Circ 17 2007

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					                             UMnyango WezeMfundo                          Lefapha la Thuto
                             Department of Education             Departement van Onderwys



                                                                Circular 17/2007
                                                                Date:     08 February 2007




Topic                          Annual Survey of Ordinary Schools:
                               06 March 2007



                               Annexure A: General guidelines for completing
Enclosures                                 the form
                               Annexure B: List of subjects and codes
                               Annexure C: Definitions of disabilities

                               Other items:
                                2007 Survey form (including educator forms)
                                CD software
                                Installation of software guide
                                Stiffy disk
                                Saving onto the stiffy disk guide



                                     Divisional Managers and Senior Managers at
Distribution                          Head Office and District Offices
                                     Principals of all Public and Independent
                                      Schools




                                       Relevant Policy and Planning Officials in
Enquiries                                          District Offices




  On request, this circular will be made available in Afrikaans, isiZulu or Sepedi within 21 days
               Also available on the GDE website at: www.education.gpg.gov.za



                        Office of the Head of Department
                      Room 1009, 111 Commissioner Street, Johannesburg, 2001
                                  PO Box 7710, Johannesburg, 2000
Tel: (011) 355 1511    Fax: (011) 333 5546      E-mail: ceogde@gpg.gov.za OR mallelep@gpg.gov.za
ANNUAL SURVEY OF ORDINARY SCHOOLS:
07 MARCH 2007

1.     INTRODUCTION

1.1    The EMIS Unit of the Gauteng Department of Education (GDE) executes
       the legislative responsibility of providing education information to the
       education system as a whole, to support monitoring, planning and
       decision-making processes. It is therefore imperative that every
       ordinary school completes the survey in full and submits accurate
       data in a timely manner.

1.2    The Annual Survey for Ordinary Schools has to be completed by all
       ordinary schools, both public and independent. It involves, amongst other
       aspects, a complete count of learners and personnel, as well as details
       concerning curriculum. District Policy and Planning officials will be
       supporting schools in this regard.

1.3    The National Education Information Policy informs that it is the duty of all
       heads of institutions to complete survey forms and other information
       required by the Department, and that any deliberate distortion of
       information constitutes fraud.

1.4    All information filled in should reflect the situation as on Tuesday,
       6 March 2007. If, due to logistical problems, schools receive the 2007
       Annual Survey materials late, the principal should ensure that the
       information filled in reflects the situation as close as possible to that of
       6 March 2007.

1.5    The principal should return the survey tool to the respective district offices
       by Thursday, 15 March 2007. Please refer to Annexure A for guidelines
       for completing the form.


2.     LEGISLATIVE FRAMEWORK

2.1    Gauteng Schools Education Act (1995), Sections 9 and 10.

2.2    South African Schools Act (Act No. 84 of 1996), Section 59(1) and (2).

2.3    Employment of Educators Act (Act No. 76 of 1998), Section 18.

2.4    National Education Policy Act (Act No. 27 of 1996), Section 8(1) – (4).

2.5    Amended Norms and Standards for School Funding.

According to these Acts, the Department of Education may record or collect all
relevant information from schools relating to education in the province.




                                                                English: Page 2 of 15
3.      GENERAL INFORMATION REGARDING SURVEYS

3.1     The National Department of Education has specified the requirements for
        the survey in order to have national uniformity. This facilitates analysis of
        educational data on a national basis.

3.2     The Gauteng Schools Act, No. 84 of 1996, Sections 59(1) and (2) states:
        Every school must supply such information about the school as
        reasonably required by the Head of Education, any person, who
        without just cause, fails to comply, shall be guilty of an offence.


4.      VERIFICATION

The verification of survey data means that a sample of the survey data is
physically verified at the source, which in this case, is at a few selected ordinary
schools. The purpose of the verification procedure is to establish whether the
schools have completed the survey instrument in an effective and honest manner.
The obtaining of accurate learner numbers provides strategic information to
the Gauteng Department of Education (GDE), and any irregularities with
regard to this are deemed fraudulent.


4.1     Methodology

        Officials representing the Head of Department will visit any ordinary school
        to verify information in connection with the affairs of the ordinary school.
        Head Office officials and District officials will conduct these verification
        visits. The relevant GDE officials will conduct their visits according to a
        clear outline:

            The officials will, through discussions with the managers and
             educators, establish the correctness of adult learner numbers.

            Any document (e.g. class registers and class lists), book or article
             relevant to the verification procedure will be examined and copies
             will be made if necessary.

            Moreover, visual monitoring will be used to establish the accuracy of
             basic centre information (e.g. number of classrooms). Verification
             visits will typically take one to two hours.

        A sample of 2% or 3% of institutions will typically be chosen.
        Selection will be random, although an attempt will be made to
        represent all districts and types of centres.




                                                                English: Page 3 of 15
5.     DECLARATION

The principal must sign the forms after having checked all the details, as
acknowledgement of the accuracy of all the information.


PLEASE NOTE: It is the responsibility of the principal to ensure that survey forms
are correctly completed and submitted by the due date to the relevant district.
Principals are warned against submitting incomplete forms and making any
false statement.




______________________
MALLELE PETJE
HEAD OF DEPARTMENT




                                                              English: Page 4 of 15
                                                                  Annexure A

GUIDELINES FOR THE COMPLETION OF THE SURVEY FORM

1.   GENERAL INSTRUCTIONS FOR COMPLETING THE FORM

     Please note that the form will be optically scanned, therefore the
     following guidelines should be adhered to when completing the survey
     tool:

        All the tables and the columns in the forms must be completed
         where applicable.
        Please use CAPITAL letters when completing forms.
        Please capture / write ONE character per block.
        If you are filling in the form manually please,
        -       complete forms with a medium, BLACK pen.
         -       write INSIDE blocks - try not to touch the blocks.
        -       write as NEATLY as possible.
        Please capture / write only in the blocks provided.
        DO NOT stamp any of the pages.
        Only sign in the space provided for the signature.
        If information is not applicable to your centre / school, leave the
         space provided for the information open. DO NOT write “N/A” or
         “Not Applicable”.
        Please return only the ORIGINAL FORM; the optical scanners will
         not be able to read photocopied questionnaires. No copies will be
         accepted.
        DO NOT use correction fluid (Tipp-ex).
        DO NOT scratch out information.
        Please complete a new page if you have made mistakes on the
         page.
        Please ensure that your school’s EMIS number is written on each
         and every page, even if the data on the page does not apply to you.
         If you are not sure of your EMIS number, please phone Head Office
         (011) 355 0129 / (011) 355 1777 to verify.
        Do not take out any pages.
        Do not retype the form.
        Please return all the pages of the form in the correct order, even if
         you did not complete it.
        If you encounter problems in the completion of the survey
         questionnaire please contact the district office for assistance.




                                                          English: Page 5 of 15
2.     SPECIFIC INFORMATION

2.1    Principals have been supplied with a package containing the following
       items:
           A copy of circular 17/2007 with its annexures
           2007 Annual Survey form and educator forms
           CD software
           Installation of survey utility guide
           Stiffy disk
           Saving onto the stiffy disk guide

2.2     All principals are expected to complete the survey form using the
       electronic tool, if, for some reason, this cannot be done principals should
       complete the survey form manually and attach a letter stating reasons to
       the District Director.

2.3     All the information provided must pertain to the survey date, i.e. Tuesday,
       6 March 2007. All registered learners and educators who are absent on
       the survey date must be counted.

2.4    It is important to collect learner, educator and SGB information in terms of
       race and gender in order to track the extent to which equity and access
       are being addressed.

2.5    Educators should ensure that they fill in their PERSAL NUMBER as well
       as the school's EMIS NUMBER (School’s reference number).

2.6    The subject code list must be made available to educators for the
       completion of the educator form. Educators must ensure that they use the
       correct subject codes.

2.7    The educator and the principal must sign the educator form in the space
       provided.

2.8    The principal, and, at the District Office, the District Director, must
       ascertain the validity of all information contained in the Annual School
       Survey forms and in the accompanying educator forms by signing the
       cover page of the survey form.

2.9    The cover page must me signed and returned even when the survey is
       completed using an electronic tool.

2.10   A copy of the completed survey form and the source documentation for
       audit purposes must be retained and filed by the school for audit
       purposes.

2.11   The principal should ensure that the following are submitted to the district
       office by Thursday, 15 March 2007:




                                                               English: Page 6 of 15
            A printout of the completed, survey form including educator forms
             with the original signatures and photocopies of these forms - original
             forms are for the Head Office and copies are to remain at the district
             office.

            Stiffy disk with data.

             OR

            A manually completed and signed survey form, including educator
             forms together with duplicate of the forms and a letter stating
             reasons why the form could not be completed electronically.


3.      GUIDELINES FOR THE COMPLETION OF THE ANNUAL SURVEY OF
        ORDINARY SCHOOLS: 07 MARCH 2006

3.1     TOTAL ENROLMENT

        Total enrolment refers to the total number of learners in the school. The
        numbers entered into all tables should tally where the total number of
        learners is required by:

            Population group / Race
            Age
            Grades
            Disability
            Home Language / Language of Learning and Teaching / Preferred
             Language

Please read the notes at the bottom of each table. These notes offer guidelines
on the completion of the tables.

3.2     GENDER

        Take note that some tables require information by gender (i.e. male /
        female).

3.3     SNE (Special Needs Education)

        Take note that some tables require inform on LSEN/SNE and others do
        not.

3.4     LANGUAGES

            Table 2.5.1: This table requires the learners’ (male and female)
             Home Language according to grades (excluding SNE unit/class).
            Table 2.5.2: This table requires the SNE unit learners’ (male and
             female) Home Language according to disability.




                                                               English: Page 7 of 15
         Table 2.6.1: This table requires the learners’ (male and female)
          Language of Learning and Teaching (LOLT) according to grades
          (excluding SNE unit/class).
         Table 2.6.2: This table requires the SNE unit learners’ (male and
          female) Language of Learning and Teaching (LOLT) according to
          disability.
         Table 2.7.1: This table requires the learners’ (male and female)
          Preferred Language according to grades (excluding SNE
          unit/class).
         Table 2.7.2: This table requires the SNE unit learners’ (male and
          female) Preferred Language according to disability.
         Tables 2.8.1 (Male) and 2.8.2 (Female): These tables require the
          number of SNE learners in mainstream classes per primary barrier to
          learning and grade.

4.5   EDUCATOR INFORMATION

         It is important that educators complete their PERSAL NUMBER and
          the EMIS NUMBER (SCHOOL’S REFERENCE NUMBER).
         A List of Subjects and subject codes (Annexure B) and Definitions of
          disabilities (Annexure C) are provided as part of the circular. Please
          use these when completing questions that require information on
          subjects and disabilities.
         Educators offering Grade 1 – 9 subjects should use the subject
          codes in Annexure B: Table 6.
         Educators offering Grade 10 – 11 subjects should use the subject
          codes in Annexure B: Tables 1 – 4.
         Educators offering Grade 12 subjects should use the subjects codes
          in Annexure B: Table 5 – REPORT 550.




                                                            English: Page 8 of 15
                                                           Annexure B
                      LIST OF SUBJECTS AND CODES
Table 1: NATIONALLY APPROVED SUBJECTS THAT COMPLY WITH THE
PROGRAMME REQUIREMENTS OF THE NCS GRADES 10 – 11 (GENERAL)

                                       Subject Number/Code
                29 NCS SUBJECTS
                                       Grade 10   Grade 11
Accounting                             03060012    03060023
Agricultural Management Practices      01060012    01060023
Agricultural Science                   01060042    01060053
Agricultural Technology                01060072    01060083
Business Studies                       03060042    03060053
Civil Technology                       06060012    06060023
Computer Applications Technology       10060072    10060083
Consumer Studies                       11060012    11060023
Dance Studies                          02060012    02060023
Design                                 02060042    02060053
Dramatic Arts                          02060072    02060083
Economics                              03060072    03060083
Electrical Technology                  06060042    06060053
Engineering Graphics and Design        06060102    06060113
Geography                              07060042    07060053
History                                07060072    07060083
Hospitality Studies                    11060042    11060053
Information Technology                 10060102    10060113
                                           Use codes as in
LANGUAGES                              Annexure B, Table 2 and
                                               Table 3
Life Orientation                       07050012    07050023
Life Sciences                          10060132    10060143
Mathematical Literacy                  10030012    10030023
Mathematics                            10040042    10040053
Mechanical Technology                  06060072    06060083
Music                                  02060102    02060113
Physical Sciences                      10060162    10060173
Religion Studies                       07060102    07060113
Tourism                                11060072    11060083
Visual Arts                            02060132    02060143




                                                   English: Page 9 of 15
TABLE 2: NATIONALLY APPROVED SUBJECTS THAT COMPLY WITH THE
PROGRAMME REQUIREMENTS OF THE NCS GRADES 10 – 11 (GENERAL)


OFFICIAL LANGUAGES AT HOME AND FIRST ADDITIONAL LEVEL
                                        Subject Number/Code
                   SUBJECT
                                        Grade 10    Grade 11
Afrikaans Home Language                04010012     04010023

Afrikaans First Additional Language    04020042     04020053

English Home Language                  04010102     04010113

English First Additional Language      04020132     04020143

IsiNdebele Home Language               04010192     04010203

IsiNdebele First Additional Language   04020222     04020233

IsiXhosa Home Language                 04010282     04010293

IsiXhosa First Additional Language     04020312     04020323

IsiZulu Home Language                  04010372     04010383

IsiZulu First Additional Language      04020402     04020413

Sepedi Home Language                   04010462     04010473

Sepedi First Additional Language       04020492     04020503

Sesotho Home Language                  04010552     04010563

Sesotho First Additional Language      04020582     04020593

Setswana Home Language                 04010642     04010653

Setswana First Additional Language     04020672     04020683

SiSwati Home Language                  04010732     04010743

SiSwati First Additional Language      04020762     04020773

Tshivenda Home Language                04010822     04010833

Tshivenda First Additional Language    04020852     04020863

Xitsonga Home Language                 04010912     04010923

Xitsonga First Additional Language     04020942     04020953




                                                  English: Page 10 of 15
TABLE 3: OFFICIAL LANGUAGES AT SECOND ADDITIONAL LEVEL, AND
NON-OFFICIAL LANGUAGES
                                        Subject Number/Code
                    SUBJECT
                                          Grade 10      Grade 11
Afrikaans Second Additional Language    04060072     04060083
English Second Additional Language      04060162     04060173
IsiNdebele Second Additional Language   04060252     04060263
IsiXhosa Second Additional Language     04060342     04060353
IsiZulu Second Additional Language      04060432     04060443
Sepedi Second Additional Language       04060522     04060533
Sesotho Second Additional Language      04060612     04060623
Setswana Second Additional Language     04060702     04060713
SiSwati Second Additional Language      04060792     04060803
Tshivenda Second Additional Language    04060882     04060893
Xitsonga Second Additional Language     04060972     04060983
Arabic Second Additional Language       04061002     04061013
French Second Additional Language       04061032     04061043
German Home Language                    04061062     04061073
German Second Additional Language       04061092     04061103
Gujarati Home Language                  04061122     04061133
Gujarati First Additional Language      04061152     04061163
Gujarati Second Additional Language     04061182     04061193
Hebrew Second Additional Language       04061212     04061223
Hindi Home Language                     04061242     04061253
Hindi First Additional Language         04061272     04061283
Hindi Second Additional Language        04061302     04061313
Italian Second Additional Language      04061332     04061343
Latin Second Additional Language        04061362     04061373
Portuguese Home Language                04061392     04061403
Portuguese First Additional Language    04061422     04061433
Portuguese Second Additional Language   04061452     04061463
Spanish Second Additional Language      04061482     04061493
Tamil Home Language                     04061512     04061523
Tamil First Additional Language         04061542     04061553
Tamil Second Additional Language        04061572     04061583
Telegu Home Language                    04061602     04061613
Telegu First Additional Language        04061632     04061643
Telegu Second Additional Language       04061662     04061673
Urdu Home Language                      04061692     04061703
Urdu First Additional Language          04061722     04061733
Urdu Second Additional Language         04061752     04061763



                                                    English: Page 11 of 15
TABLE 4: RECOGNITION OF SUBJECTS NOT LISTED IN THE NATIONAL
CURRICULUM STATEMENT GRADES 10-11 (GENERAL)

SUBJECTS OF OTHER ASSESSMENT BODIES THAT ARE APPROVED BY
THE MINISTER OF EDUCATION

                            SUBJECT                                           NUMBER


Associated Board of Royal Schools of Music Practical Music
                                                                         02070014
Examination Grade 6
Associated Board of Royal Schools of Music Practical Music
                                                                         02070024
Examination Grade 7
Associated Board of Royal Schools of Music Practical Music
                                                                         02070034
Examination Grade 8
Associated Board of the Royal Schools of Music Practical Music
                                                                         02070134
Examination Performer’s Diploma
Associated Board of Royal Schools of Music Performer’s Licentiate
                                                                         02070044
in Music
Trinity College of London Practical Music Examination Grade 6            02070054

Trinity College of London Practical Music Examination Grade 7            02070064

Trinity College of London Practical Music Examination Grade 8            02070074

Trinity College of London (TCL) Performer’s Certificate, Associate       02070144

Trinity College of London (TCL) Performer’s Certificate                  02070154

Trinity College of London Performer’s Licentiate in Music                02070084

UNISA Practical Music Examination Grade 6                                02070094

UNISA Practical Music Examination Grade 7                                02070104

UNISA Practical Music Examination Grade 8                                02070114

UNISA Performer’s Licentiate in Music                                    02070124




                                                                     English: Page 12 of 15
       TABLE 5: REPORT 550 – List of subject codes and subjects

Code    Subject                       Code   Subject                               Code   Subject
0101    Afrikaans First Language      0402   Business Economics                    0721   Home Economics
0102    Afrikaans Second Language     0403   Commercial Mathematics                0722   Needlework and Clothing
0104    English First Language        0404   Economics                             0723   Hotel Keeping and Catering
0105    English Second Language       0405   Mercantile Law                        0724   Computer Studies
0107    Isindebele First Language     0406   Shorthand                             0726   Technology
0109    Sepedi First Language         0407   Snelskrif                             0772   Industrial Arts
0110    Sepedi Third Language         0408   Typing                                0799   Chinese
0111    Sesotho First Language        0501   Biblical Studies                      0802   Agricultural Science
0112    Sesotho Third Language        0502   Geography                             0803   Animal Husbandry
0113    Siswati First Language        0503   History                               0804   Farm Mechanics
0115    Xitsonga First Language       0504   Jewish Studies                        0850   Environment Studies
0116    Xitsonga Third Language       0601   Art                                   0901   Introduction to Ethnology
0117    Setswana First Language       0602   Design                                0902   Law of Crim. Proc and Evidence
0118    Setswana Third Language       0603   Graphic Art                           0903   S.A. Criminal Law
0119    Tshivenda First Language      0604   Painting                              0904   Statute Law
0120    Tshivenda Third Language      0605   Sculpture                             0905   Introduction to Criminology
0121    Isixhosa First Language       0606   Music                                 0926   Isindebele Second Language
0122    Isixhosa Third Language       0607   Music Composition                     0927   Isixhosa Second Language
0123    Isizulu First Language        0608   Music Performance (Sen. Instr)        0928   Isizulu Second Language
0124    Isizulu Third Language        0609   Dance                                 0929   Sepedi Second Language
0127    French                        0611   Speech and Drama                      0930   Sesotho Second Language
0129    German                        0612   History of Theatre Costume and Lit.   0931   Setswana Second Language
0130    Classic Greek                 0613   Practical Ballet                      0932   Siswati Second Language
0131    Hebrew                        0701   Bricklaying And Plastering            0933   Tshivenda Second Language
0132    Hindi                         0702   Building Construction                 0934   Xitsonga Second Language
0133    Italian                       0703   Electrician-Work                      0935   Travel and Tourism
0134    Latin                         0704   Electronics                           0936   Applied Agricultural Science
0135    Portugese                     0705   Fitting and Turning                   0937   Tamil
0136    Spanish                       0706   Motor Body Reparing                   0942   Computyping
0137    Arabic                        0707   Motor Mechanics
0139    Gujarati                      0709   Painting and Decoration
0201    Chinese                       0710   Plumbing and Sheet Metalwork
0219    Urdu                          0711   Technical Drawing
0301    Mathematics                   0712   Technical Civil
0302    Additional Mathematics        0713   Technical (Electrical)
0303    Functional Mathematics        0714   Technical (Electronics)
0304    Physical Science              0715   Technical (Mechanical)
0305    Functional Physical Science   0716   Welding and Metalworking
0306    Biology                       0717   Woodworking
0307    Physiology                    0719   Metalwork
0401    Accounting                    0720   Woodwork


       NOTE: Only educators that teach Grade 12 should use the REPORT 550 codes to
       complete the “Subject/learning areas taught table.




                                                                                             English: Page 13 of 15
TABLE 6: Grade 1 – 9 List of Subject codes Subjects

 OBE
 CODES
 0951              Language Literacy and Communication
 0952              Mathematical Literacy, Mathematics and Mathematical Science
 0953              Natural Science
 0954              Human Social Sciences
 0955              Arts and Culture
 0956              Life Orientation
 0957              Economics and Management Sciences
 0958              Technology
 0961              Natural Science and Technology
 0967              Life Skills


NOTE: Educators that teach in the GET band (Grades 1 to 9) should use OBE codes to complete
the “Subjects/ learning areas taught” table. The other codes can only be used by educators that
teach in the FET band (Grades 10 to 12) and to complete the “Subject specialisation” table.




                                                                        English: Page 14 of 15
                                                                                              Annexure C


                                Learners who experience barriers to learning owing to attention deficit
Attention deficit disorder
                                disorder and who are in need of additional specialised support.
with/without hyperactivity:


Autistic spectrum               Learners who experience a serious disorder on the Autistic spectrum - must
disorders:                      be declared as such by a medical practitioner.

Behavioural disorder
                                Learners with a severe behavioural disorder of such a degree that it is
(including severe
                                difficult to accommodate them in an ordinary class.
behavioural problems):

                                Learners who experience a severe visual impairment and who depend on
Blind:
                                specialised educational support.


                                Learners with spinal injuries – (must be declared medically as such by a
Cerebral palsied:
                                medical practitioner.)


                                Learners who experience a severe hearing impairment and who depend on
Deaf:
                                specialised educational support.


Deaf/blind:                     Learners who are completely deaf and blind.


                                Learners, who experience barriers to learning owing to epilepsy and are in
Epilepsy:                       need of additional specialised support – (must be declared medically as
                                such by a medical practitioner.)

                                Learners who experience a moderate hearing impairment and who are in
Hard of hearing:
                                need of additional specialised support.


Mildly or moderately            Learners who experience moderate intellectual disability and are more than
intellectually disabled:        two years behind their peers.


Multiply disabled:              Learners who experience more than one of the listed disabilities.


                                Learners who experience visual impairment and are in need of additional
Partially sighted:
                                support.


                                Learners with a significant physical disability and who are in need of
Physically disabled:
                                additional specialised support.


Severely intellectually         Learners who experience severe intellectual disability and are more than two
disabled:                       years behind their peers.

                                Learners who experience severe barriers to learning, e.g. in the form of
Specific learning disability:   reading or writing difficulties and are in need of additional specialised
                                support.




                                                                                   English: Page 15 of 15

				
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