backlogs and inequalities and to promote accountability. The White Paper proposes the following:
Property taxation
There needs to be a uniform property rating system throughout the country. This includes such things as the way property is evaluated, the period of valuation and ways of assisting those who cannot afford to pay full rates.
Levies
Metropolitan and districts governments impose RSC and JSB levies. These are taxes on businesses based on the number of employees. They are an important source of revenue and should remain. But there is a danger that they discourage employment and that if a municipality's levies are too high, business will move to other areas. National government will take steps to address these problems.
Fuel levy
Part of the national fuel levy may be given to local government for road maintenance.
Service charges
Charges for services - such as water, electricity and sewerage - are the largest source of income for most municipalities. It is therefore important that consumers pay the full cost of these services. A system of subsidies should be introduced to ensure that those who cannot afford to pay the full cost at least have basic services. How the subsidy system works should be very clear to all residents.
To ensure that costs are recovered, municipalities must have efficient metering, regular and accurate billing and stiff penalties for those who can pay but choose not to pay.
Intergovernmental transfers
This is money transferred form national to local government. There are three kinds of transfer:
* Agency payments. 
* Capital transfers. 
* Transfers for operating costs. 
Agency costs
These are payments to municipalities when they deliver services on behalf of provincial government. Municipalities must ensure that they are fully paid for work they carry out on behalf of the province.
Capital transfers
These are funds for building infrastructure. Since 1997, these transfers have been made through the Consolidated Municipal Infrastructure Programme. This has helped to streamline payments to municipalities. Steps will be taken to improve the system of payment to rural municipalities.
Transfers for operating costs
The Constitution (Section 214) states that municipalities are entitled to an "equitable share" of national revenue. This share will be the funds transferred to municipalities for operating costs - the day-to-day running costs of the municipality. A problem at the moment is that municipalities are not sure how much money they will receive, or when they will receive it. This makes it difficult for municipalities to plan ahead.
To overcome these problems, the "equitable share" (the total amount available to local government for operating costs) will be worked out five years in advance, through the government's medium-term expenditure framework (a five year budget plan). The equitable share will be distributed to municipalities according to a formula. The formula will be based on equity - ensuring that municipalities can provide a basic level of services to low-income households at an affordable cost. A large part of the "equitable share" will therefore go to those municipalities which have most need of national assistance, particularly rural municipalities.
Funds will be transferred directly to municipalities. Municipalities will have to ensure that the benefits of basic services reach low-income households.
Private sector investment
Municipalities need private sector investment to address backlogs and give everyone access to basic services. The White Paper suggests a number of ways to encourage private sector investment in infrastructure.
Borrowing
National government is looking at ways to make it easier for municipalities to borrow from private financial institutions. This can best be done by reducing the risks involved for lenders and for national and provincial government. This means:
* Proper budgeting and financial management by municipalities. 
* Good credit control to make sure that users pay for services. 
* Clear rules set by national government. 
* Clear steps to be followed if a municipality fails to repay loans. 
* A financial monitoring system that clearly shows the state of health of a municipality's finances. 
Concessional loan finance
Municipalities should be able to borrow from the private sector on the open market. However, some municipalities are simply not in a position to do this. As a stepping stone to private sector borrowing, specialised public sector institutions can assist municipalities to develop the financial discipline which private sector borrowing demands.
The Development Bank of Southern Africa, and the Municipal Infrastructure Investment Unit can assist municipalities to prepare projects and get access to loans for capital works.
Budgeting, accounting and reporting
Generally accepted accounting practice is being introduced in municipalities and already there are good results. Generally accepted accounting practice involves the following things:
Accounting for internal funds
There should be a simpler system of keeping records of municipal funds and assets. This would allow the council and the public a clearer understanding of the true financial position of the municipality. For example, there should be fewer bank accounts and a simpler way of recording how municipal funds are spent on fixed assets. Municipalities need to budget for the fact that not all the money owed to them will be paid. This could mean that they will have less income than they expected.
Accounting for fixed assets
Fixed assets - such as pipes for water, sub-stations for electricity - cost a certain amount when they are first bought. But over time they lose value. If municipalities don't take this into account in their budgets, they will not know the real cost of providing services. They will not charge consumers the real cost of the service. More realistic values of fixed assets will enable the council to improve financial planning and budgeting.
Internal reporting
Information needs to be available to councillors and the administration. Regulations have been introduced for a standard system of financial reporting. This will ensure that essential financial information is regularly presented to councillors and administrators in a way that is easy to understand.
External reporting
National and provincial government have a responsibility to monitor the financial position of municipalities. This is best achieved through the municipalities' annual financial statements which are submitted to the Auditor-General. Municipalities should also make accurate and understandable financial reports available to the public.
In short...
Municipal finances must be well-managed to provide services, attract private investment and make the best use of available resources. Steps are already being taken to introduce standard best accounting practices to municipalities. These will enable decision-makers to make informed decisions and the public to know how public funds are being managed. 

Viable: having sufficient resources and capacity to deliver municipal services. 
Assets and fixed assets: Assets are everything the municipality owns and which have a money value, for example, land, buildings, roads, other service infrastructure, motor vehicles, computer equipment, works of art, etc. Fixed assets are assets that cannot be moved - for example, land, buildings and infrastructure.


 
Section H: The Transformation Process

The last section of the White Paper looks at the steps that will be taken to implement the new system of developmental local government. 
Demarcation of boundaries
An important step in implementing the new local government system will be nation-wide municipal elections in 1999-2000. National government is preparing for these elections by establishing the Municipal Demarcation Board which will draw up municipal boundaries and ward boundaries within municipalities.
Laws and regulations
Changes to certain laws and regulations, as well as new laws and regulations, are needed to allow the White Paper to be implemented. National and provincial government are also preparing the laws and regulations which will enable the new system to be implemented. These laws and regulations will go through the normal parliamentary procedures before becoming law.

Support programme for transformation
In addition, national and provincial government are setting up a support programme for local government which includes:
* A coordinated capacity-building programme to develop local government personnel and structures. 
* Training in management and development skills. 
* Technical assistance for improving service delivery systems. 
* Support for integrated development planning and local economic development. 
* Establishment of a performance management system. 
* Streamlining financial systems so that municipalities know well in advance what funds they will receive from national government. 
* Funding for certain key aspects of transformation. 
* Working with Salga to support councillors and council employees in their new roles. 
However, the success of transformation really lies with every councillor, official and citizen. Every one of us must make our contribution to development and democracy in the areas where we live. 

Directorate Communication
Zoonotic diseases
Jenny Turton 
      
Zoonotic diseases are diseases that people can get from animals 
 
Why should you know about these diseases? 
* Zoonotic diseases can be serious in people and could even lead to death 
* You should know the dangers of zoonotic diseases and how people can get them so that you can prevent or reduce the risk of getting them 
How do people get zoonotic diseases? 
There are different ways that people can get zoonotic diseases depending on the particular disease. 
Some of the most important ways are: 
* Being bitten by an infected animal (e.g. rabies) 
* Eating infected meat or drinking infected milk (e.g. anthrax and tuberculosis) 
* Handling infected or dead animals, aborted foetuses and afterbirths 
(e.g. brucellosis) 

How to prevent zoonotic diseases 
It is important to know how people can become infected by the different zoonotic diseases. 
When you know this, you can prevent disease by avoiding the risk factors. Certain preventive measures should always be considered: 

Good hygiene 
* Always wash your hands 
- after handling animals, carcasses or meat 
- after using the toilet 
- before eating or preparing food 

* Use toilets. Never use the veld as a toilet, or if you have to, dig a deep hole and cover up with soil 
* Clean up dog and cat faeces lying around and prevent children from coming into contact with these 

Correct food preparation 
* 
o When slaughtering animals, cutting up meat and preparing food avoid contamination with dirt, flies, faeces and dirty water 
o Do not eat meat from animals that have died either suddenly or after being ill 
o Do not eat meat which contains lumps, does not look normal or has an unusual smell 
o Cook meat well, particularly game 

* 

* 

o Buy meat from reputable dealers only 
o Boil milk which has not been pasteurised 
o Do not keep perishable food for long periods before use 
o Keep perishable food refrigerated when possible 
o Wash dirt from vegetables before eating 


Take care when handling sick or dead animals, aborted foetuses and afterbirth
* Do not cut open animals which have died suddenly 
* Use gloves when opening up a dead animal, handling aborted foetuses or afterbirth, or assisting during birth 

C D Seegers
* Wash hands in soap and water and even disinfectant after handling sick or dead animals, aborted foetuses and afterbirth 
* Burn or bury carcasses, especially those from animals that have died suddenly 
Good animal health measures

• Vaccinate animals against the serious diseases affecting animals and people to protect both yourself and your animals (e.g. rabies, brucellosis, anthrax)

C D Seegers
* Deworm pets 
* Have cattle tested yearly for brucellosis and tuberculosis. If the cattle are positive for these diseases, you should sell them for controlled slaughter through an outlet where the meat will be inspected. Do not sell them to other people, because you are then only passing the problem on to them 
* Do not feed raw offal to animals 
Wash bite wounds promptly with soap and water and disinfectant, and seek medical attention

C D Seegers

Bites from animals can spread diseases (e.g. rabies and tetanus). There are many bacteria in an animal's mouth which can cause infection 

Do not handle strange or wild animals that appear tame

Control rats and flies

Can zoonotic diseases be treated?
* Some of these diseases can be treated, but you can get very sick and even die from others (e.g. rabies and anthrax) 

C D Seegers 
* Remember: PREVENTION IS ALWAYS BETTER THAN CURE! 
For further information contact your animal health technician, state veterinarian, doctor or nurse
or
Animal Health for Developing Farmers,
ARC-Onderstepoort Veterinary Institute,
Private Bag X05, Onderstepoort 0110
Tel. (012) 529 9158
This publication is available on the website of the National Department of Agriculture at: www.nda.agric.za/publications 

Information provided by
Animal Health for Developing Farmers, 
ARC-Onderstepoort Veterinary Institute, 
Private Bag X05, Onderstepoort 0110
Tel. (012) 529 9158 
Illustrations on pp. 2 and 4 to 6 by C D Seegers 

2000 
