Chapter 13



13.3.1Legislative and Policy Framework


  • The National Policy on Whole School Evaluation, Government Gazette Vol.433, No. 22512 of July 2001  [NP WSE]





North West Schools Education Act, Act no. 3 of 1998 [Reference B8 NW ECACT 3/1998]



North West Province: Induction Framework for School Based Teachers (2014) [Reference B8 NW FRAMEWORK]

13.3.2Framework for the Development of School Policy on Whole School Evaluation

  1. The purpose of Whole-School Evaluation is aimed at improving the overall quality of education in South African schools. Its main purpose is to facilitate improvement of school performance through collaboration, mentoring and guidance.
  2. The approach is designed to help schools measure to what extent they are fulfilling their responsibilities and improving their performance. This can be achieved through:
    • School-based self-evaluation.
    • External evaluation by the supervisory unit personnel trained and accredited to evaluate schools.
    • Adequate and regular district support leading to professional development programmes designed to provide assistance and advice to individual staff members and schools as they seek to improve their performance.
    • An agreed set of national criteria to ensure a coherent and consistent, but flexible approach to evaluating performance in the education system.
    • Published written reports on the performance of individual schools.
    • Annual reports published by provinces and the Ministry on the state of education in schools.
  3. The following are the key areas of evaluation:
    • Basic functionality of the school.
    • Leadership, management and communication.
    • Governance and relationships.
    • Quality of teaching and learning, and educator development.
    • Curriculum provision and resources.
    • Learner achievement.
    • School safety, security and discipline.
    • School infrastructure.
    • Parents and community.
  4. Evaluation process
    • The whole-school evaluation cycle includes pre-evaluation surveys/visits, school self-evaluation, detailed on-site evaluation, post-evaluation reporting and post-evaluation support.
    • Each supervisory team will have a team leader who has the responsibility to build a brief profile about the general level of functionality of the school and to share with the school the procedures that will be followed by the evaluation team. The team leader also has overall responsibility for the evaluation process and the conduct of the supervisors.
    • Supervisory teams will comprise accredited supervisors capable of evaluating the nine areas for evaluation. Members should have the expertise to evaluate at least one subject/learning area and have an awareness of the key elements of good provision for Learners with Special Education Needs (LSEN).
    • The number of supervisors will normally be within the range of four to six, depending on the size of the school and the resources available.
    • Evaluations will normally be conducted between three and four days of the week, depending on the size of school.
    • An evaluation will result in a published, written report and contain recommendations designed to help the school continue to improve.
    • A school will be helped by district support services to formulate and implement an improvement plan based on the recommendations in the report and provide the school with support as it seeks to implement the plan.
  5. The use of indicators
    Evaluation will be based on indicators covering inputs, processes and outputs.

    • INPUTS – what the school has been provided with in order to carry out its task
      The input indicators include the main characteristics of each grade of learners, the school’s infrastructure, funding and professional and support staff. For example:

      • The main characteristics of each cohort of learners on arrival at the school:
        • Socio-economic background
        • Attainment at entry
        • Range of languages
        • Numbers by age and gender per school and class
      • Physical resources:
        • Classrooms
        • Common purpose rooms and areas
        • External premises
        • Teaching aids, materials and equipment
      • Professional and support staff:
        • Numbers by gender
        • Qualifications and experience
        • Educator development and capacity building
      • Funding:
        • Ministry
        • Province
        • Learners
        • Other sources
    • PROCESSES – how the school seeks to achieve its goals
      Process indicators
      show how well the school seeks to achieve its goals. These include the effectiveness with which schools try to ensure effective governance, leadership and management, safety and security measures, and the quality of teaching. For example:

      • What the school does to ensure it functions smoothly.
      • How the leadership and management of the school are directed to achieve the school’s goals.
      • How school governance is conducted.
      • How the school ensures quality teaching, curriculum planning, and effective assessment of what learners are learning.
      • The willingness of all school staff and governors to carry out conscientiously and effectively any responsibility they are given.
      • The school’s success in encouraging learners to carry out conscientiously and effectively any responsibility they are given, including attendance and punctuality.
      • What the school does to ensure security and safety.
      • Language of instruction.
      • What support and guidance the school provides to help learners develop intellectually and personally.
      • What the school does to appraise staff and to help them develop their skills and effectiveness.
      • How the school seeks to encourage parental and community involvement.
      • How the school manages its resources.
      • What the school does to ensure the use and development of information and communication technology for both curriculum and management purposes.
      • Guidance and counselling.
    • OUTPUTS – what the school achieves
      Output Indicators
      include achievements in academic standards, standards of behaviour and rates of punctuality and attendance. For example:

      • Learners’ standards of attainment at the end of each stage of their education.
      • What progress learners have made while at school.
      • The quality of learners’ response to teaching and to the school’s general provision.
      • Learners’ standards of behaviour.
      • The orderliness of the school.
      • The condition of school accommodation and furnishings and the effectiveness with which these are used.
      • The commitment to the school and its learners of parents and the community.
      • The efficiency with which the school uses its resources/funding.
      • The provision for safety and security.


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