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 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.

This policy aims to ensure the achievement of national standards set by the revised national curriculum statement, policy guidelines for relevant and appropriate learning programmes will be developed at the national level in collaboration with provinces. These guidelines will emphasize the principle of integrated learning and the achievement of an optimal relationship between integration across learning areas and conceptual progression from grade to grade.

This document details 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 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 language in education policy is being developed as part of a national language plan encompassing all sectors of society, including the deaf community.

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.

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

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 Act aims to provide for the care, treatment and rehabilitation of persons who are mentally ill; to set out (different procedures to be followed in the admission of such persons; to establish Review Boards in respect of every health establishment; to determine their powers and functions; to provide for the care and administration of the property of mentally ill persons; to repeal certain laws, and to provide for related matters.

This document provides information on brand architecture and brand structure, design of the national coat of Arms and media application.

This policy creates a framework that allows for the coordinated and sustainable development of education information systems. It aims to achieve two goals. The first is the goal of an education system where information systems enhance the day-to-day running of institutions and education departments, and provide better information to the public as a whole, thereby promoting accountability. The second is the goal of an education system where information systems yield increasingly valuable data and statistics needed for planning and monitoring purposes, which occurs at all levels from the individual institution to the national department of education.

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 to 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.

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

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.

Chapter one of this document provides an overview of the current situation and data on maternal care in South Africa. Chapter two describes the different levels of care in the South African health system and explains the reasons behind the need for various levels. Chapter three outlines the standards for the clinical structure and content of patient records. The fourth chapter discusses the basic aspects of antenatal care, as a supplement to the national BANC protocols. Chapter five discusses the steps to take to support all aspects of labour from diagnosis to delivery.

This policy provides directives to officials of the departments of basic education, provincial education departments, subject specialists, principals of schools, teachers, learners and parents on the quality assurance of school-based assessment. It focuses on formal assessments implemented at the school level at grades 10, 11 and 12.

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 behaviour Intervention Systems programmes – in order to empower all stakeholders to respond constructively towards learner ill-discipline.

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).

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.