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Employment of Educators Act, 1998 (Act No. 76 of 1998)

Regulations

Regulations for the Creation of Educators Posts in a Provincial Department of Education and the Distribution of such Posts to the Educational Institutions of such a Department

Annexure 1 : Post Distribution Model for the Allocation of Educator Posts to Schools

Weighting Norms

 

4. The following norms and principles will apply in respect of all learners:
(a) Grades 1 to 9:

 

Based on the principle that uniform curricula apply to learners in schools in all phases up to grade 9, the following formula is used to determine the weighting of a learner:

 

c divided by the ideal maximum class size, divided by the average prevailing period load, multiplied by the funding level.

 

(w = c/m/I x f)

 

The value of c is set at 40 and refers to the highest ideal maximum class - size in relation to which others are expressed.

 

Grade

Max Class Size

Period load (%)

Funding level

Weight

 

(m)

(l)

(f)

(w)

R

35

100

0

0

1 to 4

35

98

100

1,166

5 to 6

40

98

100

1,02

7

37

98

100

1,103

8 to 9

37

88

100

1,229

 

(b) Grades 10 to 12:
❑ In view of the variety of learning areas, each learner is weighted separately in terms of his or her curriculum.
❑ Within the limits of the maximum number of learners recognized for post provisioning purposes, a weighting (subject-learner weighting (slw)) is determined for each subject taken by a learner by means of the following formula:

 

c (where c = 40) divided by the ideal maximum class size, multiplied by the promotion factor; divided by the average period load, multiplied by the funding level, divided by 7.

The following norms apply:

 

(slw = c/m x p/I x f/7)

 

Subject

Ideal

maximum

class size

Promotion

factor

Period

load (%)

Funding

level (%)

 

(m)

(p)

(l)

(f)

All agricultural subjects with a practical component (Farm Mechanics, Animal Husbandry, Field Husbandry, etc.)

16

1

84

100

All Technical subjects excluding Technical Drawing

16

1

84

100

Technical Drawing

27

1

84

100

Woodwork, Metalwork, Industrial Arts, etc.

25

1

84

100

Home Economics, Needlework and clothing

25

1

84

100

Hotel-keeping and Catering

19

1

84

100

Art (Including Design, Painting, Sculpture, etc.)

12

1

84

100

Dance (Ballet, etc.,)

12

1

84

100

Music (First Instrument)

6

1

84

100

Music Performance (Second Instrument)

6

1

84

100

Speech and Drama

12

1

84

100

Biology

32

1

84

100

Physical Science

32

1

84

100

Mathematics

38

1

84

100

Computer Studies

28

1

84

100

Typing (Including Computyping)

28

1

84

100

Shorthand/Snelskrif

28

1

84

100

All other examinable subjects

38

1

84

100

Provision for non-examination subjects

38

1

84

100

Note: The values that appear in the table as promotion factors are all set as 1. This means that no provision is made in the table for the promotion of any of these subjects. Should provision be made in policy that a certain subject should be promoted by, say 7%, the value of "1" would become "1,07". The promotion factor per subject should be included in the provincial curriculum policy and would apply equally to all learners counted in the subject.

❑ A total number of weighted learners is determined in respect of each examinable subject by multiplying the number of learners taking the subject (subject-learners) with the relevant subject-learner weighting (slw). If a subject has a limit in respect of the number or percentage of learners that may take such a subject, all learners exceeding this limit will be subtracted from this number of subject-learners and added to the total number of subject-learners in respect of "all other examinable subjects". If the actual number of learners taking a subject is lower than what is provided as a minimum in order to assist the school to phase in the particular subject, the provided minimum will be counted in respect of the subject concerned. The difference between the provided minimum and the actual number must be subtracted from the number of learners in respect of "all other examinable subjects". A total number of weighted learners for all the examinable subjects is then determined.
❑ Each learner is allowed to take 6 examinable subjects. If the total value that is obtained by multiplying the number of learners in a particular grade by the number of subjects taken by these learners exceeds 6 times the number of learners, the total weighted learners will be adjusted accordingly.
❑ Provision is also made for a combination of non-examinable subjects, which, together, are given the same weighting as one "ordinary" examinable subject. A total number of non-examinable subject-learners is determined by multiplying the actual number of learners with the non-examinable slw. This is done automatically, irrespective of whether or not learners at a particular school take non-examinable subjects.
❑ A total number of weighted learners is then determined by adding the total numbers of examinable and non-examinable weighted learners together.

 

(c) A further distinction between schools is made based on the size of the school, the number of grades and whether or not more than one language medium of instruction is used. Provision for this is made by adding a certain number of weighted learners to a school's weighted enrollment linked to each recognized language group (maximum of 2 language groups) and each grade provided for at the school. The following values apply:
❑ A base number of weighted learners must be added to each school. Any value from 10 to 20, in accordance with a department's needs in this regard, will apply. A head of a provincial department must select a value that will ensure a proper balance in the allocation of posts to institutions of different sizes.
❑ Additional weighted learners must be added in respect of each grade in which learners are enrolled. If learners in a particular grade are taught in more than one language medium, a further additional weighting will apply in respect of that grade. (A minimum number (or percentage) of learners in a particular grade receiving tuition in a second language may be specified before the additional provision applies. This additional weighting only applies once, irrespective of the number of additional languages that may apply):

Grades

1

2

3

4

5

6

7

8

9

10

11

12

Primary language group

2

2

2

2

2

2

2

3

3

3

3

3

Second language group

3

4

4

4

4

4

4

6

6

6

6

6

Any of the values in the table may be increased by a maximum of 2, provided that the head of a provincial department is satisfied that such an increase would lead to a more equitable allocation of posts.

 

(d) In respect of a combined school, the base number of 10 to 20 weighted learners that is granted to a school in terms of paragraph (c), is granted in respect of both the primary school phase and the secondary school phase that the school has. For this purpose the secondary school phase must include learners in any of grades 10 to 12.

 

5.
(a) The total number of weighted learners in each school is then adjusted in terms of its poverty ranking. The head of a provincial department must set aside a certain percentage of its available posts for poverty redress based on the department's relative level of internal inequality. The Minister may from time to time set the maximum percentage that provincial departments may use for this purpose. Until this limit is revised, it is set at 5%.
(b) The redress posts are to be distributed to schools based on the relative poverty of the learners of a school, using an appropriate index within the framework of the indices utilized by the province in the National Norms and Standards for School Funding. The basis on which the redress posts are to be distributed among schools is as follows:

 

School quintiles

Allocation from redress pool of posts

Poorest 20%

35% of posts

Next 20%

25% of posts

Next 20%

20% of posts

Next 20%

15% of posts

Least poor 20%

5% of posts