Physical Planning & Rural Schooling

What are we all about?

The objective of the Physical Resource Planning and Rural Schooling unit is to develop, implement and monitor a strategy for improved and adequate facilities at schools, including infrastructure, equipment, other amenities, facilities, water, sanitation and electricity, and to support funding for these, thereby contributing to Goal 24 of Action Plan to 2014: towards realisation of schooling 2025. In other words, our objective is to ensure that the physical infrastructure and environment of every school inspire learners to want to come to school and learn, and teachers to teach.

What we do:

  • Administration of Education Infrastructure Grant
  • Monitor the provision of school furniture
  • Monitor the provision of learner transport
  • Policy development
  • Maintenance and utilization of National Education Infrastructure system for infrastructure planning and monitoring.


Quality Assurance & Skills Development

The National Development Plan (NDP) – Vision for 2030 emphasizes the importance of enhancing accountability in the education sector and promotes the importance of mutual accountability between schools and communities for their overall improvement on key indicators so as to enhance teaching and learning in schools. Improvement in teaching and learning requires a radical approach underpinned by quality and efficiency at school and district level.

Performance management is a key process in any school / district and should assist the management and staff to focus on key issues and objectives to ensure sustainability and improvement in delivering quality education.

A number of initiatives have been put in place to strengthen accountability and management systems, and improve the quality of education. These include:

  1. The Integrated Quality Management System (IQMS), which was signed as Collective Agreement No. 8 of 2003 at the ELRC, provides for the evaluation of school-based educators including School Management Teams (SMTs). The IQMS also makes provision for the evaluation of principals by circuit managers.
  2. The Performance Management and Development Scheme (PMDS) provides for the evaluation of office-based educators as per ELRC Collective Agreement No 3 of 2002.
  3. The national policy (Government Gazette Vol. 433, No. 22512, 26 July 2001) on Whole School Evaluation (WSE) aims to evaluate the effectiveness of a school in terms of national goals as well as to increase the level of accountability within the education system. This is intended to enable schools to improve the overall quality of education they provide as well as to increase learner attainment.
  4. The Skills Development Act No. 97 of 1998 makes provision for a skills development framework to address the needs for scarce and critical skills in the Provincial Education Departments (PEDs).

EMIS - Education Management Information Systems

EMIS is a function and unit in the NWDESD with the responsibility to develop and maintain an integrated education information system for management of education.

The integrated infomation system is accomplished through acquisition, processing, dissemination and reporting of quality education data.

Contact: Ms Matshidiso Assegaai
Tel: 018 389 8024
Fax: 018 389 8240
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.

School Safety

The North West Department of Education and Sport Development takes school safety very seriously and as an apex priority the department has put in place various policies and measures to ensure the safety of all learners, educators and relevant stakeholders in schools.

The Department reiterates that there is no place for violence, drug-use/abuse, sexual harassment and other criminal acts in schools as it poses a serious barrier to learning. There is great focus on the inculcation of values and ethics and of a just and caring society within schools and communities. The Department views these ills in a serious light because they carry a potential to deprive our learners of their inherent constitutional rights to life, education, equality and dignity.  

Interventions have focused on addressing elements of physical infrastructure related to proper fencing, alarm systems and burglar proofing, resilience-building programmes for young people and the strengthening of partnerships with relevant stakeholders.

The Department has a solid partnership with the South African Police Services (SAPS) aimed at linking schools with local police-stations and the establishment of functional School Safety Committees.

Schools are critical in instilling discipline and ensuring safety, thus the emphasis on Codes of Conduct for Learners at all public schools. Schools are therefore directly responsible for providing an environment conducive to the delivery of quality teaching and learning by, among other things, promoting the rights and safety of all learners, teachers and parents.

A National School Safety Framework has been developed to serve as a management tool for Provincial and District Officials responsible for school safety, principals, Senior Management Team Members, SGB members, teachers and learners to identify and manage risk and threats of violence in and around schools. The Framework is critical in empowering all responsible officials in understanding their responsibilities regarding school safety

The Department has developed a National Strategy for the Prevention and Management of alcohol and Drug use amongst learners in schools. As schools mirror the communities, curbing drug use in schools will in turn prevent drug use within the communities and render them safe for all citizens. Schools have been provided with a Guide to Drug Testing in South African Schools.

In terms of the Regulations for Safety Measures at all Public Schools  the Minister has declared all public schools as drug free and dangerous weapon free zones.

Sexual harassment and violence affect learning environments negatively, creating an atmosphere of fear and aggression. These are certainly not conditions under which our learners should be subjected to as part of their learning experiences. Guidelines for the Prevention and Management of Sexual Violence and Harassment; have been developed and distributed to schools to support schools and school communities in responding to cases of sexual harassment and violence against learners. The guidelines set out clearly how public schools should treat victims of sexual harassment and violence and the steps that must be taken to deal with those who have or are alleged to have committed such acts.

The department has released a handbook for learners on how to prevent sexual abuse in public schools, titled Speak Out - Youth Report Sexual Abuse. The purpose of the handbook is to equip learners with knowledge and understanding of sexual harassment and sexual violence, its implications, ways to protect themselves from perpetrators, and where to report. The handbook also provides very useful contact details of national and provincial organizations that can assist.

It is important for parents and communities to actively participate in addressing and promoting school safety. Parents and communities are well positioned to see to it that children are safe wherever they are.

The Department will continue in earnest to protect the rights of all children in schools. The success of these efforts rely largely on collective efforts of parents and communities to work together with schools to ensure that all children are safe and realise their full potential in school.


Quality Learning and Teaching Campaign (QLTC)

The power to improve education lies with all of us. We call on all department officials, teachers, students, parents and community members to make a commitment to a ‘Code for Quality Education’.

This Code drives the Quality Learning and Teaching Campaign (QLTC), also launched in 2008. It is also a point of departure for the following vision of where we would like to be in 2025. Making sure that every young South African receives quality schooling is an urgent need. Yet we realise that this cannot be realised overnight.

Campaign co-ordinating structures have been set up at national, provincial, regional, local and school levels and Government now calls on all South Africans to join us in this campaign, as part of the ongoing effort to achieve a better life for all.

Through the Quality Learning and Teaching Campaign the Department and its partners aim to make education a societal issue. Working together, as school communities, districts, provincial and national departments as well as other relevant

stakeholders, we will achieve the commitments made in the Delivery Agreement and the objectives set out in the Action Plan to 2014: Towards the Realisation of Schooling 2025.

It is crucial to mobilise and galvanise the entire nation to rally around the cause of the achievement of quality education for all. Thus the Quality Learning and Teaching Campaign calls on all individuals and organisations to assume responsibility for improving the quality of education. The QLTC aims to mobilise all members of communities, both big and small throughout South Africa to heed the President’s call. QLTC structures will be established at all levels of the education system in order to ensure that all role players in the system adhere to the pledges they took to carry out their roles and responsibilities to the best of their abilities. It is only when each role player- official, principal, teacher and learner- carries out their role with dedication, motivation and commitment will we be able to achieve excellence in education.