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).

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

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

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

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

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

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

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

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

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

The government is using the period covered by the strategic and operational plans to collaborate with provincial governments, NGOs, and social and private partners, to strengthen the monitoring and evaluation of education, so as to ensure that all elements of the system are subjected to rigorous scrutiny. The goals and objectives contained are anchored on the overarching goal of the department: to ensure quality education for all.

The third skills development strategy is subsequent on the integration of programmes to create the department of higher education and training. It hopes to promote the partnerships between employers, public education institutions, private training providers, and sector education and training authority. The strategy seeks to prioritise solidifying the relationship among specified stakeholders.

The guidelines are premised on the sixth white paper on Special Needs Education Building an Inclusive Education and Training System. They serve as steps towards making all ordinary schools, full-service/inclusive schools. The guidelines contain criterias for schools, districts, and provinces, to measure progress towards inclusion; incentives are also offered, as a form of rewarding excellence.

The strategic plan aims to improve access to learning, while combating the dual challenge of equity and development. It strives to ensure that the skills needed to drive South Africa’s economic growth and social development are delivered at an increasing rate for both young people and adults.

The strategic plan outlines the building blocks necessary to ensure the strong foundation for the educational system. It strives to ensure that the skills needed to drive South Africa’s economic growth and social development are delivered at an increasing rate for both young people and adults. The revisions apply to the sub-programmes of universities, related to their academic planning and management.

The Policy emphasises the important role of parents and primary caregivers in providing care, support and upbringing of their children. The national policy focuses on providing comprehensive, universally available and equitable early childhood development services. “The Policy covers the period from conception until the year before children enter formal school or, in the case of children with developmental difficulties and disabilities, until the year before the calendar year they turn seven (7), which marks the age of compulsory schooling or special education”.