The purpose of the protocol for the management and reporting of sexual abuse and harassment is to provide schools, districts and provinces with standard operating procedures for addressing allegations, and to specifically detail how schools must respond to reports of sexual abuse and harassment perpetrated against learners, educators and other school staff. It emphasizes that schools are mandated to assist victims of sexual abuse and harassment by following standard reporting procedures and through the provision of appropriate support to learners.

This policy primarily targets all children and youth. It aims to provide preventive and promotive services that address the health needs of school-going children and youth with regard to both their immediate and future health; to support and facilitate learning through identifying and addressing health barriers to learning; to facilitate access to health and other services where required; to support the school community in creating a safe and secure environment for teaching and learning.

This constitution of the education labour relations council establishes the council’s power to conclude contracts, to pledge its property, to borrow and invest money and to promote and establish training and education schemes.

This document details on the following education policy and associations: The National Education Policy Act 1996, South African Schools Act 1996, Employment of Educators Act 1998, Further Education and Training Act, and the Education Labour Relations Council.

This constitution of the education labour relations council establishes the council’s power to conclude contracts, to pledge its property, to borrow and invest money and to promote and establish training and education schemes.

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

This policy provides a uniform nomenclature that establishes a common basis for district norms and standards across all nine provinces and provides a framework within which PEDs can provide district offices with the necessary roles, delegated authority, functions, resources and skills to enable them to perform their core functions, with additional support for districts where the educational needs are the greatest.

This protocol provides a guide to the management and reporting of sexual abuse, ensuring an appropriate and timely response to cases of sexual abuse and harassment perpetrated against learners and school staff. It responds to the need for a standardised response to allegations by learners and school staff of incidents of sexual abuse and harassment, whether they are perpetrated by learners, educators or by other persons and covers anyone employed at a South African school.

This policy presents a new vision for the sector, to drive the response on HIV, Sexually Transmitted Infections (STIs) as well as tuberculosis. It presents the sector’s contribution towards the National Strategic Plan on HIV, STIs and TB for South Africa, 2017-2022 (the NSP). The policy document replaces the 1999 Department of Education National Policy on HIV/AIDS for learners and educators in public schools and students and educators in further education and training institutions.

The document provides details o the Education Labour Relations Council. The council aims to maintain and promote labour peace in education; to prevent and resolve labour disputes in education; to conclude and enforce collective agreements; and to consider and deal with other matters that may affect the interest of the parties.

The national policy on whole-school evaluation has been designed to ensure that school evaluation is carried out according to an agreed national model. It sets out the legal basis for school evaluation, its purposes, what is to be evaluated and who can carry out evaluations. It also provides guidance on how evaluation should be conducted. The policy indicates ways in which very good schools should be recognized and under-performing schools supported.

These regulations apply to all Provincial Teacher Development Institutes (PTDIs) and District Teacher Development Centres (DTDCs) offering teacher development programmes.

This policy framework for teacher education and development of South Africa is designed to equip a teaching profession to meet the needs of South Africa in the 21st century. It aims to provide an overall strategy for the successful recruitment, retention, and professional development of teachers.

The primary objective of this policy is to provide a systematic approach to the development, selection, procurement and utilisation of Learning and Teaching Support Material (LTSM) in South African public schools to ensure the equitable and comprehensive supply of Learning and Teaching Support Material. It aims develop an environment that encourages and supports the production of high quality LTSM, and ensure that an appropriate system of quality assurance is consistently applied to the selection of LTSM.

This policy applies uniformly in all provincial education departments and at all public schools. Its purpose is to regulate how the department must determine school calendars for public schools in South Africa.

These regulations apply to both public and independent assessment bodies assessing and examining the National Curriculum Statement Grades R- 12. It regulates and controls the administration, management and conduct of the National Senior Certificate examination and assessment process. It provides requirements for school-based assessment, practical assessment tasks and language oral assessment.

This policy document stipulates the following: programme requirements, conditions for the awarding of the senior certificate, as amended; and rules of combination for the awarding of the senior certificate, as amended. The senior certificate, as amended, seeks to provide adult candidates with an opportunity to obtain a qualification that will allow them to participate in economic, social and political activities, and provide candidates an opportunity to acquire the knowledge and skills.

These regulations apply to all public schools and those independent schools offering the National Curriculum Statement Grades R-12. The document provides information on entrance requirement, programme requirements and the conduct of the end-of-year examination.

National Norms and Standards for School Funding (NNSSF) are amended by updating the National Targets table (Par. 109 of the NNSSF) to include 2015 and 2016 indicative target amounts: and the National Poverty Distribution table (Par. 111 of the NNSSF).

This policy applies to public schools and independent schools that are receiving a government subsidy or are eligible for a subsidy, and would therefore participate in the annual national assessment (ANA). The document forms the basis for the minister of basic education to determine the minimum norms and standards, as well as the processes and procedures for the conduct, administration and management of the annual national assessment (ANA).