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      <title>GEMS-verhoging na volgehoue druk verlaag | GEMS increase reduced following constant pressure</title>
      <link>https://www.saou.co.za/gems-verhoging-na-volgehoue-druk-verlaag-gems-increase-reduced-following-constant-pressure</link>
      <description>NN 14/2026: Benewens die verlaging van die voorgestelde verhoging, eis georganiseerde arbeid steeds die volgende...</description>
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           NN 14/2026
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           GEMS-VERHOGING NA VOLGEHOUE
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            ﻿
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           DRUK VERLAAG
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           Die SAOU verwelkom die aankondiging deur COSATU en FEDUSA op 7 Mei 2026 dat GEMS toegegee het aan die volgehoue druk van georganiseerde arbeid deur die voorgestelde verhoging van 9,5% in lidbydraes terug te trek en dit met ’n verlaagde verhoging te vervang.
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           Die hersiene verhoging van 7,5% in lidbydraes tree vanaf 
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            1 Julie 2026 in werking. Die hersiening is nie terugwerkend nie.
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           Die Raad van Trustees van GEMS het verder aangedui dat daar ook ernstige oorweging geskenk sal word aan die verdere voorstelle wat deur vakbondfederasies voorgelê is. Hierdie ontwikkeling volg op volgehoue optrede deur georganiseerde arbeid, waarvan die SAOU deel was. Dit het onder andere protesaksies by GEMS-kantore, die benutting van toepaslike politieke en regsprosesse, asook die mobilisering van lede ingesluit om hul ontevredenheid duidelik kenbaar te maak.
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           Werkers het deur hul vakbonde ’n duidelike boodskap gestuur dat buitensporige kosteverhogings nie sonder teenstand aanvaar sal word nie.
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           GEMS is oorspronklik tot stand gebring met die doel om staatsdienswerkers toegang te gee tot ’n bekostigbare mediese fonds van hoë gehalte, wat met kommersiële mediese fondse kan meeding, maar terselfdertyd die belange van staatsdienswerkers en hul families eerste stel.
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           Die SAOU is van mening dat GEMS moet terugkeer na hierdie kernmandaat. Toenemende kostedruk, hoër eise en kommer oor volhoubaarheid kan nie uitsluitlik op die skouers van lede geplaas word nie. Swak finansiële beplanning en institusionele tekortkominge behoort nie deur werkernemers befonds te word nie.
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           Benewens die verlaging van die voorgestelde verhoging, eis georganiseerde arbeid steeds die volgende:
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            Volledige deursigtigheid rakende administratiewe koste, kontrakte, uitkontraktering, verkrygingsprosesse en uitvoerende salarisse by GEMS.
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            ’n Onafhanklike forensiese oudit van bestuurspraktyke, verkrygingsprosesse, korrupsiebekamping en die befondsing van die reserwedoelwit.
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            Verdere betrokkenheid rondom die Tanzanite One-wysigings wat addisionele finansiële druk op lede geplaas het.
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            Permanente verteenwoordiging van georganiseerde arbeid op die GEMS-Raad van Trustees om aanspreeklikheid, deursigtigheid en betekenisvolle werkersdeelname in besluitneming te verseker.
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           Vir die SAOU is hierdie ontwikkeling ’n belangrike bewys van wat bereik kan word wanneer lede, vakbonde en onderhandelaars gesamentlik optree in belang van werkers. Ons spreek ons waardering uit teenoor ons leierskap, onderhandelaars en lede wat bygedra het om ’n kultuur van eensydige besluitneming teen te staan en gesamentlike besluitneming te bevorder.
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           Die SAOU onderneem verder om voort te gaan met konstruktiewe druk en betrokkenheid om te verseker dat die aangepaste lidbydraes betyds en soomloos geïmplementeer word.
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           2026/05/12
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           GEMS INCREASE REDUCED FOLLOWING CONSTANT PRESSURE
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           The SAOU welcomes the announcement made by COSATU and FEDUSA on 7 May 2026 that GEMS has responded to sustained pressure from organised labour by withdrawing the proposed 9,5% increase in member contributions and replacing it with a reduced increase.
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           The revised contribution increase of 7.5% will come into effect on 1 July 2026. The revised offer will not be backdated.
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           The Board of Trustees of GEMS further indicated that serious consideration will also be given to the additional proposals submitted by labour federations. This development follows sustained action by organised labour, of which the SAOU formed part. Such action included protest marches to GEMS offices, the utilisation of appropriate political and legal processes, as well as the mobilisation of members to clearly express their dissatisfaction.
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           Through their unions, workers sent a clear message that excessive cost increases would not be accepted without resistance.
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           GEMS was originally established with the purpose of providing public servants access to affordable, high-quality medical cover comparable to that of commercial medical schemes, while at the same time placing the interests of public servants and their families first.
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           The SAOU believes that GEMS must return to this core mandate. Increasing cost pressures, higher claims and concerns regarding sustainability cannot be placed solely on the shoulders of members. Weak financial planning and institutional shortcomings should not be funded by workers.
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           In addition to the reduction of the proposed increase, organised labour continues to call for the following:
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            Full transparency regarding administrative costs, contracts, outsourcing, procurement processes and executive remuneration within GEMS.
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            An independent forensic audit into governance practices, procurement processes, anti-corruption measures and the funding of the reserve target.
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            Further engagement regarding the Tanzanite One amendments that have placed additional financial pressure on members.
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            Permanent representation of organised labour on the GEMS Board of Trustees to ensure accountability, transparency and meaningful worker participation in decision-making processes.
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           For the SAOU, this development serves as an important indication of what can be achieved when members, unions and negotiators act collectively in the interests of workers. We express our appreciation to our leadership, negotiators and members who contributed towards resisting a culture of unilateral decision-making and promoting a culture of collective engagement.
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           The SAOU further commits itself to maintaining constructive pressure and engagement to ensure that the revised member contributions are implemented timeously and without complications.
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           Pretoria High School for Girls-aangeleentheid
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            Die SAOU verwelkom finale hofuitkoms rakende Pretoria High School for Girls-aangeleentheid.
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           Die SAOU neem met tevredenheid kennis dat die aangeleentheid rakende Pretoria High School for Girls nou uiteindelik tot finaliteit gekom het deur die uitspraak en skikking wat op 21 April 2026 deur die Arbeidshof as hofbevel bevestig is.
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           Hoewel die bepalings van die skikking vertroulik bly, is dit belangrik om daarop te wys dat hierdie aangeleentheid ontstaan het teen die agtergrond van ’n grieweproses wat nie voldoende en billik hanteer is nie. Die SAOU het van meet af beklemtoon dat werknemers die reg het op ’n behoorlike, responsiewe en regverdige proses wanneer griewe en ernstige bekommernisse aangemeld word.
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           Die uiteindelike hofbevel en skikking verteenwoordig daarom nie net ’n oorwinning vir die betrokke lid nie, maar bevestig ook die belangrikheid van prosedurele billikheid, verantwoordbaarheid en die werkgewer se plig om griewe ernstig op te neem en betyds te hanteer.
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           Die SAOU respekteer die vertroulikheidsooreenkoms wat deel vorm van die skikking en sal gevolglik nie verdere besonderhede openbaar maak nie. Ons glo egter dat hierdie uitkoms ’n duidelike boodskap uitstuur dat opvoeders en werknemers nie geïgnoreer of aan onbillike prosesse onderwerp behoort te word nie.
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           Ons spreek ons waardering uit teenoor die betrokke lid vir haar waardigheid en volharding, asook teenoor die SAOU se regsspan wat die saak met professionaliteit en toewyding behartig het.
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           Die SAOU bly verbind tot die beskerming van elke lid se waardigheid, regte en professionele aansien.
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           Pretoria High School for Girls
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            matter
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           The SAOU welcomes final court outcome relating to Pretoria High School for Girls matter.
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           The SAOU notes with satisfaction that the matter relating to Pretoria High School for Girls has now finally been brought to conclusion through the judgment and settlement that was confirmed as an order of the Labour Court on 21 April 2026.
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           Although the terms of the settlement remain confidential, it is important to note that this matter arose against the background of a grievance process that was not adequately and fairly addressed. From the outset, the SAOU maintained that employees are entitled to a proper, responsive and fair process when grievances and serious concerns are raised.
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           The final court order and settlement therefore represent not only a victory for the member concerned, but also reaffirm the importance of procedural fairness, accountability and the employer’s duty to treat grievances seriously and address them timeously.
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           The SAOU respects the confidentiality agreement that forms part of the settlement and will accordingly not disclose any further details. We do, however, believe that this outcome sends a clear message that educators and employees should neither be ignored nor subjected to unfair processes.
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           We express our appreciation to the member concerned for her dignity and perseverance, as well as to the SAOU legal team for handling the matter with professionalism and commitment.
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           The SAOU remains committed to protecting the dignity, rights and professional standing of every member.
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  &lt;a href="/my-saou-info"&gt;&#xD;
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           Damesleierskap-seminaar 2026
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&lt;div data-rss-type="text"&gt;&#xD;
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           Dit is weer tyd vir die immergewilde damesleierskap-seminaar!
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           Leierskap gaan nie net oor bestuur nie; dit gaan oor die dapperheid om standvastig te bly wanneer dit die meeste saak maak. Ons nooi alle aspirant-damesleiers in die onderwys uit na 'n bemagtigende seminaar wat fokus op ons 2026-tema: 
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           Waar Moed en Leierskap Ontmoet.
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           Ware leierskap vereis die hart om te inspireer en die ruggraat om te besluit. Hierdie seminaar is ontwerp om jou te help om daardie gaping te oorbrug en jou potensiaal in 'n kragtige teenwoordigheid in jou skool en gemeenskap te omskep.
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           Datum:
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            28 - 29 Augustus 2026
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           Plek:
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            Boardwalk Hotel en Konferensiesentrum, Gqeberha
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    &lt;a href="/womens-leadership-seminar"&gt;&#xD;
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            Registreer hier
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           WOMEN'S LEADERSHIP SEMINAR 2026
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           It's again time for the ever-popular women's leadership seminar!
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           Leadership is not just about management; it is about the courage to stand firm when it matters most. We invite all aspiring women leaders in education to an empowering seminar focused on our 2026 theme: 
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           Where Courage and Leadership Meet.
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           True leadership requires the heart to inspire and the backbone to decide. This seminar is designed to help you bridge that gap and transform your potential into a powerful presence in your school and community.
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           Date
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           : 28 - 29 August 2026
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           Venue
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           : Boardwalk Hotel and Conference Centre, Gqeberha
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    &lt;a href="/womens-leadership-seminar"&gt;&#xD;
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            Register here
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  &lt;a href="/my-saou-info"&gt;&#xD;
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           Hoofdesimposium 2026
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           Dis tyd om in te tree, jou posisie te verbeter en daardie leierskapspiere te laat bult! Ons nooi graag alle skoolhoofde en adjunkhoofde – beide mans en vroue – om by ons aan te sluit vir die krag-geleentheid van die jaar:
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           Die 30ste SAOU Hoofdesimposium.
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           Leierskap is nie net 'n titel nie; dis 'n uithouvermoësport. Hierdie jaar fokus ons op die "swaar werk" van skoolbestuur, wat jou die strategie en stamina bied wat nodig is om jou skool na oorwinning te lei.
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           Die SAOU Hoofdesimposium 2026 beloof om, weereens, alle verwagtinge te oortref!
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           Datum
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           : 30 Augustus – 2 September 2026
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           Plek
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           : Boardwalk Hotel en Konferensiesentrum, Gqeberha
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    &lt;a href="/principals-symposium"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Registreer hier
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           - daar is slegs beperkte plekke beskikbaar.
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           Principals' symposium 2026
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           It's time to step up, improve your position and flex those leadership muscles! We invite all principals and deputy principals – both male and female – to join us for this years power event:
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           The 30th SAOU Principals Symposium.
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           Leadership is not just a title; it's an endurance sport. This year, we're focusing on the "heavy lifting" of school management, providing you with the strategy and stamina needed to lead your school to victory
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           The SAOU Principals’ Symposium 2026 promises to, once again, exceed all expectations!
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    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
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           Date
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           : 30 August – 2 September 2026
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Venue
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      
           : Boardwalk Hotel and Conference Centre, Gqeberha
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="/principals-symposium"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Register here
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
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           - there are only limited places available.
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  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;a href="/my-saou-info"&gt;&#xD;
    &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/WhatsApp+Image+2026-05-12+at+09.14.41.jpeg" alt=""/&gt;&#xD;
  &lt;/a&gt;&#xD;
&lt;/div&gt;</content:encoded>
      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/NASIONAAL.png" length="605402" type="image/png" />
      <pubDate>Tue, 12 May 2026 07:32:25 GMT</pubDate>
      <guid>https://www.saou.co.za/gems-verhoging-na-volgehoue-druk-verlaag-gems-increase-reduced-following-constant-pressure</guid>
      <g-custom:tags type="string" />
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    <item>
      <title>Aan die werk | At the chalkboard term 4/2026</title>
      <link>https://www.saou.co.za/aan-die-werk-at-the-chalkboard-term-4-2026</link>
      <description />
      <content:encoded>&lt;div data-rss-type="text"&gt;&#xD;
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           2026/05/06
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  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Aan+die+Werk+At+the+chalkboard+202604.png" alt=""/&gt;&#xD;
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&lt;div&gt;&#xD;
  &lt;a href="https://www.saou.co.za/continuum" target="_blank"&gt;&#xD;
    &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Webblad+banier+%2811%29.png" alt=""/&gt;&#xD;
  &lt;/a&gt;&#xD;
&lt;/div&gt;</content:encoded>
      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/NASIONAAL.png" length="605402" type="image/png" />
      <pubDate>Tue, 05 May 2026 14:08:57 GMT</pubDate>
      <guid>https://www.saou.co.za/aan-die-werk-at-the-chalkboard-term-4-2026</guid>
      <g-custom:tags type="string" />
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        <media:description>thumbnail</media:description>
      </media:content>
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        <media:description>main image</media:description>
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    </item>
    <item>
      <title>Verlof en die reël van plaasvervangers | Leave and arrangements regarding substitutes</title>
      <link>https://www.saou.co.za/verlof-en-die-reel-van-plaasvervangers-leave-and-arrangements-regarding-substitutes</link>
      <description>NN 13/2026: Is onbetaalde verlof 'n opsie...</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Nasionaal+Mashoof+2024_Regsdienste-b46635f1.png" alt=""/&gt;&#xD;
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           NN 13/2026
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           VERLOF EN DIE REËL VAN
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            ﻿
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           PLAASVERVANGERS
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           Die SAOU ontvang deurgaans navrae rakende wanneer ‘n opvoeder geregtig sal wees om aansoek te doen vir verlof vir dringende privaat sake.
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           Hoofstuk H.10 van die Personeel Administratiewe Maatreëls (PAM) verduidelik in watter gevalle ‘n opvoeder vir gesinsverantwoordelikheidsverlof asook verlof vir dringende privaat sake aansoek kan doen. Vir die doeleindes van hierdie nuusbrief gaan ons slegs fokus op die laasgenoemde.
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           Hoofstuk H.10.6 van die PAM bepaal dat spesiale verlof vir ‘n opvoeder toegestaan kan word om ‘n dringende private aangeleentheid by te woon indien die aard van die aangeleentheid die opvoeder se afwesigheid regverdig. Alhoewel die PAM nie duidelike vereistes stel waaraan ‘n aangeleentheid moet voldoen om as dringend beskou te word nie, is daar tog ‘n paar ongeskrewe riglyne wat provinsiale onderwys-departemente volg:
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  &lt;ol&gt;&#xD;
    &lt;li&gt;&#xD;
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            Gaan die opvoeder ‘n finansiële verlies ly indien die verlof nie toegestaan word nie?
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        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
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            Is die opvoeder se teenwoordigheid in verband met die privaat aangeleentheid noodsaaklik?
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    &lt;li&gt;&#xD;
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            Sal dit onbillik wees om die verlof af te keur of nie aan te beveel nie aangesien dringendheid ‘n relatiewe term is?
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           Indien daar op een van die bovermelde riglyne “ja” geantwoord word, sal die aard van die verlof heel waarskynlik as dringend beskou kan word en moedig die SAOU lede aan om hul aansoek vir dringende privaat sake daarvolgens te motiveer.
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      &lt;span&gt;&#xD;
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  &lt;p&gt;&#xD;
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           Kan daar van ‘n opvoeder verwag word om stawende dokumentasie as ‘n bewys van dringendheid in te dien?
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           Weens die feit dat daar ‘n element van privaatheid gekoppel word aan hierdie tipe verlof, sal ‘n opvoeder geregtig wees om op sy of haar reg op privaatheid te steun indien stawende dokumentasie versoek word. Stawende dokumentasie kan egter die aansoek ondersteun en die kanse dat die aansoek goedgekeur word, verbeter.
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           Is onbetaalde verlof 'n opsie indien jou aansoek vir verlof vir dringende privaat sake nie aanbeveel word nie of afgekeur word?  
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           Dit is belangrik om te verstaan dat verlof sonder betaling ook onderhewig is aan goedkeuring. Die kanse dat dit goedgekeur word, is egter skraal indien die verlof vir dringende privaat sake afgekeur word.
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           Mag daar van ‘n opvoeder verwag word om ‘n plaasvervanger te voorsien en te vergoed as voorwaarde vir die aanbeveling van hierdie tipe verlof?
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           Nee, dit kan nie van 'n opvoeder verwag word om 'n plaasvervanger te reël en betaal nie. Die SAOU wil dit baie duidelik stel dat so ‘n verwagting onwettig is en nie deur opvoeders uitgevoer moet word nie, op grond van  die volgende redes:
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            Die Wet op Indiensneming van Opvoeders 76 van 1998, Hoofstuk 2, paragraaf 7(2)(b) bepaal dat ‘n persoon aangestel kan word in ‘n tydelike hoedanigheid vir ‘n vasgestelde tydperk hetsy voltyds, deeltyds of in ‘n gedeelde kapasiteit. Hierdie spesifieke hoofstuk in die Wet bepaal dat aanstellings vir diens in ‘n provinsiale departement van onderwys deur die Hoof van Onderwys gemaak moet word.
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            Elke provinsiale departement van onderwys begroot vir ‘n sekere hoeveelheid fondse wat beskikbaar sal wees vir die vergoeding van tydelike aanstellings met spesifieke verwysing na plaasvervangers. Elke provinsie beskik oor ‘n beleid wat bepaal wanneer ‘n skool sal kwalifiseer om aansoek te doen vir ‘n plaasvervanger waar die permanente opvoeder afwesig is weens ouerskapverlof, siekverlof of studieverlof.
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            Artikel 20(1)(j) van die Suid-Afrikaanse Skolewet 84 van 1996, soos gewysig, bepaal dat ‘n Beheerliggaam die aanstelling van ‘n opvoeder of ‘n nie-opvoeder moet aanbeveel by die Hoof van Onderwys.
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             Indien ‘n skool nie kwalifiseer vir ‘n plaasvervanger vanaf die provinsiale onderwys-departement nie, moet die Beheerliggaam ‘n plaasvervanger aanstel en  dienooreenkomstig vergoed. ‘n Beheerliggaam moet dus jaarliks vir die vergoeding van plaasvervangers begroot.
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           Dit is dus duidelik dat die bovermelde wetgewing die aanstelling van plaasvervangers reguleer en skole moet daarvolgens handel. Daar kan nie van ‘n  opvoeder verwag word om ‘n plaasvervanger te identifiseer, te reël en self te vergoed vir sy of haar dienste vir ‘n bepaalde tydperk nie.
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           Indien jy twyfel of vrae het oor die onderwerp, moet asseblief nie huiwer om jou provinsiale SAOU-kantoor of die SAOU Regsafdeling te kontak nie.
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           2026/05/05
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           LEAVE AND ARRANGEMENTS REGARDING SUBSTITUTES
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           The SAOU constantly receives enquiries regarding when an educator is entitled to apply for leave for urgent private affairs.
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           Chapter H.10 of the Personnel Administrative Measures (PAM) explains in which cases an educator will be able to apply for family responsibility leave as well as leave for urgent private matters. The main purpose of this newsletter is to focus on the latter.
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           Chapter H.10.6 of the PAM states that special leave may be granted to an educator to attend to an urgent private matter if the nature of the matter justifies the educator’s absence. Although the PAM does not set out clear requirements that a matter must meet to be considered urgent in nature, there are some unwritten guidelines that provincial education departments follow:
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            Will the educator suffer a financial loss if the leave is not granted?
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            Is the presence of the educator with regard to the private matter necessary?
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            Would it be unfair to deny or not recommend the leave since urgency is a relative term?
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           If the answer to any of the above guidelines is “yes”, the nature of the leave will most likely be considered urgent and the SAOU encourages members to motivate their application for urgent private affairs accordingly.
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           Can it be expected of an educator to submit supporting documentation as proof of urgency?
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           Due to the fact that there is an element of privacy attached to this type of leave, an educator will be entitled to rely on his or her right to privacy if supporting documentation is requested. However, supporting documentation can support the application and increase the chances that the application will be approved.
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           Can unpaid leave be considered if your application for urgent private affairs is not recommended or approved?
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           It is important to understand that leave without pay is also subject to approval, thus it is not likely that it will be approved if leave for urgent private affairs is denied.
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           May an educator be held responsible to arrange for and pay a substitute as a condition of recommending this type of leave?
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           No, it cannot be expected of an educator to arrange for and pay a substitute. The SAOU wants to make it very clear that such a requirement is illegal and should not be carried out by educators, based on the following reasons:
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            The Employment of Educators Act 76 of 1998, Chapter 2, paragraph 7(2)(b) states that a person can be appointed in a temporary capacity for a fixed period either full-time, part-time or in a shared capacity. This specific chapter in the Act states that appointments for service in a provincial department of education must be made by the Head of Department.
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             Each provincial department of education budgets for a certain amount of funds that will be available for the compensation of temporary appointments with specific reference to substitutes. Each province has a policy that determines when a school will qualify to apply for a substitute where the permanent educator is absent due to parental leave, sick leave or study leave.
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             Section 20(1)(j) of the South African Schools Act 84 of 1996, as amended, states that a Governing Body must recommend the appointment of an educator or a non-educator to the Head of Department.
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             If a school does not qualify for a substitute from the provincial education department, the Governing Body must appoint a substitute and remunerate him or her accordingly. Therefore, a Governing Body must budget for the remuneration of substitutes annually.
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           Consequently, it is clear that the above-mentioned legislation regulates the appointment of substitutes and schools must act accordingly. It cannot be expected of an educator to identify, arrange for and remunerate the substitute for services rendered for a specified period of time.
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           If you have doubts or questions on the matter, please do not hesitate to contact your provincial SAOU office or SAOU Legal Department.
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           Damesleierskapseminaar 2026
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           Dit is weer tyd vir die immergewilde damesleierskap-seminaar!
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           Leierskap gaan nie net oor bestuur nie; dit gaan oor die dapperheid om standvastig te bly wanneer dit die meeste saak maak. Ons nooi alle aspirant-damesleiers in die onderwys uit na 'n bemagtigende seminaar wat fokus op ons 2026-tema: 
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           Waar Moed en Leierskap Ontmoet.
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           Ware leierskap vereis die hart om te inspireer en die ruggraat om te besluit. Hierdie seminaar is ontwerp om jou te help om daardie gaping te oorbrug en jou potensiaal in 'n kragtige teenwoordigheid in jou skool en gemeenskap te omskep.
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           Datum:
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            28 - 29 Augustus 2026
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           Plek:
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            Boardwalk Hotel en Konferensiesentrum, Gqeberha
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            Registreer hier
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           WOMEN'S LEADERSHIP SEMINAR 2026
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           It's again time for the ever-popular women's leadership seminar!
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           Leadership is not just about management; it is about the courage to stand firm when it matters most. We invite all aspiring women leaders in education to an empowering seminar focused on our 2026 theme: 
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           Where Courage and Leadership Meet.
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           True leadership requires the heart to inspire and the backbone to decide. This seminar is designed to help you bridge that gap and transform your potential into a powerful presence in your school and community.
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           Date
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           : 28 - 29 August 2026
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           Venue
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           : Boardwalk Hotel and Conference Centre, Gqeberha
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            Register here
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  &lt;a href="/my-saou-info"&gt;&#xD;
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           Hoofdesimposium 2026
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           Dis tyd om in te tree, jou posisie te verbeter en daardie leierskapspiere te laat bult! Ons nooi graag alle skoolhoofde en adjunkhoofde – beide mans en vroue – om by ons aan te sluit vir die krag-geleentheid van die jaar:
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           Die 30ste SAOU Hoofdesimposium.
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           Leierskap is nie net 'n titel nie; dis 'n uithouvermoësport. Hierdie jaar fokus ons op die "swaar werk" van skoolbestuur, wat jou die strategie en stamina bied wat nodig is om jou skool na oorwinning te lei.
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           Die SAOU Hoofdesimposium 2026 beloof om, weereens, alle verwagtinge te oortref!
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           Datum
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           : 30 Augustus – 2 September 2026
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           Plek
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           : Boardwalk Hotel en Konferensiesentrum, Gqeberha
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            Registreer hier
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           - daar is slegs beperkte plekke beskikbaar.
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           Principals' symposium 2026
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           It's time to step up, improve your position and flex those leadership muscles! We invite all principals and deputy principals – both male and female – to join us for this years power event:
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           The 30th SAOU Principals Symposium.
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           Leadership is not just a title; it's an endurance sport. This year, we're focusing on the "heavy lifting" of school management, providing you with the strategy and stamina needed to lead your school to victory
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           The SAOU Principals’ Symposium 2026 promises to, once again, exceed all expectations!
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           Date
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           : 30 August – 2 September 2026
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           Venue
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           : Boardwalk Hotel and Conference Centre, Gqeberha
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            Register here
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           - there are only limited places available.
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      <pubDate>Tue, 05 May 2026 12:32:59 GMT</pubDate>
      <guid>https://www.saou.co.za/verlof-en-die-reel-van-plaasvervangers-leave-and-arrangements-regarding-substitutes</guid>
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      <title>Gr R-Praktisyns: Nuwe Inligting | Gr R Practitioners: New Information</title>
      <link>https://www.saou.co.za/gr-r-praktisyns-nuwe-inligting-gr-r-practitioners-new-information</link>
      <description>NN 12/2026: The minimum qualification requirement to be appointed as a Grade R educator is a professional teaching...</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Provinsiale+Mashoof+2026_Nasionaal-a07b57be.png" alt=""/&gt;&#xD;
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           NN 12/2026
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           GRAAD R-PRAKTISYNS:
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            NUWE INLIGTING
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           Met die formalisering van Graad R as deel van die formele skoolsektor, word strenger kwalifikasie-vereistes voortaan toegepas. Die minimum kwalifikasie-vereiste om ‘n betrekking in Graad R onderrig te kry, is ‘n professionele onderwyskwalifikasie op ROKV 13-vlak nodig, wat ‘n Diploma in Graad R of ‘n B.Ed-graad in die Grondslagfase insluit.
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           Die praktiese implikasie hiervan is dat bestaande kontrakte van personeellede wat nie aan hierdie vereiste voldoen nie, moontlik nie hernu sal word nie.
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           Ontwikkelings gedurende die afgelope ses maande
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           ’n Fisiese verifikasieproses is deur die RAVO onderneem ten einde die beskikbare data rakende Graad R-praktisyns te verfyn en behoorlik vas te lê.
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           Voorts onderskei die RAVO Kollektiewe Ooreenkoms 2 van 2025 tussen verskillende kategorieë van Graad R- praktisyns en -opvoeders, afhangend van hul bestaande kwalifikasies en hul bereidwilligheid of geskiktheid om verdere studies te onderneem.
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           2026/05/04
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           GRADE R PRACTITIONERS:
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            NEW INFORMATION
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           With the formalisation of Grade R as part of the formal schooling sector, the qualification requirements are more stringently applied. The minimum qualification requirement to be appointed as a Grade R educator is a professional teaching qualification evaluated at REQV 13 which must include a Diploma in Grade R Teaching or a B.Ed.-degree in the Foundation Phase.
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           The practical implications are that existing contracts of employees who do not comply with these requirements, might not be renewed.
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           Developments in the past six months
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           A physical verification process has been under taken by the ELRC to gather and capture relevant information on Grade R practitioners.
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           ELRC Collective Agreement 2 of 2025 distinguishes between different categories of Grade R practitioners and educators, depending on their existing qualifications as well as their willingness and eligibility to improve their qualifications.
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           Slotopmerking
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           Die verbetering van kwalifikasies behoort as ’n besondere geleentheid vir Graad R-praktisyns beskou te word. Die SAOU moedig gevolglik alle on- en ondergekwalifiseerde praktisyns, veral dié wat nog in staat en bereid is om verdere studies te onderneem, aan om van die beskikbare ontwikkelingsmoontlikhede gebruik te maak.
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           Closing remarks
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           The improvement of qualifications should be viewed as a unique opportunity for all Grade R practitioners. The SAOU therefore, would like to encourage all un and under qualified practitioners, especially those who are able and willing to engage in further studies, to utilise this opportunity for development.
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&lt;div&gt;&#xD;
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      <pubDate>Mon, 04 May 2026 09:52:45 GMT</pubDate>
      <guid>https://www.saou.co.za/gr-r-praktisyns-nuwe-inligting-gr-r-practitioners-new-information</guid>
      <g-custom:tags type="string" />
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    <item>
      <title>'n Bietjie goeie nuus | A bit of good news</title>
      <link>https://www.saou.co.za/n-bietjie-goeie-nuus-a-bit-of-good-news</link>
      <description>NN 11/2026: Salarisverhoging vir opvoeders wat deur die Provinsiale Onderwysdepartement of deur die Departement van Basiese Onderwys...</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Provinsiale+Mashoof+2026_Nasionaal-a07b57be.png" alt=""/&gt;&#xD;
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           NN 11/2026
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           'N BIETJIE GOEIE NUUS
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           ‘n
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           Vier persent
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           salarisverhoging vir opvoeders wat deur die Provinsiale Onderwysdepartement of deur die Departement van Basiese Onderwys aangestel is, is geïmplementeer en is reeds op 20 April 2026 deur PERSAL betaal. Hierdie verhoging sal teen 23 April 2026 op bankrekeninge reflekteer.
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           Klik op die relevante skakel om die onderskeie salarisskale af te laai:
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  &lt;ol&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/Annex+C+Schedule+1-Salary+Scales+2026+%28Educators%29.pdf" target="_blank"&gt;&#xD;
        
            Opvoeders
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            ; en
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    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/Annex+C+Schedule+2-Salary+Scales+2026+%28Therapists%29.pdf" target="_blank"&gt;&#xD;
        
            Terapeute, Beraders en Sielkundiges
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            .
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           Die SAOU is dankbaar dat die 2025 meerjarige kollektiewe ooreenkoms gestand gehou is en dat die vertroue tussen die werkgewer en werknemer weer herstel word.
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           2026/04/22
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           A BIT OF GOOD NEWS
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           A
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           four percent
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           salary increase for 2026 for educators employed by the Provincial Education Department or Department of Basic Education has been implemented on 20 April 2026 through PERSAL. This increase will reflect on your bank statements on 23 April 2026.
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           Click on the relevant link to download the respective salary scales.
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    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/Annex+C+Schedule+1-Salary+Scales+2026+%28Educators%29.pdf" target="_blank"&gt;&#xD;
        
            Educators
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            ; and
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/Annex+C+Schedule+2-Salary+Scales+2026+%28Therapists%29.pdf" target="_blank"&gt;&#xD;
        
            Therapists, Counsellors and Psychologists
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      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        
            .
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ol&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The SAOU can only express its appreciation that the 2025 multi-year collective agreement has been honoured and that the confidence between the employer and employees is slowly recovered.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;a href="/my-saou-info"&gt;&#xD;
    &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Damesleiers+2026.png" alt=""/&gt;&#xD;
  &lt;/a&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Damesleierskapseminaar 2026
          &#xD;
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  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Dit is weer tyd vir die immergewilde damesleierskap-seminaar!
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Leierskap gaan nie net oor bestuur nie; dit gaan oor die dapperheid om standvastig te bly wanneer dit die meeste saak maak. Ons nooi alle aspirant-damesleiers in die onderwys uit na 'n bemagtigende seminaar wat fokus op ons 2026-tema: 
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Waar Moed en Leierskap Ontmoet.
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Ware leierskap vereis die hart om te inspireer en die ruggraat om te besluit. Hierdie seminaar is ontwerp om jou te help om daardie gaping te oorbrug en jou potensiaal in 'n kragtige teenwoordigheid in jou skool en gemeenskap te omskep.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Datum:
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      
            28 - 29 Augustus 2026
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    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Plek:
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      
            Boardwalk Hotel en Konferensiesentrum, Gqeberha
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="/womens-leadership-seminar"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Registreer hier
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           WOMEN'S LEADERSHIP SEMINAR 2026
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    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           It's again time for the ever-popular women's leadership seminar!
          &#xD;
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Leadership is not just about management; it is about the courage to stand firm when it matters most. We invite all aspiring women leaders in education to an empowering seminar focused on our 2026 theme: 
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Where Courage and Leadership Meet.
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           True leadership requires the heart to inspire and the backbone to decide. This seminar is designed to help you bridge that gap and transform your potential into a powerful presence in your school and community.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Date
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      
           : 28 - 29 August 2026
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Venue
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      
           : Boardwalk Hotel and Conference Centre, Gqeberha
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="/womens-leadership-seminar"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Register here
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;a href="/my-saou-info"&gt;&#xD;
    &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/2026+Hoofdesimposium+%2817%29.png" alt=""/&gt;&#xD;
  &lt;/a&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Hoofdesimposium 2026
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    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Dis tyd om in te tree, jou posisie te verbeter en daardie leierskapspiere te laat bult! Ons nooi graag alle skoolhoofde en adjunkhoofde – beide mans en vroue – om by ons aan te sluit vir die krag-geleentheid van die jaar:
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Die 30ste SAOU Hoofdesimposium.
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Leierskap is nie net 'n titel nie; dis 'n uithouvermoësport. Hierdie jaar fokus ons op die "swaar werk" van skoolbestuur, wat jou die strategie en stamina bied wat nodig is om jou skool na oorwinning te lei.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Die SAOU Hoofdesimposium 2026 beloof om, weereens, alle verwagtinge te oortref!
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Datum
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      
           : 30 Augustus – 2 September 2026
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Plek
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      
           : Boardwalk Hotel en Konferensiesentrum, Gqeberha
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="/principals-symposium"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Registreer hier
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      
           - daar is slegs beperkte plekke beskikbaar.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Principals' symposium 2026
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           It's time to step up, improve your position and flex those leadership muscles! We invite all principals and deputy principals – both male and female – to join us for this years power event:
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           The 30th SAOU Principals Symposium.
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Leadership is not just a title; it's an endurance sport. This year, we're focusing on the "heavy lifting" of school management, providing you with the strategy and stamina needed to lead your school to victory
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           The SAOU Principals’ Symposium 2026 promises to, once again, exceed all expectations!
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Date
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      
           : 30 August – 2 September 2026
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Venue
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      
           : Boardwalk Hotel and Conference Centre, Gqeberha
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="/principals-symposium"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Register here
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      
           - there are only limited places available.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;a href="/my-saou-info"&gt;&#xD;
    &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/SAOU+Help_WebBanner-e25d29ac.png" alt=""/&gt;&#xD;
  &lt;/a&gt;&#xD;
&lt;/div&gt;</content:encoded>
      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/NASIONAAL.png" length="605402" type="image/png" />
      <pubDate>Wed, 22 Apr 2026 09:27:11 GMT</pubDate>
      <guid>https://www.saou.co.za/n-bietjie-goeie-nuus-a-bit-of-good-news</guid>
      <g-custom:tags type="string" />
      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/NASIONAAL.png">
        <media:description>thumbnail</media:description>
      </media:content>
      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/NASIONAAL.png">
        <media:description>main image</media:description>
      </media:content>
    </item>
    <item>
      <title>VAP fase 2 | ERP Phase 2</title>
      <link>https://www.saou.co.za/vap-fase-2-erp-phase-2</link>
      <description>NN 10/2026: Hierdie program laat lede in ‘n swakker finansiële posisie, veral diegene tussen 55 en 59 jaar wat geen...</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Provinsiale+Mashoof+2026_Nasionaal-a07b57be.png" alt=""/&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;span&gt;&#xD;
      
           NN 10/2026
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/h2&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           VERVROEGDE AFTREDE PROGRAM (VAP)
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ﻿
           &#xD;
      &lt;/span&gt;&#xD;
      
           FASE 2
           &#xD;
      &lt;br/&gt;&#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           SLAGGATE OM VAN KENNIS TE NEEM:
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Verskeie provinsiale onderwysdepartemente is tans in die proses om fase 2 van die VAP uit te rol. Voordat u dit oorweeg wil ons die volgende onder u aandag bring.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Wat is die oogmerk van die Staat om die VAP in werking te stel?
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die werkgewer se doel is om die koste van die salarisrekening af te bestuur, deur die Staatsdiens as sektor te verklein.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Hierdie benadering is ‘n eensydige implementering van die Staat wat nie met vakbonde onderhandel is nie en daarom staan vakbonde dit ten sterkte tee.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Die grootste risiko van die VAP is u toekomstige verlies aan inkomste.
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die SAOU is ten sterkste teen die VAP gekant! Hierdie standpunt van die SAOU is deel van ‘n mandaat wat deur die Nasionale Uitvoerende Raad (NUR) op 19 Maart 2026 gegee is.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die redes hiervoor is:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Hierdie program laat lede in ‘n swakker finansiële posisie, veral diegene tussen 55 en 59 jaar wat geen addisionele diensjare bykry nie;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die Suid-Afrikaanse Onderwysstelsel verloor broodnodige kapasiteit, kundigheid en institusionele geheue; en
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die SAOU se kollektiewe onderhandelingsposisies word verswak vanweë die afname in ledegetalle.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
            
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           1.
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;strong&gt;&#xD;
      
               
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           DIE VAP LAAT LEDE IN ‘N SWAKKER FINANSIËLE POSISIE
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die program klink baie idillies, maar het baie slaggate. Uiteindelik laat dit lede oor die langtermyn in ‘n swakker finansiële posisie, aangesien geen addisionele diensjare tot u berekening gevoeg word nie. Die SAOU het ‘n plig teenoor ons lede om te verseker dat u regte beskerm word en dat u ‘n ingeligte besluit neem.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Hier is ‘n paar feite vir oorweging:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Pensioenverhogings is nie gewaarborg om met inflasie-verhogings tred te hou nie.
          &#xD;
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  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die GEPF bepaal jaarliks wat die pensioenverhoging sal wees. Dit is gebaseer op die
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            Verbruikersprysindeks (VPI)
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            as basis; en
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    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die wet bepaal dat pensioenverhogings met nie minder nie as 75% van die VPI behoort te eskaleer, met die hoofoogmerk om die solvensie van die GEPF te beskerm.
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      &lt;span&gt;&#xD;
        &lt;br/&gt;&#xD;
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  &lt;/ul&gt;&#xD;
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&lt;div data-rss-type="text"&gt;&#xD;
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           Wat is die implikasies van vervroegde pensioen?
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           VPI word gebruik as bepalende faktor vir pensioenverhoging, maar u koopkrag is onder druk aangesien die inflasie van onder andere brandstof, mediese koste, elektrisiteit en water en lewenskoste aansienlik hoër as VPI is.
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           Indien u op 55 aftree:
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  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             Die gemiddelde lewensverwagting is
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            67 jaar
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             maar kan strek tot 80. Dit beteken dat u huidige pensioen vir u selfversorgend moet wees vir die volgende 25 jaar.
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      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Belangrik om te onthou: Hoe vroeër u aftree, hoe groter word die finansiële druk om met die stygende lewenskoste tred te hou.
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  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
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  &lt;p&gt;&#xD;
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           U verbeur alle verdere salarisaanpassings en verhogings van die Staatsdiens
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           Belangrik om te onthou is dat u nie aftree met die voordele wat u op 65 sou ontvang het nie!
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           U pensioen word onder andere bereken op u gemiddelde bruto maandelikse inkomste van die laaste 24 maande van u dienstydperk.
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  &lt;p&gt;&#xD;
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           Onthou dat die reeds onderhandelde kollektiewe ooreenkoms vir ‘n 4% tot 6% salarisververhoging vir 2026 en 2027 reeds in plek is.
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  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Staatdienswerkers se pensioenbasis word hiermee verhoog wat vir u ‘n hoër pensioen tot gevolg het.
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    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Addisionele voordele wat staatsdienswerkers kry:
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            QMS;
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    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Verhogings in behuisingstoelaes; en
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      &lt;span&gt;&#xD;
        
            Verhogings in mediese fonds subsidies.
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  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
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  &lt;p&gt;&#xD;
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           Wat is nodig om te verreken wanneer die VAP oorweeg word?
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  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Wanneer u aansoek ingedien is, is dit nie moontlik om u aansoek terug te trek nie, aangesien u van besluit verander nie.
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    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Indien u na aftrede weer in ‘n BL-pos aangestel word, neem die netto belastingimplikasie in ag weens die addisionele inkomste verdien.
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      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            U pensioenberekening word gekoppel aan aaneenlopende diensjare. U verloor hierdie voordeel.
           &#xD;
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    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Neem die netto belastingimplikasie van die finansiële voordeel in ag, wat as lokaas dien om aansoek te doen vir die VAP.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
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           2.
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           DIE Verlies aan broodnodige vaardighede, kennis en kundigheid
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      &lt;span&gt;&#xD;
        
            Persone bo 55, is veral die groepering wat oor ryke kennis, ervaring en oor waardevolle
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           institusionele geheue
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            beskik. Die onderwysstelsel kan nie bekostig om u kundigheid en ervaring op ‘n kritieke stadium van u loopbaan te verloor nie.
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    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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  &lt;p&gt;&#xD;
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           3. DIE SAOU SE KOLLEKTIEWE ONDERHANDELING POSISIE WORD VERSWAK VANWEË DIE VERMINDERDE GETALLE
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           Die VAP bring mee dat die SAOU se kollektiewe onderhandelingsposisie negatief geraak word, aangesien die SAOU se bedingingsmag in die onderhandelingskamers gebaseer is op die getal PERSAL-lede.
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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  &lt;p&gt;&#xD;
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           4.  WAT STAAN U TE DOEN?
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      &lt;span&gt;&#xD;
        
            Dit is van absolute belang om ’n omvattende finansiële ontleding van u posisie te doen.
           &#xD;
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    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Neem die volgende in ag:
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    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            U moontlike lewensverwagting;
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            Inflasieverwagting;
           &#xD;
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    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Stygende mediese koste; en
           &#xD;
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    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Deurlopende verhoging van lewenskoste.
           &#xD;
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  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
            
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  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           5.  DIE SAOU STAAN GEREED OM U TE LEI IN U BESLUIT
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  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die periode van aansoek is vanaf 1 April 2026 tot 30 Junie 2026. Indien u oorweeg om aansoek te doen vir die VAP, kontak u plaaslike distrikskantoor vir verdere inligting.
          &#xD;
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    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
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           2026/04/16
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&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           EARLY RETIREMENT PROGRAMME (ERP)
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  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           PHASE 2
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&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
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           PITFALLS TO TAKE
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           NOTE OF:
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&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Various provincial education departments are currently in the process of rolling out phase 2 of the ERP. Before you consider it, we would like to bring the following to your attention.
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  &lt;p&gt;&#xD;
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           What is the objective of the State in implementing the ERP?
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           The employer's goal is to lower the cost of the salary bill, by downsizing the Public Service as a sector.
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  &lt;p&gt;&#xD;
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           This is a one-sided implementation by Government which was not negotiated with unions and therefore unions cannot support these programmes
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  &lt;p&gt;&#xD;
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           The biggest risk of the ERP is your future loss of income.
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  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
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  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The SAOU is strongly opposed to the ERP! This position of the SAOU is part of a mandate given by the National Executive Council (NEC) on 19 March 2026.
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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  &lt;p&gt;&#xD;
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           The reasons for this are:
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  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            This program leaves members in a weaker financial position, especially those between the ages of 55 and 59 who do not receive any additional years of service;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The South African Education System is losing much-needed capacity, expertise and institutional memory; and
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    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The SAOU's collective bargaining positions are weakened because of the reduced member numbers.
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  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
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  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           1.
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    &lt;strong&gt;&#xD;
      
           THE ERP LEAVES MEMBERS IN A WEAKER FINANCIAL POSITION
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The programme sounds very idyllic, but has a lot of pitfalls. Ultimately, this leaves members in a weaker financial position over the long term, as no additional years of service are added to your calculation. The SAOU has a duty to our members to ensure that your rights are protected and that you make an informed decision.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Here are some facts for consideration:
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  &lt;p&gt;&#xD;
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Pension increases are not guaranteed to keep up with inflation increases.
          &#xD;
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  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The GEPF determines annually what the pension increase will be. It is based on the
           &#xD;
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      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Consumer Price Index (CPI)
           &#xD;
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      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            as basis; and
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    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The law stipulates that pension increases should escalate by not less than 75% of the CPI, with the main objective to protect the solvency of the GEPF.
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;br/&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           What are the implications of early retirement?
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           CPI is used as a determinant for pension increase, but your purchasing power is under pressure as the inflation of fuel, medical costs, electricity and water, and living costs, among others, is significantly higher than CPI.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           If you retire at 55:
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  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The average life expectancy is
           &#xD;
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      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            67 years
           &#xD;
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      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            but can extend up to 80. This means that your current pension must be self-sufficient for you for the next 25 years.
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    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Important to remember: The earlier you retire, the greater the financial pressure to keep up with the rising cost of living.
           &#xD;
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  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           You forfeit all further salary adjustments and increases of the Public Service
          &#xD;
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  &lt;p&gt;&#xD;
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           Very important to remember is that you are thus not retiring with the benefits you would have received at 65!
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  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Your pension is based on your average gross monthly income of the last 24 months of your period of service, among other things.
          &#xD;
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
            
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    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Remember that the already negotiated collective agreement for a 4% to 6% salary increase for 2026 and 2027, is already in place.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Public service workers' pension base is thereby increased, resulting in a higher pension.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Additional benefits that public service workers get:
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            QMS;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Increases in housing grants; and
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Increases in medical aid subsidies.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
            
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           What must be taken into account when considering the ERP?
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Once your application has been submitted, it is not possible to withdraw the application as you changed your mind.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            If you are reappointed to a SGB position after retirement, take into account the net tax implication due the additional income you earn.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Your pension calculation is linked to years of continuous service. You lose this advantage.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Consider the net tax implication of the financial benefit, which serves as bait to apply for the ERP.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           2.  THE LOSS OF MUCH-NEEDED SKILLS, KNOWLEDGE AND EXPERTISE
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Persons over 55, in particular, are the grouping that possesses rich knowledge, experience and valuable institutional memory. The education system cannot afford to lose your expertise and experience at a critical stage of your career.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           3. THE SAOU'S COLLECTIVE BARGAINING POSITION IS WEAKENED BECAUSE OF THE REDUCED NUMBERS
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The ERP will negatively affect the SAOU's collective bargaining position, as the SAOU's bargaining power in the negotiating chambers is based on the number of PERSAL members.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           4.
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;strong&gt;&#xD;
      
             
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           WHAT DO YOU HAVE TO DO?
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            It is of absolute importance to conduct a comprehensive financial analysis of your position.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Consider the following:
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Your potential life expectancy;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Inflation expectation;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Rising medical costs; and
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Continuous increase in the cost of living.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           5.  THE SAOU STANDS READY TO GUIDE YOU IN YOUR DECISION
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           If you are considering applying for the ERP, contact your local district office for further information.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/VAP+2.png" alt=""/&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;a href="/my-saou-info"&gt;&#xD;
    &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/SAOU+Help_WebBanner-e25d29ac.png" alt=""/&gt;&#xD;
  &lt;/a&gt;&#xD;
&lt;/div&gt;</content:encoded>
      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/NASIONAAL.png" length="605402" type="image/png" />
      <pubDate>Thu, 16 Apr 2026 14:39:35 GMT</pubDate>
      <guid>https://www.saou.co.za/vap-fase-2-erp-phase-2</guid>
      <g-custom:tags type="string" />
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        <media:description>main image</media:description>
      </media:content>
    </item>
    <item>
      <title>Aan die werk | At the chalkboard term 1/2026</title>
      <link>https://www.saou.co.za/aan-die-werk-at-the-chalkboard-term-1-2026</link>
      <description>What happened in the SAOU during term 1 of 2024 ....</description>
      <content:encoded>&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;span&gt;&#xD;
      
           2026/04/02
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/h2&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Aan+die+Werk+kwr+1+At+the+chalkboard+2026term+1_.png" alt=""/&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;a href="https://www.saou.co.za/continuum" target="_blank"&gt;&#xD;
    &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Webblad+banier+%2811%29.png" alt=""/&gt;&#xD;
  &lt;/a&gt;&#xD;
&lt;/div&gt;</content:encoded>
      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/NASIONAAL.png" length="605402" type="image/png" />
      <pubDate>Thu, 02 Apr 2026 09:39:35 GMT</pubDate>
      <guid>https://www.saou.co.za/aan-die-werk-at-the-chalkboard-term-1-2026</guid>
      <g-custom:tags type="string" />
      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/NASIONAAL.png">
        <media:description>thumbnail</media:description>
      </media:content>
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        <media:description>main image</media:description>
      </media:content>
    </item>
    <item>
      <title>Staatsdienswerkers se pensioenfonds | Government employees  pension fund (GEPF)</title>
      <link>https://www.saou.co.za/staatsdienswerkers-se-pensioenfonds-gepf-government-employees-pension-fund-gepf</link>
      <description>NN 09/2026: Dit het kommer laat ontstaan oor die sekuriteit en volhoubaarheid van die pensioenfonds...</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Nasionaal+Mashoof+2024_Regsdienste-b46635f1.png" alt=""/&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;span&gt;&#xD;
      
           NN 9/2026
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/h2&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           STAATSDIENSWERKERS SE
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ﻿
           &#xD;
      &lt;/span&gt;&#xD;
      
           PENSIOENFONDS (GEPF)
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Is my pensioenvoordele veilig?
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Mediaberigte oor die aktiwiteite wat die stabiliteit van die pensioenfonds raak, veroorsaak kommer onder SAOU-lede.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die onlangse
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://citywire.com/za/news/gepf-faces-r1-19bn-default-judgment-over-ignored-settlement/a2485648" target="_blank"&gt;&#xD;
      
           mediaberig
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      
           in Citywire op 12 Maart 2026, oor ’n hofsaak tussen die Staatsdienswerkers Pensioenfonds (GEPF) en die Openbare Beleggingskorporasie (PIC), het betrekking.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Dit handel oor ’n regsgeding rakende ’n belegging wat deur die PIC namens die GEPF bestuur is. ’n Verstekvonnis van ongeveer R1,19 miljard is na bewering toegestaan nadat ’n skikkings-ooreenkoms nie nagekom is nie.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Dit het kommer laat ontstaan oor die sekuriteit en volhoubaarheid van die pensioenfonds.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Sleutelfeite oor die GEPF
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
      
           Die GEPF is die grootste pensioenfonds in Afrika met die volgende finansiële posisie:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ﻿
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           `n Uiters groot en finansieel robuuste fonds.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Wat is die finansiële implikasie van die hofsaak?
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
      
           Selfs indien die bedrag wat in die saak ter sprake is uiteindelik betaalbaar sou wees, sal die finansiële impak relatief klein wees tot die grootte van die fonds.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;br/&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ﻿
           &#xD;
      &lt;/span&gt;&#xD;
      
           Dit beteken die bedrag verteenwoordig ’n baie klein fraksie van die totale waarde van die fonds.
           &#xD;
      &lt;br/&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Sal dit pensioenbetalings beïnvloed?
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
      
           Dit is ‘n onomwonde NEE.
           &#xD;
      &lt;br/&gt;&#xD;
      &lt;br/&gt;&#xD;
      
           Die GEPF is ’n gewaarborgdevoordeelpensioenfonds (defined benefit fund), wat beteken:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Pensioenvoordele word volgens ’n vaste formule bereken, nie volgens korttermyn beleggingsopbrengste nie.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die Suid-Afrikaanse regering is die werkgewer en verskaf die uiteindelike waarborg van voordele.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Pensioenbetalings gaan voort volgens die reëls van die fonds.
            &#xD;
        &lt;br/&gt;&#xD;
        &lt;br/&gt;&#xD;
        
            Daar is dus geen aanduiding dat pensioenbetalings deur hierdie saak bedreig word nie.
            &#xD;
        &lt;br/&gt;&#xD;
        &lt;br/&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Wat hierdie regsaak wel uitlig
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
      
           Alhoewel die saak nie die volhoubaarheid van die fonds bedreig nie, wys dit wel op die afwesigheid van belangrike bestuurs- en beheerkwessies, onder andere:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die afwesigheid van toesig oor die beleggings wat deur die PIC bestuur word. Hierdie verantwoordelikheid moet voor die deur van die GEPF se Raad van Trustees geplaas word.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die onvermoë van die Raad om die tydige hantering van regsake en skikkingsooreenkomste te hanteer. Hierdie is ‘n administratiewe funksie wat nou onnodig geëskaleer het.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die belangrikheid van goeie bestuur en aanspreeklikheid in die beheer en bestuur van openbare pensioenfondse.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Gevolgtrekking
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
      
           Hoewel die regsgeding waarna Citywire verwys ’n ernstige saak is wat waarskynlik deur die regsproses verder hanteer sal word, is die finansiële blootstelling relatief klein tot die totale grootte van die GEPF.
           &#xD;
      &lt;br/&gt;&#xD;
      &lt;br/&gt;&#xD;
      
           Daar is geen aanduiding dat hierdie saak ’n risiko vir die volhoubaarheid van die fonds of die betaling van pensioene inhou nie.
           &#xD;
      &lt;br/&gt;&#xD;
      &lt;br/&gt;&#xD;
      
           Lede en pensioenarisse kan dus gerus wees dat hul pensioenvoordele veilig bly, maar hierdie situasie kan nie sonder meer aanvaar word nie.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Optrede deur die SAOU
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
      
           Die SAOU het ‘n formele skrywe aan die GEPF se Raad van Trustees gerig met die klem op die volgende kernaspekte sodat dit op rekord geplaas kan word:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die SAOU dring daarop aan dat die Raad van Trustees hulle fidusiêre verpligting nakom en seker maak dat beheermaatreëls en moniteringsmaatreëls in plek gestel word om soortgelyke gevalle te voorkom.
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Dat lede proaktief ingelig word, eerder as om sulke inligting deur die media te hoor.
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Hierdie tipe beriggewing maak lede onrustig. Die SAOU eis van die Raad van Trustees om alles in hul vermoë te doen om die uitvoerende gesag verantwoordbaar te hou.   
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;br/&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
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           2026/04/01
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&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           GOVERNMENT EMPLOYEES
            &#xD;
      &lt;br/&gt;&#xD;
      
            PENSION FUND (GEPF)
          &#xD;
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    &lt;strong&gt;&#xD;
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  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Is my pensioenvoordele veilig?
          &#xD;
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&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Media reports on the activities which impacts the stability of the Government Employees Pension Fund (GEPF), caused grave concern among SAOU members.
          &#xD;
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The recent
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    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://citywire.com/za/news/gepf-faces-r1-19bn-default-judgment-over-ignored-settlement/a2485648" target="_blank"&gt;&#xD;
      
           media report
          &#xD;
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      &lt;/span&gt;&#xD;
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    &lt;span&gt;&#xD;
      
           published in Citywire on 12 March 2026, on a court case between the GEPF and the Public Investment Corporation (PIC), has reference.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           These legal proceedings concern an investment which was made on behalf of the GEPF. A default judgement of approximately R1,19 billion was allegedly granted after a settlement agreement could not be reached.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           This caused serious concerns about the security and sustainability of the pension fund.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           GEPF key facts
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The GEPF is the biggest pension fund in Africa with the following financial position:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
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&lt;div data-rss-type="text"&gt;&#xD;
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          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The fund is extremely vast and financially sound.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
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  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           What is the financial implication of the court case?
          &#xD;
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Even if the amount applicable to the case is paid out eventually, the financial impact will be relatively small in relation to the extent of the fund.
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      &lt;br/&gt;&#xD;
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  &lt;/p&gt;&#xD;
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          &#xD;
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      &lt;span&gt;&#xD;
        
            ﻿
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           This implies that the amount in question only forms a small fraction of the total value of the fund.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Will it affect pension payouts?
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           This is an unequivocal NO.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The GEPF is a defined benefit fund, which means that:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Pension benefits are calculated according to a fixed formula and not according to short term investment returns.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The South African government is the employer and is the guarantor of the investment.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Pension payouts will continue according to the rules of the fund.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Therefore, there are no indications that the pension payouts will be negatively impacted by this court case.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Issues highlighted by this court case
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Although the court case will not threaten the sustainability of the fund, it does highlight the absence of pertinent management and governance measures, namely:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The absence of oversight on the investments which are managed by the PIC. This is a responsibility of the GEPF Board of Trustees
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The Board’s inability to manage legal aspects and settlement agreements timeously is also troubling. This is an administrative function which has unnecessarily escalated in the interim.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The importance of good management and accountability in the governance and management of public pension funds are crucial.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Conclusions
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Although the legal case referred to by Citywire is a serious matter that will likely be dealt with further through the legal process, the financial exposure is relatively small to the overall size of the GEPF.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           There is no indication that this case will be a risk to the sustainability of the fund or the payouts of pensions.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           While members and pensioners can rest assured that their benefits will remain secure, this oversight cannot go unchallenged.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Actions undertaken by the SAOU
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The SAOU addressed a formal letter to the Board of Trustees of the GEPF, with the emphasis on the following key aspects to be placed on record:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The SAOU demands that the Board of Trustees fulfil their fiduciary obligations by ensuring that appropriate control and monitoring measures are implemented to prevent similar situations from occurring.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Members should be informed timeously, rather than learning of such matters through the media.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            This type of reporting in the media, causes concern and uncertainty, therefor the SAOU demands that the Board of Trustees do everything in their power to hold the executive authority accountable.
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;br/&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;a href="/my-saou-info"&gt;&#xD;
    &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/SAOU+Help_WebBanner-e25d29ac.png" alt=""/&gt;&#xD;
  &lt;/a&gt;&#xD;
&lt;/div&gt;</content:encoded>
      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/NASIONAAL.png" length="605402" type="image/png" />
      <pubDate>Thu, 02 Apr 2026 07:01:55 GMT</pubDate>
      <guid>https://www.saou.co.za/staatsdienswerkers-se-pensioenfonds-gepf-government-employees-pension-fund-gepf</guid>
      <g-custom:tags type="string" />
      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/NASIONAAL.png">
        <media:description>thumbnail</media:description>
      </media:content>
      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/NASIONAAL.png">
        <media:description>main image</media:description>
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    </item>
    <item>
      <title>Algemene salaris- en SAOU ledegeldaanpassing 2026 | General salary and SAOU membership fee adjustment 2026</title>
      <link>https://www.saou.co.za/algemene-salaris-en-saou-ledegeldaanpassing-2026-general-salary-and-saou-membership-fee-adjustment-2026</link>
      <description>NN 08/2026: Hierdie sluit die 1.5% jaarlikse salarisprogressie uit, vir die wat daarvoor kwalifiseer...</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Provinsiale+Mashoof+2026_Nasionaal-a07b57be.png" alt=""/&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;span&gt;&#xD;
      
           NN 8/2026
          &#xD;
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  &lt;/h2&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           ALGEMENE SALARIS- EN SAOU LEDEGELDAANPASSING 2026
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Vanaf 1 April 2026 sal die algemene pensioendraende salaris van alle staatsdienswerkers (salarisvlakke 1 tot 12), vir die 2026/2027 finansiële jaar, soos deur
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/PSCBC+Res+1-2025-+Salary+adjustments+-+Improvement+of+Cond+of+Service.pdf" target="_blank"&gt;&#xD;
      
           SDKBR Kollektiewe Ooreenkoms nr 1 van 2025
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      
           aangekondig, met verwysing na paragrawe 3.1.2.1 en 3.2, met ‘n minimum van 4% verhoog word.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Hierdie sluit die 1.5% jaarlikse salarisprogressie uit, vir die wat daarvoor kwalifiseer.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die Nasionale Uitvoerende Raad van die SAOU, die hoogste gesag tussen die driejaarlikse kongresse, het tydens ‘n vergadering gehou op 19 Maart 2026 goedgekeur dat die SAOU-ledegeld verhoog mag word ooreenkomstig die omvang van die algemene salarisaanpassing. Gevolglik sal die ledegeldverhoging met ingang van 1 April 2026, 4% beloop.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die ledegeld styg met ingang van 1 April 2026 met R5.06 na R131.51. Die verhoging in 2025 was 5.5% teen R6.59 per maand.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;span&gt;&#xD;
      
           2026/03/25
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/h2&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           GENERAL SALARY AND SAOU MEMBERSHIP
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ﻿
           &#xD;
      &lt;/span&gt;&#xD;
      
           FEE ADJUSTMENT 2026
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;strong&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            From 1 April 2026, the general pensionable salary of all public service workers (salary levels 1 to 12), for the 2026/2027 financial year, as announced by
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/PSCBC+Res+1-2025-+Salary+adjustments+-+Improvement+of+Cond+of+Service.pdf" target="_blank"&gt;&#xD;
      
           PSCBC Collective Agreement No. 1 of 2025
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      
           , with reference to paragraphs 3.1.2.1 and 3.2, will increase by a minimum of 4%.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           This excludes the 1.5% annual salary progression, for those who qualify for it.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The National Executive Council of the SAOU, the highest authority between the triennial congresses, approved during its meeting held on 19 March 2026 that the SAOU membership fee may be increased in accordance with the extent of the general salary adjustment. Accordingly, the membership fee increase with effect from 1 April 2026 will be 4%.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The membership fee will increase by R5.06 to R131.51 with effect from 1 April 2026. The increase in 2025 was 5.5% at R6.59 per month.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;a href="/my-saou-info"&gt;&#xD;
    &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/My+SAOU+info-ff887ae7.png" alt=""/&gt;&#xD;
  &lt;/a&gt;&#xD;
&lt;/div&gt;</content:encoded>
      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/NASIONAAL.png" length="605402" type="image/png" />
      <pubDate>Wed, 25 Mar 2026 14:07:13 GMT</pubDate>
      <guid>https://www.saou.co.za/algemene-salaris-en-saou-ledegeldaanpassing-2026-general-salary-and-saou-membership-fee-adjustment-2026</guid>
      <g-custom:tags type="string" />
      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/NASIONAAL.png">
        <media:description>thumbnail</media:description>
      </media:content>
      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/NASIONAAL.png">
        <media:description>main image</media:description>
      </media:content>
    </item>
    <item>
      <title>Damesleiers &amp; Hoofdesimposium | Women's Leadership &amp; Principals' Symposium</title>
      <link>https://www.saou.co.za/damesleiers-hoofdesimposium-women-s-leadership-principals-symposium</link>
      <description>NN 05/2026 : Die Damesleierskapseminaar en Hoofdesimposium keer terug na...</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionale+Nuusbrief.png" alt=""/&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;span&gt;&#xD;
      
           NN 06/2026
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/h2&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;span&gt;&#xD;
      
           2026/03/13
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  &lt;/h2&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Damesleierskapseminaar 2026
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Dit is weer tyd vir die immergewilde damesleierskap-seminaar!
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Leierskap gaan nie net oor bestuur nie; dit gaan oor die dapperheid om standvastig te bly wanneer dit die meeste saak maak. Ons nooi alle aspirant-damesleiers in die onderwys uit na 'n bemagtigende seminaar wat fokus op ons 2026-tema:
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Waar Moed en Leierskap Ontmoet.
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Ware leierskap vereis die hart om te inspireer en die ruggraat om te besluit. Hierdie seminaar is ontwerp om jou te help om daardie gaping te oorbrug en jou potensiaal in 'n kragtige teenwoordigheid in jou skool en gemeenskap te omskep.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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      &lt;br/&gt;&#xD;
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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           Datum:
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    &lt;span&gt;&#xD;
      
           28 - 29 Augustus 2026
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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           Plek:
          &#xD;
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    &lt;span&gt;&#xD;
      
           Boardwalk Hotel en Konferensiesentrum, Gqeberha
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Registrasie open binnekort
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    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
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           WOMEN'S LEADERSHIP SEMINAR 2026
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    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           It's again time for the ever-popular women's leadership seminar!
          &#xD;
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Leadership is not just about management; it is about the courage to stand firm when it matters most. We invite all aspiring women leaders in education to an empowering seminar focused on our 2026 theme:
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Where Courage and Leadership Meet.
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           True leadership requires the heart to inspire and the backbone to decide. This seminar is designed to help you bridge that gap and transform your potential into a powerful presence in your school and community.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Date
          &#xD;
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    &lt;span&gt;&#xD;
      
           : 28 - 29 August 2026
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Venue
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      
           : Boardwalk Hotel and Conference Centre, Gqeberha
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Registration opens soon
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Hoofdesimposium 2026
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  &lt;/p&gt;&#xD;
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      &lt;br/&gt;&#xD;
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Dis tyd om in te tree, jou posisie te verbeter en daardie leierskapspiere te laat bult! Ons nooi graag alle skoolhoofde en adjunkhoofde – beide mans en vroue – om by ons aan te sluit vir die krag-geleentheid van die jaar:
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Die 30ste SAOU Hoofdesimposium.
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
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    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Leierskap is nie net 'n titel nie; dis 'n uithouvermoësport. Hierdie jaar fokus ons op die "swaar werk" van skoolbestuur, wat jou die strategie en stamina bied wat nodig is om jou skool na oorwinning te lei.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Die SAOU Hoofdesimposium 2026 beloof om, weereens, alle verwagtinge te oortref!
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Datum
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      
           : 30 Augustus – 2 September 2026
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Plek
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      
           : Boardwalk Hotel en Konferensiesentrum, Gqeberha
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Registrasie open op 18 Maart 2026
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
             
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      
           - daar is slegs beperkte plekke beskikbaar.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Principals Symposium 2026
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            It's time to step up, improve your position and flex those leadership muscles! We invite all principals and deputy principals – both male and female – to join us for this years power event:
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           The 30th SAOU Principals Symposium.
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Leadership is not just a title; it's an endurance sport. This year, we're focusing on the "heavy lifting" of school management, providing you with the strategy and stamina needed to lead your school to victory
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           The SAOU Principals’ Symposium 2026 promises to, once again, exceed all expectations!
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Date
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      
           : 30 August – 2 September 2026
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Venue
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      
           : Boardwalk Hotel and Conference Centre, Gqeberha
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Registration opens on 18 March 2026
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
             
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      
           - there are only limited places available.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;a href="/my-saou-info"&gt;&#xD;
    &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/My+SAOU+info-ff887ae7.png" alt=""/&gt;&#xD;
  &lt;/a&gt;&#xD;
&lt;/div&gt;</content:encoded>
      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/NASIONAAL.png" length="605402" type="image/png" />
      <pubDate>Fri, 13 Mar 2026 13:24:57 GMT</pubDate>
      <guid>https://www.saou.co.za/damesleiers-hoofdesimposium-women-s-leadership-principals-symposium</guid>
      <g-custom:tags type="string" />
      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/NASIONAAL.png">
        <media:description>thumbnail</media:description>
      </media:content>
      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/NASIONAAL.png">
        <media:description>main image</media:description>
      </media:content>
    </item>
    <item>
      <title>Diensbeëindiging: wat nou? | Termination of service: what now?</title>
      <link>https://www.saou.co.za/diensbeeindiging-wat-nou-termination-of-service-what-now</link>
      <description>NN 05/2026: In die geval van ‘n bedanking en/of ontslag, verbeur lede  die volgende byvoordele: verlofkrediet, pro-rata diensbonus, begrafnisvoordele en mediese subsidie...</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Nasionaal+Mashoof+2024_Regsdienste-b46635f1.png" alt=""/&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;span&gt;&#xD;
      
           NN 05/2026
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  &lt;/h2&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
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           DIENSBEËINDIGING:
          &#xD;
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ﻿
           &#xD;
      &lt;/span&gt;&#xD;
      
           WAT NOU?
          &#xD;
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  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Wyses waarop diens beëindig kan word:
          &#xD;
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Vir die doeleindes van hierdie nuusbrief word gefokus op diensbeëindiging weens aftrede, bedanking en ontslag.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Watter opsies vir diensbeëindiging is op my van toepassing?
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ol&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Bedanking en/of ontslag:
            &#xD;
        &lt;br/&gt;&#xD;
        
            Hierdie voordeel geld vir GEPF lede wat bedank of ontslaan word weens wangedrag of 'n siekte of besering wat deur die lid se eie toedoen veroorsaak is. Hierdie lede het twee opsies: óf hulle kan 'n gratifikasie ontvang – 'n eenmalige kontantbedrag waarop hulle onmiddellik belas word, óf hul voordele kan na 'n goedgekeurde aftreefonds oorgedra word. Indien voordele oorgedra word, betaal die GEPF die lid se aktuariële waarde aan die lid se nuwe fonds. Die bedrag wat na 'n goedgekeurde aftreefonds oorgedra word, word eers belas wanneer die lid aftree of wanneer opbrengste vanuit die nuwe fonds onttrek word.
            &#xD;
        &lt;br/&gt;&#xD;
        &lt;br/&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Aftrede:
            &#xD;
        &lt;br/&gt;&#xD;
        
            Die normale aftree-ouderdom sonder penalisasie vir GEPF-lede is sestig (60) jaar. Onderwysers is geregtig om vanaf die ouderdom van vyf en vyftig (55) jaar af te tree, maar moet aftree wanneer hulle die ouderdom van vyf en sestig (65) jaar bereik. 
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Normale aftrede:
             &#xD;
        &lt;br/&gt;&#xD;
        
            Lede met minder as tien (10) jaar pensioengewende diens ontvang 'n gratifikasie. Dit is 'n eenmalige kontantbedrag wat gelyk is aan hul aktuariële waarde in die Fonds.
            &#xD;
        &lt;br/&gt;&#xD;
        &lt;br/&gt;&#xD;
        
            Lede met tien (10) of meer jaar pensioengewende diens ontvang 'n gratifikasie en 'n maandelikse pensioenannuïteit.
            &#xD;
        &lt;br/&gt;&#xD;
        &lt;br/&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Vervroegde aftrede:
             &#xD;
        &lt;br/&gt;&#xD;
        
            Onder sekere omstandighede kan lede aftree voor die bereiking van die normale aftree-ouderdom van  sestig (60). Weereens bepaal die lid se pensioengewende diensjare die voordele. Lede met tien (10) of meer diensjare ontvang annuïteite en gratifikasies. Hierdie word op dieselfde manier bereken as vir normale aftrede, maar met 'n vermindering van 'n derde van een persent (0,33%) vir elke maand tussen die datums van vroeë aftrede en normale aftrede.
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;br/&gt;&#xD;
        &lt;br/&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Swak gesondheid en ander vorme van aftrede:
            &#xD;
        &lt;br/&gt;&#xD;
        
            Verbeterde voordele word betaal wanneer lede om mediese redes aftree, wanneer hulle aan diens beseer word, of wanneer hul poste deur organisatoriese herstrukturering afgeskaf word. In hierdie omstandighede ontvang lede beide annuïteite en gratifikasies indien hulle meer as 10 jaar pensioengewende diens het. Vir lede met minder as tien (10) jaar pensioengewende diens, sal die voordeel in ooreenstemming wees met en nie minder as die bedankingsvoordeel nie. Lede met meer as tien (10) jaar diens ontvang ook ’n jaarlikse aanvullende bedrag.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ol&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Hoeveel tyd na diensbeëindiging moet ek my pensioendokumentasie indien?
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Dit is altyd raadsaam vir lede om ten minste 4 (vier) maande voor uitdienstrede hul dokumentasie by hulle spesifieke Provinsiale Onderwysdepartement in te dien. 
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die nodige pensioendokumentasie kan verkry word by die distrikskantoor of die betrokke SAOU provinsiale kantoor kan gekontak word vir bystand.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
            
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Hoeveel tyd neem die uitbetaling van my pensioenvoordeel?
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Indien alles wat gepaard gaan met die verwerking van die pensioen dokumentasie goed verloop, neem dit min of meer 4 (vier) maande vir die algehele proses om afgehandel te word. Lede moet dus seker maak dat alle dokumentasie korrek en volledig voltooi is, aangesien dit baie langer kan duur indien die GEPF dokumente moet terugverwys na die Provinsiale Onderwysdepartement vir regstellings. Ons stel dus voor dat lede, indien moontlik, hul naaste distrikskantoor of instapsentrum besoek om die dokumentasie vooraf na te gaan voordat dit ingedien word. 
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Wie kan my bystaan in die berekening van my pensioenvoordeel asook belastingimplikasies?
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die SAOU kan lede bystaan met ‘n berekening wat slegs kan dien as ‘n aanduiding. Aangesien die Vakbond nie ‘n geakkrediteerde finansieringsmaatskappy is nie, doen ons nie belastingberekeninge nie. Lede kan egter ‘n finansiële makelaar hieroor kontak, asook die GEPF-webwerf se “Benefit Calculator” besoek. 
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           Wat gebeur met my ander voordele soos my mediese voordeel asook behuisingsvoordeel?
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           In die geval van ‘n
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           bedanking en/of ontslag, verbeur lede die volgende byvoordele: verlofkrediet, pro-rata diensbonus, begrafnisvoordele en mediese subsidie. Lede sal dus nie langer aan GEMS kan behoort nie. Met verwysing na behuisingsubsidie: vanaf 1 April 2025 kan lede wat ontslaan is of bedank het ‘n onttrekking vanuit die spaarrekening van die behuisingsubsidie maak.
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           In die geval van aftrede behou lede hul voordele. Die mediese bystand word ook voortgesit indien die opvoeder hooflid van GEMS was vir ten minste een (1) jaar voor aftrede en ten minste vyftien (15) jaar diens in die Staat (nie noodwendig aaneenlopend) verrig het. In die geval van mediese ontslag moet die lid minstens tien (10) jaar diens gelewer het.
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           Gaan registrasie by SARO voort?
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           Wanneer 'n opvoeder besluit om af te tree of die beroep permanent te verlaat, word vereis dat die opvoeder van SARO bedank om vrywillig lidmaatskap/registrasie te beëindig. Dit kan gedoen word deur 'n geskrewe kennisgewing aan SARO te stuur om te bedank of te deregistreer en om verdere fooie te vermy. Die volgende dokumente sal aan SARO gestuur moet word:
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  &lt;/p&gt;&#xD;
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    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Gesertifiseerde afskrif van jou ID;
           &#xD;
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    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Gesertifiseerde afskrif van jou SARO-sertifikaat;
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      &lt;/span&gt;&#xD;
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    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Bedankingsbrief.
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      &lt;span&gt;&#xD;
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    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
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           Die bogenoemde dokumente kan aan
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    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="mailto:ethics@sace.org.za" target="_blank"&gt;&#xD;
      
           ethics@sace.org.za
          &#xD;
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           gestuur word.
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           In die geval van onvrywillige/dissiplinêre beëindiging van diens, kan die Raad 'n opvoeder se naam van die register verwyder vir etiese oortredings of wangedrag.
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  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           GEPF se kontakbesonderhede
          &#xD;
    &lt;/strong&gt;&#xD;
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  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Tolvrye nommer:
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      &lt;span&gt;&#xD;
        &lt;br/&gt;&#xD;
        
            0800 117 669
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            E-posadres:
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;a href="mailto:enquiries@gepf.co.za" target="_blank"&gt;&#xD;
        &lt;br/&gt;&#xD;
      &lt;/a&gt;&#xD;
      &lt;a href="mailto:enquiries@gepf.co.za" target="_blank"&gt;&#xD;
        
            enquiries@gepf.co.za
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Posadres:
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;br/&gt;&#xD;
        
            GEPF Private Bag X63, Pretoria, 0001
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    &lt;li&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Webwerf:
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;a href="https://www.gepf.co.za/contact-us/" target="_blank"&gt;&#xD;
        &lt;br/&gt;&#xD;
        
            https://www.gepf.co.za/contact-us/
           &#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            GEPF-selfoontoepassing
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      &lt;span&gt;&#xD;
        
            : Laai af en registreer
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      &lt;/span&gt;&#xD;
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    &lt;span&gt;&#xD;
      
            
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           Die algemene kantoorure is Maandag tot Vrydag: 07:30 – 16:00.
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           Bovermelde inligting is verkry van die GEPF-webwerf asook die Wet op Indiensneming van Opvoeders, 76 van 1998 soos gewysig.
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           Indien jy twyfel of vrae het oor die onderwerp, moet asseblief nie huiwer om jou provinsiale SAOU-kantoor of die SAOU Regsafdeling te kontak nie.
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&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
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           2026/03/12
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&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
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           TERMINATION OF SERVICE:
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      &lt;span&gt;&#xD;
        
            ﻿
           &#xD;
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           WHAT NOW?
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&lt;div data-rss-type="text"&gt;&#xD;
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           Ways in which service can be terminated:
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           For the purposes of this newsletter, the focus will be on termination of service due to retirement, resignation and dismissal.
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           Which termination options are applicable to me?
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            Resignation and/or dismissal:
            &#xD;
        &lt;br/&gt;&#xD;
        
            This benefit applies to GEPF members who resign or are dismissed due to misconduct or an illness or injury caused by the member’s own fault. These members have two options: they can either receive a gratuity – a once-off cash sum on which they are immediately taxed, or their benefits can be transferred to an approved retirement fund. If benefits are transferred, the GEPF pays the member’s actuarial value to the member’s new fund. The amount transferred to an approved retirement fund is only taxed when the member retires or proceeds to make withdrawals from the new fund.
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            Retirement:
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            The normal retirement age without penalties for GEPF members is sixty (60) years. Educators are entitled to retire from the age of fifty-five (55) years, but must retire on the day the member reaches the age of sixty-five (65) years.
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      &lt;span&gt;&#xD;
        
            Normal retirement:
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        &lt;br/&gt;&#xD;
        
            Members with less than ten (10) years of pensionable service receive a gratuity. This is a once-off cash amount equal to their actuarial value in the Fund.
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        &lt;br/&gt;&#xD;
        &lt;br/&gt;&#xD;
        
            Members with ten (10) or more years of pensionable service receive a gratuity and a monthly pension annuity.
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      &lt;/span&gt;&#xD;
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    &lt;li&gt;&#xD;
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            Early retirement:
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        &lt;br/&gt;&#xD;
        
            Under certain circumstances members may retire before reaching the normal retirement age of sixty (60). Again, the member’s pensionable service years determine the benefits. Members with ten (10) or more years of service receive annuities and gratuities. These are calculated in the same way as for normal retirement, but with a reduction of one-third of one percent (0.33%) for each month between the dates of early retirement and normal retirement.
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    &lt;li&gt;&#xD;
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            Ill-health and other retirement:
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        &lt;br/&gt;&#xD;
        
            Enhanced benefits are paid when members retire for medical reasons, when they are injured while on duty, or when their positions are abolished through organizational restructuring. In these circumstances, members receive both annuities and gratuities if they have more than 10 years of pensionable service. For members with less than ten (10) years of pensionable service, the benefit will be in line with and not less than the resignation benefit. Members with more than ten (10) years of service are also paid an annual supplementary amount.
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           How long after termination of service do I have to submit my pension documentation?
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           It is always advisable for members to submit their documentation to the specific Provincial Education department at least 4 (four) months before termination of service.
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      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
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           The necessary documentation can be obtained at the district office or the relevant SAOU provincial offices can be contacted for assistance.
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      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
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           How long does it take for my pension benefit to be paid out?
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           If everything goes well with the processing of the pension documentation, it takes approximately 4 (four) months for the entire process to be completed. Members should therefore ensure that all documentation is completed correctly and completely, as it may take much longer if the GEPF has to refer documents back to the Provincial Education Department for corrections. We therefore suggest that, if possible, members should approach their nearest district office or walk-in centre to go through the documentation before submission.
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           Who can assist me in calculating my pension benefit and tax implications?
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    &lt;span&gt;&#xD;
      
           The SAOU can assist members with a calculation that can only serve as an indication. As the Union is not an accredited financial service provider, we do not do tax calculations. However, members can contact a financial broker or visit the GEPF website Benefit Calculator.
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      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
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    &lt;strong&gt;&#xD;
      
           What happens to my other benefits such as my medical benefit and housing benefit?
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  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           In the event of a resignation and/or dismissal, members forfeit the following fringe benefits: capped leave, pro rata service bonus, funeral benefits and medical subsidy. Members will therefore no longer be able to remain with GEMS. With reference to housing benefits: As of 1 April 2025, dismissed members or members who have resigned can make a withdrawal from the savings account associated with their housing benefit.
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      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
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    &lt;span&gt;&#xD;
      
           In the event of retirement, members retain their benefits. The medical assistance is also continued if the educator was the main member of GEMS for at least one (1) year before retirement and has rendered at least fifteen (15) years of service in the State (not necessarily continuously). In the event of medical discharge, the member must have rendered at least ten (10) years of service.
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           Does registration with SACE continue?
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  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           When an educator decides to retire or to leave the profession permanently, it is required that the educator resigns from SACE to voluntarily terminate membership/registration. This can be done through sending a written notification to SACE to resign or de-register and to avoid further fees. The following documents will need to be sent to SACE:
          &#xD;
    &lt;/span&gt;&#xD;
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  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
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  &lt;ol&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Certified copy of your ID;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Certified copy of your SACE certificate; and
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      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Resignation letter.
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    &lt;/li&gt;&#xD;
  &lt;/ol&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
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    &lt;span&gt;&#xD;
      
           The abovementioned documents can be sent to
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    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="mailto:ethics@sace.org.za" target="_blank"&gt;&#xD;
      
           ethics@sace.org.za
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
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  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           In the event of involuntary/disciplinary termination of service, the Council may remove an educator’s name from the register for ethical breaches or misconduct.
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           GEPF’s contact details
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Toll-free number:
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;br/&gt;&#xD;
        
            0800 117 669
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Email address:
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;a href="mailto:enquiries@gepf.co.za" target="_blank"&gt;&#xD;
        &lt;br/&gt;&#xD;
        
            enquiries@gepf.co.za
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Postal address:
           &#xD;
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      &lt;span&gt;&#xD;
        &lt;br/&gt;&#xD;
        
            GEPF Private Bag X63, Pretoria, 0001
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      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Website:
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;a href="https://www.gepf.co.za/contact-us/" target="_blank"&gt;&#xD;
        &lt;br/&gt;&#xD;
        
            https://www.gepf.co.za/contact-us/
           &#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        
             
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            GEPF mobile app:
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Download and register
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
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  &lt;p&gt;&#xD;
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           The general office hours are Monday to Friday: 07:30 – 16:00.
          &#xD;
    &lt;/span&gt;&#xD;
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  &lt;p&gt;&#xD;
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           The above information was obtained from the GEPF website as well as the Employment of Educators Act, 76 of 1998 as amended.
          &#xD;
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  &lt;/p&gt;&#xD;
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  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           If you have doubts or questions regarding the matter, please do not hesitate to contact your provincial SAOU office or the SAOU Legal Department.
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;a href="/my-saou-info"&gt;&#xD;
    &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/My+SAOU+info-ff887ae7.png" alt=""/&gt;&#xD;
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&lt;/div&gt;</content:encoded>
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      <pubDate>Thu, 12 Mar 2026 13:25:17 GMT</pubDate>
      <guid>https://www.saou.co.za/diensbeeindiging-wat-nou-termination-of-service-what-now</guid>
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    <item>
      <title>Aan die werk | At the chalkboard Feb 2026</title>
      <link>https://www.saou.co.za/aan-die-werk-at-the-chalkboard-feb-2026</link>
      <description>What happened in the SAOU during February 2026 ....</description>
      <content:encoded>&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;span&gt;&#xD;
      
           2026/03/02
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&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Aan+die+Werk+At+the+chalkboard+202602.png" alt=""/&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;a href="https://www.saou.co.za/continuum" target="_blank"&gt;&#xD;
    &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Webblad+banier+%2811%29.png" alt=""/&gt;&#xD;
  &lt;/a&gt;&#xD;
&lt;/div&gt;</content:encoded>
      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/NASIONAAL.png" length="605402" type="image/png" />
      <pubDate>Mon, 02 Mar 2026 09:27:09 GMT</pubDate>
      <guid>https://www.saou.co.za/aan-die-werk-at-the-chalkboard-feb-2026</guid>
      <g-custom:tags type="string" />
      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/NASIONAAL.png">
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    <item>
      <title>Onderwystoekennings | Education Awards</title>
      <link>https://www.saou.co.za/onderwystoekennings-education-awards</link>
      <description>NN 04/2026: Ons is opgewonde om die oproep vir inskrywings vir die SAOU se Nasionale Kongres Onderwys-toekennings amptelik te open...</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionale+Nuusbrief.png" alt=""/&gt;&#xD;
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&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
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           NN 04/2026
          &#xD;
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  &lt;/h2&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
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    &lt;strong&gt;&#xD;
      
           Onderwystoekennings
          &#xD;
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  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Jy verskyn elke dag in die klaskamer met moed, passie en `n unieke “patroon“ van uitnemendheid wat lewens verander. Nou is tyd dat jou uitnemende bydrae raakgesien en erken word.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
      
            Ons is opgewonde om die oproep vir inskrywings vir die SAOU se Nasionale Kongres Onderwys-toekennings amptelik te open. Dit is nie net 'n toekenning nie; dit is 'n viering van die vurige toewyding wat julle aan Suid-Afrikaanse onderwys bring.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Ons gee nie net trofeë weg nie. Om jou klaskamerinnovasie aan te wakker en jou harde werk te beloon, sal wenners in ons kategorieë die volgende ontvang:
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           R10 000 KONTANTPRYS
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Plus, nasionale erkenning by ons gesogte Kongresgala.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;span&gt;&#xD;
      
           2026/02/27
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/h2&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
              
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           TEACHING AWARDS
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;strong&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Every day in the classroom, you show up with courage, passion, and a unique "pattern" of excellence that changes lives. Now, it’s time to step out of the shadows and let that brilliance be recognised!
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           We are thrilled to officially open the call for entries for the SAOU’s National Congress Teacher Awards. This isn’t just an award; it’s a celebration of the fierce dedication you bring to South African education.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           We aren’t just giving away trophies. To help fuel your classroom innovation and reward your hard work, winners in our categories will receive:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           R10 000 CASH PRIZE
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Plus, national recognition at our prestigious Congress Gala.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Webblad+banier+%2816%29.png" alt=""/&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           VIND JOU KATEGORIE
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Met 11 uiteenlopende kategorieë om van te kies, is daar 'n plek vir elke soort uitnemendheid. Of jy nou 'n digitale pionier, 'n gemeenskapsheld of 'n skool is wat deur voorbeeld lei, ons wil jou strepe sien.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
            
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            1.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/KRITERIA+Ondersteunigsdienste+.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Uitnemendheid in Ondersteuningsdienste
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Terapeute, sielkundiges, maatskaplike werkers, verpleegpersoneel of ander
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           2. 
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/KRITERIA+Administratiewe+Werk+%28Skoolgebaseerde+lede%29+.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Uitnemendheid in Administratiewe Werk
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Skoolgebaseerde lede
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           3. 
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/KRITERIA+Kantoorgebaseerde+Lede+.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Uitnemendheid: Kantoorgebaseerde Dienste
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Lede by departementele-, distriks- en streekskantore
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           4. 
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/KRITERIA+Klaskamerpraktyk+LSOB-skole.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Uitnemendheid in Klaskamerpraktyk:
           &#xD;
      &lt;/strong&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/KRITERIA+Klaskamerpraktyk+LSOB-skole.pdf" target="_blank"&gt;&#xD;
      
           LSOB-skole
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           5. 
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/KRITERIA+Klaskamerpraktyk+Grondslagfase+%28Gr+R+-+3%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Uitnemendheid in Klaskamerpraktyk
           &#xD;
      &lt;/strong&gt;&#xD;
      
           :
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/KRITERIA+Klaskamerpraktyk+Grondslagfase+%28Gr+R+-+3%29.pdf" target="_blank"&gt;&#xD;
      
           Grondslagfase (Gr R – 3)
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           6. 
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/KRITERIA+Klaskamerpraktyk+Intermedi%C3%AAre+Fase+%28Gr+4+-+6%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Uitnemendheid in Klaskamerpraktyk
           &#xD;
      &lt;/strong&gt;&#xD;
      
           :
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/KRITERIA+Klaskamerpraktyk+Intermedi%C3%AAre+Fase+%28Gr+4+-+6%29.pdf" target="_blank"&gt;&#xD;
      
           Intermediêre Fase (Gr 4 - 6)
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           7. 
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/KRITERIA+Klaskamerpraktyk+Senior+Fase+%28Gr+7+-+9%29+.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Uitnemendheid in Klaskamerpraktyk:
           &#xD;
      &lt;/strong&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/KRITERIA+Klaskamerpraktyk+Senior+Fase+%28Gr+7+-+9%29+.pdf" target="_blank"&gt;&#xD;
      
           Senior Fase (Gr 7 – 9)
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           8. 
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/KRITERIA+Klaskamerpraktyk+VOO-fase+%28Gr+10+-+12%29+.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Uitnemendheid in Klaskamerpraktyk:
           &#xD;
      &lt;/strong&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/KRITERIA+Klaskamerpraktyk+VOO-fase+%28Gr+10+-+12%29+.pdf" target="_blank"&gt;&#xD;
      
           VOO-Fase (Gr 10 – 12)
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           9. 
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/KRITERIA+Onderwysleierskap+LSOB-skole.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Uitnemendheid in Onderwysleierskap:
           &#xD;
      &lt;/strong&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/KRITERIA+Onderwysleierskap+LSOB-skole.pdf" target="_blank"&gt;&#xD;
      
           LSOB-skole
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      
           (Enige lid van die skool se bestuurspan mag inskryf)
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           10. 
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/KRITERIA+Onderwysleierskap+Prim%C3%AAre+Skole+.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Uitnemendheid in Onderwysleierskap:
           &#xD;
      &lt;/strong&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/KRITERIA+Onderwysleierskap+Prim%C3%AAre+Skole+.pdf" target="_blank"&gt;&#xD;
      
           Primêre skole
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      
           (Enige lid van die skool se bestuurspan mag inskryf)
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
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           11. 
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/KRITERIA+Onderwysleierskap+Sekond%C3%AAre+skole+.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Uitnemendheid in Onderwysleierskap
           &#xD;
      &lt;/strong&gt;&#xD;
      
           :
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/KRITERIA+Onderwysleierskap+Sekond%C3%AAre+skole+.pdf" target="_blank"&gt;&#xD;
      
           Sekondêre skole
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      
           (Enige lid van die skool se bestuurspan mag inskryf)
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
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           HOE OM IN TE SKRYF:
          &#xD;
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Om in te skryf is eenvoudig, maar die impak is enorm. Moenie jou harde werk ongemerk laat verbygaan nie – of 'n kollega se briljantheid 'n geheim laat bly nie.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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          &#xD;
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           1
          &#xD;
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           .  Kies jou kategorie:
          &#xD;
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      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
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           Kies die een wat die beste by jou "strepe" pas.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
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           2.
          &#xD;
    &lt;/span&gt;&#xD;
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      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
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           Vertel jou storie:
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Dien 'n aanbieding in van jou prestasies oor die afgelope jaar.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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           3.  
          &#xD;
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    &lt;strong&gt;&#xD;
      
           Dien in en staan ​​'n kans om te wen:
          &#xD;
    &lt;/strong&gt;&#xD;
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      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Stuur jou inskrywing via ons portaal teen 21 April 2026
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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           Bepalings en voorwaardes geld.
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           FIND YOUR CATEGORY
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           With 11 diverse categories to choose from, there is a place for every kind of excellence. Whether you are a digital pioneer, a community hero, or a school that leads by example, we want to see your stripes.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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    &lt;/span&gt;&#xD;
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           1. 
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/CRITERIA+Support+Services.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Excellence in Support Services
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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           Therapists, psychologists, social workers, nursing staff or others
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           2.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/CRITERIA+Administrative+Work.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Excellence in Administrative Work
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           School-based members
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           3.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/CRITERIA+Office-based.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Excellence: Office-based Services
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Members at departmental, district and regional offices
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           4. 
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/CRITERIA+Excellence+in+Classroom+Practice+LSEN.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Excellence in Classroom Practice:
           &#xD;
      &lt;/strong&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/CRITERIA+Excellence+in+Classroom+Practice+LSEN.pdf" target="_blank"&gt;&#xD;
      
           LSEN schools
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           5.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/CRITERIA+Classroom+Practice+Foundation+Phase+%28Gr+R+-+3%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Excellence in Classroom Practice:
           &#xD;
      &lt;/strong&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/CRITERIA+Classroom+Practice+Foundation+Phase+%28Gr+R+-+3%29.pdf" target="_blank"&gt;&#xD;
      
           Foundation Phase (Gr R–3)
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           6.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/CRITERIA+Classroom+Practice+Intermediate+Phase+%28Gr+4+-+6%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Excellence in Classroom Practice:
           &#xD;
      &lt;/strong&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/CRITERIA+Classroom+Practice+Intermediate+Phase+%28Gr+4+-+6%29.pdf" target="_blank"&gt;&#xD;
      
           Intermediate Phase (Gr 4–6)
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           7. 
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/CRITERIA+CLASSROOM+Practice+Senior+Phase+%28Gr+7+-+9%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Excellence in Classroom Practice:
           &#xD;
      &lt;/strong&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/CRITERIA+CLASSROOM+Practice+Senior+Phase+%28Gr+7+-+9%29.pdf" target="_blank"&gt;&#xD;
      
           Senior Phase (Gr 7 – 9)
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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           8.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/CRITERIA+Classroom+Practice+FET+Phase+%28Gr+10+-+12%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Excellence in Classroom Practice:
           &#xD;
      &lt;/strong&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/CRITERIA+Classroom+Practice+FET+Phase+%28Gr+10+-+12%29.pdf" target="_blank"&gt;&#xD;
      
           FET Phase (Gr 10 – 12)
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           9.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/CRITERIA+Educational+Leadership+LSEB+schools.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Excellence in Educational Leadership:
           &#xD;
      &lt;/strong&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/CRITERIA+Educational+Leadership+LSEB+schools.pdf" target="_blank"&gt;&#xD;
      
           LSEN schools
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      
           (Any member of the school’s management team may enter)
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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           10.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/CRITERIA+Educational+Leadership+Primary+schools.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Excellence in Educational Leadership:
           &#xD;
      &lt;/strong&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/CRITERIA+Educational+Leadership+Primary+schools.pdf" target="_blank"&gt;&#xD;
      
           Primary Schools
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      
           (Any member of the school’s management team may enter)
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           11.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/CRITERIA+Educational+Leadership+Secondary+schools.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Excellence in Educational Leadership
           &#xD;
      &lt;/strong&gt;&#xD;
      
           :
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/CRITERIA+Educational+Leadership+Secondary+schools.pdf" target="_blank"&gt;&#xD;
      
           Secondary Schools
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      
           (Any member of th
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      
           e school’s management team may enter)
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
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  &lt;p&gt;&#xD;
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           HOW TO ENTER:
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Entering is simple, but the impact is significant. Don't let your hard work go unnoticed—or let a colleague's brilliance stay a secret.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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          &#xD;
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  &lt;/p&gt;&#xD;
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           1. 
          &#xD;
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      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Select Your Category:
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
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           Choose the one that best fits your "stripes."
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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           2. 
          &#xD;
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      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
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    &lt;strong&gt;&#xD;
      
           Tell Your Story:
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Submit a presentation of your achievements over the past year.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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           3. 
          &#xD;
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      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Submit &amp;amp; stand a chance to win:
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Send your entry via our portal by 21 April 2026
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      
           .
          &#xD;
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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           Terms and conditions apply.
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;a href="/my-saou-info"&gt;&#xD;
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      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/NASIONAAL.png" length="605402" type="image/png" />
      <pubDate>Fri, 27 Feb 2026 12:25:04 GMT</pubDate>
      <guid>https://www.saou.co.za/onderwystoekennings-education-awards</guid>
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      <title>Verskeie Vorme van Arbeidsaksie | Various Forms of Labour Action</title>
      <link>https://www.saou.co.za/verskeie-vorme-van-arbeidsaksie-various-forms-of-labour-action</link>
      <description>NN 03/2026 The most common form of labour action is a strike. This implies that...</description>
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           NN 03/2026
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            VERSKEIE VORME VAN ARBEIDSAKSIE
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           Die SAOU het berig dat daar gesamentlike arbeidsaksie deur die verskillende vakbonde oorweeg word. Dit is belangrik dat SAOU-lede ingelig is oor wat die verskillende vorme van arbeidsaksie kan aanneem.
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           Die Arbeidswet maak daarvoor voorsiening dat werknemers hulle arbeid kan weerhou, as daar sake is waarvoor daar nie ‘n gemeenskaplike oplossing gevind kan word nie.
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           Die mees algemene vorm van arbeidsaksie is ‘n staking. Dit is die weiering van die werknemer om enige werk te verrig, om werk stadiger te doen of om obstruktief op te tree sodat geen werk verrig kan word nie.
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           Stakings vind plaas wanneer daar ‘n dispuut ontstaan tussen die werkgewer en werknemer oor die werksomstandighede van die werknemer: dit kan wees oor vergoeding, werksure, verbetering van werksomstandighede of gemeenskaplike belang.
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           Die proses vir enige van hierdie aksies is dat ‘n dispuut in die werkplek na die CCMA of die Onderhandelingskamer (RAVO) verwys moet word. As daar nie ‘n oplossing gevind kan word nie, word daar ‘n Sertifikaat van Uitkomste uitgereik wat dit dan ‘n wettige staking maak, waartydens werknemers beskerm word. (
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           Labour Relations Act 66 of 1995 (LRA).
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           ‘n BESKERMDE STAKING
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           het die volgende implikasies:
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            Werknemers mag nie ontslaan word wanneer hulle aan die staking deelneem nie.
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            As jy egter tydens die staking skade aan die eiendom van die werkgewer aanrig, skade aan ‘n ander persoon of aan die eiendom van ‘n ander persoon aanrig, kan jy ontslaan word
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            Jy kan vir operasionele redes afgelê word, as gevolg van die staking
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            As jy ‘n kriminele oortreding tydens die staking uitvoer, mag jy gearresteer en vervolg word
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            Die reël: “No work – no pay” is van pas. Maar bydraes aan pensioen en mediese fonds kan nie gestaak word vir die periode van ‘n staking nie.
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           Daar word tussen 4 soorte stakings onderskei:
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            ‘n
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            Primêre staking
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            (werknemers hou op om ‘n diens te lewer, omdat hulle ‘n direkte materiële belang by ‘n spesifieke dispuut het)
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            ‘n
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            Sekondêre staking
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            (dit word ook ‘n
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            simpatie staking
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            genoem, omdat werknemers tot aksie toetree in ondersteuning van ‘n ander groep werkers wat teen hulle werknemer optree, alhoewel hulle nie by die primêre dispuut betrokke is nie)
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            Politiese / Sosio-ekonomiese staking
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            (werknemers staak dienslewering vir politiese of sosio-ekonomiese redes wat aan die werksomstandighede gekoppel kan word). ‘n Voorbeeld hiervan sou wees as daar enige aksie teen ‘n entiteit soos GEMS geneem word.
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           Die werkgewer het die opsie om ‘n
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           uitsluiting
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           (
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           lock out)
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           in te stel. Dit is die weiering van die werkgewer om werknemers toegang tot die werkplek te bied. Dit beteken dat die werknemers nie hulle dienste kan aanbied nie en kan daarom ook nie betaal word nie.
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           Metodes vir staking is die volgende:
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            Openbare byeenkomste
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            'n Openbare byeenkoms is die saamtrek van ŉ groep persone wat vir ŉ gesamentlike doel byeenkom. Die doel hiervan is om uitdrukking aan politiese of sosio-ekonomiese kwessies te gee.
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            Dit mag ŉ opmars insluit, dit sal gewoonlik die oorhandiging van ŉ memorandum insluit. Plakkate met die uitroepe van die persone wat geraak word, sal gebruik word.
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            Dit word deur wetgewing gereguleer en lede word steeds in hierdie proses beskerm.
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            Wegbly-aksies (stay-away)
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            werknemers daag net nie vir werk op nie. In onderwys beteken dit dat onderwysers wat deur die Staat aangestel is, nie by die skool opdaag nie. Die negatiewe aspek hiervan is dat onderwysers wat deur die Beheerliggaam aangestel is, moontlik steeds moet opdaag – in so ‘n geval sou ‘n simpatie-staking uitgeroep kon word.
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            Demonstrasie of optogte (picketing)
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            – dit is ‘n demonstrasie waar die werknemers aandui wat die redes vir hierdie optog is deur die gebruik van plakkate en slagspreuke.
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            Sloerstaking (go slow)
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            – dit is ‘n vorm van arbeidsaksie waar werknemers steeds by die werk opdaag, maar alles net stadiger doen om op so ‘n wyse die werkgewer te frustreer:
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            In onderwys is daar ook aksies soos
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            “chalk-down”
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            – die implikasie is dat jy in jou klas is, agter jou lessenaar sit en net nie onderrig nie, die toesig en dissipline in jou klas is steeds jou verantwoordelikheid.
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            Stilsit –“sit-in” of “sit-down” dit is ‘n staking waar onderwysers in die personeelkamer sit, jy is nie verantwoordelik vir die sorg van leerders soos wat jy in jou klaskamer sou hê nie, jy is by die skool, maar jy lewer glad nie ‘n diens nie.
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            Work-to-rule
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            : in hierdie vorm van staking doen jy net wat jou kontrak vereis dat jy doen, en niks ekstra nie. Dit beteken in onderwys dat jy steeds skool hou, maar dat jy byvoorbeeld nie in die namiddag, naweke of vakansies opleiding bywoon nie, jy woon nie departementele vergaderings by nie en sloer om die werkgewer te frustreer.
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           WAT STAAN MY TE DOEN?
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            Lede van ander unies by my skool staak, maar ek wil voortgaan met my werk?
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            In hierdie geval is dit nodig dat jy steeds by die skool aanmeld en seker maak dat jy die daaglikse bywoningsregister teken. Meld dit ook by jou Provinsiale Sekretaris aan. Verseker dat jy die perseel nie sonder toestemming verlaat nie.
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            Daar is ‘n staking by my skool, ek kan nie toegang tot die perseel verkry nie, of ek word geïntimideer om nie te werk nie
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            In hierdie geval is dit nodig om so gou moontlik by jou naaste Distrikskantoor of Polisiestasie aan te meld. Daar sal ‘n bywoningsregister wees wat jy kan onderteken. Daar sal moontlik van jou verwag word om vir die duur van die skooldag by die kantore aanwesig te wees.
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            In ‘n geval waar jy in jou persoon bedreig of geïntimideer voel, sou dit sinvol wees om dit by die polisie aan te meld. In die geval van skade aan jou of aan jou besittings sal dit goed wees om dit ook aan te meld.
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            Na afloop van die staking is dit nodig om jou betaalstrokies deeglik na te gaan om seker te maak dat daar nie bedrae van jou salaris afgetrek is nie. Skakel met jou Provinsiale Sekretaris.
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            Ouers het die skool gesluit en ek kan nie toegang tot die skool kry nie
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            Dit is ‘n vorm van uitsluiting (lock-out). In hierdie geval het jy die intensie om jou dienste aan te bied, maar word daarvan verhinder. Meld by die naaste Distrikskantoor of Polisiestasie aan.
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            As Beheerliggaam aanstellings wil ons in simpatie saam met die staatsdiens onderwysers staak
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            Die werkgewer van Beheerliggaamslede is die SBL en daar moet die nodige reëlings getref word, sodat dit nie as ‘n onwettige staking gesien word nie. Skakel met jou Provinsiale Sekretaris.
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           Die SAOU fokus daarop om jou regte te beskerm en dit sluit ‘n veilige en billike werksomgewing in. Stakings is die laaste uitweg nadat alle ander moontlikhede ondersoek is en daar nie ‘n bevredigende oplossing gevind kan word nie.
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           2026/02/12
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           VARIOUS FORMS OF LABOUR ACTION
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  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The SAOU recently reported that joint labour action is being considered by the various unions. It is important that SAOU members are well informed on the various forms of labour action.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Labour law provides employees the opportunity to withhold their labour, if there are issues which cannot be amicably resolved.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The most common form of labour action is a strike. This implies that the employee refuse to perform any work, to work slower or to act obstructively so that no work can be performed.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Strikes take place when a dispute develops between the employer and employee, over the working conditions of the employee: this can include disputes on compensation, working hours, improvement of working conditions of common cause.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The process of any of these actions is that a dispute is referred to the CCMA or the Bargaining Chamber (ELRC). If no solution can be reached, a Certificate of Outcome is issued, which allows for a protected strike, which protects the rights of employees.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Labour Relations Act 66 of 1995 (LRA).
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
            
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           A PROTECTED STRIKE
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
             
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      
           has the following implications:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Employees may not be dismissed when they participate in the strike.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Should you participate in the strike and any damage is done to the property of the employer, any damage to another person or the property of another person, you could be dismissed
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            You could be dismissed based on operational reasons
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            If you commit any criminal act during the strike, you may be arrested and prosecuted
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The rule: “No work – no pay” will be applied. But contributions to the pension fund and medical aid scheme cannot be withheld for the duration of the strike.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Four types of strikes can be distinguished:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            A
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Primary strike
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            (employers no longer provide a service, because they have a direct material concern with a specific dispute)
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            A
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            secondary strike
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            (this is also known as a
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            sympathy strike
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        
            , because employees partake in action in support of a group of workers who are taking action against their employer, although they are not directly involved in the primary dispute)
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Political / Socio-economic strike
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            (employees stop service delivery for political or socio-economic reasons, which are linked to the working conditions) An example of this type of strike would be if any action were to be taken against an entity like GEMS.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The employer could institute the option of a
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           lock out.
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
             
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      
           This refers to the employer who withholds the access of the employees to the workplace. This implies that the employee cannot offer their services, and therefore cannot be paid.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Methods of strikes are the following:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Public Gatherings
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;br/&gt;&#xD;
        
            A Public Gathering is the assembly of a group of people who are assembling for a common purpose. The goal thereof is to express issues of either political or socio-economic nature.
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;br/&gt;&#xD;
        &lt;br/&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            It can take the form of a march, it will normally end with the handing over of a memorandum. Posters with slogans will often be used.
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;br/&gt;&#xD;
        &lt;br/&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            It is regulated by legislation and members are protected during the public gathering.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Stay-aways
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            – employees do not show up for work. In education it implies that educators appointed by the State, do not show up at school. The negative aspect is that teachers appointed by the Governing Body, will still have to teach, unless a sympathy strike is implemented.
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;br/&gt;&#xD;
        &lt;br/&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Demonstrations or picketing
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            – this is a demonstration where the employees indicate the reasons for the strike through posters and slogans.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Go slow
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            – this is a form of labour action where employees still show up to work, but all work is done at a very slow pace as to frustrate the employer:
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            In education, this could include actions such as
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            “chalk down”
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            which means that while you are in your class, you sit behind your desk, but you do not teach, but acts of supervision and discipline in your class is still your responsibility.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Sit in
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            or
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            sit down
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            – this implies that all teachers stay in the staff room, and educators accept no responsibility for the care of learners in the classroom; you are at school, but you deliver no service.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Work-to-rule
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        
            : in this form of strike you only do what your contract requires, but no extra activities. This implies that you teach, but no extramural activities are performed in the afternoon, over weekends or holidays, you do not attend any departmental meetings and perform a slow strike to frustrate the employer
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
            
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           WHAT SHOULD YOU DO?
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ol&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Members of another union at my school strike, but I want to continue with my work?
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;br/&gt;&#xD;
        
            In this instance it is necessary that you still report to your school and ensure that you sign the daily attendance register. Also report to your Provincial Secretary. Ensure that you do not leave the premises without permission.
            &#xD;
        &lt;br/&gt;&#xD;
        &lt;br/&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            There is a strike at my school, I cannot access the premises or I am being intimidated or threatened not to work
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;br/&gt;&#xD;
        
            In this instance it is necessary to report as soon as possible to your nearest District Office or Police station. There should be an attendance register which you can sign. It could be expected of you to stay for the duration of the school day at these offices.
             &#xD;
        &lt;br/&gt;&#xD;
        &lt;br/&gt;&#xD;
        
            In the case where you feel threatened or intimidated, it would be advisable to report to your nearest police station. In the case where your personal possessions are damaged, this should also be reported.
             &#xD;
        &lt;br/&gt;&#xD;
        &lt;br/&gt;&#xD;
        
            After the completion of the strike it is necessary to review your pay slips thoroughly to ensure that your salary was not deducted due to the strike. Contact your Provincial Secretary.
            &#xD;
        &lt;br/&gt;&#xD;
        &lt;br/&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Parents have locked the school and I cannot enter the premises
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;br/&gt;&#xD;
        
            This is a form of lock-out. In this case you have clearly indicated the intention to offer your services, but you are being prohibited. Report to the closest District Office or Police Station. 
            &#xD;
        &lt;br/&gt;&#xD;
        &lt;br/&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            As Governing Body employees, we would like to strike in support of our government appointed colleagues
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;br/&gt;&#xD;
        
            The employer of Governing Body employees is the School Governing Body and the necessary arrangements must be made with the SGB, so that this will not be seen as an unprotected strike. Contact your Provincial Secretary for the necessary information.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ol&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The SAOU focuses on the protection of your rights which includes a safe and fair working environment. Strikes are the last resort, after all other possibilities were considered and no satisfactory solution could be reached
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;a href="https://www.saou.co.za/continuum" target="_blank"&gt;&#xD;
    &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Webblad+banier+%2811%29.png" alt=""/&gt;&#xD;
  &lt;/a&gt;&#xD;
&lt;/div&gt;</content:encoded>
      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/NASIONAAL.png" length="605402" type="image/png" />
      <pubDate>Thu, 12 Feb 2026 08:37:09 GMT</pubDate>
      <guid>https://www.saou.co.za/verskeie-vorme-van-arbeidsaksie-various-forms-of-labour-action</guid>
      <g-custom:tags type="string">GEMS</g-custom:tags>
      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/NASIONAAL.png">
        <media:description>thumbnail</media:description>
      </media:content>
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        <media:description>main image</media:description>
      </media:content>
    </item>
    <item>
      <title>What is the SAOU planning  for the next 5 years? | Wat beplan die SAOU  vir die volgende 5 jaar?</title>
      <link>https://www.saou.co.za/what-is-the-saou-planning-for-the-next-5-years-wat-beplan-die-saou-vir-die-volgende-5-jaar</link>
      <description>NN 02/2026: Die SAOU het in die afgelope dertig jaar ‘n beduidende invloed op die onderwyslandskap in Suid-Afrika gehad en is...</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionale+Nuusbrief.png" alt=""/&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;span&gt;&#xD;
      
           NN 02/2026
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/h2&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
            WHAT IS THE SAOU PLANNING
            &#xD;
      &lt;br/&gt;&#xD;
      
            FOR THE NEXT 5 YEARS?
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Dear SAOU Members
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           In 2026, a new three-year term for our elected leadership commenced. Accordingly, renewed attention is being given to the strategic positioning of the SAOU for the next three to five years. Over the past thirty years, the SAOU has had a significant influence on the education landscape in South Africa and remains committed to ensuring that we will continue to add value to our members and the broader education community in the years ahead.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The SAOU Standing Committee has approved a research project aimed at the strategic positioning of our union. This project will be conducted by an independent consultant, Blue Horizon. The project will commence in February 2026 and is expected to be completed by 31 May 2026. The intention is to present the research findings at the triennial congress to be held on 24–25 June 2026.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The research will be twofold in nature. Firstly, a quantitative analysis will be conducted in which a sample of 700 members will be requested to complete a questionnaire. Secondly, a qualitative analysis will take place through focus group discussions involving a sample of 80 members.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The purpose of the research project is to ensure that the SAOU continues to meet the future needs of its members in a rapidly changing world, while also ensuring that the SAOU remains relevant as a trade union within the education sector and continues to be an active role player.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Should you, as a member, be approached to participate in the research project, whether by completing the questionnaire or by taking part in focus group discussions, it is of the utmost importance that you participate fully and with commitment. We rely on your cooperation in this regard.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
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           2026/02/05
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           WAT BEPLAN DIE SAOU
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            VIR DIE VOLGENDE 5 JAAR?
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           Geagte SAOU-lede
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           In 2026 het ‘n nuwe driejaartermyn vir ons verskose leierskap ‘n aanvang geneem. Hiermee word daar dan opnuut aandag gegee aan die strategiese posisionering van die SAOU vir die volgende drie tot vyf jaar. Die SAOU het in die afgelope dertig jaar ‘n beduidende invloed op die onderwyslandskap in Suid-Afrika gehad en is daartoe verbind om te verseker dat ons ook in die nabye toekoms van waarde vir ons lede en die breë onderwysgemeenskap sal wees.
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           Die SAOU Dagbestuur het ‘n navorsingsprojek goedgekeur, vir die strategiese posisionering van ons vakbond, wat deur ‘n onafhanklike konsultant, Blue Horizon, uitgevoer word. Die projek skop in Februarie 2026 af wat teen 31 Mei 2026 afgehandel sal wees. Die beplanning is om die bevindinge van die navorsing tydens die driejaarlikse kongres op 24 -25 Junie 2026 bekend te maak.
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           Die aard van die navorsing is tweeledig. Eerstens ‘n kwantatiewe analise waar ‘n steekproef van 700 lede ‘n vraelys sal voltooi. Tweedens sal ‘n kwalitatiewe analise plaasvind waar fokusgroep besprekings met ‘n steekproef van 80 lede sal plaasvind.
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           Die doel van die navorsingsprojek is om seker te maak dat die SAOU steeds in ons lede se toekomstige behoeftes kan voorsien in ‘n snel veranderende wêreld, maar dat ons ook as die SAOU steeds relevant as vakbond binne die onderwyssektor, ‘n aktiewe rolspeler sal bly.
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           Indien u as lid genader word om aan die navorsingsprojek deel te neem, hetsy deur die vraelys of deur die fokusgroep besprekings, is dit van uiterste belang dat u met oorgawe aan die proses sal deelneem. Ons maak staat op u samewerking in hierdie verband.
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      <pubDate>Thu, 05 Feb 2026 12:58:43 GMT</pubDate>
      <guid>https://www.saou.co.za/what-is-the-saou-planning-for-the-next-5-years-wat-beplan-die-saou-vir-die-volgende-5-jaar</guid>
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      <title>Aan die werk | At the chalkboard Jan 2026</title>
      <link>https://www.saou.co.za/aan-die-werk-at-the-chalkboard-jan-2026</link>
      <description>At the chalkboard: What happened in the SAOU during January 2026 ...</description>
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           2026/02/04
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      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/NASIONAAL.png" length="605402" type="image/png" />
      <pubDate>Wed, 04 Feb 2026 13:19:56 GMT</pubDate>
      <guid>https://www.saou.co.za/aan-die-werk-at-the-chalkboard-jan-2026</guid>
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      <title>Aanpassing van GEMS mediese toelaes | Adjustment of GEMS medical subsidy</title>
      <link>https://www.saou.co.za/aanpassing-van-gems-mediese-toelaes-adjustment-of-gems-medical-subsidy30be3802</link>
      <description>NN 01/2026: Aanpassing van die toelaag vir die periode 1 Januarie 2026 tot 31 Maart 2026 sal 4.5% vir die periode wees...</description>
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           NN 01/2026
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            AANPASSING VAN DIE MEDIESE TOELAES VIR WERKNEMERS OP DIE STAATSDIENS MEDIESE SKEMA (GEMS)
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           Die SAOU is aktief betrokke in hoë vlak besprekings rondom die huidige situasie met GEMS. ‘n Gesamentlike vergadering van die prinsipale (bestaande uit Cosatu, FEDUSA en SAPU) is op 29 Januarie 2026 gehou. Daar is ooreengekom dat ‘n gesamentlike aksieplan teen die huidige verhogings van GEMS geïmplementeer sal word. Die doel is nie net om die huidige verhogings aan te spreek nie, maar ook om groter aanspreeklikheid vir die toekoms te verseker.
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           Ons veg vir jou regte!
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           GEMS het in Januarie 2026 aangekondig dat die 9.8% verhoging slegs toegepas sal word vir Januarie 2026, en sal in Februarie 2026 verlaag word na 9.5%.
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           Die Minister van Openbare Diens en Administrasie het aangekondig dat die toelaag vir werknemers wat lede van die GEMS mediese skema is, sal aangepas word.
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            Aanpassing van die toelaag vir die periode 1 Januarie 2026 tot 31 Maart 2026 sal 4.5% vir die periode wees (
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            Omsendskrywe 54 van 2025
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            ).
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            Die aanpassing van die toelaag van Januarie 2026 kon nie vir Januarie 2026 geïmplementeer word nie, maar sal wel vanaf 1 Februarie 2026 op die salaris strokie gereflekteer word, terugwerkend tot Januarie 2026 (
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            Omsendskrywe dd 19/12/2025
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            ).
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            Vanaf 1 April 2026 tot 31 Maart 2027 sal ŉ addisionele 0.5% aan toelaes bygevoeg word. 
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           Konsultasie met GEMS word steeds in die PSCBC gevoer. Die SAOU sal sy lede op hoogte van die proses hou.
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           2026/02/03
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           Adjustment of medical subsidy for Employees on the Government Employees Medical Scheme (GEMS) 
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           The SAOU is actively involved in high level discussions on the current GEMS situation. A joint meeting of labour union principals (consisting of Cosatu, FEDUSA and SAPU) on the 29
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           th
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           of January. It was agreed that a joint plan of action will be implemented against the increases of GEMS. The aim is to address the current increases, but also to ensure that there is greater accountability in the coming years.
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           We fight for your rights!
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           GEMS announced in January 2026 that the 9.8% increase is only applicable for January, and will be lowered to 9.5% from February 2026.
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           The Minister for Public Service and Administration announced that the subsidy for employees who are members of the GEMS medical scheme would subsequently be adjusted.
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            Subsidy adjustment for the period 1 January 2026 to 31 March 2026 will be 4.5% for the period (
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      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/DPSA+Circular+54+12-12-25.pdf" target="_blank"&gt;&#xD;
        
            Circular 54 of 2025
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            ).
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            The subsidy adjustment for January 2026 could not be implemented for January and it will only be implemented from 1 February 2026 (it will accordingly reflect in the February 2026 salary advise backdated to January 2026) (
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      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/DPSA+Circular+dd+19-12-25.pdf" target="_blank"&gt;&#xD;
        
            Circular dd 19/12/2025
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            ).
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            From 1 April 2026 to 31 March 2027 an additional 0.5% will be implemented.
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           Consultation with GEMS in the Public Service Co-ordinating Bargaining Council (PSCBC) is ongoing. The SAOU will keep its members updated on the process.
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      <pubDate>Tue, 03 Feb 2026 07:45:23 GMT</pubDate>
      <guid>https://www.saou.co.za/aanpassing-van-gems-mediese-toelaes-adjustment-of-gems-medical-subsidy30be3802</guid>
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      <title>Afsluitingsboodskap | Closing message</title>
      <link>https://www.saou.co.za/afsluitingsboodskap-closing-message</link>
      <description>NN 31/2025: Tog staan die SAOU op ’n stewige fondament, gebou op ’n trotse geskiedenis van veerkragtigheid: die vermoë om, ongeag die aard...</description>
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           NN 31/2025
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           2025/12/09
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            Klik hier om na die video te kyk
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           2025 was ’n veeleisende jaar – een gevul met uitdagings en soms onverwagte situasies wat vinnig en doelgerig hanteer moes word. Tog staan die SAOU op ’n stewige fondament, gebou op ’n trotse geskiedenis van veerkragtigheid: die vermoë om, ongeag die aard van die uitdaging, met kundigheid, integriteit en styl op te tree – en dit suksesvol.
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           In hierdie videoboodskap beklemtoon dr Louis Swanepoel dat
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           u, as SAOU-lid
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           , ’n betekenisvolle rol in dié sukses gespeel het. Deur u betrokkenheid, vertroue en ondersteuning het u aktief bygedra tot die SAOU se volgehoue relevansie en impak binne die onderwyslandskap.
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  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Dankie dat u deel is van die SAOU se krag, volgehoue groei en toekoms.
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://youtu.be/pujDsFGFOZ4" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Click here to watch the video
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
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           2025 was a demanding and dynamic year, marked by challenges and, at times, unexpected issues that had to be addressed with care and resolve. The SAOU draws on a proud history of capacity – the capacity to respond to matters of any nature with expertise, integrity and professionalism and to do so successfully.
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    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
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    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           In this video message dr Louis Swanepoel highlights the vital role
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           you, as a SAOU member
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      
           , have played in that success. Through your continued support, involvement and trust, you have made a meaningful contribution to the organisation’s strength, impact and ongoing relevance within the education sector.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
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          &#xD;
    &lt;/span&gt;&#xD;
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  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Thank you for being part of the SAOU’s strength, sustained growth and future
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;a target="_blank"&gt;&#xD;
    &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Kersfees+Eng+%281%29.png" alt=""/&gt;&#xD;
  &lt;/a&gt;&#xD;
&lt;/div&gt;</content:encoded>
      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal+nuusbrief+WA.png" length="622746" type="image/png" />
      <pubDate>Tue, 09 Dec 2025 14:44:11 GMT</pubDate>
      <guid>https://www.saou.co.za/afsluitingsboodskap-closing-message</guid>
      <g-custom:tags type="string" />
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        <media:description>main image</media:description>
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    </item>
    <item>
      <title>Aan die Werk 2025 | At the chalkboard 2025</title>
      <link>https://www.saou.co.za/aan-die-werk-2025-at-the-chalkboard-2025</link>
      <description>What happened during 2025 at the SAOU ....</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Nasionaal+Mashoof+2024_Nasionaal.png"/&gt;&#xD;
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  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Aan+die+Werk+At+the+chalkboard+2025_.png" alt=""/&gt;&#xD;
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      <pubDate>Mon, 08 Dec 2025 14:03:55 GMT</pubDate>
      <guid>https://www.saou.co.za/aan-die-werk-2025-at-the-chalkboard-2025</guid>
      <g-custom:tags type="string" />
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    <item>
      <title>WAT'S NUUT VIR 2026 | WHAT'S NEW FOR 2026</title>
      <link>https://www.saou.co.za/wats-nuut-vir-2026-whats-new-for-2026</link>
      <description>NN 31/2025: SAOU members will soon enjoy a modern mobile app offering exclusive access to updates, news and information in one convenient communication hub...</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Nasionaal+Mashoof+2024_Nasionaal.png"/&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;span&gt;&#xD;
      
                      
           SAOU NN 31/2025
          
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    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
                        
            ﻿
           
                      &#xD;
      &lt;/span&gt;&#xD;
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  &lt;/h2&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;strong&gt;&#xD;
      
                      
           SAOU KOMMUNIKASIE KRY 'N OPGRADERING
          
                    &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/h2&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;strong&gt;&#xD;
      
                      
           'N PLATFORM EKSKLUSIEF VIR ONS LEDE
          
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                    &#xD;
    &lt;/span&gt;&#xD;
  &lt;/h2&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
                        
            Die SAOU se nuwe selfoontoep is hier en dit word voortaan die
           
                      &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;strong&gt;&#xD;
      
                      
           primêre kommunikasieplatform vir lid-eksklusiewe inhoud
          
                    &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      
                      
           . Die toep bied aan SAOU-lede vinniger, eenvoudiger en meer gerieflike toegang tot nuus, opdaterings en SAOU-inligting – alles op één sentrale plek op jou selfoon.
          
                    &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
                      
            
          
                    &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
                      
           Hierdie nuwe platform verseker dat lede inligting direk en op ’n wyse ontvang wat hul daaglikse werk ondersteun. Dit is moderne kommunikasie wat aanpas, meer toeganklik is en saam met ons ledegemeenskap ontwikkel.
          
                    &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
                      
            
          
                    &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
                      
           WhatsApp sal steeds gebruik word vir kort, tydsensitiewe kennisgewings en provinsie- spesifieke kommunikasie.
          
                    &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
                      
            
          
                    &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
                      
           Registrasieproses
          
                    &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
                        
            Ons toep word aangebied deur die d6 Communicator-platform en lede sal oor die volgende paar weke “onboard” word. Sodra jou besonderhede op die stelsel gelaai is, ontvang jy ’n e-posuitnodiging van
           
                      &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="mailto:noreply@d6.co.za" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
                        
            noreply@d6.co.za
           
                      &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      
                      
            met ’n skakel om die SAOU-toep af te laai.
          
                    &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;br/&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
                      
           Indien jy reeds die d6 Communicator-toep gebruik, volg asseblief hierdie stappe:
          
                    &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
                          
             Navigeer na
            
                        &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
                        
            ‘Manage Communities’
           
                      &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
                          
             Gebruik die soekfunksie en tik
            
                        &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
                        
            ‘SAOU’
           
                      &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
                          
             in
            
                        &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
                          
             Kies
            
                        &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
                        
            SAOU
           
                      &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
                          
             — jy sal outomaties toegang kry tot jou provinsiale groep
            
                        &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
                      
            
          
                    &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
                        
            Indien jy hulp benodig, stuur ’n e-pos aan
           
                      &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="mailto:saouapp@saou.co.za" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
                        
            saouapp@saou.co.za
           
                      &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      
                      
           .
          
                    &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
                      
            
          
                    &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
                      
           Belangrik: Jy sal slegs kan registreer met die selfoonnommer en/of e-posadres wat jy oorspronklik aan die SAOU voorsien het toe jy aangesluit het.
          
                    &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
                        
            Indien hierdie besonderhede intussen verander het, moet dit eers opdateer word voordat jy op die toep kan registreer:
           
                      &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="http://www.saou.co.za/change-membership-detail" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
                        
            www.saou.co.za/change-membership-detail
           
                      &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
                      
            
          
                    &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
                      
           Hou jou e-pos dop vir die amptelike uitnodiging.
          
                    &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
                      
            
          
                    &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
                      
           Waarom dit belangrik is
          
                    &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
                      
           Die SAOU is daartoe verbind om ons kommunikasie met lede te verbeter deur vinniger, meer toeganklike en beter georganiseerde kommunikasie moontlik te maak. Ons sien uit daarna om jou op hierdie nuwe platform te verwelkom.
          
                    &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
                      
            
          
                    &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
                      
           Let wel:
          
                    &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
                        
            Die SAOU-toep is reeds aktief maar sal eers vanaf Januarie 2026 vir kommunikasie gebruik word. Volledige toegang vir lede sal begin sodra elke provinsie gelaai is, met die amptelike bekendstelling wat in
           
                      &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;strong&gt;&#xD;
      
                      
           Januarie 2026
          
                    &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
                        
            plaasvind.
           
                      &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
                      
            
          
                    &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
                      
           Hieronder is ’n voorbeeld van hoe die uitnodiging lyk sodat jy dit maklik kan herken wanneer dit jou e-pos bereik:
          
                    &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/d6_onboarding+email.jpg" alt=""/&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
                      
           Ons sien daarna uit om jou op die eksklusiewe platform te verwelkom.
          
                    &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
                      
           ’n Nuwe era van SAOU-kommunikasie begin nou en jy is deel daarvan.
          
                    &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;strong&gt;&#xD;
      
                      
           SAOU COMMUNICATION IS GETTING AN UPGRADE
          
                    &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/h2&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;strong&gt;&#xD;
      
                      
           A PLATFORM EXCLUSIVELY FOR MEMBERS
          
                    &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/h2&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
                        
            The SAOU’s new mobile app has arrived and it will soon become the
           
                      &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;strong&gt;&#xD;
      
                      
           primary communication platform for member-exclusive content
          
                    &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      
                      
           . The app offers SAOU members faster, simpler and more convenient access to news, updates and SAOU information – all in one central place on your phone.
          
                    &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
                      
            
          
                    &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
                      
           This new platform ensures that members receive information directly and in a way that supports their day-to-day work. It is modern communication that adapts, improves accessibility and evolves alongside our member community.
          
                    &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
                      
            
          
                    &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
                      
           WhatsApp will continue to be used for short, time-sensitive updates and province-specific communication.
          
                    &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
                      
            
          
                    &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
                      
           Registration process
          
                    &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
                        
            Our app is hosted by the d6 Communicator and you will be onboarded within the next few weeks. Once your details have been loaded onto the system, you will receive an email invitation from
           
                      &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="mailto:noreply@d6.co.za" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
                        
            noreply@d6.co.za
           
                      &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      
                      
            with a link to download the SAOU app.
          
                    &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
                      
           If you are already using the d6 Communicator app, follow these steps:
          
                    &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
                          
             Navigate to
            
                        &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
                        
            ‘Manage Communities’
           
                      &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
                          
             Use the search function to look for
            
                        &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
                        
            ‘SAOU’
           
                      &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
                          
             Select
            
                        &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
                        
            SAOU
           
                      &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
                          
             — you will automatically gain access to your provincial group
            
                        &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
                        
            If you need assistance, email
           
                      &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="mailto:saouapp@saou.co.za" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
                        
            saouapp@saou.co.za
           
                      &#xD;
      &lt;/strong&gt;&#xD;
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           .
          
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      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
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           Important: You will only be able to register using the cell phone number and/or email address you originally provided when you joined the SAOU.
          
                    &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
                        
            If these details have changed, they must be updated before you can register on the app:
           
                      &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="http://www.saou.co.za/change-membership-detail" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
                        
            www.saou.co.za/change-membership-detail
           
                      &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
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      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
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  &lt;p&gt;&#xD;
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           Keep an eye on your email for the official invitation.
          
                    &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
                      
            
          
                    &#xD;
    &lt;/span&gt;&#xD;
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  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
                      
           Why this matters
          
                    &#xD;
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  &lt;p&gt;&#xD;
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           The SAOU remains committed to improving how we communicate with our members by offering faster, more accessible and better-organised communication. We look forward to welcoming you to this new platform.
          
                    &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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                    &#xD;
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  &lt;p&gt;&#xD;
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           Note:
          
                    &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
                        
            The SAOU app is already active, but will only be used for communication from
           
                      &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;strong&gt;&#xD;
      
                      
           January 2026
          
                    &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
                        
            . Full access for members will begin as each province is onboarded, followed by the official launch in
           
                      &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;strong&gt;&#xD;
      
                      
           January 2026
          
                    &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      
                      
           .
          
                    &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
                      
            
          
                    &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
                      
           Below is an example of what the invitation email will look like, so you can easily recognise it when it arrives in your inbox:
           
                      &#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/d6_onboarding+email.jpg" alt=""/&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
                      
           We look forward to welcoming you to this new, exclusive platform.
          
                    &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
                      
           A new era of SAOU communication starts now, and you are part of it.
          
                    &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;</content:encoded>
      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal-nuusbrief-WA-1a169106.png" length="622746" type="image/png" />
      <pubDate>Thu, 04 Dec 2025 13:16:20 GMT</pubDate>
      <guid>https://www.saou.co.za/wats-nuut-vir-2026-whats-new-for-2026</guid>
      <g-custom:tags type="string">SAOU app,SAOU toep</g-custom:tags>
      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal-nuusbrief-WA-1a169106.png">
        <media:description>thumbnail</media:description>
      </media:content>
      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal-nuusbrief-WA-1a169106.png">
        <media:description>main image</media:description>
      </media:content>
    </item>
    <item>
      <title>SAOU sê NEE vir VAP | SAOU says NO to ERP</title>
      <link>https://www.saou.co.za/saou-se-nee-vir-vap-saou-says-no-to-erp</link>
      <description>NN 30/2025: The SAOU as a trade union is committed to always acting in the best interests of our members, therefore the SAOU does not support this program...</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Nasionaal+Mashoof+2024_Nasionaal.png" alt=""/&gt;&#xD;
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&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;span&gt;&#xD;
      
           NN 30/2025
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&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
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    &lt;strong&gt;&#xD;
      
           VERVROEGDE AFTREDE PROGRAM
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           DIE ONDERWYS HET
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      &lt;span&gt;&#xD;
        
            ﻿
           &#xD;
      &lt;/span&gt;&#xD;
      
           JOU NODIG! 
          &#xD;
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&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Dink voordat jy die onderwys verlaat. Uitbranding aan die einde van die jaar is 'n realiteit, maar moenie toelaat dat dit jou besluit om uit die onderwys af te tree, oorheers nie.
          &#xD;
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  &lt;p&gt;&#xD;
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           Jy voeg baie waarde toe tot onderwys in Suid-Afrika deur die kennis en vaardighede wat jy bied.
          &#xD;
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           Die SAOU as vakbond is daartoe verbind om altyd in die beste belang van ons lede op te tree, daarom steun die SAOU nie hierdie program nie.
          &#xD;
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    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           As jy oorweeg om aan die Vroeë Aftrede Program (VAP) deel te neem, is dit belangrik om die volgende te oorweeg:
          &#xD;
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           1. Hoekom steun die SAOU nie die VAP nie?
          &#xD;
    &lt;/strong&gt;&#xD;
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           Die langtermyn skade wat hierdie program aan lede sal aanrig, 'n inisiatief wat bewys is dat daar slegs ‘n eenmalige voordeel is, kan die SAOU nie toelaat dat ons lede verarm word nie.
          &#xD;
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  &lt;/p&gt;&#xD;
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           2. Wat is die finansiële realiteite van die program?
          &#xD;
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  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Met hierdie program kan daar tot 40% belasting op die bedrag gehef word wat uitbetaal word.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            U pensioenfonds (GEPF) het in 2025 met slegs
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            2.9% verhoog
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        
            , baie minder as wat die normale verhoging op ‘n onderwyser se salaris is.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Hierteenoor groei jou salaris met ten minste
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            4% oor die volgende twee jaar
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        
            , jy verwerf steeds jou jaarlikse
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            QMS van 1,5%
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            , jou GEMS-toelaag groei met
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            MPI + 0.5%
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            en die
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            behuisingsubsidie
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            sal ook weer in die komende jaar aangepas word. Hierdie verhogings is meer as wat die addisionele toelaag van die VAP sal wees.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           3.
          &#xD;
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          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Wat is die ander realiteite van die program?
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            As jy van die VAP-program gebruik maak, sal jy nie weer in diens geneem kan word nie, beide in permanente of tydelike kapasiteit nie.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            As jy daarna deur die Beheerliggaam aangestel word, word belasting bereken op die pensioen wat jy maandeliks ontvang, saam met die BL-bedrag wat ontvang word. Die belasting implikasie is ontsaglik negatief.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            As ‘n mens op 55 aftree moet jou salaris hou tot en met afsterwe. Die gemiddelde lewensverwagting in Suid-Afrika is 75 jaar. Sal jou pensioen kan hou vir die volgende 20 jaar?
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
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  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           4.
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;strong&gt;&#xD;
      
            
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Hoekom is hierdie program begin?
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die enigste rede vir hierdie program was om die huidige druk op die Staatsdiens se betaalstaat te verlig, ten koste van jou.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Dit is goedkoper om jonger, onervare persone in u posisie aan te stel. 
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Verskeie navorsers het bevind dat hierdie model nie volhoubaar is nie, maar vir nou is dit vir die Staat ‘n werkbare oplossing, TEN KOSTE van u finansiële sekerheid.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;br/&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           5.
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;strong&gt;&#xD;
      
            
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Waarom wil onderwysers aansoek doen vir hierdie program?
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die meerderheid van oproepe toon dat lede uitbranding ervaar.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           In hierdie geval nooi ons graag SAOU-lede uit om gebruik te maak van die
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://www.saou.co.za/saou-help" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            SAOU Help!
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      
           – hierdie gratis diens is beskikbaar om jou te ondersteun met aspekte soos emosionele uitbranding, stres en ander uitdagings.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Die onderwysstelsel kan nie bekostig om jou nou te verloor nie!
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;span&gt;&#xD;
      
           2025/11/20
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/h2&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           EARLY RETIREMENT PROGRAMME
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           EDUCATION
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ﻿
           &#xD;
      &lt;/span&gt;&#xD;
      
           NEEDS YOU!
           &#xD;
      &lt;br/&gt;&#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Think before you leave teaching. Burnout at the end of the year is a reality, but don't let it dominate your decision to retire from teaching.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           You add a lot of value to education in South Africa through the knowledge and skills you offer.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The SAOU as a trade union is committed to always acting in the best interests of our members, therefore the SAOU does not support this program.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           If you are considering participating in the Early Retirement Program (ERP), it is important to consider the following:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           1.  Does the SAOU support this programme?
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The long-term damage that this program will cause to members, an initiative that has been proven to have only a once-off benefit, the SAOU cannot allow our members to be impoverished.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           2.
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;strong&gt;&#xD;
      
             
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           What are the financial realities of the programme?
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            With this programme, up to 40% tax can be charged on the amount paid out.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Your pension fund (GEPF) only grew with
           &#xD;
      &lt;/span&gt;&#xD;
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        &lt;span&gt;&#xD;
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            2.9%
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        &lt;span&gt;&#xD;
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            in 2025, significantly less than the expected increases of educator salaries.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Your salary on the other hand will increase with at least
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        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
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            4% over the next two years
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            , you will still receive your annual
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        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
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            QMS of 1.5%
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      &lt;span&gt;&#xD;
        
            , your GEMS subsidy increases with
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        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
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            MPI + 0.5%
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        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
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            and the
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            housing subsidy
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            will also be amended in the coming year. These increases will exceed the additional allowance paid in the ERP.
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      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
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           3.
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           What are the other realities of the programme
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  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            If you accept the ERP programme, you will not be re-appointed in education, not in a permanent or temporary capacity.
           &#xD;
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    &lt;/li&gt;&#xD;
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            Should you be appointed by the Governing Body, the payment contribution will be considered with the pension contribution. The salary implication will be immensely negative.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            If you retire at 55, your salary will have to last until your demise. The average life expectancy in South Africa is 75 years of age. Will your pension last for the next 20 years?
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
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      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
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           4.
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          &#xD;
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    &lt;strong&gt;&#xD;
      
           Why was this programme started?
          &#xD;
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  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The only reason for this programme was to alleviate the current pressure on Public Service payroll, at your expense.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            It is more cost effective to appoint younger, less experienced educators in your position.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Several researchers have found that this model is not sustainable, but at the moment this is a workable solution for the Public Service, at the EXPENSE of your financial security.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
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           5.
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    &lt;strong&gt;&#xD;
      
           Why would educators want to apply for this programme?
          &#xD;
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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           The majority of calls indicate that members are experiencing burnout.
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      &lt;/span&gt;&#xD;
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      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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           In this case, we would like to invite SAOU members to make use of the
          &#xD;
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    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://www.saou.co.za/saou-help" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            SAOU Help!
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      
           – this free service is available to support you with aspects such as emotional burnout, stress and other challenges.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
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      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           The education system cannot afford to lose you now!
          &#xD;
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    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;a target="_blank" href="/saou-help"&gt;&#xD;
    &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/SAOU+Help+%282%29.png" alt=""/&gt;&#xD;
  &lt;/a&gt;&#xD;
&lt;/div&gt;</content:encoded>
      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal+nuusbrief+WA.png" length="622746" type="image/png" />
      <pubDate>Thu, 20 Nov 2025 12:44:32 GMT</pubDate>
      <guid>https://www.saou.co.za/saou-se-nee-vir-vap-saou-says-no-to-erp</guid>
      <g-custom:tags type="string" />
      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal+nuusbrief+WA.png">
        <media:description>thumbnail</media:description>
      </media:content>
      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal+nuusbrief+WA.png">
        <media:description>main image</media:description>
      </media:content>
    </item>
    <item>
      <title>Arbeidsaangleenthede | Labour Matters</title>
      <link>https://www.saou.co.za/labour-matters</link>
      <description>NN 29/2025: Tydens ‘n vergadering van die RAVO is daar kennis geneem dat lede regoor die land, opgemerk het dat daar aftrekkings op betaalstrokies is wat nie deur...</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Nasionaal+Mashoof+2024_Nasionaal.png" alt=""/&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
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           NN 29/2025
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&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
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            ARBEIDS-
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  &lt;p&gt;&#xD;
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      &lt;span&gt;&#xD;
        
            ﻿
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           AANGELEENTHEDE
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&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
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            Vervroegde Aftrede Program (VAP)
          &#xD;
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  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die SAOU het reeds hieroor pro-aktief opgetree en baie van u vrae is in ‘n Zoom aanbieding van 6 November 2025 aangespreek.
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      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
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    &lt;span&gt;&#xD;
      
           Kyk gerus weer:
          &#xD;
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      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
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      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die Departement van Basiese Onderwys in die vorige week aangekondig dat alle provinsies opleiding ontvang het en gereed is om die Vervroegde Aftrede Program te implementeer.
          &#xD;
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  &lt;/p&gt;&#xD;
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  &lt;/p&gt;&#xD;
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    &lt;span&gt;&#xD;
      
           Hiermee saam is die aankondiging gemaak dat die datum vir finale indiening van aansoeke
          &#xD;
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      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           30 November 2025
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           is.
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  &lt;p&gt;&#xD;
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die Departement van Basiese Onderwys het ook die
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           uitsluitsel kriteria
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      
           (‘n uitsluitsel beteken ‘n persoon wie se aansoek nie oorweeg sal word nie) bekendgestel, en dit sluit in:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Opvoeders wat die STEM-vakke aanbied (Wiskunde, Wetenskap, Tegnologie en Ingenieurswese vakke);
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Opvoeders wat Kodering en Robotika aanbied;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Opvoeders wat Afrikaans as vak aanbied, maar ook opvoeders by skole waarvan die Taal van Onderrig en Leer Afrikaans is;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Opvoeders wat die Kunsvakke aanbied;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Opvoeders wat in die Grondslagfase skool hou; en
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Skoolgebaseerde terapeute, sielkundiges of beraders.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Lede wat dus van hierdie geleentheid gebruik wil maak en wat nie in een van die bogenoemde kategorieë val nie, word versoek om dokumente te voltooi en na distrikskantore deur te stuur of om dit in persoon in te handig voor of op
          &#xD;
    &lt;/span&gt;&#xD;
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      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           30 November 2025
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      
           .
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Hierdie program is van toepassing op werknemers tussen die ouderdom van
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           55 tot 59 (sonder penalisasie)
          &#xD;
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    &lt;span&gt;&#xD;
      
           .
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die VAP-aansporing (vir kandidate wat vir hierdie program kwalifiseer) word soos volg uiteengesit:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Twee (2) weke van basiese salaris per jaar vir die eerste
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            twintig
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            (20) jaar pensioendraende diens; en
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Een (1) week se finansiële aansporing vir elke voltooide jaar van pensioendraende diens daarna.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die Normale Aftree-aansporing (vir werknemers tussen die ouderdomme van
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           60 tot 63
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      
           ) wat kwalifiseer, word soos volg uiteengesit:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Twee (2) weke van basiese salaris per jaar vir die eerste tien (10) jaar pensioendraende diens; en.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Een (1) week se finansiële aansporing vir elke voltooide jaar van pensioendraende diens daarna.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Werknemers wat MINDER as tien (10) jaar van pensioendraende diens het, sal nie oorweeg word nie.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           ‘
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           n Voltooide aansoekvorm sal nie noodwendig goedkeuring verseker nie
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      
           en eers nadat die Provinsiale Onderwysdepartement ‘n brief aan die werknemer gestuur het om die aansoek goed te keur, sal die drie maande kennisgewingperiode ‘n aanvang neem (verwys na Bylaag E).
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://www.saou.co.za/af/early-retirement-programme-erp" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Klik op die VAP-dokumente knoppie hieronder om die volgende dokumente af te laai:
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://www.saou.co.za/af/early-retirement-programme-erp" target="_blank"&gt;&#xD;
        
            DPSA Omsendskrywe 38 van 2025;
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://www.saou.co.za/af/early-retirement-programme-erp" target="_blank"&gt;&#xD;
        
            Bepaling en Direktief oor Aangespoorde Vervroegde Aftrede Program (sonder penalisering) en Vrywillige Uittreeprogram vir Werknemers in die Staatsdiens.
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://www.saou.co.za/af/early-retirement-programme-erp" target="_blank"&gt;&#xD;
        
            Bylaag A: Aansoekvorm vir VAP en Normale Aftrede-Finansiële Aansporing;
           &#xD;
      &lt;/a&gt;&#xD;
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    &lt;li&gt;&#xD;
      &lt;a href="https://www.saou.co.za/af/early-retirement-programme-erp" target="_blank"&gt;&#xD;
        
            Bylaag D: Lys van vrae wat gereeld ontvang word; en
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    &lt;li&gt;&#xD;
      &lt;a href="https://www.saou.co.za/af/early-retirement-programme-erp" target="_blank"&gt;&#xD;
        
            Bylaag E: Vloeidiagram vir VAP en Vrywillige Uittreeprogram.
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           2025/11/18
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           LABOUR MATTERS
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           Early Retirement Programme (ERP) 
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           The SAOU has already been proactive about this and many of your questions have been answered in a Zoom presentation from November 6, 2025.
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           To view it again:
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      &lt;br/&gt;&#xD;
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           The Department of Basic Education announced in the previous week that all provinces have been trained on the implementation of the Early Retirement Programme.
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           It was also announced that the final date of submission of applications will be
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           30 November 2025.
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           The Department of Basic Education also announced the
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           criteria of exclusions
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           (an exclusion refers to a category of person whose application will not be considered) this includes:
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  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
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            Educators who offer the STEM subjects (Mathematics, Sciences, Technology and Engineering subjects);
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    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
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            Educators who offer Coding and Robotics;
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      &lt;/span&gt;&#xD;
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            Educators who offer Afrikaans as subject, but also educators at schools where the Language of Learning and Teaching is Afrikaans;
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    &lt;li&gt;&#xD;
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            Educators who offer Art subjects;
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    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
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            Educators who teach in the Foundation Phase; and
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    &lt;li&gt;&#xD;
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            School based therapists, psychologists or counsellors
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           Members who would like to make use of the opportunity and who are not included in the exclusion list, are requested to complete the relevant documentation and to submit it to the district offices before or on
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           30 November 2025
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           .
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  &lt;p&gt;&#xD;
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           This programme is applicable to employees aged
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           55 to 59 (without penalisation)
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           .
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      &lt;/span&gt;&#xD;
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           The ERP incentive (for candidates who qualify in this programme) is explained as follows:
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    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Two (2) weeks of basic salary per year for the first
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        &lt;span&gt;&#xD;
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            twenty (20)
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            years of pensionable service;
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      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            One (1) week financial incentive for each completed year of pensionable service thereafter.
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      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The Normal Retirement Incentive (for employees aged
          &#xD;
    &lt;/span&gt;&#xD;
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      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           60 to 63
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           , who qualify) is explained as follows:
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  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Two (2) weeks of basic salary per year for the first ten (10) years of pensionable service;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            One (1) week financial incentive for each completed year of pensionable service thereafter
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      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
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           Employees with FEWER than ten (10) years of pensionable service are not eligible.
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  &lt;/p&gt;&#xD;
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           A completed application form does not ensure approval,
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           and only after the Provincial Education Department has sent a letter to inform employees that the application has been approved, the three months’ notice period will start (refer to Annexure E).
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          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://www.saou.co.za/early-retirement-programme--erp" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Click on the ERP Documents button below to download the following documents:
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://www.saou.co.za/early-retirement-programme--erp" target="_blank"&gt;&#xD;
        
            DPSA Circular 38 of 2025;
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://www.saou.co.za/early-retirement-programme--erp" target="_blank"&gt;&#xD;
        
            Determination and Directive on Incentivised Early Retirement Programme (without pension penalties) and Voluntary Exit Programme for Employees in the Public Service.
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://www.saou.co.za/early-retirement-programme--erp" target="_blank"&gt;&#xD;
        
            Annexure A: Application form for ERP and Normal Retirement Financial Incentive;
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://www.saou.co.za/early-retirement-programme--erp" target="_blank"&gt;&#xD;
        
            Annexure D: Frequently Asked Questions; and
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://www.saou.co.za/early-retirement-programme--erp" target="_blank"&gt;&#xD;
        
            Annexure E: Flowchart for ERP and Voluntary Exit Programme.
           &#xD;
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      &lt;span&gt;&#xD;
        &lt;br/&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
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            Staatsdiens Mediese Fonds-verhoging (GEMS)
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&lt;div data-rss-type="text"&gt;&#xD;
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    &lt;span&gt;&#xD;
      
           In 2024 is die GEMS mediese fonds lede bydrae met ‘n ondenkbare bedrag verhoog. Die SAOU saam met ander unies, het baie sterk daarteen te velde getrek en aangedui dat verhogings sonder konsultasie nie weer in 2025 geduld sal word nie.
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  &lt;p&gt;&#xD;
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           GEMS het in 2025 ‘n dag voor die verhogings die unies in kennis gestel dat daar weer ‘n verhoging van 9.8% geïmplementeer sal word.
          &#xD;
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      &lt;/span&gt;&#xD;
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  &lt;p&gt;&#xD;
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           Die SAOU, saam met ander unies, het ‘n amptelike beswaar teen die benadering van GEMS deur die PSCBC ingedien.
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  &lt;/p&gt;&#xD;
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  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die SAOU kan nie hierdie 9.8% verhoging ondersteun nie! Hierdie verhoging is meer as dubbel wat as die huidige VPI aangedui word.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           GEMS voer (soos in 2024) die volgende redes aan vir hierdie ekstreme verhoging:
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  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die verhoogde koste van eisgeskiedenis;
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    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Sekere korrupte aktiwiteite deur lede om verhoogde eise in te dien; en
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    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die verpligte reserwekoers van 25% moet gehandhaaf word.
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      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           DIE SIENING VAN DIE SAOU:
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  &lt;ol&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            In 2024 is die standpunt reeds geformuleer dat dit in die belang van lede is dat staatsdiensamptenare hulle eie mediese fonds behoort te kies.
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    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Dat lede gelyke subsidie moet ontvang vir die keuse van hulle eie mediese fonds.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Dat GEMS staatsdienswerkers “gyselaar” hou omdat daar geen alternatiewe keuse as GEMS is nie.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die SAOU het groter verantwoordbaarheid van die GEMS Raad vereis en dit getoon deur verskillende aksies om die verkiesing van Raadslede te ondersteun.
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    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die SAOU kan nie die rede van verhoogde eise ondersteun nie.
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    &lt;/li&gt;&#xD;
  &lt;/ol&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
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    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die SAOU beskou hierdie nie as die einde van die geveg nie, maar net die begin, en dring op die volgende aan:
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  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Duidelike en deursigtige kommunikasie deur GEMS voordat verhogings geïmplementeer word;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Bekostigbare produkte vir lede en verbetering van lede voordele; en
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Dat unies nie net “ingelig” kan word van verhogings nie, maar dat duidelike konsultasie betyds sal plaasvind.
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;br/&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Government Employees Medical Scheme increase (GEMS)
          &#xD;
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    &lt;strong&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           In 2024 the GEMS medical aid member contributions were increased by an unrealistic amount. The SAOU, in collaboration with other unions, reacted strongly against the increase and indicated that increases without consultation would not be tolerated in 2025.
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    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           In 2025 GEMS informed unions a day before the increases were announced that a 9.8% increase would be implemented.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The SAOU, along with other unions, submitted a formal objection to the procedure of GEMS through the PSCBC.
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    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
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    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The SAOU cannot support this increase of 9.8%. This increase is more than double the amount currently indicated as the CPI.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            As in 2024 GEMS cited the following reasons for the extreme increase:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The increased costs arising from the claim’s history;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Certain corrupt activities by members in the submission of inflated claims; and
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            That the 25% reserve ratio must be maintained.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           THE PERSPECTIVE OF THE SAOU:
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ol&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            In 2024 the perspective was formulated that it is in the best interest of members that public service employees should be able to choose their own medical aid.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            That members should be able to receive an equal subsidy for the medical aid of choice.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            That GEMS is currently holding public service employees “hostage” as they have no other alternative than GEMS.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The SAOU requested more accountability by the GEMS Council and showed their commitment by supporting the election of GEMS Council members.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The SAOU cannot support the reasons for the increase in member contributions.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ol&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The SAOU regards this not as the end of the confrontation, but as the beginning and is insisting on:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Clear and transparent communication by GEMS before they are implemented;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Cost-effective products for members and improvement of their member benefits; and
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            That labour cannot only be “informed” of increases but that clear consultation be concluded timeously.
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;br/&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
            Onduidelike en ongemagtigde aftrekkings
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Tydens ‘n vergadering van die RAVO is daar kennis geneem dat lede regoor die land, opgemerk het dat daar aftrekkings op betaalstrokies is wat nie deur hulle goedgekeur is nie. Dit is baie belangrik dat lede hulle maandelikse betaalstrokie goed moet bestudeer en verseker dat alle aftrekkings goedgekeur is.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Toegelate aftrekkings:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            GEMS;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            GEPF (pensioen);
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Belasting;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ELRC (RAVO);
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die Unie van jou keuse (as die SAOU nie duidelik aangedui is nie, kontak u provinsiale kantoor);
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            PSCBC;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            SARO (SACE);
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Versekering (deur jouself goedgekeur); en
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Goedgekeurde huislenings.
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;br/&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Unclear and unauthorised
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           deductions
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;strong&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           During a meeting of the ELRC it was noted that members nationwide are noticing deductions on their payslips which they did not authorise. Some members have reported double deductions for existing institutions. It is of utmost importance that members scrutinise their monthly payslip and ensure that all deductions are authorised.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Permissible deductions:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            GEMS;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            GEPF (pension);
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Tax;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ELRC;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Union of choice (If SAOU is not indicated, contact your provincial office);
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            PSCBC;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            SACE;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Insurance policies (approved by yourself); en
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Approved home loans. 
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;br/&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;a href="https://www.saou.co.za/continuum" target="_blank"&gt;&#xD;
    &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Webblad+banier+%2811%29.png" alt=""/&gt;&#xD;
  &lt;/a&gt;&#xD;
&lt;/div&gt;</content:encoded>
      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal+nuusbrief+WA.png" length="622746" type="image/png" />
      <pubDate>Tue, 18 Nov 2025 08:54:00 GMT</pubDate>
      <guid>https://www.saou.co.za/labour-matters</guid>
      <g-custom:tags type="string" />
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    <item>
      <title>SAOU Aan die werk Okt | At the chalkboard Oct 2025</title>
      <link>https://www.saou.co.za/at-the-chalkboard-oct-2025</link>
      <description>Wat het tydens Oktober 2025 by die SAOU gebeur ...</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Nasionaal+Mashoof+2024_Nasionaal.png" alt=""/&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Aan+die+Werk+At+the+chalkboard+Okt+2025.png" alt=""/&gt;&#xD;
&lt;/div&gt;</content:encoded>
      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal+nuusbrief+WA.png" length="622746" type="image/png" />
      <pubDate>Mon, 03 Nov 2025 08:52:37 GMT</pubDate>
      <guid>https://www.saou.co.za/at-the-chalkboard-oct-2025</guid>
      <g-custom:tags type="string" />
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      <title>2025 Verkiesing van Presidente-in-Raad | Election of Presidents in Council</title>
      <link>https://www.saou.co.za/2025-verkiesing-pir</link>
      <description>NN 28/2025: Die Nasionale Uitvoerende Raad (NUR) het op 29 Oktober 2025 gekonstitueer vir die volgende termyn van drie jaar. Tydens dié geleentheid het die NUR onder andere aandag verleen aan die verkiesing van die Presidente-in-Raad.</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Nasionaal+Mashoof+2024_Nasionaal.png" alt=""/&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;span&gt;&#xD;
      
           NN 28/2025
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/h2&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           2025 VERKIESING VAN PRESIDENTE-IN-RAAD
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           2025 ELECTION OF PRESIDENTS IN COUNCIl
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;strong&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die Nasionale Uitvoerende Raad (NUR) het op 29 Oktober 2025 gekonstitueer vir die volgende termyn van drie jaar. Tydens dié geleentheid het die NUR onder andere aandag verleen aan die verkiesing van die Presidente-in-Raad.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Dit is aangenaam om aan te kondig dat die volgende SAOU-lede as nasionale ampsdraers verkies is:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            President: Dr Louis Swanepoel
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Adjunk-President: Mnr Sas du Plessis
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Vise-President: Me Anne-Marie Klink
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die verkiesingsproses het plaasgevind onder die toesighouding van onafhanklike ouditeure. Dié ouditeure het na afloop van die verkiesing formeel verklaar dat die verkiesingsprosesse vanaf kringvlak na provinsiale vlak na nasionale vlak vry en regverdig, asook in ooreenstemming met die SAOU Grondwet was.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Hierdie uitgepresteerde SAOU-lede het hulle leierskap reeds in die verlede bewys en die NUR het sy volle vertroue weer in hulle wysheid en leierskap bevestig.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           ‘n Opregte woord van gelukwensing en sterkte word hulle toegewens met die eise en uitdagings wat in die volgende drie jaar te wagte kan wees.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The National Executive Council (NEC) constituted on 29 October 2025 for the next three-year term. During this meeting, attention was also given to the election of the Presidents in Council.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           We take pleasure to announce that the following SAOU members were elected as national office bearers:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            President: Dr Louis Swanepoel
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Deputy President: Mr Sas du Plessis
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Vice President: Ms Anne-Marie Klink
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The election process was supervised by independent auditors. The auditors formally declared after completion of the elections that the election processes from circuit level to provincial level to national level were free and fair, as well as in compliance with the SAOU Constitution.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           These respected SAOU members have proven their leadership in the past and the NEC reconfirmed its full confidence in their wisdom and leadership.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           They are sincerely congratulated and the wish is expressed that they will be able to deal with the various demands and challenges that will be posed during the next three years.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;a target="_blank" href="https://whatsapp.com/channel/0029Vaj7rxwHgZWWXxjZsW13"&gt;&#xD;
    &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/WhatsApp+Channel+banier+%281%29.png" alt=""/&gt;&#xD;
  &lt;/a&gt;&#xD;
&lt;/div&gt;</content:encoded>
      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal+nuusbrief+WA.png" length="622746" type="image/png" />
      <pubDate>Wed, 29 Oct 2025 11:29:21 GMT</pubDate>
      <guid>https://www.saou.co.za/2025-verkiesing-pir</guid>
      <g-custom:tags type="string" />
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    <item>
      <title>Nuutverkose Voorsitters en Ondervoorsitters | Newly elected Chairpersons and Deputy Chairpersons</title>
      <link>https://www.saou.co.za/saou-verkiesing-election</link>
      <description>NN 02/2025: We are pleased to announce that the following SAOU members have been elected as the Chairperson and Deputy Chairperson of the nine provinces...</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Verkiesing+mashoof-cd64c03b.png" alt=""/&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;span&gt;&#xD;
      
            NN 02/2025
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/h2&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           SAOU VERKIESING
            &#xD;
      &lt;br/&gt;&#xD;
      
           Nuutverkose Voorsitters en Ondervoorsitters
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           SAOU ELECTION
           &#xD;
      &lt;br/&gt;&#xD;
      
            Newly elected Chairpersons and
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ﻿
           &#xD;
      &lt;/span&gt;&#xD;
      
           Deputy Chairpersons
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;strong&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
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           Dit is aangenaam om aan te kondig dat die volgende SAOU-lede onderskeidelik verkies is as Voorsitter en Ondervoorsitter van die nege provinsies tydens die pas afgelope konstitueringsvergaderings van die onderskeie Provinsiale Uitvoerende Rade wat tussen 14 en 27 Oktober 2025 plaasgevind het. Die SAOU-webblad sal binnekort dienooreenkomstig opgedateer word.
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           Dit is belangrik om ook kennis te neem dat die Nasionale Dagbestuur (NDB) saamgestel word uit die President, die nege provinsiale Voorsitters en die Uitvoerende Beampte.
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           Die Nasionale Uitvoerende Raad (NUR) word saamgestel uit die President, Adjunkpresident, Vise-President, Voorsitters,  Ondervoorsitters, Uitvoerende Beampte en die nege Provinsiale Sekretarisse.
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           Die NUR, die hoogste gesag tussen die 3-jaarlikse kongresse, vergader op 29 Oktober 2025 waartydens die President, Adjunkpresident en Vise-President verkies sal word.
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           We are pleased to announce that the following SAOU members have been elected as the Chairperson and Deputy Chairperson of the nine provinces during the recent constituting meetings of the respective Provincial Executive Councils that took place between 14 and 27 October 2025. The SAOU webpage will soon be updated accordingly.
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           It is important to note that the National Standing Committee (NSC) comprises the President, the nine provincial Chairpersons and the Executive Officer.
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           The National Executive Council (NEC) comprises the President, Deputy President, Vice President, the Chairpersons, Deputy chairpersons, Executive Officer and the nine Provincial Secretaries.
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           The NEC, the highest authority between the triennial congresses will meet on 29 October 2025 to elect the President, Deputy President and Vice President.
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           Gauteng
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            VOORSITTER | CHAIRPERSON
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            Adele van der Merwe, Adele - Hoërskool Drie Riviere 
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            ﻿
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            ONDERVOORSITTER | DEPUTY CHAIRPERSON
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            Martin Bensch - Laerskool Louw Geldenhuys
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           Kwazulu-Natal
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            VOORSITTER | CHAIRPERSON
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           Linda Scholtz -   Danville Park Girls' High School
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            ONDERVOORSITTER | DEPUTY CHAIRPERSON
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           Llewellyn Gray - Huttenpark Primary School
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           Limpopo
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            VOORSITTER | CHAIRPERSON
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           Magnus Steyn - Merensky Landbou Akademie
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            ONDERVOORSITTER | DEPUTY CHAIRPERSON
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           Gideon Pelzer - Laerskool Pietersburg-Oos 
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           Mpumalanga
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            VOORSITTER | CHAIRPERSON
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          Danie Heese -
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           Laerskool Kruinpark
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            ONDERVOORSITTER | DEPUTY CHAIRPERSON
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           Willie van der Merwe - Hoërskool Nelspruit
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           Noord-Kaap | Northern Cape
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            VOORSITTER | CHAIRPERSON
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          Pieter le Roux -
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           Laerskool De Aar 
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           Liesel Giliomee - Hoërskool Upington 
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           Noordwes | North West
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            VOORSITTER | CHAIRPERSON
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           Willie de Villiers - Kringbestuurder | Circuit Manager Potchefstroom
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            ONDERVOORSITTER | DEPUTY CHAIRPERSON
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           Karin Potgieter - Bergsig Akademie
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           Oos-Kaap | Eastern Cape
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            VOORSITTER | CHAIRPERSON
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           Andre Matthee - Voorpos Primary School
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            ONDERVOORSITTER | DEPUTY CHAIRPERSON
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           JP du Preez - DF Malherbe High School
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           Vrystaat | Free State
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            VOORSITTER | CHAIRPERSON
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           Anne-Marie Klink - C &amp;amp; N Sekondêre Meisieskool Oranje
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            ONDERVOORSITTER | DEPUTY CHAIRPERSON
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           Tommie Doubell - Naudeville Primary School
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           Wes-Kaap | Western Cape
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            VOORSITTER | CHAIRPERSON
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           Sas du Plessis  - George-Suid Laerskool
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            ONDERVOORSITTER | DEPUTY CHAIRPERSON
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           Erna Joubert - President Hoërskool
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  &lt;a target="_blank" href="https://whatsapp.com/channel/0029Vaj7rxwHgZWWXxjZsW13"&gt;&#xD;
    &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/WhatsApp+Channel+banier+%281%29.png" alt=""/&gt;&#xD;
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&lt;/div&gt;</content:encoded>
      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Verkiesingslogo-32242cc9.png" length="1007647" type="image/png" />
      <pubDate>Mon, 27 Oct 2025 14:44:51 GMT</pubDate>
      <guid>https://www.saou.co.za/saou-verkiesing-election</guid>
      <g-custom:tags type="string" />
      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Verkiesingslogo-32242cc9.png">
        <media:description>thumbnail</media:description>
      </media:content>
      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Verkiesingslogo-32242cc9.png">
        <media:description>main image</media:description>
      </media:content>
    </item>
    <item>
      <title>Graad R-kollektiewe ooreenkoms | Grade R collective agreement</title>
      <link>https://www.saou.co.za/graad-r-kollektiewe-ooreenkoms-grade-r-collective-agreement</link>
      <description>NN 27/2025: Graad R formeel deel van die Suid-Afrikaanse onderwysstelsel gemaak, wat die onderwysstelsel van 12 na 13 jaar verleng...</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Nasionaal+Mashoof+2024_Nasionaal.png" alt=""/&gt;&#xD;
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           NN 27/2025
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           Graad R-kollektiewe ooreenkoms
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            ﻿
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           erken die waarde van
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            Gr R-onderwysers
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           Grade R collective agreement acknowledges the
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           value of Gr R teachers
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           Vandag is die dag waarop Graad R-onderwysers hulle volwaardige erkenning in die onderwysstelsel kry!
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           Die BELA-wetgewing wat op 24 Desember 2024 volledig in werking gestel is, het Graad R formeel deel van die Suid-Afrikaanse onderwysstelsel gemaak, wat die onderwysstelsel van 12 na 13 jaar verleng.
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            Een van die uitstaande aspekte was egter die groep Graad R-fasiliteerders wat as praktisyns opgelei is en nie die kwalifikasies gehad het om as Gr R-onderwysers aangestel te word en gelyke besoldiging as hul kollegas te ontvang nie.
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            Met die finalisering van
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           Kollektiewe Ooreenkoms 2 van 2025
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            in die Raad vir Arbeidsverhoudinge in Onderwys (RAVO) het daar uitsluitsel gekom oor die verbetering van kwalifikasies vir hierdie onderwysers wat aan hulle die geleentheid bied om as onderwysers erken te word.
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           Die SAOU het homself beywer om die beste moontlike bedeling vir hierdie praktisyns te beding.
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           Die SAOU veg vir jou arbeidsregte!
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           Today is the day on which the Grade R teachers have now fully received acknowledgement in the education system!
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           The BELA legislation which was implemented on 24 December 2024, has formally introduced Grade R to the education system, which now extends the South African education system from 12 to 13 years.
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           One of the issues which was, however, not finalised was the number of Grade R facilitators who are qualified as practitioners and who did not hold the qualification to be appointed and remunerated as Grade R teachers.
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            With the finalisation of
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/Collective+Agreement+2+of+2025.pdf" target="_blank"&gt;&#xD;
      
           Collective Agreement 2 of 2025
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            in the Education Labour Relations Council (ELRC), the issue has finally been resolved to provide opportunity to teachers to improve their qualifications to be acknowledged as teachers.
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           The SAOU has endeavoured to broker the best possible deal for these practitioners.
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           The SAOU fights for your labour rights!
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  &lt;a target="_blank" href="https://whatsapp.com/channel/0029Vaj7rxwHgZWWXxjZsW13"&gt;&#xD;
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      <pubDate>Thu, 23 Oct 2025 13:48:07 GMT</pubDate>
      <guid>https://www.saou.co.za/graad-r-kollektiewe-ooreenkoms-grade-r-collective-agreement</guid>
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      <title>Vroeë Aftrede Program | Early Retirement Programme</title>
      <link>https://www.saou.co.za/erp</link>
      <description>NN 26/2025: Circular 38/2025 announced that the Early Retirement Programme without penalisation applicable to employees aged 55 to 59, and a normal retirement incentive for employees aged 60 to 63, was approved by cabinet...</description>
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           NN 26/2025
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           VERVROEGDE AFTREDE
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           PROGRAM (VAP) SKOP AF
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           EARLY RETIREMENT
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           PROGRAMME (ERP) IN MOTION
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           In Omsendskrywe 38 van 2025 is aangekondig dat die Vervroegde Aftrede Program (VAP) sonder penalisering van toepassing op werknemers tussen 55 en 59 jaar, en 'n normale aftree-aansporing vir werknemers tussen 60 en 63 jaar, op 10 April 2025 deur kabinet goedgekeur is.
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           Hierdie program is van toepassing op werknemers tussen die ouderdom van
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           55 tot 59 (sonder penalisasie)
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           . Die VAP-aansporing (vir kandidate wat vir hierdie program kwalifiseer) word in die volgende paragraaf  uiteengesit:
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            Twee (2) weke van basiese salaris per jaar vir die eerste twintig (20) jaar van pensioendraende diens; en
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            Een (1) week se finansiële aansporing vir elke voltooide jaar van pensioendraende diens daarna.
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           Die Normale Aftree-aansporing (vir werknemers tussen die ouderdomme van
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           60 tot 63
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           ) wat kwalifiseer, word in die volgende paragraaf uiteengesit:
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            Twee (2) weke van basiese salaris per jaar vir die eerste tien (10) jaar van pensioendraende diens; en
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            Een (1) week se finansiële aansporing vir elke voltooide jaar van pensioendraende diens daarna.
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           Werknemers wat MINDER as tien (10) jaar van pensioendraende diens het, sal nie oorweeg word nie.
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           Die aansoekperiode is vanaf 15 Oktober 2025 tot 30 November 2025.
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           Die onderwyssektor is in die proses om aanvullende kriteria vir oorweging deur die onderwysvakbonde te bepaal.
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           ‘n Voltooide aansoekvorm sal nie noodwendig goedkeuring verseker nie en eers nadat die Provinsiale Onderwysdepartement ‘n brief aan die werknemer gestuur het om die aansoek goed te keur, sal die drie maande kennisgewingperiode ‘n aanvang neem.
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           Verwys na
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           Bylaag E
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           vir die verloop van die proses.
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           Klik op die VAP-dokumente knoppie hieronder om die volgende dokumente af te laai:
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            DPSA Omsendskrywe 38 van 2025;
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            Bepaling en Direktief oor Aangespoorde Vervroegde Aftrede Program (sonder penalisering) en Vrywillige Uittreeprogram vir Werknemers in die Staatsdiens.
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            Bylaag A: Aansoekvorm vir VAP en Normale Aftrede-Finansiële Aansporing;
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            Bylaag D: Lys van vrae wat gereeld ontvang word; en
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            Bylaag E: Vloeidiagram vir VAP en Vrywillige Uittreeprogram.
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           Circular 38 of 2025 announced that the Early Retirement Programme (ERP) without penalisation applicable to employees aged 55 to 59, and a normal retirement incentive for employees aged 60 to 63, was approved by cabinet on 10 April 2025.
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           This programme is applicable to employees aged
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           55 to 59 (without penalisation)
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           . The ERP incentive is explained in the following paragraph (for candidates who qualify in this programme):
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            Two (2) weeks of basic salary per year for the first twenty (20) years of pensionable service; and
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            One (1) week financial incentive for each completed year of pensionable service thereafter.
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  &lt;p&gt;&#xD;
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           The Normal Retirement Incentive is explained in the following paragraph (for employees aged
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           60 to 63
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           , who qualify):
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    &lt;li&gt;&#xD;
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            Two (2) weeks of basic salary per year for the first ten (10) years of pensionable service; and
           &#xD;
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    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            One (1) week financial incentive for each completed year of pensionable service thereafter.
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           Employees with LESS than ten (10) years of pensionable service are not eligible.
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           The application period is from 15 October 2025 to 30 November 2025.
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           The education sector is in the process of determining supplementary criteria for consideration by the teacher unions.
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  &lt;p&gt;&#xD;
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           An application does not ensure approval for these incentives and only after the Provincial Education Department has sent a letter to inform employees that the application has been approved, the three months’ notice period will start.
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           Refer to
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           Annexure E
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           for the sequence of the process .
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  &lt;p&gt;&#xD;
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           Click on the ERP Documents button below to download the following documents:
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  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            DPSA Circular 38 of 2025;
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    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
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            Determination and Directive on Incentivised Early Retirement Programme (without pension penalties) and Voluntary Exit Programme for Employees in the Public Service.
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            Annexure A: Application form for ERP and Normal Retirement Financial Incentive;
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    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Annexure D: Frequently Asked Questions; and
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            Annexure E: Flowchart for ERP and Voluntary Exit Programme.
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            ﻿
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&lt;div&gt;&#xD;
  &lt;a target="_blank" href="https://us06web.zoom.us/webinar/register/WN_kPwUo1DTS_G_dmEr7DToKg"&gt;&#xD;
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      <pubDate>Tue, 14 Oct 2025 14:07:17 GMT</pubDate>
      <guid>https://www.saou.co.za/erp</guid>
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    <item>
      <title>SAOU Aan die werk Kwartaal 3 | At the chalkboard term 3 2025</title>
      <link>https://www.saou.co.za/saou-aan-die-werk-kwartaal-3-at-the-chalkboard-term-3-2025</link>
      <description>Wat het tydens Kwartaal 3 2025 by die SAOU gebeur? ...</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Nasionaal+Mashoof+2024_Nasionaal.png" alt=""/&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Aan+die+Werk+Kwartaal+3+At+the+chalkboard+Term+3+2025.png" alt=""/&gt;&#xD;
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      <pubDate>Mon, 13 Oct 2025 12:56:46 GMT</pubDate>
      <guid>https://www.saou.co.za/saou-aan-die-werk-kwartaal-3-at-the-chalkboard-term-3-2025</guid>
      <g-custom:tags type="string" />
      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal+nuusbrief+WA.png">
        <media:description>thumbnail</media:description>
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      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal+nuusbrief+WA.png">
        <media:description>main image</media:description>
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    </item>
    <item>
      <title>2025 Women’s Leadership Seminar &amp; Principals’ Symposium Presentations</title>
      <link>https://www.saou.co.za/presentations-during-the-2025-womens-leadership-symposium-and-school-principals-symposium-aanbiedings-tydens-die-2025-damesleierskapseminaar-en-skoolhoofdesimposium</link>
      <description>NN 25/2025: SAOU Flagship events took place in Gqeberha from 29  Aug 2025 to 3 Sep2025. The recordings and presentations are included in Chapter 16.3.2 of the Manual for School Management...</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Nasionaal+Mashoof+2024_Nasionaal.png" alt=""/&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
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    &lt;span&gt;&#xD;
      
           NN 25/2025
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/h2&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           PRESENTATIONS DURING THE 2025 WOMEN’S LEADERSHIP SEMINAR AND SCHOOL PRINCIPALS’ SYMPOSIUM 
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
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           AANBIEDINGS TYDENS
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           DIE 2025 DAMESLEIERSKAP-SEMINAAR EN SKOOLHOOFDESIMPOSIUM 
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;strong&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The Women’s Leadership Seminar and the Principals’ Symposium took place in Gqeberha from 29 and 30 August 2025 and 31 August 2025 to 3 September 2025, respectively. Our sincere appreciation goes to every member who attended these two flagship events and thereby contributed to their success.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The presentations delivered by the 21 speakers during the Symposium are available on SAOU Online at 
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="http://www.saouonline.co.za/" target="_blank"&gt;&#xD;
      
           www.saouonline.co.za
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      
           . The recordings and presentations are included in Chapter 16.3.2 of the Manual for School Management. Please note, however, that some of the speakers have indicated that, due to intellectual property rights, their presentations or recordings may not be published on the platform.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die Damesleierskap-seminaar en die Skoolhoofdesimposium het onderskeidelik vanaf 29 en 30 Augustus 2025 en 31 Augustus 2025 tot 3 September 2025 in Gqeberha plaasgevind. Opregte dank en waardering word uitgespreek teenoor elke lid wat dié twee vlagskipgeleenthede bygewoon het en sodoende tot die sukses daarvan bygedra het.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die aanbiedings wat deur die 21 sprekers tydens die Simposium gelewer is, is beskikbaar op SAOU Online by
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://saouonline.co.za/" target="_blank"&gt;&#xD;
      
           saouonline.co.za
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      
           . Die opnames en aanbiedings is vervat in Hoofstuk 16.3.2 van die Manual for School Management. Neem asseblief kennis dat sommige sprekers aangedui het dat hul aanbiedings of opnames weens intellektuele eiendomsreg nie op die platform gepubliseer mag word nie.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;a href="https://saouonline.co.za/" target="_blank"&gt;&#xD;
    &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/SAOU+Online+Banier.png" alt=""/&gt;&#xD;
  &lt;/a&gt;&#xD;
&lt;/div&gt;</content:encoded>
      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal+nuusbrief+WA.png" length="622746" type="image/png" />
      <pubDate>Tue, 23 Sep 2025 06:41:22 GMT</pubDate>
      <guid>https://www.saou.co.za/presentations-during-the-2025-womens-leadership-symposium-and-school-principals-symposium-aanbiedings-tydens-die-2025-damesleierskapseminaar-en-skoolhoofdesimposium</guid>
      <g-custom:tags type="string" />
      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal+nuusbrief+WA.png">
        <media:description>thumbnail</media:description>
      </media:content>
      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal+nuusbrief+WA.png">
        <media:description>main image</media:description>
      </media:content>
    </item>
    <item>
      <title>SAOU Aan die werk Augustus | At the chalkboard August 2025</title>
      <link>https://www.saou.co.za/saou-aan-die-werk-augustus-at-the-chalkboard-august-2025</link>
      <description>Wat het tydens Augustus 2025 by die SAOU gebeur...</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Nasionaal+Mashoof+2024_Nasionaal.png" alt=""/&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Aan+die+Werk+At+the+chalkboard+Aug+2025_.png" alt=""/&gt;&#xD;
&lt;/div&gt;</content:encoded>
      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal+nuusbrief+WA.png" length="622746" type="image/png" />
      <pubDate>Fri, 05 Sep 2025 11:58:20 GMT</pubDate>
      <guid>https://www.saou.co.za/saou-aan-die-werk-augustus-at-the-chalkboard-august-2025</guid>
      <g-custom:tags type="string" />
      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal+nuusbrief+WA.png">
        <media:description>thumbnail</media:description>
      </media:content>
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        <media:description>main image</media:description>
      </media:content>
    </item>
    <item>
      <title>Aanpassing van Behuisingstoelaag | Adjustment of Housing Allowance 2025</title>
      <link>https://www.saou.co.za/aanpassing-van-behuisingstoelaag-adjustment-of-housing-allowance-2025</link>
      <description>NN 24/2025: Die behuisingstoelaag vir Staatsdiens amptenare is in Julie 2025 aangepas na R1973.00 volgens die Kollektiewe Ooreenkoms (2025) aangepas...</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Nasionaal+Mashoof+2024_Nasionaal.png" alt=""/&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;span&gt;&#xD;
      
           NN 24/2025
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/h2&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           AANPASSING VAN BEHUISINGSTOELAAG 2025
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;span&gt;&#xD;
      
           2025/08/27
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/h2&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           ADJUSTMENT OF HOUSING ALLOWANCE 2025
           &#xD;
      &lt;br/&gt;&#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Wat is die huidige behuisingstoelaag?
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die behuisingstoelaag vir Staatsdiens amptenare is in Julie 2025 aangepas na
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           R1973.00
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      
           volgens die Kollektiewe Ooreenkoms (2025) aangepas. (Verwys na
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/DPSA+Housing+allowance+Circular+21+of+2025.pdf" target="_blank"&gt;&#xD;
      
           DPSA Omsendskrywe 21 van 2025
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      
           ).
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Vanaf
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           1 April 2025
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      
           kan persone wat uit diens tree of uit diens gestel word hulle bydrae uit die spaarkomponent onttrek. Dit sal terugwerkend tot 1 April 2025 bereken word.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           HUISEIENAARS
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die behuisingstoelaag vir huiseienaars is tot
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           R1973
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      
           per maand aangepas. Dit is betaalbaar vanaf die maand waarin die aansoek ontvang en goedgekeur is.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Dit is belangrik dat aansoeke vir die behuisingstoelaag (huiseienaars) volledig voltooi word.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die volgende ondersteunende dokumentasie moet ingesluit word:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Gesertifiseerde kopie van die Titelakte, bond aansoek of oorspronklike Belasting faktuur van die finansiële instansie ingesluit moet word. Verseker dat dokumente geteken en die datum duidelik aangebring is.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            GEHS sertifikaat - Alle huiseienaars wat die behuisingstoelaag wil ontvang, MOET by die GEHS (Government Employees Housing Scheme) geregistreer wees (
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="http://www.gehs.gov.za/" target="_blank"&gt;&#xD;
        
            www.gehs.gov.za
           &#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ) en die
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="https://irp-cdn.multiscreensite.com/c0cc1c10/files/uploaded/GEHS%20Housing%20Application%20Form-Homeowners.pdf" target="_blank"&gt;&#xD;
        
            GEHS Housing Application form for home owners
           &#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            volledig voltooi.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Vir gemeenskaplike eiendom, word die toestemming om te betrek (PTO), indien van toepassing, aangeheg.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Verkoopsooreenkoms indien van toepassing.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Affidavit afgelê dat die huis wel bewoon word.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Dit is baie belangrik om kennis te neem dat ‘n uitdruk van u GEHS-registrasie aan alle dokumentasie geheg moet word.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           HUURDERS (met ‘n wettige huurkontrak)
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Die toelaag hang af van die datum van aanstelling
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Werknemers wat
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            voor 27 Mei 2015
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            in die staatsdiens aangestel is, se toelaag word soos volg verdeel:
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Werknemers wat kwalifiseer vir die behuisingstoelaag, maar wat nie ‘n huiseienaar is nie, sal
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            R900
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            per maand ontvang.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die oorblywende
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            R1073
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            sal in die Staatsdienswerkers se Behuisingskema spaarplan (GEHS: ILSF: individual linked savings account) inbetaal word en kan met beëindiging van diens onttrek word.
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die bedrag wat gespaar word, word duidelik op jou salarisstrokie aangedui. Indien dit nie aangedui is nie, volg met jou distrikskantoor op.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Werknemers wat
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            na 27 Mei 2015
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            in die staatsdiens aangestel is, se totale toelaag van
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            R1973
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            word in die spaarfasiliteit gedeponeer.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Wanneer ‘n huurder gereed is om ‘n eie huis te laat bou of koop sal die bedrag in die spaarfasiliteit beskikbaar wees vir gebruik.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Dit is belangrik dat die huurkontrak in die naam van die werknemer is. Persone wat intussen van naam verander bv. trou, moet ook ‘n huweliksertifikaat insluit wat die naamsverandering aandui.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die volgende dokumentasie moet ingehandig word:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Alle huurders wat die behuisingstoelaag wil ontvang, MOET by die Government Employees Housing Scheme (GEHS) geregistreer wees en die
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="https://irp-cdn.multiscreensite.com/c0cc1c10/files/uploaded/GEHS-AppforTenants-Feb%202020.pdf" target="_blank"&gt;&#xD;
        
            GEHS Housing
           &#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="https://irp-cdn.multiscreensite.com/c0cc1c10/files/uploaded/GEHS-AppforTenants-Feb%202020.pdf" target="_blank"&gt;&#xD;
        
            Application form for tenants
           &#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            volledig voltooi.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            BAIE BELANGRIK: ‘n Uitdruk van u GEHS-registrasie moet aan alle dokumentasie geheg word.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Alle huurders moet die
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="https://irp-cdn.multiscreensite.com/c0cc1c10/files/uploaded/GEHS-Nomination-of-Beneficiaries-Form-Tenants.pdf" target="_blank"&gt;&#xD;
        
            Nomination of Beneficiaries-vorm
           &#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            voltooi. (Indien ‘n opvoeder wat huur in diens sou sterf moet die spaargeld aan die begunstigdes uitbetaal word).
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die spaargeld wat in die ILSF (Individually Linked Savings Facility) namens die huurder gespaar sal SLEGS in die volgende gevalle uitbetaal word:
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Aftrede of mediese aftrede;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Sterfte;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Einde van kontrak (vir kontrak werknemers);
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Huiseienaarskap; of
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Spaarfonds benodig as deposito vir die aankoop van ’n huis
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Vanaf
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            1 April 2025
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            persone wat uit diens tree of uit diens gestel word kan terugwerkend tot 1 April 2025 hulle bydrae uit die spaarkomponent onttrek.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp-cdn.multiscreensite.com/c0cc1c10/files/uploaded/GEHS-ILSF-Employee-Withdrawal-Application-Form.pdf" target="_blank"&gt;&#xD;
      
           Klik hier
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      
           om die aansoekvorm af te laai.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           ‘n GEHS bevestigingsertifikaat kan afgelaai word nadat die aansoek goedgekeur is.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Wie kwalifiseer vir die behuisingstoelaag?
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Dit is uiters belangrik dat SAOU-lede aansoek doen vir die behuisingstoelaag. Die toelaag is beskikbaar vir:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Enige onderwyser of werknemer wat permanent deur die Staat aangestel is.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Huiseienaars van residensiële eiendom.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Huurders wat ‘n formele huurooreenkoms het.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            As jy en jou lewensmaat of eggenoot albei vir die staat werk, kwalifiseer beide van julle vir die behuisingstoelaag.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die voorwaarde is egter dat jy en/of jou onmiddellike familie op die eiendom moet woon
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die eiendom moet in Suid-Afrika wees.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Daar is ‘n verandering aan die stelsel aangebring sodat werknemers wat uit diens gestel word of wat bedank (na 1 April 2025) die volle bedrag wat in die behuisingspaarplan beskikbaar is, ontvang.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Implementering
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die nodige instruksies is aan PERSAL deurgegee sodat die nodige programmering op die stelsel aangepas kan word.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die SAOU moedig lede dus aan om die kontrolelys te gebruik om te verseker dat al die nodige dokumentasie ingehandig word.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://irp-cdn.multiscreensite.com/c0cc1c10/files/uploaded/HOUSING-ALLOWANCE-CHECKLIST.pdf" target="_blank"&gt;&#xD;
      
           Klik hier
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      
           om die kontrolelys af te laai.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Lede word ook aangeraai om die datum waarop die aansoek na die werkgewer (provinsiale departement van onderwys) gestuur is, te rekordeer en afskrifte te bewaar. Die datum waarop die departement die VOLLEDIGE aansoek ontvang het, sal as basis dien vir die bepaling van die datum vir implementering.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Lede moet ook onthou dat hulle persoonlik verantwoordelik is om die werkgewer in kennis te stel van enige verandering ten opsigte van huiseienaarskap/verandering in huurooreenkoms en/of enige verandering van persoonlike inligting, veral rakende woonadresse.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           What is the current housing allowance?
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The housing allowance for the State Employees was adjusted in July 2025 to
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           R1973.00
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      
           according to the Collective Agreement (2025) (Refer to
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/DPSA+Housing+allowance+Circular+21+of+2025.pdf" target="_blank"&gt;&#xD;
      
           DPSA Circular 21 of 2025
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      
           ).
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           From
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           1 April 2025
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      
           any person who leaves the service or who is removed from service, can withdraw their contribution from the savings component back dated to 1 April 2025.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           HOME OWNERS
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The housing allowance for home owners has been increased to
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           R1973
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      
           per month. It is payable from the month in which the application was received and approved.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           It Is crucial that applications for the housing allowance (home owner) should be completed in full.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The following supporting documents should be included:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Certified copies of the Title deed, application for bond or original Tax invoice from the financial institution. Please ensure that all documents are signed and that the date is clearly indicated on the documents.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            GEHS certificate – All home owners who would like to receive the housing allowance MUST be registered with the GEHS (Government Employees Housing Scheme) (
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="http://www.gehs.gov.za/" target="_blank"&gt;&#xD;
        
            www.gehs.gov.za
           &#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ) by completing the
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="https://irp-cdn.multiscreensite.com/c0cc1c10/files/uploaded/GEHS%20Housing%20Application%20Form-Homeowners.pdf" target="_blank"&gt;&#xD;
        
            GEHS Housing Application form for home owners
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            For communal property, the permission to occupy certificate (PTO), if applicable, should be attached.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Instalment Sale Agreement, if applicable.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Affidavit for occupancy.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            It is very important to attach a print out of your GEHS registration to all documents.
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           TENANTS (with a legitimate rental agreement)
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           The housing allowance depends on the date of appointment
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Employees who were employed before
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            27 May 2015
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            to the State, will receive the following allowance:
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Employees who qualify for the housing allowance, but who are not home owners, will receive
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            R900
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            per month.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The remainder of
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            R1073
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            will be deposited into the Government Employees Housing Scheme savings account (GEHS: ILSF : individual linked savings account) and can be withdrawn when service is terminated.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The amount which is available in your savings account will be indicated on your pay slip. If it does not reflect on your pay slip, contact your district office.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Employees who were appointed to state
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            after 27 May 2015
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        
            , will receive the total allowance of
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            R1973
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            and the total amount will be deposited to the savings account.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           When a tenant is in the position to build or purchase a home, the amount in the savings facility will be available for this purpose
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           It is important that the contract with the tenant is in the name of the employee. Persons who undergo name changes i.e. in the case of marriage will have to attach a marriage certificate to indicate the name change.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The following documents should be submitted:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            All tenants who would like to receive the housing allowance MUST be registered with the Government Employees Housing Scheme (GEHS) and the document:
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="https://irp-cdn.multiscreensite.com/c0cc1c10/files/uploaded/GEHS-AppforTenants-Feb%202020.pdf" target="_blank"&gt;&#xD;
        
            GEHS Housing
           &#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="https://irp-cdn.multiscreensite.com/c0cc1c10/files/uploaded/GEHS-AppforTenants-Feb%202020.pdf" target="_blank"&gt;&#xD;
        
            Application form for tenants
           &#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            must be completed.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            VERY IMPORTANT:  a copy of your GEHS registration must be attached to all documents
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Alle tenants must complete the
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="https://irp-cdn.multiscreensite.com/c0cc1c10/files/uploaded/GEHS-Nomination-of-Beneficiaries-Form-Tenants.pdf" target="_blank"&gt;&#xD;
        
            Nomination of Beneficiaries-vorm
           &#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            form(should a tenant educator in service pass, the savings component of the GEHS will be paid out to the beneficiaries).
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The amount in the ILSF (Individually Linked Savings Facility) which has been saved for the tenant will ONLY be paid out in the following instances:
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Retirement or medical retirement;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Death;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            End of Contract (exclusively for contract employees);
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Home ownership; or
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Savings account deposit for the purchase of own home.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            From
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            1 April 2025
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            if employees leave the service or is released from service, withdrawal from the savings account can be back dated to 1 April 2025.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https:/irp-cdn.multiscreensite.com/c0cc1c10/files/uploaded/GEHS-ILSF-Employee-Withdrawal-Application-Form.pdf" target="_blank"&gt;&#xD;
      
           Click here
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      
           to download the application form
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           A GEHS certificate can be downloaded after the application was approved.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
            
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Who qualifies for the housing allowance?
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           It is very important that SAOU-members apply for the housing allowance. This allowance is available to:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Any teacher or employee who is permanently appointed by Government.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Home owners of residential properties.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Tenants with a formal rent agreement.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            If you and your life partner or spouse are both employed by Government, both of you qualify for the housing allowance.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The prerequisite is however, that both of you and immediate family must live on the premises.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The property must be in South Africa.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           An amendment was made to the system so that all employees who are released from service (after 1 April 2025) will receive the total amount available in the housing savings account.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;strong&gt;&#xD;
      
            
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Implementation
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The necessary instructions have been communicated to PERSAL to amend the system programming.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The SAOU would like to encourage members to use the checklist to ensure that all the necessary documentation is submitted.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https:/irp-cdn.multiscreensite.com/c0cc1c10/files/uploaded/HOUSING-ALLOWANCE-CHECKLIST.pdf" target="_blank"&gt;&#xD;
      
           Click here
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      
           for the checklist.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Members are encouraged to record the date of application to the employer (provincial department of education) and to save copies of all documents. The date on which the department received the COMPLETED application will serve as basis for implementation.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Members are reminded that they are personally responsible to update the employer of any changes of home ownership / or changes in rental agreement and/or any changes of personal information, especially with reference to home addresses.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Contact.png" alt=""/&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Lidmaatskap+opdatering+banner+link.png" alt=""/&gt;&#xD;
&lt;/div&gt;</content:encoded>
      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal+nuusbrief+WA.png" length="622746" type="image/png" />
      <pubDate>Thu, 28 Aug 2025 06:06:23 GMT</pubDate>
      <guid>https://www.saou.co.za/aanpassing-van-behuisingstoelaag-adjustment-of-housing-allowance-2025</guid>
      <g-custom:tags type="string" />
      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal+nuusbrief+WA.png">
        <media:description>thumbnail</media:description>
      </media:content>
      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal+nuusbrief+WA.png">
        <media:description>main image</media:description>
      </media:content>
    </item>
    <item>
      <title>Vrouemaand | Women's Month</title>
      <link>https://www.saou.co.za/vrouemaand-women-s-month</link>
      <description>NN 23/2025: “Wathint’ Abafazi, Wathint’ Imbokodo!”, but maybe we should amend it in 2025, you can hit a woman with fists, words, thoughts, innuendo, ideology, financial suppression and bullying. And like the rock she will not crack or break...</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Nasionaal+Mashoof+2024_Nasionaal.png" alt=""/&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;span&gt;&#xD;
      
           NN 23/2025
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/h2&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           DIE SAOU SE STERK VROUE
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;span&gt;&#xD;
      
           2025/08/25
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/h2&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           THE STRONG WOMEN OF THE SAOU 
           &#xD;
      &lt;br/&gt;&#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Vir Marinda van der Merwe het die Maandag soos enige ander Maandag by die Hoërskool Roodepoort begin: Personeelvergadering, saalopening, interaksie met leerders en personeel.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;br/&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Anders as ander Maandae was daar ‘n berig van ‘n voorval van geweld op Vrydag. Leerders van die Hoërskool Roodepoort en Westridge High School se geveg het reeds op sosiale media begin sirkuleer. En die video is ontstellend: leerders wat mekaar aanval, skop en slaan en opmerkings wat deur die omstanders rondgeslinger word. Sy het moontlik senior personeel genader, begin dink oor hoe om die situasie te hanteer, hoe om die gemeenskap te nader en veral hoe om die leerders in haar skool veilig te hou.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;br/&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Min het sy geweet dat Graad 12-leerders van Westridge High School weerwraak teen haar leerders wou neem, dat die leerders gewapen met messe ‘n aanval sou loods, dat sy onnadenkend in die geveg betrokke sou raak, dat die mes haar hand sou oopkloof en dat drie van haar leerders ernstig beseer sou wees.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;br/&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Soos elke ander hoof was haar hoop vir 2025 dat haar skool op die voorblad van die koerant sou skitter oor die puik uitslae van die Graad 12-leerders. Nie vir een oomblik het sy gedink dat sy op die voorblad met ‘n meswond sou pryk nie.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;br/&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           In Augustus vra ons baie: wat maak van ‘n vrou ‘n Sterk Vrou?
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;br/&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Is dit iemand wat vreesloos en onverskrokke is? Is dit ‘n vrou wat die stryd aanpak en voor in die geveg staan?
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;br/&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            En dan moet ons sê: ‘n Sterk Vrou word gebore uit die moed van haar oortuiging en deur beskerming van dié wat aan haar sorg toevertrou word.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;br/&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die 20 000 vroue wat in 1956 na die Uniegeboue opgetrek het met die kreet “Wathint’ Abafazi, Wathint’ Imbokodo!” (Slaan ‘n vrou en jy slaan ‘n rots) het dit nie gedoen om ‘n eksentrieke politieke standpunt in te neem nie, hulle het gedoen wat nodig was vir die voortbestaan van hulle gesinne en hulleself. Hulle het gedoen wat volgens hulle reg was – uit die moed van hulle oortuiging.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;br/&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Miskien is dit die vroulike ingesteldheid: vir nou fokus ons op wat gedoen moet word. Ons sal later aandag gee aan die wonde en die herstel. Vir nou is die beskerming van die eie die eerste prioriteit.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;br/&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            In Augustus bring die SAOU hulde aan elke Sterk Vrou.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;br/&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Ons bring hulde aan die drie dames wat die voorsitters van Gauteng, KZN en Vrystaat is en op die SAOU-dagbestuur dien, wat die toekoms van die SAOU bepaal.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;br/&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Ons bring hulde aan elke vrou wat op die Provinsiale Uitvoerende Raad dien en wat ‘n hart vir die onderwys het: ten spyte van netbal, atletiek, tennis, koor, busdiens, akademiese werk, leierskap op skoolvlak, nog steeds kan tyd maak om te groei op die terrein van die georganiseerde vakbondwese.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;br/&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Ons bring hulde aan die ses provinsiale sekretarisse wat elke dag vir die lede in hulle provinsie die beste moontlike uitkoms beding.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;br/&gt;&#xD;
  &lt;/p&gt;&#xD;
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           Ons bring hulde aan ons assistent-provinsiale sekretarisse, voltydse vakbondverteenwoordigers, ons professionele beamptes en ons sekretaresses, in wese elke vrou wat die hartklop van die SAOU verseker.
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           ‘n Sterk Vrou is nie ‘n perfekte vrou nie, nie altyd die vrou wat alles bymekaar het en bymekaar hou nie; dit is nie die vrou wat altyd deur ‘n ring getrek kan word en die regte ding op die regte tyd sê nie. Maar ‘n Sterk Vrou is daardie vrou wat weer opdaag en weer probeer, wat vir dié rondom haar die beste probeer gee en doen. Daardie vrou, wat nou sal baklei en later so ‘n bietjie eenkant sal sit en haar eie wonde lek, maar môre weer die stryd sal aanpak.
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            Soos 70 jaar gelede is dit steeds waar:
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           “Wathint’ Abafazi, Wathint’ Imbokodo!”
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            (Slaan ‘n vrou en jy slaan ‘n rots), maar dalk moet ons in 2025 ook sê, jy kan slaan met vuiste, woorde, denke, suggesties, ideologieë, finansiële druk en afknou. En soos die rots sal sy nie kraak of breek nie.
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           By die SAOU salueer ons elke Sterk Vrou met die vaste wete dat ons hier vir jou is en vir jou regte sal ons baklei! 
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           The Monday started in the same way as any other Monday at the Hoërskool Roodepoort for Marinda van der Merwe. Staff meetings, assembly, interaction with learners and staff members.
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            The only difference to this Monday was that there were reports of an incident on the previous Friday. The fight between learners from the Hoërskool Roodepoort and Westridge High School was circulated on social media. And the content of the video is upsetting: learners are physically attacking one another, kicking and hitting while the bystanders were hurling comments at the fighters. She probably consulted senior staff members, contemplating how to manage the situation, planning on how to inform the community and what measures should be taken to protect the learners in her school.
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            She did not realise that Grade 12 learners from Westridge High School were plotting revenge against her learners, that the learners would launch a knife attack or that she would become unwittingly involved and that her hand would be cut open and that three of her learners would be seriously injured.
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           Like every other principal she hoped that 2025 would be the year that her learners would shine on the front page of the newspaper for excellent Grade 12 results. Not once did she contemplate that she would be featured on the front page with a serious knife wound.
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           In August we ask: what causes a woman to be a Strong Woman?
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           Is this someone who is fearless and bold? Is this a woman who is in the fray of the fight, always ready to start the battle?
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            And then, we have to say, a Strong Woman is born from the courage of her conviction, and always rising to protect those who were trusted to her care.
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           The 20000 women who marched to the Union Building in 1956 with the chant “Wathint’ Abafazi, Wathint’ Imbokodo!” (Hit a woman and hit a rock) did not do it to further an eccentric political position, they did it to protect the interests of their families and themselves. They did what had to be done to fight for their rights – from the courage of their convictions.
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            It might be the female mindset: for now, we focus on what must be done. At a later stage we will tend the wounds and focus on healing. At this moment the protection of our own is the main priority.
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            In August we pay tribute to every Strong Woman.
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            We pay tribute to the 3 ladies who are the Chairpersons of Gauteng, KZN and the Free State, who serve on the SAOU Executive Committee and who are actively engaged in paving the way for the SAOU.
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            We pay tribute to every lady on the Provincial Executive Committee, who serve with a heart for education: despite netball, athletics, tennis, the choir, invigilating on busses, academic word and leadership at school level, but who still find the time to grow in the knowledge field of organised labour.
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            We pay tribute to our 6 Provincial Secretaries who are involved daily in bargaining for the best possible outcome for members at provincial level.
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           We pay tribute to our Assistant Provincial Secretaries, Shop Stewards, Professional Officers and our secretaries; in essence every woman who ensures the heartbeat of the SAOU.
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           A Strong Woman does not refer to the woman who is always perfect, it does not refer to the woman who always has total control over every aspect; neither does it refer to the woman who is always perfect in dress and attire; who always has the right word at the right time. BUT a Strong Woman is the lady who shows up time and again, who is always willing to try again, who is willing to do her best for those around her; that woman who will fight ferociously but who will later sit down to bleed a while, only to take up the battle again tomorrow.
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            The same is still true 70 years on:
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           “Wathint’ Abafazi, Wathint’ Imbokodo!
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           ” (Hit a woman, hit a rock), but maybe we should amend it in 2025, you can hit a woman with fists, words, thoughts, innuendo, ideology, financial suppression and bullying. And like the rock she will not crack or break.
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            ﻿
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           And those of us at the SAOU pay tribute to every Strong Woman with the certain knowledge that we are here for you and will fight for your rights! 
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      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal+nuusbrief+WA.png" length="622746" type="image/png" />
      <pubDate>Mon, 25 Aug 2025 07:15:20 GMT</pubDate>
      <guid>https://www.saou.co.za/vrouemaand-women-s-month</guid>
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      <title>2025 GEMS Board of Trustees Election | 2025 GEMS Raad van Trustees Verkiesing</title>
      <link>https://www.saou.co.za/my-post69f9bead</link>
      <description>NN 22/2025: GEMS main member has three votes in the GEMS Board of Trustees election. Dr Louis Swanepoel, President of the SAOU, is one of the nominees.</description>
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           NN 22/2025
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           2025 GEMS BOARD OF TRUSTEES ELECTION
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           YOUR BOARD, YOUR CHOICE
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           Time is running out, who do you vote for?
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           2025/08/06
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           2025 GEMS RAAD VAN TRUSTEES VERKIESING
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           JOU RAAD, JOU KEUSE
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           Tyd raak min, vir wie stem jy?
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           As was stated in
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           NN19/2025
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           , each GEMS main member has three votes in the GEMS Board of Trustees election.
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           Dr Louis Swanepoel, President of the SAOU, is one of the nominees. On 19 June 2025, the National Standing Committee unanimously supported Dr Swanepoel, and they respectfully request that SAOU members, who are a
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           main member
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           of GEMS, to vote for Dr Swanepoel.
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           Voting for Dr Swanepoel (candidate no. 92) will provide an honest but activist voice within the GEMS Board of Trustees.
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           GEMS members have until 12:00 on 6 September 2025 to cast your vote. Please vote if you have not done so already.
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           If you have any difficulties casting your vote, please call 0860 866 335 for assistance.
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           GEMS 2025 BoT Elections - Government Departments Pop-Up Voting Stations
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           as of 20 August 2025.
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           You are required to bring your ID and membership card to vote at any of the voting stations listed on the relevant dates. Voting is currently taking place at all gems regional walk-in centres till 30 august 2025. The government department pop-up voting stations' dates are isted. Please choose the one closest to you.
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           Some of the problems experienced during the voting process for the GEMS board members:
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            There is a Whatsapp number available for GEMS members (send JOIN to 0834504367) where you can vote via WhatsApp
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            Members van vote at any GEMS office
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            GEMS Pop up voting stations will be available in various towns (List attached)
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             Online voting can be done at
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            https://www.elexion.co.za/online-voting/136/
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            FAULT MESSAGE: “Member could be not be found” When you enter your membership number (e.g. 000413960) do not enter the “000” at the start of the membership number.
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           In
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           NN19/2025
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           is bekendgemaak dat elke GEMS-hooflid geregtig is om drie stemme uit te bring in die GEMS Raad van Trustees verkiesing.
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           Dr Louis Swanepoel, die SAOU President, is een van die genomineerdes. Die Nasionale Dagbestuur het op 19 Junie 2025 eenparig hulle volwaardige steun aan dr Swanepoel verleen, en versoek SAOU-lede, wat ‘n
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           hooflid
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           van GEMS is, om vir dr Swanepoel te stem.
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      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
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           Deur vir dr Swanepoel (kandidaat 92) te stem sal u ‘n eerlike, maar aktivistiese stem binne die GEMS-Raad van Trustees kan bekom.
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    &lt;/span&gt;&#xD;
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      &lt;span&gt;&#xD;
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  &lt;p&gt;&#xD;
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           GEMS-lede het tot 6 September 2025 om 12:00 om te stem. Stem asseblief indien u dit nog nie gedoen het nie.
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  &lt;p&gt;&#xD;
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           Indien enige probleme om te stem ondervind word, skakel 0860 866 335 vir bystand.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;br/&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/GEMS-2025-BoT-Govt-Pop-up-Voting-Stations-SMS-LANDING-PAGE---20082028-for-ZW.pdf" target="_blank"&gt;&#xD;
      
           GEMS 2025 RvT Verkiesing - Regeringsdepartemente se opwipstemlokale vanaf 20 Augustus 2025.
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      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
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           U moet u ID en lidmaatskapkaart saambring om by enige van die stemlokale wat op die betrokke datums gelys is, te stem. Stemming vind tans plaas by alle streeks-inloopsentrums van Gems tot 30 Augustus 2025. Die datums van die regeringsdepartement se opwipstemlokale is gelys. Kies asseblief die een naaste aan u.
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      &lt;br/&gt;&#xD;
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  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Van die probleme wat ondervind word in terme van die stem proses vir die GEMS raadslede:
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ol&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Daar is ‘n WhatsApp nommer beskikbaar vir GEMS lede (stuur JOIN na 0834504367) en stemming kan via Whatsapp plaasvind
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Lede kan by GEMS kantore stem
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      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Daar is ook Stemstasies wat in verskillende dorpe gevestig waar stemme uitgebring kan word (Aangeheg)
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      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             Aanlyn stemme
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="https://www.elexion.co.za/online-voting/136/" target="_blank"&gt;&#xD;
        
            https://www.elexion.co.za/online-voting/136/
           &#xD;
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        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            FOUTBOODSKAP: “Member could not be found” Wanneer u, u lidmaatskap nommer insleutel ( bv “000413960”) moenie die “000” aan die begin van u lidmmaatskapnommer insleutel nie.
            &#xD;
        &lt;br/&gt;&#xD;
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  &lt;/ol&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Dr-Louis-Swanepoel.JPG" alt=""/&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/GEMS+2025+CV+Booklet+-+Dr+LH+Swanepoel.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Click here
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           to gain access to Dr Swanepoel’s CV as contained in the GEMS Trustee Election CV Booklet on the GEMS webpage:
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/GEMS+2025+CV+Booklet+-+Dr+LH+Swanepoel.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Klik hier
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           om dr Swanepoel se CV, soos vervat in die GEMS Trusteeverkiesing CV-boekie op die GEMS-webblad, te besigtig:
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
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    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Candidate no. 92. Swanepoel (Dr), Louis Hendrik (male) – President of the SAOU.
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;a target="_blank" href="/change-membership-detail"&gt;&#xD;
    &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Lidmaatskap+opdatering+banner+link.png" alt=""/&gt;&#xD;
  &lt;/a&gt;&#xD;
&lt;/div&gt;</content:encoded>
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      <pubDate>Wed, 06 Aug 2025 12:15:50 GMT</pubDate>
      <guid>https://www.saou.co.za/my-post69f9bead</guid>
      <g-custom:tags type="string" />
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    <item>
      <title>SAOU Aan die werk Julie | At the chalkboard July 2025</title>
      <link>https://www.saou.co.za/saou-aan-die-werk-julie-at-the-chalkboard-july-2025</link>
      <description>Aan die Werk Julie 2025: Wat het gedurende Julie 2025 by die SAOU gebeur...</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Nasionaal+Mashoof+2024_Nasionaal.png" alt=""/&gt;&#xD;
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&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Aan+die+Werk+At+the+chalkboard+Jul+2025-077ddf2b.png" alt=""/&gt;&#xD;
&lt;/div&gt;</content:encoded>
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      <pubDate>Wed, 06 Aug 2025 09:11:58 GMT</pubDate>
      <guid>https://www.saou.co.za/saou-aan-die-werk-julie-at-the-chalkboard-july-2025</guid>
      <g-custom:tags type="string" />
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    <item>
      <title>Verkiesing van SAOU-leiers 2025 | Election of SAOU leaders 2025</title>
      <link>https://www.saou.co.za/verkiesing-van-saou-leiers-2025-election-of-saou-leaders-2025</link>
      <description>NN 01/2025: The current three-year term of the elected SAOU leaders at provincial and national level expires in Oct 2025. Members will have to elect new leaders  for the term 2025 to 2028...</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Verkiesing+mashoof.png" alt=""/&gt;&#xD;
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  &lt;h2&gt;&#xD;
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           NN 01/2025
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    &lt;strong&gt;&#xD;
      
           VERKIESING VAN SAOU-LEIERS 2025
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&lt;div data-rss-type="text"&gt;&#xD;
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           Die huidige drie-jaar termyn van die demokraties verkose SAOU-leiers op provinsiale- en nasionale vlak verstryk gedurende Oktober 2025. SAOU-lede sal dus weer leiers moet identifiseer, formeel nomineer en later verkies vir die termyn 2025 tot 2028.
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    &lt;strong&gt;&#xD;
      
           Wie kwalifiseer as lede en wie mag stem?
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  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die
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        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https:/irp.cdn-website.com/c0cc1c10/files/uploaded/20230509+SAOU+Grondwet+Constitution.pdf" target="_blank"&gt;&#xD;
        
            SAOU-Grondwet
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        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
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            onderskryf die reg van elke betalende SAOU-lid om sy/haar demokratiese verantwoordelikheid deur middel van dié prosesse te kan uitvoer.
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        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
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    &lt;/li&gt;&#xD;
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      &lt;span&gt;&#xD;
        
            Identifiseer nou reeds potensiële leiers met die oog op formele nominering en om later vir sodanige persone te stem.
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    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die toekoms van die SAOU is baie belangrik en elke betalende lid word aangemoedig om hierdie geleentheid te benut.
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      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Studente- en Lewenslangelede
           &#xD;
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      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
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      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            MAG NIE
           &#xD;
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      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            aan die proses deelneem nie, aangesien hulle lidmaatskap gratis is.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
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  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Wat behels die nominasieproses?
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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           Neem kennis van die volgende voorlopige, dog belangrike aspekte met betrekking tot nominasies en stemming:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die nominasie-proses vind elektroniese plaas.
           &#xD;
      &lt;/span&gt;&#xD;
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    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Uit elke kring moet drie kringorganiseerders verkies word. Dié verkose lede vorm dan deel van die Provinsiale Uitvoerende Raad (PUR).
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Wanneer lede dus nominasies maak, moet die vereistes van die SAOU-Grondwet in gedagte gehou word. Daarvolgens word verlang dat jonger persone, mans en dames, alle rasse, gestremdes, ook op die PUR dien.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Elke lid mag ’n maksimum van
           &#xD;
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      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            drie lede
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            uit die kring nomineer as Kringorganiseerders. ‘n Aparte nominasievorm sal vir elke genomineerde voltooi moet word, met ‘n voorsteller en sekondant. Die genomineerde kandidaat sal versoek word om die nominasie amptelik te aanvaar. ’n Elektroniese
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/GEMS+Trustee+elections+-+CV+booklet.pdf" target="_blank"&gt;&#xD;
        
             
           &#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        
            aanvaardingsvormsal aan elke genomineerde voorsien word. Die inligting daarop sal ook as CV dien.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Wat behels die stemproses vir lede?
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die stemproses vind elektronies plaas.
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Elke lid mag vir ’n maksimum van
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            drie lede
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            uit sy/haar eie kring stem.
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            drie lede
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            met die hoogste getal stemme sal as verkose beskou word.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Indien daar slegs drie lede in die kring genomineer was, sal hulle as wettig verkose beskou word.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Hierdie demokraties, verkose leiers sal sitting neem op die betrokke PUR en ook die Provinsiale Dagbestuur (PDB).
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Hoe word die provinsiale Voorsitter en Ondervoorsitter verkies?
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die PUR verkies die Voorsitter en Ondervoorsitter by ‘n Konstitueringsvergadering onder leiding van die Provinsiale Sekretaris (PS).
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Lede wat op PDB dien word ook tydens hierdie vergadering verkies.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Waarom is hierdie verkiesing so belangrik?
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die verkiesing van die lede van die provinsie se PUR vorm die basis waarop die demokraties verkose leiers amptelike mandate van lede ten opsigte van verskeie sake bekom.
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Hierdie mandate bepaal die koers wat die SAOU vir die volgende drie jaar sal volg.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Waarvoor moet ons uitkyk?
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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            Die volgende inligting is op ons
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    &lt;a href="https://www.saou.co.za/af/saou-pec-election" target="_blank"&gt;&#xD;
      
           verkiesingswebblad
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            beskikbaar:
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             ‘n Grafiese uiteensetting van die
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            verkiesingsproses
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            , wat alle datums en nuusbriefkommunikasie uitbeeld, is ook op die webblad beskikbaar.
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            ‘n Video wat die verkiesingsproses bekendstel.
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             Provinsiale Verkiesingsnuusbrief 1 van 2025 op
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            7 Augustus 2025
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             sal vanuit die SAOU provinsiale kantore aan lede versend word. In hierdie nuusbrief sal meer inligting betreffende die elektroniese verkiesingsproses binne u provinsie bekend gemaak word.
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             ‘n Verkiesingswebinaar sal op
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            19 Augustus 2025 om 15:00 gehou word vir alle lede
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             .
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      &lt;a href="https://us06web.zoom.us/webinar/register/WN_0lBXeB5TQOeGuVsfXbffvg" target="_blank"&gt;&#xD;
        
            ‘n Skakel is op ons webblad beskikbaar om te registreer om hierdie webinaar by te woon
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            .
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           2025/08/01
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           ELECTION OF SAOU LEADERS 2025
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           The current three-year term of the democratically elected SAOU leaders at provincial and national level expires in October 2025. SAOU members will therefore have to identify leaders again, formally nominate and later elect for the term 2025 to 2028.
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           Who qualifies as members and who is allowed to vote?
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            The
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      &lt;a href="chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https:/irp.cdn-website.com/c0cc1c10/files/uploaded/20230509+SAOU+Grondwet+Constitution.pdf" target="_blank"&gt;&#xD;
        
            SAOU Constitution
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            endorses the right of every paying SAOU member to be able to carry out his/her democratic responsibility through these processes.
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            Start identifying potential leaders with the intention to formally nominate and vote for such persons at a later stage.
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            The future of the SAOU is very important and every paying member is encouraged to take advantage of this opportunity.
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            Student- and those with Lifetime membership
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            MAY NOT
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            participate in the process, as their membership is free.
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           What does the nomination process entail?
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           Please take note of the following preliminary, yet important aspects regarding nominations and election:
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            The nomination process will be done electronically
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            Three circuit organisers must be elected from each circuit. The elected members will then form part of the Provincial Executive Council (PEC).
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            Therefore, when members make nominations, the requirements of the SAOU Constitution must be kept into account. Accordingly, it is desired that younger persons, men and women, all races, disabled persons, also serve on the PEC.
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            Each member may nominate a maximum of
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            three members
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            from the circuit as Circuit Organisers. A separate nomination form will need to be completed for each nominee. The nominated candidate will be requested to formally accept the nomination. An electronic acceptance form will be provided to each nominee. The information contained herein  will also serve as a Resume.
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           What does the voting process entail for members?
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            Voting is an electronic process.
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            Each member may vote for a maximum of
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            three members
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            from his/her own circuit.
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            The
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            three members
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            with the highest number of votes will be considered elected.
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            If only three members were nominated in the circuit, they would be considered legitimately elected.
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            These democratically elected leaders will serve on the relevant PEC and the Provincial Standing Committee (PSC).
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           How are the provincial Chairperson and Vice-Chairperson elected?
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            The PEC elects the Chairperson and Vice-Chairperson at a Constituent Meeting chaired by the Provincial Secretary (PS).
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            Members to serve on the PSC are also elected during this meeting.
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           Why is this election so important?
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            The election of the members of the province's PEC forms the basis on which the democratically elected leaders obtain official mandates from members in respect of various matters.
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            These mandates set the course that the SAOU will follow for the next three years.
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           What should we be on the look out for?
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      &lt;span&gt;&#xD;
        
            The following information is available on our
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    &lt;a href="https://www.saou.co.za/saou-pec-election" target="_blank"&gt;&#xD;
      
           election webpage
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           :
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      &lt;span&gt;&#xD;
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             A graphical breakdown of the
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            election process
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            , depicting all dates and newsletter communications, is also available on the webpage.
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            A video introducing the election process.
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        &lt;span&gt;&#xD;
          
             Provincial Election Newsletter 1 of 2025 on
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            7 August 2025
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             , will be sent to members from the SAOU provincial offices. More information regarding the electronic election process will be released in this newsletter.
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             An election webinar will be held on
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            19 August 2025 at 15:00
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             for all members.
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      &lt;a href="https://us06web.zoom.us/webinar/register/WN_0lBXeB5TQOeGuVsfXbffvg" target="_blank"&gt;&#xD;
        
            A link is available on our webpage to register to attend this webinar.
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        &lt;br/&gt;&#xD;
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    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
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           Is u lidmaatskapinligting op
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    &lt;strong&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ﻿
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           datum?
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            Om die SAOU in staat te stel om effektief met ons lede gedurende die verkiesing te kommunikeer, is dit belangrik om akkurate lidmaatskapinligting te hê. Om die SAOU in staat te stel om die nodige opdatering te kan doen,
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    &lt;a href="https://www.saou.co.za/change-membership-detail" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            klik hier
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           om u inligting deur te gee.
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  &lt;/p&gt;&#xD;
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           Is your membership information up to date?
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      &lt;br/&gt;&#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
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            To enable the SAOU to communicate effectively with our members during the elections, it is important to have accurate membership information. To enable the SAOU to do the necessary update,
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    &lt;a href="https://www.saou.co.za/change-membership-detail" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            click here
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            to submit your information.
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      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;a target="_blank" href="/change-membership-detail"&gt;&#xD;
    &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Lidmaatskap+opdatering+banner+link.png" alt=""/&gt;&#xD;
  &lt;/a&gt;&#xD;
&lt;/div&gt;</content:encoded>
      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Verkiesingslogo-32242cc9.png" length="1007647" type="image/png" />
      <pubDate>Thu, 31 Jul 2025 13:41:19 GMT</pubDate>
      <guid>https://www.saou.co.za/verkiesing-van-saou-leiers-2025-election-of-saou-leaders-2025</guid>
      <g-custom:tags type="string" />
      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Verkiesingslogo-32242cc9.png">
        <media:description>thumbnail</media:description>
      </media:content>
      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Verkiesingslogo-32242cc9.png">
        <media:description>main image</media:description>
      </media:content>
    </item>
    <item>
      <title>Vervroegde Aftrede Program 2025 | Early Retirement Programme 2025</title>
      <link>https://www.saou.co.za/vervroegde-aftrede-program-2025-early-retirement-programme-2025</link>
      <description>NN 21/2025: In National Newsletter 10 of 2025 reference was made to the Early Retirement Programme (ERP) which has been proposed for 2025. This issue is currently under consideration in both the PSCBC and the ELRC.</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Nasionaal+Mashoof+2024_Nasionaal.png" alt=""/&gt;&#xD;
&lt;/div&gt;&#xD;
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           NN 21/2025
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    &lt;strong&gt;&#xD;
      
           VERVROEGDE AFTREDE PROGRAM 2025
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            In
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    &lt;a href="https://www.saou.co.za/arbeidsaangeleenthede-die-saou-se-betrokkenheid-labour-issues-the-involvement-of-the-saou" target="_blank"&gt;&#xD;
      
           Nasionale Nuusbrief 10 van 2025
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            is daar verwys na die Vervroegde Aftrede Program (VAP) wat in die vooruitsig gestel is vir 2025.
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           Hierdie aangeleentheid word tans in beide die Staasdiens Koördinerende Bedingingsraad (SKBR) en die Raad op Arbeidsverhoudinge in die Onderwys (RAVO) onder die loep geneem.
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           Waar is die proses nou?
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           Prosesse in die SKBR het Donderdag, 23 Julie 2025 formeel afgesluit. Hierdie saak is nie voorgelê vir onderhandeling nie, maar vir die nodige konsultasie met die werkgewer. Die implikasie daarvan is dat ingevolge die Wet op Arbeidsverhoudinge (WAV) se Afdeling 16, die werkgewer ‘n verpligting het om alle relevante inligting beskikbaar te stel, veral waar vrywillige uitdienstrede ter sprake is.
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           Vakbonde het ‘n finale versoek gestel dat die volgende inligting betreffende die program verskaf moet word:
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            Datums vir die aanvang van die program; en
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            Dispuutresolusie.
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           Hierdie sake is egter nie aangespreek nie en vakbonde kon nie verder vorder nie. Alhoewel die werkgewer daarop aangedring het dat ‘n voorgestelde resolusie onderteken moes word, het die unies besluit om nie hierdie resolusie te teken nie.
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           Die werkgewer het egter aangedui dat die implementering van die VAP sal voortgaan, maar die volgende aspekte is onderskryf:
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            Geen werknemer sal verplig word om hierdie program te volg nie;
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            Geen werknemer wat wel ‘n keuse uitoefen om aan hierdie program deel te neem, sal hierdeur benadeel word nie; en
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            Aansoeke sal noukeurig oorweeg word. Die implikasie daarvan is dat aansoekers nie outomaties moet aanvaar dat hulle aansoek suksesvol sal wees nie.
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           Gaan ander kriteria gebruik word vir onderwysers as in die res van die Staatsdiens?
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            Die proses in die RAVO is egter spesifiek op onderwys afgespits. Hierdie prosesse is op die oomblik nog net
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           voorlopig
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            en is nog nie formeel deur hetsy die werkgewer of vakbonde aanvaar nie. Die huidige
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           oorwegings
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            is:
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            Kritiese poste, insluitend hoofde, adjunkhoofde, Graad 12-personeel, en inheemse-taalsprekende grondslagfase opvoeders, sal nie as prioriteit oorweeg word nie;
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             Dat die aantal beskikbare aansoeke van 15,000 oor ‘n twee jaar periode na 7,500 oor twee jaar periode verminder is;
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            Dat personeel tussen die ouderdom van 55 en 59 sal oorweeg word;
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            Dat lede nie moet aanneem dat die aansoeke outomaties toegestaan sal word nie, maar dat elke aansoek versigtig oorweeg sal word;
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            Indien aansoeke vir die VAP nie goedgekeur word nie sal die normale reëls vir vervroegde pensioen geld. Dit beteken dat 0,3% afgetrek vir elke oorblywende maand tussen die huidige ouderdom en die werklike aftree-ouderdom (dus die maand waarin die lid 60 word); en
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            Hierdie program is slegs beskikbaar vir persone wat deur die Staat aangestel is.
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           Indien ek belangstel in die VAP, wat staan my te doen?
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            Wag vir die amptelike proses om afgekondig te word.
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            Voordat u aansoek doen is dit van kardinale belang dat u, u vergewis van die finansiële implikasies.
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           Die SAOU provinsiale kantore sal u op hoogte hou soos die proses ontvou. 
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           2025/07/30
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           EARLY RETIREMENT PROGRAMME 2025
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            In
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    &lt;a href="https://www.saou.co.za/arbeidsaangeleenthede-die-saou-se-betrokkenheid-labour-issues-the-involvement-of-the-saou" target="_blank"&gt;&#xD;
      
           National Newsletter 10 of 2025
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            reference was made to the Early Retirement Programme (ERP) which has been proposed for 2025.
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           This issue is currently under consideration in both the Public Service Co-Ordinating Bargaining Council (PSCBC) and the Education Labour Relations Council (ELRC).
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           Where is the process now?
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           Processes in the PSCBC were formally concluded on Thursday, 23 July 2025. This programme was not proposed for negotiation purposes, but only for necessary consultation between the employer and labour. In terms of Section 16 of the Labour Relations Act (LRA), the implication is thus that the employer has an obligation to make all relevant information available, especially where voluntary reason for leaving the service is involved.
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           Labour made a final request that the following information regarding the program be provided:
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            Timelines for the rollout of the programme; and
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            Dispute resolution procedures.
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           The employer, however did not address these issues and the unions could not make any further progress. Although the employer insisted that a draft resolution should be signed, Labour reached a decision not to sign this resolution.
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           The employer indicated that the implementation of the ERP will commence, but provided the assurance that the following will be taken into account:
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            No employee will be forced to take part in the ERP;
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            No employee who decides to participate in ERP will be negatively affected by this decision; and
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            All applications will be subject to approval. The implication is that applicants should not automatically accept that their application will be successful and employees will have to ensure that applications are approved before exiting the system
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           Will the criteria used for educators differ from those for the rest of the Public Service?
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            These processes within the ELRC are specifically focused on education. These processes are currently
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           provisional
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            and have not been formally accepted by either the employer or unions. The current
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           considerations
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            are:
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            Critical posts, including principals, deputy principals, Grade 12 staff members and African language speaking Foundation Phase educators, will not be considered as a priority;
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            That the number of available applications has decreased from 15,000 over a two-year period to 7,500 over a two-year period;
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            That employees between the ages of 55 and 59 will be considered;
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            That members should not assume that if they submitted an application, that it will be automatically accepted. Every application will be carefully considered;
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            If an application for the ERP is not approved, the usual rules for early retirement will apply. Meaning that 0,3% will be deducted for every remaining month between your current age and the actual retirement age (thus the month in which the member will turn 60); and
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            This programme is only applicable to employees appointed by Government.
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  &lt;p&gt;&#xD;
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           What should I do if I am interested in the ERP?
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            Wait for the formal process to be announced.
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            It is of cardinal importance that before you apply you make sure you are informed about the financial implications
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           The SAOU provincial offices will keep you informed as the process unfolds.
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           SAOU 2024/25
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            GEOUDITEERDE FINANSIËLE STATE 
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           Die ouditproses van die SAOU finansiële jaar 2024/25 is afgehandel. Neem asb. kennis van die volgende:
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  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die geouditeerde finansiële state is soos in die verlede weereens skoon en ongekwalifiseerd.
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            Die state is ‘n opgesomde weergawe, maar indien lede die volledige state wil besigtig, kan dit aangevra word by die SAOU finansiële afdeling (
           &#xD;
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      &lt;a href="mailto:accounts@saou.co.za" target="_blank"&gt;&#xD;
        
            accounts@saou.co.za
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            ).
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    &lt;li&gt;&#xD;
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            Dit is ook verblydend om te rapporteer dat al die geouditeerde finansiële state van al die regsentiteite wat deel vorm van die breër SAOU-Groep, ook almal skoon en ongekwalifiseerd is.
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  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;br/&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/SAOU+AFS2025+Verkort-Abridged.pdf" target="_blank"&gt;&#xD;
      
           Klik hier
          &#xD;
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            vir die SAOU se verkorte gouditeerde finansiële state.
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    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
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  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           SAOU 2024/25
           &#xD;
      &lt;br/&gt;&#xD;
      
            AUDITED FINANCIAL STATEMENTS 
           &#xD;
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  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The audit process of the SAOU financial year 2024/25 has been completed. Please take note of the following:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The audited financial statements, as in the past, are clean and unqualified.
           &#xD;
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    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The statements are an abridged version, but if members would like to see the full version, it can be requested from the SAOU financial department (
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="mailto:accounts@saou.co.za" target="_blank"&gt;&#xD;
        
            accounts@saou.co.za
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            ).
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            It can also be reported that the audited financial statements of all the juristic persons that form part of the broader SAOU Group, also received clean and unqualified audits.
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           Click here
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           for the shortened audited financial statements of the SAOU.
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&lt;/div&gt;</content:encoded>
      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal+nuusbrief+WA.png" length="622746" type="image/png" />
      <pubDate>Wed, 30 Jul 2025 07:19:47 GMT</pubDate>
      <guid>https://www.saou.co.za/vervroegde-aftrede-program-2025-early-retirement-programme-2025</guid>
      <g-custom:tags type="string" />
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        <media:description>thumbnail</media:description>
      </media:content>
      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal+nuusbrief+WA.png">
        <media:description>main image</media:description>
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    <item>
      <title>Voorstanders In Aksie: Verstaan die Onderwysersunie se Mandaat | Advocates In Action: Understanding the Teacher Union Mandate</title>
      <link>https://www.saou.co.za/voorstanders-in-aksie-verstaan-die-onderwysersunie-se-mandaat-advocates-in-action-understanding-the-teacher-union-mandate</link>
      <description>NN 20/2025: Die kern-fokus van hierdie inligtingstuk is om te verseker dat lede verstaan wanneer die SAOU die wetlike reg het om bystand te verleen.</description>
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           NN 20/2025
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           VOORSTANDERS IN AKSIE: VERSTAAN DIE ONDERWYSERSUNIE SE
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            ﻿
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           MANDAAT
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           Dit is ŉ bisarre, maar tog wonderlike wêreld waarin ons tans leef. Dit is veral waar en relevant as mens die stories en ervarings in die onderwyssektor in ag neem. Opvoeders bevind hulself by talle geleenthede in ŉ situasie wat tot die volgende reaksie lei: "Ag nee, dis moeilikheid. Laat ek my vakbond bel!".
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           Dit is egter belangrik om te verstaan dat, so graag die SAOU sy lede wil verteenwoordig en verdedig, daar ŉ wetlike mandaat is ingevolge waarvan 'n vakbond toegelaat word om op te tree. Die kern-fokus van hierdie inligtingstuk is om te verseker dat lede verstaan wanneer die SAOU die wetlike reg het om bystand te verleen.
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           1. Wat presies is die vakbond?
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           Onderwysvakbonde is professionele, geregistreerde organisasies wat bestaan met die doel om onderwysers teen onbillike arbeidspraktyke te beskerm en om onderwysers se salarisse asook beleide relevant tot die onderwys te onderhandel. Ons, as vakbond, is ŉ sleutelrolspeler in belangrike besluite wat deur die regering in die onderwyssektor geneem word.
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           In Suid-Afrika speel onderwysvakbonde en veral die SAOU ongetwyfeld 'n sentrale rol in arbeidsverhoudinge, die ontwikkeling van onderwysbeleid en die breër sosio-ekonomiese omgewing wat onderwys beïnvloed.
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           Die Wet op Arbeidsverhoudinge, 66 van 1995 (WAV), reguleer alle vakbonde in Suid-Afrika. In artikel 213 van die WAV word ŉ "vakbond" soos volg gedefinieer:
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           "...'n vereniging van werknemers wie se hoofdoel is om verhoudings tussen werknemers en werkgewers te reguleer, insluitend enige werkgewersorganisasies.”
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           Hierdie definisie is die sleutel tot die begrip van die rol en mandaat van 'n vakbond, aangesien dit duidelik stipuleer dat die primêre regsfunksie behels om op te tree in sake wat direk verband hou met die diensverhouding, insluitend, maar nie beperk tot salarisse, werksomstandighede, ontslag en kollektiewe bedinging.
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           2.
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           Die wetlike mandaat wat aan vakbonde toevertrou is
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           Die wetgewende raamwerk wat vakbonde beheer, word in die WAV gevind. Om spesifiek die vraag te beantwoord oor wat die mandaat van die vakbond behels, moet daar na Artikel 200 van die WAV verwys word.
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           In hierdie artikel word voorsiening gemaak vir die gevalle waar die vakbond wettiglik toegelaat word om sy lede te verteenwoordig. Dit kan opgesom word om te sê dat ŉ vakbond die wetlike mandaat het om in drie vorme van kapasiteit in enige geskil waarby enige van sy lede ŉ party is, op te tree.
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           Die vakbond het die volgende drie vorme van handelingsbevoegdheid:
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           (a) in die vakbond se eie belang;
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           (b) namens enige van sy lede;
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           (c) in die belang van enige van sy lede.
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           Artikel 200 kwalifiseer die reg verder en bepaal dat enige geregistreerde vakbond geregtig is om ŉ party te wees by enige verrigtinge ingevolge die WAV indien een of meer van sy lede ŉ party by daardie verrigtinge is. Dit beteken dat ŉ vakbond geregtig is om in te gryp in arbeidsverwante geskille, wat ŉ oorsprong het uit die relevante wetgewing en in voortspruitende verrigtinge voor die KVBA, ŉ raad of ŉ hof, indien die party wat verteenwoordiging versoek, instem en die ingryping in die belang van enige van sy lede is.
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           3.
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           Die breë kategorisering van die mandaat
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           Die mandaat en regte van onderwysersvakbonde kan breedweg as volg gekategoriseer word.
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           3.1. Kollektiewe Bedinging en Verteenwoordiging:
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           Die vakbond verteenwoordig sy lede in bedingingsrade soos die Raad op Arbeidsverhoudinge in die Onderwys (RAVO) of die Kommissie vir Versoening, Bemiddeling en Arbitrasie (KVBA) vir salarisonderhandelinge, werksomstandighede, voordele en ander werkverwante kwessies.
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           3.2. Arbeidsgeskilbeslegting:
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           Lede word bygestaan in grieweprosedures, dissiplinêre verhore en geskille met betrekking tot beweerde wangedrag, onbillike arbeidspraktyke, ontslag en ander geskille met betrekking tot die pligte en verantwoordelikhede van die werkgewer teenoor die werknemer. Dit sluit verteenwoordiging in prosedures soos konsiliasies, arbitrasies en hofverskynings in.
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           3.3. Professionele Ontwikkeling en Beïnvloeding van Beleide:
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           Die vakbond bepleit professionele ontwikkeling, voortgesette opleiding en die kwalifisering van opvoeders. Daar word ook deelgeneem aan die prosesse rakende die vorming van nasionale en provinsiale onderwysbeleid, ontwikkeling van die kurrikulum en implementeringsraamwerke.
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           3.4. Beskerming van Lede se Regte:
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           'n Verdere belangrike funksie van die vakbond is om opvoeders te verdedig teen administratiewe onbillikheid, viktimisering en ongunstige werksomstandighede. Dit sluit ook litigasie in, waar nodig, om grondwetlike en statutêre regte af te dwing.
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           3.5. Bevordering van Gehalte Onderwys:
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           Alhoewel die vakbond se primêre fokus die verteenwoordiging van werknemers behels, pleit die vakbond dikwels vir hervormings wat daarop gemik is om die gehalte van onderwys, skoolinfrastruktuur en leeromstandighede te verbeter. Dit is gekoppel aan die breër grondwetlike mandaat om die reg op onderwys te verseker.
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           Daar is beperkings op die regte van ŉ vakbond en dus ook 'n wetlike verantwoordelikheid om daardie regte verantwoordelik uit te oefen en op ŉ wyse wat nie inbreuk maak op ander wetgewing, leerderregte of die lewering van gehalte onderwys ontwrig nie.
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           4.
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           Beperking op verteenwoordiging in siviele regsaangeleenthede
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           Dit is ŉ eksplisiete beperking dat die geskil ingevolge waarvan 'n lid verteenwoordig word, binne die bestek van werkverwante sake onder die WAV moet val. Die vereiste bestaan ook dat verteenwoordiging slegs aan huidige lede toegestaan mag word soos bepaal in die grondwet van die vakbond.
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           Elke vakbond word deur sy eie grondwet beheer, wat by die Departement van Arbeid geregistreer moet word.
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           Die grondwet definieer die volgende:
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           (a) Die omvang van die vakbond se aktiwiteite,
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           (b) Dienste wat aan lede gebied word, en
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           (c) Die vakbond se magte en doelwitte.
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           Geen grondwet mag teenstrydig wees met die betrokke wetgewing nie, wat in hierdie geval die WAV is.
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           Die definisie van ŉ vakbond, sowel as Artikel 200 van die WAV, dui duidelik die mandaat van die vakbond aan. Die mandaat en toestemming om namens sy lede siviele regsaangeleenthede te hanteer, val nie binne die bestek van die WAV-bepalings nie en is dus verbode.
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           Siviele reg handel oor geskille tussen individue, organisasies of albei, eerder as arbeidsverwante of kriminele oortredings. Hierdie sake behels gewoonlik een party wat vergoeding of die afdwinging van regte verlang.
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           Van die sleutelgebiede van Siviele Reg in Suid-Afrika sluit in:
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            Kontraktereg:
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            Dit behels geskille in verband met ooreenkomste, bv. versuim om dienste of goedere te lewer.
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            Deliktereg:
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            Gevalle waar iemand verlies of besering ly as gevolg van die onregmatige gedrag van ŉ ander (bv. laster, nalatigheid of skade aan eiendom).
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Familiereg:
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        &lt;br/&gt;&#xD;
        
            Sake soos egskeiding, kinderregte, onderhoud (kinder-/gadeonderhoud) en aanneming.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Eiendomsreg:
            &#xD;
        &lt;br/&gt;&#xD;
        
            Geskille rakende eienaarskap, huur, erfenis of grense van grond en eiendom.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Verbruikersbeskerming:
            &#xD;
        &lt;br/&gt;&#xD;
        
            Wanneer die regte van ŉ verbruiker geskend word, soos die verkoop van defektiewe goedere of valse advertensies.
           &#xD;
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      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
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            Insolvensiereg:
            &#xD;
        &lt;br/&gt;&#xD;
        
            In die geval waar individue of maatskappye nie hul skuld kan betaal nie en regsprosesse gevolg word.
           &#xD;
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           Die vakbond sal nie in staat wees om sy lede in die bogenoemde omstandighede by te staan nie, ten spyte daarvan dat gekwalifiseerde regspraktisyns in diens van die vakbond is, weens die gebrek aan 'n wetlike mandaat tot dié effek.
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           5.
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    &lt;strong&gt;&#xD;
      
           Wet op Regspraktyk 28 van 2014
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           Benewens die feit dat die vakbond verplig is om binne sy wetlike mandaat op te tree, moet daar ook verstaan word dat daar wetgewing is wat bepaal wie die gesag het om amptelik regsdienste te lewer.
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           Die Wet op Regspraktyk bepaal wie regsdienste in Suid-Afrika mag lewer. Hierdie wet bepaal dat slegs toegelate prokureurs, advokate of professionele persone wat by die Regspraktykraad geregistreer is, regsverteenwoordiging of advies in siviele sake mag verskaf.
          &#xD;
    &lt;/span&gt;&#xD;
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      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
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    &lt;/span&gt;&#xD;
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           'n Vakbond kan nie as ŉ regspraktisyn of regsfirma optree nie. Die lede mag egter deur die vakbond na gekwalifiseerde eksterne prokureurs verwys word om in siviele sake bystand te verleen. Daar is egter geen verpligting op 'n vakbond om die kostes te dra nie.
          &#xD;
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    &lt;span&gt;&#xD;
      
           Ten slotte is dit belangrik dat lede werklik verstaan dat indien die vakbond ultra vires (buite grondwetlike magte) optree, die gevolg moontlik blootstelling aan nadelige regsuitdagings inhou.
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    &lt;/span&gt;&#xD;
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    &lt;span&gt;&#xD;
      
           Verder sal enige vorm van ongemagtigde regspraktyk ŉ kriminele oortreding ingevolge die Wet op Regspraktyk daarstel. Die vakbond loop gevolglik die risiko om aanspreeklik gehou te word vir nalatige of onbevoegde regsadvies wat verskaf sou word.
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    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
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    &lt;/span&gt;&#xD;
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    &lt;span&gt;&#xD;
      
           Die SAOU vertrou dat lede sal verstaan dat die wetlike mandaat van Suid-Afrikaanse onderwysersvakbonde veelsydig is, gewortel in grondwetlike regte en verder uitgebrei word deur statutêre en institusionele meganismes soos hierbo verduidelik, en sal hul verwagtinge en vooruitsigte van die vakbond dienooreenkomstig baseer.
          &#xD;
    &lt;/span&gt;&#xD;
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  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
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    &lt;/span&gt;&#xD;
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  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Lede kan verseker wees dat in die geval van arbeidsverwante geskille, ingevolge waarvan dit handel oor die verhouding tussen werknemer en werkgewer, die vakbond die wettige reg het om bystand te verleen en die geleentheid dienooreenkomstig met ywer sal aangryp.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die vakbond se primêre rol is die beskerming en bevordering van opvoeders se arbeidsregte, maar dit dra ook ŉ breër verantwoordelikheid om positief tot die onderwysstelsel by te dra. Die betrokkenheid van die SAOU moet ook uitgeoefen word in ooreenstemming met die oorkoepelende grondwetlike imperatief om toegang tot gehalte-onderwys te bied.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
            
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Indien jy twyfel of vrae het oor die onderwerp, moet asseblief nie huiwer om jou provinsiale SAOU-kantoor of die SAOU Regsafdeling te kontak nie.
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;span&gt;&#xD;
      
           2025/07/29
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/h2&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
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    &lt;strong&gt;&#xD;
      
           ADVOCATES IN ACTION: UNDERSTANDING THE TEACHER UNION MANDATE
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           It is a bizarre, yet wonderful world we currently live in. This is especially true and relevant when considering the stories and experiences encountered in the education sector. On numerous occasions educators find themselves in a situation which leads to the following reaction: “Oh no this is trouble. Let me phone my union!”.
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
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    &lt;/a&gt;&#xD;
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           It is however important to understand that as much as the SAOU would want to represent and defend its members, there is a legal mandate in terms of which the union is allowed to act. The core focus of this letter is to ensure that members understand when the SAOU has the legal right to assist.
          &#xD;
    &lt;/a&gt;&#xD;
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
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    &lt;/a&gt;&#xD;
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            1.
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      &lt;/strong&gt;&#xD;
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
             
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            What exactly is the union?
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           Teacher unions are professional, registered lobby organisations that exist to protect teachers from unfair labour practices and to negotiate teachers’ salaries and government policies in education. They are key role players in major decisions made by the government in the education sector.
          &#xD;
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
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    &lt;/a&gt;&#xD;
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           In South Africa teacher unions, especially the SAOU, without a doubt play a pivotal role in labour relations, educational policy development, and the broader socio-economic environment impacting education.
          &#xD;
    &lt;/a&gt;&#xD;
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
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    &lt;/a&gt;&#xD;
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           The Labour Relations Act, 66 of 1995 (LRA), governs all trade unions in South Africa. In section 213 of the LRA, a "trade union" is defined as follows:
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           "...an association of employees whose principal purpose is to regulate relations between employees and employers, including any employers’ organisations."
          &#xD;
    &lt;/a&gt;&#xD;
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
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    &lt;/a&gt;&#xD;
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           This definition is key to understanding the role and mandate of a trade union as it clearly stipulates that the primary legal function is to act in matters directly related to the employment relationship including, but not limited to wages, working conditions, dismissals and collective bargaining.
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            2.
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
             
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            The legal mandate entrusted to unions
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           The legislative framework which governs trade unions is found in the LRA. In specifically answering the question regarding what the mandate of the union entails, one needs to refer to Section 200 of the LRA.
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    &lt;/a&gt;&#xD;
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           In this section provision is made for the instances where the union is legally permitted to represent its members. It can be summarised to state that a trade union has the legal mandate to act in three forms of capacity in any dispute to which any of its members is a party.
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    &lt;/a&gt;&#xD;
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
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    &lt;/a&gt;&#xD;
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           The union has the following three forms of capacity to act:
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          &#xD;
    &lt;/a&gt;&#xD;
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           (a) in the union’s own interest;
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           (b) on behalf of any of its members;
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           (c) in the interest of any of its members.
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          &#xD;
    &lt;/a&gt;&#xD;
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  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           Section 200 further qualifies this in that any registered trade union is entitled to be a party to any proceedings in terms of the LRA if one or more of its members is a party to those proceedings. This means that a trade union is entitled to intervene in labour related disputes originating from relevant legislation and subsequent proceedings before the CCMA, a council or a court, if the party it seeks to represent consents and the intervention is in the interest of any of its members.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
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  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            3.
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      &lt;/strong&gt;&#xD;
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
             
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            The broad categorisation of the mandate
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           The mandate and rights of teacher unions can be broadly categorised as follows.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           3.1   Collective Bargaining and Representation:
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           The union represents its members in bargaining councils such as the Education Labour Relations Council (ELRC) or the Commission for Conciliation, Mediation and Arbitration (CCMA) for negotiation on wages, working conditions, benefits and other employment-related issues.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           3.2   Labour Dispute Resolution:
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           Members are assisted in grievance procedures, disciplinary hearings, and disputes relating to alleged misconduct, unfair labour practices, dismissals and other disputes relating to the duties and responsibilities of the employer towards the employee. This includes representation in conciliations, arbitrations and court appearances.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           3.3   Professional Development and Policy Influence:
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           The union advocates for professional development, continuous training, and the qualifying of educators. It also participates in the processes of shaping national and provincial education policy, curriculum development, and implementation frameworks.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           3.4   Protection of Members’ Rights:
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           Another important function of the union is to defend educators against administrative unfairness, victimisation, and adverse working conditions. This also includes litigation, where necessary, to enforce constitutional and statutory rights.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           3.5   Promotion of Quality Education:
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           Even though the primary focus of the union entails the representation of employees, the union often advocates for improving the quality of education, school infrastructure, and learning conditions. This is tied to the broader constitutional mandate to ensure the right to education.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           There are limitations to the rights of a union and thus also a legal responsibility to exercise its rights responsibly and in a manner that does not infringe on other legislative frameworks, learner’s rights or which disrupts the delivery of quality education.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            4.
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
             
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Limitation on representation in civil law matters
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           It is an explicit limitation that the dispute in terms of which a member is represented, must fall within the scope of employment-related matters under the LRA. The requirement also exists that representation may only be granted to current members as determined in the constitution of the union.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           Each union is governed by its own constitution, which must be registered with the Department of Employment and Labour.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           The constitution defines the following:
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           (a) The scope of the union's activities,
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           (b) Services offered to members, and
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           (c) The union’s powers and objectives.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           No constitution may be contrary to the relevant legislation, which in this case is the LRA.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           The definition of a trade union, as well as Section 200 of the LRA clearly indicates the mandate of the union. The mandate and permission to deal with civil law matters on behalf of its members does not fall within the scope of the LRA provisions and is therefore prohibited.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           Civil law deals with disputes between individuals, organisations, or both, rather than labour related or criminal offences. These matters usually involve one party seeking compensation or the enforcement of rights.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           Some of the key areas of Civil Law in South Africa include:
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ol&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            Contract Law
            &#xD;
        &lt;br/&gt;&#xD;
        
            This entails disputes over agreements, e.g. failure to deliver services or goods as promised.
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            Delict
            &#xD;
        &lt;br/&gt;&#xD;
        
            Cases where someone suffers loss or injury due to the wrongful conduct of another (e.g. defamation, negligence, or damage to property).
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            Family Law
            &#xD;
        &lt;br/&gt;&#xD;
        
            Matters such as divorce, child custody, maintenance (child/spousal support), and adoption.
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            Property Law
            &#xD;
        &lt;br/&gt;&#xD;
        
             Disputes regarding ownership, leasing, inheritance, or boundaries of land and property.
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            Consumer Protection
            &#xD;
        &lt;br/&gt;&#xD;
        
            When the rights of a consumer are violated, such as being sold defective goods or false advertising.
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            Insolvency law
            &#xD;
        &lt;br/&gt;&#xD;
        
            In the event where individuals or companies are unable to pay their debts and legal processes are followed.
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ol&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           The union will not be able to assist its members in the abovementioned circumstances, despite the fact that qualified legal practitioners are in the employ of the union, due to the lack of a legal mandate to such effect.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            5.
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
             
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Legal Practice Act 28 of 2014
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           In addition to the fact that the union is obliged to act within its legal mandate, one also needs to understand that there is legislation which determines who holds the authority to officially provide legal services.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           The Legal Practice Act governs who may provide legal services in South Africa. This act stipulates that only admitted attorneys, advocates, or Legal Practice Council-registered professionals may offer legal representation or advice in civil matters.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           A union cannot act as a legal practitioner or law firm. However, it may refer members to qualified external attorneys to assist in civil matters. However, there is no duty on the union to stand in for the expenses related to same.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           In conclusion, it is important for members to truly understand that if the union acts ultra vires (beyond constitutional powers), it could be exposed to detrimental legal challenges.
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           Furthermore, any form of unauthorised legal practice will constitute a criminal offence under the Legal Practice Act. The union will consequently risk being held liable for negligent or incompetent legal advice given.
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
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           The SAOU trusts its members will comprehend that the legal mandate of South African teacher unions is multi-faceted, rooted in constitutional rights and further elaborated through statutory and institutional mechanisms as explained above, and will base their expectations and prospects of the union accordingly.
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           Members may rest assured that in the event of labour related disputes, in terms of which it deals with the relationship between employee and employer, the union has the legal right to assist and will vigorously rise to the occasion.
          &#xD;
    &lt;/a&gt;&#xD;
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           The union’s primary role is the protection and promotion of educators' labour rights, but it also carries a broader responsibility to contribute positively to the education system. The involvement of the SAOU must also be exercised in alignment with the overarching constitutional imperative to provide access to quality education.
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
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    &lt;/a&gt;&#xD;
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            If you have doubts or questions on the matter, please do not hesitate to contact your provincial SAOU office or the SAOU Legal Department.
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&lt;div&gt;&#xD;
  &lt;a href="/saou-help"&gt;&#xD;
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  &lt;/a&gt;&#xD;
&lt;/div&gt;</content:encoded>
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      <pubDate>Tue, 29 Jul 2025 13:24:19 GMT</pubDate>
      <guid>https://www.saou.co.za/voorstanders-in-aksie-verstaan-die-onderwysersunie-se-mandaat-advocates-in-action-understanding-the-teacher-union-mandate</guid>
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      <title>SAOU Aan die werk Kwartaal 2 | At the chalkboard Term 2 2025</title>
      <link>https://www.saou.co.za/saou-aan-die-werk-kwartaal-2-at-the-chalkboard-term-2-2025</link>
      <description>Aan die Werk Kwartaal 2: Wat het tydens kwartaal 2 by die SAOU gebeur...</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Nasionaal+Mashoof+2024_Nasionaal.png" alt=""/&gt;&#xD;
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      <pubDate>Tue, 22 Jul 2025 06:06:14 GMT</pubDate>
      <guid>https://www.saou.co.za/saou-aan-die-werk-kwartaal-2-at-the-chalkboard-term-2-2025</guid>
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      <title>2025 GEMS Board of Trustees Election | 2025 GEMS Raad van Trustees Verkiesing</title>
      <link>https://www.saou.co.za/2025-gems-board-of-trustees-election-2025-gems-raad-van-trustees-verkiesing</link>
      <description>19/2025: On 19 June 2025, the National Standing Committee pledged their full support to Dr Swanepoel and therefore requests all SAOU members, who are a main member of GEMS, to cast a single vote for Dr Swanepoel...</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Nasionaal+Mashoof+2024_Nasionaal.png" alt=""/&gt;&#xD;
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  &lt;h2&gt;&#xD;
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           NN 19/2025
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    &lt;strong&gt;&#xD;
      
           2025 GEMS BOARD OF TRUSTEES ELECTION
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&lt;div data-rss-type="text"&gt;&#xD;
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           The tenure of the three (3) serving member trustees of the elected GEMS Board expires on 24 September 2025.
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           The SAOU President, Dr Louis Swanepoel is one of the nominees.
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           On 19 June 2025, the National Standing Committee pledged their full support to Dr Swanepoel and therefore requests all SAOU members, who are a
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           main member
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    &lt;/strong&gt;&#xD;
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      &lt;/span&gt;&#xD;
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           of GEMS, to cast a single vote for Dr Swanepoel.
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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           By voting for Dr Swanepoel, you and organised labour will be able to obtain a sober, honest but activist voice within the GEMS Board of Trustees.
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           A few aspects to take note of:
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  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
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            GEMS will contact each main member individually by means of an email or SMS;
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      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
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            You will then be given access to a link that fully explain the voting process;
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      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
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    &lt;li&gt;&#xD;
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            Dr Swanepoel is Candidate no. 92;
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      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
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            To access the candidates' resumes,
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      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/GEMS+Trustee+elections+-+CV+booklet.pdf" target="_blank"&gt;&#xD;
        
            click here
           &#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ; and
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            You can vote from 07 July 2025 to 06 September 2025.
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      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://www.gems.gov.za/en/Information/Trustees-election" target="_blank"&gt;&#xD;
        &lt;strong&gt;&#xD;
          
             Click here to vote
            &#xD;
        &lt;/strong&gt;&#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        
            .
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            Please note
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      &lt;/strong&gt;&#xD;
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             , if you are voting in the GEMS Council Election:
            &#xD;
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    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            When you enter your GEMS membership number (e.g. 000123450), do not enter the “000” at the beginning of your membership number. This will eliminate the message “Member could not be found”.
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  &lt;/ul&gt;&#xD;
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&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
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           2025/07/07
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&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           2025 GEMS RAAD VAN TRUSTEES VERKIESING
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      &lt;br/&gt;&#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die ampstermyn van die drie (3) dienende lidtrustees van die verkose GEMS-Raad verstryk op 24 September 2025.
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  &lt;p&gt;&#xD;
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  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die SAOU President, dr Louis Swanepoel is een van die genomineerdes.
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    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
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  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die Nasionale Dagbestuur het op 19 Junie 2025 hulle volwaardige steun aan dr Swanepoel verleen en daarom word SAOU-lede, wat ‘n
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      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           hooflid
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    &lt;/strong&gt;&#xD;
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      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      
           van GEMS is, versoek om ‘n enkele stem uit te bring vir dr Swanepoel.
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      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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           Deur vir dr Swanepoel te stem sal u en georganiseerde arbeid, ‘n nugter, eerlike, maar aktivistiese stem binne die GEMS-Raad van Trustees kan bekom.
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    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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           ‘n Paar aspekte om op te let:
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  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            GEMS sal elke hooflid individueel kontak deur middel van ‘n e-pos of SMS;
           &#xD;
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    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            U sal dan toegang kry tot ‘n skakel wat die verloop van die stemproses volledig uiteensit;
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      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Dr Swanepoel is Kandidaat nr. 92;
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      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Om toegang tot die kandidate se CV’s te kry,
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      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/GEMS+Trustee+elections+-+CV+booklet.pdf" target="_blank"&gt;&#xD;
        
            klik hier
           &#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ; en
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      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            U kan vanaf 07 Julie 2025 tot 06 September 2025 stem.
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    &lt;li&gt;&#xD;
      &lt;a href="https://www.gems.gov.za/en/Information/Trustees-election" target="_blank"&gt;&#xD;
        &lt;strong&gt;&#xD;
          
             Klik hier om te stem
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        &lt;/strong&gt;&#xD;
      &lt;/a&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            .
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    &lt;li&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Let wel
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            , indien u stem in die GEMS Raadsverkiesing:
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    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Wanneer u, u GEMS lidmaatskapnommer insleutel (bv 000123450), moenie die “000” aan die begin van u lidmmaatskapnommer insleutel nie. Dit sal die boodskap “Member could not be found” uitskakel.
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  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
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      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Louis+S_24-8a61897d.jpg" alt=""/&gt;&#xD;
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  &lt;p&gt;&#xD;
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           Herewith Dr Swanepoel’s CV as contained in the GEMS Trustee Election CV Booklet on the GEMS webpage: | Hiermee dr Swanepoel se CV soos vervat in die GEMS Trusteeverkiesing CV-boekie op die GEMS-webblad:
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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          &#xD;
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  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           92. Swanepoel (Dr), Louis Hendrik (Male) – President of the SAOU.
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Previous positions held:
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    &lt;/strong&gt;&#xD;
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  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Council Member of the following: (a) ExCo Human Resource Development; Council of South Africa; (b) South African Council for Educators; (c) South African Education Foundation (Chairperson); (d) South African Comprehensive Assessment Institute. Member of FEDUSA ManCom. Principal Nelspruit High School.
          &#xD;
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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           Academic Qualifications:
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            PhD in Education Management.
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            M Com in Economics.
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            B Com Hons in Economics.
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            B Com in Accounting and Economics.
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    &lt;li&gt;&#xD;
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            Postgraduate Certificate in Education.
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           Relevant Skills/Experience:
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  &lt;ul&gt;&#xD;
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            Advanced Financial Management Skills, including Strategic Planning, Risk Assessment.
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            and Investment Oversight, to ensure growth, sustainability and sound governance.
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            A values-driven approach rooted in Integrity, Accountability and Service Excellence.
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            Extensive experience in facilitating Mediation and Conciliation, effectively resolving.
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            complex disputes through open dialogue, impartiality and collaborative problem-solving.
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    &lt;li&gt;&#xD;
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            Strong background in strategy and visionary leadership development, to guide towards.
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    &lt;li&gt;&#xD;
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            goals through innovative thinking, clear direction and a focus on sustainable growth.
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    &lt;li&gt;&#xD;
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            Skilled in navigating discussions to reach mutually beneficial agreements, facilitating.
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    &lt;li&gt;&#xD;
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            productive dialogue that builds consensus and fosters lasting agreements.
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    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             ﻿
            &#xD;
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           Reason for wanting to become a trustee in the Government Employees Medical Scheme:
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           I am dedicated to: Contributing my skills and expertise to ensure a fund for members offering optimal and high-quality services which remains relevant to meet the evolving needs of the members. I will endeavour to focus on maintaining a sustainable fund to secure lasting value for all members to address demands that medical care will pose in the future. Advancing members' interests by developing and driving impactful, member-focused long-term initiatives and strategies while fostering strong, transparent relationships with all stakeholders to ensure shared success and long-term value.
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            Herewith a friendly yet urgent request to SAOU members to support our President, Dr Louis Swanepoel, by
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    &lt;a href="https://www.gems.gov.za/en/Information/Trustees-election" target="_blank"&gt;&#xD;
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            voting in the prescribed manner
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           .
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            Hiermee ‘n vriendelike dog dringende versoek aan SAOU-lede om vir ons President, dr Louis Swanepoel, te ondersteun deur op die
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    &lt;/span&gt;&#xD;
    &lt;a href="https://www.gems.gov.za/en/Information/Trustees-election" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            voorgeskrewe wyse te stem
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           .
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&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
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      <pubDate>Mon, 07 Jul 2025 12:10:34 GMT</pubDate>
      <guid>https://www.saou.co.za/2025-gems-board-of-trustees-election-2025-gems-raad-van-trustees-verkiesing</guid>
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      <title>SAOU Aan die werk Junie | At the chalkboard June 2025</title>
      <link>https://www.saou.co.za/saou-aan-die-werk-junie-at-the-chalkboard-june-2025</link>
      <description>Wat het by die SAOU gedurende Junie 2025 gebeur...</description>
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  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Nasionaal+Mashoof+2024_Nasionaal.png" alt=""/&gt;&#xD;
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      <pubDate>Tue, 01 Jul 2025 12:40:34 GMT</pubDate>
      <guid>https://www.saou.co.za/saou-aan-die-werk-junie-at-the-chalkboard-june-2025</guid>
      <g-custom:tags type="string" />
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    <item>
      <title>Riglyne vir die implementering van Bela - Wat sê die SAOU | Guidelines for the implementation of Bela - What does the SAOU have to say?</title>
      <link>https://www.saou.co.za/riglyne-vir-die-implementering-van-bela-wat-se-die-saou-guidelines-for-the-implementation-of-bela-what-does-the-saou-have-to-say</link>
      <description />
      <content:encoded>&lt;div&gt;&#xD;
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  &lt;h2&gt;&#xD;
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           NN 18/2025
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           RIGLYNE VIR DIE IMPLEMENTERING VAN bELA - WAT Sê DIE saou?
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            Suid-Afrika se onderwyslandskap ondergaan 'n kritieke transformasie namate nuwe wysigings aan die Suid-Afrikaanse Skolewet in werking tree. Hierdie veranderinge is ontwerp om aanspreeklikheid, billikheid en kwaliteit in die land se skoolstelsel te verbeter, en hou beduidende implikasies vir skoolbeheerliggame, opvoeders, ouers en leerders.
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            Die uitdaging om te verstaan hoe om hierdie wetgewende opdaterings in die praktyk toe te pas, kan kompleks wees. Die Departement van Basiese Onderwys het gevolglik die
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/DBO+Riglyne+vir+die+Implementering+van+die+2024-Wysigings+aan+die+Skolewet.pdf" target="_blank"&gt;&#xD;
      
           riglyne
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    &lt;/a&gt;&#xD;
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      &lt;span&gt;&#xD;
        
            vir die implementering van sommige van die 2024-wysigings aan die Suid-Afrikaanse Skolewet gepubliseer. Hierdie artikel pak 'n paar van die belangrikste konsepte vir implementering van die riglyne uit.
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           1. Hoe die riglyne bedoel is om gebruik te word
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           Die Departement het duidelik regsadvies ingewin om seker te maak dat die riglyne in lyn is met die wet. Die Minister van Basiese Onderwys het die gesag om nuttige, nie-bindende riglyne soos hierdie te skep om regstaal makliker verstaanbaar te maak en toe te pas.
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           Hierdie riglyne is presies wat hulle beweer om te wees, naamlik advies en aanbevelings. Dit is nie wette nie en dra geen wetlike gewig op hul eie nie. Die doel is bloot om leiding te gee rakende aksies en besluite.
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           Dit gesê, as 'n werkgewer (soos die Departement, 'n skoolhoof of die Skoolbeheerliggaam) 'n instruksie gee wat op hierdie riglyne gebaseer is, kan daardie instruksie vir werknemers afdwingbaar wees of  afdwingbaar gemaak word. Met ander woorde, om die riglyn te volg, kan 'n vereiste word as dit in 'n formele opdrag verander word.
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           2. Hoe skoolkapasiteit bepaal word
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           Die riglyne verwys dikwels na hoe 'n skool se kapasiteit bepaal sal word. Hierdie proses is gebaseer op Artikel 58C(6) van die Suid-Afrikaanse Skolewet, tesame met 'n Hooggeregshofuitspraak van 10 Oktober 2023 in die SAOU v Minister van Basiese Onderwys-saak. Hierdie wetlike verwysings sal saam met bestaande regulasies oor die minimum standaarde vir skoolkapasiteit gebruik word.
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           Die riglyne sê deurgaans dat dit die benadering is wat gevolg moet word wanneer kapasiteit beoordeel word.
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           Dit is egter belangrik om te onthou dat die provinsiale Hoof van Onderwys en die LUR steeds die gesag het om 'n leerder tot 'n skool toe te laat, selfs al is dit vol. Dit help om te verseker dat elke kind wat in die provinsie woon, toegang tot onderwys het, wat die grondwetlike reg op onderwys ondersteun.
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            Strategieë en beplanning vir kapasiteit is belangrik en gevolglik moedig die SAOU skole aan om presies te weet hoeveel leerders hulle kan akkommodeer. Skole moet formele assesserings uitvoer en skriftelike verslae kry, wat hulle kan help in gesprekke met die Departement. FEDSAS verskaf 'n lys van diensverskaffers wat skole met hierdie assesserings kan help op hul
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://www.fedsas.org.za/Products/" target="_blank"&gt;&#xD;
      
           webwerf
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           .
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           3. Skooltoeatingsbeleide
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            Een van die belangrikste kwessies rakende die wysigings was hoe leerdertoelatings gereguleer word. Die Departement word sterk aangemoedig om te goeder trou op te tree wanneer hierdie kwessie hanteer word. Alhoewel die riglyne self nie deur die wet afdwingbaar is nie, is die grondwetlike reg van kinders, wat bepaal dat hul beste belange altyd eerste gestel moet word, wetlik bindend. Dit beteken dat alle besluite rakende skooltoelatings die beste belang van die kind moet prioritiseer.
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           Die riglyne maak dit ook duidelik dat die Departement en sy personeel nie die normale verloop van opvoedkundige aktiwiteite kan inmeng of ontwrig nie. Verder, om regsgeskille te vermy, word alle partye aangemoedig om redelik op te tree en kwessies te probeer oplos sonder om hof toe te gaan.
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           Artikel 6 van die Suid-Afrikaanse Skolewet handel oor die taal van onderrig in skole. As iemand 'n skool se toelatingsbeleid betwis, sal die beleid nie outomaties opgeskort word nie, tensy 'n spesifieke deel daarvan bevraagteken word. In daardie geval word slegs die spesifieke gedeelte onderhewig aan die appèl opgeskort tot en met die appèl afgehandel is.
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           Dit stel skole in staat om normaal te bly funksioneer terwyl enige regsproses aan die gang is, en vermy onnodige vertragings of ontwrigtings.
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           As 'n skool gevra word om meer as een onderrigtaal aan te bied, is daar duidelike vereistes waaraan voldoen moet word. Dit sluit in om insette van die publiek te kry en prosedures ingevolge die Wet op die Bevordering van Administratiewe Geregtigheid te volg. Die riglyne maak dit duidelik dat die Departement nie net sulke veranderinge eensydig kan instel nie. Skole moet ook nie gedwing word om 'n nuwe taal by te voeg as hulle nie die ruimte het om meer leerders in te neem nie.
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           4. Formele brief aan die Departement oor wysiging van skoolbeleid
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            Wanneer 'n skool deur die Departement versoek word om die toelatings- of taalbeleid te wysig, raai ons die hoof aan om van ons
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/Guidelines+for+implementation+of+amendments+to+SASA+-+Example+Letter.pdf" target="_blank"&gt;&#xD;
      
           konsepskrywe
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            gebruik te maak.
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            Ten slotte is dit belangrik om die riglyne te lees en beleid in lyn te bring met praktiese strategieë, soos betrokkenheid by belanghebbendes, deursigtige bestuur en voldoende opleiding vir opvoeders en administrateurs. Skole sal dan die oorgang doeltreffend kan navigeer. Hierdie wysigings is 'n belangrike stap in die rigting van die versterking van die onderwysstelsel, maar die ware impak daarvan sal afhang van hoe getrou en deurdag dit in die praktyk toegepas word.
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           Indien jy twyfel of vrae oor die saak het, moet asseblief nie huiwer om jou provinsiale SAOU-kantoor of die SAOU-regsafdeling te kontak nie.
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           2025/06/19
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           gUIDELINES FOR THE IMPLEMENTATION OF BELA - WHAT DOES THE SAOU
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            ﻿
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           HAVE TO SAY?
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           South Africa’s education landscape is undergoing a critical transformation as new amendments to the South African Schools Act come into effect. Designed to enhance accountability, equity, and quality in the country’s school system, these changes carry significant implications for school governing bodies, educators, parents, and learners alike.
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           The challenge of understanding how to put these legislative updates into practice can be complex. The Department of Basic Education has consequently published the
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           Guidelines
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           for Purposes of Implementing Certain of the 2024 Amendments to the South African Schools Act. This article unpacks some of the key concepts for implementation of the guidelines.
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           1. How the guidelines are meant to be used
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           The Department has clearly obtained legal advice to make sure the guidelines are in line with the law. The Minister of Basic Education has the authority to create helpful, non-binding guidelines like these to make legal language easier to understand and apply.
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           These guidelines are exactly what they claim to be namely, advice and recommendations. They are not laws and don’t carry any legal weight on their own. Their purpose is simply to guide actions and decisions.
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           That said, if an employer (like the Department, a school principal, or the School Governing Body) gives an instruction based on these guidelines, then that instruction can become enforceable for employees. In other words, following the guideline can become a requirement if it’s turned into a formal directive.
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           2. How school capacity is decided
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           The guidelines often refer to how a school’s capacity will be determined. This process is based on Section 58C(6) of the South African Schools Act, along with a High Court ruling from October 10, 2023, in the SAOU vs Minister of Basic Education case. These legal references will be used alongside existing regulations about the minimum standards for school capacity.
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           The guidelines consistently state that this is the approach to be followed when assessing capacity.
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           However, it’s important to remember that the provincial Head of Education and the MEC still have the authority to admit a learner to a school, even if it's full. This helps ensure that every child living in the province has access to education, which supports the constitutional right to education.
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            Strategizing and planning for capacity is important and consequently, the SAOU encourages schools to know exactly how many learners they can accommodate. Schools should carry out formal assessments and get written reports, which can help them in discussions with the Department. FEDSAS provides a list of service providers who can help schools with these assessments on its
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           website
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           .
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           3. School Admission Policies
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           One of the major issues regarding the amendments was how learner admissions are determined. The Department is strongly encouraged to act in good faith when dealing with this issue. While the guidelines themselves aren’t enforceable by law, the constitutional right of children, which says their best interests must always come first, is legally binding. This means all decisions regarding school admissions must prioritize what's best for the child.
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           The guidelines also make it clear that the Department and its staff cannot interfere with or disrupt the normal running of educational activities. Furthermore, to avoid legal disputes, all parties are encouraged to act reasonably and try to resolve issues without going to court.
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           Section 6 of the South African Schools Act deals with the language of teaching in schools. If someone challenges a school’s admission policy, the policy will not automatically be suspended unless a specific part of it is being questioned. In that case, only the challenged section is paused until the issue is resolved.
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           This allows schools to keep operating normally while any legal process is underway, avoiding unnecessary delays or disruptions.
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           If a school is asked to offer more than one language of instruction, there are clear requirements to be met. This includes getting input from the public and following procedures under the Promotion of Administrative Justice Act. The guidelines make it clear that the Department can’t just impose such changes unilaterally. Also, schools shouldn’t be forced to add a new language if they don’t have the space to take in more learners.
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           4. Formal letter to the Department regarding amendment of school policy
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           When a school faces the challenge of the Department instructing amendment of the admission or language policy of a school, we advise the principal to make use of our
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           concept letter
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           .
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           In conclusion, it is important to peruse the guidelines and to align policy with practical strategies, such as stakeholder engagement, transparent governance, and adequate training for educators and administrators. Schools will then be able to navigate the transition effectively. These amendments mark a significant step toward strengthening the education system, but their true impact will depend on how faithfully and thoughtfully they are put into practice.
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            If you have concerns or questions on the matter, please do not hesitate to contact your provincial SAOU office or the SAOU Legal Department.
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&lt;/div&gt;</content:encoded>
      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Regsdienste+nuusbrief+WA.png" length="650679" type="image/png" />
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      <title>SAOU Aan die werk | At the chalkboard Mei 2025</title>
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      <title>SARO: Registrasie van onderwysstudente | SACE: Registration of education students</title>
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      <description>NN 17/2025: Ingevolge Artikel 21 van die Wet op die Suid-Afrikaanse Raad vir Opvoeders (2000), is dit verpligtend dat alle opvoeders by SARO moet registreer voordat hulle in enige onderwyspos in Suid-Afrika aangestel mag word...</description>
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           NN 17/2025
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           SARO
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           REGISTRASIE VAN ONDERWYSSTUDENTE
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           WIE MOET BY SARO REGISTREER?
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            Ingevolge Artikel 21 van die Wet op die Suid-Afrikaanse Raad vir Opvoeders (2000), is dit verpligtend dat alle opvoeders by SARO moet registreer voordat hulle in enige onderwyspos in Suid-Afrika aangestel mag word. Geen werkgewer mag 'n opvoeder aanstel sonder bewys van geldige registrasie by die Raad nie.
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    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           WAT IS DIE GEVOLGE VAN ONDERRIG SONDER SARO-REGISTRASIE?
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Dissiplinêre stappe teen die opvoeder wat sonder registrasie onderrig gee;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Dissiplinêre stappe teen die skoolhoof, aangesien dit sy/haar se verantwoordelikheid is om toe te sien dat slegs SARO-geregistreerde opvoeders in ‘n klaskamer werksaam is; en
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             In geval van nalatigheid wat tot skade vir leerders lei, kan ouers verdere regstappe teen die skool en die betrokke individu oorweeg.
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           WAT BETEKEN VOORLOPIGE REGISTRASIE VIR 'N ONDERWYSSTUDENTE?
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Voorlopige registrasie is vir onderwysstudente wat tans besig is met ’n erkende onderwyskwalifikasie, maar nog nie aan al die vereistes vir volle registrasie voldoen nie. Dit sluit ook NGOS-studente in.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             Hierdie studente word voorlopig geregistreer, wat hulle in staat stel om ‘n bevestigingsbrief van SARO te ontvang.
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Sodra die student sy/haar onderwyskwalifikasie voltooi het, moet gesertifiseerde afskrifte van die kwalifikasie en identiteitsdokument aan SARO voorgelê word om vir volle registrasie in aanmerking te kom.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           WATTER DOKUMENT WORD DEUR SARO UITGEREIK NA SUKSESVOLLE VOORLOPIGE REGISTRASIE?
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Voor 2025:
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             SARO het 'n voorlopige registrasiebrief aan onderwysstudente uitgereik wat die student se ID-/paspoortnommer, 'n SARO-registrasienommer (bv. P12345678) en 'n vervaldatum insluit.
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Vanaf 2025:
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             Die voorlopige registrasiebrief toon slegs die ID-/paspoortnommer aan, sonder 'n SARO-registrasienommer of vervaldatum.
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Verwys na die voorbeeldbrief: “
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/_2025_-_Vb_Voorlopige_registrasie_brief___Ex_Provisional_registration_letter.pdf" target="_blank"&gt;&#xD;
        
            Provisional Registration as a Student Teacher
           &#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             ”.
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
            
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           MOET ONDERWYSSTUDENTE HUL AANSOEK JAARLIKS HERNU?
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Nee. Die voorlopige registrasiebrief bly geldig totdat 'n onderwysstudent hul professionele onderwyskwalifikasie voltooi het.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
            
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           MAG STUDENTE IN DIENS GESTEL WORD? | MAG 'N STUDENT AS 'N OPVOEDER IN DIENS GESTEL WORD, INDIEN VOORLOPIG GEREGISTREER?
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Nee. Voornemende opvoeders met voorlopige registrasie mag nie as ten volle gekwalifiseerde opvoeders aangestel word nie. Hulle mag slegs in ondersteuningsrolle werk – soos klasassistente – en dan ook net onder die toesig van 'n ten volle gekwalifiseerde opvoeder.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
            
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           MAG AFSTANDONDERRIGSTUDENTE IN SKOLE IN DIENS GESTEL WORD?
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Nee. Voornemende opvoeders – voltyds of deeltyds – mag nie in diens geneem word as opvoeders nie.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Let wel
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      
           : Kwalifikasies wat buite Suid-Afrika verwerf is, moet gepaard gaan ’n SAQA-evalueringsertifikaat met ’n QR-kode. Verwys na die SARO-webwerf by www.saro.org.za onder ‘Registration Requirements Revised 2024’ vir meer inligting.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           WANNEER KAN ‘N AANSOEKER VIR PERMANENTE REGISTRASIE AANSOEK DOEN?
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Sodra die voornemende opvoeder die professionele onderwyskwalifikasie voltooi het. Gesertifiseerde afskrifte van die nodige dokumente moet saam met die aansoek ingedien word.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Let wel: Die SARO-registrasienommer word na suksesvolle volle registrasie uitgereik.
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
            
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           STAPPE VOOR AANSOEK:
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ol&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Maak seker jy het ‘n geldige en aktiewe selfoonnommer en e-pos adres
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Berei al die vereiste dokumente voor in PDF-formaat – foto’s of skermskote word nie aanvaar nie
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Verkry ‘n bewys van betaling en gebruik jou ID-nommer as verwysing
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Maak seker dat alle dokumente korrek gesertifiseer is en nie ouer as ses maande is nie
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ol&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Sertifisering moet:
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Duidelik en oorspronklik wees
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die woorde “ware afskrif van die oorspronklike” bevat
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ‘n Leesbare en duidelike datum aandui
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           VOORLOPIGE REGISTRASIE: DOKUMENTE BENODIG
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die volgende moet ingedien of opgelaai word:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Aanlyn aansoek / Aansoekvorm
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Kopie van ID (beide kante indien dit 'n ID-kaart is) / 'n Geldige paspoort en studiepermit (indien nie-SA-burger)
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Matrieksertifikaat (nie 'n staat van resultate nie) / A- en O-vlakke vir diegene wat buite SA studeer
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            SAPS of Afiswitch polisieklaring (nie ouer as 6 maande nie)
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Bewys van registrasie vir 'n professionele onderwyskwalifikasie vir die huidige akademiese jaar, op die briefhoof van die Hoër Onderwysinstelling (HOI), met handtekening en HOI-stempel, wat die naam van die program aandui
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Akademiese rekord na 1
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;sup&gt;&#xD;
        
            ste
           &#xD;
      &lt;/sup&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             jaar (op briefhoof met HOI-stempel en ‘n handtekening)
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Bewys van betaling
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Alle dokument in PDF en gesertifiseer
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Vir NGOS-studente:
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Huidige bewys van registrasie (op HOI-briefhoof en met ‘n amptelike stempel)
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Afskrifte van aanvanklike kwalifikasie(s) en ‘n volledige akademiese rekord wat aandui dat die kwalifikasie(s) voltooi is met die jaar van voltooiing.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           ‘n Voorlopige SARO-brief sal uitgereik word (
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           nie vir indiensnemingsdoeleindes nie
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      
           )
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           PERMANENTE REGISTRASIE: DOKUMENTE BENODIG
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Slegs vir professioneel gekwalifiseerde opvoeders wat by SARO geregistreer is (nie onderwysstudente nie)
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Doen aanlyn aansoek via die SARO-registrasiestelsel by
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="http://www.eservices.gov.za/" target="_blank"&gt;&#xD;
      
           www.eservices.gov.za
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            onder &amp;gt;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Education
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            &amp;gt;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           SACE Professional Registration
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
            
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Gesertifiseerde kopieë gestoor in PDF van die volgende dokumente:
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ID (beide kante indien dit ‘n ID-kaart is)
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Matrieksertifikaat (nie ‘n staat van resultate nie)
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            SAPS- of Afiswitch-polisieklaring (nie ouer as 6 maande nie)
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Afskrifte van relevante, erkende professionele onderwyskwalifikasie (360/480 krediete)
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Volledige akademiese rekord wat aandui dat die kwalifikasie voltooi is, op HOI-briefhoof, met die datum van voltooiing en aantal krediete
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             Kwalifikasiesertifikaat
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Bewys van betaling. (Beskikbaar onder “
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Pay Here
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ” op SARO-webwerf). Druk die bewys van betaling (e-pos) uit en heg dit aan by die aanlyn dokumente.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die lid sal 'n sertifikaat ontvang wat die SARO-registrasienommer aandui.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           INSTRUKSIES: INDIEN VAN SARO-AANSOEKVORM
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ol&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             Gaan na
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="http://www.eservices.gov.za/" target="_blank"&gt;&#xD;
        
            www.eservices.gov.za
           &#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Skep 'n profiel (bewaar gebruikersnaam en wagwoord)
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Volg die aanwysings en laai vereiste dokumente op
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ol&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            As profiel reeds bestaan, gebruik herstelopsie (“
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Forgotten username/password”)
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             Anders: Stuur ‘n e-pos na
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="mailto:member@saro.org.za" target="_blank"&gt;&#xD;
        
            member@saro.org.za
           &#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             met u ID-nommer, volle name en van.
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           INDIEN DIE AANSOEK GOEDGEKEUR WORD
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ol&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             Ontvang jy ‘n SMS van SARO
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             Meld dan aan by die
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            e-Services-
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        
            portaal (
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="http://www.eservices.gov.za/" target="_blank"&gt;&#xD;
        
            www.eservices.gov.za
           &#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             )
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             Gaan na
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            “Correspondence”
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Laai die registrasiesertifikaat of -brief af
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Druk die registrasiesertifikaat of -brief uit
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Dit is nie nodig om harde kopieë by SARO af te haal nie
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ol&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           INDIEN AANSOEK VERWERP WORD
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ol&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Ontvang jy ‘n SMS
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             Meld aan by die
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            e-Services-
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        
            portaal (
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="http://www.eservices.gov.za/" target="_blank"&gt;&#xD;
        
            www.eservices.gov.za
           &#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             )
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             Gaan na
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            “Correspondence”
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Laai die afkeuringsbrief af
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Kontroleer wat uitstaande is
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Maak die nodige regstelling/s en laai die dokumente weer in PDF op  (dokumente kan as een PDF saamgevoeg word)
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Dien jou aansoek weer in onder ’n beskikbare gleuf.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ol&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           SARO-FOOIE
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Kategorie                                          Bedrag
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Registrasie (SA Burgers)                    R200.00
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Opdateringsfooi                                 R50.00
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Herdrukfooi                                         R50.00
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Lidmaatskapfooi                                 R198.00 per jaar (R16.50p/m)
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           STAPPE OM TE VOLG WANNEER SARO-LIDMAATSKAP OPGESKORT IS WEENS UITSTAANDE FOOIE:
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             Teken in op jou persoonlike profiel:
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="http://www.eservices.gov.za/" target="_blank"&gt;&#xD;
        
            www.eservices.gov.za
           &#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             om die uitstaande bedrag te verifieer.
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Verwys daarna na SARO se webblad (
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="http://www.sace.org.za/" target="_blank"&gt;&#xD;
        
            www.sace.org.za
           &#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             ). 
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Klik op “
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Pay Here
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ” en “
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Pay Online
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ” en volg die stappe. Gebruik jou ID-nommer as verwysing.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
            
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           WAARSKUWING TEEN BEDROG
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            SARO waarsku teen sogenaamde “agente” wat hulp aanbied met die uitreiking van SARO-sertifikate teen 'n aansienlike bedrag wat in die sogenaamde SARO-rekening inbetaal moet word, teen hoë registrasiefooie. SARO doen aktief ondersoek na sulke gevalle en werk saam met die SAPD teen bedrieglike praktyke.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           KANSELLERING BY AFTREDE/BEDANKING
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            As jy nie meer as opvoeder werk nie, is SARO-registrasier nie meer nodig nie.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Oorweeg om registrasie te behou as jy moontlik weer sal terugkeer tot die beroep (bv. na emigrasie). Herregistrasie kan meer kompleks wees. SARO lidmaatskapfooi gaan egter op datum gehou moet word.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;span&gt;&#xD;
      
           2025/05/29
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/h2&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           SACE
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;strong&gt;&#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           REGISTRATION OF
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;a href="null" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            EDUCATION STUDENTS
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
    &lt;strong&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           WHO SHOULD REGISTER WITH SACE?
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           In terms of Section 21 of the South African Council for Educators Act (2000), it is mandatory for all educators to register with SACE before they may be appointed to any teaching position in South Africa.  No employer may appoint an educator without proof of valid registration with the Council.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           WHAT ARE THE CONSEQUENCES OF TEACHING WITHOUT SACE REGISTRATION?
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Disciplinary action may be taken against the educator teaching without registration;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Disciplinary action may be taken against the school principal, as it is his/her responsibility to ensure that only SACE-registered educators are employed in classrooms; and
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            In the event of negligence that results in harm to learners, parents can consider legal action against the school and the individual concerned.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           WHAT DOES IT MEAN TO BE PROVISIONALLY REGISTERED AS AN EDUCATION STUDENT?
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Provisional registration is intended for education students currently completing a teaching qualification and who do not yet meet the full requirements for permanent registration.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            These students are provisionally registered, which enables them to receive a confirmation letter from SACE.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             Once the student has completed their teaching qualification, certified copies of the qualification and ID document must be submitted to SACE in order to be eligible for full registration.
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           WHAT DOCUMENT IS ISSUED BY SACE AFTER SUCCESSFUL PROVISIONAL REGISTRATION?
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Before 2025:
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             SACE issued a provisional registration letter that included the student's ID/passport number, a SACE registration number (e.g., P12345678) and included an expiration date.
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            From 2025:
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             The provisional registration letter will only display the ID/passport number, with no SACE registration number or expiry date.
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            See the sample letter: “
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/_2025_-_Vb_Voorlopige_registrasie_brief___Ex_Provisional_registration_letter.pdf" target="_blank"&gt;&#xD;
        
            Provisional Registration as a Student Teacher
           &#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             .”
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           DO EDUCATION STUDENTS NEED TO RENEW THEIR APPLICATION EACH YEAR?
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
      
           No. The provisional registration letter remains valid until the education student has completed their professional teaching qualification.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           MAY STUDENTS BE EMPLOYED? | MAY A STUDENT BE EMPLOYED AS AN EDUCATOR, IF PROVISIONALLY REGISTERED?
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
      
           No, students with provisional registration may not be employed as fully qualified educators. However, they may be appointed to support roles – such as classroom assistants – provided they work under the supervision of a fully qualified educator.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           MAY DISTANCE EDUCATION STUDENTS BE EMPLOYED IN SCHOOLS AS EDUCATORS?
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
      
           No. Prospective educators – full-time or part-time – may not be employed as educators.
           &#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Note:
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Qualifications obtained outside South Africa must be accompanied by a SAQA evaluation certificate with a QR code. For more information, refer to the Registration Requirements Revised 2024 on the SACE website at:
            &#xD;
        &lt;br/&gt;&#xD;
        
            www.sace.org.za.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           WHEN CAN AN APPLICANT APPLY FOR PERMANENT REGISTRATION?
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
      
           An applicant may apply for permanent registration as soon as they have successfully completed their professional teaching qualification. Certified copies of all relevant documentation must be submitted with the application.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Note: The SACE registration number will be issued after successful full registration.
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
            
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           STEPS BEFORE APPLYING:
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ol&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Ensure you have a valid and active cell number and email address.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Prepare all required documents in PDF format – photos or screenshots will not be accepted.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Obtain proof of payment and use your ID number as the payment reference.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Make sure all documents are certified as true copies and are no older than six months.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ol&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
            Certification must:
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Be clear and legible
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            State “true copy of the original”
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Display a visible and clear date
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           PROVISIONAL REGISTRATION: REQUIRED DOCUMENTS
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The following must be submitted or uploaded:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Online application / Application form
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Copy of ID (both sides if an ID card) / valid passport and study permit (if non-SA citizen)
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Matric certificate (not a statement of results) / A and O levels for those who studied outside SA
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            SAPS or Afiswitch police clearance (not older than 6 months)
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Proof of registration for a professional teaching qualification for the current academic year, on the letterhead of the Higher Education Institution (HEI), signed and stamped by the HEI, indicating the name of the programme
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Academic transcript after 1st year (on letterhead with HEI stamp and a signature)
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Proof of payment
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            All documents in PDF and certified
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
            
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           For PGCE students:
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Current proof of registration (on HEI letterhead and officially stamped)
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Copies of initial qualification(s) and complete academic transcript showing qualification(s) completed, with year of completion
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           A provisional SACE letter will be issued (
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           not for employment purposes
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      
           )
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
            
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           PERMANENT REGISTRATION: REQUIRED DOCUMENTS
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
      
           Only for professionally qualified educators who are registering with SACE (not student educators)
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Apply online via the SACE registration system at
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="http://www.eservices.gov.za/" target="_blank"&gt;&#xD;
      
           www.eservices.gov.za
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            under &amp;gt;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Education
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            &amp;gt;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           SACE professional registration
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Certified PDF copies of:
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ID (both sides, if card)
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Matric certificate (not a statement of results)
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            SAPS or Afiswitch police clearance (not older than 6 months)
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Copies of relevant, recognised professional teaching qualification (360/480 credits)
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Complete academic transcript indicating completion of the qualification (on HEI letterhead and certified)
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Proof of payment (available under “
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Pay Here
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ” on the SACE website). Print the payment receipt (email) and attach it to your online documents
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The member will receive a certificate indicating the SACE registration number.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
            
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           INSTRUCTIONS: SUBMITTING A SACE APPLICATION FORM
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ol&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             Go to
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="http://www.eservices.gov.za/" target="_blank"&gt;&#xD;
        
            www.eservices.gov.za
           &#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Create a profile (save username and password)
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Follow the instructions and upload the required documents
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ol&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            If profile already exists, use the “
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Forgotten username/password
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ” option
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             Otherwise: Send an email to
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="mailto:member@sace.org.za" target="_blank"&gt;&#xD;
        
            member@sace.org.za
           &#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             with your ID number, full name and surname
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           IF THE APPLICATION IS APPROVED
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ol&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            You will receive an SMS from SACE
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             Log in to the e-Services portal at
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="http://www.eservices.gov.za/" target="_blank"&gt;&#xD;
        
            www.eservices.gov.za
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Navigate to “
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Correspondence
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ”
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Download your registration certificate/letter
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Print out the certificate/letter
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            There is no need to collect a hard copy from SACE
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ol&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           IF THE APPLICATION IS DECLINED
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ol&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            You will receive an SMS
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Log in to the e-Services portal (
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="http://www.eservices.gov.za/" target="_blank"&gt;&#xD;
        
            www.eservices.gov.za
           &#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             )
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Navigate to “
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Correspondence
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ”
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Download the rejection letter
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Review the outstanding documents
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Make the necessary corrections and re-upload the documents in PDF format (you can combine all documents into a single PDF file).
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Resubmit your application under the available slot
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ol&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
            
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           SACE FEES
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Category                                                  Amount
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Registration (SA Citizens)                         R200.00
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Update fee                                                 R50.00
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Reprint fee                                                 R50.00
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Membership fee                                        R198.00 per year (R16.50p/m)
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
            
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           STEPS TO FOLLOW WHEN SACE MEMBERSHIP IS SUSPENDED DUE TO OUTSTANDING FEES:
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             Log in to your personal profile:
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="http://www.eservices.gov.za/" target="_blank"&gt;&#xD;
        
            www.eservices.gov.za
           &#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             to verify the outstanding amount.
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Then refer to SACE’s website (
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="http://www.sace.org.za/" target="_blank"&gt;&#xD;
        
            www.sace.org.za
           &#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             ).
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Click on “
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Pay Here
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ” and “
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Pay Online
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ” and follow the steps. Use your ID number as a reference.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
            
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           WARNING AGAINST FRAUD
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
      
           SACE warns against so-called “agents” offering assistance with issuing SACE certificates for a high fee deposited into so-called SACE accounts. SACE actively investigates such cases and works with the SAPS to combat fraudulent practices.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           CANCELLATION UPON RETIREMENT/RESIGNATION
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
      
           If you no longer work as an educator, SACE registration is not required.
           &#xD;
      &lt;br/&gt;&#xD;
      
           Consider retaining your registration if you may return to the profession in the future (e.g., after emigration). Re-registration may be more complex. SACE membership fees must be kept up to date.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Hoofdesimposium+Webblad+Banier.png" alt=""/&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           2025 HOOFDESIMPOSIUM
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die tyd het aangebreek, registrasie is nou oop!
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://www.saou.co.za/principals-symposium" target="_blank"&gt;&#xD;
      
           Klik hier
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      
           om te registreer
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           2025 PRINCIPALS’ SYMPOSIUM
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The time has come, registration is now open!
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://www.saou.co.za/principals-symposium" target="_blank"&gt;&#xD;
      
           Click here
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      
           to register 
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;a href="/saou-help"&gt;&#xD;
    &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/SAOU+Help%21+%281%29.png" alt=""/&gt;&#xD;
  &lt;/a&gt;&#xD;
&lt;/div&gt;</content:encoded>
      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal+nuusbrief+WA.png" length="622746" type="image/png" />
      <pubDate>Thu, 29 May 2025 13:25:16 GMT</pubDate>
      <guid>https://www.saou.co.za/saro-registrasie-van-onderwysstudente-sace-registration-of-education-students</guid>
      <g-custom:tags type="string" />
      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal+nuusbrief+WA.png">
        <media:description>thumbnail</media:description>
      </media:content>
      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal+nuusbrief+WA.png">
        <media:description>main image</media:description>
      </media:content>
    </item>
    <item>
      <title>Kameras by skole | Cameras at school</title>
      <link>https://www.saou.co.za/kameras-by-skole-cameras-at-school</link>
      <description>NN 16/2025: Cameras are increasingly being used as an additional security measure at schools. Cameras are excellent security equipment for everyone in the school, however, this principle only applies if the equipment is used correctly...</description>
      <content:encoded>&lt;div&gt;&#xD;
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           NN 16/2025
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           KAMERAS BY SKOLE
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           Sekuriteitskameras in publieke areas het die hedendaagse norm geword. Ons aanvaar hierdie kameras as deel van ons daaglikse lewe vir doeleindes van sekuriteit en merk dit selde op.
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           Sekuriteitskameras dien ŉ tweeledige doel:
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            Om bedreigings teenoor die burgerlike orde te identifiseer en te voorkom; en
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            Om bewyse te voorsien indien die vroeë identifikasie en voorkoming van hierdie bedreigings misluk.
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           Die gebruik van sekuriteitskameras word ook toenemend as ŉ addisionele veiligheidsmaatreël by skole ingespan. Kameras is uitstekende sekuriteitstoerusting vir almal in die skool, maar veral vir die opvoeder in die klaskamer. Hierdie beginsel geld egter slegs indien die toerusting korrek gebruik word.
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           Die SAOU ondervind ongelukkig gereeld ernstige probleme wanneer dit kom by die benutting van kameras tydens dissiplinêre stappe wat teen opvoeders ingestel word. Die probleem is dat die beeldmateriaal dikwels reeds uitgevee is teen die tyd wat die opvoeder aangekla word.
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           Wat hieronder volg is slegs ŉ voorgestelde proses aangesien elke skool sorgvuldig sy eie posisie en moontlike proses sal moet oorweeg. Die skoolhoof en bestuur, in noue samewerking met die beheerliggaam, moet ŉ beleid rakende die gebruik van sekuriteitskameras formuleer wat die unieke situasie by hul skool asook koshuise aanspreek.
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           Neem kennis dat hierdie stuk nie direk handel met die aankoop van ŉ kamerastelsel nie, maar dit is belangrik om te vermeld dat die skool se beheerliggaam finaal verantwoordelik is vir die besluit om ‘n kamerastelsel aan te koop en te installeer.
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           Daar is drie belangrike stappe vir die gebruik van die kameras:
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            Identifisering van moontlike bedreigings en/of voorvalle. Hierdie aspek het twee dele:
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            Reaksie op ŉ moontlike bedreiging of insident voor of tydens die voorval; en
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            identifisering van ŉ spesifieke insident nadat die voorval plaasgevind het met die oog op die insameling van bewyse.
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           Die belangrikste vraag wat hier ontstaan is: Wie indien enigsins, moet die kameras monitor? Daar is ongelukkig nie ŉ vaste reël nie en elke skool sal self moet kyk na hul kapasiteit en bronne om hierdie vraag te beantwoord. Daar moet egter gelet word op die feit dat die plig om die kameras te monitor 'n veeleisende taak is wat baie tyd in beslag kan neem. Dit is dus uiters belangrik dat skole nie hierdie verantwoordelikheid vir werknemers gee wat alreeds oorlaai is met ekstra werkspligte asook ekstra kurrikulêre aktiwiteite nie.
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           Dikwels kan die kameras nie deurlopend deur ŉ persoon gemonitor word nie en verskuif hul funksie dus meer na die reaktiewe identifisering van insidente vir die doeleindes van die versameling van bewyse. Hier val die bewyslas op die individue teenwoordig in die klas of op terreindiens om voorvalle te identifiseer en te rapporteer. Hierdie aspek is uiters belangrik en sou ŉ insident nie gerapporteer word nie, kan die beeldmateriaal verlore gaan. Die voorgestelde reël kan dus wees om eerder belangrike beeldmateriaal vir ten minste ŉ jaar te bewaar.
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           'n Verdere voorstel kan wees dat almal in die skool insluitend leerders ingelig word van hul reg om voorvalle te rapporteer. Hierdie benadering bevorder deursigtigheid en moontlik ook dissipline. Die realiteit is dat mense hulle gedrag aanpas sodra hul weet dat hul dopgehou word.
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           Hierdie aspek moet egter noukeurig bestuur word. Daar moet gewaak word teen die misbruik van die stelsel deur kwaadwillige rapportering of om die doel van die stelsel op ŉ wyse te misbruik wat kan neerkom op die viktimisering of teistering van individue. Net soos enige ander stelsel by die skool, is die sleutel tot suksesvolle benutting van die kamerastelsel die effektiewe bestuur van die proses.
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            Die tweede stap handel oor die aksies wat geneem moet word tydens en direk na die insident plaasgevind het.
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           Normaalweg het skole reeds aksieplanne vir noodsituasies. ŉ Soortgelyke plan/beleid kan opgestel word om toegang en berging van die beeldmateriaal te reguleer.
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           Sommige van die faktore wat ŉ skool in gedagte moet hou by die ontwikkeling van ŉ aksieplan:
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            Die aksieplan moet nooit die situasie vererger nie;
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            Die verskeie departementele prosesse wat gevolg moet word rakende die rapportering van insidente; en
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            Die hoofoogmerk moet wees om die proses van onderwys en onderrig so spoedig moontlik te herstel.
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            Die derde stap het te make met die opvolgaksies na ŉ insident plaasgevind het.
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            Die meeste kamerastelsels is relatief gebruikersvriendelik. Dit is dus nie moeilik om videogrepe te isoleer en te stoor vir latere gebruik nie. Die vraag wat wel gevra moet word is: Wie het toegang tot die
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           beeldmateriaal
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            en wie is verantwoordelik vir die berging van hierdie
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           beeldmateriaal
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           ? In die verlede was daar geen wetgewing wat hierdie aspek gereguleer het nie, behalwe die algemene beginsels van die reg op privaatheid van die individu, die beskerming van die beste belang van die leerder en die arbeidsregte van die opvoeder.
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           Met die POPI-wet inaggenome, moet skole bedagsaam wees rakende die volgende aspekte:
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            Deursigtigheid vir diegene rondom die skool. Wanneer kameras geïnstalleer word, kan bure van die skool se privaatheid moontlik geaffekteer word;
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            Slegs die eiendom van die skool mag gemonitor word;
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            Daar moet ŉ kennisgewing wees om individue in te lig dat hul gemonitor word. Dit is altyd goeie praktyk om ŉ goed opgestelde beleid in plek te hê wat oor sekuriteitskameras handel;
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            Gebiede waar individue redelikerwys privaatheid kan verwag, mag nie gemonitor word nie. Let wel: ŉ klaskamer is nie so ŉ omgewing nie aangesien ŉ klaskamer niks anders as ŉ werkplek is nie
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            Kameras in spesifieke areas in kleedkamers is toelaatbaar indien die doel van die kameras in daardie spesifieke area baie duidelik in ŉ beleid gemeld word, naamlik vir leerders se beskerming en om ŉ veilige omgewing vir leerders te vestig. Leerders moet bewus wees van waar die kameras geïnstalleer is. Opvoeders wat met die beeldmateriaal werk, moet ook ingelig wees oor die doel van die kameras;
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            Die gestoorde inligting word nie vir enige ander doel gebruik as die funksies soos geïdentifiseer in die beleid nie;
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            Indien beeldmateriaal opgeneem word moet dit behoorlik en sorgvuldig gestoor word, gereeld uitgevee word en nie langer as wat nodig is gestoor word nie;
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            Ongemagtigde persone mag nie vrye toegang tot die beeldmateriaal hê nie. Toegang tot die stelsel moet te alle tye streng beheer word;
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            Indien die stelsel inligting oor ŉ voorval vaslê, moet daardie inligting gestoor word aangesien dit gebruik kan word vir verdere ondersoeke hetsy deur die werkgewer, SARO of die SAPD;
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            Lede van die personeel asook leerders moet gewaarsku word dat hulle dissiplinêr aangekla kan word indien hulle aan die kamerastelsel peuter.
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           'n Voorgestelde proses kan dus die volgende wees:
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            Die skoolhoof is in beheer by ŉ skool en is namens die werkgewer verantwoordelik vir die veiligheid van almal wat die skoolgronde in goedere trou betree;
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            Wanneer ŉ insident plaasvind kan ŉ individu wat betrokke is by die voorval die skoolhoof of sy gedelegeerde nader om na die beeldmateriaal te kyk. Sodanige individu behoort dan die skoolhoof te kan versoek om die beeldmateriaal ter sake, te stoor vir latere gebruik;
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            Dit word aanbeveel om ŉ register te hou van gerapporteerde insidente asook materiaal wat geberg word om te help verseker dat insidente hanteer word en dat die materiaal in die beheer van die skool bly.
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           Indien jy twyfel of vrae het oor die onderwerp, moet asseblief nie huiwer om jou provinsiale SAOU-kantoor of die SAOU Regsafdeling te kontak nie.
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           2025/05/22
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           CAMERAS AT SCHOOLS
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           Cameras have become the modern-day norm in many public areas. We accept these cameras as part of our daily lives for security purposes and rarely notice them.
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            These cameras serve a dual purpose:
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            To identify and prevent threats to civil order; and
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            To provide evidence if the early identification and prevention of these threats fails.
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           Cameras are increasingly being used as an additional security measure at schools. Cameras are excellent security equipment for everyone in the school, but especially for the educator in the classroom. However, this principle only applies if the equipment is used correctly.
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
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           Unfortunately, the SAOU regularly encounters serious problems when it comes to the use of cameras during disciplinary actions brought against educators. The problem is that often the video footage has already been deleted by the time the educator is charged.
          &#xD;
    &lt;/a&gt;&#xD;
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           What follows below is only a suggested process as each school will have to carefully consider its own position and possible process. The principal and management, in conjunction with the Governing Body, must formulate a camera policy that address the unique situation at their school as well as in the hostels.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
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    &lt;/a&gt;&#xD;
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           Note that this piece does not directly deal with the purchase of a camera system, but it is important to mention that the school's Governing Body is ultimately responsible for the decision to purchase and install a camera system.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
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    &lt;/a&gt;&#xD;
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  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            There are three important steps in using the cameras:
           &#xD;
      &lt;/strong&gt;&#xD;
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  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
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            Identification of possible threats and/or incidents. This aspect has two parts:
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      &lt;/a&gt;&#xD;
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  &lt;/ul&gt;&#xD;
  &lt;ol&gt;&#xD;
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            Reaction to a possible threat or incident before or during the incident; and
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      &lt;/a&gt;&#xD;
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      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            Identification of a specific incident after the incident has taken place with the aim to gather evidence.
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ol&gt;&#xD;
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
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    &lt;/a&gt;&#xD;
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           The most important question that arises here is: Who, if at all, should monitor the cameras? Unfortunately, there is no fixed rule and each school will have to look at their capacity and resources to answer this question. However, attention must be paid to the fact that the duty to monitor the cameras is a cumbersome task that takes considerable time. It is therefore extremely important that schools do not allocate this task to employees who are already overwhelmed with extra work duties as well as extra-curricular activities.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
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    &lt;/a&gt;&#xD;
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           Often the cameras cannot be continuously monitored by a person, and their function therefore shifts more to the reactive identification of incidents for the purposes of evidence collection. Here the onus falls on the individuals present in the class or on-site duty to identify and report incidents. This aspect is extremely important and should an incident not be reported, the footage may be lost. It is therefore suggested to keep important footage for at least a year.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
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    &lt;/a&gt;&#xD;
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           It is further suggested that everyone in the school, including learners are informed of their right to report incidents. This approach promotes transparency and possibly also discipline. The reality is that people adjust their behaviour once they know they are being watched.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
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    &lt;/a&gt;&#xD;
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  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           However, this aspect must be carefully managed. Care must be taken against the abuse of the system through malicious reporting or abusing the purpose of the system in a way that could amount to victimization or harassment of individuals. Just like any other system at the school, the key to successful use of the camera system is the effective management of the process.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
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  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            The second step deals with the actions that must be taken during and immediately after the incident has taken place.
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           Normally, schools already have action plans for emergency situations. A similar plan/policy can be drawn up to regulate access and storage of the footage.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Some of the factors that a school should keep in mind when developing an action plan:
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ol&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            The action plan should never make the situation worse;
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            The various departmental processes that must be followed regarding the reporting of incidents; and
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            The main aim must be to restore the process of education and teaching as soon as possible.
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ol&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
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  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            The third step has to do with the follow-up actions after an incident occurred.
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
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  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           Most camera systems are relatively user-friendly. So, it is not difficult to isolate video clips and save them for later use. The question that must be asked is: Who has access to the footage and who is responsible for storing this footage? In the past there was no legislation that regulated this aspect, apart from the general principles of the right to privacy of the individual, the protection of the best interest of the learner and the labour rights of the educator.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            With consideration of the POPI act schools must be aware of the following:
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ol&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            Transparency for those around the school when cameras are installed when the privacy of neighbours of the school may be affected;
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            Only the property of the school may be monitored;
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            There must be a notice to inform individuals that they are being monitored. It is always good practice to have a well-drafted policy in place dealing with cameras;
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            Areas where individuals can reasonably expect privacy should not be monitored, note: a classroom is not such an environment as a classroom is nothing but a workplace;
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            Cameras in specific areas in changing rooms are permissible if the purpose of the cameras in that specific area is very clearly stated in a policy, namely for learners' protection and to establish a safe environment for learners. Learners must be made aware of where they are;
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            The stored information is not used for any other purpose than the functions as identified by the policy;
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            If images are recorded, they must be stored properly and carefully, deleted regularly and not stored longer than necessary;
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            Unauthorized persons may not have free access to the video footage. Access to the system must be strictly regulated at all times;
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            If the system captures information about an incident, such information must be saved as it can be used for further investigations either by the employer, SACE or the SAPS;
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            Members of staff and learners must be cautioned that tampering with cameras is against the rules of the school and may lead to disciplinary action.
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ol&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
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  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            A suggested process could therefore be the following:
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ol&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            The principal is in charge at a school and is on behalf of the employer, responsible for the safety of all those who enter the school grounds in good faith;
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            When an incident takes place, the individual involved in the incident can approach the principal or his delegate to look at the footage. Such an individual should then be able to request the principal to store the footage for later use;
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            It is advisable to keep a register of reported incidents as well as material that is stored to help ensure that incidents are dealt with and that the material remains in the control of the school.
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ol&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            If you have doubts or questions on the matter, please do not hesitate to contact your provincial SAOU office or the SAOU Legal Department.
           &#xD;
      &lt;/strong&gt;&#xD;
      
              
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
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      <guid>https://www.saou.co.za/kameras-by-skole-cameras-at-school</guid>
      <g-custom:tags type="string" />
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      <title>Salarisskale vir onderwysers vir 2025 | Salary notches for teachers for 2025</title>
      <link>https://www.saou.co.za/salarisskale-vir-onderwysers-vir-2025-salary-notches-for-teachers-for-2025</link>
      <description>NN 15/2025: Die amptelike salarisskale is op 9 Mei 2025 in die Staatskoerant (No 52605) gepromulgeer en die SAOU hou graag die 2025 salarisskale vir onderwysers voor...</description>
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           NN 15/2025
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           SALARISSKALE VIR ONDERWYSERS VIR 2025
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            Die amptelike salarisskale is op 9 Mei 2025 in die Staatskoerant (No 52605) gepromulgeer en die SAOU hou graag die 2025 salarisskale vir onderwysers voor. Hierdie inligting sal ook op die SAOU webblad geplaas word.
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            Klik hie
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            r
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            om die nuwe salarisskale te besigtig.
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           Ons herinner u aan die verhoging in behuisingsubsidie wat vanaf R,1784.55 verhoog het na R1,900.00 en wat reeds op die Mei salarisstrokie sou reflekteer. Indien nie, skakel dringend met u SAOU provinsiale kantoor.
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           Indien u enige navrae oor hierdie aangeleenthede het word u aangemoedig om met die SAOU provinsiale kantore te skakel.
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           2025/05/13
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           SALARY NOTCHES FOR TEACHERS FOR 2025
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           The official salary notches were promulgated on the 9
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           th
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            of May 2025 in the Government Gazette (No 52605) and herewith the SAOU shares the 2025 salary notces for teachers. This information will also be placed on the SAOU website.
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            To view the new salary notches
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/DBE_Educator_salary_notches_1_Apr_2025.pdf" target="_blank"&gt;&#xD;
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            click here
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           .
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           We remind you of the increase in housing subsidies from R1,784.55 to R1,900.00 which should already reflect on your May salary advice. In the absence of the said subsidy, kindly contact your SAOU provincial office.
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           Any enquiries on these issues can be addressed to the SAOU provincial offices.
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           2025 HOOFDESIMPOSIUM
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           Die tyd het aangebreek, registrasie is nou oop!
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    &lt;a href="https://www.saou.co.za/principals-symposium" target="_blank"&gt;&#xD;
      
           Klik hier
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           om te registreer
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           2025 PRINCIPALS’ SYMPOSIUM
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           The time has come, registration is now open!
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           Click here
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           to register 
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      <pubDate>Tue, 13 May 2025 07:22:14 GMT</pubDate>
      <guid>https://www.saou.co.za/salarisskale-vir-onderwysers-vir-2025-salary-notches-for-teachers-for-2025</guid>
      <g-custom:tags type="string" />
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    <item>
      <title>SAOU Aan die werk | At the chalkboard April 2025</title>
      <link>https://www.saou.co.za/saou-aan-die-werk-at-the-chalkboard-april-2025</link>
      <description>What happened during April 2025 in the SAOU ...</description>
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      <pubDate>Wed, 07 May 2025 07:15:31 GMT</pubDate>
      <guid>https://www.saou.co.za/saou-aan-die-werk-at-the-chalkboard-april-2025</guid>
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      <title>Sosiale Media: Die Wolf in Skaapsklere | Social Media: The Wolf in Sheep’s Clothing</title>
      <link>https://www.saou.co.za/sosiale-media-die-wolf-in-skaapsklere-social-media-the-wolf-in-sheeps-clothing</link>
      <description>NN 14/2025: Social media has become an integral part of our daily lives, with millions of people using social media platforms to connect with friends, family, colleagues, and learners. It is crucial for educators to realize that behind these seemingly handy platforms lurks danger...</description>
      <content:encoded>&lt;div&gt;&#xD;
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           NN 14/2025
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             SOSIALE MEDIA:
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            ﻿
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           DIE WOLF IN SKAAPSKLERE
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           Sosiale media het 'n integrale deel van ons daaglikse lewe geword, met miljoene mense wat sosiale media-platforms gebruik om met vriende, familie, kollegas, kliënte en leerders kontak te maak.
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           In die onderwys milieu het sosiale media-platforms egter ook 'n belangrike hulpmiddel geword vir aanlyn kommunikasie, betrokkenheid, sowel as vir die vinnige en maklike digitale verspreiding van inligting.
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           Die aanloklikheid van hierdie platforms is gegrond op die handige funksies soos die deel van foto's, video's, dokumentasie en inligting, terwyl dit ook kommunikasie met ander in die sosiale netwerk toelaat.
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           Dit is egter van kardinale belang vir opvoeders om te besef dat agter hierdie skynbare handige platforms skuil daar enorme gevaar. Gevolglik is die bekende idioom van “'n wolf in skaapsklere” direk van toepassing. Opvoeders moet besef dat sosiale media is iets wat as bedrieglik en gevaarlik beskou en benader moet word.
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           Dit is dus vir die SAOU belangrik om opvoeders goed bewus en waaksaam te maak teen die gevare wat die gebruik van hierdie platforms inhou. Die bewusmaking is gegrond op die kommerwekkende tendens van dissiplinêre verrigtinge wat teen opvoeders ingestel word weens wangedrag in verband met die gebruik van sosiale media in verhouding met leerders en kollegas.
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           Belangrike begrip rakende die gebruik van sosiale media
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           In onlangse studies is bevind dat 63,7% van die wêreldbevolking sosiale media-gebruikers is.
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           Dit is ook belangrik om daarop te let dat hierdie statistieke verder aandui dat gebruikers nie net van 'n enkele platform gebruik maak nie. Gemiddelde gebruikers versprei nou hul digitale voetspoor oor ŉ verbysterende ses tot sewe platforms.
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           Indien die risiko’s verbonde aan die gebruik van sosiale media in ag geneem word, beteken dit dat gebruikers nou ŉ uitgebreide omvang van moontlike risiko’s het.
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           Wat kwalifiseer as sosiale media?
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           Die definisie van sosiale media in die Oxford-woordeboek lui as volg:
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           "
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           webwerwe en toepassings wat gebruikers in staat stel om inhoud te skep en te deel of om aan sosiale netwerke deel te neem
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           ".
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           Van die bekendste platforms sluit WhatsApp, Facebook, TikTok, Instagram, Facebook Messenger, Twitter/X, Telegram en Snapchat in.
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  &lt;p&gt;&#xD;
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           Bestaan daar 'n wanpersepsie rondom sosiale media en hoe dit verband hou met die werkplek?
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  &lt;p&gt;&#xD;
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           Die algemene wanpersepsie is dat opvoeders aanvaar dat hul sosiale netwerkplatforms persoonlik en privaat is en nie verband hou met hul werkgewers nie. Die veronderstelling word gemaak dat beskerming in plek is as gevolg van die skeiding tussen werk en persoonlike lewe, sowel as hul regte op vryheid van uitdrukking, assosiasie en privaatheid.
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           Die werklikheid is egter dat gevalle van onprofessionele gedrag en wangedrag deur opvoeders in verband met hul sosiale media gebruik, inderdaad onderhewig is aan vervolging.
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  &lt;p&gt;&#xD;
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           Wat is die moontlike vorme van wangedrag op sosiale media waaraan opvoeders hul skuldig kan maak?
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  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Doelbewuste gebruik en misbruik om kontak met 'n leerder te maak.
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        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
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    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Onvanpaste verhoudings tussen opvoeders en leerders.
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    &lt;li&gt;&#xD;
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            Onprofessionele of onvanpaste gedrag wat vertoon word.
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      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Onprofessionele inhoud (foto's, video's, prente, ens.).
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Belediging of naamskending van enige belanghebbendes (leerders, ouers, opvoeders, die skool, skoolbestuur).
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Inhoud wat vir belanghebbendes ŉ verleentheid en/of aanstootlik kan wees. 
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die deel van inhoud rakend en/of uitlatings oor ‘n kollega.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Wat is die moontlike implikasies van oortredings op sosiale media vir opvoeders?
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die relevante wetgewing in hierdie verband sluit in:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Grondwet van die Republiek van Suid-Afrika, 1996;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Suid-Afrikaanse Skolewet, 84 van 1996;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Wet op Indiensneming van opvoeders, 76 van 1998;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Wet op Arbeidsverhoudinge, 66 van 1995;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Wet op die Suid-Afrikaanse Raad vir Opvoeders, 31 van 2000;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die SARO-kode vir professionele etiek.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Opvoeders se gebruik van sosiale media moet binne die bepalings wees en aan die bogenoemde wetgewing en Kode vir Professionele Etiek voldoen. Die versuim om daaraan te voldoen, kan verreikende implikasies en gevolge hê. Afhangende van die omstandighede en meriete van elke geval, kan dit die volgende insluit:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ol&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Dissiplinêre navrae en verhore;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Waarskuwings;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Skorsing;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Ontslag;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Verwydering van die SARO-register vir ‘n opgeskorte tydperk;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Sanksie van 'n boete wat betaal moet word;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Permanente deregistrasie by SARO.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ol&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           In die meeste gevalle sal onprofessionele gedrag ook wangedrag en in sommige gevalle selfs 'n siviele of kriminele oortreding uitmaak. Die onprofessionele gedrag sal deur SARO en die wangedrag deur die werkgewer (Departement of SBL) ondersoek en hanteer word.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           In lig van die Hoogste Hof van Appèl se beslissing in die Media 24 v SA Taxi Securitisation-saak is die volgende bepaal:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            "
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      
           It is trite that not only private individuals, but also legal persona have a right to their good name and unimpaired reputation and that the dignitas of companies can also be infringed.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      
           "
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Gevolglik is die openbare beeld en reputasie van 'n skool beskermingswaardig. Vergoeding kan geëis word vir skade wat aan die skool se reputasie aangerig is.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Skoolbestuur moet egter daarvan bewus wees dat daar 'n gemeenregtelike las op werkgewers geplaas word deur hul aanspreeklikheid vir die delikte van hul werknemers. Indien diskriminasie, haatspraak, teistering, skending van privaatheid of laster via sosiale media ʺgedurende die verloop en omvang van indiensneming” plaasgevind het, kan die werkgewer middellik aanspreeklik gehou word. Dit sluit selfs gevalle in waar die onregmatige gedrag van die werknemer buite die werkplek plaasgevind het. Daar moet egter objektief bevind word dat daar 'n voldoende noue verband tussen die werknemer se optrede en die doel en besigheid van die werkgewer is.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
            
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die moontlikheid bestaan ook dat indien wangedrag op sosiale media aan die kant van die departement of skool as staatsorgane, ŉ versuim in hul grondwetlike plig om regte te respekteer, te beskerm, te bevorder en na te kom hulle direk aanspreeklik gehou kan word.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Hoe kan opvoeders die slaggate vermy wat die gebruik van sosiale media potensieel gevaarlik maak?
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ol&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Onthou altyd dat opvoeders op 'n hoë standaard  van professionaliteit gemeet word weens die aard van die werk en die verantwoordelikheid om rolmodelle vir leerders te wees;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Vermy die aanvaarding of bevriending van leerders op sosiale media;
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Tree uiters versigtig en professioneel op in die geval van kommunikasie met 'n leerder via sosiale media;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Beperk kommunikasie en interaksie met leerders via sosiale media;
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Stel en behou duidelike grense, reëls en regulasies wanneer sosiale media as opvoedkundige instrumente gebruik word bv. WhatsApp-groepe vir leerders:
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;br/&gt;&#xD;
        
            Maak seker dat die opvoeder die enigste administrateur van die groep is en die enigste persoon is wat inligting kan plaas. Dit dien dan
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            slegs as 'n platform om belangrike/relevante
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            inligting te deel en bestaan daar geen risiko's vir
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            onvanpaste kommentaar/inhoud nie;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Gebruik professionele toon wanneer daar in verband met die skool se naam geplaas word.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Wees waaksaam om geen onvanpaste inhoud te plaas wat moontlik enige belanghebbendes in die verleentheid kan stel of beledig nie;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Gesprekke moet skool verwant gehou word;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Weet dat wat geplaas word, moontlik gekopieer of versprei kan word;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Wees versigtig vir die feit dat daar altyd 'n digitale voetspoor is. Net omdat inhoud verwyder word, beteken nie noodwendig dit is weg is nie;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Indien moontlik, skep skool-  en privaat rekeninge. Hierdie skeiding beperk ook sekere risiko's;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Dit is noodsaaklik om gereeld toegang tot jou eie sosiale media-rekeninge te kry en om die plasings wat ander op jou profiel maak, te monitor;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Indien 'n derde party 'n plasing maak wat moontlik onvanpas of skadelik is, moet dit verwyder word en moet jy jouself daarvan distansieer;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Onthou dat plasings deur ander gedeel en versprei kan word en uiteindelik deur 'n onbekende aantal onbekende mense gelees
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            en daarop kommentaar gelewer kan word;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Maak seker dat privaatheid- en sekuriteitstellings in plek is;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Selfs met bogenoemde instellings in plek, moet daar onthou word dat sosiale media-platforms openbare ruimtes is en jy dus die verwagting van privaatheid realisties moet bestuur;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Daar is beperkte beheer oor aanlyn identiteite en dit is nodig om te besef dat selfs die kommentaar wat ander gebruikers op 'n persoon se sosiale media lewer en die inhoud waaraan 'n persoon gekoppel is, as getuigskrifte van ‘n persoon se aanlyn identiteit beskou word;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Wees bewus daarvan  dat plasings op sosiale media dadelik beskikbaar en oombliklik is, wat tot gevolg het dat dit onmiddellike reaksies gelok kan word;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Om ‘n sosiale media-gebruiker te wees, is opsigself ‘n risiko, want selfs wanneer 'n opvoeder sosiale media heeltemal verantwoordelik gebruik en al die gegewe riglyne volg, kan dinge steeds verkeerd gaan. 
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ol&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           In die joernaal artikel ‘Teacher Professionalization in the Age of Social Networking Sites: Identifying Major Tensions and Dilemmas’ deur Kimmons en Veletsianos (2015), is die volgende stelling gemaak:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           “
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The reality of the situation is that teachers cannot afford to lead the same lives that many other professionals can.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      
           ”
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Dit is 'n geweldige uitdaging wat opvoeders in die gesig staar en skole moet optree om hul leerders en personeellede te beskerm. Daar is ook diepgaande voordele verbonde aan die gebruik van sosiale media-platforms as 'n metode om skool- en onderriggebaseerde inligting te kommunikeer. Deur duidelike riglyne, reëls en beleide in plek te hê, sal dit help om 'n verantwoordelike sosiale media-klimaat vir opvoeders te skep.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
            
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Indien jy twyfel of vrae het oor die onderwerp, moet asseblief nie huiwer om jou provinsiale SAOU-kantoor of die SAOU Regsafdeling te kontak nie.
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;span&gt;&#xD;
      
           2025/04/11
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&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
             SOCIAL MEDIA:
          &#xD;
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ﻿
           &#xD;
      &lt;/span&gt;&#xD;
      
           THE WOLF IN SHEEP’S CLOTHING
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           Social media has become an integral part of our daily lives, with millions of people using social media platforms to connect with friends, family, colleagues, clients and learners.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           However, in the education environment, social media platforms have also become an important tool for online communication, engagement, as well as for the quick and easy digital dissemination of information.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           The allure of these platforms is based on the handy features such as sharing photos, videos, documentation, and information, while also allowing communication with others in the social network.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           It is however crucial for educators to realize that behind these seemingly handy platforms lurks enormous danger. Consequently, the familiar idiom of "a wolf in sheep's clothing" is directly applicable. Educators need to realize that social media is something that is perceived as fraudulent and dangerous and needs to be approached in that manner.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           It is therefore important for the SAOU to make educators well aware and vigilant against the dangers posed by the use of these platforms. The awareness is based on the worrying trend of disciplinary proceedings being instituted against educators for misconduct in relation to the use of social media in relation to learners and colleagues.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
             
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            I
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            mportant understanding regarding the use of social media
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           Recent studies have found that 63.7% of the world's population are social media users.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           It is also important to note that these statistics additionally indicate that users are not only tied to a single platform. Average users now spread their digital footprint across a staggering six to seven platforms.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           When considering the risks associated with the use of social media, it means that users now have an extensive scope of possible risks.  
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            What qualifies as social media?
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           The definition for social media in the Oxford dictionary reads as follows:
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           “
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           websites and applications that enable users to create and share content or to participate in social networking
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           ”.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           The best-known platforms include: WhatsApp, Facebook, TikTok, Instagram, Facebook Messenger, Twitter/X, Telegram and Snapchat.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Does a misconception surrounding social media and its connection to the workplace exist?
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           The common misconception is that educators assume their social network platforms are personal and private and are extraneous to their employers. The presumption is made that protection is in place due to the divide between work and personal life as well as their rights to freedom of expression, association and privacy.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           The truth is in fact that instances of unprofessional conduct and misconduct by educators, both of these in connection with their social media usage, are indeed subject to prosecution.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            What are some of the possible forms of misconduct that can be committed by educators via social media?
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            Deliberate use and misuse to make contact with a learner.
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            Inappropriate relationships between educators and learners.
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            Unprofessional or inappropriate behaviours displayed.
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            Unprofessional content (photos, videos, images etc.)
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            Defamation of any stakeholders (learners, parents, educators, the school, school management)
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            Content which may be embarrassing/offensive to stakeholders. 
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            Posting content regarding, and/or making statements about a co-employee(s).
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            What are the possible implications of social media transgressions for educators' professions?
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           The relevant legislation in this regard include:
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            Constitution of the Republic of South Africa, 1996;
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            South African Schools Act, 84 of 1996;
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            Employment of Educators Act, 76 of 1998;
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            Labour Relations Act, 66 of 1995;
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            South African Council for Educators Act, 31 of 2000;
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            The SACE Code of Professional Ethics.
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           Educators' use of social media must be within the provisions and comply with the stated legislation and Code of Professional Ethics. The failure to adhere to it could have far reaching implications and consequences. Depending on the circumstances and merit of each case, this may include:
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ol&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            Disciplinary enquiries and hearings;
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            Warnings;
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            Suspension;
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            Dismissal;
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            Removal from the SACE register, that is suspended for n certain time period;
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            Sanction of a monetary fine to be paid;
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            Permanent deregistration from SACE.
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ol&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           In most cases unprofessional conduct will also constitute misconduct and, in some cases even a civil or criminal offence. The unprofessional conduct will be investigated and dealt with by SACE and the misconduct by the employer (Department or SGB).
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           In the light of the Supreme Court of Appeal's decision in Media 24 v SA Taxi Securitisation (SCA) case the following was stated:
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           “It is trite that not only private individuals, but also legal persona have a right to their good name and unimpaired reputation and that the dignitas of companies can also be infringed.”
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           Consequently, the public image and reputation of a school is worthy of protection. Compensation can be claimed for damage done to the school's reputation.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           School Management should however also note that a common-law burden is placed on employers in respect of their liability for the delicts of their employees. If discrimination, hate speech, harassment, violation of privacy or defamation via social media occurred ʺduring the course and scope of employmentʺ, the employer can be held vicariously liable. This even includes instances where the wrongful conduct of the employee took place outside the workplace. It however has to be objectively found that here is a sufficiently close connection between the employee's act and the purposes and business of the employer.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
             
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           The possibility also exists that if social media misconduct includes, on the part of the Department or school as organs of state, a failure in their constitutional duty to respect, protect, promote and fulfil constitutional rights, they can be held directly liable.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            How can educators avoid the pitfalls that make social media use potentially hazardous?
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ol&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            Always remember that educators are held to a high standard of professionalism due to the nature of working with and having the responsibility to be role models to learners;
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            Avoid accepting or “friending” of learners;
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            T
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            read extremely cautiously and act professional in the event of communicating with a learner via social media;
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            Limit communication and interaction with learners via social media;
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            Have clear boundaries, rules and regulations when using social platforms as educational tools like WhatsApp groups for learners:
             &#xD;
        &lt;br/&gt;&#xD;
        
            Ensure that the educator is the sole administrator of the group and the only person who is allowed to post information. It then only serves as a platform to share important/relevant information and no risks for inappropriate comments/content exist.
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            Use professional demeaner when posting in connection with the school’s name;
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            Be vigilant to not post any inappropriate content which may possibly embarrass or offend any stakeholder;
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            Conversations should be kept school related;
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            Know that what you post can potentially be copied or distributed;
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            Be wary of the fact that there is always a digital footprint. Just because you delete content does not necessarily mean it is gone;
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            If possible, have school accounts and private accounts. This separation also limits certain risks;
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            It is essential to regularly access one's own social media accounts and to monitor the posts that others make on one's sites;
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            If a third party made a possible inappropriate or possibly harmful post, one should remove it and distance oneself from the post or posts concerned;
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            Remember that posts can be shared and distributed by others and may end up being read and commented on by an unknown number of unfamiliar people;
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            Ensure that privacy settings are in place;
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            Even with privacy settings in place, remember that social media sites are public spaces and you therefore need to realistically manage the expectation of privacy;
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            There is limited control over online identities and one should know that even the comments other users leave on a person's social media and the content a person is connected to becomes ʺtestimonialsʺ to a person's online identity;
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            Acknowledge that social media posts are imminent and instantaneous which has to the effect that it can draw immediate responses;
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            Having social media is a risk in general, as even when an educator is using social media completely appropriately and follow all of the given guidelines, things can still go wrong. 
           &#xD;
      &lt;/a&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ol&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
             
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           In the Journal Article ‘Teacher Professionalization in the Age of Social Networking Sites: Identifying Major Tensions and Dilemmas’ by Kimmons and Veletsianos (2015), the following statement was made:
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           “
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           The reality of the situation is that teachers cannot afford to lead the same lives that many other professionals can.
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           ”
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           This is an immense challenge which educators are facing and schools should act on protecting their learners and staff members. There are also profound benefits of using social media platforms as a method for communicating school and teaching based information. Having clear guidelines, rules and policies in place will assist in the creation of a responsible social media climate for educators.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ﻿
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            If you have doubts or questions on the matter, please do not hesitate to contact your provincial SAOU office or SAOU Legal Department.
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;a href="/saou-help"&gt;&#xD;
    &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/SAOU+Help%21+%281%29.png" alt=""/&gt;&#xD;
  &lt;/a&gt;&#xD;
&lt;/div&gt;</content:encoded>
      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Regsdienste+nuusbrief+WA.png" length="650679" type="image/png" />
      <pubDate>Fri, 11 Apr 2025 08:54:42 GMT</pubDate>
      <guid>https://www.saou.co.za/sosiale-media-die-wolf-in-skaapsklere-social-media-the-wolf-in-sheeps-clothing</guid>
      <g-custom:tags type="string" />
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    </item>
    <item>
      <title>SAOU Aan die werk Kwartaal 1 | At the chalkboard Term 1 2025</title>
      <link>https://www.saou.co.za/saou-aan-die-werk-kwartaal-1-at-the-chalkboard-term-1-2025</link>
      <description>Aan die werk kwartaal 1 | At the chalkboard term 1  2025 ...</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Nasionaal+Mashoof+2024_Nasionaal.png" alt=""/&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
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&lt;/div&gt;</content:encoded>
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      <pubDate>Wed, 02 Apr 2025 13:42:50 GMT</pubDate>
      <guid>https://www.saou.co.za/saou-aan-die-werk-kwartaal-1-at-the-chalkboard-term-1-2025</guid>
      <g-custom:tags type="string" />
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      </media:content>
    </item>
    <item>
      <title>SAOU Begrafnisvoordeel | SAOU Funeral Benefit</title>
      <link>https://www.saou.co.za/saou-begrafnisvoordeel-saou-funeral-benefit</link>
      <description>NN 13/2025: The SAOU is considering the introduction of a funeral benefit for all SAOU members, WITHOUT increasing membership fees. The funding of the funeral benefit will have an impact on the annual corporate gifts...</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Nasionaal+Mashoof+2024_Nasionaal.png" alt=""/&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;span&gt;&#xD;
      
           NN 13/2025
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/h2&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
            SAOU BEGRAFNISVOORDEEL 
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die SAOU oorweeg die instelling van 'n begrafnisvoordeel vir alle SAOU-lede, SONDER om ledegeld te verhoog. Die befondsing van die begrafnisvoordeel sal ‘n impak hê op die jaarlikse korporatiewe geskenke.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Hiermee versoek ons u stem ten opsigte van die voorstel om die vakbond in staat te stel om beter diens te lewer.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://forms.gle/pfCKU6qfqUWzPYo47" target="_blank"&gt;&#xD;
      
           Klik hier
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      
           om ‘n vorm
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           voor Vrydag,
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           28 Maart 2025 om 14:00
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      
           in te vul om u keuse aan te dui.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;span&gt;&#xD;
      
           2025/03/26
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/h2&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
            SAOU FUNERAL BENEFIT 
            &#xD;
      &lt;br/&gt;&#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The SAOU is considering the introduction of a funeral benefit for all SAOU members, WITHOUT increasing membership fees. The funding of the funeral benefit will have an impact on the annual corporate gifts.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           We hereby request your vote on the proposal to enable the union to provide a better service.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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           Click here
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           to complete a form
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           before Friday, 28 March 2025 at 14:00
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           to indicate your choice.
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           2025 DAMESLEIERSKAPSEMINAAR
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           Ons sien uit om jou daar te sien!
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           Klik hier
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           om te registreer
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            ﻿
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           2025 WOMEN'S LEADERSHIP SEMINAR
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           Looking forward to seeing you there!
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           Click here
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           to register 
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           2025 HOOFDESIMPOSIUM
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           Die tyd het aangebreek, registrasie is nou oop!
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    &lt;a href="https://www.saou.co.za/principals-symposium" target="_blank"&gt;&#xD;
      
           Klik hier
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           om te registreer
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           2025 PRINCIPALS’ SYMPOSIUM
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           The time has come, registration is now open!
          &#xD;
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    &lt;a href="https://www.saou.co.za/principals-symposium" target="_blank"&gt;&#xD;
      
           Click here
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    &lt;span&gt;&#xD;
      
           to register 
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&lt;/div&gt;</content:encoded>
      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal+nuusbrief+WA.png" length="622746" type="image/png" />
      <pubDate>Wed, 26 Mar 2025 05:48:23 GMT</pubDate>
      <guid>https://www.saou.co.za/saou-begrafnisvoordeel-saou-funeral-benefit</guid>
      <g-custom:tags type="string" />
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        <media:description>main image</media:description>
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    </item>
    <item>
      <title>Gewysigde SASW | Amended SASA</title>
      <link>https://www.saou.co.za/gewysigde-sasw-amended-sasa</link>
      <description>NN 12/2025 Verskeie navrae word tans vanaf skoolhoofde ontvang,  rakende die nuwe bepaling met betrekking tot die indiening van ‘n skool se kwartaallikse finansiëleverslae wat binne  30 dae na die einde van die kwartaal, volgens Artikel 45(3) van die SASW soos gewysig ingedien moet word...</description>
      <content:encoded>&lt;div&gt;&#xD;
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           NN 12/2025
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             GEWYSIGDE SASW
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           Kwartaallikse finansiële verslagdoening
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            Op 16 September 2024 is die Wysigingswet op Basiese Onderwyswette (SASW soos gewysig) in Staatskoerant nr. 5212 gepubliseer. Alhoewel die wysigings op 24 Desember 2024 in werking getree het, het die nuutverkose Minister van Basiese Onderwys (MBO) bevestig dat die implementering van sekere bepalings in die SASW soos gewysig, ondersteun moet word deur nasionale beleide, nasionale norme en standaarde en nasionale regulasies.
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           Verskeie navrae word tans vanaf skoolhoofde ontvang,  rakende die nuwe bepaling met betrekking tot die indiening van ‘n skool se kwartaallikse finansiëleverslae wat binne 30 dae na die einde van die kwartaal, volgens Artikel 45(3) van die SASW soos gewysig ingedien moet word.
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           Wat is my plig as skoolhoof?
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        &lt;span&gt;&#xD;
          
             ‘n Skoolhoof is in terme van die Wet op Indiensneming van Opvoeders, soos gewysig, aangestel as ‘n werknemer van ‘n Provinsiale Onderwysdepartement.
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             In terme van artikel 23 van SASW soos gewysig, moet die skoolhoof van ‘n openbare skool op die skoolbeheerliggaam (SBL) dien.
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             ‘n Skoolhoof as lid van die SBL het dus sekere verantwoordelikhede teenoor die SBL asook sekere verantwoordelikhede teenoor die Departementshoof in terme van artikel 16A van SASW.
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            Dit sal wees om in terme van artikel 16A(2)(f) die SBL in kennis te stel van hul verantwoordelikhede in terme van toepaslike beleide en wetgewing en om in terme van artikel 16A(2)(i) alle redelike stappe te neem om finansiële wanadministrasie en wanbestuur deur enige personeellid of deur die SBL te verhoed.
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             ‘n Openbare skool se finansiële rekords is die eiendom van die skool volgens Artikel 37(5) van SASW soos gewysig, aangesien dit deel vorm van ‘n skool se roerende bates en word gevolglik deur die SBL beheer en bestuur.
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           Wat sê
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      &lt;/span&gt;&#xD;
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           gewysigde artikel 43(5) van SASW?
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            ’n
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           Beheerliggaam
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            moet:
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            a) binne 30 dae ná die einde van elke kwartaal, ’n afskrif van die kwartaalverslag oor alle inkomste en uitgawes
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           ooreenkomstig die voorskrifte deur die Departementshoof
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           ; en
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           b) binne ses maande ná die einde van elke boekjaar ’n afskrif van die jaarlikse finansiële state, geouditeer of ondersoek kragtens hierdie artikel, aan die Departementshoof voorlê.
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           Hoe hanteer ek as skoolhoof dan die gewysigde artikel 43(5) van die SASW?
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            U lig die SBL in van hulle verantwoordelikheid.
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            Indien u as skoolhoof, beveel word om gewysigde artikel 43(a) eensydig na te kom, laat die amptenaar dit op skrif stel en aan die SBL rig.
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            U adviseer die SBL dat daar nog geen provinsiale of nasionale voorskrifte uitgereik is deur die MBO of die Departementshoof nie en die SBL reageer dienooreenkomstig op skrif.
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            U neem ook kennis dat daar tans op nasionale vlak aan voorskrifte gewerk word, wat as riglyne vir Departementshoofde gaan dien.
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            Indien u twyfel of vrae het oor die onderwerp, moet asseblief nie huiwer om u provinsiale SAOU-kantoor of die SAOU-Regsafdeling te kontak nie.
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            Dit bly belangrik dat alle rolspelers van ‘n openbare skool hul verskeie regte en verpligtinge behoorlik verstaan en reg uitvoer sodat ‘n gesonde samewerkende verhouding tussen ‘n SBL en ‘n Provinsiale Onderwysdepartement kan voortbestaan.
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           2025/03/25
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    &lt;strong&gt;&#xD;
      
             AMENDED SASA
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  &lt;p&gt;&#xD;
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           Quarterly financial reporting 
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&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           On 16 September 2024, the South African Schools Act as amended (SASA as amended) was published in Government Gazette No. 5212. Although the amendments came into effect on 24 December 2024, the newly elected Minister of Basic Education (MBE) confirmed that the implementation of certain provisions in the SASA as amended, must be supported by national policies, national norms and standards and national regulations.
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           Enquiries are currently being received from principals regarding the submission of a school's quarterly financial reports, within 30 days after end of the term, in accordance with Section 45(3) of the SASA as amended.
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
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            What is my responsibility as a principal?
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    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            A principal is appointed as an employee of a Provincial Education Department in terms of the Employment of Educators Act as amended.
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      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            In terms of section 23 of SASA as amended, the principal of a public school must serve on the School Governing Body (SGB).
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      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            A principal as a member of the SGB therefore has certain responsibilities towards the SGB as well as certain responsibilities towards the Head of Department in terms of section 16A of SASA.
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      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            This will be to inform the SGB in terms of section 16A(2)(f) of their responsibilities in terms of applicable policies and legislation and to take all reasonable steps in terms of section 16A(2)(i) to prevent financial maladministration and mismanagement by any staff member or by the SGB.
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    &lt;li&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            A public school's financial records are the property of the school according to Section 37(5) of SASA as amended, as they form part of a school's movable assets and are consequently controlled and managed by the SGB.
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  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
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  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            What does the amended section 43(5) of SASA say?
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  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           A
           &#xD;
      &lt;strong&gt;&#xD;
        
            governing body
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      &lt;/strong&gt;&#xD;
      
            must submit to the Head of Department—
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           a) within 30 days after the end of each quarter, a copy of the quarterly report on all income and expenditure
           &#xD;
      &lt;strong&gt;&#xD;
        
            in accordance with directives issued by the Head of Department
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           ; and
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           b) within six months after the end of each financial year, a copy of the annual financial statements, audited or examined in terms of this section.
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
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            How do I, as a principal, deal with the amended section 43(5) of SASA?
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      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            You inform the SGB of their responsibility.
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      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            If you, as a principal, are ordered to unilaterally comply with amended section 43(a), have the official put it in writing and address it to the SGB.
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      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            You advise the SGB that no provincial or national directives have yet been issued by the MBO or the Head of Department and the SGB responds accordingly in writing.
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      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        
            You also note that directives are currently being worked on at the national level, which will serve as guidelines for Heads of Department.
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      &lt;/a&gt;&#xD;
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      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
        &lt;strong&gt;&#xD;
          
             If you have any doubts or questions pertaining to this matter, please do not hesitate to contact your provincial SAOU office or the SAOU Legal Department
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            .
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           It remains important that all role players of a public school fully understand and execute their various rights and obligations correctly so that a healthy cooperative relationship between an SGB and a Provincial Education Department can continue to exist.
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&lt;div&gt;&#xD;
  &lt;a href="/saou-help"&gt;&#xD;
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  &lt;/a&gt;&#xD;
&lt;/div&gt;</content:encoded>
      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Regsdienste+nuusbrief+WA.png" length="650679" type="image/png" />
      <pubDate>Tue, 25 Mar 2025 13:01:00 GMT</pubDate>
      <guid>https://www.saou.co.za/gewysigde-sasw-amended-sasa</guid>
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      <title>Nasionale Ampsdraers | National Office Bearers</title>
      <link>https://www.saou.co.za/nasionale-ampsdraers-national-office-bearers</link>
      <description>NN 11/2025: We are delighted to announce the result of the election...
Membership Fee Adjustment: Due to the late delivery of the national budget speech, the general salary adjustment will not be implemented on time at Persal, but...</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Nasionaal+Mashoof+2024_Nasionaal.png" alt=""/&gt;&#xD;
&lt;/div&gt;&#xD;
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           NN 11/2025
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            VERKIESING VAN
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            NASIONALE AMPSDRAERS 
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           Die Nasionale Uitvoerende Raad (NUR) het op 13 Maart 2025 vergader en ‘n opvolger vir die SAOU Adjunk-President, me Marna Jordaan, verkies.
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           Die verkiesingsproses het plaasgevind onder die toesighouding van interne rekenmeesters.
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           Die verkiesing van die Adjunk-President het ‘n vakature van die Vise-President laat ontstaan. Hierdie posisie is by dieselfde NUR-vergadering gevul.
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           Dit is aangenaam om die uitslag van die verkiesing aan te kondig:
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            Adjunk-President: Mnr Pieter le Roux van die SAOU Noord-Kaap; en
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            Vise-President: Me Anne-Marie Klink van die SAOU Vrystaat. 
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           2025/03/14
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            ELECTION OF
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            NATIONAL OFFICE BEARERS
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             The National Executive Council (NEC) met on 13 March 2025 and elected a successor to the SAOU Deputy President, Ms Marna Jordaan.
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           The election process took place under the supervision of internal accountants.
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           The election of the Deputy President created a vacancy of the Vice President. This position was filled at the same NEC meeting.
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           We are delighted to announce the result of the election:
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  &lt;ol&gt;&#xD;
    &lt;li&gt;&#xD;
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            Deputy President: Mr Pieter le Roux of the SAOU Northern Cape; and
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            Vice-President: Ms Anne-Marie Klink of the SAOU Free State.
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&lt;div&gt;&#xD;
  &lt;a href="/saou-help"&gt;&#xD;
    &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/VERKIESING+VAN+NASIONALE+AMPSDRAERS1+.png" alt=""/&gt;&#xD;
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           Mnr Le Roux en me Klink is albei uitgepresteerde SAOU-lede, het hul leierskap reeds in die verlede bewys en die NUR het volle vertroue in hul wysheid en leierskap bevestig.
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  &lt;p&gt;&#xD;
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           ‘n Opregte woord van gelukwensing word hulle toegewens met die eise en uitdagings wat in hulle ampstermyn te wagte kan wees.
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&lt;/div&gt;&#xD;
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    &lt;strong&gt;&#xD;
      
            LEDEGELDAANPASSING 
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&lt;/div&gt;&#xD;
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           Vanaf 1 April 2025 sal die volgende aanpassing van die algemene pensioendraende salaris van alle staatsdienswerkers (salarisvlak 1 tot 12), vir die 2025/2026 finansiële jaar, met 5.5% verhoog. Hierdie sluit die 1.5% jaarlikse salarisprogressie uit, vir die wat daarvoor kwalifiseer.
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  &lt;p&gt;&#xD;
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           Verder sal die behuisingstoelaag aangepas word van R1,784.55 na R1,900 per maand. Hierdie aanpassing sal reeds op 1 April 2025 in werking tree. Die bydrae tot die individuele gekoppelde spaarfasiliteit van Staatdienswerkers, wat diens beëindig, sal vanaf 1 April 2025 aan hulle uitbetaal word. 
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           Weens die laat lewering van die nasionale begrotingsrede, sal die algemene salarisaanpassing nie betyds op Persal geïmplementeer kan word nie, maar sal terugwerkend na 1 April 2025 geïmplementeer word. Die opgedateerde salarisskale sal binnekort voorsien word.
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           Die Nasionale Uitvoerende Raad van die SAOU, die hoogste gesag tussen die driejaarlikse kongresse, het tydens ‘n vergadering gehou op 13 Maart 2025 goedgekeur dat die SAOU-ledegeld verhoog mag word ooreenkomstig die omvang van die algemene salarisaanpassing. Gevolglik sal die ledegeldverhoging met ingang van 1 April 2025, 5,5% beloop.
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  &lt;p&gt;&#xD;
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           Die ledegeld styg met R6.59 per maand met ingang van 
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            1 April 2025.
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&lt;div data-rss-type="text"&gt;&#xD;
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           Mr Le Roux and Ms Klink are both accomplished SAOU members who already proven their leadership in the past and the NUR has confirmed full confidence in their insight and leadership.
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  &lt;p&gt;&#xD;
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           A heartfelt word of congratulations to Mr Le Roux and Ms Klink on the demands and challenges that can be expected during their tenure
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           MEMBERSHIP FEE ADJUSTMENT
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           With effect from 1 April 2025, the adjustment of the general pensionable salary of all public service staff (salary level 1 to 12) for the 2025/2026 financial year, will increase by 5.5%. This excludes the 1.5% annual salary progression, for those who qualify for it.
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           Furthermore, the housing allowance will be adjusted from R1,784.55 to R1,900 per month. This adjustment will come into effect as early as 1 April 2025. This contribution will be paid out on said date to the individual linked savings facility of Public Service Staff, who terminate employment.
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  &lt;p&gt;&#xD;
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           Due to the late delivery of the national budget speech, the general salary adjustment will not be implemented on time at Persal, but implementation will be back dated to 
           &#xD;
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            1 April 2025. The updated salary scales will be provided soon.
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  &lt;p&gt;&#xD;
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           The National Executive Council of the SAOU, the highest authority between the triennial congresses, approved during its meeting held on 13 March 2025 that the SAOU membership fee may be increased in accordance with the extent of the general salary adjustment. Accordingly, the membership fee increase with effect from 1 April 2025 will be 5.5%.
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  &lt;p&gt;&#xD;
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           The membership fee increases with R6.59 per month with effect from 1 April 2025. 
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&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
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    &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/SAOU+Help%21+%281%29.png" alt=""/&gt;&#xD;
  &lt;/a&gt;&#xD;
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      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal+nuusbrief+WA.png" length="622746" type="image/png" />
      <pubDate>Fri, 14 Mar 2025 13:24:53 GMT</pubDate>
      <guid>https://www.saou.co.za/nasionale-ampsdraers-national-office-bearers</guid>
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    <item>
      <title>Arbeidsaangeleenthede die SAOU se Betrokkenheid | Labour Issues the Involvement of the SAOU</title>
      <link>https://www.saou.co.za/arbeidsaangeleenthede-die-saou-se-betrokkenheid-labour-issues-the-involvement-of-the-saou</link>
      <description>NN 10/2025: The SAOU occasionally receives enquiries from members on the involvement of the union in labour issues ...</description>
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           NN 10/2025
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             ARBEIDSAANGELEENTHEDE
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           DIE SAOU SE BETROKKENHEID
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           Die SAOU ontvang soms navrae van lede oor die SAOU se betrokkenheid by arbeidsaangeleenthede.
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           In hierdie nuusbrief verskaf die SAOU inligting aan sy lede oor die volgende aspekte:
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            Stand van Salarisonderhandelinge;
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            Staatsdienswerknemers Mediese Skema (GEMS);
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            Vervroegde aftrede program (ERP);
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            Staatsdienspensioenfonds verhoging (GEPF); en
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            Gerugte van ‘n bydrae vakansie vir GEPF.
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           1.
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           Stand van salarisonderhandelinge
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           Die SAOU was deurlopend deel van die 8 unies wat by die salarisonderhandelingsproses betrokke was. Gedurende die proses het die SAOU lede op hoogte van verwikkelinge gehou, maar ook deurlopend mandate van lede gevra en gekommunikeer. Met die mandaat van 81.3% van lede wat aangedui het dat hulle die ooreenkoms aanvaar. Die SAOU het dus hierdie ooreenkoms in die Staatsdiens Koördinerende Bedingingsraad (PSCBC) onderskryf.
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           Die begrotingsrede van die Minister van Onderwys is uitgestel tot 12 Maart 2025. Wat is die stand van die ondertekende Kollektiewe Ooreenkoms?
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           Die Minister van Finansies kan nie die ooreenkoms eensydig aanpas nie, aangesien die mandaat van die Werkgewer vir die kollektiewe ooreenkoms deur die kabinet bekragtig is.
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           Die kollektiewe ooreenkoms is dus nie in gevaar nie en sal vanaf 1 April 2025 geïmplementeer word.
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           Klik hier
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            om die getekende PSCBC resolusies te sien.
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           2.
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           Die buitensporige premie verhoging van GEMS
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           Die premieverhoging is nie onderhewig aan enige kollektiewe onderhandelinge nie en kan nie deur onderhandelinge in die PSCBC heronderhandel word nie. Die SAOU kan nie ons lede mislei deur valse hoop te skep nie.
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            Die Wet  op Mediese Skemas bepaal dat die GEMS Raad van Trustees ooreenkomstig die finansiële posisie van die skema besluite oor die toepaslike opsie se verhoging moet neem met inagneming van die betrokke opsie se eise verhouding, die rykheid van voordele en die reserwe vlak van die skema.
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            Gedurende November 2024 het GEMS die beoogde premieverhogings aan elke GEMS-lid gekommunikeer.
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           Tans fasiliteer die PSCBC, ’n konsultasie-proses tussen die  werkgewer en georganiseerde arbeid aan die een kant en GEMS aan die ander kant, om die onvergenoegdheid in die toekoms aan te spreek, deur die volgende aksies:
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            Die regsgronde van die GEMS-Raad se besluit te ondersoek;
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            Voortdurend te konsulteer; en
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            Om sitting op die Raad te bekom om besluitneming te beïnvloed.
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           Lede het aangedui dat die verhoging van GEMS buite die perke van redelikheid is en dat veral die persoonlike mediese uitgawes wat deur lede bygedra word, hoër is as in vorige jare.
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           3.
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           Vervroegde aftrede progam
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            Die SAOU is deur die werkgewer in kennis gestel van die beoogde aanbod in die vervroegde aftrede program (ERP).
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           Hierdie program het ten doel om die koste van staatsbesteding te besnoei deur jonger persone teen ‘n laer koste aan te stel en sodoende mense met ervaring en kundigheid wat die nodige stabiliteit in die stelsel bring, te vervang.
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           In die PSCBC vind daar tans konsultasie plaas om te verseker dat die implementeringsvoorwaardes gefinaliseer word.
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           Die huidige aanbod sluit die volgende in:
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            Daar is vir 2025 12,000 geleenthede beskikbaar gestel en 18,000 poste vir 2026. Dit impliseer dat daar ’n geleentheid gebied word vir 30,000 persone om uit die Staatsdiens te bedank. Dit is geoormerk vir alle Staatsdienspersoneel.
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            Die program word beskikbaar gestel vir persone tussen 55 en 59 jaar om sonder penalisasie met pensioen te gaan.
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            Sou jy aansoek doen vir vervroegde pensioen (buite hierdie program), d.w.s. jy doen aansoek vir aftrede tussen die ouderdom van 55 en 59, word daar ’n 0,3 %  afgetrek vir elke maand van diens tussen die huidige ouderdom en die werklike aftree-ouderdom (dus die maand) waarin jy 60 sou word.
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            In hierdie program word hierdie klousule uitgesluit en word die volgende aansporing bygevoeg:
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            ‘n Addisionele 2 weke se pensioen word bygevoeg vir jou eerste 20 jaar wat pensioendraend was; en
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            Daarna word 1 week bygevoeg vir elke jaar na die aanvanklike 20 jaar wat voltooi is.
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           Om te onthou:
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            Daar is ‘n keuringsproses, nie alle persone wat vir ERP aansoek doen sal hierdie addisionele vergunning ontvang nie;
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            Dit is slegs beskikbaar vir personeel wat deur die Staatsdiens aangestel is;
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            Dit is slegs beskikbaar vir die aantal jaar wat jy deur die Staatsdiens aangestel is – geen aanvullende diensjare word bygevoeg nie; en
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            Daar is geen aanduiding van die belastingimplikasies van hierdie program nie.
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           Ons hou u op hoogte soos die aangeleentheid ontvou.
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           4.
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           GEPF verhoging van 2,9%  vir pensionarisse
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           Die Staatsdiens Pensioenfondswet en reëls, soos gewysig, vereis dat 75% van die verbruikersprysindeks teen die einde van November van die vorige jaar vir die verhoging van pensioene toegestaan moet word.
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           Die lae VPI van 2.9% het die Staatsdiens genoop om vir 2025 ‘n 100% verhoging toe te staan.
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           Pensioenarisse wat aan die GEPF behoort ontvang dus hierdie jaar ‘n 2.9% verhoging wat op 1 April 2025 in werking tree.
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           5.
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           Gerugte van ‘n bydrae vakansie vir GEPF
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           Die SAOU besef dat daar tans uitdagings deur die Regering van Nasionale Eenheid (RNE) ondervind word om die 2025/2026 begroting te finaliseer. Die SAOU, saam met vennote in FEDUSA, weier om die Staat toe te laat om die GEPF te gebruik as ‘n reddingsboei. Hierdie bedreigings aan die kant van die Staat word in ‘n baie ernstig lig gesien. Die SAOU sal nie toelaat dat die voordele van lede soos salarisse, verlof en pensioen bedreig word nie.
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           Die SAOU noop elke lid, asook pensioenarisse om nie emosionele of ondeurdagte besluite te neem nie en te wag vir relevante inligting.
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           Die SAOU neem aktief aan prosesse deel om jou regte as onderwyser te beskerm!
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           2025/03/05
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            LABOUR ISSUES
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           THE INVOLVEMENT OF THE SAOU
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           The SAOU occasionally receives enquiries from members on the involvement of the union in labour issues.
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            In this newsletter the SAOU will provide information to its members on the following aspects:
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             State of salary negotiations;
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            Government Employee Medical Scheme (GEMS);
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            Early Retirement Programme;
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            Government Employee Pension Fund (GEPF); and
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            Rumours on a contribution holiday for the GEPF.
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           1.
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           State of salary negotiations
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           The SAOU was continuously part of the 8 unions which were involved in the salary negotiation process. During the process the SAOU kept members abreast of all developments, and mandates were requested from members and communicated regularly. With the mandate of 81.3% of members who indicated that they would accept the agreement. Therefore, the SAOU endorsed this agreement in the Public Service Bargaining Council (PSCBC).
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           The budget presentation of the Minister of Basic Education has been postponed to the 12
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            th
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           of March 2025. What is the current position of the signed Collective Agreement?
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           The Minister of Finance cannot adjust the agreement unilaterally, because the mandate of the Employer for this collective agreement was ratified by the Cabinet.
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            The Collective Agreement is therefore not under threat and will be implemented as of 1 April 2025.
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           Click here
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            for the signed PSCBC resolutions.
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           2.
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           The excessive premium increases of GEMS
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           The increase in premium is not subject to any collective negotiation process and cannot be renegotiated in the PSCBC. The SAOU cannot mislead members with false hope.
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            Legislation on Medical Schemes determines that the GEMS Council of Trustees is allowed to decide within the financial position of the scheme, on the increase of particular options, the level of the benefit as well as the level of reserves of the scheme.
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            During November 2024, GEMS communicated the proposed premium increases to every GEMS member.
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           The PSCBC is currently facilitating a consultation process between the employer and organised labour on one side and GEMS on the other, to address the current concerns, with a view of improvement in future, by the launch of the following actions, to:
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            Investigate the legality of the GEMS Council decisions;
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            Facilitate consultation; and
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            Securing seats on the Council to influence decision making.
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           Members indicated that the GEMS increase was beyond the levels of reasonableness and that the out-of-pocket medical expenses which have to be contributed, exceeded that of previous years.
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           3.
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           Early retirement Programme
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           The SAOU has been informed by the employer about a proposed offer of an Early retirement programme (ERP).
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           This programme aims at cutting the costs of government expenditure, by appointing younger employees at a lower cost and thereby replacing people with experience and knowledge, who also bring the necessary stability to the system.
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           Consultation in the PSCBC is currently being facilitated to ensure that the conditions of implementation is finalised.
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           The current offer includes the following:
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            For 2025 12,000 opportunities will be available and for 2026 it will be increased to 18,000 posts. This implies that an opportunity for 30,000 people will be provided to apply for early retirement. This is aimed at all Government employees.
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            The programme will be applicable to persons between the ages of 55 and 59 to enable retirement without penalisation.
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            Should you apply for early retirement (outside this programme), i.e. you apply for retirement between the ages of 55 and 59, 0,3% will be deducted for every month from the current age and the real retirement age (the retirement month) in which you turn 60.
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            In this programme the clause is excluded and the following incentive is included:
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            An additional 2 weeks pension will be added for the first 20 years which were pension contributing; and
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            After that 1 week will be added for every year after the first completed 20 years.
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           Kindly remember:
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            There will be a selection process, not everyone who applies for ERP will receive this allowance;
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            It is only available for employees who have been appointed by Government;
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            It is only available for the number of years that you were employed by Government, no additional years of service will be added; and
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            There is no indication of the tax implications for this programme.
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            We will keep you updated as this matter unfolds.
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           4.
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           GEPF increase of 2.9% for pensioners
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            The Government Employees Pension Fund act and rules, as amended, requires that an increase of 75% of the consumer price index, as at the end of November of the previous year, has to be used as basis for an increase in pensions awarded by the GEPF.
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           The low CPI of 2.9% compelled the Government to award an increase equal to 100% of CPI.
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           Pensioners who are part of the GEPF will receive a 2.9% increase which will be implemented on 1 April 2025.
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           5.
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           Rumours on a contribution holiday for the GEPF
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           The SAOU is aware of the current budget constraints and challenges the Government of National Unity (GNU) is experiencing to finalise the 2025/2026 budget. The SAOU, with members of FEDUSA, reject all efforts by Government to use the GEPF as a life saver. These threats on the side of Government are seen in a very serious light. The SAOU will not allow that the benefits of members, such as salaries, leave and pension to be threatened.
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           The SAOU urges every member not to make emotional or uninformed decisions, but to wait for the release of relevant information.
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           The SAOU actively participates in processes to protect your rights as educator!
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&lt;/div&gt;</content:encoded>
      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal+nuusbrief+WA.png" length="622746" type="image/png" />
      <pubDate>Wed, 05 Mar 2025 08:08:18 GMT</pubDate>
      <guid>https://www.saou.co.za/arbeidsaangeleenthede-die-saou-se-betrokkenheid-labour-issues-the-involvement-of-the-saou</guid>
      <g-custom:tags type="string" />
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    </item>
    <item>
      <title>Naamskending | Defamation</title>
      <link>https://www.saou.co.za/naamskending-defamation</link>
      <description>NN 09/2025: Naamskending word gedefinieer as die publikasie van ŉ onwaar stelling oor ŉ persoon wat die potensiaal het om sy/haar reputasie te skaad of wat veroorsaak dat ander persone hom/haar vermy...</description>
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           NN 09/2025
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             NAAMSKENDING
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           Naamskending word gedefinieer as die publikasie van ŉ onwaar stelling oor ŉ persoon wat die potensiaal het om sy/haar reputasie te skaad of wat veroorsaak dat ander persone hom/haar vermy. Naamskending vind gewoonlik plaas deur die gebruik van woorde, maar prente, gebare en ander dade kan ook lasterlik wees.
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           Die redelike persoon-toets word deur ons howe toegepas om te bepaal of ŉ verklaring lasterlik is al dan nie. Indien ‘n redelike, objektiewe persoon wat die woorde hoor of lees, minder van die slagoffer sou dink as gevolg daarvan, sou dit as naamskending beskou kon word.
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           Wat is die elemente van naamskending?
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           Die drie hoofelemente van naamskending is onregmatigheid, bedoeling en publikasie.
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           Wat beteken "onregmatigheid" in hierdie konteks?
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           Die stelling wat gemaak word, moet teen die gemeenskapsedes wees. Dit beteken eenvoudig dat die breër publiek die stelling as onregmatig en onaanvaarbaar moet beskou.
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           Dit is egter moeilik om te definieer aangesien die publiek se siening en interpretasie van sekere stellings kan verskil op grond van persoonlike sienings en oortuigings.
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           'n Duidelike voorbeeld van 'n onregmatige stelling is om iemand op sosiale media daarvan te beskuldig dat hy 'n misdaad gepleeg het of ŉ rassis is terwyl die persoon weet dat die stelling vals is.
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           Wat beteken “bedoeling” in hierdie konteks?
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           Die hof het in die verlede bevind dat sodra daar bewys is dat 'n verklaring gepubliseer is, daar ‘n aanname is dat dit opsetlik en onwettig was en dat die bewyslas dan op die publiseerder geplaas word om die teendeel te bewys.
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           Daar is drie verdere aspekte wat onder "bedoeling" oorweeg moet word. Die eerste is dat die persoon wat die valse verklaring publiseer, dit moet doen met die doel om 'n persoon se reputasie te beskadig;
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           Tweedens moes die persoon wat die valse verklaring gepubliseer het, redelikerwys geweet het dat dit onregmatig en onwettig is en dat dit die reputasie van die slagoffer van die naamskending skade kan berokken;
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           Derdens moet die valse verklaring direk of indirek na die slagoffer verwys. Met ander woorde, dit moet moontlik wees om die slagoffer te identifiseer op grond van die inhoud van die verklaring.
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           Wat beteken "publiseer" in hierdie konteks?
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           Die valse verklaring moet gepubliseer word. Publikasie word geïnterpreteer om nie net skriftelik te beteken nie, maar ook om 'n stelling in te sluit wat mondelings of selfs deur lyftaal of handgebare gemaak word .
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            Skending van reputasie en karakter is slegs ŉ skending van regte as die valse verklaring aan 'n derde persoon gekommunikeer word (deur een persoon aan 'n ander wat nie die slagoffer van die naamskending is nie). Publikasie sluit in die stuur van 'n WhatsApp-boodskap, ‘n Facebook-inskrywing, Twitter of Snapchat, die plasing van ŉ foto op Instagram of die oplaai van ŉ video na TikTok sowel as tradisionele vorme van publikasie, soos 'n koerant of tydskrif.
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           Wat behels die reg op vryheid van spraak?
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           Elkeen in Suid-Afrika het die reg op vryheid van uitdrukking in terme van Artikel 16 van die Grondwet. Hierdie reg kan en sal egter beperk word waar nodig. Jou reg op vryheid van uitdrukking kan nie iemand anders se reg op 'n onbesmette reputasie troef nie. Daarom is naamskending sake dikwels ingewikkeld. Die hof moet die uitgewer se reg op vryheid van spraak opweeg teenoor die reg van die slagoffer se goeie naam om nie geskend te word nie, ten einde tot ŉ bevinding te kom wat billik en redelik vir beide betrokke partye is.
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           Wat is die algemene verwere teen naamskending?
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           Waarheid en openbare belang:
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           Die publikasie kan geregverdig word as daar bevind word dat dit waar is en dat daar ware openbare belang in die gepubliseerde verklaring is.
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           Billike kommentaar:
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           Elke burger van die Republiek van Suid-Afrika het die reg op vryheid van uitdrukking en sodoende ook die reg om hul mening uit te spreek. Die mening wat uitgespreek word, moet feitelik wees, sowel as in belang van die breë publiek, om sodoende beskerm te kan word.
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           Privilegie:
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           As die aard van die verhouding tussen die persoon wat die mening uitspreek en die persoon aan wie die mening uitgespreek word, aan die situasie privilegie verleen, sal die uitdrukking vervolgens beskerm word. In hierdie omstandighede hoef die stelling nie waar en akkuraat te wees nie, aangesien die uitdrukking deur privilegie beskerm word. Die mees algemene voorbeeld hiervan is die van prokureur-kliënt-privilegie.
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           Watter remedies is beskikbaar vir die slagoffer van naamskending?
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           'n Persoon wat die slagoffer van naamskending is kan verdere skending van sy regte voorkom deur die hof te nader vir 'n interdik of om ŉ eis vir skadevergoeding in te stel.
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           Die hof kan beveel dat die publikasie teruggetrek word en 'n verskoning uitgereik word.
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            Die slagoffer van naamskending kan ook vergoeding ontvang in die vorm van spesiale skadevergoeding in die vorm van vermoënskade indien werklike finansiële skade bewys kan word en toegeskryf kan word aan die naamskending.
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           Die hof sal ŉ wye diskresie uitoefen om skadevergoeding te bepaal. Die hof pas 'n objektiewe toets toe en dit sal al die faktore en sienings van die samelewing in ag neem.
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            ﻿
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           Wat gebeur in die geval van naamskending in die aanlynruimte?
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           Die uitdaging om aanlyn naamskending te hanteer, is dat die internet nie ŉ maklik identifiseerbare liggaam is wat binne die grense van streng internasionaal erkende maatstaf of grense geadministreer of gereguleer word nie. Baie slagoffers van aanlyn naamskending vind dit moeilik om die oortreder te identifiseer of selfs op te spoor. Ten einde enige regstappe teen ŉ oortreder in te stel, moet die identiteit van die oortreder bekend wees.
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           Ingevolge die Suid-Afrikaanse reg kan enigiemand wat aan die publikasie van lasterlike materiaal deelneem in teorie gesamentlik en afsonderlik aanspreeklik gehou word. Sosiale media is ŉ openbare platform en elke persoon wat hierdie platform gebruik, word in wese ŉ uitgewer in eie reg.
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           In ons reg is die persoon wat inhoud deel net so aanspreeklik as die oorspronklike skepper van die inhoud. Elke persoon wat van die inhoud op sosiale media hou, deel of herplaas, sal presies dieselfde behandel word as die persoon wat die inhoud geskep en die eerste keer geplaas het. Sodra jy inhoud deel, daarvan hou of her-plaas, assosieer jy jouself met daardie inhoud.
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           Dieselfde beginsel geld vir “tagging”. As iemand jou in inhoud “tag”, lyk dit of jy deel is van die gesprek en geassosieer word met die inhoud. Dit is dus noodsaaklik om versigtig te wees met betrekking tot die publikasieketting. Verder is dit van die uiterste belang om jouself van so 'n “tag” te verwyder as die gevaar of potensiaal van naamskending bestaan.
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           Suid-Afrikaanse howe hanteer die gebied van aanlyn naamskending van geval tot geval met die gemenereg en die Grondwet wat die basis bied vir sulke sake om aangehoor te word. Die Penny Sparrow-saak illustreer dat enige neerhalende plasing wat as haatspraak geklassifiseer word en 'n persoon se grondwetlike regte skend, in die Gelykheidshof of selfs die Strafhof kan beland waar ŉ mens op 'n aanklag van crimen injuria tereg kan staan.
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           Gevolgtrekking
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           Die wette rondom naamskending is moeilik en ingewikkeld om te verstaan. Die beste benadering is om jouself altyd te vra of die plasing/publikasie wat jy gaan maak as aanstootlik beskou kan word en of dit iemand anders se reputasie skade kan berokken. Die gevolge van so 'n neerhalende berig kan ernstig en vêrreikend wees en behoort dus enige persoon te ontmoedig om vals stellings te plaas/publiseer.
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           Indien jy twyfel of vrae het oor die onderwerp, moet asseblief nie huiwer om jou provinsiale SAOU-kantoor of die SAOU Regsafdeling te kontak nie.
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  &lt;h2&gt;&#xD;
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           2025/03/04
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             DEFAMATION
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           Defamation is defined as the publication of an untrue statement about a person that tends to damage his/her reputation or which causes members of the community to avoid him/her. Defamation usually occurs through the use of words, but pictures, gestures and other acts can also be defamatory.
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           The reasonable person test is applied by our courts to determine whether a statement is defamatory. If a reasonable, objective person hearing or reading the words would think any less of you as a result thereof, then it can be considered defamation.
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            What are the elements of defamation?
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           The three main elements of defamation are wrongfulness, intention and publication.
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
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            What does “wrongfulness” mean in this context?
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           The statement made must be against public morals. This simply means that the broader public must see the statement as wrongful and unacceptable.
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           This, however, is quite difficult to define as the public’s view and interpretation of certain statements may differ based on personal views and beliefs.
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           A clear example of a wrongful statement would be accusing someone on social media of committing a crime or of being a racist while knowing the statement to be false.
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            What does “intention” mean in this context?
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           The court has found in the past that once a statement has been proven to have been published, the assumption is that it was both intentional and unlawful, placing the burden to prove the opposite on the person publishing same.
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           There are three further aspects that needs to be considered under “intention”. The first being that the person publishing the false statement must do so with the intent of damaging a person’s reputation;
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           Secondly, the person who published the false statement should have reasonably known that it is wrongful and unlawful and that they could cause damage to the reputation of the victim;
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           Thirdly, the false statement must refer to the person directly or indirectly. In other words, it should be possible to identify the victim by virtue of the contents of the statement.
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            What does “publishing” mean in this context?
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           The false statement needs to be published. Publication is interpreted to not only mean in writing, but to also include a statement made verbally or even by using body language or hand gestures.
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           Defamation of character is only a violation of rights if the false statement is communicated to a third person (by one person to another who is not the victim of the defamation). Publication includes sending a WhatsApp, posting on Facebook, Twitter or Snapchat, posting a picture on Instagram or uploading a video to TikTok as well as traditional forms of publication, such as a newspaper or magazine.
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            What does the right to free speech entail?
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           Everyone in South Africa has the right to freedom of expression in terms of Section 16 of the Constitution. However, this right can and will be limited where necessary. Your right to freedom of expression cannot trump someone else’s right to an untainted reputation. This is why defamation of character cases are always complicated. The court has to weigh the publisher’s right to freedom of speech against the right of the victim not be defamed, in order to arrive at an outcome that is fair and reasonable for both parties involved.
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            What are the common defences against defamation?
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           Truth and public interest:
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           The publication may be justified if it is found to be true and that there is true public interest in the statement published.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           Fair comment:
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           Each citizen of the Republic of South Africa has the right to freedom of expression and by extension the right to express their opinion. The opinion expressed must be factual, as well as in the interest of the public at large, for the expressed opinion to be protected.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           Privilege:
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           If the nature of the relationship between the person expressing the opinion and the person to whom the opinion is expressed lends privilege to the situation, the expression will subsequently be protected. In these circumstances the statement does not have to prove to be true and accurate as the expression is protected by privilege. The most common example herein is that of attorney-client privilege.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Which remedies are available to the defamed person?
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           A defamed person can prevent defamation by approaching the court for an interdict or instituting a claim of compensation for damage.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           The court may order that the publication be retracted and an apology issued.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           A defamed person may also be awarded compensation for special damages in the form of patrimonial loss if financial loss can be proved and linked to the defamatory statement.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           The court will exercise a wide discretion in determining compensation for damages. The court applies an objective test and it will have regard to all the factors and views of society.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            What about defamation in the online space?
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           The challenge of dealing with online defamation is that the internet is not an easily identifiable body which is administered or regulated within the confines of strict internationally recognised parameters or boundaries. Many victims of online defamation find it difficult to identify or even trace the perpetrator. In order to pursue any legal action against a wrongdoer, the identity of the wrongdoer needs to be known.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           In terms of South African law, anyone who participates in the publication of defamatory material can in theory be found jointly and severally liable. Social media is a public platform and each person using this platform essentially becomes a publisher in his/her own right.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           In our law, the person who shares content is as liable as the original creator of the content. Every person who likes, shares or reposts content on social media will be treated exactly the same as the person who created and first posted the content. Once you share, like or repost content, you are associating yourself with that content.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           The same principal applies to tagging. If someone tags you in content, it looks like you are a part of the conversation and again, associated with the content. It is therefore vital to be careful regarding the chain of publication. Furthermore, it is of the utmost importance to remove yourself from such a tag if the danger of defamation exists.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           South African courts have dealt with the area of online defamation on a case-by-case basis with the common law and the Constitution providing the basis for such cases to be heard. The Penny Sparrow case, illustrates that any defamatory post that is classified as hate speech and violates a person’s constitutional rights, could end up in the Equality Court or even the Criminal Court where one could face a charge of crimen injuria.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Conclusion
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           The laws surrounding defamation can be quite tricky and intricate. The best approach is to always ask yourself whether the post/publication you are about to make may be construed as offensive and whether it could cause harm to someone else’s reputation. The consequences of such a defamatory post may be serious and far reaching and should therefore discourage any person from posting/publishing such false statements.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
            
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            If you have doubts or questions on the matter, please do not hesitate to contact your provincial SAOU office or SAOU Legal Department.
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;a href="/saou-help"&gt;&#xD;
    &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/SAOU+Help%21+%281%29.png" alt=""/&gt;&#xD;
  &lt;/a&gt;&#xD;
&lt;/div&gt;</content:encoded>
      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Regsdienste+nuusbrief+WA.png" length="650679" type="image/png" />
      <pubDate>Tue, 04 Mar 2025 07:23:37 GMT</pubDate>
      <guid>https://www.saou.co.za/naamskending-defamation</guid>
      <g-custom:tags type="string" />
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        <media:description>main image</media:description>
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    </item>
    <item>
      <title>SAOU Aan die werk | At the chalkboard Feb 2025</title>
      <link>https://www.saou.co.za/saou-aan-die-werk-at-the-chalkboard-feb-2025</link>
      <description>What happened during February 2025 in the SAOU</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Nasionaal+Mashoof+2024_Nasionaal.png" alt=""/&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Aan+die+Werk+At+the+chalkboard+Feb+2025.png" alt=""/&gt;&#xD;
&lt;/div&gt;</content:encoded>
      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal+nuusbrief+WA.png" length="622746" type="image/png" />
      <pubDate>Mon, 03 Mar 2025 10:13:40 GMT</pubDate>
      <guid>https://www.saou.co.za/saou-aan-die-werk-at-the-chalkboard-feb-2025</guid>
      <g-custom:tags type="string" />
      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal+nuusbrief+WA.png">
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        <media:description>main image</media:description>
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    </item>
    <item>
      <title>Salarisonderhandelinge  Terugvoer – Lede Mandatering | Salary Negotiations Response – Member Mandates</title>
      <link>https://www.saou.co.za/salarisonderhandelinge-terugvoer-lede-mandatering-salary-negotiations-response-member-mandates</link>
      <description>NN 08/2025: Na afloop van die werkgewer se finale aanbod wat op 30 Januarie 2025 op die tafel geplaas is, is georganiseerde arbeid versoek om ‘n mandaat van lede in te win om te sien of die salaris ooreenkoms onderteken kan word...</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Nasionaal+Mashoof+2024_Nasionaal.png" alt=""/&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;span&gt;&#xD;
      
           NN 08/2025
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/h2&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
             SALARISONDERHANDELINGE
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           TERUGVOER – LEDE MANDATERING
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Na afloop van die werkgewer se finale aanbod wat op 30 Januarie 2025 op die tafel geplaas is, is georganiseerde arbeid versoek om ‘n mandaat van lede in te win om te sien of die salaris ooreenkoms onderteken kan word.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die SAOU het deur middel van ‘n meningspeiling die mandaat van lede oor die ondertekening van die salaris ooreenkoms ingewin en die uitslag van deelnemende lede was as volg:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            81.3% van lede het aangedui dat hulle die ooreenkoms aanvaar en dat die SAOU die aanbod mag onderteken
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            18.7% van lede het aangedui dat hulle nie die ooreenkoms aanvaar nie.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Hierdie meerderheid stel die SAOU in staat om voor 18 Februarie 2025 die ooreenkoms te onderteken.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die uitslag van die ondertekening sal eers na 18 Februarie 2025 bekend gemaak word en indien ‘n meerderheid van georganiseerde arbeid die ooreenkoms onderteken sal dit dan in werking gestel word.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die SAOU sal u op hoogte hou van die ontwikkelende gebeure soos wat dit rugbaar raak.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/20250206_Finale_verslag_Salarisonderhandelinge_-_Final_report_Salary_negotiations.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Klik hier
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            vir die volledige mandateringsverslag.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;span&gt;&#xD;
      
           2025/02/12
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/h2&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
             SALARY NEGOTIATIONS
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           RESPONSE – MEMBER MANDATES
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            After the tabling of the final offer by the employer on the 30 January 2025, organised labour was requested to obtain a mandate from their members to indicate whether the salary agreement could be signed.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The SAOU obtained the mandate of members by opinion poll on whether the salary agreement should be signed and the result of participating members were as follows:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
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            81.3% of members indicated that they would accept the agreement and that the SAOU may sign said agreement
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            18.7% of members indicated that they would not support the agreement.
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           This majority enables the SAOU to sign the agreement before 18 February 2025.
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           The outcome of signing will be made known only after 18 February 2025 and if a majority of organised labour sign the agreement, it will be put into action.
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           The SAOU will keep you informed of the evolving events as they become known.
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/20250206_Finale_verslag_Salarisonderhandelinge_-_Final_report_Salary_negotiations.pdf" target="_blank"&gt;&#xD;
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            Click here
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           for the full mandate report.
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      <pubDate>Wed, 12 Feb 2025 06:59:50 GMT</pubDate>
      <guid>https://www.saou.co.za/salarisonderhandelinge-terugvoer-lede-mandatering-salary-negotiations-response-member-mandates</guid>
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      <title>Veiliger Internetdag | Safer Internet Day</title>
      <link>https://www.saou.co.za/veiliger-internetdag-safer-internet-day</link>
      <description>NN 07/2025: Digital literacy is one of the aspects that should be taught to learners and cannot be limited to a single subject. However, in recent years social media have also become an important tool for organisations and institutions to offer new opportunities for online communication, engagement, as well as the fast and easy digital sharing of information...</description>
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           NN 07/2025
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             VEILIGER INTERNETDAG
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            Op die 11de Februarie word Veiliger Internetdag gevier. Die tema vir 2025 is
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           “Te goed om waar te wees? Hoe om jouself en ander van aanlyn bedrog te beskerm.”
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           Digitale geletterdheid is een van die aspekte wat aan leerders onderrig behoort te word en kan nie tot een vak beperk word nie. Sosiale media het egter die afgelope paar jaar ook 'n belangrike hulpmiddel geword vir organisasies en instellings om nuwe geleenthede vir aanlyn kommunikasie, betrokkenheid, sowel as vir die vinnige en maklike digitale verspreiding van inligting, te bied.
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           Sommige van die interessantste kenmerke wat hierdie platforms bied, is die vermoë om foto's, video's, dokumentasie en inligting te deel, terwyl dit ook die geleenthede bied om met ander in hul sosiale netwerk te skakel. Dit bied ook 'n verskeidenheid gereedskap vir organisasies en instellings om met die verskeie belanghebbendes te skakel en op nuwe maniere te meng.
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           Die gewildste aanlynplatforms in Suid-Afrika vir 2024 was (Metwater):
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           WhatsApp, Facebook, TikTok, Instagram, Facebook Messenger, Twitter, LinkedIn, Pinterest, Telegram en Snapchat.
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           Die bekende gesegde "’n wolf in skaapklere" waarsku teen individue of situasies wat bedrieg en as gevaarlik beskou word. Dit is presies hoe opvoeders sosiale media in die hedendaagse samelewing moet hanteer.
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           Daar is talle gevare wat agter blykbaar nuttige, prettige en onskadelike sosiale media-platforms skuil, sowel as die verskeie kenmerke wat dit bied.
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           'n Ontstellende tendens bestaan in opvoeders wat betrokke raak by dissiplinêre prosedures weens wangedrag in terme van sosiale media-gebruik en interaksie met leerders en kollegas via sosiale media. Dit is dus van uiterste belang dat opvoeders bewus en waaksaam is oor die gevare wat dit inhou.
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           Daar is egter ‘n paar goue reëls wat gevolg behoort te word:
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            Verseker dat privaatheid- en sekuriteitstellings op die internet en sosiale netwerke korrek gestel word. Die doel hiermee is om te verseker dat privaat inligting slegs deur die korrekte ontvangers gesien word. Dit geld ook vir onderwysers en skole wat foto’s en inligting van leerders op sosiale media plaas, wat moontlik in die verkeerde hande kan val. Verseker dat ‘n beleid van die goedkeuring van volgers is met Facebook en Instagram en dat hierdie volgers goedgekeur word. Dit is nodig om die lys gereeld te hersien en te verseker dat persone wat nie meer ‘n belang by die klas of skool het nie, verwyder word.
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            Whatsapp-kommunikasie is ook onderhewig aan die veiligheidstellings. ‘n Voorbeeld hiervan is wanneer u byvoorbeeld ‘n klas- of vakgroep het, is almal wat op die groep is se selfoonnommer vir almal in die groep beskikbaar.
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            Eenmaal geplaas, altyd geplaas, is die aanvaarde norm. Enige inligting wat op die internet geplaas is, is vir altyd beskikbaar en dit plaas dus ‘n verantwoordelikheid op onderwysers en skole om met versigtigheid om te gaan tydens die plasing van inligting rondom leerders, foto’s en die deel van geografiese inligting oor die beweging van leerders. Dit is daarom belangrik om vooraf toestemming van ouers te vra indien foto’s of inligting van leerders geplaas word. ‘n Verantwoordelike vertrekpunt is om twee of drie keer te dink voordat inligting geplaas word – Wat is die beeld wat hierdie inligting oordra? Hoe stel ek myself/die skool daardeur bloot?
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            ‘n Vierde goue reël is om leerders bewus te maak dat persoonlike inligting persoonlik gehou moet word. In die digitale era waarin ons beweeg is dit moontlik om identiteitsdiefstal te pleeg en ook finansiële inligting te bekom en uit te buit. Die gebruik van openbare WiFi dienste is te alle tye riskant. Skole behoort ook te verseker dat WiFi wat op die skoolterrein beskikbaar is deur die nodige sagteware en stellings beskerm word. Hierdie sagteware moet gereeld opgedateer word om die nuutste virusse en aanvalle te kan afweer.
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             Onderwysers en skole word veral geteiken deur e-posse en skakels wat deur strooipos versprei word. ‘n Goeie riglyn is om hierdie tipe inligting onmiddellik te verwyder en om stelsels op te stel dat die versenders van hierdie inligting dadelik geblok word.
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            Dit het ook betrekking op uitnodigings op sosiale media wat gestuur word. Dit is nie nodig om elke uitnodiging wat ontvang word te aanvaar nie.
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            Vir leerders en onderwysers is een van die groot gevare om geo-opsporing te aktiveer deur die sogenaamde “check ins” wat dadelik aandui waar en wanneer iemand op ‘n spesifieke tyd is. Dit stel leerders bloot aan persone wat roof maak op jonger persone.
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           Die SAOU bejeën die onderwerp van internet veiligheid in ‘n baie ernstige lig en daarom word daar gereeld nuusbriewe en aanbiedings oor hierdie aangeleentheid versprei om lede op hoogte van sake te hou.
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           Aanlynhulpbronne vir die onderrig van digitale veiligheid is beskikbaar by: 
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           https://saferinternet.org.uk/safer-internet-day/safer-internet-day-2025/education-resources
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           Wat is die statistieke oor die gebruik van sosiale media?
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           In onlangse studies wat deur Statista en Forbes gedoen is, is daar gevind dat daar in Julie 2024, 5.45 biljoen internetgebruikers wêreldwyd was. Dit is 67.1% van die wêreldbevolking. Van hierdie totaal is 'n verstommende 63.7% van die wêreldbevolking sosiale media-gebruikers.
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           Indien jy twyfel of vrae het oor die onderwerp, moet asseblief nie huiwer om jou provinsiale SAOU-kantoor of die SAOU Regsafdeling te kontak nie.
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           2025/02/11
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             SAFER INTERNET DAY
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      
           On the 11th of February, Safer Internet Day will be celebrated. The theme for 2025 is “
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            Too good to be true? Protecting yourself and others from scams online.
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           ”
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            Digital literacy is one of the aspects that should be taught to learners and cannot be limited to a single subject. However, in recent years social media have also become an important tool for organisations and institutions to offer new opportunities for online communication, engagement, as well as the fast and easy digital sharing of information.
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           Some of the intriguing features these platforms offer are to share photos, videos, documentation, information, while also connecting with others in their social network. They  offer a range of tools for organisations and institutions to connect with the various stakeholders and to engage in new ways.
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           The most popular online platforms in South Africa for 2024 were (Metwater):
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           WhatsApp, Facebook, TikTok, Instagram, Facebook Messenger, Twitter, LinkedIn, Pinterest, Telegram, and Snapchat.
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           The well-known idiom of “a wolf in sheep’s clothing” warns against individuals or situations which are deceitful and regarded as dangerous. This is exactly how social media must be dealt with by educators in the current day and age.
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            There are numerous dangers which loom behind seemingly useful, fun and harmless social media platforms and the various features they have to offer.
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           An alarming trend exists in educators getting caught up in disciplinary proceedings due to misconduct in terms of social media usage and engagement with learners and colleagues via social media. It is thus of the utmost importance for educators to be conscious and vigilant of the dangers
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            social media hold. 
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           However, there are a few golden rules that should be followed:
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            Ensure that privacy and security settings on the internet and social networks are correctly configured. The aim here is to ensure that private information is viewed only by the correct recipients. This also applies to teachers and schools posting photos and information about learners on social media, which could potentially fall into the wrong hands. Ensure that on Facebook and Instagram, there is a policy for approving followers, and that these followers are approved. It is necessary to regularly refresh the list and ensure that individuals who no longer have an interest in the class or school are removed.
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            WhatsApp communication is also subject to security settings. An example of this is that if you have a class or subject group, everyone’s cell phone number in the group is available to all members of the group.
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            "Once posted, always posted" is the accepted norm. Any information posted on the internet is available forever, thus placing a responsibility on teachers and schools to handle the posting of information regarding learners, photos, and the sharing of geographical information about learners' movements with caution. It is therefore important to ask for prior consent from parents if photos or information about learners are to be posted. A responsible starting point is to think two or three times before posting information – What image does this information convey? How am I exposing myself through this?
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            A fourth golden rule is to make learners aware that personal information should be kept private. In the digital era we are moving through, it is possible to commit identity theft and also obtain and exploit financial information. The use of public Wi-Fi services is always risky. Schools should also ensure that Wi-Fi available on the school premises is protected by the necessary software and settings. This software should be regularly updated to combat the latest viruses and attacks.
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            Teachers and schools are especially targeted by emails and links distributed through spam. A good guideline is to immediately delete this type of information and set up systems to ensure that the senders of this information are stopped immediately.
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            This also applies to invitations sent on social media. It is not necessary to accept every invitation that is received.
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            For learners and teachers, one of the major dangers is activating geolocation through so-called “check-ins,” which immediately indicate where and when someone is at a specific time. This exposes learners to individuals who prey on younger people.
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           The SAOU takes the issue of internet safety very seriously, and therefore regularly issues newsletters and presentations on this matter to keep members informed.
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            Online resources for teaching digital safety are available at:
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    &lt;a href="https://saferinternet.org.uk/safer-internet-day/safer-internet-day-2025/education-resources" target="_blank"&gt;&#xD;
      
           https://saferinternet.org.uk/safer-internet-day/safer-internet-day-2025/education-resources
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
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            What are the statistics on social media usage?
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           In recent studies conducted by Statista and Forbes it was found that in July 2024, there were 5.45 billion internet users worldwide. This amounts to 67.1 % of the global population. Out of this total, an astonishing 63.7% of the world's population, are social media users.
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           If you have doubts or questions on the matter, please do not hesitate to contact your provincial SAOU office or SAOU Legal Department.
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  &lt;/a&gt;&#xD;
&lt;/div&gt;</content:encoded>
      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Regsdienste+nuusbrief+WA.png" length="650679" type="image/png" />
      <pubDate>Tue, 11 Feb 2025 13:58:51 GMT</pubDate>
      <guid>https://www.saou.co.za/veiliger-internetdag-safer-internet-day</guid>
      <g-custom:tags type="string" />
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        <media:description>main image</media:description>
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    </item>
    <item>
      <title>Salarisonderhandelinge| Salary Negotitions</title>
      <link>https://www.saou.co.za/salarisonderhandelinge-salary-negotitions</link>
      <description>NN 06/2025: Die werkgewer het op 28 Januarie 2025 ‘n finale getekende aanbod op die tafel geplaas vir die oorweging van georganiseerde arbeid. Dit is die finalisering van ‘n drie jaar salaris ooreenkoms wat begin in 2025 en...</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Nasionaal+Mashoof+2024_Nasionaal.png" alt=""/&gt;&#xD;
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           NN 06/2025
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             SALARISONDERHANDELINGE
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           2025 - 2028
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           Die werkgewer het op 28 Januarie 2025 ‘n finale getekende aanbod op die tafel geplaas vir die oorweging van georganiseerde arbeid. Dit is die finalisering van ‘n drie jaar salaris ooreenkoms wat begin in 2025 en tot finalisering sal kom in 2028.
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           Hierdie onderhandeling tussen georganiseerde arbeid en die werkgewer het met uiteenlopende standpunte begin wat tot gevolg gehad het dat georganiseerde arbeid se aanbod vanaf 10% algemene salarisaanpassing verlaag is na 6%, en die werkgewer se aanvanklike aanbod van 3% verhoog is na ‘n finale aanbod van 5,5%.
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           Die aanbod is in twee dele gemaak waarvan die eerste deel die lewenskoste aanpassing is 
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           (
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            klik hier
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           ),
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            en die tweede deel is arbeid eise wat deur prosesse hanteer kan word met definitiewe sperdatums vir uitkomste
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           (
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_proses_-_Salary_negotiations_process.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            klik hier
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           ).
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           Die belangrikste aspekte word hieronder aangespreek.
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           1.
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           Wat is die algemene salarisaanpassing?
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           Die aanpassing van die algemene persioendraende salaris van alle staatsdienswerkers (salarisvlak 1 tot 12) sal 5.5% wees vir 2025/2026. Hierdie sluit die 1.5% jaarlikse salarisprogressie uit, vir die wat daarvoor kwalifiseer.
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            Vir die jare 2026/2027 en 2027/2028 sal die verhoging dieselfde wees as vir die Verbruikers Prysindeks (VPI).
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           As die VPI egter minder as 4% is sal 4% uitbetaal word. Sou die VPI vir die betrokke jaar meer as 6% wees, sal 6% uitbetaal word.
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           2.
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           Is daar ‘n aanpassing aan die behuisingstoelaag?
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           Die behuisingstoelaag word van R1,784.55 aangepas na R1,900 per maand. Hierdie aanpassing sal reeds op 1 April 2025 in werking tree.
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           Op 1 Julie 2025 word die jaarlikse VPI aanpassing gemaak op die aangepaste behuisingstoelaag van R1,900.
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           Verder word staatdienswerkers wat diens beiendig se bydra tot die individuele gekoppelde spaarfasiliteit aan hulle uitbetaal met vanaf 1 April 2025. 
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           3.
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           Is daar aanpassings aan die mediesefondsubsidie?
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           Die mediesefondstoelaag word aangepas na MPI in 2025/2026 en is reeds geimplementeer. MPI was bereken op 5.9%.
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            In 2026/2027 sal die mediesefondsubsidie verhoog word na MPI + 0.5%.
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            Dieselfde aanpassing sal ook in 2027/2028 geïmplementeer word.
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           Mandaat
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           Die Nasionale Dagbestuur (NDB) het op 5 Februarie 2025 vergader om albei ooreenkomste deeglik in oorweging te neem.
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           Teen die agtergrond van die positiewe oorweging deur georganiseerde arbeid om die aanbod te aanvaar, asook die druk op die staatskas wat beweging binne hierdie finansiële omgewing moeilik maak, beveel die NDB die lede aan om die aanbod te aanvaar.
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           Dit is egter u reg om u stem uit te bring en die SAOU van ‘n amptelike mandaat te voorsien.
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  &lt;p&gt;&#xD;
    &lt;a href="https://forms.gle/qTKY7hrDSmcTRx6U9" target="_blank"&gt;&#xD;
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            Klik hier
           &#xD;
      &lt;/strong&gt;&#xD;
    &lt;/a&gt;&#xD;
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      &lt;span&gt;&#xD;
        
            om die vorm voor Vrydag, 7 Februarie 2025 om 12:00 te voltooi om u stem uit te bring.
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           2025/02/06
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             SALARY NEGOTIATIONS
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           2025 - 2028
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            The employer presented a final signed offer on 28 January 2025, for consideration by organised labour. This is the finalisation of a three-year salary agreement that will commence in 2025 and conclude in 2028.
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           This negotiation between organised labour and the employer initiated with divergent points of view that resulted in organised labour's initial offer being reduced from 10% general salary adjustment to 6%, and the employer`s initial offer being increased from 3% to a final offer of 5.5%.
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            The offer was made in two parts of which the first part is the cost of living adjustment
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           (
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_aanbod_-_Salary_negotiations_offer_%28COLA%29.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            click here
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    &lt;/a&gt;&#xD;
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           )
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            , and the second part is labour demands that can be handled through processes with definite deadlines for outcomes
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           (
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2025-2028_Salarisonderhandelinge_proses_-_Salary_negotiations_process.pdf" target="_blank"&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            click here
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           ).
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           The most important aspects are addressed below.
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           1.
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    &lt;strong&gt;&#xD;
      
           What is the general salary adjustment?
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      &lt;span&gt;&#xD;
        
            The adjustment of the general pension bearing salary of all public servants (salary level 1 to 12) will be 5.5% for the period of 2025/2026. This excludes the annual salary progression of 1.5%, for those who qualify.
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            For the years 2026/2027 and 2027/2028 the increase will be the same as the Consumer Price Index (CPI).
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           Should the CPI be less than 4%, 4% will be paid out. Should the CPI be deemed more than 6%, 6% will be paid out.
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           2.
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           Is there an increase in housing allowance?
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            The housing allowance will be adjusted from the current R1,784.55 to R1,900 per month. These adjustments will already be implemented on 1 April 2025.
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           However, on 1 July 2025 the housing allowance of R1,900 will receive an additional CPI related increase.
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           Furthermore, public service workers who contribute to the individual linked savings facility, on termination of service, will be paid out, with effect from 1 April 2025.
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           3.
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           Are there adjustments to the medical fund subsidy?
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           The medical aid subsidy will be adjusted to the MPI in year 2025/2026 and has been implemented. MPI was calculated at 5.9%.
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            In 2026/2027 the medical aid subsidy will be increased to MPI + 0.5%.
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           The same adjustment will also be implemented in 2027/2028.
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           Mandate
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           The National Standing Committee (NSC) met on 5 February 2025 to seriously consider both agreements.
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            Against the background of the positive consideration by organised labour to accept the offer, and the pressure on the fiscus, which complicates navigation within this financial environment, the NSC encourages members to accept the offer.
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            However, it is your right to cast your vote and provide the SAOU with an official mandate.
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    &lt;a href="https://forms.gle/qTKY7hrDSmcTRx6U9" target="_blank"&gt;&#xD;
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            Click here
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            to complete the form to cast your vote before Friday, 7 February 2025 at 12:00.
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&lt;/div&gt;</content:encoded>
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      <pubDate>Thu, 06 Feb 2025 06:07:28 GMT</pubDate>
      <guid>https://www.saou.co.za/salarisonderhandelinge-salary-negotitions</guid>
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    <item>
      <title>SAOU Aan die werk | At the chalkboard Jan 2025</title>
      <link>https://www.saou.co.za/saou-aan-die-werk-at-the-chalkboard-jan-2025</link>
      <description>What happened in the SAOU during the month of January 2025</description>
      <content:encoded>&lt;div&gt;&#xD;
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      <pubDate>Wed, 05 Feb 2025 08:35:54 GMT</pubDate>
      <guid>https://www.saou.co.za/saou-aan-die-werk-at-the-chalkboard-jan-2025</guid>
      <g-custom:tags type="string" />
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    <item>
      <title>Positiewe skoolkultuur | Positive school culture</title>
      <link>https://www.saou.co.za/skoolkultuur-school-culture</link>
      <description>NN 05/2025: A positive school culture is just as important for teachers as it is for learners. In addition to a notable increase in teacher performance, a positive school culture can...</description>
      <content:encoded>&lt;div&gt;&#xD;
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           NN 05/2025
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             DIE SKEP VAN ‘N POSITIEWE SKOOLKULTUUR
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            ﻿
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           Kultuur is "hoe dinge hier gedoen word", dit behels wat aanvaarbaar is of nie, sowel as aanmoedigende of ontmoedigde gedrag. Dit sluit tradisies, waardes, oortuigings en houdings in wat alles deel van `n organisasie vorm. Hierdie kultuur word versterk deur rites, kommunikasiepatrone, informele strukture, verwagte gedrag en persepsies.
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           In skole bepaal die kultuur hoe dinge in 'n skool gedoen word, dit dek alles van kleredrag, oortuigings, norme, waardes sowel as interaksies tussen gemeenskapslede. Fullan (2007) definieer skoolkultuur as die leidende oortuigings en waardes in skoolbedrywighede. Dit sluit houdings, verwagte gedrag en waardes in wat `n skool se funksionering beïnvloed. Hierdie term verwys ook na konkrete kwessies soos leerderveiligheid, ordelikheid in die klaskamer en die viering van diversiteit. 
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           Skoolkultuur, soos breër sosiale kultuur, spruit uit bewustelike- en onbewustelik perspektiewe, waardes, interaksies en praktyke in, wat alles sterk beïnvloed word deur die skool se institusionele geskiedenis. Leerders, ouers, onderwysers, administrateurs en ander personeellede vorm almal deel van 'n skool se kultuur, tesame met eksterne faktore soos die gemeenskap, operasionele beleid en grondbeginsels. 
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           As skoolhoof of skoolbestuurder is jy verantwoordelik vir die vorming van die kultuur van jou skool. Alhoewel dit maklik is om faktore te identifiseer wat tot 'n negatiewe kultuur lei, kan dit uitdagend wees om vas te stel wat 'n positiewe kultuur uitmaak. Nietemin, is die bevordering van 'n positiewe skoolkultuur van kardinale belang vir die vestiging van 'n veilige, inklusiewe leeromgewing wat leerdergroei bevorder en toegewyde, bekwame onderwysers lok en behou.
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           Wat is ŉ positiewe skoolkultuur?
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  &lt;p&gt;&#xD;
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           ŉ Positiewe skoolkultuur is ŉ omgewing waar elkeen by die skool – leerders, opvoeders en ander personeel – voel dat hul waardeer, ondersteun en respekteer word. Dit is `n plek waar elkeen veilig voel om hul idees en opinies te lug, ŉ gevoel van samehorigheid heers en waar diversiteit gevier word. 
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           Wat is die voordele van ‘n positiewe skoolkultuur?
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  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
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            Die bou van ‘n positiewe skoolkultuur bied ‘n aantal voordele, wat insluit:
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            Verbeterde leerderprestasie. Studies toon dat leerders in skole met positiewe skoolkulture akademies beter presteer. 
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            Verhoogde leerderbetrokkenheid: Leerders is meer geneig om betrokke te wees by hul leer wanneer hulle waardeer en ondersteun voel. 
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            Verbeterde onderwysermoraal: Onderwysers is meer geneig om gemotiveerd en tevrede te wees in 'n positiewe skoolkultuur wat lei tot laer personeelomset en hoër retensiekoerse. 
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            Beter leerdergedrag: Leerders is minder geneig om aan negatiewe gedrag deel te neem wanneer hulle gerespekteer en ondersteun voel. 
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            Verhoogde gemeenskapsbetrokkenheid: 'n Positiewe skoolkultuur kan help om sterker bande tussen die skool en die breër gemeenskap te bou.
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  &lt;/ul&gt;&#xD;
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           Waarom is ‘n positiewe skoolkultuur belangrik vir leerders?
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  &lt;p&gt;&#xD;
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           'n Positiewe skoolkultuur hou talle voordele vir leerders in. Wanneer leerders veilig, ondersteun en waardeer voel by die skool, is hul meer geneig om te leer, akademies beter te presteer en verhoogde sosiale- en emosionele ontwikkeling te ervaar. 
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           Wanneer leerders verbonde voel aan hul skoolgemeenskap, is hulle meer geneig om gereeld skool by te woon, aan buitemuurse aktiwiteite deel te neem en 'n positiewe houding teenoor die skool te hê. Hierdie gevoel van behoort (sense of belonging) help ook om afknouery en ander negatiewe gedrag te verminder, aangesien leerders meer geneig is om na mekaar om te sien en mekaar te respekteer. 
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           Daarbenewens kan 'n positiewe skoolkultuur positiewe verhoudings tussen leerders en hul onderwysers bevorder, wat bewys is dat dit akademiese uitkomste verbeter. Onderwysers wat waardeer en ondersteun word deur hul skoolgemeenskap is meer geneig om effektief en aktief betrokke te wees in hul onderrig, wat weer hul leerders bevoordeel. Oor die algemeen lê 'n positiewe skoolkultuur die grondslag vir 'n veilige en ondersteunende leeromgewing wat tot voordeel van alle leerders is.
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      &lt;br/&gt;&#xD;
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  &lt;p&gt;&#xD;
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           Waarom is 'n positiewe skoolkultuur belangrik vir klaskamer-onderwysers?
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  &lt;p&gt;&#xD;
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           'n Positiewe skoolkultuur is net so belangrik vir onderwysers as vir leerders. Benewens 'n noemenswaardige toename in onderwyserprestasie, kan 'n positiewe skoolkultuur ook help om 'n gevoel van oop kommunikasie onder onderwysers te skep, wat veral belangrik kan wees in groot skole of in skole waar onderwysers maklik in isolasie kan werk. Hierdie gevoel van gemeenskap kan onderwysers 'n ondersteuningsnetwerk, 'n gevoel van behoort en geleenthede vir samewerking en professionele ontwikkeling bied. 
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           Wanneer onderwysers deur hul skoolgemeenskap ondersteun word, is hulle meer geneig om gemotiveerd en toegewyd te wees aan hul werk. Dit kan lei tot minder gevalle van uitbranding en laer personeelomset, wat veral belangrik kan wees in gebiede waar daar onderwysertekorte is. 
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           Daarbenewens kan 'n positiewe skoolkultuur help om 'n gevoel van gedeelde doel onder onderwysers te bevorder, wat veral belangrik kan wees in skole met uiteenlopende leerderbevolkings. Wanneer onderwysers 'n verbintenis tot 'n positiewe skoolkultuur deel, is hulle meer geneig om saam te werk om alle leerders te ondersteun, ongeag hul agtergrond of omstandighede. Oor die algemeen lê 'n positiewe skoolkultuur die grondslag vir 'n ondersteunende en samewerkende werksomgewing vir onderwysers, wat uiteindelik tot voordeel van hul leerders is.
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      &lt;br/&gt;&#xD;
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Waarom is 'n positiewe skoolkultuur belangrik vir die breër gemeenskap?
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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           'n Positiewe skoolgemeenskap is nie net belangrik vir leerders en onderwysers nie, maar ook vir die breër skoolgemeenskap, insluitend ouers, gesinne en ander in die plaaslike omgewing. Wanneer 'n skool 'n positiewe kultuur het, skep dit 'n gevoel van behoort en trots onder alle lede van die gemeenskap, wat 'n positiewe impak op die skool se reputasie en algehele sukses kan hê. Eerstens kan 'n positiewe skoolgemeenskap help om sterker vennootskappe tussen die skool en gesinne te bevorder. Wanneer gesinne welkom en waardeer voel in die skoolgemeenskap, is hulle meer geneig om betrokke te wees by hul kind se opvoeding en om die skool se missie en doelwitte te ondersteun. Dit kan help om kommunikasie en samewerking tussen die skool en gesinne te versterk, wat lei tot beter leeruitkomste vir leerders. 
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           Tweedens kan 'n positiewe skoolgemeenskap ook die wyer gemeenskap bevoordeel deur 'n gevoel van konneksie en betrokkenheid te skep. Wanneer 'n skool gesien word as 'n positiewe en welkome plek. Dit kan help om positiewe verhoudings met die plaaslike gemeenskap te bou, insluitend besighede, gemeenskapsorganisasies en regeringsinstansies. Dit kan lei tot groter ondersteuning en hulpbronne vir die skool, asook geleenthede vir leerders om by die breër gemeenskap betrokke te raak en belangrike vaardighede en verhoudings te bou. 
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           Laastens kan 'n positiewe skoolgemeenskap help om positiewe sosiale norme en waardes te bevorder wat 'n breër impak op die samelewing kan hê. Wanneer 'n skoolkultuur vriendelikheid, respek en inklusiwiteit bevorder, kan dit help om 'n kultuur van beskaafdheid en empatie te skep wat verder as die skoolgemeenskap en in die breër wêreld kan strek. Samevattend is 'n positiewe skoolgemeenskap belangrik vir die breër skoolgemeenskap omdat dit sterker vennootskappe met gesinne kan bevorder, positiewe verhoudings met die plaaslike gemeenskap kan bou en positiewe sosiale norme en waardes kan bevorder wat 'n breër impak op die samelewing kan hê. 
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           Watter rol speel die skoolhoof in die skep van positiewe skoolkultuur?
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           Die skoolhoof speel 'n kritiese rol in die skep en bevordering van 'n positiewe skoolgemeenskap. As leier van die skool is die skoolhoof verantwoordelik om die toon aan te gee en 'n voorbeeld te stel wat die skool se waardes en doelstellings weerspieël. Een van die belangrikste maniere waarop skoolhoofde 'n positiewe skoolgemeenskap kan skep, is deur sterk verhoudings met leerders, onderwysers en gesinne te kweek. Dit sluit in om sigbaar en toeganklik te wees, die tyd te neem om leerders en gesinne te leer ken en die skep van geleenthede vir oop en eerlike kommunikasie. 
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           Nog 'n belangrike rol wat skoolhoofde speel is om 'n duidelike en gedeelde visie vir die skool te skep. Dit behels die stel van duidelike doelwitte en verwagtinge vir leerders, onderwysers en personeel en om hierdie doelwitte gereeld en konsekwent te kommunikeer. Dit beteken ook om 'n gevoel van gedeelde doel en toewyding aan die skool se missie en waardes te skep en alle lede van die skoolgemeenskap aan te moedig om saam te werk aan gemeenskaplike doelwitte. Hoofde het ook 'n verantwoordelikheid om 'n veilige en ondersteunende leeromgewing vir alle leerders te skep. Dit beteken om kwessies soos afknouery, diskriminasie en teistering aan te spreek en 'n pro-aktiewe benadering te volg om positiewe gedrag en respek vir ander te bevorder. 
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           Benewens hierdie verantwoordelikhede, kan skoolhoofde ook 'n positiewe skoolgemeenskap skep deur 'n kultuur van voortdurende leer en verbetering te bevorder. Dit beteken om geleenthede vir professionele ontwikkeling vir onderwysers en personeel te skep, terwyl dit ook innovasie en eksperimentering in die klaskamer aanmoedig. Oor die algemeen speel die skoolhoof 'n kritiese rol in die skep van 'n positiewe skoolgemeenskap deur sterk verhoudings te bou, 'n duidelike en gedeelde visie te skep, 'n veilige en ondersteunende leeromgewing te bevorder en deurlopende leer en verbetering aan te moedig. Deur 'n aktiewe en sigbare leierskaprol in te neem, kan skoolhoofde help om 'n kultuur van positiwiteit, samewerking en sukses in skole te bevorder.
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           Hoe kan ‘n positiewe skoolkultuur geskep word?
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           Die skep van 'n positiewe skoolkultuur is 'n proses wat deurlopende toewyding en inspanning verg. Hier is 'n paar praktiese stappe wat skoolhoofde en skoolbestuurders kan neem om 'n positiewe skoolkultuur in hul skool te skep:
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           Ontwikkel 'n gedeelde visie en missie
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           Die skep van 'n gedeelde visie en missie is 'n belangrike eerste stap in die bou van 'n positiewe skoolkultuur. Dit behels om insette van alle belanghebbendes te kry, insluitend leerders, onderwysers, ouers en gemeenskapslede. Die visie en missie moet die waardes en oortuigings van die skoolgemeenskap weerspieël en 'n padkaart bied vir die bereiking van die skool se doelwitte. 
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           Die bou van sterk verhoudings
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           Die bou van sterk verhoudings is die kern van 'n positiewe skoolkultuur. Dit sluit die bou van verhoudings tussen leerders, onderwysers, personeel en die wyer gemeenskap in. 
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           Skoolhoofde en die skoolbestuur kan die bou van verhoudings aanmoedig deur geleenthede te skep vir leerders, onderwysers en personeel om interaksie met mekaar te hê en saam te werk. Die implementering van welstandsprogramme kan ‘n positiewe invloed op personeel en leerders hê. Die sosiale- en emosionele welstand van leerders is noodsaaklik en hou direk verband met akademiese sukses. Leerders moet toegerus word met die vaardighede om veerkragtigheid en strategieë te ontwikkel om 'n positiewe ingesteldheid en gesonde verhoudings te handhaaf. 
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           Onderwysers het swaar werksladings en moet in 'n gesonde geestelike- en emosionele toestand wees om op hul beste te kan funksioneer. Hulle moet voel dat hulle deur die skoolbestuur en ander personeellede ondersteun word. Deur bloot by personeel in te skakel en 'n oop dialoog te bevorder, kan 'n boodskap gestuur word dat hulle waardeer en ondersteun word. Ander inisiatiewe soos die aanbied van kursusse in bemiddeling of joga en die organisering van gereelde sosiale geleenthede vir personeel en spanbou-aktiwiteite kan 'n reuse positiewe uitwerking op personeel se moraal hê en help om 'n werkplekomgewing te skep waar onderwysers wil wees. Alle onderwysers het sterk punte – erken dit en erken al die goeie werk wat hulle doen, veral wanneer hulle ekstra doen. Leer jou personeel ken, leer oor hul lewens buite die werk, onthou hul verjaarsdae. Hierdie klein dingetjies kan 'n groot verskil maak. Die bevordering van 'n kultuur van dankbaarheid onder beide personeel en leerders kan ook 'n positiewe uitwerking hê en vriendelikheid en verdraagsaamheid in 'n skoolgemeenskap bevorder.
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           Beklemtoon positiewe versterking
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           Positiewe versterking is 'n kragtige instrument om gedrag te vorm en 'n positiewe skoolkultuur te bevorder. Dit sluit in die erkenning en beloning van goeie gedrag, asook die verskaffing van konstruktiewe terugvoer om leerders te help verbeter. Skoolhoofde en skoolbestuurders kan ook positiewe gedrag en houdings modelleer om die toon aan te gee vir die skoolkultuur. 
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           Vier diversiteit
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           Die viering van diversiteit is 'n belangrike deel van die skep van 'n positiewe skoolkultuur. Dit behels die erkenning en waardering van individuele- en kulturele verskille en die bevordering van 'n kultuur van inklusiwiteit. Skoolhoofde en skoolbestuurders kan die skoolkultuur bevorder. 
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           Moedig leerderstem en deelname aan
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           Die aanmoediging van leerderstem en deelname is 'n belangrike deel van die skep van 'n positiewe skoolkultuur. Dit behels om leerders 'n sê te gee in besluitnemingsprosesse en om geleenthede vir hulle te skep om leiersrolle aan te neem. Hoofde en skoolbestuurders kan ook leerderdeelname aanmoedig deur forums vir leerderterugvoer te skep en leerders by skoolgeleenthede en -aktiwiteite te betrek. 
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           Prioritiseer personeelontwikkeling
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           Om te belê in personeelontwikkeling is 'n belangrike aspek van die skep van 'n positiewe skoolkultuur. Dit behels die verspreiding van geleenthede vir professionele ontwikkeling en opleiding om onderwysers en personeel te help groei en ontwikkel. Skoolhoofde en skoolbestuurders kan ook mentorskap en afrigting verskaf om onderwysers en personeel te help om hul professionele doelwitte te bereik. 
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           Alhoewel dit waar is dat elke skool anders is, is dit die faktore wat u skool uniek maak, wat die stappe sal bepaal wat u moet neem om 'n positiewe skoolkultuur te bevorder. Die wenke in hierdie artikel is bedoel om as 'n wegspringplek vir skole te dien. Niemand ken jou skool so goed soos jy en jou bestuurspan nie. Dus, gewapen met hierdie inligting, begin vandag klein veranderinge in jou skool aanbring en kyk na die impak wat dit op jou leerders, onderwysers en die algehele kultuur het. 
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           Bronne:
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      &lt;a href="https://fordhaminstitute.org/national/commentary/how-instill-positive-school-culture#:~:text=Schools%20with%20positive%20cultures%20have,practices%20that%20promote%20student%20success" target="_blank"&gt;&#xD;
        
            https://fordhaminstitute.org/national/commentary/how-instill-positive-school-culture#:~:text=Schools%20with%20positive%20cultures%20have,practices%20that%20promote%20student%20success
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            .
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      &lt;a href="https://pdst.ie/positive-school-culture-and-climate" target="_blank"&gt;&#xD;
        
            https://pdst.ie/positive-school-culture-and-climate
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           2025/01/29
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             CREATING A POSITIVE
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           SCHOOL CULTUR
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           E
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           Culture is essentially "how things are done around here," encompassing what's acceptable or not, encouraged or discouraged behaviour. It includes traditions, values, beliefs and attitudes shaping everything in an organisation. This culture is reinforced through rites, communication patterns, informal structures, expected behaviours and perceptions.
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           In schools, culture defines how things are done in a school, covering dress code, beliefs, norms, values, diet and more, along with interactions among community members. Fullan (2007) defines school culture as the guiding beliefs and values in school operations. It includes attitudes, expected behaviours and values impacting school functioning. This term also refers to concrete issues like learner safety, classroom orderliness and celebrating diversity.
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           School culture, like broader social culture, arises from both conscious and unconscious perspectives, values, interactions and practices that are strongly influenced by the school's institutional history. Learners, parents, teachers, administrators, and other staff members all shape a school's culture, along with external factors like the community, operational policies and founding principles.
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           As a principal or school manager, you're responsible for moulding the culture of your school. While it's easy to identify factors leading to a negative culture, pinpointing what constitutes a positive culture can be challenging. Nevertheless, fostering a positive school culture is crucial for establishing a safe, inclusive learning environment that promotes learner growth and attracts and retains dedicated, capable teachers.
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           What is a positive school culture?
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           A positive school culture is a setting in which everyone, including learners, teachers, and staff, feels respected, valued, and supported. It's a place where individuals feel safe to express their ideas and opinions, fostering a strong sense of community and celebrating diversity.
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           What are the benefits of a positive school culture? 
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           Building a positive school culture yields numerous benefits, including:
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            Enhanced learner achievement: Research indicates that learners in schools with positive cultures perform better on academic level.
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            Increased learner engagement: Learners are more likely to be engaged in learning when they feel valued and supported.
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            Improved teacher morale: Teachers tend to be more motivated and satisfied in a positive school culture, resulting in lower staff turnover and higher retention rates.
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            Better learner behaviour: Learners are less prone to negative behaviour when they feel respected and supported.
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            Increased community involvement: A positive school culture fosters stronger connections between the school and the wider community.
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           Why is a positive school culture important for learners?
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           A positive school culture has numerous benefits for learners. When learners feel safe, supported and valued at school, they are more likely to engage in learning, have better academic performance and gains positive social and emotional development. 
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           When learners feel connected to their school community, they are more likely to regularly attend school, participate in extra-curricular activities and have a positive attitude towards school. This sense of belonging also helps to reduce the likelihood of bullying and other negative behaviours as learners are more likely to look out for each other and respect one another. 
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           In addition, a positive school culture can foster positive relationships between learners and their teachers, which has been shown to improve academic outcomes. Teachers who feel valued and supported by their school community are more likely to be effective and engaged in their teaching, which in turn benefit their learners. Overall, a positive school culture sets the foundation for a safe and supportive learning environment that benefits all learners. 
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           Why is a positive school culture important for classroom teachers?
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           A positive school culture is just as important for teachers as it is for learners. In addition to a notable increase in teacher performance, a positive school culture can also help create a sense of community among teachers, which can be particularly important in large schools or in schools where teachers may work in isolation. This sense of community can provide teachers with a support network, a sense of belonging, and opportunities for collaboration and professional development. 
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           When teachers feel supported by their school community, they are more likely to be motivated and committed to their work. This can lead to reduced burnout and turnover, which can be particularly important in areas where there are teacher shortages. 
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           In addition, a positive school culture can help to promote a sense of shared purpose among teacher, which can be particularly important in schools with diverse learner populations. When teachers share a commitment to a positive school culture, they are more likely to work together to support all learners, regardless of their background or circumstances. Overall, a positive school culture sets the foundation for a supportive and collaborative work environment for teachers, which ultimately benefit their learners. 
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           Why is a positive school culture important for the broader community?
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           A positive school community is not only important for learners and teachers, but also for the wider school community, including parents, families and others in the local area. When a school has a positive culture, it creates a sense of belonging and pride among all members of the community, which can have positive impact on the school’s reputation and overall success. Firstly, a positive school community can help to foster stronger partnerships between the school and families. When families feel welcomed and valued in the school community, they are more likely to be involved in their child’s education and to support the school’s mission and goals. This can help to strengthen communication and collaboration between the school and families, leading to better learning outcomes for learners. 
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           Secondly, a positive school community can also benefit the wide community by creating a sense of connection and engagement. When a school is seen as a positive and welcoming place it can help build positive relationships with the local community, including businesses, community organisations, and government agencies. This can lead to increased support and resources for the school, as well as opportunities for learners to engage with the wider community and develop important skills and relationships. 
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           Lastly, a positive school community can help to promote positive social norms and values that can have a broader impact on society. When a school culture promotes kindness, respect and inclusivity, it can help to create a culture of civility and empathy that can extend beyond the school community and into the wider world. In summary, a positive school community is important for the wider school community because it can foster stronger partnerships with families, build positive relationships with the local community and promote positive social norms and values that can have a broader impact on society. 
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           What role does the principal play in creating a positive school culture?
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           The principal plays a critical role in creating and fostering a positive school community. As the leader of the school, the principal is responsible for setting the tone and creating a culture that reflects the school’s values and goals. One of the key ways that principals can create a positive school community is by building strong relationships with learners, teachers and families. This includes being visible and accessible, taking the time to get to know learners and families and creating opportunities for open and honest communication. Another important role that principals play is in creating a clear and shared vision for the school. This involves setting clear goals and expectations for learners, teachers and staff and communicating these goals regularly and consistently. It also means creating a sense of shared purpose and commitment to the school’s mission and values and encouraging all members of the school community to work together towards common goals. Principals also have a responsibility to create a safe and supportive learning environment for all learners. This means addressing issues such as bullying, discrimination and harassment and taking a proactive approach to promoting positive behaviour and respecting others. 
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           In addition to these responsibilities, principals can also create a positive school community by promoting a culture of continuous learning and improvement. This means creating opportunities for professional development for teachers and staff, while also encouraging innovation and experimentation in the classroom. Overall, the principal plays a critical role in creating a positive school community by building strong relationships, creating a clear and shared vision, promoting a safe and supportive learning environment and encouraging continuous learning and improvement. By taking an active and visible leadership role, principals can help foster a culture of positivity, collaboration and success in their schools. 
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           What steps can be taken to create a positive school culture?
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           Creating a positive school culture requires ongoing dedication and action. Principals and school managers play a crucial role in this process. Here are practical steps you can follow to create a positive school culture:
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           Develop a shared vision and mission 
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           Start by engaging all stakeholders, including learners, teachers, parents and community members, to create a vision and mission that reflects the school's values and goals.
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           Foster strong relationships
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           Building relationships among learners, teachers, staff, and the wider community is essential. Principals can facilitate interaction and collaboration by providing opportunities for engagement. Implementing an effective wellbeing program is vital for both staff and learners, as emotional and social wellbeing directly impact academic success. Equipping learners with resilience-building skills and promoting positive mindsets contributes to healthy relationships and overall wellbeing.
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           Support teachers
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           Recognise that teachers have demanding workloads and prioritise their mental and emotional wellbeing. By providing support and resources and creating a supportive environment, enable teachers to perform at their best.
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           Teachers shoulder heavy workloads and needs to be in a healthy mental and emotional state in order to perform at their best. Support from school managers and colleagues is crucial. Regular check-ins and fostering open dialogue signal value and support. Organising social events, and team-building activities boost morale and cultivate an environment where teachers can thrive. Acknowledging their strengths, recognising exceptional efforts and personal gestures like remembering birthdays fosters a sense of appreciation. Cultivating gratitude along staff and learners fosters kindness and tolerance in the wider community.
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           Emphasizing Positive Reinforcement
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           Recognizing and rewarding good behaviour and providing constructive feedback that shape behaviour and cultivate positivity. Principals and managers can model positive attitudes to set the tone.
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           Celebrating Diversity
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           Celebrating diversity is an important part of creating a positive school culture. This involves recognising and valuing the differences between individuals and cultures and promoting a culture of inclusivity. Principals and managers can promote diversity by incorporating diverse perspectives and experiences into the curriculum and by creating opportunities for learners to learn about and celebrate different cultures. 
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           Encouraging Learner Voice and Participation
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           By involving learners in decision-making processes and leadership roles will empower them. Providing forums for feedback and involving learners in school events promotes engagement.
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           Prioritising Staff Development
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           Investing in professional development and mentoring helps staff to grow and develop. Principals and managers can support teachers in reaching their professional goals by creating opportunities and communicating with regards to training and professional development.
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           Although every school is unique, and the tailored approaches at your school is what makes it unique, this will help determine what steps you need to take to improve your school culture. These tips serve as a starting point that can empower schools to initiate positive change. With small adjustments, schools can observe a significant impact on learners, teachers and overall culture.
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           Sources:
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      &lt;a href="https://www.classcover.com.au/blog/creating-a-positive-school-culture-a-principals-guide/" target="_blank"&gt;&#xD;
        
            https://www.classcover.com.au/blog/creating-a-positive-school-culture-a-principals-guide/
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      &lt;a href="https://aonetwerk.co.za/skoolkultuur/" target="_blank"&gt;&#xD;
        
            https://aonetwerk.co.za/skoolkultuur/
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      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal+nuusbrief+WA.png" length="622746" type="image/png" />
      <pubDate>Wed, 29 Jan 2025 09:42:07 GMT</pubDate>
      <guid>https://www.saou.co.za/skoolkultuur-school-culture</guid>
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      <title>Studente in klaskamers | Students in the class room</title>
      <link>https://www.saou.co.za/studente-in-klaskamers-saro-registrasie-students-in-the-class-room-sace-registration</link>
      <description>NN 04/2025: Om geregistreerd te wees by die Suid-Afrikaanse Raad van Opvoeders (SARO) is verpligtend vir enige nuut aangestelde werknemer wat ‘n beroep...</description>
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           NN 04/2025
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           STUDENTE IN KLASKAMERS EN
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           SARO-REGISTRASIE
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           Om ‘n onderwysstudent by ‘n skool aan te stel hou verskeie voordele vir beide die skool asook die student in. Vir ‘n student is ‘n indiensneming die verbinding tussen teorie en die praktiese toepassing daarvan, aangesien suiwer teorie geen ‘aksie’ behels nie. 
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           Afgesien van die voorreg vir ‘n skool om so ‘n geleentheid aan ‘n student te kan verskaf, verlig studente ook die werkslas van onderwysers met die uitvoering van hul pligte as assistente. 
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           Dit is egter baie belangrik vir skole om reeds tydens die aanvang van studente se onderwysloopbaan die regte raad en leiding aan studente te verskaf. Een so ‘n aspek is beslis SARO-registrasie. 
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           Om geregistreerd te wees by die Suid-Afrikaanse Raad van Opvoeders (SARO) is verpligtend vir enige nuut aangestelde werknemer wat ‘n beroep in die onderwys wil beoefen. 
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           Wat behels die registrasie van voornemende onderwysers?
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             Voornemende onderwysers wat nog studeer om ‘n diploma of ‘n graad in die onderwys te bekom, word voorlopig in hul finale studiejaar. geregistreer. Hierdie voorlopige registrasiestatus sal die persoon in staat stel om ‘n bevestigingsbrief (met ‘n vervaldatum) vanaf SARO te ontvang. Sodra die voornemende opvoeder as ‘n volwaardige opvoeder kwalifiseer, moet die SARO-kantoor van gewaarmerkte afskrifte van die sertifikate en identiteitsdokument voorsien word om vir volle registrasie te kwalifiseer. 
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            Voornemende onderwysers wat voorlopig geregistreer is, mag onder geen omstandighede as volwaardige gekwalifiseerde onderwysers in ‘n klaskamer onderrig nie. Hierdie onderwysers mag slegs as assistente dienste verrig. 
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           Wat behels die registrasie van ‘n reeds gekwalifiseerde persoon wat nog nie ‘n professionele onderwyskwalifikasie bekom het nie?
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            So ‘n onderwyser sal voorlopig geregistreer kan word met die voorwaarde dat ‘n onderwyskwalifikasie binne ‘n redelike tydperk bekom moet word. 
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            Hierdie tipe onderwyser sal mag optree as ‘n volwaardige onderwyser in ‘n klaskamer. 
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           Wie moet registreer by SARO?
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           Onderwysers soos bovermeld werksaam by:
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            Openbare skole. Dit is onderwysers in diens geneem onder die Wet op Indiensneming van Opvoeders van 1998;
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            Erkende onafhanklike skole;
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            Verdere Onderwys- en Opleidingsinstellings (in diens ingevolge die VOO-wet van 1998);
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            Volwasse leersentrums (BOOV);
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            Waldorf- en Montessori-sentrums;
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            VKO-onderwysers met ‘n minimum NKR vlak 4 VKO-kwalifikasies in diens in openbare en onafhanklike skole in graad R; and
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            Buitelandse onderwysers soos per SARO besluit van 2008.
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           Waarom is dit so belangrik vir onderwysers om by SARO geregistreerd te wees?
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           In terme van die Suid-Afrikaanse Raad van Opvoeders Wet mag geen onderwyser in diens geneem word deur enige werkgewer indien diegene nie by die Raad geregistreerd is nie. 
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           Wat is die gevolge van skoolhou sonder SARO-registrasie?
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            Dissiplinêre stappe teen die nie-geregistreerde onderwyser;
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            Dissiplinêre stappe teen die Skoolhoof aangesien dit die Skoolhoof se verantwoordelikheid is om toe te sien dat slegs SARO-geregistreerde onderwysers in ‘n klaskamer werksaam is; en
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            Indien leerders weens die nalatigheid skade ly, sal ouers verdere stappe teen die skool asook die nalatige individue kan oorweeg. 
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            Dit is dus uiters belangrik vir alle belanghebbendes in die onderwys om SARO-registrasie as ‘n hoë prioriteit te ag. 
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            Die bovermelde verduideliking is verkry vanaf die SARO-webblad. Vir verdere inligting besoek gerus
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           www.sace.org.za
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            om die inligtingstuk vir SARO-aansoekers te bekom.
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           Indien jy twyfel of vrae het oor die onderwerp, moet asseblief nie huiwer om jou provinsiale SAOU-kantoor of die SAOU Regsafdeling te kontak nie.
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           2025/01/28
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           STUDENTS IN CLASSROOMS AND SACE REGISTRATION
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           Employing an education student at a school has several advantages for both the school and the student. For a student, employment is the connection between theory and its practical application, since pure theory does not involve any 'action'. 
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           Apart from the privilege of a school to be able to provide such an opportunity to a student, students also lighten the workload of educators with the performance of their duties as assistants. 
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           It is however very important for schools to provide students with the right advice and guidance at the commencement of their teaching career. One such aspect is certainly SACE registration.
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           Being registered with the South African Council of Educators (SACE) is one of the most important tasks of any newly appointed employee who wants to pursue a career in education.
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           What does the registration of prospective educators involve?
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            Prospective educators who are still studying to obtain a diploma or a degree in education are provisionally registered in their final year of study. This provisional registration status will enable the person to receive a confirmation letter (with an expiry date) from SACE. Once the prospective educator qualifies as a full-fledged educator, he/she must provide the SACE office with certified copies of the certificates and identity document to qualify for full registration.
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            Prospective educators who are provisionally registered may under no circumstances teach as fully qualified educators in a classroom. These educators may only perform services as assistants.
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           What does the registration of an already qualified person who has not yet obtained a professional teaching qualification entail?
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            Such an educator will be able to be registered provisionally with the condition that a teaching qualification must be obtained within a reasonable period of time.
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            This type of educator will be able to act as a full-fledged educator in a classroom.
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           Who must register with SACE?
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           Educators working at:
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            Public schools. These are educators employed under the Employment of Educators Act of 1998;
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            Recognized independent schools;
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            Further Education and Training Institutions (in service in terms of the FET Act of 1998);
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            Adult learning centres (ALCs);
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            Waldorf and Montessori centres;
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            ECD educators with a minimum NQF level 4 ECD qualifications employed in public and independent schools in grade R; and
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            Foreign educators as per SACE decision of 2008.
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           Why is it so important for educators to be registered with SACE?
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           In terms of the South African Council of Educators Act, no teacher may be employed by any employer if they are not registered with the Council.
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           What are the consequences of teaching without SACE registration?
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            Disciplinary action against the non-registered educator;
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            Disciplinary steps against the Principal as it is the Principal’s responsibility to ensure that only SACE registered educators are teaching in the classroom; and
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            If learners suffer damage due to negligence, parents will be able to consider further steps against the school as well as the negligent individuals.
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           It is therefore extremely important for all stakeholders in education to regard SACE registration as a high priority.
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            The above explanation was obtained from the SACE web page. For further information please visit
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           www.sace.org.za
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           to access the information sheet for SACE applicants.
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           If you have doubts or questions on the matter, please do not hesitate to contact your provincial SAOU office or SAOU Legal Department.
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&lt;/div&gt;</content:encoded>
      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal+nuusbrief+WA.png" length="622746" type="image/png" />
      <pubDate>Tue, 28 Jan 2025 12:07:03 GMT</pubDate>
      <guid>https://www.saou.co.za/studente-in-klaskamers-saro-registrasie-students-in-the-class-room-sace-registration</guid>
      <g-custom:tags type="string" />
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        <media:description>thumbnail</media:description>
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        <media:description>main image</media:description>
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    </item>
    <item>
      <title>Implementering van die Wysigings van die Suid-Afrikaanse Skolewet | Implementation of the Amendments to the South African Schools’ Act</title>
      <link>https://www.saou.co.za/implementerig-van-die-wysigings-van-die-suid-afrikaanse-skolewet-implementation-of-the-amendments-to-the-south-african-schools-act</link>
      <description>NN 01 /2025: Provided the interpretation and amendments to the SASA. Additionally, the SAOU presented a webinar on the important burning issues. The Minister of Basic Education (MBE) was tasked to lead the implementation of these amendments...</description>
      <content:encoded>&lt;div&gt;&#xD;
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           NN 03/2025
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           IMPLEMENTERInG VAN DIE WYSIGINGS VAN DIE SUID-AFRIKAANSE
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           SKOLEWET 
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           1.
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           Wat is die beplanning rondom die implementering van die SA Skolewet wysigings (SASW)?
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    &lt;a href="https://www.saou.co.za/promulgering-van-wysigingswet-op-sa-skolewet-promulgation-of-amendment-act-on-sa-schools-act" target="_blank"&gt;&#xD;
      
           Nasionale Nuusbrief 1 van 2025
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            het die agtergrond en interpretasie van die wysigings aan die SASW uiteengesit. Daarmee saam het die SAOU ‘n webinaar aangebied waarin die belangrikste brandpunte aangespreek is. Die Minister van Basiese Onderwys (MBO) is getaak om aan die stuur te wees m.b.t. tot die implementering van die   wysigings.
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           Tydens terugvoer oor die stand van gereedheid het die Departement van Basiese Onderwys (DBO) aangedui dat daar alreeds met mediasie in al 9 provinsies in 2024 begin is. Die doel hiervan is dat daar ‘n gemeenskaplike begrip rondom die implementering gevorm moet word. Die mediasieproses vind in die vorm van ‘n inligtingsessie plaas waarin sekere aspekte uitgelig word.
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           2. Wie word by die mediasieproses betrek?
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           Hierdie sessies is gemik op senior provinsiale amptenare, Regsdienste, distriksdirekteure en hul bestuurspanne, amptenare wat betrokke is by skoolveiligheid, diegene betrokke by graad R, tuisskool-onderrig en klein skole, verteenwoodigers van vakbonde, beheerliggaamorganisasies en professionele verenigings.
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            Indien hierdie sessies reeds in u area aangebied is en u dit moontlik nie bygewoon het nie, sal soortgelyke sessies in 2025 aangebied word. Taakspanne word opgestel om ook die opleiding aan beheerliggame, skoolhoofde, skoolbestuurspanne en onderwysers aan te bied.
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           Hierdie opleiding sal tussen Januarie 2025 en Maart 2025 aangebied word.
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           ‘n Gemeenskapsopleidingsprogram van die wysigings op die SASW sal deur Kwaliteit Leer en Onderrig Veldtog (QLTC) aangebied word.
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           3. Watter riglyne sal beskikbaar gestel word en wanneer sal dit beskikbaar wees?
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           Die DBO stel in vooruitsig dat daar riglyndokumente beskikbaar gestel sal word om die implementering van die wysigings te vergemaklik.
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           Die ontwikkeling van die riglyndokumente het reeds begin. Hierdie dokumente sal eers deur konsultasie prosesse gaan, waartydens belanghebbers insette sal lewer in die ontwikkeling van die regulasies en riglyne. Dit sal voorgelê word aan die Komitee van Onderwyshoofde (HEDCOM) en die Raad van Onderwys Ministers (CEM) waarna die dokumente aan provinsies, distrikte en skole uitgestuur sal word.
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           4. As die MBO verwys na regulasies, watter regulasies is dit?
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            Daar is verskeie en uiteenlopende beleide, omsendskrywes vir omskakeling na regulasies geïdentifiseer.
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            Klik hier
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            om die volledige lys te sien
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    &lt;a href="https://www.saou.co.za/promulgering-van-wysigingswet-op-sa-skolewet-promulgation-of-amendment-act-on-sa-schools-act" target="_blank"&gt;&#xD;
      
           soos voorgehou tydens `n opvolg vergadering gehou deur die MBO op 11 Januarie 2025 rakende skoolgereedheid vir die 2025 akademiese jaar.
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           5. Hoe kan die SAOU jou ondersteun?
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           Die SAOU sal u op hoogte hou van die ontwikkelinge rondom die dokumente. Die dokumente soos gefinaliseer, sal op die SAOU se aanlynstelsel SAOU aanlyn geplaas word.
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            gems
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           Verhoging in GEMS-lidmaatskapfooie en die implementering van die mediese subsidie
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           1. Wat behels die verhoging van GEMS se lidmaatskapfooi?
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           GEMS het ‘n verhoging van 13.9% toegepas op bestaande planne, met die wat in werking getree het vanaf 1 Januarie 2025. Die uitoefening van u opsie is uitgestel tot 25 Januarie 2025. Hierdie uitsteldatum het twee implikasies:
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            Indien u voor 16 Desember 2024 u opsie verandering deurgestuur het sal die korrekte lidmaatskapfooi afgetrek word.
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             Indien u na 16 Desember 2024 u opsie uitgeoefen het sal die regstelling eers terugwerkend geïmplementeer word. Dit beteken dat indien u na ‘n laer opsie toe beweeg het, u in Januarie 2025 steeds die hoër opsie se lidmaatskapfooi sal betaal en dit eers in Februarie 2025 reggestel sal word. U moet verwag dat u salaris nie dieselfde sal wees as Desember 2024 nie en dat u voorsiening hiervoor sal moet maak.
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            GEMS het ook hierdie inligting individueel aan hulle lede gekommunikeer.
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           2. Wat is die mediese subsidie wat ek kan verwag?
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            Die Departement van Staasdiensadministrasie (DPSA) het in
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/DPSA_Circular_No_48-2024_GEMS.pdf" target="_blank"&gt;&#xD;
      
           Omsendskrywe 48 van 2024
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            op 7 Desember 2024 ‘n aanpassing van 5.9% bekendgemaak vir 2025.
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           3. Wanneer kan ek die mediese subsidie verwag?
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           Die implementering van die verhoging is die verantwoordelikheid van die betrokke provinsie en dit mag dus wissel van een provinsie tot ‘n ander. Indien hierdie mediese subsidie nie geïmplementeer word nie, kontak u provinsiale kantoor aangesien hierdie van provinsie tot provinsie mag verskil.
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           4. Wat doen die unie om my te beskerm deur hierdie uitermatige hoë lidmaatskapsfooi? 
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           Die SAOU, wat geaffilieer is met FEDUSA, het ‘n taakspan saamgestel om die kollektiewe ooreenkoms wat met GEMS gesluit is uit te daag oor die eensydige implementering van die lidmaatskapsfooi en is tans besig om regsgronde vir litigasie te ondersoek. Al die staatsdiens vakbonde binne FEDUSA het eenparig hulle steun aan die aksie verleen. 
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           Ons hou u op hoogte met verwikkelinge in hierdie verband. 
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           5. Wat doen die unie om die lae verhoging in van die staat se mediese subsidie aan te spreek? 
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           Georganiseerde arbeid is tans besig om as deel van die salarisonderhandelinge hierdie kwessie aan te spreek. Hierdie is een van die eise wat onderhandel word. Ons sal die uitkoms kommunikeer sodra dit beskikbaar is. 
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           Kontak u SAOU-provinsiale kantoor of die Dienssentrum onverwyld indien u enige navrae het.
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           2025/01/16
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           IMPLEMENTATION OF THE AMENDMENTS TO THE SOUTH AFRICAN SCHOOLS’ ACT
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           1.
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           What is planned for the implementation of the amendments to South African Schools Act (SASA)?
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    &lt;a href="https://www.saou.co.za/promulgering-van-wysigingswet-op-sa-skolewet-promulgation-of-amendment-act-on-sa-schools-act" target="_blank"&gt;&#xD;
      
           National Newsletter 1 of 2025
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            provided the interpretation and amendments to the SASA. Additionally, the SAOU presented a webinar on the important burning issues. The Minister of Basic Education (MBE) was tasked to lead the implementation of these amendments.
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           During a feedback session on the state of readiness, the Department of Basic Education (DBE) indicated that they embarked on a process of mediation in all 9 provinces during 2024. The aim is to ensure universal understanding and interpretation of the Act. The mediation process takes the form of an information session where certain aspects are highlighted.
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           2.
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           Who was the targeted group of the mediation process?
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            This session was aimed at senior provincial officials, legal services, district directors and their management teams, officials responsible for school safety, Grade R, home education, small schools, representatives from organised labour, SGB associations and professional associations.
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           If these sessions have  already been conducted in your region and you were unable to attend, similar sessions will be held in 2025. Task teams are established to provide training to school governing bodies, principals, school management teams and teachers.
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           This training will take place from January 2025 to March 2025.
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           The Quality Learning and Teaching Campaign (QLTC) will have community mediation of the amendments to SASA.
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           3. Which guidelines will be made available and when will it be available?
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           The DBE indicated that guideline documents will be made available to assist in the implementation of the amendments.
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           The development of the guideline documents has already commenced. These documents will first be submitted for a consultation process, where stakeholders will be able to provide inputs on the development of the guidelines. These inputs will then be submitted to Heads of Education Committee (HEDCOM) and to the Council of Education Ministers (CEM), after which they will be distributed to provinces, districts and schools.
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           4.
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           If the MBE refers to regulations, what is being referred to?
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           Numerous policies and circulars have been identified for conversion to regulations
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           .
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/NN_03-2025_List_of_regulations.pdf" target="_blank"&gt;&#xD;
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            Click here
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            to see the full list as presented by the MBE at the follow-up meeting on 11 January 2025 regarding school readiness for the 2025 academic year.
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           5.
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           How can the SAOU support you?
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           The SAOU will keep you up to date on the development of these documents. Once finalised these documents will be published on the SAOU online system – SAOU-online.
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           gems
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           Increase in GEMS membership fees and the implementation of medical subsidy
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           1.
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           What is implied in the increase of the GEMS membership fee?
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           GEMS implemented an increase of 13.9% on existing plans, with the implementation date of 1 January 2025. The choice of option has been extended to 25 January 2025. This extension has two implications.
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            If you submitted your change in option before 16 December 2024, the correct membership fee will be deducted.
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             If you submitted your change in option after 16 December 2024, the corrected deduction will only be implemented retroactively. This means that if you opted to move to a lower option, in January 2025 you will still pay the increased membership fee for the previous option, which will only be rectified in February 2025. Therefore, your salary will not be the same as received in December 2024. You need to take this into account for budgetary purposes.
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            GEMS have individually communicated this information to their members.
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           2.
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           What medical subsidy can be expected?
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            The Department of Public Service Administration (DPSA) announced in
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    &lt;a href="chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https:/irp.cdn-website.com/c0cc1c10/files/uploaded/DPSA_No_48_of_2024.pdf" target="_blank"&gt;&#xD;
      
           Circular 48 of 2024
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            on 7 December 2024 an amendment of 5.9% for 2025.
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           3. When can I expect the medical subsidy?
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           The implementation of the increase is the responsibility of the specific province and it can differ from one province to another. If the medical subsidy is not implemented, please contact your provincial offices as this may differ from province to province.
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           4. What is the union doing to protect me from this excessively high membership fee? 
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           The SAOU, an affiliate of FEDUSA, has formed a task team to challenge the collective agreement reached with GEMS, with regards to the unilateral implementation of the membership fee and is currently exploring legal grounds for litigation. All the public service unions within FEDUSA, unanimously pledged their support for the action. 
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           We will keep you updated with regards to any developments.
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           5. What is the union doing to address the low increase in the state's medical subsidy? 
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           Organised labour is currently addressing this as part of the salary negotiations. This is one of the demands being negotiated. We will communicate the outcome as soon as it is available.
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           Contact your SAOU provincial office or the Service Centre immediately if you have any queries.
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           Die SAOU Welstandprojek is uniek en die eerste van sy soort wat deur 'n onderwysvakbond in Suid-Arika geloods word.
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           Ons nooi alle personeel betrokke in die onderwyssektor uit om van hierdie diens gebruik te maak. U het reeds ‘n WhatsApp ontvang wat hierdie diens aan u beskikbaar stel.
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           Maak gebruik van hierdie gratis diens!
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           Vir meer inligting oor SAOU Help!
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            &amp;#55357;&amp;#56599;
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           Noodlynnommer:
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           The SAOU Wellness Project is unique, the first of its kind to be launched by an education union in South Africa.
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           We invite all staff members in the education sector to make use of this service. You have already received a WhatsApp that enables you to make use of this service.
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           Take advantage of this free service!
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           Emergency Line Number:
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      <pubDate>Thu, 16 Jan 2025 14:11:38 GMT</pubDate>
      <guid>https://www.saou.co.za/implementerig-van-die-wysigings-van-die-suid-afrikaanse-skolewet-implementation-of-the-amendments-to-the-south-african-schools-act</guid>
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      <title>Vrystelling van Graad 12 Uitslae | Release of Grade 12 results</title>
      <link>https://www.saou.co.za/vrystelling-van-graad-12-uitslae-release-of-grade-12-results</link>
      <description>NN 02/2025: ‘n Hoogtepunt vir elke onderwyser is die vrystelling van die Graad 12 uitslae, veral om ‘n vorige leerder as nasionale of provinsiale top presteerders op die verhoog te sien verskyn...</description>
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           NN 02/2025
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           VRYSTELLING VAN DIE GRAAD 12 UITSLAE 2024
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           ‘n Hoogtepunt vir elke onderwyser is die vrystelling van die Graad 12 uitslae, veral om ‘n vorige leerder as nasionale of provinsiale top presteerders op die verhoog te sien verskyn. Dit laat sommer so ‘n warm gevoel in jou hart al het jy jare terug vir hierdie kind skool gehou. 
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           Die stories van elkeen van hierdie Graad 12 leerders, bring soms lag en soms ‘n traan - dit vertel uiteindelik ‘n storie van ‘n twaalf jaar lange reis, ‘n reis wat aan elkeen uniek is.
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           Hierdie storie vertel van 12 skooltasse, 12 stelle skoolskoene; van skoolklere wat aanvanklik heeltemal te groot was, maar waarin elkeen ingegroei het. 
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           Dit is die storie van ‘n Graad 1 onderwyser wat trane moes afvee nadat Ma of Pa hierdie kind op die eerste dag moes afsien; dit vertel van Grondslagfase juffrouens wat hierdie kind moes leer lees en skryf, tel en met klei speel; middellynkruising, sterretjie netbal en bulletjie rugby, wat moes troos en omgee, wat hierdie kind moes leer hoe om met waardigheid op te tree, leer om te wen, maar ook om te verloor.
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           Die storie van hierdie kind in die laerskool vertel van klasse wissel, om by ‘n Meneer klas te kry, om vakke soos Wiskunde te leer, maar ook om leierskap te beoefen as Graad 7 leerlingraad. Dit vertel van die eerste keer wat hierdie kind in die Hoof se kantoor ‘n draai moes maak met groot kommer, maar ook van volwasse gesprekke oor hierdie kind se toekoms; keuses van hoërskole. Dit het die moeilike lewenslesse om kinderdae agter te laat ingesluit soos die afskeid van laerskoolmaats, nuwe liefdes en gebroke harte, maar uiteindelik hoe om een lewensfase in ‘n bekende omgewing af te sluit en om weer van vooraf nuut te begin.
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           Die storie van hierdie kind sluit die eerste dag in Graad 8 in, die vrees vir die groot kinders, ‘n nuwe hoof, nuwe onderwysers, ander vakke, ‘n groot onbekende skoolgebou. Maar dit sluit ook opwindende nuwes in: die eerste Valentynsdans, die eerste Interhoër atletiek om maar net ‘n paar te noem.
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            ﻿
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           Die storie van hierdie kind, sluit af met laastes – die Matriekafskeid, die laaste sokkie, die laaste saalopening en die laaste eksamen, en die laaste dae van kindwees.
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           Die storie vertel nie net van hierdie kind nie, maar van elke onderwyser wat ‘n deel aan hierdie kind se lewe gehad het. Dit vertel van elke onderwyser wat hard gewerk het om voor te berei, om toetse en take op te stel en om seker te maak dat hierdie kind ‘n liefde vir leer maar ook ‘n liefde vir die vak ontwikkel. Dit vertel egter van baie meer as net harde werk om hierdie kind akademies voor te berei om die graad of fase te laat slaag, maar ook van al daardie ekstra tyd waarna daar nooit verwys word nie – na-ure by die skool en op die sportveld en vir kultuur. Dit vertel van ‘n onderwyser se emosionele belegging in hierdie kind; kommer oor hierdie kind se welsyn maar ook die opgewondenheid om elke hoogtepunt saam met hierdie kind te vier. 
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           Die vieringe rondom die Graad 12 leerders van 2024 is ‘n viering vir elke onderwyser wat langs die pad hierdie kind voorberei het om by die onderwysstelsel se spreekwoordelike deur uit te loop - in die toekoms van ‘n volwassene in.
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           Dit is die een dag waar ons as onderwysers stil staan en juig oor die roeping wat ons aanvaar het en die werk wat ons met soveel toewyding doen.
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           Die SAOU wens elke persoon wat ‘n deel van hierdie storie van die Klas van 2024 se verhaal was geluk met die uitslae van hierdie groep en voorspoed vir die nuwe jaar groep waarmee ons nou begin.
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           2025/01/14
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           RELEASE OF THE GRADE 12 RESULTS 2024
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           A highlight for every teacher is the release of the Grade 12 results, specifically to see a former learner appear on stage as a national or provincial top achiever. This leaves you with a warm feeling even if you haven’t taught this child for a long time.
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           The stories of every one of these Grade 12 learners, might bring a laugh or a tear to your eye – in the end it tells a story of a journey over 12 years, a journey which is unique to every child.
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           This story tells of 12 school bags, 12 sets of school shoes; of school uniforms which started off too big, but ended as a perfect fit.
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           This is the story of a Grade 1 teacher who had to wipe the tears from this child’s cheek, after Mom or Dad had to leave on the first day; it tells of Foundation Phase teachers who had to teach this child to read and write, count and play with clay; midline crossing, junior netball and rugby; who had to comfort and care; who had to teach this child how to act with dignity, how to win, but also how to loose.
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           The story of this child tells of preparing to rotate to different classes and how to act when being taught by a male teacher, to learn subjects such as Maths, but also how to be a leader as part of the Grade 7 learner council. This tells of the first time this child had to visit the principal in his office with great apprehension; but also, adult discussions on the future of this child, starting with the selection of a suitable secondary school. It included the difficult life lessons of leaving childhood behind: the loss of primary school friends, young love and broken hearts, but most of all concluding one phase in a known environment and starting anew and being adaptable. 
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           The story of this child tells of the first day in Grade 8, fearing learners who are bigger, a new principal, new teachers, new subjects, a new unknown school building. But it also includes some unknowns: the first Valentine’s dance, first Inter schools’ athletics, to name a few.
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           The story of this child concludes with a long list of lasts: Matric Farewell, the last school dance, the last assembly and the last exam – in effect the last days of childhood.
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           This story tells, not only of this child, but of every teacher who shared a part of this child’s life. It tells of every teacher who had to prepare late into the night, who had to set tasks and tests and who worked hard to ensure that this child developed a love for learning and a love for this specific subject. It actually tells a lot more than of preparing this child academically to pass a grade or a phase, but also tells of extra time which is never mentioned – after hours at school on the sport field or for cultural activities, It tells of emotional investment in this child; worrying about the wellbeing of this child or celebrating each highlight in this child’s life.
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           The celebration of the results of the Grade 12 learners of 2024 is a celebration of every teacher who formed a part of the story of this child; in preparing him to walk out of the door of education into an adult future.
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           This is the day where we as teachers stop and celebrate. We also cheer about our chosen vocation and the work that we perform with dedication.
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           The SAOU congratulates every person who had a part to play in the story of the Class of 2024, as well as in their results and we wish you all the best with the new group of this year.
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      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal+nuusbrief+WA.png" length="622746" type="image/png" />
      <pubDate>Tue, 14 Jan 2025 11:56:04 GMT</pubDate>
      <guid>https://www.saou.co.za/vrystelling-van-graad-12-uitslae-release-of-grade-12-results</guid>
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      <title>Promulgering van wysigingswet op SA Skolewet | Promulgation of amendment act on SA Schools Act</title>
      <link>https://www.saou.co.za/promulgering-van-wysigingswet-op-sa-skolewet-promulgation-of-amendment-act-on-sa-schools-act</link>
      <description>NN 01/2025: Na aanleiding van persverklarings deur die Presidensie en die Minister van Basiese Onderwys betreffende BELA, is daar verskeie opponerende interpretasies wat die rondte doen...</description>
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           NN 01/2025
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           PROMULGERING VAN DIE WYSIGING VAN DIE SUID-AFRIKAANSE SKOLEWET
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           Vanaf 13 Desember 2024 tot en met 24 Desember 2024, was daar ‘n verkeidenheid van aankondigings en mediaverklarings deur beide die Staatspresident en die Minister van Basiese Onderwys (MBO). Die uiteinde hiervan was die promulgering van die wysigings van die Suid-Afrikaanse Skolewet op 24 Desember 2024. Die tydsberekening van die promulgering plaas die stelsel onder onnodige druk en onsekerheid. 
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           1. Waar staan ons tans met die wysigings aan die SA Skolewet (BELA)?
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           Die Staatspresident het ‘n verklaring uitgereik wat aandui dat die MBO deur die Staatspresident opdrag gegee is om toe te sien dat die wysigings geïmplementeer word. Die SAOU neem kennis dat die baie lang proses wat tot op hede gevolg is tot ‘n einde gekom het deur die aankondiging van President Ramaphosa op 20 Desember 2024. Hiermee saam is egter ook aangedui dat norme en standaarde vir die wetgewing opgestel moet word.
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           Die MBO het op 21 Desember 2024 ‘n mediakonferensie gehou waartydens sy dit duidelik gestel het dat sy die tydsraamwerk vir die implementering sal bepaal maar dat die daarstel van die norme en standarde tot en met 18 maande sou kon duur.
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           Op 24 Desember 2024 het die President die Suid-Afrikaanse Skolewet met die nodige wysigings in die Staatkoerant geproklameer.
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           Hier is steeds baie grys areas waar daar nie duidelik uitgestippel word wat gaan gebeur as die skole heropen nie. Die MBO het aangedui dat die Departement van Basiese Onderwys (DBO) teen 31 Januarie 2025 wel kommunikasie gereed sal hê oor sekere kwessies.
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           Daar is sekere prosesse wat steeds onderneem word en die SAOU vorm ‘n deel hiervan om te verseker dat elke leerder in die land die beste moontlike geleentheid tot onderrig ontvang. Dit is egter vir die SAOU noodsaaklik dat onderwysers en skoolbestuurspanne so goed moontlik ondersteun moet word.
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           2. Hoe raak dit die strategiese bestuur van skole met die oog op opening in Januarie 2025?
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           2.1 Die toelating van Graad R-leerders in 2025 
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           Die bywoning van Graad R word verpligtend. Dit beteken dat die Suid-Afrikaanse skoolstelsel nie meer gegrond is op 12 jaar nie, maar in wese na 13 jaar verleng word. Dit plaas die stelsel in lyn met Europese skoolstelsels.
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           Alle leerders wat in die komende jaar 6 jaar oud word, sal verplig wees om aan te meld om in Graad R toegelaat te word. 
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           Die wet sluit ook nou ‘n strafklousule vir ouers (of ander persone) in. Dit beteken dat enige persoon wat ‘n leerder wat skoolpligtig is weerhou om skool by te woon, gestraf sou kon word.
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           Dit is wat die wet tans kommunikeer, maar die praktiese uitvoerbaarheid hiervan noodsaak die MBO om duidelike implementeringsplanne op die tafel te plaas.
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           Die aanname is dat skole wat geregistreer het om Graad R aan te bied (dus ook kleuterskole) sal steeds toegelaat word om leerders in te neem.
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           Die inname van Graad R-leerders aan primêre skole is onderhewig aan die kapasiteit van die skool om hierdie leerders te kan akkommodeer. Dit wil sê dat daar genoegsame onderwysers en fasiliteite beskikbaar moet wees voordat leerders toegelaat kan word.
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           Die praktiese uitvoerbaarheid van hierdie artikel sal egter deur die MBO se riglyndokumente omskryf moet word.
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           2.2 Die druk op toelating veral in Graad 1 en 8 in 2025
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           Die onredelike druk wat Provinsiale Onderwysdepartemente op skole plaas om addisionele leerders in te neem en die hantering daarvan is al verskeie kere oor gekommunikeer. Hiermee net weer ‘n kort opsomming.
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            Die skool se huidige toelatingsbeleid en taalbeleid is steeds geldig.
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            Wanneer die skool gekonfronteer word met groepe leerders wat deur Provinsiale Onderwysdepartement by die skool ingeneem moet word, moet die Skoolhoof dit duidelik stel dat die versoek op skrif moet wees en gerig word aan die Beheerliggaam van die skool.
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            In hierdie geval sal die kapasiteitsbepaling van u skool steeds geldig wees om te bepaal of die skool vol is, al dan nie. Oorweeg die 18 kriteria wat steeds geldend is totdat die regulasies vir die bepaling van skoolkapasiteit geformuleer is, soos gestel in NN 33/2023.
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            Om ‘n enkelmediumskool se taalbeleid te verander na ‘n meertalige skool, word nou duidelik uitgestippel in artikel 6 (7-9) van die wet, maar is steeds onderhewig aan die kapasiteit van die skool, wat die sleutelfaktor is.
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           2.3 Wat is die gesag van die Departementshoof van die Provinsie in terme van toelatingsbeleid?
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           Een van die aspekte wat herhaaldelik deur verskeie entiteite bevraagteken is, is die vermindering van die gesag van Beheerliggame en die verhoogde gesag van die Departementshoof van die Provinsie. Dit het direk betrekking op die toelating van leerders tot die skool.
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           Daar is steeds nie duidelike praktiese riglyne vir die implementering nie. Die wet dui egter aan dat:
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            Die Beheerliggaam steeds ‘n leidende rol speel in die vasstel van die toelatingsbeleid van die skool;
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            Die Departementshoof slegs ‘n aanbeveling vir toelating kan rig, na konsultasie met die Beheerliggaam van die skool; en
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            Die kapasiteit van die skool steeds toelating bepaal.
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           2.4 Wat is die gesag van die Departementshoof van die Provinsie in terme van taalbeleid?
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           ‘n Tweede punt van bespreking het gehandel oor die skool se taalbeleid. Die wetgewing stel die Departementshoof van die Provinsie in staat om:
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            Aan te dui dat Suid-Afrikaanse Gebaretaal as amptelike taal gestel kan word;
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            •Waar dit prakties moontlik is, meer as een taal van onderrig en leer in ‘n skool te implementeer. Hierdie is egter onderhewig aan ‘n reeks aksies soos uiteengesit in artikel 6 (7-9); en
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            •Wanneer die Departementshoof wel so ‘n direktief uitvaardig, alle nodige stappe geneem moet word om te verseker dat die nodige hulpbronne ontvang word om die skool in staat te stel om die nodige onderrig en leer te kan verskaf.
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           3. Daar is verskeie finansiële brandpunte wat die Skoolhoof saam met die Beheerliggaam aan moet aandag gee.
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           3.1 Wat gebeur met die kwartaalikse finansiële state?
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           Hierdie word uiteengesit in artikel 42(5) en is nou van krag. Ons verstaan die versugting van Skoolbegeerliggame rakende hierdie kwartaallikse indiening van finansiële state. Ons is dit eens dat daar op nasionale vlak voorskrifte ontwikkel gaan word wat dit maklik en vaartbelyn sal maak. Ons stel egter voor dat die skool reeds ‘n een-bladsy verslag moet kan voorhou indien daar nog nie reëlings deur u plaaslike distrikkantoor in plek is nie.
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           3.2 ‘n Begrotingsitem is 10% oor begroting, wat staan my te doen?
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           Die vereiste prosedure soos uiteengesit in artikel 38 moet gevolg word. Hierdie is dieselfde proses wat gevolg word vir die ouervergadering in die vierde kwartaal wanneer die begroting goedgekeur word. U moet let dat die eerste vergadering ‘n kworum van 10% moet hê en die daaropvolgende vergadering, indien daar nie ‘n korum bereik is by die eerste vergadering nie, geen kworum benodig word vir die tweede vergadering nie.
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           3.3 Leerderondersteuningmateriaal en sentrale aankope. Wat staan my te doen?
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           Artikel 21(3A) is hier van toepassing. Indien u Provinsiale Onderwysdepartement hier begin voelers uitsteek, maak kontak met u beheerliggaam organisasie vir die presiese hantering. Die artikel laat toe dat Beheerliggame, indien voldoende bewys gelewer kan word, vrygestel word van die proses.
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           4. Wie word gekontak as die Skoolhoof ondersteuning nodig het?
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           Die tydsberekening van die promulgering deur die Staatspresident op 24 Desember 2024 plaas die stelsel onder druk omdat die onduidelikhede rakende implementering met skoolheropening oop is vir skewe interpretering. 
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           Die SAOU is hier om jou te ondersteun! Skakel gerus met die Provinsiale Sekretaris van jou betrokke provinsie as eerste kontakpunt. Die SAOU Dienssentrum sal ook beskikbaar wees om jou na ons Regsafdeling te verwys vir die nodige leiding in die verband.
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            U word ook verwys na die volgende nuusbriewe:
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           NN 34/2024
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            ;
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           NN 41/2023
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            ; en
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           NN 02/2023
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           BELA 2025: QUO VADIS?
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             &amp;#55357;&amp;#56547; Belangrike Inligting: Ons nooi u na ‘n webinaar waar belangrike riglyne vir die hantering en bestuur van BELA met skoolopening bespreek word.
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           &amp;#55357;&amp;#56741;️*Gratis webinaar
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           &amp;#55357;&amp;#56787;️*10/01/2025
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           &amp;#55357;&amp;#56657;*14:00 – 16:00
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           &amp;#55356;&amp;#57241;️Paul Sauer, Juané van der Merwe, Dems Nel
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           Om te registreer, klik op die onderstaande skakel:
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           &amp;#55357;&amp;#56599;
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           https://us06web.zoom.us/webinar/register/WN_-hJc7H-VR-KP9eSlyaE0vQ
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           &amp;#55357;&amp;#56524;❗*Skakel in om te verseker dat u gereed is om die uitdagings met betrekking tot BELA, suksesvol aan te pak.
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           2025/01/07
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           PROMULGATION OF THE AMENDMENT OF THE SOUTH AFRICAN SCHOOLS ACT
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           From 13 December 2024 to 24 December 2024, the State President and the Minister of Basic Education (MBE) made a series of announcements and media statements. The culmination of this was the promulgation of the amendments to the South African Schools Act on 24 December 2024. The timing of the promulgation places the system under unnecessary pressure and uncertainty.
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           1. Where do we currently stand with the amendments to the SA Schools Act (BELA)?
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           The State President has issued a statement indicating that the MBE has been instructed by the State President to ensure that the amendments are implemented. The SAOU notes that the extended process that has been followed to date has come to an end with the announcement of President Ramaphosa on 20 December 2024. However, it was also indicated that norms and standards for the legislation must be formulated.
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           The MBE held a media conference on 21 December 2024 during which she made it clear that she would determine the timeframe for implementation but that the establishment of the necessary guidelines could take up to 18 months.
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           On 24 December 2024, the President proclaimed the South African Schools Act with the necessary amendments in the Government Gazette.
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           There are still many grey areas here where it is not clearly outlined what will happen when the schools reopen. The MBE has indicated that the Department of Basic Education (DBE) will communicate on certain issues by 31 January 2025.
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           There are certain processes that are still being undertaken and the SAOU forms part of this to ensure that every learner in the country receives the best possible opportunity for education. However, it is essential for the SAOU that teachers and school management teams are supported as best as possible.
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           2. How does this affect the strategic management of schools with a view to opening in January 2025?
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           2.1 The admission of Grade R learners in 2025
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           Attendance at Grade R becomes compulsory. This means that the South African school system is no longer based on 12 years, but is essentially extended to 13 years. This places the system in line with European school systems.
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           All learners who turn 6 years old in the coming year, will be obliged to register to be admitted to Grade R.
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           The law also now includes a penalty clause for parents (or other persons). This means that any person who prevents a learner who is of school age from attending school, could be punished.
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           This is what the law currently communicates, but the practical feasibility of this requires the MBE to put clear implementation plans on the table.
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           The assumption is that schools that have registered to offer Grade R (and therefore also nursery schools) will still be allowed to admit learners.
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           The admission of Grade R learners to primary schools is subject to the capacity of the primary school to accommodate these learners. This means that sufficient teachers and facilities must be available before learners can be admitted.
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           However, the practical feasibility of this article will have to be defined by the guideline documents of the MBE.
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           2.2 The pressure on admission, especially in Grades 1 and 8 in 2025
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           The unreasonable pressure that Provincial Education Departments place on schools to admit additional learners and the management thereof has been communicated several times. Herewith is just a brief summary again.
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            The school's current admission policy and language policy are still valid.
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            When the school is confronted with groups of learners who must be admitted to the school by the Provincial Education Department, the Principal must make it clear that the request must be in writing and addressed to the Governing Body of the school.
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            In this instance, the capacity determination of your school will still be valid to determine whether the school is full or not. Consider the 18 criteria that are still in force until the regulations for the determination of school capacity have been formulated, as stated in NN 33/2023.
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            Changing the language policy of a single medium school to a multilingual school is now clearly outlined in section 6 (7-9) of the law, but the capacity of the school is still the determining factor.
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           2.3 What is the authority of the Head of Department of the Province in terms of admission policy?
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           One of the aspects that has been repeatedly questioned by various entities is the reduction of the authority of Governing Bodies and the increased authority of the Head of Department of the Province. This directly relates to the admission of learners to the school.
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           There are still no clear practical guidelines for implementation. However, the law indicates that:
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            The Governing Body still plays a leading role in determining the admission policy of the school;
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            The Head of Department can only make a recommendation for admission, after consultation with the Governing Body of the school; and
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            The capacity of the school still determines admission.
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           2.4 The authority of the Head of Department of the Province in terms of language policy
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           A second point of discussion dealt with the school's language policy. The legislation enables the Head of Department of the Province to:
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            Indicate that South African Sign Language can be set as an official language;
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            Where practically possible, to implement more than one language of teaching and learning in a school. This is however subject to a series of actions as set out in section 6 (7-9)
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            When the Head of Department issues such a directive, all necessary steps must be taken to ensure that the required resources are received to enable the school to provide the relevant teaching and learning.
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           3.There are several financial hotspots that the Principal must address together with the Governing Body.
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           3.1 What happens to the quarterly financial statements?
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           This is set out in section 42(5) and is now in force. We understand the frustration of School Governing Bodies regarding the quarterly submission of financial statements. We agree that directives will be developed at national level, which will make it easy and streamlined. However, we suggest that the school should be able to present a one-page report already should the arrangements of your local district office are not yet in place.
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           3.2 A budget item is 10% over budget, what am I to do?
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           The required procedure set out in section 38 must be followed. This is the same process that is followed for the fourth-quarter parent meeting when the budget is approved. You should note that the first meeting must have a quorum of 10% and the subsequent meeting, if a quorum was not reached at the first meeting, no quorum is required for the second meeting.
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           3.3 Learner support materials and central purchases. What am I to do?
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           Article 21(3A) of the act applies here. If your Provincial Education Department starts making inquiries, contact your governing body organisation for the exact handling. This article allows Governing Bodies, if sufficient evidence can be provided, to exempt themselves from the process.
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           4. Who can be contacted if the Principal needs support?
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           The timing of the State President's promulgation on 24 December 2024 puts the system under pressure because implementation, with all the uncertainties, will be open to different interpretations when the schools open in 2025.
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           The SAOU is here to support you! Please contact the Provincial Secretary of your relevant province as the first point of contact; the SAOU Service Centre will also be available to refer you to our Legal Services for the necessary guidance in this regard.
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            You are also referred to the following newsletters:
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           NN 34/2024
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            ;
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           NN 41/2023
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            ; and
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           NN 02/2023
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           .
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           BELA 2025: QUO VADIS?
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            &amp;#55357;&amp;#56547; Important Information: We invite you to a webinar where important guidelines for the handling and management of BELA with opening of schools are discussed.
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           &amp;#55357;&amp;#56741;️*Free webinar
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           &amp;#55357;&amp;#56787;️*10/01/2025
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           &amp;#55357;&amp;#56657;*14:00 – 16:00
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           &amp;#55356;&amp;#57241;️Paul Sauer, Juané van der Merwe, Dems Nel
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           To register, click on the following link:
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           &amp;#55357;&amp;#56599;
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           https://us06web.zoom.us/webinar/register/WN_-hJc7H-VR-KP9eSlyaE0vQ
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            &amp;#55357;&amp;#56524;❗Join us to ensure that you are ready to successfully tackle the challenges of BELA.
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&lt;/div&gt;</content:encoded>
      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal+nuusbrief+WA.png" length="622746" type="image/png" />
      <pubDate>Tue, 07 Jan 2025 13:56:12 GMT</pubDate>
      <guid>https://www.saou.co.za/promulgering-van-wysigingswet-op-sa-skolewet-promulgation-of-amendment-act-on-sa-schools-act</guid>
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      <title>SAOU Aan die werk | At the chalkboard</title>
      <link>https://www.saou.co.za/saou-aan-die-werk-at-the-chalkboard</link>
      <description>'n Opsomming van die SAOU se sukses gedurende 2024 | A summary of the SAOU's successes during 2024</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Nasionaal+Mashoof+2024_Nasionaal.png" alt=""/&gt;&#xD;
&lt;/div&gt;&#xD;
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&lt;/div&gt;</content:encoded>
      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal.png" length="1005879" type="image/png" />
      <pubDate>Thu, 12 Dec 2024 08:21:22 GMT</pubDate>
      <guid>https://www.saou.co.za/saou-aan-die-werk-at-the-chalkboard</guid>
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      <title>QUO VADIS?   BELA en 13 Desember 2024: Quo Vadis? | BELA and 13 December 2024: Quo Vadis?</title>
      <link>https://www.saou.co.za/quo-vadis-bela-en-13-desember-2024-quo-vadis-bela-and-13-december-2024-quo-vadis</link>
      <description>Nadat die NEDLAC-ooreenkoms tussen die Presidensie, Departement van Basiese Onderwys en Solidariteit deur onderskeie persverklarings aangekondig is, is daar verskeie opponerende interpretasies wat die rondte doen.  Die SAOU gee graag die volgende aan sy lede deur.</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Nasionaal+Mashoof+2024_Nasionaal.png" alt=""/&gt;&#xD;
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           NN 34/2024
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           BELA EN 13 DESEMBER 2024
            &#xD;
      &lt;br/&gt;&#xD;
      
           QUO VADIS?
          &#xD;
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&lt;div data-rss-type="text"&gt;&#xD;
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      &lt;span&gt;&#xD;
        
            Nadat die NEDLAC-ooreenkoms tussen die Presidensie, Departement van Basiese Onderwys en Solidariteit deur onderskeie persverklarings aangekondig is, is daar verskeie opponerende interpretasies wat die rondte doen. Die SAOU gee graag die volgende aan sy lede deur.
           &#xD;
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           Wat gaan op 13 Desember 2024 gebeur?
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           Hierdie is ‘n ope vraag na aanleiding van die verskeie interpretasies van die NEDLAC-proses, asook die reg op promulgering (inwerking stelling) van die BELA-wetgewing deur die President of die Minister van Basiese Onderwys.
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           Wat is tans die status van die BELA-wetgewing?
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           Die BELA-wetgewing is onderteken, sonder dat dit deur promulgering in werking gestel is. Die wanneer en in hoe ‘n mate die BELA-wetgewing gepromulgeer gaan word vir inwerking stelling, is die volgende aspek wat aandag sal geniet.
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           Dit beteken buiten klousule 4 (toelatingbeleid) en klousule 5 (taalbeleid), wat nog oop is vir insprake en insette deur die Minister van Basiese Onderwys en die RNE se geskilsoplossingsproses, alle ander ander klousules implementeerbaar is wanneer promulgering daarvan plaasvind.
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           Waarvoor moet skoolbestuurspanne en skoolbeheerliggame op die uitkyk wees?
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  &lt;p&gt;&#xD;
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           Weens die jaarlikse druk op skole om addisionele plek te maak vir die ooraanbod van leerders, moet skole daarteen waak dat die huidige stand van die BELA-wetgewing nie misbruik word om skole te forseer om taal- en toelatingbeleid te verander of aan te pas nie. Dit geld ook vir die eerste kwartaal van 2025. 
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      &lt;span&gt;&#xD;
        
            Ons verwys u hier na die volledige nuusbrief vir hantering van sulke gevalle
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/SAOU%20NN%2041-2023%20Skoolkapasiteit%20-%20School%20capacity%20(2).pdf" target="_blank"&gt;&#xD;
      
           NN 41/2023.
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  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Beteken dit dat met die aanbreek van 1 Januarie 2025, skole eensydig gedwing kan word om hulle taal- en toelatingsbeleid eensklaps te verander sodat addisionele leerders eensydig tot die skool toegelaat kan word?
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die antwoord is ‘n definitiewe
           &#xD;
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    &lt;strong&gt;&#xD;
      
           NEE
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;span&gt;&#xD;
      
           . Indien dit die geval is moet u onmiddelik die provinsiale kantoor kontak om u die nodige leiding te gee vir die hantering hiervan.
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    &lt;strong&gt;&#xD;
      
           Die provinsiale onderwysdepartmente maak gereed vir BELA-implementering. Moet ons bekommerd wees?
          &#xD;
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Nadat die BELA-wysigings wetsontwerp deur die President tot wet verklaar is op 13 September 2024, buiten die grasietydperk op klousule 4 en 5, en in die afwesigheid van ‘n datum van promulgering (inwerking stelling), het beide die SAOU en FEDSAS op blitsbesoeke deur die land gegaan om al die nodige wysigings deur te gaan en skoolbestuurspanne en skoolbeheerliggame in te lig oor die hantering daarvan in die korttermyn tot en met 13 Desember 2024, maar ook almal te sensiteer oor die aksiestappe wanneer die BELA-wet in werking tree.
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    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
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    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die Nasionale Department van Onderwys het in ‘n soortgelye aksie hulle provinsiale amptenare ‘n oriënteringsprogram laat ondergaan en het ook beloof om skoolbesture en skoolbeheerliggame in ‘n soortgelyke aksie in die nuwe jaar te orienteer. Hiermee herinner ons u dat die BELA-wet reeds ‘n wet is en dat ons die promulgering afwag vir inwerkingstelling en in watter mate dit in werking gestel gaan word.
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    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Ten slotte
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  &lt;/p&gt;&#xD;
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           Hierdie is verseker tye van onsekerheid en onduidelikheid. Hiermee die versekering dat ongeag wat Vrydag, 13 Desember 2024 deur die regering rakende die BELA-wet aangekondig gaan word, die SAOU dit sal bestudeer en u volledig ingelig sal hou met die uitrol van die wetgewing vorentoe.
          &#xD;
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  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
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           2024/12/11
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    &lt;strong&gt;&#xD;
      
           BELA AND 13 DECEMBER 2024
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  &lt;p&gt;&#xD;
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           QUO VADIS?
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  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
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           After the NEDLAC agreement between the Presidency, the Department of Basic Education and Solidarity was announced through various press releases, several opposing interpretations were circulated. The SAOU would like to inform its members of the following.
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           What will happen on 13 December 2024?
          &#xD;
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  &lt;p&gt;&#xD;
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           This is an open question in light of the different interpretations of the NEDLAC process and the right to promulgation (to put in effect) of the BELA legislation by the President or the Minister of Basic Education.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
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  &lt;p&gt;&#xD;
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           What is the current status of the BELA legislation?
          &#xD;
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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           The BELA legislation was signed without it being put into effect by means of promulgation. The when and to what extent the BELA legislation will be promulgated for implementation is the next aspect that will be considered.
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    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
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           This means that apart from Clause 4 (Admissions Policy) and Clause 5 (Language Policy), which are still open to input by the Minister of Basic Education and the RNE's dispute resolution process, all other clauses are implementable as soon as these are promulgated.
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  &lt;/p&gt;&#xD;
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           What should school management teams and school governing bodies be aware of?
          &#xD;
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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           Due to the pressure on schools to make additional room for the oversupply of learners on an annual basis, schools must ensure that the current state of the BELA legislation is not misused to force schools to change or adapt language and admission policies. This also applies to the first term of 2025. 
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      &lt;span&gt;&#xD;
        
            We refer you here to the full newsletter for dealing with such cases
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      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/SAOU%20NN%2041-2023%20Skoolkapasiteit%20-%20School%20capacity%20(2).pdf" target="_blank"&gt;&#xD;
      
           NN 41/2023
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           .
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  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Does this mean that from 1 January 2025 schools can be forced to change their language and admission policy on the spot in order to unilaterally admit additional learners to the school?
          &#xD;
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  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The answer is a definite
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    &lt;/span&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           NO
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    &lt;span&gt;&#xD;
      
           . If this is the case, immediately contact the provincial office to get the necessary guidance for dealing with the situation.
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    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
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    &lt;br/&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           The provincial departments of education are preparing for BELA implementation, should we be worried?
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           After the President declared the BELA amendment bill an Act on 13 September 2024, apart from the grace period on clauses 4 and 5 and in the absence of a promulgation date (implementation), both the SAOU and FEDSAS undertook visits through the country to inform school management teams of all the amendments and to advise school governing bodies on how to deal with the situation in the short term until 13 December 2024, but also to sensitise everyone about the action to be taken when the BELA Act comes into force.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The National Department of Education, in a similar action, had their provincial officials undergo an orientation programme and also promised to orientate school management teams and school governing bodies in a similar action in the new year. We hereby remind you that the BELA Act is already a law and that we await its promulgation for implementation and to see to what extent it will be implemented.
          &#xD;
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Finally
          &#xD;
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           These are definitely times of uncertainty and some aspects are very vague. With this, the assurance that whatever the government will announce on Friday, 13 December 2024 regarding the BELA Act, the SAOU will study the content and will fully inform members on the implementation of the legislation going forward.
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  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;a href="/skoolleier-mentorskapprogram"&gt;&#xD;
    &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Banner+Bela.png" alt=""/&gt;&#xD;
  &lt;/a&gt;&#xD;
&lt;/div&gt;</content:encoded>
      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal.png" length="1005879" type="image/png" />
      <pubDate>Tue, 10 Dec 2024 14:22:12 GMT</pubDate>
      <guid>https://www.saou.co.za/quo-vadis-bela-en-13-desember-2024-quo-vadis-bela-and-13-december-2024-quo-vadis</guid>
      <g-custom:tags type="string" />
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    </item>
    <item>
      <title>GEMS Adjustment, Salary Negotiations | GEMS Aanpassing, Salarisonderhandelinge</title>
      <link>https://www.saou.co.za/gems-aanpassing-salarisonderhandelinge-gems-adjustment-salary-negotiations</link>
      <description>Where do we currently stand with the medical employer subsidy? What are the demands on the negotiators' table for salary adjustments?</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Nasionaal+Mashoof+2024_Nasionaal.png" alt=""/&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
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    &lt;span&gt;&#xD;
      
           NN 33/2024
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  &lt;/h2&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           GEMS ADJUSTMENT, SALARY NEGOTIATIONS
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  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The SAOU received numerous enquiries regarding the increase of GEMS premiums. We draw your attention to the following:
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ol&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The increase of medical schemes’ premiums is not subject to collective bargaining and can thus not be renegotiated in the Public Service Coordinating Bargaining Council (PSCBC). The SAOU cannot mislead our members and create false hope based on unfounded information.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The Medical Schemes Act stipulates that the GEMS Board of Trustees determines the annual premium increase based on the financial position of the scheme as determined by the following factors namely, the claims ratio, the particular option’s richness of benefits and the level of the scheme's reserve fund.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             The PSCBC was during 2024 in numerous discussions with GEMS in to persuade GEMS for a reasonable and workable increase. However, an agreement could not be reached, as GEMS is regulated by the Medical Schemes Act.
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            On 2 December 2024, GEMS communicated the intended premium increases to each GEMS member, because the choice of option, within the scheme must be exercised before 1 January 2025, as required by the Medical Schemes Act.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ol&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
            
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Where do we currently stand with the medical employer subsidy?
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The medical employer subsidy is part of the 16 formal demands of labour in the 2025/2026 negotiation process, because it is contained in a collective agreement. It will therefore not be known yet and will only be implemented when the negotiations are concluded.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           What is the bargaining claim of labour toward the medical employer subsidy?
          &#xD;
    &lt;/strong&gt;&#xD;
    &lt;strong&gt;&#xD;
      
            
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Labour's demand is that the urban rather than rural Medical Price Index (MPI) plus 4%, be implemented as the increase of the medical employer subsidy.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The employer is adamant that they will only comply with the current collective agreement. This involves an increase based on the MPI of the previous financial year.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           In view of the increased medical aid premium announcement, this stance is not acceptable for labour and is considered one of the key points in the negotiations.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           LATEST ON SALARY
            &#xD;
      &lt;br/&gt;&#xD;
      
            NEGOTIATIONS
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           What are the demands on the negotiators' table?
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Labour has put 15 demands on the table, 7 of which can be resolved through processes with current structures. Common to all labour parties within the PSCBC are the first 4 demands namely:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Salary adjustment. Labour demanded 7.5% and the Employer offered an increase linked to the Consumer Price Index (CPI) which was agreed at 4.7%.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Term of agreement. Labour demands a one-year term (2025/2026) and the Employer offers a three year term. The employer proposes an increase for 2026/2027 and 2027/2028 linked to CPI with safeguard clauses for the excessive fall and increase in the CPI in the last two years of the agreement.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Public Service Worker Housing Scheme (GEHS). Labour is demanding an increase from R1,784 per month to R2,000 per month. An increase of R216 per month. Employer offers R1,900 per month, but with additional conditions that are not acceptable to Labour.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Medical aid subsidy. Labour is demanding an urban MPI plus a 4% increase to the medical employer subsidy, while the employer is adamant that the current collective agreement, which is an increase from MPI from the previous financial year, is suffice.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Where do we currently stand with the process?
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            As mentioned above, organised labour obtained a consolidated mandate to claims on 29 November 2024.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           All parties met on 4 December 2024 and will meet again on 12 December 2024. All parties agreed to conclude the process by 20 December 2024.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           In conclusion
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The negotiation process is long and laborious which challenges everybody`s patience.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           As the medical employer subsidy plays an integral part in the negotiation process, we advise all members to make timely and adequate provision for the GEMS premium increase for the first three months of 2025.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           We'll keep you posted as events unfold.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;span&gt;&#xD;
      
           2024/12/05
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/h2&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           GEMS AANPASSING, SALARISONDERHANDELINGE
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Verskeie navrae insake die premieverhoging vir GEMS-lede is deur die SAOU ontvang. Die volgende word onder u aandag gebring:
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ol&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die premieverhoging is nie onderhewig aan enige kollektiewe onderhandelinge nie en kan nie deur onderhandelinge in die Staatsdiens Koördinerende Bedingingsraad (PSCBC) heronderhandel word nie. Die SAOU kan nie ons lede mislei deur valse hoop te skep nie.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die Wet op Mediese Skemas bepaal dat die GEMS Raad van Trustees ooreenkomstig die finansiële posisie van die skema besluite oor die toepaslike opsie se verhoging moet neem met inagneming van die betrokke opsie se eiseverhouding, die rykheid van voordele en die reserwevlak van die skema.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             In 2024 was die  PSCBC meer as een maal in gesprek met GEMS om vir ‘n meer billike en werkbare verhoging te oorreed. Daar kon egter nie tot ‘n vergelyk kom nie, aangesien GEMS deur die Wet op Mediese Skemas gereguleer word.
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             Op 2 Desember 2024 het GEMS die beoogde premieverhogings aan elke GEMS-lid gekommunikeer, omdat die keuse van opsie, binne die mediese skema, uitgeoefen moet word voor 1 Januarie 2025, soos wat die Wet op Mediese Skemas vereis.
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ol&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Waar staan ons tans met die mediese werkgewersubsidie?
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die mediese werkgewersubsidie is deel van die 16 formele eise van arbeid in die onderhandelingsproses van 2025/2026 omdat dit in ‘n kollektiewe ooreenkoms vervat is. Dit sal dus nie nou al bekend wees nie en sal eers geïmplementeer word wanneer die onderhandelinge afgehandel is.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Wat is die onderhandelingseis van arbeid jeens die mediese werkgewersubsidie?  
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Arbeid se eis is dat die stedelike eerder as die plattelandse Mediese Prys Indeks (MPI) plus 4%, as die verhoging van die mediese werkgewersubsidie geïmplementeer word.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die werkgewer volstaan by die huidige kollektiewe ooreenkoms. Dit behels `n verhoging gebaseer op die MPI van die vorige finansiële jaar.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           In die lig van die verhoogde mediese fonds premies wat aangekondig is, is dit nie vir arbeid aanvaarbaar nie en word dit as een van die kern punte in die onderhandelinge bestempel.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           STAND VAN SALARISONDERHANDELINGE
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Wat is die eise op die onderhandelaars se tafel?
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Arbeid het 15 eise op die tafel gesit, waarvan 7 deur prosesse binne bestaande strukture opgelos kan word. Gemeenskaplik tot alle arbeidpartye binne die PSCBC is die eerste 4 eise naamlik:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Salarisaanpassing. Arbeid eis 7.5% en die Werkgewer bied ‘n verhoging aan wat gekoppel is aan die Verbruikers Prys Indeks (VPI) wat ooreengekom is op 4,7%.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Tydperk van ooreenkoms. Arbeid eis ‘n een jaar termyn (2025/2026) en die Werkgewer bied ‘n drie jaar termyn aan. Die werkgewer stel ‘n verhoging voor wat vir 2026/2027 en 2027/2028 gekoppel is aan VPI met beskermingsklousules vir die uitermatige daling en verhoging van die VPI in die laaste twee jare van die ooreenkoms.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Staatsdienswerkers Behuising Skema (GEHS). Arbeid eis ‘n verhoging vanaf R1,784 per maand na R2,000 per maand. ‘n Verhoging van R216 per maand.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Werkgewer bied R1,900 per maand aan, maar met addisionele voorwaardes wat nie vir Arbeid aanvaarbaar is nie.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Mediese voorsorg. Arbeid eis ‘n stedelike MPI plus 4% verhoging tot die mediese werkgewersubsidie, terwyl die Werkgewer volstaan by die huidige kollektiewe ooreenkoms wat `n verhoging van MPI van die vorige finansiële jaar is.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Waar staan ons tans met die proses?
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Soos hierbo genoem, het georganiseerde arbeid op 29 November 2024 ‘n gekonsolideerde mandaat tot eise bekom. Alle partye het op 4 Desember 2024 ontmoet en sal weer op 12 Desember 2024 bymekaar kom.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Alle partye het ooreengekom om die proses teen 20 Desember 2024 af te handel.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Ter afsluiting
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die onderhandelingsproses is lank en moeisaam en almal se geduld word hierdeur getoets.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Aangesien die mediese werkgewersubsidie `n integrale deel speel in die onderhandelingsproses, raai ons alle lede aan om vroegtydig voldoende voorsiening te maak vir die GEMS-premieverhoging vir die eerste drie maande van 2025.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Ons hou u op hoogte soos wat die gebeure ontluik.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;</content:encoded>
      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal.png" length="1005879" type="image/png" />
      <pubDate>Thu, 05 Dec 2024 09:58:57 GMT</pubDate>
      <guid>https://www.saou.co.za/gems-aanpassing-salarisonderhandelinge-gems-adjustment-salary-negotiations</guid>
      <g-custom:tags type="string" />
      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal.png">
        <media:description>thumbnail</media:description>
      </media:content>
      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal.png">
        <media:description>main image</media:description>
      </media:content>
    </item>
    <item>
      <title>Uitstappies | Excursions</title>
      <link>https://www.saou.co.za/uitstappies-excursions</link>
      <description>Die beplanning van ‘n skooluitstappie of -toer is gewoonlik baie opwindend vir die skool wat inisiatief neem om onderrig en leer vir hul leerders verder te neem as die klaskamer of skoolterrein. Die realiteit is egter dat vandag se ouers geneig is om die beheer oor die veiligheid en welstand van hul kinders op so mate te benader, dat selfs die kleinste teken van moontlike gevaar alarms in hul harte laat afgaan.</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Nasionaal+Mashoof+2024_Regsdienste.png" alt=""/&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;span&gt;&#xD;
      
           03/2024
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/h2&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           UITSTAPPIES
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die beplanning van 'n skooluitstappie of -toer is gewoonlik baie opwindend vir die skool wat inisiatief neem om onderrig en leer vir hul leerders verder te neem as die klaskamer of skoolterrein. Alhoewel die beplanning van ŉ skooluitstappie of -toer eenvoudig lyk, is daar ŉ lys van moets en moenies en ŉgroot verantwoordelikheid wat op die skouers van elke rolspeler en organiseerder rus.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Die rol van ‘n onderwyser tydens ‘n skooluitstappie of -toer:
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           ‘n Skoolaktiwiteit word geklassifiseer as enige opvoedkundige, kulturele, sport of sosiale aktiwiteit van die skool wat by die skool of op ŉ ander perseel gehou word. In die onderwys is die beginsel in loco parentis van toepassing op elke onderwyser. Hierdie regsterm verleen aan onderwysers ŉ plig soortgelyk aan dié van ouers. Dit beklemtoon hul verantwoordelikheid om die welstand en veiligheid van hul leerders te verseker. Indien die onvoorsiene tydens ŉ skooluitstappie of -toer plaasvind, wat lei tot die besering van ‘n leerder, kan opvoeders regtens aanspreeklik gehou word indien daar bewyse is dat die skool en/of onderwyser nalatig was in die nakoming van hul sorgsaamheidsplig. Bewerings van growwe nalatigheid van die skool en/of opvoeder se kant kan lei tot siviele- asook arbeidsregtelike-aksies.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Belangrike algemene bepalings waarop gelet moet word tydens die reël van ŉ skooluitstappie of -toer:
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ol&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die toepaslike Nasionale Regulasies is die Regulasies vir Veiligheidsmaatreëls by openbare skole (gepubliseer in 2001 en gewysig in 2006), as bylae tot die Suid-Afrikaanse Skolewet van 1996 (
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/Regulations_for_safety_measures_at_public_schools.pdf" target="_blank"&gt;&#xD;
        
            klik hier
           &#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             ). Alhoewel sommige provinsiale onderwysdepartemente die bepalings, soos vervat in die Regulasies, by wyse van ŉ provinsiale omsendskrywe verfyn, is die Regulasies nog steeds van toepassing en belangrik. 
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die Regulasies bevat die definisie van ŉ ‘’skoolaktiwiteit‘’ wat ook die reis na en vanaf die skool impliseer, vandaar die insluit van sekere reisreëlings in die Regulasies. Regulasie 8A(2) vervat die algemene verpligting in die Regulasies wat vereis dat leerders beskerm moet word. Regulasie 8A(3), (4), (5) en (6) bevat gedetailleerde bepalings wat na aspekte i.t.v.  versekering en versekeraars verwys. ŉ Verdere belangrike insluiting in die Regulasies is die verpligting en verantwoordelikheid van ŉ onderwyser om te bepaal of ŉleerder mediese behandeling benodig indien die ouers/voogde nie bereik kan word nie.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ol&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
             
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Skole moet die volgende protokol vir skooluitstappies of -toere in terme van die Regulasies volg: 
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ol&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             Voordat enige leerder vervoer word moet openbare skole in duplikaat aansoek doen vir goedkeuring om leerders te vervoer. Hierdie aansoek is onderhewig aan goedkeuring deur die provinsiale onderwysdepartement.
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die Regulasies stipuleer die riglyne m.b.t. die organisering en administratiewe aspekte van ŉ skooluitstappie of -toer. Dit beklemtoon die belangrikheid dat die skool die skriftelike toestemming van ŉ leerder se ouers moet verkry vir hul deelname aan ŉ skoolaktiwiteit.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die Regulasies spreek die noodsaaklikheid aan om die veilige vervoer van leerders te verseker.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die Regulasies stipuleer verder toesig tydens leerders se deelname aan fisiese-aktiwiteite, wateraktiwiteite asook algehele toesig in die onderwysomgewing. Dit beperk die deelname van leerders aan fisiese aktiwiteite wat hul gesondheid in gevaar stel en deur ŉ mediese sertifikaat afgeraai word.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ol&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           ‘n Duplikaataansoek moet die volgende bevat:
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ol&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die aansoekvorm wat in Bylae 1 van die Regulasies vervat word, moet in duplikaat voltooi word indien die skoolaktiwiteit die vervoer van leerders insluit.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Voordat die beoogde skoolaktiwiteit plaasvind, moet die aansoek deur die provinsiale onderwys-departement goedgekeur word.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             'n Afskrif van die goedgekeurde aansoekvorm moet aan die skool oorhandig word en die oorspronklike moet bewaar word die departement.
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            'n Openbare skool moet maatreëls tref om gedurende enige skoolaktiwiteit die veiligheid van leerders te verseker, wat insluit:
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            versekering teen moontlike ongelukke, beserings, algemene mediese uitgawes, hospitalisasie en diefstal, na gelang van die beskikbaarheid van finansiering;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            die versekering, sover redelik moontlik, dat leerders ten alle tye onder die toesig van ŉ onderwyser is wat die leerders vergesel;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            die versoek van ouers of ander volwassenes om met leerdertoesig te help; en
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             die versekering dat die opvoeder-leerder-verhouding nl. minstens een opvoeder, ouer of ander volwassene vir elke 20 leerders sal wees vir laerskole of een opvoeder, ouer of ander volwassene vir elke 30 leerders sal wees vir hoërskole. Sowel as die versekering dat geslag in die volwassene-leerder verhouding in ag geneem word.
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Volgens Regulasie (8)D moet ŉ voertuig wat vir die vervoer van leerders gebruik word, bewys van versekering sowel as padwaardigheid-sertifikate hê. Die drywers moet geldige bestuurderslisensies besit asook ŉProfessionele Bestuurspermit (sg. PrDP).
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ol&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Die volgende moet voorsien word deur 'n eienaar/sub-kontrakteur of die eienaar van ŉ gekontrakteerde voertuig:
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Hul moet padwaardigheidsertifikate, versekering en geldige bestuurslisensies besit. Elke voertuig moet ook ŉ brandblusser hê. Daar mag verder vereis word dat daar ŉ aflos-drywer en ŉ ondersteuningstelsel in plek moet wees. Die skoolhoof, verantwoordelike onderwyser of ŉlid van die skool se beheerliggaam moet tussenbeide tree indien daar enige twyfel ontstaan oor die padwaardigheid van ŉ voertuig.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;strong&gt;&#xD;
      
           Hoe om te werk te gaan in die geval van Provinsiale regulasies?
          &#xD;
    &lt;/strong&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Dit is belangrik om in ag te neem dat sommige provinsies oor hul eie verfynde administratiewe regulasies met betrekking tot skooluitstappies- en toere beskik, soos byvoorbeeld:
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             In
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            KwaZulu-Natal
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        
            , word die Nasionale Regulasies gevolg en moet ŉ aansoek ingedien word by die Kringbestuurder vir goedkeuring. In die geval van uitstappies of toere na die buiteland moet die aansoek goedgekeur word deur beide die Kringbestuurder en die Hoof van Onderwys (
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/Toer_buite_provinsie_aansoek.pdf" target="_blank"&gt;&#xD;
        
            klik hier
           &#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ). 
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             In
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Mpumalanga
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        
            , word die Nasionale Regulasies gevolg, maar elke distrik beskik oor hul eie interne prosesse rakende die administratiewe aspekte vir so ‘n aansoek. Die probleem wat hier kan ontstaan is dat die interne prosesse nie gereguleer word deur provinsiale omsendskrywes nie. Die voorstel is dat skole streng volgens die Nasionale Regulasies moet optree. Alle kommunikasie rakende interne administratiewe aspekte moet met die Kringbestuurder asook die Distrikskantoor gedeel word. 
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             In
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Noordwes
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             , word die Nasionale Regulasies gevolg, maar met aparte aansoekvorms vir uitstappies of toere wat binne die dorp of stad van die betrokke skool gaan plaasvind. Aparte aansoekvorms moet ook voltooi word vir uitstappies of toere wat binne die provinsie maar in ŉ ander distrik gaan plaasvind sowel as uitstappies of toere wat buite die provinsie gaan plaasvind. Daar is ‘n verpligting op skole om hul aansoeke 3 maande voor die aanvang van die uitstappie of toer in te dien.  Geen uitstappies of toere mag gedurende die laaste kwartaal van ŉ jaar plaasvind nie, behalwe in die geval van Spesiale skole. Verskillende Departementele beamptes is aangewys om verskeie aansoeke goed te keur:
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;ol&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            in die geval van ŉ uitstappie of toer binne die dorp of stad waarbinne die skool geleë is, sal die Kringbestuurder die aansoek goedkeur (
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/DR_KENNETH_KAUNDA_-_CITY_TRAVEL_APPLICATION.pdf" target="_blank"&gt;&#xD;
        
            klik hier
           &#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        
            );
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            in die geval van uitstappies of toere buite ŉ dorp of stad waarbinne die skool geleë is, sal die Kringkoördineerder die aansoek goedkeur (
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/DR_KENNETH_KAUNDA_-_DISTRICT_TRAVEL_APPLICATION.pdf" target="_blank"&gt;&#xD;
        
            klik hier
           &#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        
            );
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            in die geval van uitstappies of toere buite die distrik waarbinne die skool geleë is, sal die Distriksdirekteur die aansoek goedkeur (
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/DR_KENNETH_KAUNDA_-_TRAVEL_OUTSIDE_THE_PROVINCE_APPLICATION.pdf" target="_blank"&gt;&#xD;
        
            klik hier
           &#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ); en
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            in die geval van uitstappies of toere buite die provinsie moet die Hoofdirekteur, die Adjunk Direkteur Generaal asook die Hoof van Onderwys die aansoek goedkeur (
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/Dr_Kenneth_Kaunda_District_%28Matlosana%29__Official_School_Trip_Application_Document_%28approval_within_province%29.pdf" target="_blank"&gt;&#xD;
        
            klik hier
           &#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ).
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ol&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             In die
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Noord-Kaap
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             word die Nasionale Regulasies gevolg en die aansoek moet ingedien en toegestaan word deur die Direkteur van Distriksaangeleenthede.
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             In
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Gauteng
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             volg die Onderwysdepartement ŉdeeglik opgestelde provinsiale regulasie wat die plaaslike- en internasionale vervoer van leerders reguleer (
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/provincial-gazette-ZA-GT-vol-18-no-129-dated-2012-05-11.pdf" target="_blank"&gt;&#xD;
        
            klik hier
           &#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ). 'n Eendag uitstappie of toer word slegs deur sekere artikels en subartikels van die regulasies gereguleer. Hierdie regulasie spreek onder andere spesifiek die volgende aspekte ook aan:
             &#xD;
        &lt;br/&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;ol&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Onbillike diskriminasie, onbillike uitsluiting van leerders om deel te neem aan skooluitstappies of -toere;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Prosedures oor die seleksie van leerders om op ŉ skooluitstappie of -toer te gaan;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Dat elke skool ‘n vervoerbeleid moet opstel en die kostes verbonde aan die beplande skooluitstappies of -toere moet in die skool se begroting reflekteer;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ŉ Aansoek moet binne 3 maande voor die aanvang van die skooluitstappie of -toer ingedien word by die Distriksdirekteur van die relevante Distrikskantoor;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Indien ŉ skool nie aan die 3 maande verpligte tydperk kan voldoen nie, kan die Distriksdirekteur toestemming verleen vir ŉkorter tydperk indien daar spesiale omstandighede ter sprake is;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Skooluitstappies of -toere wat plaasvind binne die provinsie word goedgekeur deur die Distriksdirekteur. Uitstappies of toere wat buite die provinsie plaasvind moet deur die Hoof van Onderwys goedgekeur word. Internasionale uitstappies of toere moet goedgekeur word deur die Minister van Onderwys, maar laasgenoemde kan sy/haar besluit, met voldoende redes, herroep of opskort; en
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             Die regulasies skryf verder ‘n tydraamwerk van 30 dae voor waarbinne die Departement skriftelike terugvoer aan skole moet verleen. Dit beskik ook oor ŉ appèlprosedure wat bepaal dat skole binne 7 dae kan appelleer teen ŉ afgekeurde aansoek.
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ol&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             In
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Limpopo
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        
            , word skole in Omsendskrywe 178 van 2022 verplig om toe te sien dat geen skooluitstappie of -toer na 30 September van elke jaar sal plaasvind nie (
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/Circular_178_230405_112632.pdf" target="_blank"&gt;&#xD;
        
            klik hier
           &#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ). In uitsonderlike gevalle kan skole 'n versoek met goeie redes deur die Kringbestuurder aan die Hoof van Onderwys rig.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             In die
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;strong&gt;&#xD;
        
            Wes-Kaap
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        
            , word omsendskrywe 0046-2013 gevolg wat skoolaktiwiteite in 3 kategorieë verdeel en elke kategorie beskik oor sy eie reëls, regulasies en verwagtings (
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/Omsendbrief0046-2013.pdf" target="_blank"&gt;&#xD;
        
            klik hier
           &#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ):
             &#xD;
        &lt;br/&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;ol&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Kategorie 1 reguleer standaard kurrikulêre en ko-kurrikulêre aktiwiteite. Dit is normale skoolaktiwiteite soos voorgeskryf in die beplande kurrikulum, en/of deel is van die normale skoolprogram.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Kategorie 2 reguleer parallelle, maar vrywillige verrykings-geleenthede . Dit is ŉ verskeidenheid aktiwiteite wat gemik is op verryking en/of uitbreiding van die kurrikulum.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Kategorie 3 reguleer toere, kampe en uitstappies:
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Vir die doeleindes van hierdie onderwerp is kategorie 3 belangrik aangesien hierdie aktiwiteite buite die skoolterrein plaasvind;
           &#xD;
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            Hierdie kategorie verduidelik hoe die kostes verbonde aan so 'n aktiwiteit gereguleer moet word;
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            Aan wie die aansoek gerig moet word vir goedkeuring nadat die skoolbeheerliggaam die aansoek goedgekeur het;
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            Dit verwys na spesifieke vereistes voordat ŉ uitstappie of toer kan plaasvind;
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            Dit sluit die pligte, verantwoordelikhede en verwagtings van onderwysers wat in beheer is van die uitstappies of toere in;
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            Die toesig oor leerders tydens ‘n uitstappie of toer; en
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             Regulering van die vervoer en die opstel en byhou van die lêer wat die dokumentasie wat verband hou met vervoer bevat.
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             Die
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            Vrystaat
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        &lt;span&gt;&#xD;
          
             en die
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            Oos-Kaap
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             volg die Nasionale Regulasies.
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           Ten slotte
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            Skooluitstappies en -toere hou inherente risiko's in wat 'n omvattende begrip van onderwysers vereis. Die potensiaal vir ongelukke wat tydens skooluitstappies en -toere kan plaasvind en die gevolge van onvoldoende veiligheidsmaatreëls beklemtoon die noodsaaklikheid vir onderwysers en skole om die Regulasies vir Veiligheidsmaatreëls (soos per provinsiale stelsels uiteengesit) konstant toe te pas. Onderwysers moet deeglik bewus wees van wat die in loco parentis- beginsel behels en sodoende die regte prosesse en optrede toe te pas.
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             Volg asseblief die volgende skakel om na ons bemagtigingsessie oor hierdie onderwerp te kyk:
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      &lt;a href="https://youtu.be/U785mwYGpLQ" target="_blank"&gt;&#xD;
        
            https://youtu.be/U785mwYGpLQ
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  &lt;h2&gt;&#xD;
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           2024/12/05
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           EXCURSIONS
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           Planning a school trip or tour is usually very exciting for the school that takes the initiative to take teaching and learning for their learners much further than just in the classroom or even the school grounds. Although the planning of such an excursion or tour may seem obvious, there is a list of dos and don’ts of school trips or tours, as well as many responsibilities that rest on each role player.
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           The role of an educator during a school trip or tour:
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           Any educational, cultural, sports or social activity of the school that is held at the school or on other premises is classified as a school activity. In education, the in loco parentis principle applies to every educator. This legal term gives educators a duty similar to that of parents. This emphasizes their responsibility to ensure the well-being and safety of their learners. If the unforeseen happens during a school trip or tour that leads to the injury of a learner, educators can be held legally liable if there is evidence that the school and/or educator was negligent in fulfilling the duty of care that rests on them. Allegations of gross negligence on the part of the school and/or educator can lead to civil and labour law actions.
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           General important provisions that must be taken into account when organizing a school trip or tour:
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            The applicable National Regulations are the Regulations for Safety Measures at Public Schools (published in 2001 and amended in 2006), as an appendix to the South African Schools Act of 1996 (
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      &lt;/span&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/Regulations_for_safety_measures_at_public_schools.pdf" target="_blank"&gt;&#xD;
        
            click here
           &#xD;
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            ). Although there are provincial education departments that implement the provisions contained in the Regulations by way of a provincial circular, the Regulations are still applicable and important;.
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            The Regulations contain a definition of "school activity" which also implies travel to and from school, hence the inclusion of certain travel arrangements in the Regulations. There is a general obligation in the Regulations that requires learners to be protected, namely Regulation 8A(2). The Regulations contain detailed provisions that refer to insurance and insurers namely Regulation 8A (3), (4), (5) and (6). A further important inclusion in the Regulations is the obligation on an educator to determine whether a learner needs medical treatment if the parents cannot be reached.
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           Schools must follow the following protocol for school trips or tours in terms of the Regulations: 
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            Public schools must submit a duplicate application for the transport of learners which is subject to approval by a designated official representing the provincial education department prior to the commencement of the transport.
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            The Regulations stipulate the guidelines regarding the organization and administrative aspects of a school trip or tour and emphasize the importance that the school must obtain the written consent of a learner's parents for their participation in a school activity.
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            The Regulations address the need to ensure the safe transport of learners.
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            The Regulations further stipulate learners' participation in physical activities, water activities as well as supervision in the educational environment. This limits the participation of learners in physical activities that endanger their health and which are advised against by a medical certificate.
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           A duplicate application must contain the following:
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            The application form envisaged in Annexure 1 of the Regulations must be completed in duplicate if the school activity involves the transport of learners.
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            The application must be approved by the provincial education department, before such school activity takes place.
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            A copy of the approved application form must be handed over to the school and the original must be kept by the official representing the provincial education department.
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            A public school must take measures to ensure the safety of learners during any school activity, which include:
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            insurance against possible accidents, injuries, general medical expenses, hospitalization and theft, depending on the availability of financing;
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            the assurance, as far as reasonably possible, that learners are at all times under the supervision of an educator who accompanies the learners;
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            requesting parents or other adults to help with learner supervision; and
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            the assurance that the educator-learner ratio will be at least one educator, parent or other adult for every 20 learners for primary schools, whether there will be one educator, parent or other adult for every 30 learners for high schools; and ensuring that gender is taken into account in the adult-learner relationship.
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            According to Regulation (8)D, a vehicle used for the transport of learners must have proof of insurance as well as roadworthiness certificates and drivers must hold valid driver's licences as well as a Professional Driving Permit (so-called PrDP).
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           The following must be provided by an owner or sub-contractor or the owner of a contracted vehicle:
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           They must possess roadworthiness certificates, insurance and valid driving licences. Every vehicle must also have a fire extinguisher. It may also be required that there be a back-up driver and a support system. The principal, responsible educator or a member of the school's governing body must intervene if there is any doubt about the roadworthiness of a vehicle.
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           How to proceed in the case of Provincial regulations?
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            Attention must be paid to the fact that some provinces have their own refined administrative regulations in relation to school trips and tours, such as for example:
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  &lt;ul&gt;&#xD;
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             In
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            KwaZulu Natal
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            , the National Regulations are followed and an application must be submitted to the Circuit Manager for approval, but in the case of trips or tours abroad, the application must be approved by both the Circuit Manager and the Head of Education (
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      &lt;/span&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/Toer_buite_provinsie_aansoek.pdf" target="_blank"&gt;&#xD;
        
            click here
           &#xD;
      &lt;/a&gt;&#xD;
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            ). 
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        &lt;span&gt;&#xD;
          
             In
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            Mpumalanga
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             , the National Regulations are followed, however each district has their own internal processes regarding the administrative aspects for such an application. The problem that may be encountered here is that these internal processes are not regulated by a provincial circular. The proposal is that schools must act strictly according to the National Regulations and all communication must be shared with the Circuit Manager as well as the District Office.
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             In the
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            North West
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            , the National Regulations are followed, however with separate application forms for trips or tours that will take place within the town or city of the school in question, for trips or tours that will take place in another district within the province and for trips or tours that will take place outside the province. There is an obligation on schools to submit their applications 3 months before the start of the trip or tour and that no trip or tour may take place during the last quarter of a year, except in the case of Special schools. Different Departmental officers are tasked with approving applications:
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            in the case of a trip or tour within the town or city within which the school is located, the Circuit Manager will approve the application (
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      &lt;/span&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/DR_KENNETH_KAUNDA_-_CITY_TRAVEL_APPLICATION.pdf" target="_blank"&gt;&#xD;
        
            click here
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            );
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            in the case of trips or tours outside a town or city within which the school is located, the Circuit Coordinator will approve the application (
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      &lt;/span&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/DR_KENNETH_KAUNDA_-_DISTRICT_TRAVEL_APPLICATION.pdf" target="_blank"&gt;&#xD;
        
            click here
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            );
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            in the case of trips or tours outside the district within which the school is located, the District Director will approve the application (
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      &lt;/span&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/DR_KENNETH_KAUNDA_-_TRAVEL_OUTSIDE_THE_PROVINCE_APPLICATION.pdf" target="_blank"&gt;&#xD;
        
            click here
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            ); and
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            in the case of trips or tours outside the province, the Chief Director, the Deputy Director General as well as the Head of Education must approve the application (
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/Dr_Kenneth_Kaunda_District_%28Matlosana%29__Official_School_Trip_Application_Document_%28approval_within_province%29.pdf" target="_blank"&gt;&#xD;
        
            click here
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            );
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  &lt;ul&gt;&#xD;
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        &lt;span&gt;&#xD;
          
             In the
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            Northern Cape
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            , the National Regulations are followed and the application must be submitted and approved by the Chief Director of District Operations.
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    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             In
            &#xD;
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            Gauteng
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            , the Department of Education follows a carefully drafted provincial regulation that regulates the local and international transport of learners (
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      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/provincial-gazette-ZA-GT-vol-18-no-129-dated-2012-05-11.pdf" target="_blank"&gt;&#xD;
        
            click here
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             ). A one-day trip or tour is only regulated by certain sections and subsections of the regulations. Among other things, this regulation specifically addresses the following aspects:
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             unfair discrimination, unfair exclusion of learners from participating in school trips or tours;
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            procedures regarding the selection of learners to go on a school trip or tour;
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    &lt;li&gt;&#xD;
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            that each school must draw up a transport policy and reflect the costs associated with the planned school trips or tours in the school's budget;
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            an application must be submitted to the District Director of the relevant District Office within 3 months before the start of the school trip or tour;
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             If a school cannot comply with the 3 month mandatory period, the District Director can grant permission for a shorter period if there are special circumstances present;
            &#xD;
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            School trips or tours that take place within the province are approved by the District Director. Trips or tours that take place outside the province must be approved by the Head of Education. International trips or tours must be approved by the Minister of Education, but the latter can revoke or suspend his/her decision with sufficient reasons;
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            The regulations further prescribe a time frame of 30 days within which the Department must provide written feedback to schools and also have an appeal procedure which states that schools can appeal against a rejected application within 7 days.
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  &lt;ul&gt;&#xD;
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             In
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      &lt;strong&gt;&#xD;
        
            Limpopo
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            , schools are obligated in terms of circular 178 of 2022 to ensure that no school trip or tour will take place after 30 September of each year (
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      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/Circular_178_230405_112632.pdf" target="_blank"&gt;&#xD;
        
            click here
           &#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ). In exceptional cases, schools can make a request with good reasons through the District Manager to the Head of Education.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
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             .In the
            &#xD;
        &lt;/span&gt;&#xD;
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      &lt;strong&gt;&#xD;
        
            Western Cape
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        
            , circular 0046-2013 is followed which divides school activities into 3 categories and each category has its own rules, arrangements and expectations (
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/Omsendbrief0046-2013.pdf" target="_blank"&gt;&#xD;
        
            click here
           &#xD;
      &lt;/a&gt;&#xD;
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        &lt;span&gt;&#xD;
          
             ):
            &#xD;
        &lt;/span&gt;&#xD;
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  &lt;/ul&gt;&#xD;
  &lt;ol&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Category 1 regulates standard curricular and co-curricular activities. These are normal school activities as prescribed in the planned curriculum, and/or are part of the normal school programme.
           &#xD;
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    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Category 2 regulates parallel but voluntary enrichment exercises. It is a variety of activities aimed to enrich and/or expand the curriculum.
           &#xD;
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            Category 3 regulates tours, camps and trips:
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    &lt;li&gt;&#xD;
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            For the purposes of this topic, category 3 is important as these activities take place outside the school grounds;
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            This category explains how the costs associated with such an activity must be regulated;
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            To whom the application must be addressed for approval after the school governing body has approved the application;
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            Refer to specific requirements before a trip or tour can take place;
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    &lt;li&gt;&#xD;
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            Duties, responsibilities and expectations of educators in charge of the trips or tours;
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            Supervision of learners during a trip or tour;
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             Transport and the preparation and maintenance of the file regulating the transport documents.
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  &lt;/ol&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
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             The
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      &lt;strong&gt;&#xD;
        
            Free State
           &#xD;
      &lt;/strong&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             and
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            Eastern Cape
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             follow the National Regulations.
            &#xD;
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  &lt;/ul&gt;&#xD;
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      &lt;span&gt;&#xD;
        
             
           &#xD;
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    &lt;strong&gt;&#xD;
      
           In conclusion
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  &lt;ol&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            School trips and tours carry inherent risks that require a comprehensive understanding by educators. The potential for accidents that can occur on school trips and tours and the consequences of inadequate safety measures highlight the need for educators and schools to implement the Regulations for Safety Measures at Public Schools either directly or by way of more refined provincial circulars and/or regulations to be understood and applied under the banner of the in loco parentis principle.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Please follow the following link to watch our training session on this subject: 
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="https://youtu.be/U785mwYGpLQ" target="_blank"&gt;&#xD;
        
            https://youtu.be/U785mwYGpLQ
           &#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ol&gt;&#xD;
&lt;/div&gt;</content:encoded>
      <pubDate>Thu, 05 Dec 2024 08:50:30 GMT</pubDate>
      <guid>https://www.saou.co.za/uitstappies-excursions</guid>
      <g-custom:tags type="string" />
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    <item>
      <title>Handleiding Rondom Rassisme en ander vorme van Onbillike Diskriminasie | Manual On Racism and other forms of Unfair Discrimination</title>
      <link>https://www.saou.co.za/handleiding-rondom-rassisme-en-ander-vorme-van-onbillike-diskriminasie-manual-on-racism-and-other-forms-of-unfair-discrimination</link>
      <description>The management of diverse individuals is a challenge that schools have been confronted with for decades and from the most recent media coverage on Pretoria High School for Girls, it appears to still be a major problem.</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Nasionaal+Mashoof+2024_Regsdienste.png" alt=""/&gt;&#xD;
&lt;/div&gt;&#xD;
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  &lt;h2&gt;&#xD;
    &lt;span&gt;&#xD;
      
           02/2024
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&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
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           Handleiding Rondom Rassisme en ander vorme van Onbillike Diskriminasie
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
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           Die bestuur van diverse individue is ‘n uitdaging waarmee skole al dekades lank mee gekonfronteer word en dit blyk vanuit die mees onlangse media dekking op Pretoria High School for Girls, dat dit steeds ‘n reuse probleem is.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;br/&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Artikel 9, die eerste reg wat in die handves van regte gelys word, beskerm 'n individu se reg op gelykheid. Gelykheid soos omskryf in artikel 9(2), sluit die volle en gelyke genieting van regte en vryhede in. Dit is dus verstaanbaar waarom die verbod op onbillike diskriminasie ingeskryf is en ‘n oortreding van hierdie verbod kan lei tot ernstige gevolge.
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    &lt;/span&gt;&#xD;
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  &lt;p&gt;&#xD;
    &lt;br/&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die SAOU het ‘n handleiding rondom rasissme en ander vorme van onbillike diskriminasie opgestel met die doel om skole by te staan in die voorkoming van onbillike diskriminasie. Ons moedig Skoolhoofde asook Skoolbeheerliggame aan om hierdie handeling te gebruik as ‘n redelike voorsorgmaatreël tot aantyging van onbillike diskriminasie.
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      &lt;/span&gt;&#xD;
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  &lt;/p&gt;&#xD;
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    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Toegang tot die handleiding is op die
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://saouonline.co.za/" target="_blank"&gt;&#xD;
      
           SAOU Online
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            in hoofstuk 1.3.1 van die MSM (Manual for School Management).
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
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    &lt;span&gt;&#xD;
      
           2024/11/08
          &#xD;
    &lt;/span&gt;&#xD;
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&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Manual On Racism and other forms of Unfair
            &#xD;
      &lt;br/&gt;&#xD;
      
           Discrimination
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The management of diverse individuals is a challenge that schools have been confronted with for decades and from the most recent media coverage on Pretoria High School for Girls, it appears to still be a major problem.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ﻿
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Section 9, the first right listed in the bill of rights, protects an individual's right to equality. Equality as described in section 9(2), includes the full and equal enjoyment of rights and freedoms. It is therefore understandable that the prohibition of unfair discrimination is inscribed and a violation of same can lead to serious consequences.
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    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;br/&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The SAOU has drawn up a manual on racism and other forms of unfair discrimination with the aim of assisting schools in preventing unfair discrimination. We encourage Principals as well as School Governing Bodies to use this manual as a reasonable precautionary measure for allegations of unfair discrimination.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;br/&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Access to this manual is in the
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://saouonline.co.za/" target="_blank"&gt;&#xD;
      
           SAOU Online
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            in chapter 1.3.1 of the MSM (Manual for School Management).
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;</content:encoded>
      <pubDate>Fri, 08 Nov 2024 07:50:12 GMT</pubDate>
      <guid>https://www.saou.co.za/handleiding-rondom-rassisme-en-ander-vorme-van-onbillike-diskriminasie-manual-on-racism-and-other-forms-of-unfair-discrimination</guid>
      <g-custom:tags type="string" />
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        <media:description>thumbnail</media:description>
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    <item>
      <title>SAOU &amp; FEDSAS BELAA Blitsbesoeke | SAOU &amp; FEDSAS BELAA Roadshows</title>
      <link>https://www.saou.co.za/saou-fedsas-belaa-blitssbesoeke-saou-fedsas-belaa-road-trips</link>
      <description>Op 16 September 2024 is die Wysigingswet op Basiese Onderwyswette onderteken. Na die ontvangs van verskeie navrae soos onderskeidelik gerig aan SAOU en FEDSAS, het beide organisasies ‘n behoefte vir inligtingsessies onder lede geïdentifiseer.</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Nasionaal+Mashoof+2024_Regsdienste.png" alt=""/&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;span&gt;&#xD;
      
           01/2024
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/h2&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           SAOU &amp;amp; FEDSAS BELAA
            &#xD;
      &lt;br/&gt;&#xD;
      
           BLITSBESOEKE
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Op 16 September 2024 is die Wysigingswet op Basiese Onderwyswette onderteken. Na die ontvangs van verskeie navrae soos onderskeidelik gerig aan SAOU en FEDSAS, het beide organisasies ‘n behoefte vir inligtingsessies onder lede geïdentifiseer.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die SAOU en FEDSAS het gevolglik ‘n gesamentlike program beplan waartydens blitsbesoeke oor ‘n tydperk van vyf dae in al nege provinsies plaasgevind het. Die SAOU en FEDSAS het gereis na Johannesburg, Pretoria, Rustenburg, Potchefstroom, Kaapstad, George, Polokwane, Gqeberha, Oos-Londen, Middelburg, Nelspruit, Dundee, Kimberley en Bloemfontein om altesaam 894 bywoners aan die woord te staan asook om kwelvrae te beantwoord. Die aanlyn platvorm het ‘n verdere 3049 bywoners bereik.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die SAOU is dankbaar vir die positiewe terugvoer wat ons vanaf ons lede ontvang het. Diegene wat die inligtingsessies misgeloop word aangemoedig om die video-opname te kyk deur op die volgende skakels te klik:
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://youtu.be/x3yWJTWDQwI" target="_blank"&gt;&#xD;
      
           Afrikaans
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            of
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://youtu.be/PCwzRHJk_EI" target="_blank"&gt;&#xD;
      
           Engels
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      
           . Die skyfies (
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/FEDSAS_-_SAOU_BELA_Act_Roadshow_Afr.pdf" target="_blank"&gt;&#xD;
      
           Afrikaans
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            en
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/FEDSAS_-_SAOU_BELA_Act_Roadshow_Eng.pdf" target="_blank"&gt;&#xD;
      
           Engels
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ) kan ook besigtig word. Die opnames en aanbiedings is in hoofstuk 16.3.1 van die MSM opgeneem van die
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://saouonline.co.za/" target="_blank"&gt;&#xD;
      
           SAOU Online
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      
           .
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die doel van die inligtingsessies was om skole en lede bedag te maak op die feit dat daar nog geen inwerkingtredingsdatum van die Wysigingswet is nie en dat ons, tesame met ander belanghebbendes, voortgaan met samesprekings rakende kwelpunte oor die voorgestelde wysigings aan artikel 5 en 6 van die Suid-Afrikaanse Skolewet, wet 84 van 1996.
          &#xD;
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
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            Vir enige verdere inligting kontak gerus u provinsiale kantoor of
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="mailto:regsdienste@saou.co.za" target="_blank"&gt;&#xD;
      
           SAOU Regsdienste
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      
           .
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;span&gt;&#xD;
      
           2024/11/07
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/h2&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           SAOU &amp;amp; FEDSAS BELAA
            &#xD;
      &lt;br/&gt;&#xD;
      
           ROADSHOWS
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            On 16 September 2024, the Basic Education Laws Amendment Act was signed. After receiving several inquiries the SAOU and FEDSAS identified a need for information sessions amongst members.
           &#xD;
      &lt;/span&gt;&#xD;
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The SAOU and FEDSAS consequently planned a joint program and held sessions in all the provinces over a period of 5 days. The SAOU and FEDSAS travelled to Johannesburg, Pretoria, Rustenburg, Potchefstroom, Cape Town, George, Polokwane, Gqeberha, East London, Middelburg, Nelspruit, Dundee, Kimberley and Bloemfontein to address to a total of 894 attendees as well as to answer pressing questions. The online platform reached a further 3049 attendees.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The SAOU is grateful for the positive feedback we received from our members. Those who missed the briefings are encouraged to watch the video recording by clicking on the following links:
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://youtu.be/x3yWJTWDQwI" target="_blank"&gt;&#xD;
      
           Afrikaans
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            or
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://youtu.be/PCwzRHJk_EI" target="_blank"&gt;&#xD;
      
           English
          &#xD;
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           . The slides (
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           Afrikaans
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            and
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           English
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            ) van also be viewed. The recordings and presentations have been uploaded in chapter 16.3.1 of the MSM in the
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           SAOU Online
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           .
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            The most important summary of the information sessions was to make schools and members aware of the fact that there is still no implementation date of the Amendment Act and that we, together with other stakeholders, continue with discussions regarding points of concern such as the proposed amendments to section 5 and 6 of the South African Schools Act, Act 84 of 1996.
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            For any further information please contact your provincial office or
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           SAOU Legal Services
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           .
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&lt;/div&gt;</content:encoded>
      <pubDate>Thu, 07 Nov 2024 12:35:39 GMT</pubDate>
      <guid>https://www.saou.co.za/saou-fedsas-belaa-blitssbesoeke-saou-fedsas-belaa-road-trips</guid>
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    <item>
      <title>Vreedsame optog teen BELA | Peaceful march against BELA</title>
      <link>https://www.saou.co.za/vreedsame-optog-teen-bela-peaceful-march-against-bela</link>
      <description>NN 32/2024: Die optog het ten doel om ‘n memorandum aan verteenwoordigers van die Regering van Nasionale Eenheid te oorhandig, wat ons standpunt stel. Die SAOU se deelname is...</description>
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           NN 32/2024
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           VREEDSAME OPTOG TEEN BELA
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           Die Suid-Afrikaanse Onderwysersunie (SAOU) het reeds in 2017 begin om aanbevelings te formuleer teen die wysiging van die Suid-Afrikaanse Skole Wet en etlike regsopinies is ingewin om die standpunt van die SAOU te stel.
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            Die BELA-wetgewing is op 13 September 2024 deur die Staatspresident afgeteken, maar twee klousules naamlik Klousule 4 (toelatingsbeleid ) en Klousule 5 (taalbeleid) is vir verdere beraadslaging geteiken op politieke vlak. Daar is dus uitstel tot 13 Desember 2024 vir die betrokke klousules gegee. Die SAOU het reeds uitgereik na die rolspelers wat toegang het tot die proses en dienooreenkomstig insette gelewer.
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           Waar staan ons na die BELA-wet onderteken is?
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           Die SAOU, in samewerking met ander vennote, is dit eens dat die eerste plek sal wees, om die oorspronklike artikels rakende toelating en taal te behou word soos dit in die Suid-Afrikaanse Skolewet (SASW) vervat is. 
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           Wat is die standpunt van die SAOU?
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           In Nasionale Nuusbrief 19/2024 (
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           klik hier
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           ) het die SAOU duidelik aangedui wat die onderliggende beginsels van die SAOU rakende die BELA-wetgewing is naamlik:
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            Gelyke vennootskap tussen skoolbeheerliggame en die onderwys-owerhede;
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            Samewerkende beheer en bestuur van skole;
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            Onderlinge samewerking;
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            Openbare skole as onafhanklike regspersone; en
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            Openbare skole as demokratiese verlengstukke van die onderskeie gemeenskappe ten einde diverse en uiteenlopende benaderings te verteenwoordig.
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           Die SAOU het van die begin af ontevredenheid oor Klousule 4 (toelatingsbeleid) en Klousule 5 (taalbeleid) uitgespreek en ook omvattende positiewe veranderings aan hierdie klousules voorgestel vir oorweging.
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           Sal die SAOU deelneem aan die vreedsame optog van 5 November 2024?
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           ‘n Protes word gedefinieer as ‘n plegtige verklaring of uitdrukking van jou opinie. Die SAOU sal dus op 5 November 2024 sy grondwetlike reg uitoefen om aan ‘n vreedsame optog deel te neem.
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            Die besluit tot deelname aan die vreedsame optog, is op Vrydag 18 Oktober 2024 is eenparig deur die SAOU se Nasionale Dagbestuur (NDB) geneem.
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           Die optog het ten doel om ‘n memorandum aan verteenwoordigers van die Regering van Nasionale Eenheid te oorhandig, wat ons standpunt stel. Die SAOU se deelname is ter ondersteuning van  die breë onderwysgemeenskap met die volgende  vertrekpunte:
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            Kwaliteitonderrig vir elke leerder in Suid-Afrika. Dit sluit ook elke graad R leerder in na die ondertekening van die BELA deur President Ramaphosa;
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            Die beskerming van gemeenskappe in skole, ten opsigte van hulle reg tot keuse van die taal van onderrig en leer, sowel as toelating tot ‘n spesifieke skool; en
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             Die beskerming van die regte van onderwysers.
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           Wie sal aan die optog van 5 November 2024 namens die SAOU deelneem?
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            Die Nasionale Dagbestuur (NDB) van die SAOU het besluit dat die SAOU se Nasionale Uitvoerende Raad (NUR) namens SAOU-lede die optog sal mee maak.
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           Die besluit is geneem om onderrig en leer in skole te beskerm.
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           Ek sal graag my steun aan die optog wil verleen, mag ek ook deelneem?
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           Alle lede van die SAOU wat hulle stem wil laat hoor, is welkom om aan die optog deel te neem. Die SAOU sal teenwoordig wees en lede kan by die SAOU afvaardiging aansluit.
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           Watter prosedures vir verlof moet ek volg?
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            Dit is die doelwit van die SAOU om lede wat sterk voel dat hulle persoonlik by die optog wil aansluit, te beskerm, sodat hulle binne die arbeidswetgewing optree en nie aan dissiplinêre aksie blootgestel word nie. 
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           Die volgende reëlings moet deur u getref word: 
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            U moet aansoek doen by u werkgewer vir opgehoopte verlof of vir jaarlikse verlof. 
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            U mag slegs deelneem indien u toestemming van u werkgewer ontvang het. 
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            Indien geen toestemming verleen word nie, sal u moontlike dissiplinêre stappe in die gesig staar.
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            Indien verlof toegestaan word sal dit onbetaalde verlof wees. 
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            Indien u enige verdere navrae het, rig dit aan u provinsiale kantoor vir uitklaring.   
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           Ten slotte
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           Die SAOU streef daarna om die verandering in onderwys te wees. Die deelname aan die vreedsame optog is daarop gemik om SAOU-lede en skoolgemeenskappe se stem te laat hoor om te verseker dat die beste moontlike onderwysgeleenthede geskep word.
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           PEACEFUL MARCH AGAINST BELA
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           As early as 2017 the SAOU started to express recommendations against the Amendment of the South African Schools Act and several legal opinions were sought to formulate the point of view of the SAOU.
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           The BELA legislation was signed off by the State President on 13 September 2024, but two sections namely Clause 4 (admission policy) and Clause 5 (language policy) were targeted for further deliberation at the political level. An extension was therefore given until 13 December 2024, for the relevant sections to be reconsidered. The SAOU has already reached out to the role players who have access to the process and provided input accordingly.
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           Where do we stand after the BELA Act is signed?
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           The SAOU, in collaboration with other partners, agrees that the first prize will be the retention of the original articles regarding admission and language, as contained in the current South African Schools Act (SASA). 
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           What is the position of the SAOU?
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           In National Newsletter 19/2024 (
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    &lt;a href="https://www.saou.co.za/bela-is-goedgekeur-wat-nou-_-bela-has-been-approved-what-now" target="_blank"&gt;&#xD;
      
           click here
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           ), the SAOU clearly indicated what the underlying principles of the SAOU, regarding the BELA legislation, are:
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            Equal partnership between school governing bodies and the education authorities;
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            Collaborative governance and management of schools;
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            Mutual cooperation;
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            Public schools as independent legal entities; and
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            Public schools as democratic extensions of the respective communities in order to represent diversity and diverse approaches.
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           The SAOU expressed dissatisfaction with Clause 4 (admission policy) and Clause 5 (language policy) from the outset and also proposed comprehensive positive changes to these clauses for consideration.
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           Will the SAOU participate in the peaceful march on 5 November 2024?
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           A protest is defined as a solemn declaration or expression of one’s opinion. The SAOU will therefore exercise its constitutional right to participate in a peaceful march on 5 November 2024.
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           The decision to participate in the peaceful march was taken by the SAOU's National Standing Committee (NSC) on Friday 18 October 2024.
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           The intention of the march is to hand over a memorandum to representatives of the Government of National Unity, that support our stance. The SAOU's participation is in support of the wider education community.  The SAOU’s point of departure is as follows:
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            Quality education for every learner in South Africa. This also includes every Grade R learner after the signing of the BELA by President Ramaphosa;
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            The protection of the rights of school communities, regarding their right to choose the language of teaching and learning, as well as admission to a specific school;
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            The protection of the rights of teachers.
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           Who will participate in the march on 5 November 2024 on behalf of the SAOU?
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           The SAOU’s National Standing Committee (NSC) resolved that the National Executive Council (NEC) will support the march on behalf of SAOU members.
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           The decision was taken to protect teaching and learning in schools.
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           I would like to lend my support to the, march may I also participate?
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           All members of the SAOU who wish to make their voices heard are welcome to participate in the march. The SAOU will be present and members can join the SAOU delegation.
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           What procedures for leave should I follow?
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            It is the aim of the SAOU to, protect members who strongly feel that they wish to personally join the march, so that they act within the labour legislation and are not exposed to disciplinary action. 
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            The following arrangements must be made by you:
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            You must apply to your employer for accumulated leave or, for annual leave. 
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            You may only participate if you have received permission from your employer. 
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            If no permission is granted, you will face possible disciplinary action.
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            If leave is granted it will be unpaid leave. 
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            If you have any queries, please direct them to your provincial office for clarification.
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           In conclusion
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           The SAOU strives to be the change in education. The participation in the peaceful march is aimed at making the voices of SAOU members, and school communities heard, to ensure that the best possible educational opportunities are created.
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      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal.png" length="1005879" type="image/png" />
      <pubDate>Wed, 30 Oct 2024 09:28:54 GMT</pubDate>
      <guid>https://www.saou.co.za/vreedsame-optog-teen-bela-peaceful-march-against-bela</guid>
      <g-custom:tags type="string" />
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        <media:description>thumbnail</media:description>
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      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal.png">
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    <item>
      <title>BELA Protesaksie | Protest Against BELA</title>
      <link>https://www.saou.co.za/bela-protesaksie-protest-against-bela</link>
      <description>NN 31/2024: Die Nasionale Dagbestuur van die SAOU het dus op 18 Oktober 2024 eenparig besluit dat die Nasionale Uitvoerende Raad van die SAOU, die SAOU-lede, by die BELA-optog wat vir 5 November 2024 beplan word, sal verteenwoordig...</description>
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           NN 31/2024
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           BELA PROTESAKSIE
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           Die SAOU is reeds sedert 2017 intens betrokke by die wysigings aan die BELA-wet en het groot suksesse behaal met die insette wat gelewer is. Die implementering van klousules 4 en 5 wat verwys na die toelating- en taalbeleid in skole is nog nie geïmplementeer nie en is met ‘n verder drie maande uitgestel vir konsultasie met die regering.
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           Die SAOU glo steeds in ‘n politieke oplossing as eerste prys, maar sal graag alle moontlike aksies wil ontgin om die regering van die dag te oortuig dat die voorgestelde wysigings rakende toelating- en taalbeleid nie ten beste is soos dit tans daaruit sien nie.
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           Die Nasionale Dagbestuur van die SAOU het dus op 18 Oktober 2024 eenparig besluit dat die Nasionale Uitvoerende Raad van die SAOU, die SAOU-lede, by die BELA-optog wat vir 5 November 2024 beplan word, sal verteenwoordig.
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           Indien u as lid wil inskakel by die beoogde aksie van 5 November 2024, beveel ons u aan om ‘n dag onbetaalde verlof te neem en die aksie te ondersteun.
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           Indien u van voorneme is om deel te neem, registreer by die skakel hieronder. SAOU dra die 5de BLOU! Vir die eerste honderd SAOU-lede wat registreer, sal daar ‘n gratis gholfhemp en pet wees, wat afgehaal kan word by die SAOU se stalletjie.
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           Kom ons vat hande en verseker dat die SAOU se stem so goed as moontlik hoorbaar gaan wees.
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           Kom ons wys dat die SAOU dié verandering in die onderwys is.
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           Belangrike reëlings:
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            Aankoms:
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            08:00
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            Program begin:
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            09:00
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            Stap van Voortrekkermonument na Freedom Park (voorlopig):
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            10:00
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            Kleredrag:
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            Die eerste 100 SAOU-lede wat registreer kwalifiseer vir ‘n gratis SAOU t-hemp en SAOU-pet wat gedra kan word. Indien u te laat registreer ondersteun SAOU asseblief deur blou te dra!
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            Skoene:
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            Trek gemaklike skoene aan aangesien, ons ongeveer 2.5km gaan stap.
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            Parkering:
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            Gratis en veilige parkering op Voortrekkermonument se terrein beskikbaar.
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           Klik hier
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           om jou gratis SAOU blou t-hemp te bestel. Onthou slegs die eerste 100 lede kom in aanmerking vir die gratis hemde. U sal ‘n e-pos van bevestiging ontvang indien u vir die gratis SAOU-drag kwalifiseer.
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           Sperdatum vir hemp bestellings:
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           22 Oktober 2024 @ 16:00
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           PROTEST AGAINST BELA
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           The SAOU has been actively involved in the amendments to the BELA Act since 2017 and has achieved significant progress through its contributions. The implementation of clauses 4 and 5, which pertain to school admissions and language policy, has been delayed for an additional three months to allow for further consultation with the government.
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           The SAOU remains committed to seeking a political solution as its first priority but is also exploring all possible actions to convince the government that the proposed changes to the admission and language policies are not ideal in their current form.
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           On 18 October 2024, the SAOU's National Standing Committee unanimously resolved that the National Executive Council will represent members at the BELA protest march scheduled for 5 November 2024.
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           If, as a member, you wish to participate in the planned action on 5 November 2024, you will have to take a day's unpaid leave to support the cause. To join, please register using the link below. On 5 November 2024, SAOU members will wear BLUE! The first 100 members to register will receive a free golf shirt and cap, which can be collected from the SAOU stall.
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           Let's unite and make sure the SAOU's voice is heard loud and clear. Together, we can demonstrate that the SAOU is driving change in education.
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           Important Details:
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            Arrival time:
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            08:00
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            Program start:
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            09:00
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            Walk from Voortrekker Monument to Freedom Park (provisional):
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            10:00
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            Attire
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            : The first 100 SAOU members who register will receive a free SAOU t-shirt and cap. If you register later, please support SAOU by wearing blue!
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            Footwear:
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            Wear comfortable shoes; the walk is approximately 2.5 km.
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            Parking:
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            Free and secure parking will be available at the Voortrekker Monument.
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           Click here
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           to order your free SAOU blue t-shirt. Please note that only the first 100 members are eligible for the free golf shirts, and you will receive a confirmation email if you qualify.
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           22 October 2024 @ 16:00
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      <pubDate>Tue, 22 Oct 2024 09:38:06 GMT</pubDate>
      <guid>https://www.saou.co.za/bela-protesaksie-protest-against-bela</guid>
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      <title>Wêreld-Onderwysersdag | World Teachers' Day</title>
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      <description>NN 30/2024: Miskien is dit nie verbasend dat die eerste deel van die tema vir vanjaar se Wêreldonderwysersdag “Waardeer die stem van die onderwyser” is nie...</description>
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           NN 30/2024
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           WÊRELD-ONDERWYSERSDAG
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            5 OKTOBER 2024
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           Boodskap van die President van die SAOU, dr Louis Swanepoel
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           “Waardeer die stem van die onderwyser: Beweeg in die rigting van ‘n nuwe sosiale kontrak vir onderwys”
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           Die wêreld beweeg in die vierde kwartaal van 2024 in te midde van ‘n onsekere klimaat oor van die fundamentele kwessies wat die basis van die samelewing is. 
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           In Suid-Afrika is daar onsekerhede oor onderwysbegrotings en postevoorsiening. Daar is onsekerheid oor vele beleidskwessies. Beskrywings soos “administratiewe oorlading” het meer algemeen geword. In baie skole ontstaan daar wrywing tussen skole en gemeenskappe - asook tussen die rolspelers in daardie skole - oor kwessies wat verpolitiseer raak. Die opkoms van onderwysadministrasies wat boelies is veroorsaak diepe kommer. Amptenare wat nie almal vir die taak opgewasse is nie behandel onderwysers asof hulle laegraad lakeie sou wees. Die groeiende rol van politieke spelers wie se portefeuljes niks met onderwys te make het nie is verbasend – hulle bars op die onderwystoneel in en maak situasies basies onbestuurbaar, wat veel beter deur die professionele persone hanteer sou kon word wie se werk dit is. As gevolg van dit alles is daar onderwysers wat gedemoraliseer is, sommiges wat na vroeë aftrede hunker, sommiges wat gedurig met siekverlof is, en ander wat net nie meer vir die eise kans sien nie.
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           Miskien is dit nie verbasend dat die eerste deel van die tema vir vanjaar se Wêreldonderwysersdag “Waardeer die stem van die onderwyser” is nie. In talle wêrelddele groei die besef dat die stemme van onderwysers vir te lank al geïgnoreer is, en in sekere lande selfs onderdruk. Onderwysers is die mees bevoegde gesag wat oor skole kan praat asook die leergebeure wat daarbinne plaasvind. Dit het tyd geword dat onderwysers hulle regmatige plek by die bepaling van onderwysbeleid inneem. Dit het ook tyd geword dat die warboel van stemme wat dink hulle weet wat is reg vir skole en die onderwys, tot orde geroep word.
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           Die tweede deel van die tema vir Wêreldonderwysersdag is “beweeg in die rigting van ‘n nuwe sosiale kontrak vir onderwys”. Die SAOU het elders hieroor ‘n mening uitgespreek deur daarop te wys dat hierdie ‘n betekenislose aspirasie is tensy onderwysers van die regte werksmiddele, die regte werksomstandighede, en die regte professionele outonomie voorsien word, asook dat hulle besoldiging ontvang ooreenkomstig die aard van die werk wat hulle doen. Die SAOU gaan voort om onverskrokke te verkondig dat daar ‘n bedeling nodig is wat alle onderwysers na regte erken.
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           Teen hierdie agtergrond bly u as SAOU lid aan u roeping getrou, en daagliks illustreer u op talle wyses u toegewydheid aan die skole en leerders waar u diens lewer. Die einde van 2024 nader en ek twyfel nie dat u tot beste voordeel die gawes en talente wat u het in diens van die leerders en gemeenskappe van ons land voortgeset sal aanwend nie.
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           Namens die SAOU bedank ek u almal vir die verskil wat u maak en voortgeset sal bly maak. Ek hoop dat die erkenning van u talente en vermoëns u opnuut sal inspireer om dit te doen wat u uitstekend doen – om ‘n verskil in die wêreld te maak.
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           LOUIS SWANEPOEL
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           SAOU PRESIDENT
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           WORLD TEACHERS’ DAY
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            5 OCTOBER 2024
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           Message by the President of the SAOU, Dr Louis Swanepoel
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            “Valuing teacher voices: Towards a new social contract for education”
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           The world moves into the fourth quarter of 2024 in a climate of uncertainty about some of the bedrock issues which form the basis of society. 
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           In South Africa there are uncertainties about education budgets and the provisioning of posts. There are uncertainties about a whole number of education policy issues. Terms like administrative overload have become common. In too many schools, friction arises between schools and communities and between the role-players in those schools on issues which become politicised. The rise of bullying education administrations causes deep concern, as officials – not all of whom are qualified for the task they have to perform – treat professional educators as though they were low-grade lackeys. Astonishing indeed is the growing role of political players – whose portfolios have nothing to do with education and schooling – as they burst on to the educational scene and render unmanageable difficult situations better left to the professional persons appointed to deal with them. As a consequence, there are teachers who are demoralised, some who look for early retirement, some who are constantly having to take sick leave, and others who just don't see a chance for the challenges anymore. 
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           It is perhaps not surprising that the first part of the theme for World Teachers’ Day this year is “Valuing teacher voices”. In many parts of the world there is a growing recognition that the voices of teachers have for too long been ignored and, in some countries, even suppressed. Teachers are the most competent authority to speak to issues affecting schools and the learning that takes place within them. It is time that teachers world-wide once again occupied their rightful place in the determination and establishing of education policy. It is also time that the voices of a clamouring multitude who claim to know what is right for schools and schooling be called to order.
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           The second part of the theme for World Teachers’ Day is “towards a new social contract for education”. On the question of a social contract the SAOU has elsewhere expressed itself by making the point that this is a meaningless aspiration unless teachers are given the right tools for the job, the right working conditions, the right professional autonomy, and remuneration appropriate to the work they do. The SAOU continues fearlessly to proclaim its views on the necessity for a dispensation which affords all teachers the recognition which is their right.
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           Against this backdrop you as a member of the SAOU remain true to your calling and daily exhibit in countless ways your commitment to the schools and learners in which you serve. The end of 2024 is approaching and I have no doubt that you will continue to display to best advantage the gifts and talents you employ in the service of the learners and communities of the country.
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           On behalf of the SAOU I thank you all for the difference you make and will continue to make, and hope the recognition of your talents and abilities will inspire you afresh to do what you do best – to make a difference in the world.
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           LOUIS SWANEPOEL
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           SAOU PRESIDENT
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           Boodskap van die Uitvoerende Beampte van die SAOU, mnr Paul Sauer
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           Geagte SAOU-lede
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            Op 5 Oktober vier ons Wêreld-Onderwysersdag. Die SAOU wil hierdie geleentheid gebruik om 'n oomblik stil te staan en die onskatbare bydraes van onderwysers te erken. Vanjaar se tema is "Onderwysers se Stem Is Belangrik: Op Pad na 'n Nuwe Sosiale Kontrak vir Onderwys." In 'n tyd waar die uitdagings in die onderwys 'n kritieke punt bereik het, bly u daaglikse toewyding uitsonderlik, ondanks die emosionele, fisiese en geestelike tol wat dit van u eis.
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           Vir 'n nuwe sosiale kontrak met onderwysers om haalbaar te wees, is dit noodsaaklik om 'n billike verspreiding van sosiale en ekonomiese hulpbronne te verseker. 'n Kritieke vereiste vir onderwysers om kwaliteit-onderwys te lewer, is die beskikbaarheid van genoegsame gekwalifiseerde opvoeders. Om 'n nuwe sosiale kontrak met onderwysers tot stand te bring, moet 'n redelike interaksie tussen rolspelers in die gemeenskap en die billike toewysing van hulpbronne vir kwaliteit-onderwys prioriteit geniet, sodat onderwysers hul verantwoordelikhede effektief kan nakom.
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           Onderwys vorm die hoeksteen van ons samelewing. As opvoeders speel u 'n onmisbare rol in die vorming van die jonger geslag en in die versterking van ons gemeenskappe – dikwels met beperkte hulpbronne en onder toenemend komplekse omstandighede. Die welstand van onderwysers in Suid-Afrika is onder groot druk, en ons verstaan die oorweldigende las wat dikwels met hierdie beroep gepaardgaan. Die groeiende behoefte aan geestelike ondersteuning in die onderwyssektor is 'n werklikheid wat ons nie kan ignoreer nie.
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           Die druk van u werkslading, saam met emosionele eise en die uitdagings wat leerders in die gesig staar, plaas 'n enorme las op u gesondheid en welstand. Dit is noodsaaklik dat ons hierdie uitdagings aanspreek en 'n omgewing skep wat u toelaat om te floreer. Daarom is die SAOU besig om doelgerigte, gratis en volhoubare ondersteuning te beplan, insluitend 'n 24/7 noodlyn, wat in 2025 bekendgestel sal word om u te ondersteun in hierdie uitdagende tye.
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           Die uitdagings waarmee u te doen het, sluit hoë werklading, administratiewe druk, en die verwagtinge van ouers en die Onderwys departement in. Hierdie druk het 'n negatiewe impak op u welstand en geestesgesondheid. U het die reg om 'n werksomgewing te hê wat u ondersteun, en ons by die SAOU is hier om u te help om daardie omgewing te skep.
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            U stem is van onskatbare waarde in die gesprek oor die toekoms van onderwys. Die SAOU bevestig ons verbintenis om u stem te verteenwoordig. Ons loof u harde werk, uithouvermoë en die passie waarmee u elke dag onderrig, selfs wanneer erkenning skaars is.
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            Wees verseker dat u meer as net "onderwysers" is – u is die transformasie-krag in die lewens van u leerders en 'n onmisbare deel van ons samelewing.
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           Die SAOU salueer u.
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           PAUL SAUER
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           SAOU UITVOERENDE BEAMPTE
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           Message by the executive officer of the SAOU, mr paul sauer
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           Dear SAOU members
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           On October 5, we celebrate World Teachers' Day. The SAOU would like to take this opportunity to pause and recognise the invaluable contributions of teachers. This year's theme is "The Voice of Teachers Matters: Towards a New Social Contract for Education." At a time when challenges in education have reached a critical point, your daily dedication remains exceptional, despite the emotional, physical, and mental toll it demands of you.
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           For a new social contract with teachers to be feasible, it is essential to ensure a fair distribution of social and economic resources. A critical requirement for teachers to deliver quality education is the availability of sufficiently qualified educators. To establish a new social contract with teachers, reasonable interaction between stakeholders in the community and the fair allocation of resources for quality education must take priority, so that teachers can effectively fulfil their responsibilities.
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           Education is the cornerstone of our society. As educators, you play an indispensable role in shaping the younger generation and strengthening our communities—often with limited resources and under increasingly complex circumstances. The well-being of teachers in South Africa is under immense pressure, and we understand the overwhelming burden that often accompanies this profession. The growing need for mental health support in the education sector is a reality we cannot ignore.
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           The pressure from your workload, combined with emotional demands and the challenges learners face, places a tremendous strain on your health and well-being. It is essential that we address these challenges and help to create an environment that allows you to thrive. Therefore, the SAOU is planning targeted, free and sustainable support, including a 24/7 helpline to be launched in 2025 to assist you during these challenging times.
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           The challenges you face include high workloads, administrative pressures, and expectations from parents and the Department of Education. These pressures have a negative impact on your well-being and mental health. You have the right to have a work environment that supports you, and we at the SAOU are here to help you create that environment.
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           Your voice is invaluable in the conversation about the future of education. The SAOU reaffirms our commitment to representing your voice. We commend your hard work, resilience, and the passion with which you teach every day, even when recognition is scarce.
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           Rest assured that you are more than just "teachers"—you are the transformative force in the lives of your learners and an indispensable part of our society.
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           The SAOU salutes you.
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           PAUL SAUER
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           SAOU EXECUTIVE OFFICER
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      <pubDate>Fri, 04 Oct 2024 06:42:27 GMT</pubDate>
      <guid>https://www.saou.co.za/wereld-onderwysersdag-world-teachers-day</guid>
      <g-custom:tags type="string">WORLD TEACHERS’ DAY</g-custom:tags>
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      <title>Closure of Term 3 | Afsluiting van Kwartaal 3</title>
      <link>https://www.saou.co.za/closure-of-3rd-term-afsluiting-van-3de-kwartaal</link>
      <description>NN 29/2024: Die einde van die derde kwartaal van die jaar voel asof dit teen ‘n ongekende tempo op ons afgestorm het...</description>
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           NN 29/2024
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           CLOSURE OF
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           TERM three
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            VOTE OF THANKS TO STAFF AND MEMBERS OF THE SAOU
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           Colleagues
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           It feels as though the end of the third term of the year has charged down upon us at a hitherto unknown rate. The beginning of the year is hardly behind us – or so it feels – and here we are at the end of the third term.
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           Many of us are now taking stock – what has been done, and what do we still have to do? Some of us in the curriculum context will be stepping up the pace to make sure that all the work is covered. Within the organisation of the school there will probably be some issues which must receive attention before the end of the year. Those of us who will be retiring at the end of the period are now busy giving attention to all that has to be done before we finally lay down our office. The staff in the office of the SAOU are busy closing off this period and making the preparations for the period which lies ahead.
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           It is a pleasure to thank you all. Thank you for continual hard work in the interest of schooling and of the learners we all serve in different ways. Thank you for loyalty and the conscientious approach you have followed uninterruptedly during the past term. Thank you that the SAOU can be associated with you.
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           May the short period ahead be one of rest, relaxation and restoration for you all. May your ways be blessed and your paths safe. I look forward to welcoming you again at the beginning of the next term. Enjoy the short period of leave to the full.
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           Kind regards
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           LH SWANEPOEL
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           SAOU PRESIDENT
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           AFSLUITING VAN
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           KWARTAAL DRIE
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           DANKWOORD AAN PERSONEEL EN LEDE VAN DIE SAOU
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           Kollegas
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           Die einde van die derde kwartaal van die jaar voel asof dit teen ‘n ongekende tempo op ons afgestorm het. Die begin van die jaar is skaars agter ons – of so voel dit – en hier is ons by die einde van die derde kwartaal. 
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           Baie van ons doen nou bestekopname – wat is gedoen, en wat staan nog gedoen te word? Binne die kurrikulum sal daar van ons wees wat die pas aansit om seker te maak dat alle werk gedek word. Binne die organisasie van die skool sal daar seer sekerlik nog sake wees wat voor jaareinde aandag moet kry. Van ons wat aan die einde van die jaar aftree is nou besig om aandag aan die vele sake te gee wat wag voordat ons die tuig neerlê. Die personeel wat in die kantore van die SAOU werksaam is, is besig om hierdie periode af te handel en om vir die volgende een te begin beplan.
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           Dit is aangenaam om vir u almal baie dankie te sê. Dankie vir volgehoue harde werk ter wille van die onderwys en die leerders wat ons almal op verskeie wyses bedien. Dankie vir die lojaliteit en pligsgetrouheid wat u oor die afgelope periode ononderbroke aan die dag gelê het. Dankie dat die SAOU met u geassosieer kan wees.
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           Mag die kort periode wat voorlê vir u almal ‘n periode van rus, van ontspanning en van herstel wees. Mag u weë geseënd en u paaie veilig wees. Ek sien daarna uit om u aan die begin van die volgende kwartaal weer te verwelkom. Geniet die kort verlofperiode voluit.
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           Vriendelike groete
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           LH SWANEPOEL
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           SAOU PRESIDENT
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      <pubDate>Thu, 19 Sep 2024 06:04:57 GMT</pubDate>
      <guid>https://www.saou.co.za/closure-of-3rd-term-afsluiting-van-3de-kwartaal</guid>
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      <title>The Two-Pot System: Is there reason for panic?</title>
      <link>https://www.saou.co.za/the-two-pot-system-is-there-reason-for-panic</link>
      <description>NN 28/2024: When the two-pot system takes effect, three different, so-called components (pots) will be created. They are a savings component (pot), a retirement component (pot) and a vested component (pot)...</description>
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           NN 28/2024
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           The two-pot system: is there reason for panic?
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           On 21 July, 2024 the State President signed the Pension Funds Amendment Bill into law. This means that the so-called Two-Pot Retirement System is now official. We would like to clarify a few areas of concern raised by members.
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           What is the Two-Pot Retirement System?
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           “This dispensation gives members of retirement funds access to retirement savings without having to resign or cash out entire pension funds,” the Presidency said in a statement. In other words, it allows members to make partial withdrawals from their retirement savings before they retire while preserving a portion that can be accessed only on retirement.
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            The reform will come into effect on 1 September 2024.
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           Why was the two-pot system introduced?
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            In many cases, retirement funds are the only savings fund members have. Under the current system, some members resign to access their retirement fund savings to pay off debt, which is detrimental from an economic, financial planning and retirement provision point of view. The two-pot system is meant to support long-term retirement savings, while allowing members access to a portion of their retirement savings should they find themselves in financial distress.
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           It is advisable that members use the savings component sparingly, and only when there is a dire need.
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            Will the
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           two-pot system
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            also affect employees of governing bodies and independent schools?
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            Yes. It will apply to all retirement funds. Therefore if you are contributing to a pension fund other than the GEPF, the system will also apply to you.
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           How will it work?
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            When the
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            two-pot system
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            takes effect, three different, so-called components (pots) will be created. They are a savings component (pot), a retirement component (pot) and a vested component (pot).
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            Your accumulated retirement savings up until 31 August 2024 will be ringfenced in what is called the vested pot. This pot will not receive any further contributions after that date, apart from interest earned. The full value of the vested pot will be paid out to you upon retirement or resignation irrespective of when that may be.
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           From 1 September 2024, only the savings and retirement pots will receive retirement contributions.  Two thirds of your contributions will go to the retirement pot, while one third will go to the savings pot.  The savings component will be accessible at any time, but withdrawals must be a minimum of R2 000 and only one withdrawal may be made in a tax year.  The amount that is withdrawn will be taxed at the individual’s marginal tax rate.  There is no maximum withdrawal limit on the savings component except for the first year (2024) when it is capped at R30 000 or 10% of the vested pot up to a maximum of R30 000.
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           I only started contributing to GEPF after 1 September 2024.  Will I also have a vested pot?
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           No.  Only members who have contributed to GEPF prior to 1 September 2024 will have funds available to be ringfenced in a vested pot.
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           Can I immediately access my savings pot after 1 September 2024?
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           No.  The GEPF will communicate the claiming process after the necessary changes to the GEPF rules have been made.
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           What will be paid out to me upon retirement after 1 September 2024?
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           Upon retirement, the savings pot which is one third of your retirement fund, will be paid out to you as a lump sum. The remaining two thirds in your retirement pot, will be paid to you as monthly instalments.
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           Should I resign after 1 September 2024 before my retirement age, what will be paid to me?
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           You will be paid only the balance of the vested and savings pots as a cash benefit. The balance of the retirement pot will remain within the fund, or it can be transferred to another approved fund, with the restriction that you will only be able to access these amounts once you have reached retirement age.
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           A lump sum payment will be subject to taxation. If funds are transferred to a retirement fund, the transfer will not be subject to taxation.
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           Is anyone excluded from the Two-Pot Retirement System?
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           Yes. Current pensioners are excluded as they have already received their benefits. Members of provident funds who are 55 years of age or older and still employed will not be included, but may exercise a choice whether or not to participate.
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           SOME GENERAL CONCERNS
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           Will the implementation of the two-pot system reduce my pensionable service years?
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      &lt;span&gt;&#xD;
        
            Definitely not. But logically speaking, if you extract monies from your retirement fund prior to retirement, this will necessarily have a negative influence on the actuarial value of the fund.  You cannot lay claim to monies at retirement that you have previously withdrawn.
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           Each time you access your savings benefit, the amount available to provide you with an income upon retirement, will be reduced.  In addition, the savings withdrawal benefit will be taxed at your marginal rate and has the potential to push you into a higher tax bracket, depending on your income and the value of the withdrawal.
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           What happens to the monies in my savings pot if I choose not to withdraw from it?
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           Upon retirement the full value of the savings pot will be paid to you as a lump sum. Tax will be deducted from the lump sum, but it will be according to the retirement lump sum tax table.  Thus, the amount deducted for tax is less than that deducted from any withdrawals.
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           If I reach retirement age after 1 September 2024 and want to retire, what will be paid out to me?
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      &lt;span&gt;&#xD;
        
            Your savings pot will be paid to you as a lump sum. The remaining two thirds in your retirement pot will be paid to you in monthly pension payments.  You will have full access to all your pots (vested, savings and retirement) as per the prescribed rules.
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           What if I get a divorce?
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           Divorce orders can currently be applied against a member’s retirement savings and this does not change in the two-pot system.  The claim will be effected pro-rata across all the pots.  Spouses can choose to receive their share of all three pots as a lump sum payment, or opt to have it transferred to their respective retirement funds.
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  &lt;/p&gt;&#xD;
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           What happens should I emigrate?
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           A member will be able to access the balances in the vested pot and the savings pot on the date of emigration, but Retirement Pot funds will only be accessible after a period of three years following emigration.
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  &lt;/p&gt;&#xD;
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           Does the two-pot system apply to members currently on pension?
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           No, their benefits will not be affected.
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           Members will be kept informed as any new developments unfold. Please do not hesitate to contact your provincial SAOU office for more information.
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&lt;/div&gt;&#xD;
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      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal.png" length="1005879" type="image/png" />
      <pubDate>Thu, 15 Aug 2024 09:10:05 GMT</pubDate>
      <guid>https://www.saou.co.za/the-two-pot-system-is-there-reason-for-panic</guid>
      <g-custom:tags type="string" />
      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal.png">
        <media:description>thumbnail</media:description>
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      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal.png">
        <media:description>main image</media:description>
      </media:content>
    </item>
    <item>
      <title>Die Tweepot-Stelsel: Is daar rede vir paniek?</title>
      <link>https://www.saou.co.za/die-tweepot-stelsel-is-daar-rede-vir-paniek</link>
      <description>NN 28/2024: Wanneer die tweepot-stelsel in werking tree, sal drie verskillende, sogenaamde komponente (potte) geskep word. Dit is 'n spaarkomponent (pot), 'n aftreekomponent (pot) en 'n gevestigde komponent (pot)...</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Nasionaal+Mashoof+2024_Nasionaal.png" alt=""/&gt;&#xD;
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           NN 28/2024
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           DIE TWEEPOT-STELSEL: IS DAAR REDE VIR PANIEK?
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           Op 21 Julie 2024 het die Staatspresident die Pensioenfonds se Wysigingswetsontwerp as wet onderteken. Dit beteken dat die sogenaamde tweepot-stelsel nou amptelik is. Ons wil graag 'n paar bekommernisse wat deur lede geopper is, uitklaar.
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           Wat is die tweepot-aftreestelsel?
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           “Hierdie bedeling gee lede van aftreefondse toegang tot aftreespaargeld sonder om te bedank of volle pensioenfondse uit te betaal,” het die presidensie in 'n verklaring gesê. Met ander woorde, dit stel lede in staat om voor aftrede gedeeltelike onttrekkings uit aftreespaargeld te maak, terwyl 'n gedeelte bewaar word wat slegs by aftrede verkrygbaar is.
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           Die hervorming sal op 1 September 2024 in werking tree.
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           Waarom is die tweepot-stelsel ingestel?
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           In baie gevalle is aftreefondse die enigste spaarfondse wat lede het. Onder die huidige stelsel bedank sommige lede ten einde toegang tot hul aftreefonds spaargeld te kry om skuld te delg, wat nadelig is uit 'n ekonomiese, finansiële beplannings- en aftreevoorsieningoogpunt. Die tweepot-stelsel is bedoel om langtermyn-aftreespaargeld te ondersteun, terwyl dit lede toegang tot 'n gedeelte van hul aftreespaargeld gee sou hulle in finansiële nood verkeer.
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           Dit is raadsaam dat lede die spaarkomponent spaarsamig gebruik en slegs wanneer daar 'n ernstige behoefte is.
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           Sal die tweepot-stelsel ook werknemers van beheerliggame en onafhanklike skole raak?
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           Ja. Dit sal van toepassing wees op alle aftreefondse. Indien u dus bydra tot 'n ander pensioenfonds as die GEPF, sal die stelsel ook op u van toepassing wees.
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           Hoe sal dit werk?
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           Wanneer die tweepot-stelsel in werking tree, sal drie verskillende, sogenaamde komponente (potte) geskep word. Dit is 'n spaarkomponent (pot), 'n aftreekomponent (pot) en 'n gevestigde komponent (pot).
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            U opgehoopte aftreespaargeld tot en met 31 Augustus 204 sal in, wat die gevestigde pot genoem word, omkraal word.
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           Hierdie pot sal na daardie datum geen verdere bydraes ontvang nie, afgesien van rente wat verdien is. Die volle waarde van die gevestigde pot sal by aftrede of bedanking uitbetaal word, ongeag wanneer dit mag wees.
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           Vanaf 1 September 2024 sal slegs die spaar- en aftreepotte aftreebydraes ontvang. Twee derdes van u bydraes gaan na die aftreepot, terwyl een derde na die spaarpot gaan. Die spaarkomponent sal enige tyd toeganklik wees, maar onttrekkings moet 'n minimum van R2 000 wees en slegs een onttrekking mag in 'n belastingjaar gemaak word. Die bedrag wat onttrek word, sal teen die individu se marginale belastingkoers belas word. Daar is geen maksimum onttrekkingsperking op die spaarkomponent nie, behalwe vir die eerste jaar (2024) wanneer dit tot R30 000 of 10% van die gevestigde pot tot 'n maksimum van R30 000, beperk word.
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           Ek het eers ná 1 September 2024 tot GEPF begin bydra. Sal ek ook 'n gevestigde pot hê?
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           Nee. Slegs lede wat voor 1 September 2024 tot GEPF bygedra het, sal fondse beskikbaar hê om in 'n gevestigde pot omkraal te word.
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           Kan ek onmiddellik na 1 September 2024 toegang tot my spaarpot kry?
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           Nee. Die GEPF sal die eisproses kommunikeer nadat die nodige veranderinge aan die GEPF-reëls aangebring is.
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           Wat sal na 1 September 2024 aan my uitbetaal word by aftrede?
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           By aftrede sal die spaarpot wat een derde van u aftreefonds is, as 'n enkelbedrag uitbetaal word. Die oorblywende twee derdes in u aftreepot sal as maandelikse paaiemente betaal word.
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           Indien ek ná 1 September 2024 voor my aftree-ouderdom bedank, wat sal aan my betaal word?
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           U sal slegs die balans van die gevestigde en spaarpotte as kontantvoordeel betaal word. Die balans van die aftreepot sal binne die fonds bly, of dit kan na 'n ander goedgekeurde fonds oorgedra word, met die beperking dat jy eers toegang tot hierdie fondse sal kan kry sodra jy aftree-ouderdom bereik het.
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           'n Enkelbedragbetaling sal onderhewig wees aan belasting. Indien fondse na 'n aftreefonds oorgedra word, sal die oordrag nie onderhewig wees aan belasting nie.
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           Is iemand uitgesluit van die tweepot-aftreestelsel?
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            Ja. Huidige pensionarisse word uitgesluit aangesien hulle reeds hulle voordele ontvang het. Lede van voorsorgfondse wat 55 jaar of ouer is en steeds werksaam is sal nie ingesluit word nie, maar kan ’n keuse uitoefen om deel te neem, al dan nie.
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           PAAR ALGEMENE BEKOMMERNISSE
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           Sal die implementering van die tweepot-stelsel my pensioendraende diensjare verminder?
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            Beslis nie. Logies gesproke, as u voor aftrede geld uit u aftreefonds onttrek, sal dit noodwendig 'n negatiewe invloed op die aktuariële waarde van die fonds hê. U kan nie by aftrede aanspraak maak op gelde wat u voorheen onttrek het nie.
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           Elke keer as u toegang tot u spaarvoordeel kry, sal die beskikbare bedrag om u met aftrede van 'n inkomste te voorsien, verminder word. Daarbenewens sal die spaaronttrekkingsvoordeel teen u marginale koers belas word en het dit die potensiaal om u in 'n hoër belastingkerf te plaas, afhangend van u inkomste en die waarde van die onttrekking.
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           Wat gebeur met die geld in my spaarpot as ek kies om nie daaruit te onttrek nie?
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           Met aftrede sal die volle waarde van die spaarpot as 'n enkelbedrag uitbetaal word. Belasting sal volgens die aftree-enkelbedragbelastingtabel van die enkelbedrag afgetrek word.
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           As ek na 1 September 2024 aftree-ouderdom bereik en wil aftree, wat sal aan my uitbetaal word?
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           U spaarpot sal as 'n enkelbedrag aan u uitbetaal word. Die oorblywende twee derdes in u aftreepot sal in maandelikse pensioenuitbetalings aan u betaal word. U sal volle toegang hê tot al u potte (gevestigde, spaargeld en aftrede) volgens die voorgeskrewe reëls.
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           Wat as ek skei?
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           Egskeidingsbevele kan tans teen 'n lid se aftreespaargeld toegepas word en dit verander nie in die tweepot-stelsel nie. Die eis sal pro-rata oor al die potte uitgevoer word. Gades kan kies om hul deel van al drie potte as 'n enkelbedragbetaling te ontvang of kies om dit na hul onderskeie aftreefondse oor te dra.
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           Wat gebeur as ek emigreer?
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           'n Lid sal toegang hê tot die saldo's in die gevestigde pot en die spaarpot op die datum van emigrasie, maar aftreepotfondse sal eers na 'n tydperk van drie jaar ná emigrasie toeganklik wees.
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           Is die tweepot-stelsel van toepassing op lede wat tans op pensioen is?
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           Nee, hul voordele sal nie geraak word nie.
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           Lede sal op hoogte gehou word soos enige nuwe verwikkelinge ontvou. Moet asseblief nie huiwer om u provinsiale SAOU-kantoor te kontak vir meer inligting nie.
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      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal.png" length="1005879" type="image/png" />
      <pubDate>Thu, 15 Aug 2024 09:09:33 GMT</pubDate>
      <guid>https://www.saou.co.za/die-tweepot-stelsel-is-daar-rede-vir-paniek</guid>
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      <title>Women's Day 2024 | Vrouedag 2024</title>
      <link>https://www.saou.co.za/women-s-day-saou-president-message-vrouedag-saou-president-boodskap</link>
      <description>NN 27/2024: Augustusmaand, en meer spesifiek, 9 Augustus, is vir ons land, en veral vir ons dames in die breë onderwyssektor, besonder betekenisvol...</description>
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           NN 27/2024
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           VROUEDAG 9 AUGUSTUS 2024
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           BOODSKAP VAN WAARDERING
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           Beste Dameslede
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           Dit is ‘n voorreg om vandag hierdie boodskap aan ‘n gewaardeerde groepering van die onderwysprofessie te bring.
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           Augustusmaand, en meer spesifiek, 9 Augustus, is vir ons land, en veral vir ons dames in die breë onderwyssektor, besonder betekenisvol. Die SAOU bring graag, met die volgende boodskap, hulde aan ons dames in die onderwys.
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           Toe Margaret Thatcher Eerste Minister van Groot Brittanje was, het sy na bewering gesê “As jy oor iets gepraat wil hê, vra ‘n man. As jy iets gedoen wil hê, vra ‘n vrou”. Sy was ‘n formidabele internasionale leier, en by vele geleenthede by die aanspreek van die uitdagings van haar rol het sy moed, standvastigheid en deursettingsvermoë aan die dag gelê. Sy het duidelik die rol van die vrou in die samelewing helder verstaan.
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           Vandag vier ons Suid-Afrikaanse Vrouedag. Alhoewel die Vroue-dag vieringe in VSA, Australië en Groot-Brittanje nie op dieselfde dag plaasvind nie, verenig dieselfde tema ons, naamlik: – “Vroue vir geslagsgelykheid, en ‘n inklusiewe en veerkragtige samelewing”. As lede van ons professie het u onmeetbaar tot die bevordering van billikheid en inklusiwiteit in ons skole en in die wyer samelewing bygedra. Die wyse waarop u die daaglikse uitdagings wat veranderinge meebring hanteer, getuig van u veerkragtigheid.
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           Ongeveer 120 jaar gelede het Vrouedag in die VSA ontstaan. Tot vandag toe oefen die internasionale vrouebeweging ‘n belangrike invloed uit op die wyse waarop die drie fasette van hulde aan vrouwees gevier word: hetsy Vrouemaand, Vrouegeskiedenisdag of Vrouedag self. 
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           Die tema vir die maand ontstaan by die nasionale organisasie - so ook die kleure. Vandag se kleure is pers en groen – pers vir regverdigheid, waardigheid en lojaliteit, en groen vir hoop. 
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           In Suid-Afrika is vroue in die meerderheid in ons samelewing, asook in ons beroep. Sodoende het vroue ‘n belangrike rol in ons skole en ook in ons samelewing te vervul. Sleutelwoorde vandag is gelykheid en billikheid en ons kan sien wat die strewe van ons damesonderwysers oor die jare was om billikheid in die skole te bewerkstellig. Daardie strewe is nog nie verby nie, maar vordering is gemaak. 
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           Inklusiwiteit of aanvaarding was nog altyd een van u hoofkenmerke om by die veranderende situasie in skole aan te pas. U veerkragtigheid het die kontinuïteit van gehalte in talle skole in ons land help bewerkstellig.
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           Ek salueer u voortgaande bydrae tot ons professie en sluit af u met die woorde van Misty Copeland, die ballerina: “Wees sterk; wees vreesloos; wees beeldskoon en glo dat alles moontlik is wanneer jy die regte mense by jou het om jou te ondersteun”. 
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           My beste wense aan u almal.
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           Dr LH Swanepoel
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           SAOU President 
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           WOMEN’S DAY 9 AUGUST 2024
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           MESSAGE OF APPRECIATION
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           Dear Female members
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           It is a privilege to bring this message to our female members of the SAOU today.
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           The month of August, and more specifically, August the 9th, is particularly significant for our country, and especially for our ladies in the broader education sector. The SAOU would like to pay tribute to our ladies in education with the following message.
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           Margaret Thatcher while Prime Minister of Great Britain is reported to have said “If you want something to be talked about, ask a man. If you want something to be done, ask a woman”. She was a formidable international leader, and on many occasions showed courage, fortitude and endurance as she faced the challenges of her position. But it is clear that she had a lucid understanding of the role of women in society.
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           Today we celebrate South African Women’s Day at a different time from similar celebrations in the USA, Australia and Great Britain. However, we are unified by the same theme, namely – “Women for Gender Equity, an Inclusive and Resilient Society”. As members of our profession, you have contributed immeasurably to advancing fairness and inclusivity in our schools and in the wider society. You demonstrate resilience on a daily basis as we meet the challenges of change in our society.
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           Women’s Day was driven from the United States about 120 years ago. Up to this day the international women’s movement has an important influence on the way in which the three facets of paying tribute to women are celebrated, namely: be it Women’s Month, Women’s History Day or Women’s Day itself. 
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           The theme for the month originates with the national organization, as do the colours. The colours for today are purple and green – purple for justice, dignity and loyalty, and green for hope. 
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           In South Africa women are in the majority in our society and in our profession, and so doing women have an important role to fulfil in our society and in our schools. The key words today are equity, or fairness – and we have seen the striving of our female teachers over the years to achieve fairness in the workplace. That struggle is not yet over, but progress has been made.
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           Inclusivity or acceptance has been one of your major qualities as we come to terms with the ever-changing situation in our schools. And it is your resilience – your ability to bounce back – which has ensured continuity of quality in so many of the schools in our country.
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           I salute you all for your on-going contribution to our profession, and can do no better than to leave you with the words of Misty Copeland, the ballerina: “be strong; be fearless; be beautiful and believe that everything is possible when you have the right people there to support you”.
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           I wish you all well.
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           Dr LH Swanepoel
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           SAOU President
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      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal.png" length="1005879" type="image/png" />
      <pubDate>Thu, 08 Aug 2024 08:13:28 GMT</pubDate>
      <guid>https://www.saou.co.za/women-s-day-saou-president-message-vrouedag-saou-president-boodskap</guid>
      <g-custom:tags type="string" />
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    <item>
      <title>Unlawful interventions of politicians and departmental officials | Onregmatige ingrypings van politici en departementele amptenare</title>
      <link>https://www.saou.co.za/pretoria-high-school-for-girls-unlawful-interference-onregmatige-inmenging</link>
      <description>NN 26/2024: The SAOU was informed of the unsettling incidents at Pretoria High School for Girls by the alleged unlawful interventions of politicians and departmental officials...</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Nasionaal+Mashoof+2024_Nasionaal.png" alt=""/&gt;&#xD;
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           NN 26/2024
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           UNLAWFUL INTERFERENCE AT PRETORIA HIGH SCHOOL FOR GIRLS
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           The SAOU was informed of the unsettling incidents at Pretoria High School for Girls by the alleged unlawful interventions of politicians and departmental officials.
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           The SAOU confirms that we are fully informed and involved in the management of events and protection of the rights of our members at the school.
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           Herewith the assurance that we will protect the safety of our SAOU members and the stability of school communities in which they serve. We will not allow quality education to be threatened and disrupted by illegal actions.
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           Here follows a suggested contingency plan for handling similar incidents at your school:
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  &lt;ul&gt;&#xD;
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            If there is any uncertainty about the handling of an incident or inquiry regarding the school, contact the SAOU immediately for guidance.
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            Make sure that there is an updated code of conduct for learners in place, which outlines the necessary steps for handling.
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      &lt;/span&gt;&#xD;
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            Report to the Department through the established channels as well as to the School Governing Body (SGB).
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      &lt;/span&gt;&#xD;
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            Establish a clear paper trail of incidents in dealing with learners.
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      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
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            A specific person must be tasked with communication and reporting to the Department, SGB, staff, learners and parents regarding incidents involving learners.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
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            All media inquiries are referred to the Department.
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            If the principal is implicated in the handling of incidents, representation is recommended. This can take the form of the SAOU workplace representative, a senior fellow colleague or through a staff member of the SAOU provincial office.
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      &lt;/span&gt;&#xD;
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  &lt;/ul&gt;&#xD;
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           Members can be assured that the SAOU will leave no stone unturned to protect the interests of all members where necessary.
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           If you have any further queries, please do not hesitate to contact your SAOU provincial office.
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&lt;div data-rss-type="text"&gt;&#xD;
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           ONREGMATIGE INMENGING BY PRETORIA HIGH SCHOOL FOR GIRLS
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           Die SAOU het kennis geneem van die ontstellende gebeure by Pretoria High School for Girls deur die beweerde onregmatige ingrypings van politici en departementele amptenare.
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           Die SAOU bevestig dat ons ten volle ingelig en betrokke is by die bestuur van gebeure en beskerming van die regte van ons lede by die skool.
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      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
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  &lt;/p&gt;&#xD;
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           Hiermee die versekering dat ons die SAOU-lede se veiligheid, asook die stabiliteit van skoolgemeenskappe waarin hulle dien, sal beskerm. Ons sal nie toelaat dat gehalte-onderwys deur onregmatige optredes bedreig en ontwrig word nie.
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      &lt;/span&gt;&#xD;
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           Hier volg 'n voorgestelde gebeurlikheidsplan vir die hantering van soortgelyke insidente by u skool:
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  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Indien daar enige onsekerheid is oor die hanteringswyse van ‘n insident of navraag rakende die skool, kontak onmiddellik die SAOU vir leiding.
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      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Maak seker dat daar ’n opgedateerde gedragskode vir leerders wat die nodige stappe vir hantering uitstippel, in plek is.
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      &lt;/span&gt;&#xD;
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    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Rapporteer insidente aan die Departement deur die gevestigde kanale asook aan die Skoolbeheerliggaam (SBL).
           &#xD;
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            Wanneer insidente wat leerders raak plaasvind, moet ŉ duidelike papierspoor gevestig word.
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        &lt;span&gt;&#xD;
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    &lt;/li&gt;&#xD;
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      &lt;span&gt;&#xD;
        
            ‘n Spesifieke persoon moet getaak wees om kommunikasie en verslagdoening aan die Departement, SBL, personeel, leerders en ouers te doen rakende insidente waarby leerders betrokke is.
           &#xD;
      &lt;/span&gt;&#xD;
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            Alle medianavrae word na die Departement verwys.
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      &lt;/span&gt;&#xD;
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            Indien die skoolhoof by die hanteringswyse van insidente betrek word, word verteenwoordiging aanbeveel. Dit kan die vorm aanneem van die SAOU-werkplekverteenwoordiger, ‘n senior kollega of deur ‘n personeellid van die SAOU-provinsiale kantoor.
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  &lt;/ul&gt;&#xD;
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           Lede kan verseker wees dat die SAOU geen steen onaangeroer sal laat om die belange van alle lede te beskerm waar nodig nie.
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           Indien enige verdere navrae moet u nie huiwer om u SAOU-provinsiale kantoor te kontak nie.
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  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Dienssentrum-39c96742.png" alt=""/&gt;&#xD;
&lt;/div&gt;</content:encoded>
      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal.png" length="1005879" type="image/png" />
      <pubDate>Thu, 01 Aug 2024 09:00:23 GMT</pubDate>
      <guid>https://www.saou.co.za/pretoria-high-school-for-girls-unlawful-interference-onregmatige-inmenging</guid>
      <g-custom:tags type="string" />
      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal.png">
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    <item>
      <title>Bekendstellingsgeleentheid met die nuwe Minister | Meet-and-greet with the new Minister</title>
      <link>https://www.saou.co.za/bekendstellingsgeleentheid-met-die-nuwe-minister-meet-and-greet-with-the-new-minister</link>
      <description>NN 25/2024: 
The meeting was cordial, and the interaction with the Minister and her team enabled the SAOU to lay the groundwork for a strong working relationship between the Department of Basic Education and the SAOU for the future...</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Nasionaal+Mashoof+2024_Nasionaal.png" alt=""/&gt;&#xD;
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           NN 25/2024
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           BEKENDSTELLINGSGELEENTHEID MET DIE NUWE MINISTER VAN BASIESE ONDERWYS
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           Op 22 Julie 2024 het die nuutaangestelde Minister van Basiese Onderwys, Siviwe Gwarube, 'n bekendstellingsgeleentheid gehou met leiers van al vyf onderwysvakbonde.
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           Die SAOU se afgevaardigdes sluit in: Dr Louis Swanepoel (SAOU-President), me Marna Jordaan (SAOU-Adjunkpresident) en mnr Paul Sauer (SAOU-Uitvoerende Beampte).
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  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Tydens hierdie bekendstellingsgeleentheid het die afgevaardigdes die SAOU aan die Minister bekendgestel. Die afgevaardigdes het ook die SAOU se standpunt en benadering van diens aan Suid-Afrikaanse onderwys bespreek.
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      &lt;span&gt;&#xD;
        
            Die vergadering was 'n positiewe en insiggewende interaksie met die Minister en haar span. Hierdie geleentheid het die SAOU in staat gestel om 'n sterk wersksverhouding tussen die
           &#xD;
      &lt;/span&gt;&#xD;
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    &lt;a href="https://www.education.gov.za/" target="_blank"&gt;&#xD;
      
           Departement van Basiese Onderwys
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            en die SAOU vir die toekoms te stel.
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            Ons sien uit om saam aan die toekoms van onderwys te bou.
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  &lt;p&gt;&#xD;
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    &lt;/span&gt;&#xD;
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  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Besigtig die mediaverklaring (Vrygestel 22/07/23)
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      &lt;span&gt;&#xD;
        
            MEET-AND-GREET WITH THE NEW MINISTER OF BASIC
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            ﻿
           &#xD;
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           EDUCATION
          &#xD;
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           On July 22, 2024, the newly appointed Minister of Basic Education, Siviwe Gwarube, held meet-and-greet sessions with the leaders of all five Education Teacher Unions.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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      &lt;br/&gt;&#xD;
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  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The SAOU's delegation included Dr Louis Swanepoel (SAOU President), Ms Marna Jordaan (SAOU Deputy President), and Mr Paul Sauer (SAOU Executive Officer).
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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          &#xD;
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           During this meet-and-greet session the delegation introduced the SAOU to the Minister. The delegation also addressed the SAOU’s stance and approach to serving education in South Africa.
          &#xD;
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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          &#xD;
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The meeting was cordial, and the interaction with the Minister and her team enabled the SAOU to lay the groundwork for a strong working relationship between the
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://www.education.gov.za/" target="_blank"&gt;&#xD;
      
           Department of Basic Education
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      
           and the SAOU for the future.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            We are excited about working together to shape the future of education.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
      
           View the Media Statement (Released 22/07/23)
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
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  &lt;/p&gt;&#xD;
&lt;/div&gt;</content:encoded>
      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal.png" length="1005879" type="image/png" />
      <pubDate>Thu, 01 Aug 2024 08:42:25 GMT</pubDate>
      <guid>https://www.saou.co.za/bekendstellingsgeleentheid-met-die-nuwe-minister-meet-and-greet-with-the-new-minister</guid>
      <g-custom:tags type="string" />
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        <media:description>thumbnail</media:description>
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    <item>
      <title>Guidance on Parental Leave</title>
      <link>https://www.saou.co.za/guidance-on-parental-leave</link>
      <description>NN 23/2024: The crux of the Court’s reasoning lies in the fact that the BCEA treats parents differently depending on whether they are mothers, fathers, adoptive parents or parents who became parents via surrogacy...</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Nasionaal+Mashoof+2024_Nasionaal.png" alt=""/&gt;&#xD;
&lt;/div&gt;&#xD;
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    &lt;span&gt;&#xD;
      
           NN 23/2024
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             GUIDANCE ON PARENTAL LEAVE
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           Parental leave has long been governed by legislation in South Africa. Recently the status quo was challenged regarding the rights of parents of the new born or adopted child and the Court clarified the position moving forward.
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           Current Position
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           The legislation currently states that the biological mother is entitled to 4 consecutive months paid maternity leave. The non-birthing parents of the child are entitled to 10 days unpaid parental leave in terms of section 25A of the Basic Conditions of Employment Act (BCEA).
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           This position has been argued to be discriminatory in two ways.
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           The first being that the law assumes the mother will become the primary caregiver and the non-birthing parent will be the main breadwinner. This limits the rights of the mother to return to work as doing so would cause the baby to be without care of either one of the parents.
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           The second way in which it is argued to be discriminatory is in that it does not allow the non- birthing parents to participate in the care and bonding with the newborn child after birth. The law essentially forces the non-birthing parents to return to work shortly after the birth of the child.
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           Challenge to current position
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           During 2023 the current position was challenged in the High Court of South Arica. The Court declared the relevant provisions of the BCEA and the Unemployment Insurance Act (UIA) invalid given that they are inconsistent with the fundamental rights to equality and dignity, in that they:
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            unfairly discriminate between mothers and fathers; and
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            unfairly discriminate between one set of parents and another based on whether their children:
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            were born of the mother;
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            were adopted; or
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            were conceived by surrogacy.
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           The crux of the Court’s reasoning lies in the fact that the BCEA treats parents differently depending on whether they are mothers, fathers, adoptive parents or parents who became parents via surrogacy.
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           The Court found that the distinctions in the BCEA between birthing and non-birthing parents are not validly substantiated when it results in less care for a child in the event of an adoption, and more care for a child when a parent gives birth to a child.
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           The Court found the current position to be unconstitutional and ordered that the parents of the expected newborn (which includes adopted babies) are entitled to split the 4 months parental leave between them as they see fit. This means that the mother may return to work after the birth of the child and the other parent may then take parental leave and remain with the child as the primary caregiver. This approach may however be in contravention of section 25 of the BCEA.
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           The Court has ordered the legislator to amend the legislation to bring it in line with the constitution of South Africa as well as the court judgment. However, the High Court has referred the case and judgment to the apex court, the Constitutional Court of South Africa, to confirm the judgment. Only after the Constitutional Court has confirmed the judgment will it take effect and will the time period to correct legislation start to run.
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           The interim relief granted by the Court states that each parent shall “take turns” in taking the leave. This could mean that each parent will take their leave consecutively and not simultaneously. However, the employer may have a discretion to grant the leave simultaneously. Further clarity may be required on the application of simultaneous leave. This issue will hopefully be clarified by the Constitutional Court.
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           Does the interim relief make provision for the physiological needs of pregnant women before and after birth?
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           Yes. The interim relief maintains the provisions which allow a pregnant mother to commence maternity leave at any time from four weeks before the expected date of birth, unless otherwise agreed or on a date from which a medical practitioner or a midwife certifies that it is necessary for the mother’s health or that of her unborn child. Furthermore, the mother may not work for six weeks after the birth of her child, unless a medical practitioner or midwife certifies that she is fit to do so. In relation to a miscarriage during the third trimester of pregnancy or a still-birth, the employee is entitled to maternity leave for six weeks after the miscarriage or still-birth. However, pregnant women and the birthing parent will need to share the four-month leave allocation with the non-birthing parent of the child should they elect to divide the leave allocation between them after the birth of the child.
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           If one parent is unemployed can the employed parent take 4 months?
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           Yes, the employed parent will be entitled to take 4 months leave and claim the UIF benefit, if applicable after the Constitutional court confirms the Judgment.
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           What is the position now?
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           Until such time as the Constitutional Court has confirmed the High Court’s judgment the position is unchanged. Only birth mothers are entitled to maternity leave. Once the Constitutional Court has confirmed the judgment of the High Court the changes will take effect.
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           If you have doubts or questions on the matter, please do not hesitate to contact your provincial SAOU office or SAOU Legal Department.
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           SACAI MARKERS FOR 2024 NSC EXAM
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            SACAI
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            will be marking the October/November 2024 NSC papers in Pretoria from 8 November 2024 until 6 December 2024. The venue will be communicated.
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           Are you a competent and qualified marker?
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           Click here
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            to obtain more details regarding the requirements, subjects to be marked and to apply.
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           NOORDELIKE HELPMEKAARSTUDIEFONDS (NHSF)
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           The Noordelike Helpmekaarstudiefonds (NHSF)
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            gives study loans of up to R70,000 per year to selected students who want to be responsible for their further studies. The loans are repayable, but at some of the fairest terms available.
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           Click here
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            to obtain more details or visit their
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           website
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           .
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           RAPPORT ONDERWYSFONDS (ROF)
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            The
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           Rapport Onderwysfonds (ROF)
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            has a vacant position for Manager of the Fund.
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           This position presents a challenging and rewarding opportunity to make an impact on the education landscape. 
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           The value proposition of this opportunity includes flexibility in terms of working hours and a salary that reflects the level of the position. The remuneration package includes a fixed remuneration component that reflects the level of the position as well as an incentive for the achievement of certain outputs as approved by Council.
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           Click here
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            to obtain more details on the vacancy.
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      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal.png" length="1005879" type="image/png" />
      <pubDate>Tue, 09 Jul 2024 08:15:49 GMT</pubDate>
      <guid>https://www.saou.co.za/guidance-on-parental-leave</guid>
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    <item>
      <title>Gids met betrekking tot Ouerskapverlof</title>
      <link>https://www.saou.co.za/gids-mbt-ouerskapverlof</link>
      <description>NN 23/2024: Die kern van die Hof se redenasie lê daarin dat die WBDV ouers verskillend hanteer, afhangende van of hulle moeders, vaders, aanneemouers of ouers deur middel van surrogaatskap is...</description>
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           NN 23/2024
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            GIDS MET BETREKKING TOT OUERSKAPVERLOF
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           Bevallingsverlof word al lank deur wetgewing in Suid-Afrika gereguleer. Onlangs is die status quo rakende die regte van ouers van pasgebore of aangenome kinders betwis en die Hof het die posisie vorentoe duidelik gemaak.
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           Huidige posisie
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            Die wetgewing bepaal tans dat die biologiese moeder geregtig is op 4 opeenvolgende maande betaalde bevallingsverlof. Die nie-geboortegewende ouer kan wel aansoek doen vir 10 dae onbetaalde vaderskapverlof in terme van Artikel 25A van die Wet op Basiese Diensvoorwaardes (WBDV).
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            Daar is aangevoer dat hierdie standpunt op twee maniere diskriminerend is.
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            Die eerste is dat die wet aanvaar dat die moeder die primêre versorger sal word en die nie-geboortegewende ouer die hoof broodwinner is. Dit beperk die regte van die moeder om terug te keer werk toe, aangesien dit sou veroorsaak dat die baba sonder ouersorg gelaat sal word.
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            Die tweede manier waarop aangevoer word dat dit diskriminerend is, is dat die wetgewing nie die nie-geboortegewende ouer toelaat om na die geboorte van die kind aan die versorging en bande smee met die pasgebore kind deel te neem nie. Die wet dwing in wese die nie-geboortegewende ouer om kort na die geboorte van die kind terug te keer werk toe.
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           Uitdaging van huidige posisie
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            Gedurende 2023 is die huidige posisie in die Hooggeregshof van Suid-Afrika betwis. Die Hof het die relevante bepalings van die WBDV en die Wet op Werkloosheidsversekering (WVW) ongeldig verklaar gegewe dat dit in stryd is met die fundamentele regte op gelykheid en waardigheid, deurdat dit:
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             onbillik tussen moeders en vaders diskrimineer; en
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             onbillik onderskei en diskrimineer tussen ouers op grond van die vraag of hul kinders:
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             deur die biologiese moeder gebaar is;
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             aangeneem is; of
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            deur surrogaatskap gebaar is.
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           Die kern van die Hof se redenasie lê daarin dat die WBDV ouers verskillend hanteer, afhangende van of hulle moeders, vaders, aanneemouers of ouers deur middel van surrogaatskap is.
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           Die Hof het bevind dat die onderskeid in die WBDV tussen geboorte- en nie-geboortegewende ouers nie geldig gestaaf word wanneer dit lei tot beperkte versorging van 'n kind in die geval van aanneming en meer sorg vir 'n kind in 'n ander geval byvoorbeeld wanneer 'n ouer geboorte gee aan 'n kind.
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           Die Hof het bevind dat die huidige posisie ongrondwetlik is en beveel dat die ouers van die verwagte pasgebore baba (wat aangenome babas insluit) geregtig is daarop om die 4 maande ouerskap verlof tussen hulle te verdeel soos hul goeddink. Dit beteken dat die moeder na die geboorte van die kind kan terugkeer werk toe en die ander ouer dan ouerskapverlof kan neem en as primêre versorger by die kind bly. Die benadering kan egter in stryd wees met Artikel 25 van die WBDV.
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           Die Hof het beveel dat die wetgewer die wetgewing wysig om in ooreenstemming met die Grondwet van Suid-Afrika sowel as die hofuitspraak te wees. Die Hooggeregshof het egter die saak en uitspraak na die hoogste hof, die Konstitusionele Hof van Suid-Afrika, verwys om die uitspraak te bevestig. Eers nadat die Konstitusionele Hof die uitspraak bevestig sal dit in werking tree en sal die tydperk om wetgewing reg te stel, begin loop.
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           Die tussentydse verligting wat deur die Hof toegestaan is, bepaal dat elke ouer "beurte sal maak" om die verlof te neem. Dit beteken dat elke ouer agtereenvolgens hul verlof sal neem en nie gelyktydig nie. Die werkgewer kan egter 'n diskresie hê om die verlof gelyktydig toe te staan. Verdere duidelikheid word nog benodig rakende die toepassing van gelyktydige verlof. Hierdie kwessie sal hopelik deur die Konstitusionele Hof uitgeklaar word.
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            Maak die tussentydse verligting voorsiening vir die fisiologiese behoeftes van swanger vroue voor en na geboorte?
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           Ja. Die tussentydse verligting hou die bepalings in stand wat 'n swanger moeder toelaat om ter enige tyd vanaf vier weke voor die verwagte geboortedatum met bevallingsverlof te neem, tensy anders ooreengekom of op 'n datum waarop 'n mediese praktisyn of 'n vroedvrou sertifiseer dat dit nodig is vir die moeder se gesondheid of dié van haar ongebore kind. Verder mag die moeder nie vir ses weke na die geboorte van haar kind werk nie, tensy 'n mediese praktisyn of vroedvrou sertifiseer dat sy geskik is om dit te doen nie. Met betrekking tot 'n miskraam gedurende die derde trimester van swangerskap of 'n stilgeboorte, is die moeder geregtig op bevallingsverlof vir ses weke na die miskraam of stilgeboorte. Swanger vroue en die geboortegewende ouer sal egter die verloftoewysing van vier maande met die nie geboortegewende ouer van die kind moet deel indien hulle verkies om die verloftoewysing tussen hulle na die geboorte van die kind te verdeel.
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            As een ouer werkloos is, kan die ouer wat in diens is 4 maande neem?
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            Ja, die ouer wat in diens is, sal geregtig wees om 4 maande verlof te neem en die WVF-voordeel te eis, indien van toepassing na die Konstitusionele Hof die uitspraak bevestig.
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           Wat is die posisie nou?
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           Tot tyd en wyl die Konstitusionele Hof die Hooggeregshof se uitspraak bevestig het, is die posisie onveranderd. Slegs biologiese moeders is geregtig op bevallingsverlof. Sodra die Konstitusionele Hof die uitspraak van die Hooggeregshof bevestig het, sal die veranderinge in werking tree
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            Indien jy twyfel of vrae het oor die onderwerp, moet asseblief nie huiwer om jou provinsiale SAOU-kantoor of die SAOU Regsafdeling te kontak nie.
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           SAKAI-NASIENERS VIR 2024 NSS-EKSAMEN
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            SAKAI
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      &lt;span&gt;&#xD;
        
            sal die Oktober/November 2024 NSS-vraestelle vanaf 8 November 2024 tot 6 Desember 2024 in Pretoria nasien.
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           Is jy 'n bekwame en gekwalifiseerde nasiener?
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/SACAI_Flyer_marking_applications_Nov-Dec_2024.pdf" target="_blank"&gt;&#xD;
      
           Klik hier
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    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
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           om meer besonderhede te bekom oor die vereistes, vakke wat nagesien gaan word en om aansoek te doen.
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           NOORDELIKE HELPMEKAARSTUDIEFONDS (NHSF)
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            Die
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            Noordelike Helpmekaarstudiefonds (NHSF)
           &#xD;
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    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      
           gee studielenings van tot R70,000 per jaar aan gekeurde studente wat self verantwoordelik wil wees vir hul verdere studies. Die lenings is terugbetaalbaar, maar teen van die billikste voorwaardes wat beskikbaar is.
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/NHFS_brochure_(003).pdf" target="_blank"&gt;&#xD;
      
           Klik hier
          &#xD;
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            om meer besonderhede te bekom, of besoek hul
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    &lt;a href="https://www.noordelikehelpmekaarstudiefonds.org/" target="_blank"&gt;&#xD;
      
           webblad
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           .
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           RAPPORT ONDERWYSFONDS (ROF)
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            Die
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            Rapport Onderwysfonds (ROF)
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            beskik oor ‘n vakante posisie vir Bestuurder van die Fonds.
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           Hierdie pos bied 'n uitdagende en lonende geleentheid om 'n impak te maak op die onderwyslandskap. 
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           Die waardeproposisie van hierdie geleentheid sluit in buigsaamheid in terme van werksure en 'n salaris wat dienooreenkomstig die vlak van die pos reflekteer.  Die vergoedingspakket sluit in 'n vaste vergoedingskomponent in wat die vlak van die pos reflekteer sowel as 'n bonus  vir die bereiking van bepaalde uitsette soos deur die Raad goedgekeur.
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/ROF_Ad_-_Bestuurspos_Jun2024-Management_post.pdf" target="_blank"&gt;&#xD;
      
           Klik hier
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            om meer besonderhede oor die vakature te bekom.
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  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Dienssentrum-39c96742.png" alt=""/&gt;&#xD;
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      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal.png" length="1005879" type="image/png" />
      <pubDate>Tue, 09 Jul 2024 08:15:46 GMT</pubDate>
      <guid>https://www.saou.co.za/gids-mbt-ouerskapverlof</guid>
      <g-custom:tags type="string" />
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        <media:description>thumbnail</media:description>
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        <media:description>main image</media:description>
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    </item>
    <item>
      <title>Die verhouding met die Skoolbeheerliggaam</title>
      <link>https://www.saou.co.za/die-verhouding-met-die-skoolbeheerliggaam</link>
      <description>NN 22/2024: Die verhouding tussen die skoolhoof en die beheerliggaam behoort een van vertroue en wedersydse begrip te wees, met die gemeenskaplike doel om onderrig en leer van hoë gehalte aan leerders te verskaf...</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Nasionaal+Mashoof+2024_Nasionaal.png" alt=""/&gt;&#xD;
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           NN 22/2024
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           DIE VERHOUDING MET DIE SKOOLBEHEERLIGGAAM
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           Die primêre fokus van 'n opvoedkundige instelling is om uitvoering te gee aan Artikel 29 van die Grondwet van die Republiek van Suid-Afrika wat elkeen die reg op basiese onderwys waarborg. 'n Skool bestaan uit verskillende rolspelers met die gemeenskaplike doel om aan die leerders se opvoedkundige vereistes te voldoen. 'n Gesonde werksverhouding tussen hierdie rolspelers speel 'n belangrike rol in 'n goed funksionerende skool en is beslis 'n verhouding om in te belê.
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           1. Wie is hierdie rolspelers?
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            Provinsiale Departement van Onderwys;
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            Die beheerliggaam (SBL);
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            Die skoolhoof; en
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            Die personeellede.
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           2. Die Provinsiale Departement van Onderwys:
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            Die Provinsiale Departement van Onderwys is die werkgewer van departementele werknemers, wat vir die doel van hierdie nuusbrief die skoolhoof, opvoeders en administratiewe personeellede is.
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           Die diensvoorwaardes van die Provinsiale Departement van Onderwys word deur die Personnel Administrative Measures (PAM) en die Public Service Act gereguleer. Die verhouding tussen die Provinsiale Departement van Onderwys en sy werknemers is dus 'n werkgewer-werknemersverhouding.
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           3. Die beheerliggaam van 'n skool:
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           Die beheerliggaam kan ekstra personeellede aanstel volgens die administratiewe, kurrikulêre en buitemuurse behoeftes van die skool. Die Wet op Basiese Diensvoorwaardes sal die diensvoorwaardes tussen die beheerliggaam as die werkgewer en die beheerliggaam aangestelde personeellede as werknemers, reguleer. Dit sal aanleiding gee tot 'n werkgewer-werknemersverhouding.
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           4. Die verhouding tussen die skoolhoof en die beheerliggaam:
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            Die verhouding tussen die skoolhoof en die beheerliggaam behoort een van vertroue en wedersydse begrip te wees, met die gemeenskaplike doel om onderrig en leer van hoë gehalte aan leerders te verskaf.
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           Die skoolhoof, as 'n party tot hierdie verhouding, het twee afsonderlike rolle om te vervul, naamlik om die werkgewer (Departement van Onderwys) te verteenwoordig asook om as lid van die beheerliggaam op te tree. Die primêre verantwoordelikheid van die skoolhoof is die professionele bestuur van die skool, wat onder andere die bestuur van departementele werknemers sowel as werknemers van die beheerliggaam, namens beide werkgewers, insluit. Verder word die skoolhoof ook verplig om die beheerliggaam by te staan met die bestuur van die skool. Dit sluit in om die beheerliggaam op hoogte te hou van wetgewing, departementele beleide en omsendskrywes wat op skoolbestuur van toepassing is, asook om te verseker dat skoolbeleide, soos opgestel deur die beheerliggaam, geïmplementeer word.
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           5. Die verhouding tussen die beheerliggaam en personeellede:
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            Die beheerliggaam het die reg om die skoolhoof, as lid van die beheerliggaam, te versoek om verslag te doen aangaande professionele bestuursaspekte van die skool. Die beheerliggaam moet hom egter daarvan weerhou om die grense wat tussen professionele bestuur nl. die verantwoordelikheid van die skoolhoof, en governance wat die verantwoordelikheid van die beheerliggaam is, te oorskry.
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           Nieteenstaande die werkgewer-werknemer-verhouding wat tussen die beheerliggaam en die beheerliggaamwerknemers bestaan, is die verhouding tussen die beheerliggaam en departementele personeellede slegs om ondersteuning en insette te verskaf, om die belange van leerders te bevorder en om te help met die bevordering van 'n positiewe skoolomgewing.
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           6. Wat is professionele bestuur?
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            Ingevolge artikel 16 van die Suid-Afrikaanse Skolewet (SASW) moet die professionele bestuur van 'n openbare skool deur die skoolhoof onder die gesag van die Hoof van die Provinsiale Departement van Onderwys (HOD) onderneem word.
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           Artikel 16A(2) beskryf die verantwoordelikhede van die skoolhoof as:
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            Die implementering van al die opvoedkundige programme en kurrikulum aktiwiteite;
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            Die bestuur van alle opvoeders en ondersteuningspersoneel;
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            Die bestuur van die gebruik van leerondersteuningsmateriaal en ander toerusting;
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            Die uitvoering van funksies wat deur die departementshoof aan hom of haar gedelegeer is ingevolge SASW;
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            Die veilige bewaring van alle skool rekords;
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            Die implementering van beleid en wetgewing;
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            Om alle vergaderings van die beheerliggaam by te woon en daaraan deel te neem;
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            Om die beheerliggaam van 'n verslag oor die professionele bestuur van die skool te voorsien;
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            Om die beheerliggaam by te staan met die hantering van leerder dissiplinêre aangeleenthede;
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            Om die HOD by te staan met die hantering van dissiplinêre aangeleenthede rakende opvoeders en ondersteuningspersoneel in diens van die HOD;
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            Om die beheerliggaam oor beleid en wetgewing in te lig;
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            Om akkurate data aan die HOD te verskaf wanneer dit versoek word;
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            Om die beheerliggaam by te staan met die bestuur van die skool se fondse;
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            Om alle redelike stappe te neem om enige finansiële wanadministrasie of wanbestuur, deur enige personeellid van die beheerliggaam van die skool, te voorkom;
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            Om 'n lid van die finansiële komitee of afvaardiging van die beheerliggaam te wees ten einde enige aangeleentheid te bestuur wat finansiële implikasies vir die skool inhou; en
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            Om enige wanadministrasie of wanbestuur van finansiële sake aan die beheerliggaam van die skool en aan die HOD aan te meld.
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           7. Wat word bedoel met die bestuur (governance) van 'n openbare skool?
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           Artikel 16 van SASW bepaal ook dat die bestuur van elke openbare skool in sy beheerliggaam gesetel is. Die belangrikste aspek van bestuur is die verantwoordelikheid van die beheerliggaam om:
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            'n Grondwet aan te neem;
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             'n Missiestelling vir die skool te ontwikkel;
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            Beleide, wat die bestendige werking van die skool verseker, op te stel, te aanvaar en die nakoming daarvan verseker;
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            Die skoolhoof, opvoeders en ander personeel van die skool in die uitvoering van hul professionele funksies te ondersteun;
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             Die tye van die skooldag te bepaal;
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            Die skool se eiendome te administreer en beheer;
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            Die ouers, leerders, opvoeders en ander personeel by die skool aan te moedig om vrywillige dienste aan die skool te lewer;
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            Aanbevelings en aanstellings van opvoeders en nie-opvoeders by die skool aan die HOD te maak in ooreenstemming met tersaaklike wetgewing; en
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             Op versoek van die HOD, die redelike gebruik van die skool se fasiliteite vir opvoedkundige programme, nie aangebied deur die skool nie, toe te laat.
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           8. Die verhouding tussen die Provinsiale Departement van Onderwys en die beheerliggaam.
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            Die verhouding tussen die Departement van Onderwys en 'n beheerliggaam moet samewerkend van aard wees waar beide partye gelyke vennote is ten einde onderwys van hoë gehalte vir leerders te verseker.
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           Die strewe van die Departement om SASW en die Wet op Indiensneming van Opvoeders te wysig met die Wysigingswetsontwerp op Basiese Onderwyswette (BELA) het egter die potensiaal om die dinamiek van hierdie verhouding drasties te verander. Alhoewel sommige van die wysigings 'n positiewe uitwerking op onderrig en leer sal hê, is daar voorgestelde wysiging wat in effek die beheerliggaam, ouers en opvoeders sal ontneem van hul samewerkende rol in die versekering van effektiewe onderrig en leer in skole.
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           Of hierdie wysigings goedgekeur sal word, moet nog gesien word. Tot dan word alle partye in 'n skoolomgewing aangemoedig om mekaar se rolle te respekteer, altyd in 'n vertrouensposisie teenoor alle rolspelers te staan en hul verskillende funksies op so 'n wyse uit te voer wat die beste belang van die skool sal bevorder.
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      <pubDate>Fri, 21 Jun 2024 07:41:27 GMT</pubDate>
      <guid>https://www.saou.co.za/die-verhouding-met-die-skoolbeheerliggaam</guid>
      <g-custom:tags type="string">beheerliggaam</g-custom:tags>
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    <item>
      <title>The relationship with School Governing Body</title>
      <link>https://www.saou.co.za/relationship-with-school-governing-body</link>
      <description>NN 22/2024: The relationship between the principal and the governing body should be one of trust and mutual understanding with the common goal of providing high quality teaching and learning to learners...</description>
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           NN 22/2024
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           THE RELATIONSHIP WITH THE SCHOOL GOVERNING BODY
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           The primary focus of an educational institution is to give effect to section 29 of the Constitution of the Republic of South Africa. This Article guarantees everybody the right to basic education. A school consists of different role players, with the common goal to serve learners’ educational requirements. A healthy working relationship between these role players plays an important role in a well-functioning school and is most definitely a relationship in which to invest.
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           1. Who are these role players?
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            Provincial Department of Education;
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            The school governing body (SGB);
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            The principal; and
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            The staff members.
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           2. The Provincial Department of Education:
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            The Provincial Department of Education is the employer of departmental employees who, for the purpose of this newsletter, are the principal, educators and administrative staff members.
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            The conditions of service of employees of the Provincial Department of Education are regulated in the Personnel Administrative Measures (PAM) and the Public Service Act. The relationship between the Provincial Department of Education and its employees is therefore an employer-employee relationship.
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           3. The Governing Body of a School:
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           The governing body may appoint extra staff members according to the administrative, curricular and extra-curricular needs of the school. The Basic Conditions of Employment Act will regulate the conditions of service between the governing body as the employer and the SGB staff members as employees. This gives rise to an employer-employee relationship.
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           4. The relationship between the Principal and the Governing Body:
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            The relationship between the principal and the governing body should be one of trust and mutual understanding with the common goal of providing high quality teaching and learning to learners.
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           The principal, as a party to this relationship, has two separate roles to fulfill, namely to be the representative of his/her employer (Department of Education) as well as to act as a member of the Governing Body. The primary responsibility of the principal is the professional management of the school which includes managing departmental employees as well as governing body employees on behalf of both employers. On the other hand, the principal is also required to assist the Governing Body in the governance of the school which includes keeping them informed about legislation, departmental policies or circulars that apply to school governance and to ensure that school policies, as drafted by the governing body, are implemented at the school.
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           5. The relationship between the School Governing Body and staff members:
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            The governing body has the right to request the principal, as a member of the governing body, to report on professional management aspects of the school.  The governing body must however refrain from overstepping the boundaries which exist between professional management, which is the responsibility of the principal, and governance, which is the responsibility of the governing body of the school.
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      &lt;span&gt;&#xD;
        
            Notwithstanding the employer-employee relationship which exists between the governing body and the governing body employees, the relationship between the governing body and departmental staff members, is solely to provide support and input, to promote the interests of learners and to assist in promoting a positive school environment.
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      &lt;/span&gt;&#xD;
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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           6. What is professional management?
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           In terms of section 16 of the South African Schools Act (SASA) the professional management of a public school must be undertaken by the principal under the authority of the Head of the Provincial Department of Education (HOD). 
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  &lt;p&gt;&#xD;
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           Section 16A (2) describes the responsibilities of the principal as:
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  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
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            The implementation of all the educational programmes and curriculum activities;
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      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
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            The management of all educators and support staff;
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            The management of the use of learning support material and other equipment;
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            The performance of functions delegated to him or her by the Head of Department in terms of SASA;
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      &lt;/span&gt;&#xD;
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             The safekeeping of all school records;
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    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
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            The implementation of policy and legislation;
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      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
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            To attend and participate in all meetings of the governing body;
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            To provide the governing body with a report about the professional management of the school;
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      &lt;/span&gt;&#xD;
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            To assist the governing body in handling disciplinary matters pertaining to learners;
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    &lt;/li&gt;&#xD;
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            To assist the HOD in handling disciplinary matters pertaining to educators and support staff employed by the HOD;
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      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
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            To inform the governing body about policy and legislation;
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      &lt;/span&gt;&#xD;
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            To provide accurate data to the HOD when requested to do so;
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             To assist the governing body with the management of the school’s funds;
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    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
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            To take all reasonable steps to prevent any financial maladministration or mismanagement by any staff member of by the governing body of the school;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
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            To be a member of a finance committee or delegation of the governing body in order to manage any matter that has financial implications for the school; and
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             To report any maladministration or mismanagement of financial matters to the governing body of the school and to the HOD.
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
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           7. What is meant by the governance of a public school?
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           Section 16 of SASA also states that the governance of every public school is vested in its governing body. The most important aspect of governance is the responsibility of the governing body to:
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  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Adopt a constitution;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
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            Develop the mission statement of the school;
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      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Draft and adopt policies to ensure the smooth running of the school, and to ensure that these polices are adhered to; 
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
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            Support the principal, educators and other staff of the school in the performance of their professional functions;
           &#xD;
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    &lt;/li&gt;&#xD;
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             Determine the times of the school day;
            &#xD;
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      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
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            Administer and control the school’s property;
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      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
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            Encourage parents, learners, educators and other staff at the school to render voluntary services to the school;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Recommend the appointment of educators and non-educators at the school to the HOD in accordance with applicable legislation; and
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            At the request of the HOD allow the reasonable of the facilities of the school for educational programmes not conducted by the school.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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           8. The relationship between the Provincial Department of Education and the Governing Body.
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  &lt;/p&gt;&#xD;
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      &lt;span&gt;&#xD;
        
            The relationship between the Department of Education and a governing body must be cooperative in nature where both parties are equal partners to ensure high quality education for learners.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
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           However, the drive of the Department to amend SASA and the Employment of Educators Act with the Basic Education Laws Amendment Bill (BELA) has the potential to drastically change the dynamic of this relationship. Although some of the amendments will have a positive effect on teaching and learning, there are other proposed amendments which in effect will deprive governing body, parents and educators of their cooperative role in ensuring effective teaching and learning in schools.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
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           Whether these amendments will be approved, remains to be seen. Until then, all parties to a school environment are encouraged to respect each other’s roles, always to stand in a position of trust towards all role players and to carry out their different functions in such a manner that it will promote the best interest of the school. 
           &#xD;
      &lt;br/&gt;&#xD;
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  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Dienssentrum-39c96742.png" alt=""/&gt;&#xD;
&lt;/div&gt;</content:encoded>
      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal.png" length="1005879" type="image/png" />
      <pubDate>Fri, 21 Jun 2024 07:41:25 GMT</pubDate>
      <guid>https://www.saou.co.za/relationship-with-school-governing-body</guid>
      <g-custom:tags type="string">governing body</g-custom:tags>
      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal.png">
        <media:description>thumbnail</media:description>
      </media:content>
      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal.png">
        <media:description>main image</media:description>
      </media:content>
    </item>
    <item>
      <title>Minimum Uniform Norms &amp; Standards en POPI-wet in 'n neutedop</title>
      <link>https://www.saou.co.za/eensydige-promulgering-van-minimum-uniform-norms-standards-popi-wet-in-n-neutedop</link>
      <description>NN 21/2024: Dit is met groot kommer dat die SAOU kennis geneem het van die feit dat die Departement van Basiese Onderwys (DBO) op 28 Mei 2024 nuwe regulasies met betrekking tot die “Minimum Uniform Norms and Standards for Public School Infrastructure” in Staatskoerant 50724 afgekondig het...</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Nasionaal+Mashoof+2024_Nasionaal.png" alt=""/&gt;&#xD;
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           NN 21/2024
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           MEDIAVERKLARING: Eensydige promulgering van 
           &#xD;
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                 "
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           Minimum Uniform Norms and Standards for Public
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           School Infrastructure"
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  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
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           Die SAOU het op 3 Junie 2024 die volgende mediaverklaring uitgereik:
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           Dit is met groot kommer dat die SAOU kennis geneem het van die feit dat die Departement van Basiese Onderwys (DBO) op 28 Mei 2024 nuwe regulasies met betrekking tot die “Minimum Uniform Norms and Standards for Public School Infrastructure” in
          &#xD;
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      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/GG_50724_28-5_DBE_Norms_and_Standards_School_Infrastructure.pdf" target="_blank"&gt;&#xD;
      
           Staatskoerant 50724
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           afgekondig het.
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           Hierdie regulasies is gemaak sonder enige vooraf kennisgewing of konsultasie met rolspelers in die onderwys.
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           Die SAOU het sedert 2023 met die DBO oor hierdie aangeleentheid geskakel en selfs 'n hofbevel met koste teen die DBO verkry soos meer uit
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      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/Reg%209%20Bevel%20van%20die%20Hof%20-%20Court%20Order.pdf" target="_blank"&gt;&#xD;
      
           Bylaag A
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           hierby sal blyk.
          &#xD;
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           Verbasend genoeg het die DBO die hofbevel geïgnoreer, en in teenstelling met die vennootskapsmodel wat in die Suid-Afrikaanse Skolewet geskep is, die regulasies eensydig afgekondig.
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  &lt;p&gt;&#xD;
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           Die SAOU het vandag 'n brief aan die Minister van Basiese Onderwys gestuur waarin geëis word dat die regulasies onmiddellik teruggetrek word, hangende 'n oop, deursigtige en omvattende konsultasieproses met alle rolspelers in die Onderwyssektor.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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           Indien die regulasies nie stiptelik teruggetrek word nie, sal regstappe deur die SAOU geneem word om die implementering daarvan te voorkom.
          &#xD;
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      &lt;br/&gt;&#xD;
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  &lt;/p&gt;&#xD;
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           DIE POPI-WET IN ‘N NEUTEDOP
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&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die toepassing van die Wet op Beskerming van Persoonlike Inligting (POPI) is steeds ‘n vae onderwerp in skole wat aanleiding gee tot talle vrae wat ons in hierdie nuusbrief sal probeer beantwoord.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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          &#xD;
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Agtergrond van die POPI-wet
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Dit is belangrik om te verstaan dat die POPI-wet nie ‘n nuwe stuk wetgewing is nie. Die parlement het reeds in 2013 die POPI-wet goedgekeur met verskeie datums vir die inwerkingtreding vir die onderskeie afdelings van die Wet.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Wat behels die POPI-wet?
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die POPI-wet is daargestel om persoonlike data (inligting) van die data subjek (die persoon aan wie die persoonlike inligting behoort) te beskerm.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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           Wie sal ‘n data subjek in skoolverband wees?
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Dié term word in die wet gedefinieer as enige persoon op wie die persoonlike inligting betrekking het.
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Watter inligting word in terme van POPI as persoonlike inligting beskou?
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Inligting wat betrekking het tot 'n identifiseerbare, lewende, natuurlike persoon of regspersoon. Dit sluit in, maar word nie beperk nie tot:
          &#xD;
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      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Ras;
           &#xD;
      &lt;/span&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Geslag;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Swangerskap;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Huwelikstatus;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Nasionale, etniese of sosiale oorsprong;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Kleur; 
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Seksuele oriëntasie;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Ouderdom;
           &#xD;
      &lt;/span&gt;&#xD;
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            Fisiese of geestelike gesondheid;
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            Welstand;
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            Gestremdheid;
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            Godsdiens;
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            Gewete;
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            Geloof;
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            Kultuur;
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            Taal en geboorte van 'n persoon;
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            Inligting wat verband hou met die opvoeding of die mediese, finansiële, kriminele of werksgeskiedenis van 'n persoon;
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            Enige identifikasienommer, simbool, e-posadres, fisiese adres, telefoonnommer, inligting met betrekking tot ligging, aanlyn identifiseerder of ander toekenning eie aan 'n persoon;
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            Die biometriese inligting van 'n persoon;
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            Die persoonlike opinies, sieninge of voorkeure van 'n persoon;
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            Korrespondensie wat deur 'n persoon gestuur is wat implisiet of uitdruklik van 'n privaat of vertroulike aard is, of verdere korrespondensie wat die inhoud van die oorspronklike korrespondensie sou openbaar;
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            Die sienings of opinies van 'n ander individu oor 'n persoon; en
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            Die naam van 'n persoon indien dit saam ander persoonlike inligting verskyn wat verband hou met 'n spesifieke persoon of indien die bekendmaking van die naam self inligting oor die persoon sou openbaar.
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           Hoe moet skole persoonlike inligting beskerm?
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  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Skole moet persoonlike inligting beskerm deur toestemming te verkry vanaf die datasubjek vir die verwerking van die persoonlike inligting. Toestemming in terme van POPI sal voldoende wees indien dit ‘n spesifieke, ingeligte uitdrukking is wat op ‘n vrywillige basis gemaak is.
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            Deur die persoonlike inligting slegs te verwerk vir die doel waarvoor dit ingesamel is.
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            Skole moet persoonlike inligting behoorlik vernietig sodra die doel waarvoor dit ingesamel is, verstryk het.
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        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
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            Deur die persoonlike inligting behoorlik te stoor om die uitlek daarvan te verhoed.
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        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
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  &lt;/ul&gt;&#xD;
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           Wat kan gebeur indien ‘n skool nie die nodige toestemming verkry vir die versameling van die persoonlike inligting nie?
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           ‘n Klag teen die oortreder kan by die Inligtingsreguleerder ingedien word. Dit kan ernstige gevolge inhou.
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      &lt;/span&gt;&#xD;
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           Artikels 100-106 van die POPI-wet handel oor gevalle waar partye hulself aan ’n misdryf skuldig sou vind. Die mees relevantste hiervan is:
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            Enige persoon wat die Reguleerder verhinder, belemmer of onregmatig beïnvloed;
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    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            'n Verantwoordelike party wat versuim om aan 'n afdwingingskennisgewing te voldoen;
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    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Misdrywe deur getuies, byvoorbeeld om onder eed te jok of om te versuim om verhore by te woon;
           &#xD;
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    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Onregmatige handelinge deur verantwoordelike partye in verband met rekeningnommers;
           &#xD;
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      &lt;span&gt;&#xD;
        
            Onregmatige handelinge deur derde partye in verband met rekeningnommers.
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    &lt;span&gt;&#xD;
      
           Artikel 107 van die Wet bepaal watter strawwe op onderskeie oortredings van toepassing is. Vir die ernstiger misdrywe is die maksimum strawwe 'n R 10,000,000.00 boete of gevangenisstraf vir 'n tydperk van tot en met 10 jaar of tot beide 'n boete en sodanige gevangenisstraf.
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           Hierdie artikel moet saamgelees word met die POPI-wet wat afgelaai kan word vanaf
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      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://www.justice.gov.za/legislation/acts/2013-004.pdf" target="_blank"&gt;&#xD;
      
           Wet No. 4 van 2013: Wet op die Beskerming van Persoonlike Inligting, 2013
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           .
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           Is daar enige bepaling in POPI wat die versameling van persoonlike inligting toelaat sonder die toestemming van die datasubjek?
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           Ja, persoonlike inligting kan sonder toestemming ingesamel word in die volgende gevalle:
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  &lt;ul&gt;&#xD;
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            Indien die verwerking nodig is ingevolge 'n kontrak waartoe die datasubjek 'n party is;
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            Indien daar 'n wetlike verpligting is om die verwerking uit te voer;
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            Indien die verwerking van die inligting die beskerming van 'n wettige belang van die datasubjek bied;
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            Indien die verwerking ‘n verpligting is deur 'n openbare liggaam;
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            Indien die verwerking nodig is om die wettige belang van die data beheerder/derde party na te streef.
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  &lt;/ul&gt;&#xD;
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  &lt;p&gt;&#xD;
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           Met spesifieke verwysing na die persoonlike inligting van kinders bepaal Artikel 35 (1) van POPI dat die verbod op die versameling van persoonlike inligting van kinders uitgesluit is in die volgende gevalle:
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  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Indien die inligting versamel word met vooraf toestemming, en indien toestemming nie verleen word nie:
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    &lt;li&gt;&#xD;
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            Indien die versameling van persoonlike inligting nodig is om regte en/of verpligtinge in terme van wetgewing te handhaaf;
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    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Indien die versameling van persoonlike inligting nodig is om aan 'n verpligting van Internasionale Publiekreg te voldoen;
           &#xD;
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    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Indien die versameling van persoonlike inligting vir historiese, statistiese of navorsingsdoeleindes gedoen word; en
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    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Indien die persoonlike inligting doelbewus deur die kind self bekend gemaak is met die toestemming van 'n bevoegde persoon.
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  &lt;/ul&gt;&#xD;
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           Watter POPI-reëls is belangrik vir skole om te onthou?
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  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Moenie meer persoonlike inligting versamel as wat nodig is nie.
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    &lt;li&gt;&#xD;
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            Maak seker die ingeligte toestemming vanaf die datasubjek is ontvang.
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    &lt;li&gt;&#xD;
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            Wees seker van wat die doel van die persoonlike inligting is en gebruik dit slegs vir daardie doel.
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    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Wees oop en eerlik met die datasubjek oor die doel waarvoor die persoonlike inligting versamel word.
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      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
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    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Beoefen behoorlike sekuriteitsmaatreëls in die stoor van die persoonlike inligting.
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      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Ondanks die uitsonderings, verkry eerder toestemming vanaf die data subjek voordat persoonlike inligting versamel word.
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           SKOOLHOOFDESIMPOSIUM
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           Hoofskap: Wees die lig in die ligtoring!
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            Datum: 1 – 4 September 2024, Plek: Boardwalk Konferensiesentrum, Gqeberha
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           Die SAOU Hoofdesimposium 2024 beloof om, weereens, alle verwagtinge te oortref. 'n Duisend SAOU-adjunkhoofde en -skoolhoofde, uitstekende sprekers, uiters aktuele onderwerpe, SAOU-gasheerskap wat fenomenaal is en ‘n venue wat sinoniem is met kwaliteit: DIT is wat jy te wagte kan wees, niks minder nie.   
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           Besoek gerus ons
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      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="/principals-symposium"&gt;&#xD;
      
           webblad
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           vir meer inligting rakende die geleentheid, met spesifieke verwysing na die volgende:
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  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           1.      Die registrasieblad;
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           2.      Die program; en
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           3.      Inligting met betrekking tot verblyf.
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           Die Simposium is feitlik volskryf! Om teleurstelling te voorkom, registreer vandag nog.
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  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Dienssentrum-39c96742.png" alt=""/&gt;&#xD;
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      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal.png" length="1005879" type="image/png" />
      <pubDate>Wed, 05 Jun 2024 08:15:58 GMT</pubDate>
      <guid>https://www.saou.co.za/eensydige-promulgering-van-minimum-uniform-norms-standards-popi-wet-in-n-neutedop</guid>
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        <media:description>main image</media:description>
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    </item>
    <item>
      <title>Minimum Uniform Norms &amp; Standards and The POPI Act in a nutshell</title>
      <link>https://www.saou.co.za/unilateral-promulgation-of-minimum-uniform-norms-standards-popi-wet-in-n-neutedop</link>
      <description>NN 21/2024: It is with great concern that the SAOU took cognisance of the fact that the Department of Basic Education (DBE) on 28 May 2024 promulgated in Government Gazette 50724 new regulations pertaining to the Minimum Uniform Norms and Standards for Public School Infrastructure...</description>
      <content:encoded>&lt;div&gt;&#xD;
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           NN 21/2024
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            MEDIASTATEMENT:  unilateral promulgation of 
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           Minimum Uniform Norms and Standards for
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           Public School Infrastructure
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           The SAOU issued the following media statement on 3 June 2024:
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           It is with great concern that the SAOU took cognisance of the fact that the Department of Basic Education (DBE) on 28 May 2024 promulgated in
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      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/GG_50724_28-5_DBE_Norms_and_Standards_School_Infrastructure.pdf" target="_blank"&gt;&#xD;
      
           Government Gazette 50724
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           new regulations pertaining to the Minimum Uniform Norms and Standards for Public School Infrastructure.
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           These regulations were made without any prior notice or consultation with role-players in education.
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           The SAOU engaged with the DBE regarding this matter since 2023 and even obtained a court order against the DBE with costs as will more fully appear from
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           Annexure A
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           hereto.
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           Surprisingly the DBE ignored the court order, and contrary to the partnership model created in the South African Schools Act, unilaterally promulgated the regulations.
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           The SAOU today sent a letter to the Minister of Basic Education demanding the immediate withdrawal of the regulations, pending an open, transparent and comprehensive consultation process with all role-players in the Education sector.
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           If the regulations are not withdrawn promptly, legal steps will be taken by the SAOU to prevent the implementation thereof.
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           THE POPI ACT IN A NUTSHELL
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           The application of the Personal Information Protection (POPI) Act is still a vague topic in schools which gives rise to numerous questions that we shall attempt to answer in this newsletter.
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           Background of the POPIA
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           It is important to understand that the POPI Act is not a new piece of legislation. Parliament approved the POPI Act in 2013 with various enforcement dates for different sections of the Act.
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           What does the POPI Act entail?
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           The POPI Act was established to protect personal data (information) of the data subject (the person to whom the personal information belongs).
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           What will be a data subject in a school?
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           The term is defined in the Act as any person to whom the personal information relates.
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           What information is considered personal information in terms of the POPI Act?
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           Information relating to an identifiable, living, natural person or legal entity. This includes, but is not limited, to the following:
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            Race;
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            Gender;
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            Pregnancy;
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            Marriage Status;
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            National, ethnic or social origin;
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            Colour;
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            Sexual Orientation;
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            Age;
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            Physical or mental health;
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            Wellbeing;
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            Disability;
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            Religion;
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            Conscience;
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            Belief;
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            Culture;
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            Language and birth of the person;
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            Information relating to the education or the medical, financial, criminal or work history of a person;
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            Any identification number, symbol, email address, physical address, telephone number, location information, online identifier or other specific assignment to a person;
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            The biometric information of a person;
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            The personal opinions, views or preferences of a person;
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            Correspondence sent by a person which is implicitly or expressly of a private or confidential nature or further correspondence which would reveal the content of the original correspondence;
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            The views or opinions of another individual about a person; and
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            The name of the person if it appears together with other personal information relating to the person or if the disclosure of the name itself would reveal information about the person.
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           How should schools protect personal information?
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            By obtaining consent from the data subject for the processing of the personal information. Consent in terms of the POPI Act will be sufficient if it is a specific, informed expression received on a voluntary basis.
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            By processing the personal information only for the purpose for which it was collected.
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            The school must destroy personal information properly as soon as the purpose for collection has expired.
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            By storing the personal information properly to prevent the leakage thereof.
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           What can happen if a school does not obtain the necessary permission for the collection of personal information?
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           A complaint can be lodged with the Information Regulator against the offender. This can have serious consequences.
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           Sections 100–106 of the POPI Act deal with instances where parties would find themselves guilty of an offense. The most relevant of these are:
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            Any person who hinders, obstructs or unlawfully influences the Regulator;
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            A responsible party which fails to comply with an enforcement notice;
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            Offences by witnesses, for example, lying under oath or failing to attend hearings;
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            Unlawful Acts by responsible party in connection with account numbers;
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            Unlawful Acts by third parties in connection with account number.
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           Section 107 of the Act details which penalties apply to respective offences. 
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           For the more serious offences the maximum penalty is a fine not exceeding R 10,000,000.00 or imprisonment for a period not exceeding 10 years or to both a fine and such imprisonment. 
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           This article must be read in conjunction with the POPI Act which can be downloaded from 
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    &lt;a href="http://www.justice.gov.za/legislation/acts/2013-004.pdf" target="_blank"&gt;&#xD;
      
           Act No. 4 of 2013: Protection of Personal Information Act, 2013
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           .
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           Is there any provision in the POPI Act which allows the collection of personal information without the consent of the data subject?
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           Yes, personal information may be collected without consent in the following cases:
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            If the processing is necessary in terms of a contract to which the data subject is a party;
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            If there is a legal obligation to carry out the processing;
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            If processing offers protection of a legitimate interest of the data subject;
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            If a public body is obligated to undertake the processing;
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            If the processing is necessary to pursue the legitimate interest of the data controller/third party.
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           With specific reference to the personal information of children, Article 35(1) of POPI states that the prohibition on the collection of personal information of children is excluded in the following cases:
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            If the information is collected with prior consent, and if consent is not granted:
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            If the collection of personal information is necessary to maintain rights and/or obligations in terms of legislation;
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            If the collection of personal information is necessary to comply with an obligation of International Public Law;
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            If the collection of personal information is done for historical, statistical or research purposes; and
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            If the personal information was deliberately disclosed by the child himself with the consent of a competent person.
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           Which POPIA rules are important for schools to remember?
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            Do not collect more personal information than is necessary.
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            Make sure the informed consent from the data subject has been received.
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            Be sure of the purpose of the personal information and use it only for that purpose.
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            Be open and honest with the data subject about the purpose for which the personal information is collected.
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            Exercise proper security measures in the storage of the personal information.
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            Despite the exceptions, obtain consent from the data subject before collecting personal information.
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           PRINCIPALS' SYMPOSIUM
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           Principalship: Be the light in the lighthouse!
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           Date:  1 – 4 September 2024, Venue: Boardwalk Conference Centre, Gqeberha
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           The SAOU Principals’ Symposium 2024 promises to, once again, exceed all expectations. A thousand SAOU deputy-principals and principals, excellent presenters, extremely relevant, hot topics, phenomenal SAOU hosting and a venue synonymous with quality: THAT is what you can expect, nothing less.
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           Visit our
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    &lt;a href="/principals-symposium"&gt;&#xD;
      
           web page
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           for further information regarding the event, with specific reference to the following:
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           1.      The registration page;
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           2.      The programme; and
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           3.      Information relating to accommodation.
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           The Symposium is almost fully booked! To avoid disappointment, register today.
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      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal.png" length="1005879" type="image/png" />
      <pubDate>Wed, 05 Jun 2024 08:15:53 GMT</pubDate>
      <guid>https://www.saou.co.za/unilateral-promulgation-of-minimum-uniform-norms-standards-popi-wet-in-n-neutedop</guid>
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      <title>Nasionale Gesondheidsversekering (NGV) | National Health Insurance (NHI)</title>
      <link>https://www.saou.co.za/nasionale-gesondheidsversekering-ngv-national-health-insurance-nhi</link>
      <description>NN 20/2024: Met soveel individue en organisasies wat hulle by die huidige debat aansluit en uiteenlopende menings publiseer, verstaan ons dat SAOU-lede moontlik onsekerheid ervaar...</description>
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           NN 20/2024
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             Nasionale Gesondheidsversekering (NGV
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           )
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           Op Woensdag, 15 Mei het President Cyril Ramaphosa die Wetsontwerp op Nasionale Gesondheidsversekering (NGV) onderteken, soos wyd in die media berig is. Met soveel individue en organisasies wat hulle by die huidige debat aansluit en uiteenlopende menings publiseer, verstaan ons dat SAOU-lede moontlik onsekerheid ervaar. Ons deel graag die antwoorde op die mees algemene vrae wat ons van ons lede ontvang.
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           Wat gebeur volgende?
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           Die feit dat die President die Wet onderteken het, beteken nie dit dat dit reeds van krag is nie. Die President moet die Wet, of dele daarvan, proklameer om dit in werking te stel. Dit is nog nie gedoen nie en daar is tans geen aanduiding wanneer of hoe dit sal gebeur nie.
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           Gaan die SAOU met die NGV akkoord?
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           Die SAOU stem saam dat toegang tot primêre gesondheidsorg vir alle Suid-Afrikaners ’n basiese mensereg is. Ons siening is egter dat die NGV-wet in sy huidige vorm om verskeie redes nie lewensvatbaar of bekostigbaar vir die Tesourie is nie.
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           Wat is die SAOU se siening ten opsigte van toegang tot privaat gesondheidsorg?
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           Die SAOU beskou toegang tot privaat gesondheidsversekering en privaat gesondheidsorg as ’n grondwetlike reg en is oortuig dat lede die vryheid moet hê om te besluit watter gesondheidsorgopsies die beste aan hul individuele vereistes voldoen. Na ons mening is die keuse tussen privaat gesondheidsversekering en die NGV nie teenstrydig nie, maar alternatiewe wat individue se grondwetlike regte handhaaf.
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           Wat gaan nou met my mediese fonds gebeur?
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           Die funksionering van alle mediese fondse gaan normaal voort en niks verander nie! Lede kan dus voortgaan om dieselfde mediese fonds voordele te benut.
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           Dit is belangrik om te onthou dat die NGV nie ’n enkele gebeurtenis is nie, maar ’n ingewikkelde onderneming wat, weens die vele hervormings wat dit in verskeie staatsektore vereis, lank sal neem om te implementeer.
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           Moet ek my mediese fondslidmaatskap kanselleer?
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           Nee. Jy sal jou lidmaatskap moet behou om seker te maak jy het voortgesette toegang tot gehalte privaat gesondheidsorg. Moet dus nie u betaling van die maandelikse premies staak nie. Indien u betaling staak, sal u voordele opgeskort word.
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           Gaan die NGV mediese fondse se reserwe fondse onteien?
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           Die NGV het geen reg tot toegang tot fondse se opgehoopte reserwes nie aangesien die reserwes aan die fondslede behoort en nie aan die betrokke fonds nie. Ons regsadvies bevestig dat reserwefondse veilig is en dat die staat nie daarop beslag kan lê nie.
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           Gaan die SAOU hof toe om die NGV te beveg?
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           Die SAOU sal die implementering van die Wet monitor en beskik oor betroubare en ervare regsadviseurs. Ons sal altyd in die beste belang van ons lede optree. Ná gesprekke met vername belanghebbers in die vakbondwese evalueer ons ons opsies om hierdie aangeleentheid gesamentlik te benader. Hierdie besprekings sal aandui van wat ons volgende moet doen en ons sal ons lede op hoogte hou van enige besluite. Om regstappe op ons eie te neem, word nie op hierdie tydstip as gerade geag nie.
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           Gaan die Staat pensioenfondse benut om die NGV te finansier?
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           Sover vasgestel kan word, steek daar geen waarheid in hierdie gerugte nie. Die trustees van pensioenfondse het 'n fidusiêre plig om altyd in die beste belang van die pensioenfonds en sy lede op te tree. 'n Belegging in die NGV word nie as 'n gesonde belegging beskou nie.
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           National
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           health insurance  (nHI)
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           President Cyril Ramaphosa signed the National Health Insurance (NHI) Bill into law on Wednesday, 15 May, as has been widely reported in the media. With so many individuals and organisations joining the current debate and publishing diverse opinions, we understand that SAOU members may be experiencing uncertainty. We wish to share the answers to the most common questions we receive from our members.
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           What happens next?
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           The fact that the President signed the Act does not mean it is already in force. The President must proclaim the Act, or parts thereof, to implement it. This has not yet been done and there is currently no indication when or how it will happen.
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           Does the SAOU agree with the NHI?
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           The SAOU agrees that access to primary healthcare for all South Africans is a basic human right. However, our view is that the NHI Act in its current form is not viable or affordable for the Treasury for various reasons.
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           What is the SAOU’s view regarding private healthcare?
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           The SAOU regards access to private health insurance and private healthcare as a constitutional right and stands firm that members should have the freedom to decide which healthcare options best meet their individual requirements. In our view, the choice between private health insurance and the NHI is not contradictory, but that they embody alternatives which uphold individuals' constitutional rights.
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           What will happen to my medical aid now?
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           The functioning of all medical aid schemes continues normally and nothing changes! Members can therefore continue to utilise the same medical aid benefits.
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           It is important to remember that the NHI is not a single event, but a complex undertaking that, due to the many reforms it requires in various government sectors, will take a long time to implement.
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           Should I cancel my medical aid membership?
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           No. You will need to retain your membership to ensure you have continued access to quality private healthcare. Therefore, you should not cancel the payment of monthly premiums. Your benefits will be suspended if you cancel payments.
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           Will the NHI expropriate the reserves of medical funds?
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           The NHI has no right to expropriate the accumulated reserve funds as the reserves belong to the fund members and not to the fund concerned. Our legal advice confirms that reserve funds are safe and that the state cannot expropriate these.
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           Will the SAOU approach the court to contest the NHI?
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           The SAOU will monitor the implementation of the Act and has reliable and experienced legal advisers. We will always act in the best interest of our members. After discussions with major stakeholders in other trade unions, we are evaluating our options to jointly approach this matter. These discussions will indicate what we need to do next and we will keep our members informed of any decisions. Taking legal action on our own is not deemed prudent at this time.
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           Will the State use pension funds to fund the NHI?
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           As far as can be determined there is no truth in these rumours. The trustees of pension funds have a fiduciary duty to always act in the best interest of the pension fund and its members. An investment in the NHI is not regarded as a sound investment.
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      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal.png" length="1005879" type="image/png" />
      <pubDate>Tue, 28 May 2024 13:45:59 GMT</pubDate>
      <guid>https://www.saou.co.za/nasionale-gesondheidsversekering-ngv-national-health-insurance-nhi</guid>
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    <item>
      <title>BELA is goedgekeur, wat nou? | BELA has been approved,  what now?</title>
      <link>https://www.saou.co.za/bela-is-goedgekeur-wat-nou-_-bela-has-been-approved-what-now</link>
      <description>NN 19/2024: Die vraag in onderwyskringe is, wat die SAOU se standpunt met betrekking tot die huidige stand van sake is. Die Dagbestuur van die SAOU, bestaande uit die nege provinsiale voorsitters, die President en die Uitvoerende Beampte, het dié aangeleentheid onder die loep geneem. ‘n Besluit is geneem om...</description>
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           NN 19/2024
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             Bela is goedgekeur,
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            wat nou?
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           Dit is algemeen bekend dat-
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            BELA die wetsontwerp is wat komprehensiewe wysigings aan die SA Skolewet (SASW) voorstel;
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            Die Nasionale Raad van Provinsies (NRvP) en die Nasionale Vergadering (NV) BELA goedgekeur het; en
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            Dit nou voorgelê is aan die President vir oorweging en moontlike ondertekening waarna dit as formele statuut geag sal word.
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           Die vraag in onderwyskringe is, wat die SAOU se standpunt met betrekking tot die huidige stand van sake is. Die Dagbestuur van die SAOU, bestaande uit die nege provinsiale voorsitters, die President en die Uitvoerende Beampte, het dié aangeleentheid onder die loep geneem. ‘n Besluit is geneem om ‘n petisie
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           (klik hier)
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           aan die President te rig ten einde sy aandag op dié aspekte waarmee die SAOU nie tevrede is nie, te vestig.
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           Waaroor is die SAOU ontevrede?
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           Na raadpleging met senior regslui, sowel as die afgetrede regter verantwoordelik vir die aanvanklike opstel van die SASW, is bepaal dat daar twee subartikels is wat nie voldoen aan die beginsels soos gestel in die uitsprake van die Grondwethof insake die Ermelo-, Welkom- en Rivoniasake nie.
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           Aan welke beginsels moet die SASW voldoen?
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           Ooreenkomstig die voormelde hofsake is die onderliggende beginsels waaraan die SASW moet voldoen, die volgende:
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            Gelyke vennootskap tussen SBL’e en die onderwysowerhede;
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            Samewerkende beheer en bestuur van skole;
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            Onderlinge samewerking;
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            Openbare skole as onafhanklike regspersone; en
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            Openbare skole as demokratiese verlengstukke van die onderskeie gemeenskappe ten einde diverse en uiteenlopende benaderings te verteenwoordig.
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           Watter subartikels word as problematies geag?
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            Artikel 5(5)(b): Toelatingsbeleid:
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            BELA stel voor dat, “die onderwyshoof,
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            na oorlegpleging
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            met die SBL, beskik oor die finale gesag...” oor die toelating van leerders;
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            Ingevolge die beginsels soos hierbo uiteengesit en die regsadvies wat ontvang is, sal ‘n meer korrekte benadering wees, “die onderwyshoof in
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            oorlegpleging
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            met die SBL beskik oor die finale gesag...”; en
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             In die saak
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            McDonald and others v Minister of Minerals and Energy and others
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             , word dit duidelik gestel dat ‘n Minister
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            in oorleg
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             met belanghebbende partye besluite moet neem.
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            Artikel 6(7): Taalbeleid:
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            BELA stel voor dat, “die onderwyshoof mag ... opdrag aan ‘n openbare skool gee om meer as een taal van leer en onderrig te implementeer”; en
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            Die beginsel van opdraggewing is in stryd met die beginsels soos hierbo uiteengesit en daarom stel die SAOU voor dat hierdie besluit “
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            in oorlegpleging
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             met die SBL” moet geskied.
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           Is die probleem van die SAOU met betrekking tot voormelde subartikels ‘n nuwe verskynsel?
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           Nee, die SAOU het van meet af sy ontevredenheid teenoor die Minister van Basiese Onderwys uitgespreek en deurgaans kommer uitgespreek tydens elke openbare sessie van die Portefeuljekomitee van die parlement en die 36 sessies van die provinsiale wetgewers.
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           Is die SAOU bereid om te litigeer insake sy ontevredenheid met die gemelde twee subartikels?
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           Dit is belangrik om eers te wag totdat meer inligting beskikbaar is rakende die finale wysigings soos deur die President goedgekeur. Die moontlikheid bestaan dat die President nie die voorgestelde wysigings kan goedkeur nie. Indien dit wel goedgekeur word, sal die SAOU op aanbeveling van sy senior regsadviseurs ‘n besluit in die verband neem.
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           Het die SAOU ‘n finale gespreksgeleentheid met die President versoek?
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           Ja, daar is ondubbelsinnig aangedui dat die President hom van sy partypolitieke affiniteit moet skei en as staatshoof hom vergewis van die grondwetlikheid van die voorgestelde wysigings. Die SAOU is oortuig dat voormelde subartikels nie die toets van grondwetlikheid sal slaag nie en wil daarom met die President in gesprek tree in ‘n poging om ‘n onderwyskundige en verantwoordelike skikking te bereik.
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           Tender vir ‘n saou-voertuig
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           Die SAOU is besig met die roetine aankoop van nuwe motors vir die SAOU motorvloot. ‘n Integrale deel van die beleid is dat huidige motors ingeruil of op tender verkoop kan word.
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           SAOU lede en SAOU- en TO Strand personeellede word die geleentheid gebied om te tender op die voertuig soos in die tenderdokument
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           (klik hier)
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           vervat.
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              SAKAI AANSOEKE AS
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           NSS-NASIENE
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           R
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           SACAI wag aansoeke in vir nasieners vir die NSS-finale eksamen wat in 2024 afgelê word. Indien u ’n bevoegde nasiener is, is u welkom om aansoek te doen. Voltooi die aangehegte aansoekvorm
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           (klik hier)
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           en e-pos dit terug na mnr Johan-Tiaan Lamprecht by 
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    &lt;a href="mailto:johan@sacai.org.za" target="_blank"&gt;&#xD;
      
           johan@sacai.org.za
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           .
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           Heg u CV, bewys van SARO registrasie en kwalifikasies aan die aansoekvorm, al is dit voorheen gedoen. Sonder hierdie dokumentasie sal u aansoek nie oorweeg word nie.
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           Die sluitingsdatum is 14 Junie 2024. 
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           Bela has been approved, 
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           what now?
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           It is common cause that-
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            BELA is the bill that proposes comprehensive amendments to the SA Schools Act (SASA);
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            The National Council of Provinces (NCOP) and the National Assembly (NA) approved BELA; and
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            It was submitted to the President for consideration and possible signing whereafter it will be considered as statute. 
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           The question in education circles is what the SAOU's position is with regard to the current state of affairs. The Standing Committee of the SAOU, comprising the nine provincial chairpersons, the President and the Executive Officer considered the matter. It was resolved to submit a petition
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           (click here
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           ) to the President in order to draw his attention to those aspects with which the SAOU is not satisfied.
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           What is the SAOU dissatisfied with?
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           After consultation with senior legal counsel, as well as the retired judge responsible for the initial drafting of the SASA, it was determined that there are two subsections that do not comply with the principles as set out in the judgments of the Constitutional Court in relation to the Ermelo, Welkom and Rivonia cases.
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           Which principles should the SASA adhere to?
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           In terms of the aforementioned court cases, the underlying principles that the SASA must comply with are the following:
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            Equal partnership between SGBs and the education authorities;
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            Cooperative governance;
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            Collaboration;
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            Public schools as independent juristic persons; and
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            Public schools as democratic extensions of the respective communities in order to represent their diverse and varied approaches. 
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           Which subsections are deemed to be problematic?
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            Section 5(5)(b): Admissions Policy:
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            BELA proposes that, "the HOD,
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            after consultation
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            with the SGB, has the final authority..." regarding the admission of learners; 
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            In terms of the principles set out above and the legal advice received, a more correct approach would be, "the HOD,
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            in consultation
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            with the SGB, has the final authority..."; and
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            In the case of
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            McDonald and others v Minister of Minerals and Energy and others,
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            it is clearly stated that a Minister must take decisions
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            in consultation
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            with interested parties.
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            Section 6(7): Language policy:
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            BELA proposes that, "the HOD may ...
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            instruct
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            a public school to implement more than one language of instruction"; and
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            The principle of authoritarianism is in conflict with the principles as stated above and therefore the SAOU proposes that this decision should be made "
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            in consultation
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            with the SGB".
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           Is the problem of the SAOU regarding the aforementioned subsections a new phenomenon?
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           No, from the beginning the SAOU expressed its dissatisfaction to the Minister of Basic Education, consistently raising concerns during every public session of the Portfolio Committee of Parliament and the 36 sessions held in provincial legislatures.  
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           Is the SAOU willing to litigate in regard to its dissatisfaction with the said two subsections?
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           It is important to first wait until more information is available regarding the final amendments as approved by the President. There is a possibility that the President may not approve the proposed amendments. If it is approved, the SAOU will take a decision in this regard on the recommendation of its senior legal advisors.
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           Has the SAOU requested a final discussion with the President?
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           Yes, it has been unambiguously indicated that President should divorce himself from his party political affinity and as head of state familiarise himself with the constitutionality of the proposed amendments. The SAOU is convinced that the aforementioned subsections will not pass the test of constitutionality, and therefore wishes to engage with the President in an attempt to reach an educational and responsible settlement.
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           Tender FOR A SAOU VEHICLE
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           The SAOU is in the process to purchase new vehicles for the SAOU motor fleet. An integral part of the policy is that current vehicles can be traded in or sold on tender.
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            SAOU members and SAOU and TO Strand staff members are offered the opportunity to tender on the vehicle as contained in the tender document
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    &lt;/span&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/Tender_doc_SAOU_vehicle_29_May_2024.pdf" target="_blank"&gt;&#xD;
      
           (click here)
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           .
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              SACAI APPLICATIONS AS
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           NSC MARKE
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           R
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           SACAI is awaiting the application of markers for the NSC final examination to be written in 2024. If you are a competent marker, you are welcome to apply. Kindly complete the attached application form
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      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/2024_Form_Marker_Application_NSS_SACAI2024.pdf" target="_blank"&gt;&#xD;
      
           (click here)
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           and email it back to Mr Johan-Tiaan Lamprecht at
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    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="mailto:johan@sacai.org.za" target="_blank"&gt;&#xD;
      
           johan@sacai.org.za
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           .
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           Your application must be accompanied by your CV, proof of SACE registration and qualifications, even if previously submitted. No application will be considered without the aforementioned.
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           The closing date is 14 June 2024.
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  &lt;/p&gt;&#xD;
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&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/HOOFDESIMPOSIUM+2024+Bulletin.png" alt=""/&gt;&#xD;
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&lt;div data-rss-type="text"&gt;&#xD;
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           Die SAOU Hoofdesimposium 2024 beloof om, weereens, alle verwagtinge te oortref. 'n Duisend SAOU-adjunkhoofde en -skoolhoofde, uitstekende sprekers, uiters aktuele onderwerpe, SAOU-gasheerskap wat fenomenaal is en ‘n venue wat sinoniem is met kwaliteit: DIT is wat jy te wagte kan wees, niks minder nie.   
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           Venue:
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           Boardwalk Konferensiesentrum, Gqeberha 
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           Wanneer:
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           1 – 4 September 2024 
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           Registrasiefooi: 
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           Lede:
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           R3 060 per skoolhoof / adjunkhoof 
          &#xD;
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  &lt;/p&gt;&#xD;
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           Nie-lede:
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           R4 530 per skoolhoof / adjunkhoof
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  &lt;p&gt;&#xD;
    &lt;a href="/principals-symposium"&gt;&#xD;
      
           Klik hier
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           vir meer inligting rakende die geleentheid, met spesifieke verwysing na die volgende:
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           1.      ‘n Konsepprogram;
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           2.      Die registrasieblad; en
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           3.      Inligting met betrekking tot verblyf.
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           Die Simposium is feitlik volskryf! Om teleurstelling te voorkom, registreer vandag nog.
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           Navrae:
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  &lt;p&gt;&#xD;
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           Piet Snyders (organiseerder)
          &#xD;
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    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="mailto:hoofdesim@saou.co.za" target="_blank"&gt;&#xD;
      
           hoofdesim@saou.co.za
          &#xD;
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  &lt;p&gt;&#xD;
    &lt;a href="/"&gt;&#xD;
      
           041 364 0500
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           (Kantoorure)
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           The SAOU Principals’ Symposium 2024 promises to once again exceed all expectations. A thousand SAOU deputy-principals and principals, excellent presenters, extremely relevant topics, phenomenal SAOU hosting and a venue synonymous with quality: THAT is what you can expect, nothing less.
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           Venue:
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           Boardwalk Conference Centre, Gqeberha 
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           When:
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           1 – 4 September 2024 
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           Registration fee: 
          &#xD;
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           Members:
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      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
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           R3 060 per principal / deputy principal 
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           Non-members:
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    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
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           R4 530 per principal / deputy principal
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  &lt;p&gt;&#xD;
    &lt;a href="/principals-symposium"&gt;&#xD;
      
           Click here
          &#xD;
    &lt;/a&gt;&#xD;
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      &lt;/span&gt;&#xD;
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           for further information regarding the event, with specific reference to the following:
          &#xD;
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  &lt;p&gt;&#xD;
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           1.      A draft programme;
          &#xD;
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           2.      The registration page; and
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      <pubDate>Thu, 23 May 2024 07:20:05 GMT</pubDate>
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      <title>Die bestuur van medikasie in skole | The management of medication in schools</title>
      <link>https://www.saou.co.za/die-bestuur-van-medikasie-in-skole-the-management-of-medication-in-schools</link>
      <description>NN 18/2024: Die SAOU gee graag leiding waar daar onsekerheid is as gevolg van die onderwysdepartement se gebrek om riglyne of beleid te verskaf.
Die onderstaande Suid-Afrikaanse wetgewing en beleid het implikasies in ‘n mindere of meerdere mate op die skoolomgewing.</description>
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           NN 18/2024
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            DIE BESTUUR VAN MEDIKASIE
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            ﻿
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           IN SKOLE
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           Die SAOU gee graag leiding waar daar onsekerheid is as gevolg van die onderwysdepartement se gebrek om riglyne of beleid te verskaf.
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           Die onderstaande Suid-Afrikaanse wetgewing en beleid het implikasies in ‘n mindere of meerdere mate op die skoolomgewing. Gedurende 2010, na deeglike bestudering deur 'n DBO-taakspan, blyk dit egter dat in geen van die onderstaande enige verwysing is na die bestuur van medikasie in skole nie:
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            The Medicines and Related Substances Control Act No. 101 of 1965
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            Constitution of the Republic of South Africa Act No. 108 of 1996
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            Child Justice Act No. 75 of 2008
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            The Children’s Act No. 38 of 2005
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             The General Regulations Regarding Children, 1 April 2010 (as in the Children’s Act)
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            South African Schools Act No. 84 of 1996
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            The Regulations for Safety Measures at Public Schools – as amended, 2006 (as in the SA Schools Act 84/1996), Paragraphs 8 A (7) and 8 A (8)
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            Education White Paper 6, Special Needs Education (July 2001)
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            Public Service Act, 1994 as amended by Act No. 30 of 2007
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            Basic Conditions of Employment Act No. 75 of 1997
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            Principles, guidelines, recommendations, proposed policies and programmes for developmental social welfare in South Africa, 1997.
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           Hoofde van skole en die beheerliggaam is daarom aangewese om staat te maak op hul eie kennis en interpretasie van algemene wetgewing, persoonlike ervarings en oortuigings om toepaslike skoolbeleide te ontwikkel. Die gevolg is dat daar geen konsekwentheid in die beleide en toepassing in skole is nie. Die skoolgemeenskap wat skoolhoofde, onderwysers, ouers en huismoeders insluit, kan wetlik kwesbaar wees indien die bestuur van medikasie nie volgens voorskrifte hanteer word nie.
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           Dit is dus belangrik dat die hoof van ‘n skool, in samewerking met die beheerliggaam, ‘n duidelike beleid daarstel wat die bestuur van medikasie op ‘n verantwoordbare manier sal reguleer. Die samewerking van ouers is krities om te verseker dat geen leerling benadeel word nie. Die onderstaande kan as riglyne dien:
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           1. Mag die bestuur van medikasie aan ‘n personeellid gedelegeer word?
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            Die hoof kan enige van sy personeel, naamlik onderwysers, terapeute, kantoorpersoneel en huismoeders taak om die bestuur van medikasie te hanteer.
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            Dit is belangrik om die gedelegeerde persoon ‘n basiese opleiding vir die bestuur van medikasie te bied, tensy die persoon ‘n gekwalifiseerde verpleegsuster is. Die opleiding moet op 'n deurlopende basis plaasvind.
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            Die gedelegeerde persoon moet direk of indirek op ‘n gereelde basis aan die hoof rapporteer.
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            Daar word aanbeveel dat die gedelegeerde persoon sover moontlik dieselfde persoon sal wees ten einde konsekwentheid te verseker en die moontlike foutiewe toediening van medikasie te minimaliseer.
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           2. Watter tipe medikasie kan by die skool gehou word?
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           Daar is geen wet wat verbied dat skedule 0-medikasie op ‘n skoolperseel aangehou word en aan kinders gegee word wanneer dit nodig is, en soveel te meer nie wanneer daar skriftelike toestemming van die ouer is dat die leerder tydens skoolbywoning sulke medikasie mag ontvang nie. (Skedule 0-medikasie is enige iets wat bv. by ŉ supermark van die rak af gekoop kan word). Die skeduleringstatus van enige medikasie staan op die verpakking. Dit beteken nie skole MOET medikasie aanhou nie. Dit beteken hulle MAG, sou die beheerliggaam besluit dis in die beste belang van die leerders. Dit is daarom belangrik dat die beheerliggaam die besluit moet neem en dat dit dan met groot verantwoordelikheid en streng kontrole geïmplementeer word.
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           Nie-voorskrifmedikasie en oor-die-toonbank medikasie (dit sluit alle medikasie in wat deur die ouer of versorger verskaf word om deur die kind gebruik te word, wat nie deur 'n mediese praktisyn voorgeskryf is nie.)
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            Skriftelike toestemming moet deur die ouer gegee word vir die leerder om medikasie by die skool te ontvang.
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            Skriftelike toestemming kan eenmalig aan die begin van die jaar van ouers verkry word om onnodige korrespondensie te vermy.
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            Medikasie wat skool toe gestuur word, moet sover moontlik in die oorspronklike verpakking wees.
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            Alle medikasie moet gemerk word met die volgende inligting: die naam en sterkte van die medikasie, naam van die leerder, die dosis wat geneem moet word, die tyd wat medikasie geneem moet word en spesiale bergingsinstruksies indien van toepassing.
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            Alle medikasie moet by die gedelegeerde persoon ingehandig word.
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            Nie-voorgeskrewe medikasie mag slegs vir ‘n maksimum van 7 aaneenlopende dae deur die leerder gebruik word.
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           3.  Hoe moet voorskrifmedikasie hanteer word?
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           (Dit sluit alle medikasie in wat deur 'n mediese praktisyn voorgeskryf word en wat vir 'n lang of kort tydperk deur 'n spesifieke leerder gebruik word.)
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            Skriftelike toestemming moet deur die ouer gegee word vir die kind om die medikasie by die skool te ontvang.
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            Skriftelike toestemming kan eenmalig aan die begin van die jaar van ouers verkry word om onnodige korrespondensie te vermy.
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             'n Afskrif van die kind se voorskrif vir sy medikasie moet deur die ouer of versorger aan die skool verskaf word. Die etiket op die pakkie medikasie kan ook dien as afskrif van die voorskrif.
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            Medikasie wat skool toe gestuur word, moet sover moontlik in die oorspronklike verpakking wees.
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            Ouers is verantwoordelik om voldoende hoeveelhede medikasie te verskaf vir die tydperk wat die kind in die sorg van die skool sal wees of vir die tydperk wat die kind die medikasie sal moet neem.
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           4.  Watter vereistes is nodig vir die berging van medikasie?
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            Medikasie moet in ‘n veilige plek buite bereik van leerders en personeel gestoor word.
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            Die volgende is belangrik vir die stoor van medikasie:
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            Koel;
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            Droog/ geen vog of humiditeit nie;
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            Uit direkte sonlig; en
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            Let op na die voubiljet van die medikasie vir vereistes van stoor.
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           5.  Watter vereistes is nodig vir die bestuur van medikasie?
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            Enige medikasie wat aan 'n kind op die skoolterrein gegee word, moet aangeteken of gedokumenteer word in toepaslike registers of op toepaslike vorms soos bepaal deur die skoolhoof of sy/haar afgevaardigde.
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            Inligting wat aangedui moet word, is:
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            Naam van die leerder;
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            Naam en dosis van die medikasie wat ontvang is;
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            Datum en tyd wat die medikasie gegee is; en
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            Aard van die probleem wat behandel word.
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           THE MANAGEMENT OF MEDICATION IN SCHOOLS
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           The SAOU would like to provide guidance where there is uncertainty in the absence of guidelines or policy provided by the education departments.
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           The South African legislation and policy below to a greater or lesser extent have implications for the school environment. During 2010, after thorough study by a DBE task team, it appears that none of the following refers to the management of medication in the schools:
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            The Medicines and Related Substances Control Act No. 101 of 1965
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            Constitution of the Republic of South Africa Act No. 108 of 1996
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            Child Justice Act No. 75 of 2008
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            The Children’s Act No. 38 of 2005
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            The General Regulations Regarding Children, 1 April 2010 (as in the Children’s Act)
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            South African Schools Act No. 84 of 1996
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            The Regulations for Safety Measures at Public Schools – as amended, 2006 (as in the SA Schools Act 84/1996), Paragraphs 8 A (7) and 8 A (8)
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            The Nursing Act No. 33 of 2005
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            Education White Paper 6, Special Needs Education (July 2001)
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            Employment of Educators Act No. 76 of 1998
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            Public Service Act, 1994 as amended by Act No. 30 of 2007
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            Basic Conditions of Employment Act No. 75 of 1997
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            Principles, guidelines, recommendations, proposed policies and programmes for developmental social welfare in South Africa, 1997.
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           Principals of schools and the Governing Body are therefore required to rely on their own knowledge and interpretation of general legislation, personal experiences and beliefs to develop appropriate school policies. The result is that there is no consistency in the policies and enforcement in schools. The school community, which includes principals, teachers, parents and hostel matrons, can be legally vulnerable if the management of medication is not handled according to directives.
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           It is therefore important that the principal of a school in collaboration with its governing body establishes a clear policy that will regulate the management of medication in an accountable manner. The cooperation of parents is extremely important to ensure that no pupil is harmed.  The following can be used as guidelines:
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           1.    May the management of medication be delegated to a staff member?
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            The principal can task any of the staff namely: teachers, therapists, office staff and hostel matrons to handle the management of medication.
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            It is important to offer the delegated person a basic training for the management of medication, unless the person is a qualified nursing sister. The training must take place on an ongoing basis.
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            The delegated person must report directly or indirectly to the principal on a regular basis.
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            It is recommended that the delegated person be the same person as far as possible to ensure consistency and minimize the possible erroneous administration of medication.
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           2.    What type of medication can be kept at school?
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           There is no law that prohibits schedule 0 medication being kept on school premises and given to children when necessary, and even more so when there is written consent from the parent that the learner may receive such medication during attendance at school. (Schedule 0 medication is anything you can e.g. buy off the shelf at Spar or Checkers etc.) The scheduling status of any medication is stated on the packaging. This does not mean schools MUST keep medication. This means they MAY, should the Governing Body decide it is in the best interest of the learners. It is therefore important that the Governing Body must take the decision and that it is then implemented with great responsibility and strict control.
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           Non-prescription and over-the-counter medications (this includes all medications provided by the 
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            parent or caregiver to be used by the child, 
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            which have not been prescribed by a medical practitioner.)
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            Written consent must be given by the 
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             parent for the learner to receive medication at school.
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            Written permission can be obtained from parents once at the beginning of the year to avoid unnecessary correspondence.
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            Medication sent to school must be in the original packaging as far as possible.
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            All medication must be labelled with the following information: the name and 
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             strength of the medication, name of the 
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             learner, the dose to be taken, the time the 
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             medication must be taken and special storage instructions if applicable.
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            All medication must be handed in to the delegated person.
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            Non-prescribed medication may be used by the learner for a maximum of 7 consecutive days only.
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           3.    How should prescription medications be handled?
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           (This includes all medication prescribed by a medical practitioner and to be used by a specific learner for a long or short period of time.)
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            Written consent must be given by the parent for the child to receive the medication at school.
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            Written permission can be obtained from parents once at the beginning of the year to avoid unnecessary correspondence.
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            A copy of the child's prescription for the medication must be provided to the school by the parent or carer. The label on the medication package can also serve as a copy of the prescription.
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            Medication sent to school must be in the original packaging as far as possible.
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            Parents are responsible for providing sufficient quantities of medication for the period that the child will be in the care of the school or for the period that the child will have to take the medication.
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           4.    What requirements are necessary for the storage of medication?
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            Medication must be stored in a safe place out of reach of learners and staff.
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            The following are important for storing medication:
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            Cool;
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            Dry / no moisture or humidity;
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            Out of direct sunlight; and
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            Pay attention to the package leaflet of the medication for storage requirements.
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           5.    What requirements are necessary for medication management?
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            Any medication given to a child on school premises must be recorded or documented in appropriate registers or on appropriate forms, as determined by the principal or his delegate.
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            Information that must be indicated is:
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            Name of the learner;
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            Name and dose of the medication received;
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            Date and time the medication was given; and
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            Nature of the problem being treated.
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      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal.png" length="1005879" type="image/png" />
      <pubDate>Tue, 14 May 2024 06:48:05 GMT</pubDate>
      <guid>https://www.saou.co.za/die-bestuur-van-medikasie-in-skole-the-management-of-medication-in-schools</guid>
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        <media:description>thumbnail</media:description>
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        <media:description>main image</media:description>
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    </item>
    <item>
      <title>Waar staan ons met BELA? | Where do we stand with BELA?</title>
      <link>https://www.saou.co.za/waar-staan-ons-met-bela-where-do-we-stand-with-bela</link>
      <description>NN 17/2024: Regarding the current version [B2D-2022], the SAOU's legal team is of the opinion is that with the Bill in its present form there are no adequate constitutional grounds for litigation to interdict its implementation.</description>
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           NN 17/2024
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           WAAR STAAN ONS MET BELA?
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           Op 2 Mei 2024 het die Gekose Komitee (Onderwys en Tegnologie, Kultuur en Sport) van die Nasionale Raad van Provinsies (NRvP) die BELA-wetsontwerp, weergawe [
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           B2D –2022
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            ] na die NRvP vir finale goedkeuring aanbeveel.
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           Wat was die aanloop?
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            Die eerste weergawe van die BELA-wetsontwerp, [B2A–2022] is in November 2022 gesirkuleer. Die huidige weergawe is die vierde weergawe [B2D–2022] sedert die BELA-wetsontwerp ter tafel gelê is vir kommentaar en om deur die verskillende prosesse te gaan. Dit is slegs ŉ voor-finale weergawe en moet nog finaal aanvaar word.
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           Wat is die proses vorentoe?
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           Die BELA-wetsontwerp, weergawe [B2D–2022] moet nou voor die NRvP dien. Die sitting van die NRvP waarop hierdie besluit geneem gaan word, is geskeduleer vir 9 of 16 Mei 2024. Indien die NRvP weergawe [B2D–2022] goedkeur, moet die wetsontwerp na die Nasionale Vergadering (NV) terugverwys word. Die rede hiervoor is dat daar  substantiewe veranderinge aangebring is aan die eerste weergawe [B2A-2022] wat nou in sy vierde weergawe  [B2D-2022] is.
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            Indien die NV dan die wetsontwerp goedkeur, sal dit na die Staatspresident verwys word vir ondertekening.
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           Is daar nog genoeg tyd vir die wetsontwerp om wet te word gedurende die termyn van die Sesde Administrasie?
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           Vir die BELA-wetsontwerp om wet te word, sal die Staatspresident die Wetsontwerp voor 29 Mei 2024 moet onderteken. Indien dit nie afgehandel is nie, sal die nuwe administrasie die proses vorentoe bepaal. Die huidige administrasie is onder druk om die wetsontwerp te finaliseer voordat die ampstermyn op 29 Mei 2024 verstryk.
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           Wat is die SAOU se posisie?
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            Wat die huidige weergawe [B2D-2022] betref, is die SAOU se regspan van mening dat daar nie voldoende grondwetlike gronde is vir litigasie om die implementering daarvan teë te staan nie. Die jongste weergawe weerspieël die behoud van die huidige openbare skoolmodel wat die regte van die SBL’e erken, veral ten opsigte van toelatingsbeleid (artikel 5) en taalbeleid (artikel 6).
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            Die formulering van toelatings- en taalbeleid sal dus steeds binne die bevoegdheidsraamwerk van ŉ SBL val. 
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             Onderwysdepartemente sal dit moeilik vind om in te meng aangesien die wetsontwerp streng prosesse voorskryf wat deur onderwysdepartemente gevolg moet word, sou daar enige inbreuk op die besluit van die SBL wees.
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           Indien die finale wetgewing egter negatief van weergawe [B2D-2022] afwyk, sal die SAOU sy standpunt oor litigasie heroorweeg, soos deur ons regspan aanbeveel.  
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           Wat sê die huidige weergawe van artikel 5 rakende toelatingsbeleid?
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           Die SBL bepaal die toelatingsbeleid van ‘n skool binne die raamwerk van die Grondwet en relevante wetgewing.
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           Moet die toelatingsbeleid ingedien word vir goedkeuring?
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           Nee. Die SBL is nie verplig om die beleid binne gegewe tydsraamwerk vir goedkeuring in te handig nie, maar dit moet elke drie jaar hersien word of soos omstandighede verander of wanneer dit deur die Hoof van Onderwys versoek word.
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           Wat sê die huidige weergawe oor artikel 6 wat oor taalbeleid handel?
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           Die SBL bepaal die taalbeleid nadat sekere grondwetlike- en ander omgewingsfaktore in ag geneem is. Die SBL is nie verplig om die beleid vir goedkeuring binne sekere tydraamwerke in te dien nie, maar moet dit elke drie jaar hersien of soos omstandighede verander of wanneer deur die Hoof van Onderwys versoek word.
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           Mag die Hoof van Onderwys eensydig ‘n skool opdrag gee om sy taalbeleid te verander?
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            Nee. Die Hoof van Onderwys moet, onder meer, die skool se taalbeleid, die beste belang van die kind, die taalprofiel van die skool, die taalprofiel van die gemeenskap asook die kapasiteit en beskikbare hulpbronne in ag neem om so 'n verandering teweeg te bring.
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           Is daar ‘n proses wat gevolg moet word wanneer die Hoof van Onderwys dit oorweeg om meer as een onderrigtaal by ‘n openbare skool te implementeer?
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           Ja, daar is ‘n reeks prosesse wat uiteengesit is waaraan voldoen moet word voordat die Hoof van Onderwys kan aankondig dat meer as een onderrigtaal by ŉ openbare skool geïmplementeer moet word. Dit is bevestig deur die uitsprake wat die Grondwethof in die Rivonia- en Ermelo-sake gelewer het.
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           Wat kan die SBL doen as hulle nie saamstem met die uitkoms wat voortspruit uit die besluit van die Hoof van Onderwys ten opsigte van die taalbeleid nie?
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            Die SBL het die reg om binne 14 dae na die uitslag by die LUR te appélleer.
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           Was openbare deelname suksesvol?
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      &lt;span&gt;&#xD;
        
            As erkende belanghebbende binne die Openbare Onderwyssektor was die rol wat die SAOU in openbare deelname gespeel het, van kardinale belang om die owerhede te oorreed om die ongebreidelde mag van die staat in te perk en die beginsel te handhaaf dat openbare skole in die skoolsektor behou word, en dat betekenisvolle bestuursverantwoordelikhede in die hande van Skoolbeheerliggame bly.
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           WHERE DO WE STAND WITH BELA?
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           On 2 May 2024, the Select Committee (Education, and Technology, Culture and Sport) of the National Council of Provinces (NCoP) recommended the BELA Bill, version numbered [
          &#xD;
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/B2D-2022-basic-education-2023-ag_B2D-2022-basic-education-2023-ag.pdf" target="_blank"&gt;&#xD;
      
           B2D–2022
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           ] to the NCoP for final approval.
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           What was the run-up?
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           The first version of the Bela Bill, (B2A–2022] was circulated in November 2022. The current version is the fourth version [B2D–2022] since the BELA Bill was tabled for comment and to go through the various processes. This is only a pre-final version and has yet to be finally accepted.
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           What is the process going forward?
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           The BELA Bill, version numbered [B2D–2022] must now serve before the NCoP. The session of the NCoP at which a decision will be taken is scheduled for 9 or 16 May 2024. If the NCoP approves version [B2D-2022], the bill must be referred back to the National Assembly (NA). The reason for this is that substantive changes have been made to the first version [B2A-2022] which is now in its fourth version [B2D-2022].
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            If the NA then approves the bill, it will be referred to the State President for signature.
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           Is there still enough time for the Bill to become law during the term of the Sixth Administration?
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           For the BELA Bill to become law, the State President will have to sign the Bill into law before 29 May 2024. If this is not concluded, the new administration will determine the process going forward. The current administration is under pressure to finalise the bill before its term of office expires on 29 May 2024.
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           What is the SAOU's position?
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            Regarding the current version [B2D-2022], the SAOU's legal team is of the opinion is that with the Bill in its present form there are no adequate constitutional grounds for litigation to interdict its implementation. The latest version reflects the retention of the current public school model which recognizes the rights of SGBs, especially in respect of admissions policy (article5) and language policy (article6).
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           Thus, the formulation of admissions policy and language policy will still fall within the competency framework of a SGB. Education Departments would find it difficult to intervene as the Bill prescribes strict processes to be followed by education departments, should there be any infringement on the decisions made by the SGB.
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           If, however, the final legislation deviates negatively from version B2D-2022, the SAOU will reconsider its position on litigation, as advised by our legal team.
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           What does the current version of article 5 say regarding admissions policy?
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           The SGB determines the admissions policy of a school within the framework of the Constitution and applicable legislation.
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           Must the admissions policy be submitted for approval?
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           No. The SGB is not obliged to submit the policy for approval within certain time frames, but it must be reviewed every three years or as circumstances change or when requested by the Head of Education.
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           What does the current version say regarding article 6 which deals with language policy?
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           The SGB determines the language policy after taking certain constitutional and other environmental factors into account. The SGB is not obliged to submit the policy for approval within certain time frames, but must review it every three years or as circumstances change or when requested by the Head of Education.
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           May the Head of Education unilaterally instruct a school to change its language policy?
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           No. The Head of Education must, among other things, take into account the school's language policy, the best interests of the child, the language profile of the school, the language profile of the community as well as the capacity and available resources to bring about such a change to the current language policy.
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           Is there a process that must be followed when the Head of Education is considering implementing more than one language of instruction at a public school?
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           Yes, there is a series of processes that has been outlined that must be met before the Head of Education can announce that more than one language of instruction is to be implemented at a public school. These have been confirmed by the judgments handed down by the Constitutional Court in the Rivonia and Ermelo cases.
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           What can the SGB to do if they do not agree with the outcome arising from the decision of the Head of Education with regard to language policy?
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           The SGB has the right to appeal to the MEC within 14 days of the result.
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           Was public participation successful?
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           As a recognised stakeholder within the Public Education Sector, the role played by the SAOU in public participation was crucial in persuading the authorities to limit the unbridled power of the State and to uphold the principle that public schools are retained in the school sector, and that meaningful governance responsibilities remain in the hands of School Governing Bodies.
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      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal.png" length="1005879" type="image/png" />
      <pubDate>Tue, 07 May 2024 08:27:34 GMT</pubDate>
      <guid>https://www.saou.co.za/waar-staan-ons-met-bela-where-do-we-stand-with-bela</guid>
      <g-custom:tags type="string" />
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        <media:description>thumbnail</media:description>
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        <media:description>main image</media:description>
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    </item>
    <item>
      <title>Salary notches 2024 | Salarisskale 2024</title>
      <link>https://www.saou.co.za/copy-of-verantwoordelikheid-van-saro-vs-die-van-die-werkgewer-responsibilities-of-sace-vs-that-of-the-employer</link>
      <description>NN 16/2024: The Department of Public Service and Administration DPSA) has released the salary notches for 2024/2025.For information on the 2024 salary adjustment...</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Nasionaal+Mashoof+2024_Nasionaal.png" alt=""/&gt;&#xD;
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           NN 16/2024
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           SALARY NOTCHES 2024/25
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           The Department of Public Service and Administration (DPSA) has released the salary notches for 2024/2025.
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            For information on the 2024 salary adjustment, see National newsletters
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/SAOU%20NN%2012-2024%20Salarisaanpassing-%20ander%20arbeidsake%20-%20Salary%20adjustment-%20other%20labour%20matters.pdf" target="_blank"&gt;&#xD;
      
           NN 12/2024
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            and
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/SAOU%20NN%2014-2024%20Salarisaanpassing%20verwagte%20betaaldatum%20-%20Salary%20adjustment%20expected%20date%20of%20payment.pdf" target="_blank"&gt;&#xD;
      
           NN14/2024
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           .
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           Below we list links to the following adjusted salary notches applicable to the specific groups of public sector employees within the Education sector:
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            ·       
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/Annexure_C-COLA_042024-Schedule_1.pdf" target="_blank"&gt;&#xD;
      
           Educators employed by the Department of Basic Education
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           ;
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      &lt;span&gt;&#xD;
        
            ·       
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/Annexure_C-COLA_042024-Schedule_2.pdf" target="_blank"&gt;&#xD;
      
           Education sector Therapists, Counsellors and Psychologists
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           ; and
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      &lt;span&gt;&#xD;
        
            ·       
           &#xD;
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/18_1_P_25_03_2024_Annexures_a-h.pdf" target="_blank"&gt;&#xD;
      
           Public Service Staff – Admin/assistants/general staff
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           .
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      &lt;span&gt;&#xD;
        
            These notches will also be available on
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    &lt;a href="http://www.saou.co.za/conditions-of-service" target="_blank"&gt;&#xD;
      
           www.saou.co.za/conditions-of-service
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    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      
           .
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;span&gt;&#xD;
      
           PAY PROGRESSION IN JULY 2024
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/h2&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Please take note of the following regarding the 1,5% pay progression (QMS) in July:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           (
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/Annexure_B-DPSA_Circular_No_11_of_2024_-_COLA_for_SL_1_to_12.pdf" target="_blank"&gt;&#xD;
      
           DPSA CIRCULAR NO. 11 OF 2024 Item 16
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      
           )
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           “It must be noted that each department shall process the payment of pay progression to all qualifying employees employed in the Public Service in respect of the 2023/24 performance cycle in terms of any or all provisions of the PSCBC and Sectoral Agreements regulating the payment of pay progression including the Incentive Policy Framework, with effect from 1 July 2024.”
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           (Payment will probably be implemented on much the same basis as the April adjustment, with supplementary Persal runs.)
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           If problems are encountered, members are welcome to contact the SAOU Service Centre on 012 023 1333.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           SALARISSKALE 2024/25
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die Departement Staatsdiens en Administrasie (DPSA) het die salarisskale vir 2024/2025 vrygestel.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Vir inligting oor die 2024 salarisaanpassing, sien Nasionale nuusbriewe
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/SAOU%20NN%2012-2024%20Salarisaanpassing-%20ander%20arbeidsake%20-%20Salary%20adjustment-%20other%20labour%20matters.pdf" target="_blank"&gt;&#xD;
      
           NN 12/2024
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            en
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/SAOU%20NN%2014-2024%20Salarisaanpassing%20verwagte%20betaaldatum%20-%20Salary%20adjustment%20expected%20date%20of%20payment.pdf" target="_blank"&gt;&#xD;
      
           NN14/2024.
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Hieronder lys ons die skakels na die volgende aangepaste salarisskale wat van toepassing is op die spesifieke groepe openbare sektor werknemers binne die Onderwyssektor:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ·       
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/Annexure_C-COLA_042024-Schedule_1.pdf" target="_blank"&gt;&#xD;
      
           Opvoeders in diens van die Departement van Basiese Onderwys
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      
           ;
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ·       
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/Annexure_C-COLA_042024-Schedule_2.pdf" target="_blank"&gt;&#xD;
      
           Onderwyssektor Terapeute, Beraders en Sielkundiges
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      
           ; en
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ·       
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/18_1_P_25_03_2024_Annexures_a-h.pdf" target="_blank"&gt;&#xD;
      
           Staatsdienspersoneel – Admin / assistente / algemene personeel
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      
           .
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Hierdie skale sal ook beskikbaar wees op
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://www.saou.co.za/af/conditions-of-service" target="_blank"&gt;&#xD;
      
           www.saou.co.za/af/conditions-of-service
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      
           .
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           SALARISPROGRESSIE IN JULIE 2024
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Neem asseblief kennis van die volgende met betrekking tot die 1,5%- salarisprogressie (QMS) in Julie:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           (
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/Annexure_B-DPSA_Circular_No_11_of_2024_-_COLA_for_SL_1_to_12.pdf" target="_blank"&gt;&#xD;
      
           DPSA OMSENDBRIEF NR. 11 VAN 2024 item 16
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      
           )
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           “It must be noted that each department shall process the payment of pay progression to all qualifying employees employed in the Public Service in respect of the 2023/24 performance cycle in terms of any or all provisions of the PSCBC and Sectoral Agreements regulating the payment of pay progression including the Incentive Policy Framework, with effect from 1 July 2024.”
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           (Betaling sal waarskynlik op dieselfde basis as die April-aanpassing geïmplementeer word met supplementêre Persal lopies.)
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Indien probleme ondervind word, is lede welkom om die SAOU Dienssentrum by 012 023 1333 te kontak.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Dienssentrum-39c96742.png" alt=""/&gt;&#xD;
&lt;/div&gt;</content:encoded>
      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal.png" length="1005879" type="image/png" />
      <pubDate>Thu, 02 May 2024 08:32:37 GMT</pubDate>
      <guid>https://www.saou.co.za/copy-of-verantwoordelikheid-van-saro-vs-die-van-die-werkgewer-responsibilities-of-sace-vs-that-of-the-employer</guid>
      <g-custom:tags type="string" />
      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal.png">
        <media:description>thumbnail</media:description>
      </media:content>
      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal.png">
        <media:description>main image</media:description>
      </media:content>
    </item>
    <item>
      <title>Verantwoordelikheid van SARO vs dié van die Werkgewer | Responsibilities of SACE vs that of the Employer</title>
      <link>https://www.saou.co.za/nn-15-2024-verantwoordelikheid-van-saro-vs-die-van-die-werkgewer-responsibilities-of-sace-vs-that-of-the-employer</link>
      <description>NN 15/2024: The South African Council for Educators (SACE) is a professional Council for educators which aims to enhance the status of the teaching profession through registration, manage the professional development of educators and ensure that educators act in a professional and ethical manner.</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Nasionaal+Mashoof+2024_Nasionaal.png" alt=""/&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;span&gt;&#xD;
      
           NN 15/2024
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/h2&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;span&gt;&#xD;
      
           VERANTWOORDELIKHEID VAN SARO VS DIÉ VAN DIE WERKGEWER
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/h2&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           1. Wie is SARO?
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die Suid-Afrikaanse Raad vir Opvoeders (SARO) is ‘n professionele Raad vir opvoeders wat daarop gemik is om die status van die onderwysprofessie te verbeter deur registrasie, die professionele ontwikkeling van opvoeders te bestuur en te verseker dat opvoeders op 'n professionele en etiese wyse optree.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           2. Wie moet by SARO registreer?
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Volgens die SARO-webwerf, opvoeders wat werksaam is by:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ol&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Openbare skole;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Onafhanklike skole;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            VOO-instellings;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ABET/AET – Volwasse Onderwys-sentrums;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Waldorf- en Montessori-sentrums;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            VKO-opvoeders in diens van openbare en onafhanklike skole om graad R te onderrig;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Buitelandse opvoeders soos per Raadsbesluit van 2008;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Leerling-onderwysers soos per Raadsbesluit van 2006 (SBO-opvoeders);
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Tegniese/professionele/beroepsgerigte spesialiste;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Sektariese (godsdienstige) opvoeders;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Terapeute, sielkundiges, maatskaplike werkers; en
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Onderwysstudente.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ol&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           3. Is SARO my werkgewer indien ek by hul geregistreer het?
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Nee, in die onderwyssektor sal die werkgewer een van die volgende wees: Provinsiale Departement van Onderwys; 'n skoolbeheerliggaam (SBL) of die maatskappy of besigheid wat 'n onafhanklike skool besit.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           4. Waarom moet opvoeders by SARO registreer?
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Soos uiteengesit op die SARO-webwerf, is registrasie by SARO verpligtend vir alle opvoeders om professionele ontwikkeling te bevorder, etiese en professionele standaarde vir opvoeders daar te stel, in stand te hou en te beskerm.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           5. Watter wetgewing is van toepassing op my as 'n SARO-geregistreerde opvoeder en 'n werknemer van my werkgewer?
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ol&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die Kode van Professionele Etiek is van toepassing op alle SARO-geregistreerde opvoeders;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die Wet op Indiensneming van Opvoeders is van toepassing op alle werknemers van die Departement van Onderwys; en
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die Wet op Basiese Diensvoorwaardes is van toepassing op alle SBL- en onafhanklike skool werknemers.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ol&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           6. Kan ek deur SARO van wangedrag aangekla word?
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Nee. SARO het die reg om opvoeders slegs aan te kla vir beweerde onprofessionele gedrag wat die Professionele Etiese Kode oortree. Die werkgewer het die reg om sy werknemers aan te kla vir beweerde wangedrag wat die gedragskode in die werkplek oortree.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           7. Wanneer ek aangekla word vir beweerde onprofessionele gedrag, kan ek deur SARO ontslaan word?
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Nee. SARO kan nie opvoeders uit diens ontslaan nie, maar SARO het die reg om waarskuwings en boetes op te lê. In die geval van ernstige oortredings van die kode van professionele etiek kan die naam van 'n opvoeder uit die register van opvoeders verwyder word. Slegs die werkgewer het die reg om 'n werknemer te ontslaan weens beweerde ernstige wangedrag.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Indien 'n opvoeder van die register van opvoeders verwyder word deur SARO, word so opvoeder geag ontslaan te wees deur die werkgewer omdat hy/sy nie as 'n opvoeder aangestel kan wees sonder om op die register te wees nie.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           8. Indien ek deur my werkgewer vir ernstige wangedrag in die werkplek afgedank word, kan ek steeds as 'n opvoeder werk?
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Ja, maar slegs as 'n SBL-werknemer of 'n werknemer by 'n onafhanklike skool. Indien ‘n opvoeder se naam egter uit die register van opvoeders verwyder word, kan so ‘n opvoeder nie vir die Departement van Onderwys, 'n SBL of by 'n onafhanklike skool as 'n opvoeder werk nie.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
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           9. Kan ek deur beide my werkgewer en SARO vir dieselfde oortreding aangekla word?
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            Ja, as gevolg van die feit dat 'n oortreding in die werkplek op beide wangedrag, wat die oortreding van jou werkgewer se gedragskode behels, sowel as onprofessionele gedrag wat 'n oortreding van SARO se Kode van Professionele Etiek behels, kan neerkom.
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           10. Kan ek in 'n siviele en/of strafhof skuldig bevind word vir dieselfde oortreding waaraan ek skuldig of onskuldig bevind is tydens my dissiplinêre verhoor?
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           Ja, want die strafregtelike en/of sivielregtelike proses het 'n ander bewyslas as in die geval van 'n arbeids verwante aangeleentheid.
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           11. Wat is die betekenis van die term: “bewyslas”?
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           Dit is ’n regsstandaard waarvolgens die party wat die bewyslas dra, getuienis moet lewer om hul saak te bewys. Die bewyslas sal altyd op die party rus wat die bewering maak. In die Arbeidsreg sal die bewyslas rus op die werkgewer om te bewys dat die oortreding op 'n oorwig van waarskynlikheid plaasgevind het. In strafregtelike aangeleenthede sal die bewyslas rus op die staat om te bewys dat die misdaad bo redelike twyfel plaasgevind het. Dit is dus duidelik dat die bewyslas in strafregtelike aangeleenthede baie hoër is as in arbeidsaangeleenthede.
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           RESPONSIBILITIES OF SACE VS THAT OF THE EMPLOYER
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           1. Who is SACE?
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            The South African Council for Educators (SACE) is a professional Council for educators which aims to enhance the status of the teaching profession through registration, manage the professional development of educators and ensure that educators act in a professional and ethical manner.
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            2. Who must register with SACE?
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           According to the SACE website, educators who are employed at:
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            Public Schools;
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            Independent schools;
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            FET Institutions;
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            ABET/AET – Adult Education Centres;
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            Waldorf and Montessori centres;
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            ECD educators employed in public and independent schools to teach Grade R;
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            Foreign educators as per Council Resolution of 2008;
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            Trainee teachers as per Council Resolution of 2006 (SBET Educators);
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            Technical/vocational/occupation specialists;
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            Sectarian (religious) educators;
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            Therapists, psychologists, social workers; and
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            Student teachers.
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           3. Can SACE be seen as my employer if I am registered with them?
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            No, in the education sector the employer will be one of the following: Provincial Departments of Education; a School Governing Body (SGB) or the company or business who owns an independent school.
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           4. Why must educators register with SACE?
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           As clearly explained on the SACE website, registration with SACE is compulsory for all educators, to promote professional development. It is also essential to set, maintain and protect ethical and professional standards for educators.
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           5. What legislation is applicable to me as a SACE registered educator and an employee of my employer?
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            The Code of Professional Ethics is applicable to all SACE registered educators;
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            The Employment of Educators Act is applicable to all Department of Education employees; and
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             The Basic Conditions of Employment Act is applicable to all SGB- and independent school employees.
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           6.  Can I be charged with misconduct by SACE?
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           No. SACE has the right to charge educators only for alleged unprofessional behaviour which contravenes the Professional Code of Ethics. The employer has the right to charge its employees for alleged misconduct that contravenes the code of conduct in the workplace. 
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           7. When charged for alleged unprofessional behaviour, can I be dismissed by SACE?
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           No. SACE cannot dismiss educators from their employment. However, SACE has the right to give warnings and fines. In certain contraventions of the code of professional ethics SACE can remove the name of an educator from the register of educators. Only the employer has the right to dismiss an employee for alleged serious misconduct.
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            If an educator is removed from the register of educators by SACE, the educator will be deemed to be dismissed as you cannot be employed as an Educator if you are not registered as an educator by SACE.
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           8. If I am dismissed by my employer for serious misconduct in the workplace, can I still work as an educator?
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            Yes, but only as a SGB employee or an employee at an independent school. However, if an educator is removed from the register of educators that educator cannot work for a Department of Education, an SGB or at an Independent School as an educator.
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           9. Can I be charged by both my employer and SACE for the same transgression?
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           Yes, due to the fact that a transgression in the workplace can be both misconduct which would be the contravention of your employer’s code of conduct as well as unprofessional behaviour which will be a contravention of SACE’s Code of Professional Ethics. 
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           10. Can I be found guilty in a civil and/or criminal court for the same transgression that I was found guilty or not guilty off during my disciplinary hearing?
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            Yes, because the criminal and/or civil procedure has a different burden of proof than in the case of a Labour related matter.
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           11. What is the meaning of the term: “burden of proof”?
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           It is a legal standard according to which the party who bears the burden of proof must provide evidence to prove their case. The burden of proof will always rest on the party who makes the allegation. In Labour Law the burden of proof will rest on the employer to prove that the transgression took place on a balance of probability. In criminal matters, the burden of proof will rest on the State to prove that the crime took place beyond reasonable doubt. It is thus clear that the burden of proof in criminal matters is much higher than in labour matters.
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      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal.png" length="1005879" type="image/png" />
      <pubDate>Tue, 23 Apr 2024 09:32:04 GMT</pubDate>
      <guid>https://www.saou.co.za/nn-15-2024-verantwoordelikheid-van-saro-vs-die-van-die-werkgewer-responsibilities-of-sace-vs-that-of-the-employer</guid>
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        <media:description>thumbnail</media:description>
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    </item>
    <item>
      <title>Salarisaanpassings | Salary adjustments</title>
      <link>https://www.saou.co.za/nn-14-2024-salarisaanpassings-salary-adjustments</link>
      <description>NN 14/2024: In die Nasionale Nuusbrief 12/2024 (klik hier) is berig dat die 4,7% algemene salarisaanpassing m.i.v. 1 April 2024 geïmplementeer word.</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Nasionaal+Mashoof+2024_Nasionaal.png" alt=""/&gt;&#xD;
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           NN 14/2024
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           SALARISAANPASSINGS
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           In die Nasionale Nuusbrief 12/2024 (
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/SAOU%20NN%2012-2024%20Salarisaanpassing-%20ander%20arbeidsake%20-%20Salary%20adjustment-%20other%20labour%20matters.pdf" target="_blank"&gt;&#xD;
      
           klik hier
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            ) is berig dat die 4,7% algemene salarisaanpassing m.i.v. 1 April 2024 geïmplementeer word. 
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           Die skrywe van die Departement Staatsdiens en Administrasie (DPSA) aan die Algemene Sekretaris van die SKBR (PSCBC) op 15 April 2024 (
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/Letter%20to%20General%20Secretary%20PSCBC%20-%20Implementation%20of%202024%20COLA%20to%20Employees%20on%20SL%201%20to%2012.pdf" target="_blank"&gt;&#xD;
      
           klik hier
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           ), verwys.
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           ‘n Supplementêre betaling sal op Maandag, 22 April 2024 plaasvind. Die betaling sal op Donderdag, 25 April 2024 reflekteer. 
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           Indien probleme ondervind word, is lede welkom om die SAOU se Dienssentrum by 012 023 1333 te skakel. 
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           SALARY ADJUSTMENTS
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           In the National Newsletter 12/2024 (
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/SAOU%20NN%2012-2024%20Salarisaanpassing-%20ander%20arbeidsake%20-%20Salary%20adjustment-%20other%20labour%20matters.pdf" target="_blank"&gt;&#xD;
      
           click here
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            ), it was reported that the 4,7% general salary adjustment will be implemented as of 1 April 2024. 
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           The DPSA letter on 15 April 2024 to the General Secretary of the PSCBC (
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/Letter%20to%20General%20Secretary%20PSCBC%20-%20Implementation%20of%202024%20COLA%20to%20Employees%20on%20SL%201%20to%2012.pdf" target="_blank"&gt;&#xD;
      
           click here
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            ), refers. 
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            A supplementary payment will be effected on Monday, 22 April 2024. The payment will reflect on Thursday, 25 April 2024. 
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           If problems are encountered, members are welcome to contact the SAOU Service Centre on 012 023 1333. 
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      <pubDate>Tue, 16 Apr 2024 11:45:06 GMT</pubDate>
      <guid>https://www.saou.co.za/nn-14-2024-salarisaanpassings-salary-adjustments</guid>
      <g-custom:tags type="string">salarisaanpassing,salary adjustment</g-custom:tags>
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      <title>SAOU Standpunt oor Skooluniforms | SAOU Stance on School Uniforms</title>
      <link>https://www.saou.co.za/nn-13-2024-hoe-lyk-skooluniforms-deesdae</link>
      <description>NN 13/2024: Die huidige bevinding van die Suid-Afrikaanse Menseregtekommissie (SAMRK) rakende geslaggebaseerde skooluniforms, het die debat oor diversiteit opnuut in skole laat opvlam.</description>
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           SAOU STANDPUNT OOR SKOOLUNIFORMS
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           NN 13/2024
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            Die huidige bevinding van die Suid-Afrikaanse Menseregtekommissie (SAMRK) rakende geslaggebaseerde skooluniforms, het die debat oor diversiteit opnuut in skole laat opvlam. Dit beklemtooon die moeilike taak wat op skoolbeheerliggame rus om individue van verskillende rasse, nasionaliteite, godsdienste en seksuele oriëntasie in ag te neem wanneer skoolbeleide opgestel word.
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            Die gebruik van skooluniforms is oor die algemeen die norm in die Suid-Afrikaanse Basiese Onderwyssektor en soos met enige voorskriftelike norms is daar praktiese en rasionele redes vir die gebruik daarvan. Dit sluit in die afbreek van sosio-ekonomiese klasverskille tussen leerders, die skep van 'n gevoel van eenheid, skooltrots, die bevordering van dissipline, asook om ongemagtigde persone op die skoolterrein maklik te identifiseer.
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           Een kwessie wat ook deur die SAMRK in hul mediaverklaring, gedateer 12 Januarie 2024, geïdentifiseer is, is die hoë koste verbonde aan skooluniforms. Dit is juis hier waar ’n skoolbeheerliggaam (SBL) die probleem kan hokslaan deur met verskeie leweransiers te onderhandel en sodoende ‘n monopolie, wat uitbuiting tot gevolg kan hê, af te weer.
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            ‘n Skool se skooluniform word van tyd tot tyd aangepas en indien ‘n SBL die skooluniform verander gaan dit gewoonlik gepaard met konsultasie, koste-ontleding en die in- en uitfassering van die skooluniform oor ‘n tydperk. Die oorweging van geslagsneutrale skooluniform kan op dieselfde basis hanteer word.
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            Ander uitdagings kan die onredelike oorregulering van skooluniform wees, skooluniformbeleide wat onregverdig kan diskrimineer en skooluniformbeleide wat nie by die skoolgemeenskap aanpas nie. Dit is in hierdie laaste aspek waar die SAOU se standpunt gevestig is.
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           Die SAOU glo in die volgende beginsels wanneer beleide in hierdie verband opgestel word:
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            Dat Artikel 20 van die SA Skolewet gevolg word, wat onder andere aandui dat die SBL altyd in die beste belang van die skool en sy gemeenskap sal optree;
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            Dat die beginsel van gelykheid in die Grondwet gehandhaaf word en dat nie-diskriminasie op enige gronde, met spesifieke verwysing na ras, godsdiens, kultuur, seksuele oriëntasie of ander bepaalde voorkeure gevolg sal word; en
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            Dat die riglyn beginsel van redelike akkommodasie gevolg word en dat ‘n leerder met meriete op redelike gronde geakkommodeer word.
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           Die SAOU se advies aan Skoolbestuurspanne is soos volg:
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            Dat die basis vir afwyking van ‘n beleid as ‘n beleidaangeleentheid hanteer word en nie op ‘n ad hoc-basis nie;
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            Dat die beleid spesifiek voorsiening moet maak vir die beginsel van redelike akkommodasie soos vervat in die Pillay-saak, wat voor die Konstitusionele Hof gedien het;
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             Alvorens daar beleid opgestel word, daar wyd gekonsulteer moet word met leerders, ouers en opvoeders; en
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             Dat hierdie ‘n SBL-aangeleentheid is wat hanteer moet word in ooreenstemming met die behoeftes en wense van die gemeenskap wat hy dien.
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           Die SAOU is van mening dat bogenoemde die beste benadering is wat die oop en demokratiese aard van die vennootskap tussen skoolgemeenskappe en die staat ondersteun, soos in die Grondwet beoog.
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           SAOU STANCE ON SCHOOL UNIFORMS 
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           The current finding by the South African Human Rights Commission (SAHRC) regarding gender-based school uniforms has reignited the debate on diversity in schools. It highlights the difficult task that rests on School Governing Bodies to consider individuals from different races, nationalities, religions and sexual orientations when drafting school policies.
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           The wearing of school uniforms is generally the norm in the South African Basic Education sector and as with any prescriptive norm there are practical and rational reasons for their use. This includes breaking down socio-economic class barriers between learners, creating a sense of unity, school pride, and promoting discipline. This also enables easy identification of unauthorised persons on the school grounds.
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           One issue also identified by the SAHRC in their press release, dated 12 January 2024, is the high cost associated with school uniforms. The School Governing Body (SGB) can play a crucial role here in negotiating affordable school uniform prices with different suppliers so as to prevent a monopoly which can lead to exploitation.
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           The uniform of a school is changed from time to time. When this happens, the SGB usually goes through a process of consultation, cost analysis and phasing the old uniform out and phasing the new uniform in over a period. The consideration of gender-neutral school uniforms could be done on the same basis.
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           Other challenges may be the unreasonable over-regulation of school uniforms, school uniform policies that can unfairly discriminate and school uniform policies that do not adapt to the schools’ community. The SAOU's position is rooted in the latter aspect.
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           The SAOU believes in the following principles when policies in this regard are formulated:
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            That Article 20 of the SA Schools Act is followed, where the SGB will always act in the best interest of the school and its school community;
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            That the principle of equality in the Constitution will be upheld and that non-discrimination on any grounds, with specific reference to race, religion, culture, sexual orientation and other specific preferences must be upheld; and
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            That the guiding principle of reasonable accommodation be followed and that a learner with merit must be accommodated on reasonable grounds.
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           The SAOU’s advice to School Management Teams is as follows:
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            That the basis for deviation from a policy should be incorporated into the policy and not be handled on an ad hoc basis;
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            That the policy must specifically make provision for the principle of reasonable accommodation as set forth in the Pillay case which served before the Constitutional Court;
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            Before changing policy, that wide consultation with learners, parents and educators be conducted; and
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            That this is an SGB matter that must be handled in accordance with the needs and wishes of the school community it serves.
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           The SAOU believes that the above is the best approach which will support the open and democratic nature of the partnership between school communities and the State, as envisaged in the Constitution.
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      <pubDate>Tue, 09 Apr 2024 06:09:46 GMT</pubDate>
      <guid>https://www.saou.co.za/nn-13-2024-hoe-lyk-skooluniforms-deesdae</guid>
      <g-custom:tags type="string">skooluniforms,school uniforms</g-custom:tags>
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      <title>Salarisaanpassing 2024 4,7% | Salary Adjustment 2024 4,7%</title>
      <link>https://www.saou.co.za/nn-12-2024-salarisaanpassing-2024-4-7-salary-adjustment-2024-4-7</link>
      <description>NN 12/2024: During a special meeting of the PSCBC on 19 March 2024, the following was resolved...</description>
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           SALARISAANPASSING 2024
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           4,7%
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           NN 12/2024
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           Tydens ‘n spesiale vergadering van die SKBR (“PSCBC”) OP 19 Maart 2024 is die volgende besluite geneem:
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            Dat kennis geneem word van die wyse waarvolgens die salarisaanpassing vir staatsdienswerknemers volgens SKBR Resolusie 2 van 2023 miv 1 April 2024 bepaal word:
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            Dat die geprojekteerde VPI vir 2024/25 soos bepaal deur die Nasionale Tesourie as basis dien;
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            Dat die aanpassing tussen 4.5% en 6.5% kan wees. Indien die geprojekteerde VPI minder as 4.5% is, sal die aanpassing 4.5% wees en indien die geprojekteerde VPI meer as 6.5% is, sal die aanpassing 6.5% wees.
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            Die geprojekteerde VPI moes tydens die Minister van Finansies se begrotingsrede voorsien wees. Dit het nie gebeur nie.
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             Die Nasionale Tesourie het intussen die geprojekteerde VPI as 4.7% bepaal.
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            Daarom sal die algemene salarisaanpassing miv 1 April 2024, 4,7% wees.
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            Die Staat as werkgewer het onderneem om alles binne hulle vermoë te doen om miv 1 April die implementering te laat realiseer. Indien dit nie moontlik is nie, sal die SKBR vroegtydig in kennis gestel word.
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           Die SAOU sal die implementering van die proses nougeset moniteer en lede vroegtydig van enige probleme verwittig.
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           Sodra die amptelik opgedateerde salarissakale deur die DBO vrygestel word, sal dit aan lede beskikbaar gestel word.
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           LEDEGELDAANPASSING
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           Die Nasionale Uitvoerende Raad van die SAOU, die hoogste gesag tussen die driejaarlikse kongresse, het tydens die laaste vergadering goedgekeur dat die SAOU-ledegeld verhoog mag word ooreenkomstig die omvang van die algemene salarisaanpassing. Gevolglik sal die ledegeldverhoging miv 1 April 2024, 4,7% beloop.
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            Hierdie besluit is geneem teen die agtergrond dat die jaarlikse ledegeldverhogings sedert 2019 soos volg is:                    
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           Die ledegeld sal met ingang van 1 April 2024 verhoog met R5,38 per maand.
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           STAATSDIENS PENSIOENFONDS (GEPF)
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           KUBERAANVAL
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&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Tydens dieselfde spesiale vergadering van die SKBR het die SAOU en al die ander staatsdiensvakbonde geëis dat die ernstige situasie rondom die kuberaanval op die Staatspensioenadministrasie-agentskap ("GPAA") uitge-klaar word.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           In die afwesigheid van GPAA het die amptenare van die GEPF soos volg gerapporteer:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die pensioenvoordele van lede van die GEPF is veilig;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             Omdat die GPAA gedwing was om hul stelsels te sluit, is vertragings van die pensioenadministrasie miv 16 Februarie 2024 ervaar;
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die agterstande sal so spoedig moontlik hanteer word; en
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die onomwonde versekering is gegee dat die huidige pensioenarisse hul pensioen vir Februarie en Maart ontvang het en dat geen probleme vir April verwag word nie.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die SKBR (“PSCBC”), wat die werkgewer, die GEPF sowel as die vakbonde ingesluit het, het eenparig besluit dat die GPAA opdrag gegee word om op 26 Maart 2024 volledig by die PSCBC aan te meld.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die onaanvaarbare houding van die GPAA om nie beskikbaar te wees nie en nie die SKBR te respekteer nie, word in 'n ernstige lig beskou. Sodra meer inligting in hierdie verband beskikbaar is, sal lede dienooreenkomstig in kennis gestel word.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;span&gt;&#xD;
      
           NASIONALE GESONDHEIDVERSEKERING (NGV)
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/h2&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            FEDUSA, die vakbondfederasie waarby die SAOU geaffilieër is, het 'n regsmening bekom oor twee aspekte wat vir die SAOU van groot belang is:
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             Die moontlikheid dat GEMS se reserwefonds (25% van die totale jaarlikse premies) op beslag gelê kan word om die NGV te help finansier; en
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die status van die werkgewer se maandelikse mediese subsidie aan werknemers as 'n diensvoordeel en diensvoorwaarde.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Ingevolge die regsmening kan die volgende aan lede gerapporteer word:
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die Staat mag nie eensydig beslag lê op die reserwefonds van GEMS synde dit aan die lede van GEMS behoort aangesien elke lid dit prorata befonds het; en
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Dat die werkgewersubsidie ingevolge die Wet op Arbeidsverhoudinge as 'n diensvoordeel en diensvoorwaarde beskou word en nie eensydig gewysig mag word nie.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           SALARY ADJUSTMENT 2024
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           4,7%
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           During a special meeting of the PSCBC on 19 March 2024, the following was resolved:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            To note the methodology according to which the salary adjustment for public service employees wef 
            &#xD;
        &lt;br/&gt;&#xD;
        
             1 April 2024 must be determined in terms of PSCBC Resolution 2 of 2023:
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            That the projected CPI for 2024/25 as determined by National Treasury will serve as a basis;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            That the adjustment will be between 4.5% and 6.5%. If the projected CPI is less than 4.5%, the adjustment will be 4.5% and if the projected CPI is more than 6.5%, the adjustment will be 6.5%.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The projected CPI should have been provided during the Minister of Finance's budget speech. That didn't happen.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             The National Treasury has since then determined the projected CPI as 4.7%.
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Therefore, the general salary adjustment will be 4.7% wef 1 April 2024.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The State as employer undertook to do everything within their power to ensure implementation wef 
            &#xD;
        &lt;br/&gt;&#xD;
        
             1 April. If this is not possible, the PSCBC will be notified in advance.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The SAOU will closely monitor the implementation of the process and inform members of any problems in a timely manner. As soon as the officially updated salary scales are released by the DBE, they will be made available to members.
           &#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           MEMBERSHIP FEE INCREASE
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The National Executive Council of the SAOU, the highest authority between the triennial congresses, approved during its last meeting that the SAOU membership fee may be increased in accordance with the extent of the general salary adjustment. Accordingly, the membership fee increase wef 1 April 2024 will be 4.7%.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           This decision was taken against the background that the annual membership fee increases since 2019 are as follows:  
           &#xD;
      &lt;span&gt;&#xD;
        
            ﻿
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The membership fee increases with R5,38 per month with effect from 1 April 2024.
           &#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/12_2024+NN.PNG" alt=""/&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           GOVERNMENT EMPLOYEES PENSION FUND (GEPF) CYBER ATTACK
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           During the same special meeting of the PSCBC, the SAOU and all the other public service unions demanded that the serious situation surrounding the cyberattack on the Government Pension Administration Agency ("GPAA") be clarified.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           In the absence of GPAA, the officials of the Government Employees Pension Fund ("GEPF") reported as follows:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The pension benefits of members of the GEPF are safe;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Due to the GPAA being forced to shut down their systems, delays of the pension administration wef 16 February 2024 were experienced;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The backlog that is experienced will be dealt with expeditiously; and
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The unequivocal assurance was given that the current pensioners had received their pension for February and March and that no problems were expected for April.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The PSCBC, which included the employer, the GEPF as well as the trade unions, unanimously resolved that the GPAA be instructed to report in full to the PSCBC on 26 March 2024.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The unacceptable attitude of the GPAA to be unavailable and not to respect the PSCBC is viewed in a serious light. As soon as more information in this regard is available, members will be informed accordingly.
            &#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            NATIONAL HEALTH
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ﻿
           &#xD;
      &lt;/span&gt;&#xD;
      
           INSURANCE (NHI) 
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            FEDUSA, the trade union federation to which the SAOU is affiliated, obtained a legal opinion regarding two aspects that are of great concern to the SAOU:
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             The possibility that GEMS's reserve fund (25% of total annual premiums) could be seized in order to help fund the NHI; and
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The status of the employer's monthly medical subsidy as a service benefit and condition of employment.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            In accordance with the legal opinion, the following can be reported to members:
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The State may not unilaterally seize the reserve fund of GEMS as it belongs to the members of GEMS as each member has funded it prorata; and
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            That the employer subsidy is regarded as an employment benefit and condition of employment in accordance with the Labour Relations Act and may not be amended unilaterally.
            &#xD;
        &lt;br/&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/MSM+%288000+x+1800+px%29.png" alt=""/&gt;&#xD;
&lt;/div&gt;</content:encoded>
      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal.png" length="1005879" type="image/png" />
      <pubDate>Wed, 20 Mar 2024 12:35:49 GMT</pubDate>
      <guid>https://www.saou.co.za/nn-12-2024-salarisaanpassing-2024-4-7-salary-adjustment-2024-4-7</guid>
      <g-custom:tags type="string" />
      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal.png">
        <media:description>thumbnail</media:description>
      </media:content>
      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal.png">
        <media:description>main image</media:description>
      </media:content>
    </item>
    <item>
      <title>Vervoer van Leerders | Transport of Learners</title>
      <link>https://www.saou.co.za/nn-11-2024-vervoer-van-leerders-transport-of-learners</link>
      <description>NN 11/2024: The obligations of schools, principals and individual educators relating to the transport of learners can be found in the Regulations for Safety Measures at Public Schools (published in 2001 and amended in 2006), as annexures to the South African Schools Act of 1996.</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Nasionaal+Mashoof+2024_Nasionaal.png" alt=""/&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;span&gt;&#xD;
      
           NN 11/2024
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/h2&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;span&gt;&#xD;
      
           VERVOER VAN LEERDERS
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/h2&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die verpligtinge van skole, skoolhoofde en individuele opvoeders rakende die vervoer van leerders kan gevind word in die
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://www.gov.za/sites/default/files/gcis_document/201409/29376.pdf" target="_blank"&gt;&#xD;
      
           Regulasies vir Veiligheidsmaatreëls by Openbare Skole
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            (gepubliseer in 2001 en gewysig in 2006), as aanhangsel tot die Suid-Afrikaanse Skolewet van 1996.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            1.  Algemene belangrike bepalings waarop gelet moet word:
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             Die Regulasies bevat ‘n definisie van ‘’skool aktiwiteit‘’ wat ook reis na en van die skool mag impliseer, vandaar die insluit van sekere reisreëlings in die Regulasies.
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Daar is verder ‘n algemene verpligting in die Regulasies wat vereis dat leerders beveilig word, naamlik Regulasie 8A(2).
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die Regulasies het verder gedetailleerde bepalings wat na versekering en versekeraars verwys, naamlik Regulasie 8A(3),(4),(5) en (6).
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           2.  Wat is ‘n skoolaktiwiteit?
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Enige opvoedkundige-, kulturele-, sport- of sosiale-aktiwiteit van die skool wat by die skool of op `n ander perseel gehou word, word as `n skoolaktiwiteit geklassifiseer.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            3.  Moet daar aansoek gedoen word om te reis?
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Alhoewel elke provinsie sy eie administratiewe reëls het, skryf die Regulasies voor dat ‘n spesifieke vorm gebruik moet word:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
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           “8A Skoolaktiwiteite
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           (i)     'n Openbare skool moet verseker dat:
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           (a) dit die aansoekvorm wat in bylae 1 by die regulasies beoog word, in tweevoud voltooi indien die skoolaktiwiteit leerdervervoer behels;
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           (b) die aansoek goedgekeur word deur ŉ amptenaar wat die provinsiale onderwysdepartement verteenwoordig, voordat sodanige skoolaktiwiteit onderneem word; en
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           (c) 'n afskrif van die goedgekeurde aansoekvorm aan die skool oorhandig en die oorspronklike bewaar word deur die amptenaar wat die provinsiale onderwysdepartement verteenwoordig.
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           2) 'n Openbare skool moet maatreëls tref om gedurende enige skoolaktiwiteit die veiligheid van leerders te verseker, wat insluit:
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           (a) versekering teen moontlike ongelukke, beserings, algemene mediese uitgawes, hospitalisasie en diefstal, na gelang van die beskikbaarheid van finansiering;
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           (b) die versekering, sover redelik moontlik, dat leerders te alle tye onder die toesig is van ŉ opvoeder wat die leerders vergesel;
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            (c) versoek gerig aan ouers of ander volwassenes om te help met die toesighouding van leerders;
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            (d) die versekering dat die opvoeder-leerder-verhouding minstens:
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           (i) een opvoeder, ouer of ander volwassene vir elke 20 leerders sal wees vir laerskole; of
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           (ii)een opvoeder, ouer of ander volwassene vir elke 30 leerders sal wees vir hoërskole; en
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           (e) die versekering dat geslag in die volwassene-leerder-verhouding in ag geneem word.”
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           4.  Aan watter vereistes moet voertuie wat leerders vervoer, voldoen?
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           Regulasie (8)D bepaal dat ‘n voertuig wat vir die vervoer van leerders gebruik word 'n bewys van versekering sowel as 'n padwaardigheidsertifikaat moet hê.
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           5.  Aan watter reëls is bestuurders onderhewig?
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           Bestuurders moet 'n geldige bestuurslisensie hê asook ‘n professionele bestuurspermit (PRDP) in sekere omstandighede. 'n Professionele bestuurspermit word vereis wanneer leerders vervoer word in ‘n voertuig wat 12 of meer passasiers, insluitende die bestuurder, kan vervoer.
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           6.  Wat is die vereistes rondom die voertuig waaraan voldoen moet word?
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            Versekering en padwaardigheidsertifikate;
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             Versekering ten opsigte van passasiers- aanspreeklikheid;
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             'n Geldige bestuurslisensie en 'n PRDP indien nodig;
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            ·        Elke voertuig moet ‘n werkende brandblusser hê; en
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             ·        Dit mag verder vereis word dat daar ‘n aflos drywer en vervoer ondersteuningstelsel moet wees.
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            7.  Moet ‘n voertuig aan inspeksie onderwerp word?
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           Die skoolhoof, verantwoordelike opvoeder of ‘n lid van die skool se beheerliggaam moet tussenbeide tree indien daar enige twyfel bestaan oor die padwaardigheid van ‘n voertuig wat vir die vervoer van leerders gebruik word.
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           8.  Mag 'n werknemer verplig word deur 'n skool om ‘n PDP te verkry?
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           Weens die feit dat ekstra- en buitemuurse aktiwiteite deel vorm van ‘n opvoerder se kernpligte, kan daar van ‘n opvoeder verwag word om ‘n PDP-lisensie te bekom aangesien die vervoer van leerders 'n inherente vereiste van ‘n opvoeder se pligte kan wees. Elke situasie sal egter op sy eie meriete hanteer moet word en daar kan wel omstandighede wees waaronder werknemers nie gedwing kan word nie. Die kostes verbonde aan die verkryging en die hernuwing van ‘n PDP is die verantwoordelikheid van die skool.
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           TRANSPORT OF LEARNERS
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            The obligations of schools, principals and individual educators relating to the transport of learners can be found in the
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    &lt;a href="https://www.gov.za/sites/default/files/gcis_document/201409/29376.pdf" target="_blank"&gt;&#xD;
      
           Regulations for Safety Measures at Public Schools
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            (published in 2001 and amended in 2006), as annexures to the South African Schools Act of 1996.
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           1.  Important general provisions which should be noted:
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             The Regulations contain a definition of “school activity’’ which might imply travel to and from school. Hence, the Regulations refer to certain matters related to travel. 
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            Additionally, there is a general requirement in the Regulations which requires that learners must be protected namely Regulation 8A(2).
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            The Regulations further contain detailed stipulations referring to insurance and insurers namely Regulation 8A(3), (4), (5) and (6).
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           2.  What is a school activity?
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           Any educational, cultural, sporting or social activity of the school, held at the school or at an alternative location, is classified as a school activity.
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           3.  Must an application be made in order to travel?
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           Although each province has its own administrative rules, the use of a specific form is prescribed in the Regulations:
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            “8A School activities
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            (i) A public school must ensure that:
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            (a) it completes the application form contemplated in Schedule 1 to the Regulations in duplicate if the school activity involves transporting of learners;
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            (b) the application is approved by an official representing the provincial education department before such school activity is undertaken: and
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            (c) a copy of the approved application form is handed to the school and the original is kept by the official representing the provincial education department.
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             (2) A public school must take measures to ensure the safety of learners during any school activity, including –
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            (a) insuring against accidents, injuries, general medical expenses, hospitalisation and theft that may occur, depending on the availability of funds;
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            (b) ensuring, where reasonably practicable, that learners are under the supervision of an accompanying educator at all times;
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            (c) requesting parents or other adults to assist in the supervision of learners;
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            (d) ensuring that the educator-learner ratio is at least –
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            (i) one educator, parent or other adult for every 20 learners in primary schools; or
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            (ii) one educator, parent or other adult for every 30 learners in secondary schools; and
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           (e) ensuring that, in respect of the adult-learner ratio, gender is taken into account.”
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            4.  What are the requirements for vehicles which transport pupils?
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           Regulation (8)D states that a vehicle used to transport learners, must have insurance and a roadworthy certificate.
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            5.  With what rules must drivers comply?
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           Drivers must be in possession of a valid driver’s licence and, in certain circumstances, of a professional driving permit (PRDP). A professional driving permit is needed when learners are transported in a vehicle certified to carry 12 or more passengers, driver included. 
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           6.  What requirements relating to the vehicle must be satisfied?
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             Insurance and roadworthy certificates;
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            passenger liability insurance; and
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             valid driver’s licence and PRDP if required;
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            each vehicle must have a working fire extinguisher; and
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             It may further be required that there must be a substitute driver and transport support system.
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            7.  Must a vehicle be inspected?
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            The principal, responsible educator or member of the school governing body must intervene if there is any doubt about the roadworthiness of a vehicle used for the transport of learners.
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           8.    May an employee be forced by a school to obtain a PDP?
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           Due to the fact that extra-curricular and extramural activities form part of an educator's core duties, an educator may be expected to obtain a PDP license as the transport of learners can be an inherent requirement of an educator's duties. However, every situation must be assessed on the facts of the specific matter as there may be circumstances when educators cannot be forced to obtain a PDP. The costs associated with the acquisition and the renewal of a PDP are the responsibility of the school.
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&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/MSM+%288000+x+1800+px%29.png" alt=""/&gt;&#xD;
&lt;/div&gt;</content:encoded>
      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal.png" length="1005879" type="image/png" />
      <pubDate>Tue, 19 Mar 2024 12:51:00 GMT</pubDate>
      <guid>https://www.saou.co.za/nn-11-2024-vervoer-van-leerders-transport-of-learners</guid>
      <g-custom:tags type="string">Vervoer van leerders,Transport of learners</g-custom:tags>
      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal.png">
        <media:description>thumbnail</media:description>
      </media:content>
      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal.png">
        <media:description>main image</media:description>
      </media:content>
    </item>
    <item>
      <title>Damesleierskap en Hoofdesimposium | Women's Leadership and Principals' Symposium</title>
      <link>https://www.saou.co.za/nn-10-2024-damesleierskap-en-hoofdesimposium-women-s-leadership-and-principals-symposium</link>
      <description>NN 10/2024: Die SAOU Hoofdesimposium 2024 beloof om, weereens, alle verwagtinge te oortref. 'n Duisend SAOU-adjunkhoofde en -skoolhoofde, uitstekende sprekers, uiters aktuele onderwerpe, SAOU-gasheerskap wat fenomenaal is en ‘n venue wat sinoniem is met kwaliteit: DIT is wat jy te wagte kan wees, niks minder nie</description>
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           NN 10/2024
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           SKOOLHOOFDESIMPOSIUM
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           HOOFSKAP: WEES DIE LIG IN DIE LIGTORING
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            Die SAOU Hoofdesimposium 2024 beloof om, weereens, alle verwagtinge te oortref. 'n Duisend SAOU-adjunkhoofde en -skoolhoofde, uitstekende sprekers, uiters aktuele onderwerpe, SAOU-gasheerskap wat fenomenaal is en ‘n venue wat sinoniem is met kwaliteit: DIT is wat jy te wagte kan wees, niks minder nie.   
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           Registreer nou vir dié SAOU-vlagskipgeleentheid van die jaar. 
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            Venue: Boardwalk Konferensiesentrum, Gqeberha 
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           Wanneer: 1 – 4 September 2024 
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            Registrasiefooi: 
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           Lede: R3 060 per skoolhoof / adjunkhoof 
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            Nie-lede: R4 530 per skoolhoof / adjunkhoof
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           Vir meer inligting rakende die geleentheid, om ‘n voorsmakie van die geleentheid te kry om of inligting met betrekking tot verblyf of om te registreer, klik op die onderstaande skakel:
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           www.saou.co.za/principals-symposium-2024
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            Navrae:
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            Piet Snyders (organiseerder)
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           hoofdesim@saou.co.za
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           041 364 0500 (Kantoorure)
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           DAMESLEIERSKAPSEMINAAR
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           LEIER-WEES IS MENS-WEES
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             SAOU-DAMES LOOP VOOR!
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           Dit is weer tyd vir die immergewilde damesleierskapseminaar! Ons glo en vertrou dat hierdie jaar se onderwerpe nommerpas gaan wees om jou leierskapvaardighede na ‘n volgende vlak te neem.
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           Leiers is mense: ons is kwesbaar, teëspoed en trauma is deel van ons lewe. Opstaan, ook. Die vraag is, hoe hou ons as leiers moed, loop ons voor en bou veerkragtige skoolgemeenskappe? Ons nooi jou om die seminaar by te woon, meer van jouself en die uitdagings op jou leierskappad te leer en om sodoende deel van die verandering in onderwys te word.
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           Ons nooi alle damesopvoeders wat reeds in leiersposisies is of aspireer na bevordering, om te registreer vir die geleentheid van ‘n leeftyd.
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            Venue: Boardwalk Convention Centre, Gqeberha
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           Datum: 30 en 31 Augustus 2024
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            Tyd:
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           Vrydag: 13:00 – 17:00
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           Soirée: 17:15 – 19:00
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           Saterdag: 08:00 – 12:00
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           SAOU Lede - R980-00
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           Nie-lede - R1450-00
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           Rekeningbesonderhede vir betaling:
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           ABSA
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           Tjekrekening: 4050019952
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           Verwysing: Van, Skoolnaam en WOMEN
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           (bv: Schoeman Carletonville High WOMEN)
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            Om meer inligting te bekom rakende die geleentheid, om te registreer, of om meer inligting rakende beskikbare akkommodasie te bekom, klik op die onderstaande skakel:
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           www.saou.co.za/womens-leadership-seminar-2024
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           Die SAOU Damesleierskap Seminaar word as voorloper vir die Hoofdesimposium aangebied. Damesopvoeders
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           wat graag albei geleenthede wil bywoon sal beslis baat by die bemagtiging
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            Navrae: Liezl Henrich
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           liezlh@saou.co.za
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           SCHOOL PRINCIPALS’ SYMPOSIUM
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           PRINCIPALSHIP: BE THE LIGHT IN THE LIGHTHOUSE
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            The SAOU Principals’ Symposium 2024 promises to, once again, exceed all expectations. A thousand SAOU deputy-principals and principals, excellent presenters, extremely relevant, hot topics, phenomenal SAOU hosting and a venue synonymous with quality: THAT is what you can expect, nothing less.
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           Register now for this SAOU flagship event of the year.
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           Venue: Boardwalk Conference Centre, Gqeberha 
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           When: 1 – 4 September 2024 
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           Members: R3 060 per principal / deputy principal 
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           Non-members: R4 530 per principal / deputy principal
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           For more information regarding the event, to get a glimpse of what to expect, more information on accommodation or to register, click on the following link:
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            Piet Snyders (organizer)
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           041 364 0500 (Office hours)
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           DAMESLEIERSKAPSEMINAAR
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           BEING A LEADER IS BEING HUMAN
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             SAOU LADIES LEAD THE WAY!
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           It's time again for the ever-popular women's leadership seminar! We believe and trust that this year's topics will be perfect for taking your leadership skills to the next level.
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           Leaders are human: we are vulnerable, adversity and trauma are part of our life. To rise, as well. The question is, how do we as leaders keep courage, lead the way and build resilient school communities? We invite you to attend the seminar, learn more about yourself and the challenges on your leadership path and thus become part of the change in education.
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           We invite all female educators who are already in leadership positions or aspire to promotion to register for the opportunity of a lifetime.
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            Venue: Boardwalk Convention Centre, Gqeberha
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           Date: 30 and 31 August 2024
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           Friday: 13:00 – 17:00
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           Soirée: 17:15 – 19:00
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           Saturday: 08:00 – 12:00
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           SAOU Members - R980-00
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           ABSA
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           Cheque account: 4050019952
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    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Reference: Surname, School name and WOMEN
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           (e.g.: Schoeman Carletonville High WOMEN)
          &#xD;
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
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  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           To obtain more information regarding the event, to register, or to obtain more information regarding available accommodation, click on the link below :
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="http://www.saou.co.za/womens-leadership-seminar-2024" target="_blank"&gt;&#xD;
      
           www.saou.co.za/womens-leadership-seminar-2024
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The SAOU Women's Leadership Seminar is presented as a precursor to the main Principals’ Symposium. Female educators who would like to attend both events will definitely benefit from the empowerment.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Enquiries: Liezl Henrich
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="mailto:liezlh@saou.co.za" target="_blank"&gt;&#xD;
      
           liezlh@saou.co.za
          &#xD;
    &lt;/a&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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            &#xD;
      &lt;br/&gt;&#xD;
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&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
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      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal.png" length="1005879" type="image/png" />
      <pubDate>Mon, 11 Mar 2024 13:08:43 GMT</pubDate>
      <guid>https://www.saou.co.za/nn-10-2024-damesleierskap-en-hoofdesimposium-women-s-leadership-and-principals-symposium</guid>
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    <item>
      <title>Skoolbeheerliggaam  Verkiesings | School Governing Body Elections</title>
      <link>https://www.saou.co.za/nn-09-2024-skoolbeheerliggaam-verkiesings-school-governing-body-elections</link>
      <description>NN 09/2024: The SGB elections have just kicked off. The SAOU is delighted to see the enthusiasm with which school communities across the country approach the election.</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Nasionaal+Mashoof+2024_Nasionaal.png" alt=""/&gt;&#xD;
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&lt;div data-rss-type="text"&gt;&#xD;
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           NN 09/2024
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  &lt;/h2&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           SKOOLBEHEERLIGGAAM 
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;span&gt;&#xD;
      
           VERKIESINGS
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/h2&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
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    &lt;span&gt;&#xD;
      
           Die SBL-verkiesings het sopas afgeskop. Die SAOU is verheug om te sien met hoeveel entoesiasme skoolgemeenskappe regoor die land die verskiesing benader. Dit is juis hierdie energie wat nodig sal wees in die komende weerstand teen die implementering van die BELA-wetsontwerp.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           'n Sterk, goed funksionerende Skoolbeheerliggaam is een van die hoekstene van 'n vooruitstrewende skool, waar Skoolbestuur en Skoolbeheerliggaam in harmonie daarna streef om die beste onderwys aan die leerders in hul sorg te lewer.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
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    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Met dit alles in gedagte, wil die SAOU skole aanmoedig om voort te gaan met die pro-aktiewe bevordering van vrye en regverdige SBL-verkiesings op 'n wyse wat 'n gesonde demokratiese stelsel van skoolbestuur bevorder.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Dit is soms 'n fyn lyn om te loop, maar met oop kommunikasie oor die formele prosedure en 'n duidelike aanduiding van die skool se posisie in genoemde prosedure, sal dit haalbaar wees om 'n goed bestuurde- en suksesvolle verkiesing te verseker.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
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          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die SAOU wens alle betrokkenes sterkte toe en hoop om die goed gevestigde vennootskap met ons bondgenote in die onderwys voort te sit. Met volgehoue toewyding, integriteit en deursigtigheid stel ons almal die standaard vir ons toekomstige geslagte om te sien en te volg.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           SCHOOL GOVERNING BODY ELECTIONS
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The SGB elections have just kicked off. The SAOU is delighted to see the enthusiasm with which school communities across the country approach the election. It is precisely this energy that will be needed in the coming resistance to the implementation of the BELA bill.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            A strong, well-functioning School Governing Body is one of the cornerstones of a thriving school, where School Management and the School Governing Body strive in unison to deliver the best education to the learners in their care.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            With all this in mind, the SAOU wishes to encourage schools to continue in pro-actively promoting free and fair SGB elections in a manner that is conducive to a healthy democratic system of school governance.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           This is sometimes a thin line to walk, but with open communication regarding the formal procedure and a clear indication of the school’s position in said procedure, it will be tenable to ensure a well-run and successful election.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The SAOU wishes all involved the best and hope to continue the strong working partnership with our allies in education. With continued dedication, integrity and transparency we all set the standard for our future generations to see and follow.
           &#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/MSM+%288000+x+1800+px%29.png" alt=""/&gt;&#xD;
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      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal.png" length="1005879" type="image/png" />
      <pubDate>Thu, 07 Mar 2024 13:16:07 GMT</pubDate>
      <guid>https://www.saou.co.za/nn-09-2024-skoolbeheerliggaam-verkiesings-school-governing-body-elections</guid>
      <g-custom:tags type="string" />
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    <item>
      <title>Agterstallige GEMS - Mediese Subsidie | Arrears GEMS - Medical Subsidy</title>
      <link>https://www.saou.co.za/nn-08-2024-agterstallige-gems-mediese-subsidie-arrears-gems-medical-subsidy</link>
      <description>NN 08/2024: Die SAOU het met kommer verneem dat die verhoogde mediese subsidie, soos aangekondig deur die werkgewer vir implementering vanaf 1 Januarie 2024, nie plaasgevind het nie.</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Nasionaal+Mashoof+2024_Nasionaal.png" alt=""/&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;span&gt;&#xD;
      
           NN 08/2024
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/h2&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;span&gt;&#xD;
      
           AGTERSTALLIGE GEMS MEDIESE SUBSIDIE
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/h2&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die SAOU het met kommer verneem dat die verhoogde mediese subsidie, soos aangekondig deur die werkgewer vir implementering vanaf 1 Januarie 2024, nie plaasgevind het nie.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Georganiseerde arbeid, waarvan die SAOU deel vorm, het op 19 Februarie 2024 ‘n spesiale vergadering van die SKBR (PSCBC) byeengeroep oor die hantering van die saak. 
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Ons bevestig hiermee die volgende:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die werkgewer sal die verhoogde premie-verskil, terugwerkend in die Maart 2024-salarislopie implementeer;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die werkgewer sal binnekort ‘n amptelike skrywe in hierdie verband uitreik.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Indien u enige verdere probleme daarna ondervind, moet u dit onverwyld by u betrokke provinsiale kantoor aanmeld.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;span&gt;&#xD;
      
           SALARISAANPASSING 2024
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/h2&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Die salarisaanpassing vir 2024/2025 is ooreengekom in PSCBC Resolusie 2 van 2023. Die hoofpunte is as volg:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Hierdie aanpassing is van toepassing op salarisband 1-12.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die aanpassing sal gekoppel wees aan die verbruikersprysindeks (VPI).
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die VPI sal deur die Tesourie bepaal word, soos uiteengesit in die nasionale begrotingsrede.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die salarisverhoging sal begrens word deur ‘n minimum van 4,5%- en ‘n maksimum van 6,5%- aanpassing.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           ‘n Formele aankondiging van die werkgewer sal egter afgewag word sodat implementeringsdatum en die korrekte salarisskale aan lede versprei kan word. 
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ARREARS GEMS MEDICAL
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ﻿
           &#xD;
      &lt;/span&gt;&#xD;
      
           SUBSIDY
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The SAOU was made aware that the increased medical subsidy, as announced by the employer for implementation from 1 January 2024, had not occurred.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Organised labour, which the SAOU forms part of, convened a special meeting of the PSCBC on 19 January 2024 on the handling of the matter.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           We with this confirm the following:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The employer will implement the increased subsidy differential retroactively in the March 2024 salary run;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             The employer will shortly issue an official letter in this regard.
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           If you experience any further problems after this, you should report them to your respective provincial office without hesitation.
            &#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           SALARY INCREASE 2024
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The salary increase for 2024/2025 was negotiated in PSCBC Resolution 2 of 2023. The main aspects are as follows:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            This increase is applicable on salary levels 1 – 12.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The increase will be linked to the consumer price index (CPI).
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The CPI will be determined by Treasury and will be announced in the national budget speech.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The increase will be fenced by a minimum of 4,5% and a maximum of 6,5%.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           However, a formal announcement from the employer will be awaited so that implementation dates and the correct salary scales can be distributed to members.
            &#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/MSM+%288000+x+1800+px%29.png" alt=""/&gt;&#xD;
&lt;/div&gt;</content:encoded>
      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal.png" length="1005879" type="image/png" />
      <pubDate>Mon, 19 Feb 2024 13:26:48 GMT</pubDate>
      <guid>https://www.saou.co.za/nn-08-2024-agterstallige-gems-mediese-subsidie-arrears-gems-medical-subsidy</guid>
      <g-custom:tags type="string" />
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      <title>Beserings op die Skoolterrein en Aanspreeklikheid | Injuries on School Premises and Liability</title>
      <link>https://www.saou.co.za/nn-07-2024-beserings-op-die-skoolterrein-en-aanspreeklikheid-injuries-on-school-premises-and-liability</link>
      <description>NN 07/2024: The professional educator's calling requires a high degree of caring for learners. An educator may be held liable if a learner sustains an injury on the school premises or suffers emotional damage that could have been avoided.</description>
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           NN 07/2024
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           BESERINGS OP DIE SKOOLTERREIN EN AANSPREEKLIKHEID
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           Die professionele opvoeder se beroep vereis ŉ hoë graad van sorgsaamheid teenoor leerders. ‘n Opvoeder kan aanspreeklik gehou word indien ‘n leerder ‘n besering opdoen op die skoolterrein en of emosionele skade ly wat vermy kon word.
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           Die onderstaande is aspekte waarvan kennis geneem moet word om die breër konteks te verstaan met betrekking tot beserings op die skoolterrein.
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           Wat behels diligens paterfamilias?
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            Die rol van die opvoeder is om met diligens paterfamilias op te tree. Dit beteken dat die opvoeder soos ‘n ouer in ‘n normale huishouding moet optree met betrekking tot aandag en sorgsaamheid.
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           Wat behels in loco parentis?
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           In loco parentis beteken “in die plek van die ouer”. Dit impliseer dat die skool en opvoeder gedurende skoolaktiwiteite in die plek van die ouer staan ten einde sekere funksies te vervul. Dit sluit die onderstaande in:
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            Die reg om gesag te handhaaf;
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            Die verpligting om sorgsame toesighouding oor die leerders uit te oefen; en
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            Die verpligting om na die veiligheid van leerders om te sien.
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           Wat behels sorgsaamheidsplig?
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            Die opvoeder se sorgsaamheidsplig sluit die plig in om die leerder te beskerm teen fisiese beserings, asook emosionele benadeling.
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           Die sorgsaamheidsplig van ‘n skool strek verder as om leerders net teen gevaar te waarsku. Opvoeders moet verseker dat sovêr moontlik daar geen skade gely word nie.
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           Wat beteken dit om aanspreeklik te wees?
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           Aanspreeklikheid in die onderwysomgewing berus op die volgende partye:
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            Die individuele opvoeder;
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            Die bestuur van die skool; en
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            Die skool / regering as werkgewer.
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           Hierdie partye kan aanspreeklik gehou word om te vergoed vir skade wat ‘n leerder gely het.
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           Wat is die 4 vereistes vir deliktuele aanspreeklikheid?
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           1.  Handeling
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            Die handeling (daad/aksie) moet ‘n willekeurige aksie en ‘n menslike handeling wees, met ander woorde ‘n hond wat by die skool inhardloop en ‘n leerder byt, tel nie as ‘n menslike handeling nie. ‘n Willekeurige handeling is iets wat binne die persoon se beheer is met ander woorde indien ‘n opvoeder sou flou word en ‘n leerder in die proses beseer word, is dit ‘n onwillekeurige handeling.
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           2.  Skuld
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           Skuld word gesien as iets wat met opset gedoen word of wanneer iemand nalatig was.
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           3.  Skade
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           Skade verwys onder andere na die volgende:
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             Skade aan ‘n voorwerp.
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            Mediese skade in die geval waar mediese uitgawes aangegaan moet word.
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            Persoonlike skade wat na iets persoonlik verwys soos ‘n leerder se liggaam of goeie naam.
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           4.  Kousaliteit/oorsaaklikheid
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           Daar moet ‘n kousale verband bestaan tussen die onregmatige handeling en die nadeel of skade wat ingetree het. (Die handeling/besluit moes die direkte oorsaak van die skade gewees het).
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           Wat sȇ die wet?
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           Volgens Gemenereg delegeer ouers hul wetlike verpligting van sorgsaamheid met betrekking tot hul kinders aan die opvoeder.
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           Die wet stipuleer dat ‘n opvoeder uit die staanspoor uit moet weet dat kinders:
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            soms impulsief en irrasioneel optree;
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            tot ‘n sekere mate nie so bewus is van gevaar soos ‘n volwassene nie; en
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            nie in verhouding tot die aard van die gevaar optree nie.
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           Wat is die redelike persoon toets?
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           Die vraag word afgevra of die opvoeder die skade kon voorsien het en indien dit redelikerwys voorsienbaar was, het hy/sy redelike maatreëls getref wat die skade kon  verhoed het?
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           Wat is nalatigheid?
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           Nalatigheid kan aangedui word deur vasgestelde regsvrae:
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            Kon die opvoeder voorsien dat sy/haar optrede of die gebrek aan optrede skade/besering tot gevolg sou hê?
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            Kon die opvoeder oor die vaardigheid en kennis beskik wat hom/haar in staat sou stel om die besering/skade te voorsien?
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            Kon die opvoeder redelike stappe geneem het om so ‘n voorval te vermy?
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            Kon die opvoeder reëlings getref het om seker te maak dat die stappe uitgevoer word?
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            Het die opvoeder die stappe uitgevoer?
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           Watter aktiwiteite word beskou as skoolaktiwiteite?
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           Alle aktiwiteite wat leerders op die skoolterrein uitoefen sonder dat die leerder se ouers teenwoordig is, word beskou as ‘n skoolaktiwiteit. Dit sluit die normale skool- en buitemuurse aktiwiteite in sowel as spesiale geleenthede/aktiwiteite soos waterkas-kenades, modeparades, talentkompetisies ens.
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           In watter ander omstandighede is die skool / onderwyser steeds aanspreeklik?
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            Die oomblik wanneer die skool soggens oopgesluit word en die leerders die terrein betree is die skool/opvoeder aanspreeklik.
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            Na afloop van buitemuurse aktiwiteite is die opvoeder / skool steeds aanspreeklik tot die ouers die leerder kom afhaal - al is die ouers laat. Neem die redelike-mens toets in ag – sal ‘n redelike mens ‘n leerder alleen by ‘n skoolhek laat?
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            Indien ‘n opvoeder ‘n leerder op die terrein sien wat na skoolure onverantwoordelik optree, bly die skool / opvoeder aanspreeklik.
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             Indien leerders tydens ‘n pouse in ‘n opvoeder se klas moet wees, moet daar toesig van ‘n personeellid wees.
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            Opvoeders is steeds aanspreeklik vir skoolaktiwiteite wat nie op die skoolterrein plaasvind nie, soos kampe en uitstappies.
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            Opvoeders kan aanspreeklik gehou word indien hulle leerders vervoer vanaf en na sportbyeenkomste met hulle eie motors met of sonder die toestemming van die ouers.
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           Wat kan `n opvoeder/skool doen om hulself te beskerm wanneer daar `n besering op die terrein is?
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            Maak seker daar is beleid in plek wat gevolg moet word wanneer ‘n leerder ‘n besering opdoen.
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            Die opvoeder wat teenwoordig was tydens die besering, moet die besering aanmeld by die registeronderwyser en betrokke bestuurslede en so gou moontlik ‘n verslag saamstel van die gebeure. Die ouers moet ingelig word van die besering.
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            Indien dit ‘n ernstige besering is en die ouers nie bereikbaar is nie moet die hoof die mediese behandeling by ‘n huisdokter of die ongevalle afdeling van ‘n hospitaal reël.
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            Indien daar ‘n ooggetuie was, moet ‘n verslag van die ooggetuie saam met die opvoeder se verslag ingedien word.
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            Hierdie verslae moet deur die skoolhoof by die distrikskantoor ingedien word en op rekord geplaas word.
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            Daar moet ook verseker word dat daar aangewese personeel by die skool is wat noodhulp kan toepas en hul moet te alle tye beskikbaar wees.
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            Die skool moet ook volledige rekords hê van leerders se mediese geskiedenis om ingeligte besluite te neem, veral ten opsigte van toediening van medikasie of behandeling.
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           INJURIES ON SCHOOL PREMISES AND LIABILITY
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           The professional educator's calling requires a high degree of caring for learners. An educator may be held liable if a learner sustains an injury on the school premises or suffers emotional damage that could have been avoided.
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           The following are aspects that must be noted in order to understand the broader context regarding injuries on school premises.
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           What does diligens paterfamilias include?
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The role of the educator is to act with diligens paterfamilias. This means that the educator must act like a parent in a normal household with regard to attention and care.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           What does in loco parentis include?
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           In loco parentis means "in the place of the parent". This implies that the school and educator take the place of the parent during school activities in order to fulfil certain functions. This includes the following:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The right to maintain authority;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The obligation to exercise careful supervision over the learners; and
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The obligation to ensure the safety of learners.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           What does duty to care include?
          &#xD;
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The educator's duty to care includes the duty to protect the learner from physical injury, as well as emotional harm.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           A school's duty to care extends beyond just warning learners about danger. Educators must ensure that, as far as possible, no harm is done.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           What does it mean to be accountable?
          &#xD;
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  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Accountability in the educational environment rests on the following parties:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The individual educator;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The management of the school; and
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The school / government as employer.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           These parties can be held liable to compensate for damages suffered by a learner.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
             
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           What are the 4 requirements for delictual liability?
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           1.  Action
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The act (deed/action) must be a voluntary action and a human act, i.e., the action of a dog that runs into the school property and bites a learner is not considered as a human act. A voluntary act is something that is within the person's control. If an educator faints and a learner is injured in the process, this is an involuntary act.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           2. Guilt
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Guilt is seen as something done on purpose or when someone was negligent.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           3.  Damage
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Damage refers, among other things, to the following:
          &#xD;
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  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Damage to an object.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Medical damages in the case where medical expenses have to be incurred.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Personal damage that refers to something personal such as a learner's body or good name.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           4. Causality
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           There must be a causal connection between the unlawful act and the disadvantage or damage that occurred. (The act/decision must have been the direct cause of the damage).
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           What does the law say?
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           According to Common Law, parents delegate their legal duty of care in relation to their children, to the educator.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The law stipulates that an educator must know from the outset that children:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            sometimes act impulsively and irrationally;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            to a certain extent are not as aware of danger as an adult is; and
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            do not act in proportion to the nature of the danger.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           What is the reasonable person test?
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The question is asked whether the educator could have foreseen the damage; and, if it was reasonably foreseeable, did he/she take reasonable measures that could have prevented the damage?
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           What is negligence?
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Negligence can be indicated by fixed questions of the law:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Could the educator have foreseen that his/her actions or lack of action would result in damage/injury?
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Could the educator have had the skills and knowledge that would enable him/her to foresee the injury/damage?
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Could the educator have taken reasonable steps to avoid such an incident?
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Could the educator have made arrangements to ensure that the steps were carried out?
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Did the educator carry out the steps?
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Which activities are considered school activities?
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           All activities participated in by learners on the school premises without the learner's parents being present are considered a school activity. This includes the normal school and extra-curricular activities as well as special events/activities such as water fun activities, fashion parades, talent competitions etc.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           In what other circumstances is the school / educator still liable?
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Once the school is unlocked in the morning and the learners enter the premises, the school / educator is liable.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            After extra-curricular activities, the educator / school is still liable until the parents collect the learner - even if the parents are late. (Take into account the reasonable person test – would a reasonable person leave a learner alone at a school gate)?
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            If an educator sees a learner on the premises who behaves irresponsibly after school hours, the school / educator remains liable.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            If learners must be in an educator's class during a break, there must be supervision by a member of staff.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Educators are still liable for school activities that do not take place on the school premises such as camps and excursions.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Educators may be held liable if they transport learners to and from sporting events in their own vehicle with or without the consent of the parents.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           What can an educator/school do to protect themselves when there is an injury on-site?
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Make sure there is a policy in place that must be followed when a learner sustains an injury.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The educator who was present at the time of  the injury must report the injury to the register teacher and relevant school management team. Further a report of the events must be compiled as soon as possible. The parents must also be informed of the injury.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            If it is a serious injury, and the parents cannot be reached, the principal must arrange medical treatment by a general practitioner or the casualty section at a hospital.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            If there was an eyewitness, a report from the eyewitness must be submitted together with the educator's report.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            These reports must be submitted by the principal to the district office and placed on record.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Ensure that there are designated staff at the school who are able to apply first-aid and they must be available at all times.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The school must also keep complete records of learners' medical history in order to make informed decisions, especially regarding the administration of medication or treatment.
            &#xD;
        &lt;br/&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/MSM+%288000+x+1800+px%29.png" alt=""/&gt;&#xD;
&lt;/div&gt;</content:encoded>
      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal.png" length="1005879" type="image/png" />
      <pubDate>Tue, 13 Feb 2024 13:50:13 GMT</pubDate>
      <guid>https://www.saou.co.za/nn-07-2024-beserings-op-die-skoolterrein-en-aanspreeklikheid-injuries-on-school-premises-and-liability</guid>
      <g-custom:tags type="string" />
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        <media:description>main image</media:description>
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    </item>
    <item>
      <title>SARO-Registrasie | SACE Registration</title>
      <link>https://www.saou.co.za/nn-06-2024-saro-registrasie-sace-registration</link>
      <description>NN 06/2024: Who must register with SACE?
Educators who are employed at...</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Nasionaal+Mashoof+2024_Nasionaal.png" alt=""/&gt;&#xD;
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&lt;div data-rss-type="text"&gt;&#xD;
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           NN 06/2024
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&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;span&gt;&#xD;
      
           SARO-REGISTRASIE 
          &#xD;
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  &lt;/h2&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           1. Wie moet by SARO registreer?
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Opvoeders wat in diens is van:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Openbare skole;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Onafhanklike skole;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            FET-instellings;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ABET/AET- volwasse opleidingsentrums;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Waldorf en Montessori sentrums;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Vroeë-kinderontwikkelingsopvoeders wat werksaam is by openbare, sowel as onafhanklike skole en Graad R-leerders onderrig;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Buitelandse opvoeders in terme van die Raad se 2008 Resolusie;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Studente opvoeders in terme van die Raad Resolusie van 2006 (SBET Opvoeders);
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Tegniese/professionele/beroepsgerigte spesialiste;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Sektariese (godsdienstige) opvoeders;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Terapeute, sielkundiges en maatskaplike werkers; en
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Onderwysstudente.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           2. Wanneer moet 'n onderwysstudent aansoek doen vir hul voorlopige SARO-sertifikaat?
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Onderwysstudente moet so gou as moontlik vir hul SARO-sertifikaat aansoek doen aangesien dit ‘n lang proses is. Daar moet ook in gedagte gehou word dat ‘n tydelike SARO-sertifikaat slegs vir 12 maande geldig is en dat dit daarna hernu moet word.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Onthou: Die voorlopige SARO-registrasie is nie voldoende vir die aanstelling van ‘n student, as onderwyser nie. In lyn hiermee moet voorlopige SARO-registrasies nie deur skole of werkgewers gesien word as 'n lisensie of magtiging om ongekwalifiseerde onderwysstudente aan te stel nie, behalwe vir kontraktuele doeleindes en in gevalle waar daar formele internskapprogramme in plek is. Slegs opvoeders met ‘n formele onderwyskwalifikasie en SARO-registrasie mag aangestel word.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           3. Waarom moet opvoeders by SARO registreer?
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Registrasie by SARO is verpligtend vir alle opvoeders om professionele ontwikkeling te bevorder. Dit is ook noodsaaklik om etiese en professionele standaarde vir opvoeders daar te stel, in stand te hou en te beskerm.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           4. Watter dokumente word benodig om te registreer?
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            SARO-aansoekvorm (beide met heel eerste aansoeke sowel as wysigings);
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             ‘n Gesertifiseerde afskrif van jou ID indien jy 'n Suid-Afrikaanse burger is (Afskrif van beide kante indien jy 'n ID-kaart het);
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             'n Geldige paspoort en permit vir buitelandse burgers;
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die permit moet vir ses maande, of langer geldig wees met aanvang van aansoek by SARO;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die bepalings van die permit moet die applikant magtig om in Suid-Afrika te onderrig (onderwysstudente moet studiepermitte indien);
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Kwalifikasies buite die grense van Suid-Afrika verwerf, moet vergesel word deur 'n verslag vanaf die Suid-Afrikaanse Kwalifikasie-owerheid (SAQA);
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            'n Gesertifiseerde matrieksertifikaat of 'n A &amp;amp; O vlak, indien buite Suid-Afrika verwerf;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            'n Polisieklaringsertifikaat wat nie ouer is  as ses maande met aanvang van die aansoek. ‘n Naam- of vingerafdruk-sertifikaat is nie voldoende nie;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Alle verslae sal geverifieer word en dokumente wat nie verifieerbaar is nie, sal nie aanvaar word nie;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Gesertifiseerde kwalifikasiesertifikaat bv. B.Ed., NGOS, NPDE, Diploma in Graad R ens.; en
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            'n Volledige, gesertifiseerde akademiese rekord wat aandui dat die kwalifikasie voltooi is, sowel as die datum waarop dit voltooi is en die aantal krediete verwerf. Die akademiese rekord moet op die betrokke tersiêre instansie se briefhoof wees, onderteken wees en deur die instansie gestempel wees.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://www.sace.org.za/pages/registration-requirements" target="_blank"&gt;&#xD;
      
           Klik hier
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            vir die volledige lys van vereistes –afhangende van die kategorie van die aansoek.  NB: Maak seker dat jy al die nodige dokumentasie gereed het voordat jy met die aanlynaansoek begin. Alle dokumente, insluitend die bewys van betaling, moet elkeen afsonderlik in PDF-formaat gestoor wees.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           5. Wat is die korrekte prosedure om te registreer?
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            SARO-registrasies kan gedoen word deur die aanwysings aanlyn te volg via
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="http://www.eservices.gov.za/" target="_blank"&gt;&#xD;
      
           www.eservices.gov.za/
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Stap 1: Registreer 'n rekening op die bogenoemde webtuiste;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Stap 2: Klik op 'Education';
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Stap 3: Klik op 'SACE Professional Teachers Registration'; en
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Stap 4: Volg die aanwysings.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Registrasiekoste beloop R 200.00 vir SA burgers en R 400.00 vir buitelandse burgers.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            6.    Is dit moontlik dat die skool my SARO lidmaatskapfooi betaal?
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Ja, sommige skole betaal SARO-lidmaatskapfooie namens opvoeders wat deur die SBL aangestel is, sowel as opvoeders wat deur onafhanklike skole of privaatinstellings aangestel is. Die stappe wat geneem moet word is as volg:
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die skool moet 'n rekening by SARO skep;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            'n Versoek moet aan SARO gestuur word op die skool se briefhoof;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            'n Lys met die opvoeders se name, ID- nommers en SARO-registrasienommers moet aangeheg word;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Dui aan hoe die rekening gehef moet word, nl. maandeliks of jaarliks;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die periode van betaling moet aangedui word;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Neem kennis dat SARO se finansiële jaar vanaf 1 April tot en met 31 Maart loop;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Daar moet aangedui word vir watter finansiële jaar die betaling gemaak word;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             Die volgende e-posadres moet gebruik word:
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="mailto:revenue@sace.org.za" target="_blank"&gt;&#xD;
        
            revenue@sace.org.za
           &#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            SARO sal die skool in kennis stel sodra 'n rekening geskep is;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Daar sal 'n voorlopige rekening ontvang word;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Die betaling moet dan aan SARO gemaak word;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Dit is moontlik om die betaling elektronies te doen. Die rekening nommer wat SARO vir die skool geskep het moet dan as verwysing gebruik word;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             Bewys van betaling moet aan
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="mailto:revenue@sace.org.za" target="_blank"&gt;&#xD;
        
            revenue@sace.org.za
           &#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             gestuur word tesame met die lys van opvoeders namens wie die betaling gemaak is;
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Sodra die betaling gemaak is en die bewys van betaling deur SARO ontvang is, sal die skool 'n faktuur ontvang; en
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             Indien 'n skool 'n opvoeder wil byvoeg of verwyder vanaf die lys moet
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="mailto:revenue@sace.org.za" target="_blank"&gt;&#xD;
        
            revenue@sace.org.za
           &#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             gebruik word om SARO in kennis te stel. Onthou om aan te dui vanaf watter datum die wysiging geldig sal wees. Indien ‘n opvoeder verwyder word voor die termyn van betaling verstryk het, sal die skool 'n kredietnota vanaf SARO ontvang.
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           7. Hoe kan 'n voornemende opvoeder registreer by SARO voordat sy/haar studies afgehandel is?
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           'n Voornemende opvoeder kan aanlyn registreer vir 'n voorlopige SARO-sertifikaat deur die aanwysings op die webwerf te volg.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           8. Ek is 'n musiek/drama opvoeder Hoe kan ek aansoek doen vir my SARO-sertifikaat?
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Wanneer jy vir 'n SARO-sertifikaat aansoek doen, moet jy aansoek doen vir 'n spesiale SARO-sertifikaat wat die veld aandui waarin jy spesialiseer.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           9. Wat is 'n spesiale registrasie kategorie?
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           'n Spesiale registrasie kategorie is van toepassing op opvoeders wat akademies gekwalifiseerd is, maar professioneel ongekwalifiseerd is en as opvoeders aangestel mag word. Die opvoeders mag by SARO geregistreer word onder die kategorie van opvoeders/lektore:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Opvoeders wat uitvoerende kunste onderrig (musiek, drama, dans en visuele kunste);
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Lektore by TVET-kolleges;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Praktisyns by gemeenskapsopvoeding en opleidingssentrums (ABET &amp;amp; AET);
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Opvoeders wat godsdiensstudies onderrig;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Opvoeders aangestel as terapeute, sielkundiges en maatskaplike werkers;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Opvoeders aangestel by Waldorf- en Montessori sentrums;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Sekere opvoeders by spesiale skole, vaardigheidskole, fokusskole en tegniese skole;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Vroeë-kinderontwikkelingsopvoeders met ‘n VKO-kwalifikasie wat NKR-vlak 4 of 5 voltooi het; en
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             'n Volledige lys van die uitsonderings kan gevind word in
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="https://irp-cdn.multiscreensite.com/c0cc1c10/files/uploaded/PAM%20B.3.2.1.3%20SACE.pdf" target="_blank"&gt;&#xD;
        
            Hoofstuk B 3.2.1.3
           &#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             van die PAM.
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           10. Mag ek klasgee as ek nie professioneel gekwalifiseerd is nie?
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Akademies gekwalifiseerde maar professioneel ongekwalifiseerde persone wie, bv. in besit van 'n B.Sc kwalifikasie is en besig is om 'n Nagraadse Onderwyssertifikaat (NGOS) te voltooi, kan voorwaardelik by SARO registreer en mag aangestel word en skoolhou.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Diegene met akademiese kwalifikasies wat nie kwalifiseer om vir ‘n NGOS in te skryf nie, moet vir ‘n Baccalaureus graad in Opvoedkunde (BEd) inskryf.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;br/&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           11. Oor watter kwalifikasie moet die VKO-opvoeder beskik?
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           ’n VKO-opvoeder moet beskik oor ‘n VKO-kwalifikasie op NKR-vlak 4 of 5 van 'n geakkrediteerde instansie.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           12. Kan opvoeders wat nie Suid-Afrikaanse burgers is nie (buitelandse opvoeders) by SARO registreer?
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Ja, onderworpe aan die volgende voorwaardes (soos vermeld in die Raadsbesluit oor die registrasie van buitelandse opvoeders van 8 Maart, 27 Julie 2006 en 4 Junie 2008):
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Alle buitelandse kwalifikasies moet deur die Departement van Onderwys (DBO) of Suid-Afrikaanse Kwalifikasie-owerheid (SAQA) geëvalueer word voor aansoek gedoen word om registrasie. Die volgende dokumente moet saam met die aansoekvorm ingedien word:
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Gesertifiseerde afskrifte van professionele kwalifikasies. Geldige bewys van wettige toegang tot die land (bv. paspoort, visum of asielsoekers- permit);
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Brief van 'goeie etiese en professionele aansien' (Raad moet die egtheid verifieer); en
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            ‘n Brief van indiensneming of hangende indiensneming by 'n skool in Suid-Afrika.
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            Daar sal 'n ander proses gevolg word in die geval van vlugtelinge en asielsoekers by indiening van relevante dokumentasie.
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            Voorlopige registrasie sal slegs vir 12 maande geldig wees.
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            Die registrasiefooi vir buitelandse opvoeders is vasgestel op dubbel die bedrag betaalbaar deur Suid-Afrikaanse burgers.
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           13. Is daar enige finansiële bydrae wat opvoeders moet maak behalwe die eenmalige registrasiefooi?
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           Ja, alle opvoeders, skoolbeheerliggaam- aanstellings ingesluit moet 'n maandelikse heffing van R16.50 betaal. Die fooie wat by geregistreerde openbare skole werksaam is, word deur Persal van hul salaris afgetrek. Daar word van daardie opvoeders, wie se fooie nie afgetrek word nie of diegene wie geregistreer is maar nie in diens van die Departement van Onderwys is nie, verwag om self die nodige reëlings vir betaling met SARO te tref.
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           14. Beteken dit dat ek outomaties geregistreer is as my werkgewer maandeliks R16.50 van my salaris aftrek, ten gunste van SARO?
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           Nee. Om geregistreer te word moet jy aansoek doen vir registrasie deur die aansoekvorm te voltooi en stawende dokumente in te dien. Elke opvoeder moet in besit van 'n geldige SARO- registrasienommer wees. Geen opvoeder mag onderrig sonder 'n opgedateerde SARO-registrasienommer nie.
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           15. Kan ek 'n afskrif van my sertifikaat kry as ek myne verloor of misplaas het?
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  &lt;p&gt;&#xD;
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      &lt;span&gt;&#xD;
        
            Ja, 'n digitale afskrif van jou sertifikaat kan verkry word. Om jou sertifikaat te vervang moet jy die voltooide vorm, 'n gesertifiseerde afskrif van jou ID-dokument indien en 'n fooi van R50.00 betaal.
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      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://www.sace.org.za/assets/documents/uploads/sace_14459-2019-06-21-Request%20for%20a%20SACE%20duplicate%20certificate%20form.pdf" target="_blank"&gt;&#xD;
      
           Klik hier
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            vir die vorm.
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           16. Hoe lank neem dit vir ‘n opvoeder om geregistreer te word?
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           Die proses duur ses tot agt weke vir Suid-Afrikaanse opvoeders en drie maande vir buitelandse opvoeders.
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           17. Wat is die gevolge van dienslewering sonder SARO-registrasie?
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  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
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            Dissiplinêre stappe teen die nie-geregistreerde opvoeder;
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            Dissiplinêre stappe teen die skoolhoof aangesien dit die skoolhoof se verantwoordelikheid is om toe te sien dat slegs SARO-geregistreerde opvoeders leerders onderrig;
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             Indien leerders skade ly weens nalatigheid sou ouers verdere stappe teen die skool, asook die nalatige individue, kan oorweeg.
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            18. Wat is SARO se werksure en kontakbesonderhede?
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            SARO-kantore is oop van Maandae tot Vrydae vanaf 08:00 tot 16:30 en hul kan by 012 663 9517 telefonies of per e-pos by
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    &lt;a href="mailto:info@sace.org.za" target="_blank"&gt;&#xD;
      
           info@sace.org.za
          &#xD;
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            gekontak word.
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            Neem kennis dat SARO ook ‘n instap-diens by al hul kantore lewer. Onderwysers kan SARO-kantore besoek, hul voltooide registrasiedokumente inhandig en wag totdat die SARO-sertifikaat aan hul uitgereik word.
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    &lt;a href="https://www.sace.org.za/assets/documents/uploads/sace_19183-2020-09-09-SACE%20REGISTRATION%202020%20Pr%20-%20final%20approved%20.pdf" target="_blank"&gt;&#xD;
      
           Klik hier
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      &lt;span&gt;&#xD;
        
            vir meer besonderhede oor die vereistes vir registrasie.
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  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Bron: SARO-
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      &lt;a href="https://www.sace.org.za/" target="_blank"&gt;&#xD;
        
            webtuiste
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        &lt;span&gt;&#xD;
          
             en -hulpbronne
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&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
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           SACE REGISTRATION
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&lt;div data-rss-type="text"&gt;&#xD;
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           1.    Who must register with SACE?
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           Educators who are employed at:
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            Public Schools;
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            Independent schools;
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            FET Institutions;
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            ABET/AET – Adult Education Centres;
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            Waldorf and Montessori centres;
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            ECD educators employed in public and independent schools to teach Grade R;
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            Foreign educators as per Council Resolution of 2008;
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            Trainee teachers as per Council Resolution of 2006 (SBET Educators);
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            Technical/ vocational/ occupation specialists;
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            Sectarian (religious) educators;
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            Therapists, psychologists, social workers; and
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            Student teachers.
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           2. When must a student educator apply for a provisional SACE certificate?
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            A student educator must apply for a SACE certificate as soon as possible, as the process is lengthy. Keep in mind that a temporary SACE certificate is valid for only 12 months and must be renewed at the end of the period.
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           Remember: The provisional registration of student teachers by SACE is not sufficient for employment purposes as an educator. In line with this, SACE’s provisional registration for student teachers should not be used by schools or any employer as a licence or permission to employ unqualified student teachers, except for contractual purposes and situations where there is a formal learnership programme in place. Only educators with a formal teaching qualification and SACE registration may be employed.
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           3. Why must educators register with SACE?
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           Registration with SACE is compulsory for all educators, to promote professional development. It is also essential to set, maintain and protect ethical and professional standards for educators.
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           4. What documents do I need to register?
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            SACE application form (both first-time applicants and updates);
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             A certified copy of ID for SA citizens (Copy of both sides if you have a smart ID card);
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            A valid passport and permit for foreign nationals;
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            The permit must be valid for a period of six months or more at the time of submission to SACE;
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            The conditions of the permit must allow the applicant to teach in South Africa (student teachers must submit study permits);
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            An evaluation report from the South African Qualifications Authority (SAQA) for all qualifications obtained outside the Republic of South Africa;
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            A certified matric certificate or A &amp;amp; O Level,  if obtained outside the Republic of South Africa;
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             A police clearance certificate that is not older than six months at the time of submission. A name or finger print clearance is not sufficient;
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            All documents will be verified and unverifiable documents will not be accepted;
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            Certified qualification certificates; for example, B.Ed., PGCE, NPDE, Diploma in Grade R teaching etc.; and
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            A complete, certified academic record indicating that the qualification has been completed, together with the date of completion and the number of credits obtained. The academic record should be on the letterhead of the Higher Education Institution concerned. It should be signed and bear the stamp of the institution.
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  &lt;p&gt;&#xD;
    &lt;a href="https://www.sace.org.za/pages/registration-requirements" target="_blank"&gt;&#xD;
      
           Click here
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    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            to view the complete list of requirements – depending on the category of application. NB: Ensure that you have all the necessary documentation ready, before you start with the online application. All documents; including the proof of payment should be saved individually in PDF format.
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           5. What is the correct procedure to register?
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      &lt;span&gt;&#xD;
        
            SACE registrations can be done by following the prompts online via
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    &lt;a href="http://www.eservices.gov.za/" target="_blank"&gt;&#xD;
      
           www.eservices.gov.za/
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      &lt;span&gt;&#xD;
        
            Step 1: Register an account on the above-mentioned website;
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            Step 2: Click on ‘Education’;
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            Step 3: Click on ‘SACE Professional Teachers Registration’; and
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             Step 4: Follow the prompts.
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            Registration costs R 200.00 for SA citizens and R 400.00 for foreign nationals.
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           6. Is it possible for the school to pay my SACE membership fees?
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           Yes, some schools pay SACE membership fees for educators appointed by the SGB, as well as for educators at independent schools or other private institutions. The following steps need to be taken:
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  &lt;ul&gt;&#xD;
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      &lt;span&gt;&#xD;
        
            The school must create an account with SACE;
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    &lt;li&gt;&#xD;
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            A request on the school’s letterhead must be sent to SACE;
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      &lt;span&gt;&#xD;
        
            A list with the names of the educators, their ID numbers and their SACE numbers must be attached;
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            Indicate whether the account should be debited monthly or annually;
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            State the duration of the period for which you are paying;
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    &lt;li&gt;&#xD;
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            Note that SACE’s financial year runs from 1 April to 31 March each year;
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            You must indicate for which financial year you are paying;
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    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             Use the following email address:
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="mailto:revenue@sace.org.za" target="_blank"&gt;&#xD;
        
            revenue@sace.org.za
           &#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             ;
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            SACE will notify the school once the account has been created;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            You will receive a pro-forma invoice;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Payment must then be made to SACE;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            An EFT payment option is available for schools. Use the account number that SACE created for the school as reference;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             Send proof of payment to:
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="mailto:revenue@sace.org.za" target="_blank"&gt;&#xD;
        
            revenue@sace.org.za
           &#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
              and attach the list with the names of the educators for whom the payment is being made;
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Once a payment has been made and proof of payment has been received by SACE, the school will receive a tax invoice from SACE; and
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             If the school wants to remove or add an educator to the list, use
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="mailto:revenue@sace.org.za" target="_blank"&gt;&#xD;
        
            revenue@sace.org.za
           &#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             to inform SACE. Remember to indicate from which date the removal or addition is valid. If an educator is removed before the term of payment has lapsed, SACE will send a credit note to the school.
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           7. How can a prospective educator who is still busy completing a degree in Education register at SACE?
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           A prospective teacher can register online for a provisional SACE certificate by following the prompts on the website.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           8. I am a music/drama educator. How do I apply for my SACE certificate?
          &#xD;
    &lt;/span&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           When applying for a SACE certificate you need to apply for a special SACE registration certificate which indicates your field of specialisation.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           9. What is a special registration category?
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The special registration category applies to educators who are academically qualified but professionally unqualified and who may be appointed in an education post. These educators may be registered by SACE under this category and includes the following educators/ lecturers:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Educators who teach performing arts (music, drama, dance and visual art);
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Lecturers at TVET Colleges;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Practitioners at Community Education and Training Centres (ABET &amp;amp; AET);
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Educators who teach religious studies;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Educators appointed as therapists, psychologists and social workers at schools;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Educators at Waldorf and Montessori Schools;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Certain educators at special schools, schools of skills, focus schools, technical schools.;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            ECD practitioners who completed an ECD qualification on NQF level 4 or level 5; and
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             A complete list of the exceptions can be found in
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="https://irp-cdn.multiscreensite.com/c0cc1c10/files/uploaded/PAM%20B.3.2.1.3%20SACE.pdf" target="_blank"&gt;&#xD;
        
            Chapter B.3.2.1.3
           &#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             of the PAM.
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           10.  Am I allowed to teach if I am not professionally qualified?
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Academically qualified but professionally unqualified persons who, e.g. are in possession of a B.Sc. qualification and studying towards a post graduate certificate in education (PGCE), can register conditionally with SACE, may be appointed and are allowed to teach.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Those with academic qualifications who do not qualify to enrol for a PGCE must enrol for a Bachelor of Education (BEd).
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           11.  What qualification should the ECD educator possess?
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           An ECD qualification at NQF level 4 or 5 from an accredited institution.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           12. Can educators who are not South African Nationals (foreign educators) register?
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Yes, but subject to the following conditions (as stated in the Council Resolution on the registration of foreign educators of 8 March, 27 July 2006 and 4 June 2008):
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            All foreign qualifications must be evaluated by the Department of Education (DoE) or South African Qualifications Authority (SAQA) before application for registration. The following documents should be submitted together with the application form:
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Certified copies of professional qualifications. Valid Proof of legal entry into the country (e.g. passport, visa, asylum seekers permit);
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Letter of 'good ethical and professional standing' (Council must verify the authenticity); and
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Letter of employment or pending employment at a school based in South Africa.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            A different process will be followed for refugees and asylum seekers on submission of relevant documentation.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Provisional registration will be valid for 12 months only.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            The registration fee for foreign educators is set at double the amount payable by South African nationals.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           13. Is there any financial contribution educators have to make apart from the once-off registration fee?
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Yes, all educators, school governing appointments included,  must pay a monthly levy of R16.50. The fees of educators employed by the Department of Education are deducted by Persal from their salaries. Educators whose fees are not being deducted or those who are registered but not employed by the Department of Education, are required to make necessary arrangements for payment with SACE themselves.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           14. Does it mean that I am automatically registered if my employer deducts R16.50 monthly in favour of SACE from my salary?
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           No. To be registered you have to apply for registration by completing the application form and submitting supporting documents. Every educator must be in possession of a valid SACE registration number. No educator is allowed to teach without a valid, updated SACE registration number.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           15. Can I get a copy of my certificate if I lose or misplace mine?
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Yes, a digital copy of your certificate can be obtained. In order to replace your certificate, you need to submit the completed application form, a certified copy of your ID document and a fee of R50.00.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="https://www.sace.org.za/assets/documents/uploads/sace_14459-2019-06-21-Request%20for%20a%20SACE%20duplicate%20certificate%20form.pdf" target="_blank"&gt;&#xD;
      
           Click here
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            for the form.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           16.  How long does it take for an educator to be registered?
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The process takes about six to eight weeks for South African educators and three months for foreign educators.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           17. What are the consequences of service delivery without SACE-registration?
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Disciplinary action against the non-registered educator;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Disciplinary steps against the principal as it is the principal’s responsibility to ensure that only SACE registered educators are teaching;
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        
            If learners suffer damage due to negligence, parents will be able to consider further steps against the school as well as the negligent individuals.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           18.  What are the working hours and contact details of SACE?
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            SACE offices are open from Mondays to Fridays from 08:00 to 16:30 and they can be reached telephonically at 012 663 9517 or via email on
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
    &lt;a href="mailto:info@sace.org.za" target="_blank"&gt;&#xD;
      
           info@sace.org.za
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      
           .
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Note that SACE also provides a walk-in service at all their offices. Educators can visit SACE offices, submit their completed registration documents and wait until their SACE certificate is issued.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;a href="https://www.sace.org.za/assets/documents/uploads/sace_19183-2020-09-09-SACE%20REGISTRATION%202020%20Pr%20-%20final%20approved%20.pdf" target="_blank"&gt;&#xD;
      
           Click here
          &#xD;
    &lt;/a&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            for more information on the registration requirements.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      &lt;span&gt;&#xD;
        
            Source:
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;ul&gt;&#xD;
    &lt;li&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             SACE
            &#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
      &lt;a href="https://www.sace.org.za/" target="_blank"&gt;&#xD;
        
            website
           &#xD;
      &lt;/a&gt;&#xD;
      &lt;span&gt;&#xD;
        &lt;span&gt;&#xD;
          
             and resources
             &#xD;
          &lt;br/&gt;&#xD;
        &lt;/span&gt;&#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/MSM+%288000+x+1800+px%29.png" alt=""/&gt;&#xD;
&lt;/div&gt;</content:encoded>
      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal.png" length="1005879" type="image/png" />
      <pubDate>Thu, 08 Feb 2024 08:01:07 GMT</pubDate>
      <guid>https://www.saou.co.za/nn-06-2024-saro-registrasie-sace-registration</guid>
      <g-custom:tags type="string" />
      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal.png">
        <media:description>thumbnail</media:description>
      </media:content>
      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal.png">
        <media:description>main image</media:description>
      </media:content>
    </item>
    <item>
      <title>'n Gelukkige Personeelkamer | A Contented  Staff Room</title>
      <link>https://www.saou.co.za/nn-05-2024-n-gelukkige-personeelkamer-a-contented-staff-room</link>
      <description>NN 05/2024: Skoolbestuurspanne begin toenemend tot die besef kom dat dit wat in die personeelkamer gebeur, net so belangrik is as dit wat in die klaskamer gebeur. In die besige tyd waarin ons leef word die noodsaaklikheid om te investeer in `n ruimte waar personeel kan asem skep, alhoemeer belangrik geag – veral wanneer dit kom by die welstand van personeel.</description>
      <content:encoded>&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nuusbrief+Nasionaal+Mashoof+2024_Nasionaal.png" alt=""/&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;span&gt;&#xD;
      
           NN 05/2024
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/h2&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h2&gt;&#xD;
    &lt;span&gt;&#xD;
      
           `N GELUKKIGE PERSONEELKAMER
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/h2&gt;&#xD;
&lt;/div&gt;&#xD;
&lt;div data-rss-type="text"&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Skoolbestuurspanne begin toenemend tot die besef kom dat dit wat in die personeelkamer gebeur, net so belangrik is as dit wat in die klaskamer gebeur. In die besige tyd waarin ons leef word die noodsaaklikheid om te investeer in `n ruimte waar personeel kan asem skep, alhoemeer belangrik geag – veral wanneer dit kom by die welstand van personeel.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Skop 2024 op die gepaste wyse af deur die onderstaande aspekte in ag te neem:
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Wat is die doel van `n personeelkamer?
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Almal het af en toe nodig om batterye te herlaai, hetsy dit is deur met kollegas te gesels oor die rugby van die naweek of net in stilte `n koppie koffie of tee te geniet.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           Navorsing het bewys dat `n personeelkamer nie net met personeelmoraal help nie, maar personeel ook motiveer en `n mate van ondersteuning bied.
          &#xD;
    &lt;/span&gt;&#xD;
  &lt;/p&gt;&#xD;
  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
            
          &#xD;
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            Vir `n onderwyser maak elke minuut saak en mens wil graag jou tyd produktief benut. Dit is juis dán wanneer die personeelkamer `n essensiële plek raak waar `n mens jouself kan wees, asem kan skep en na kameraadskap gaan soek.
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            Die personeelkamer behoort `n plek te wees waar ieder en elk bymekaar kom – net om ontvlugting te kry van `n veeleisende werk.
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           Hoekom is dit belangrik om personeelkamer toe te gaan?
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      &lt;span&gt;&#xD;
        
            Dit dien as `n veilige hawe in `n besige en veeleisende omgewing.
           &#xD;
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            Dit is goed vir `n mens se gees, siel en liggaam om jou klas te verlaat.
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            Dit skep die geleentheid om betekenisvolle gesprekke met kollegas en ander volwassenes te voer.
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            Dit skep `n geleentheid om verhoudings te bou met kollegas, mekaar beter leer ken en `n platform vir wedersydse vertroue te vestig.
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            Om personeelkamer toe te gaan, skep die geleentheid vir `n blaaskans tussen die oneindigende siklus van beplanning, voorbereiding, onderrig, merk en assessering.
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            Dit is `n veilige ruimte waar misverstande en wankommunikasie uitgeklaar kan word voordat die situasie eskaleer.
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             Dit skep die geleentheid vir die bestuurspan om personeel beter te leer ken, `n vinger op die pols van almal se gemoedere te hou en uitdagings aan te spreek voordat dit kop uitsteek.
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           Waaroor moet `n personeelkamer beskik om dit ‘n ‘gelukkige’ ruimte te maak?
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           Bepaal vooraf wat die doel van jou skool se personeelkamer is – is dit `n plek om asem te skep; is dit `n area toegewys om in te werk en te vergader; of is dit beide? Maak dan seker die personeelkamer beskik oor die volgende:
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            `n Koffiestasie
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            Gemaklike stoele
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            Voldoende eetgerei
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            `n Yskas
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            Tafels vir personeel om by te werk
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            Blinders of gordyne om die vertrek meer knus te maak
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            Kragpunte vir skootrekenaars en herlaaiers
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            Gepaste dekor of `n paar plante om groenigheid te voorsien
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            Wi-Fi of internettoegang, indien beskikbaar
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  &lt;/ul&gt;&#xD;
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           Wat moet liefs vermy word in `n personeelkamer?
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            Vermy om deel te neem aan skinderstories.
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            Vermy negatiewe energie deur jou nie te steur aan negatiewe aanmerkings of personeel wat kla nie.
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            Vermy dit om deel te vorm van `n kliek.
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            Vermy dit om toegewysde sitplekke aan personeel te allokeer – `n personeelkamer moet `n omgewing wees waar almal gemaklik is.
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            Al is die personeelkamer `n plek waar mens kan ontspan - moenie té informeel optree nie – jy is steeds by die werksplek.
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            Vermy besprekings van leerders en ouers.
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            Vermy enige vorm van onnodige konflik en konkelry agter kollegas se rûe.
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            Moenie net oor werk praat nie maar wend die tydjie aan om jou kollegas beter te leer ken.
           &#xD;
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            Vermy die seniors vs. juniors of grondslagfase vs. seniorfase scenario’s – almal is kollegas en mens moet as `n span saamwerk ongeag in watter departement jy werk.
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           `n Personeelkamer is `n ruimte met eindelose potensiaal – en `n baie goeie beginpunt om na personeel se welstand om te sien. Wees op die uitkyk vir kommunikasie vanaf die SAOU met betrekking tot ons SAOU-welstandsweek wat spesifiek sal fokus op die welstand van opvoeders.
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           Die volgende aanhaling van Diana Gooding som baie goed op wat die essensie van `n personeelkamer behoort te wees:  “It’s a happy staff room when no one hears the bell.” Maak die volgende ‘n doelwit vir 2024 – om so lekker te klets en kuier dat jy so af en toe nie die klok hoor wat die einde van die pouse aankondig nie...
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&lt;div data-rss-type="text"&gt;&#xD;
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           A CONTENTED STAFF ROOM
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           School management teams are increasingly realising that what happens in the staff room is just as important as what happens in the classroom. Taking into consideration the busy times we live in, the need to invest in a space where staff can take a breather is becoming increasingly important – especially where the wellbeing of staff is concerned.
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           Start 2024 in an appropriate manner by considering the aspects below:
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           What is the purpose of a staff room?
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           Everyone occasionally needs to recharge their batteries, whether it is by chatting to colleagues about the rugby that took place over the weekend or quietly enjoying a cup of coffee or tea.
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           Research has shown that a staff room not only helps with staff morale, but that it also motivates staff and provides a measure of support.
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            For a teacher every minute matters and you would like to make productive use of your time. It is precisely then that the staff room becomes an essential place where you can be yourself, take a breather and look for companionship.
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            The staff room should be a place where one and all come together – just to escape from a demanding job.
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           Why is it important to go to the staff room?
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            It serves as a safe haven in a busy- and demanding environment.
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            It is good for mind, body and soul to leave your classroom physically.
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            It creates the opportunity to have meaningful conversations with colleagues and other adults.
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            It creates an opportunity to build relationships with colleagues, to get to know one another better and to establish a platform for mutual trust.
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      &lt;/span&gt;&#xD;
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            Going to the staff room creates an opportunity to relax in the endless cycle of planning, preparation, teaching, marking and assessment.
           &#xD;
      &lt;/span&gt;&#xD;
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      &lt;span&gt;&#xD;
        
            It is a safe space where misunderstandings and miscommunication can be clarified before the situation escalates.
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             It creates the opportunity for the management team to get to know staff members, to keep a finger on the pulse of everyone's wellbeing and to address challenges before they arise.
            &#xD;
        &lt;/span&gt;&#xD;
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           What features should a staff room have to make it a ‘happy place’?
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           Determine beforehand what the purpose of your school's staff room is – is it a place to take a breather; is it a designated area assigned for work and meetings; or is it both? Then ensure the staff room features the following:
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            A coffee station
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            Comfortable chairs
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            Adequate cutlery
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            A fridge
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            Tables for staff to work at
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            Blinds or curtains to make the room cozy
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            Power outlets for laptops and chargers
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            Appropriate décor or some plants to ensure greenery
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            Wi-fi or internet access, if available
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  &lt;/ul&gt;&#xD;
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           What should preferably be avoided in a staff room?
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  &lt;ul&gt;&#xD;
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            Avoid becoming part of gossip in the staff room.
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            Avoid negative energy by not getting involved with negative talk or staff who are constantly complaining.
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            Avoid becoming part of a clique.
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            Avoid allocating seats to staff members – a staff room should be an environment where everyone is comfortable.
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      &lt;span&gt;&#xD;
        
            Even though the staff room is a place where you can relax, don't behave excessively informally – you are still at the workplace.
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      &lt;span&gt;&#xD;
        
            Avoid discussions of learners and parents.
           &#xD;
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            Avoid any form of unnecessary conflict and conspiring behind colleagues’ backs.
           &#xD;
      &lt;/span&gt;&#xD;
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            Don't talk only about work but use the time to get to know your colleagues better.
           &#xD;
      &lt;/span&gt;&#xD;
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      &lt;span&gt;&#xD;
        
            Avoid the seniors vs. juniors or foundation phase vs. senior phase scenarios – everyone is a colleague and you should work together as a team regardless of what department you are in.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/li&gt;&#xD;
  &lt;/ul&gt;&#xD;
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          &#xD;
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  &lt;p&gt;&#xD;
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      &lt;span&gt;&#xD;
        
            A staff room is a space with endless potential – and a very good starting point for investing in staff wellbeing. Look out for communication from the SAOU regarding our SAOU Wellness Week which will specifically focus on the wellbeing of educators.
           &#xD;
      &lt;/span&gt;&#xD;
    &lt;/span&gt;&#xD;
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  &lt;p&gt;&#xD;
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          &#xD;
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  &lt;p&gt;&#xD;
    &lt;span&gt;&#xD;
      
           The following quote from Diana Gooding sums up what the essence of a staff room should be:  "It's a happy staff room when no one hears the bell."  Make the following a goal for 2024 - to be so engrossed in hanging out and in chit-chat that, every once in a while, you will not immediately hear the bell announcing the end of the break time…
           &#xD;
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&lt;/div&gt;&#xD;
&lt;div&gt;&#xD;
  &lt;img src="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/MSM+%288000+x+1800+px%29.png" alt=""/&gt;&#xD;
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      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal.png" length="1005879" type="image/png" />
      <pubDate>Tue, 06 Feb 2024 08:27:08 GMT</pubDate>
      <guid>https://www.saou.co.za/nn-05-2024-n-gelukkige-personeelkamer-a-contented-staff-room</guid>
      <g-custom:tags type="string" />
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    </item>
    <item>
      <title>NSS-eksamen 2023 uitslae | NSC exam 2023 results</title>
      <link>https://www.saou.co.za/nn-02-2024-die-saou-salueer-onderwysers-the-saou-salutes-educators</link>
      <description>NN 02/2024: Our sincere congratulations goes to every matriculant, parent, school management team and teacher, who provided the space to facilitate the successful 2023 results.</description>
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           NN 02/2024
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           DIE SAOU SALUEER ONDERWYSERS
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           Ons opregte gelukwensing gaan aan elke matrikulant, ouer, skoolbestuurspan en onderwyser wat die ruimte geskep het vir die suksesvolle uitslae van 2023.
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           Die SAOU salueer sy lede wat bygedra het tot die uitstekende matriekuitslae van 2023. Elkeen se harde werk en se passie tot geroepenheid het van elkeen van julle wenners gemaak.
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            Ten spyte van moeilike omstandighede soos beurtkrag, tekort aan infrastruktuur, oorvol klasse, moeilike werksomstandighede, vol buitemuurse programme en nog ‘n legio ander uitdagings, het u dit laat werk en baie leerders inspireer.
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            ‘n Matrieksertifikaat is nie die werk van slegs een jaar nie. Dit is insette van onderwysers in die leerder se vormingsjare, deur puberteit, deur adolessensie tot die uiteindelike vorming van ‘n volronde, jong volwassene wat die toekoms met die nodige vaardighede kan aanpak. Die resultaat is die produk van alle opvoeders se bydraes.
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           Ons gelukwensing gaan aan elke onderwyser en daarmee saam ‘n nederige dankie vir elkeen wat bygedra het tot elke matrikulant se sukses. Ons salueer u.
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           THE SAOU SALUTES EDUCATORS
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           Our sincere congratulations goes to every matriculant, parent, school management team and teacher, who provided the space to facilitate the successful 2023 results.
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            The SAOU salutes its members who contributed to the excellent matriculation results of 2023. Through hard work and your commitment to your calling, you are winners in your own right.
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           In difficult circumstances, be it, load shedding, lack of infrastructure, overcrowded classes, a full extra mural workload, and many other factors you made it work and inspired hope in many learners.
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           A matriculation certificate is not the work of only one year.
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           The contributions of all educators from the formative years, through puberty, through young adolescence to young adults who can face the future with the necessary skill set as full-rounded individuals, can not be dismissed. The result is the product of all educators’ contributions.
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           We congratulate every educator and with that render a humble word of thanks to you for playing a part in every matriculant’s success. We salute you.
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      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal.png" length="1005879" type="image/png" />
      <pubDate>Tue, 23 Jan 2024 08:45:44 GMT</pubDate>
      <guid>https://www.saou.co.za/nn-02-2024-die-saou-salueer-onderwysers-the-saou-salutes-educators</guid>
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      <title>BELA Submissions Call to Action | BELA Kommentaar Oproep tot Aksie</title>
      <link>https://www.saou.co.za/nn-03-2024-bela-submissions-call-to-action-bela-kommentaar-oproep-tot-aksie</link>
      <description>NN 03/2024: The SAOU calls on all members and members of the broader school community who support our views on the Basic Laws Amendment Act Bill (BELA-Bill) to submit their written submissions as soon as possible.</description>
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           NN 03/2024
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            BELA SUBMISSIONS
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           CALL TO
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           ACTION
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           The SAOU calls on all members and members of the broader school community who support our views on the Basic Laws Amendment Act Bill (BELA-Bill) to submit their written submissions as soon as possible. The original deadline for submissions was 19 January 2024. This has been extended to 31 January 2024. We propose a two-pronged action plan for your consideration.
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           1. WRITTEN SUBMISSIONS
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            Included is a MS Word template that may be used to communicate our mutual point of view.
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           Click here
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            to download the letter.
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            Submissions need to be sent to the following person per email:
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            Ms Noluthando Skaka by
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           belabill@parliament.gov.za
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           A few pointers to keep in mind:
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            The template is a framework to work from;
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             Your unique contributions and perspective will give more substance to the submission;
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            The focus must be that the proposed Bill will not enhance quality education in any way;
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            Written submission may be done in your language of preference; and
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            Your inputs do not have to focus only on these proposed clauses.
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            2. PROVINCIAL PUBLIC HEARINGS
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           We call on members and school communities to flood the second round of public hearings in the different provinces. We propose the following plan of action:
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            Mobilise your community to travel together to the venues indicated.
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            Be prepared to put your point of view forward for a maximum of 3 minutes.
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            Get as many verbal presentations as possible in to the available time.
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            If a verbal presentation can not be made, hand in the written speech.
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            Talk about province-specific problems that hamper quality education.
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            BELA KOMMENTAAR
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            ﻿
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           OPROEP TOT AKSIE
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           Die SAOU beroep ons op alle lede en lede van die breër skoolgemeenskap, wat ons standpunte rakende die problematiek rondom die Wysigingswetsontwerp op Basiese Onderwys (BELA-Bill) ondersteun, om hul skriftelike voorleggings so spoedig moontlik in te dien. Die aanvanklike sperdatum vir indiening was 19 Januarie 2024, maar dit is uitgestel na 31 Januarie 2024 toe. Ons stel ‘n tweeledige aksieplan voor vir u oorweging:
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           1. SKRIFTELIKE KOMMENTAAR
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            Ingesluit is ‘n MS Word templaat wat u kan gebruik om ons wedersydse standpunt te versterk.
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    &lt;a href="https://irp.cdn-website.com/c0cc1c10/files/uploaded/SAOU%20NN%2003-2024%20Konsepskrywe%20re%20BELA%20skriftelike%20verto%C3%AB.docx" target="_blank"&gt;&#xD;
      
           Klik hier
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            om die brief af te laai.
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           Stuur alle kommentaar per e-pos aan die volgende persoon:
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            Me Noluthando Skaka by
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    &lt;a href="mailto:belabill@parliament.gov.za" target="_blank"&gt;&#xD;
      
           belabill@parliament.gov.za
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           ‘n Paar punte om te onthou:
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            Die templaat dien as riglyn;
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            U unieke bydraes en perspektiewe sal meer gewig verleen;
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            U fokus moet wees dat die voorgestelde wetsontwerp geen effek op die kwaliteit van onderwys het nie;
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            U kan kommentaar in die taal van u keuse indien; en
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            U hoef nie kommentaar net tot hierdie verskillende klousules te beperk nie;
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           2. PROVINSIALE OPENBARE VERHORE
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           Ons vra dat lede en skoolgemeenskappe sal opruk na die tweede rondte openbare verhore in die verskillende provinsies en hulle stem sal laat hoor. Ons stel die volgende aksieplan voor:
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            Mobiliseer groepe om saam te beweeg na die venues.
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            Maak seker u is voorbereid om vir ‘n maksimum van 3 minute te praat.
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            Kry soveel as moontlik spreekbeurte in.
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            Indien u nie ‘n spreekbeurt kry nie, handig u voorbereide toespraak in.
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            Praat oor provinsie spesifieke probleme wat kwaliteit onderwys kniehalter.
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      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Nasionaal.png" length="1005879" type="image/png" />
      <pubDate>Tue, 23 Jan 2024 08:40:21 GMT</pubDate>
      <guid>https://www.saou.co.za/nn-03-2024-bela-submissions-call-to-action-bela-kommentaar-oproep-tot-aksie</guid>
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    <item>
      <title>Toelating van leerders, GEMS | Admission of learners, GEMS</title>
      <link>https://www.saou.co.za/nn-1-2024-toelating-van-leerders-gems-admission-of-learners-gems</link>
      <description>NN 01/2024: The SAOU has taken note that problems regarding the timeous admission of learners for the 2024 school year are still experienced.</description>
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           FORCED ADMISSION OF 
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            LEARNERS FOR 2024
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           NN 1/2024
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           The SAOU has taken note that problems regarding the timeous admission of learners for the 2024 school year are still experienced. Furthermore, it was noted that the respective provincial departments of education are loath to negotiate the admission of learners with school governing bodies and that they prefer to exert pressure on school principals. In terms of the SA Schools Act the admission of learners are dealt with in terms of the relevant school’s admission policy. Be attentive to the fact that the SA Schools Act still applies. Departmental officials may attempt to abuse the envisaged amendments to admission and language policy as contemplated in BELA to compel principals to admit learners without proper consultation with the school governing body (SGB). Such actions are impermissible. It remains a competency of the relevant school’s school governing body. The principal has no role to play. 
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            Principal’s must also refer all enquiries and instructions to unilaterally enlarge school capacity to the SGB for appropriate consideration.
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           The SAOU addressed a circular on 29 November 2022 (
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           ) to school principals in regard to the proposed approach when such an incident occurs. The following advice is submitted in this regard:
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           1.      That a thorough study of the contents must be made;
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           2.      To enable the SAOU to provide timeous and appropriate advice, to contact the relevant SAOU provincial secretary as soon as possible in the event that unreasonable/unlawful pressure is exerted; and
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            3.      To immediately contact the relevant chairperson of the school governing body and the school governing body organisation to which the school is affiliated.
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           In addition to the above the SAOU informed principals on 11 October 2023 regarding the factors that play a role in determining school capacity. This is based on a court judgement in favour of the SAOU. The provincial education department may no longer determine capacity arbitrarily. (
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           )
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           GEMS MEDICAL SUBSIDY
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            The SAOU received numerous enquiries regarding the 9,5% increase of GEMS premiums. We draw attention to the following:
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            The increase of medical schemes’ premiums is not subject to collective bargaining and thus cannot be renegotiated in the Public Service Coordinating Bargaining Council (PSCBC). The SAOU cannot mislead our members and create hope with unfounded information.
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            The Medical Schemes Act determines that the GEMS Board of Trustees determines the annual premium increase based on the financial position of the scheme as determined by the following factors namely, the claims ratio, the particular option’s richness of benefits and the level of the Scheme's reserve fund.
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            The premium increases were communicated to every GEMS member during October 2023 by the Scheme.
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            The SAOU will communicate with the GEMS Board of Trustees in the immediate future to draw their attention to the negative effect of the higher-than-expected increases.
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            The adjusted medical employer subsidy for public servants was circulated via Circular 48 of 2023, dated 8 December 2023 by the Department of Public Service and Administration. The increase of the employer subsidy with effect from 1 January 2024 is 6%. In this regard, the following must be noted:
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            The implementation of the increased subsidy is administered by the relevant provincial department of education and financed from the operational budget.
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            As a result of over-expenditure by all provincial departments, problems may be expected.
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             The SAOU provincial offices are ready to assist with any queries that may arise. Members are invited to contact our offices immediately in the event of uncertainty and problems.
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            Here below an extract from said DPSA circular.
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           GEDWONGE TOELATING VAN LEERDERS VIR 2024 
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           Die SAOU het reeds kennis geneem dat daar in alle provinsies probleme ondervind word met die tydige inskrywing van leerders vir die 2024 skooljaar. Verder is kennis ook geneem dat die onderskeie provinsiale onderwysdepartemente nie graag met beheerliggame oor die toelating van leerders wil onderhandel nie en dat daar eerder gepoog word om druk op skoolhoofde uit te oefen. Ingevolge die SA Skolewet word die toelating van leerders tot ‘n bepaalde skool ingevolge die skool se toelatingsbeleid beheer en bestuur. Wees bedag daarop dat die huidige SA Skolewet steeds geld en dat amptenare wat skoolhoofde wil afdreig met die beoogde wysiging aan toelatings- en taal beleid soos vervat in BELA dit voortydig doen en geen voet het om op te staan nie. Dit bly steeds ‘n bevoegdheid van die betrokke beheerliggaam. Die skoolhoof het geen rol te speel nie.
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            Skoolhoofde moet alle navrae en opdragte wat die eensydige verhoging van skoolkapasiteit aan hulle opdwing na die skoolbeheerliggaam verwys vir gepaste oorweging.
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           Die SAOU het reeds op 29 November 2022 ‘n omsendskrywe (
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           ) aan skoolhoofde gerig betreffende die voorgestelde hanteringswyse. Die volgende word in dié verband aanbeveel:
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            1.      Dat ‘n deeglike studie van die inhoud gemaak word;
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           2.      Om so gou doenlik met die betrokke SAOU provinsiale sekretaris in verbinding te tree indien daar onredelike/onregmatige druk op die skoolhoof uitgeoefen word ten einde die SAOU in staat te stel om tydige en gepaste advies te voorsien; en
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            3.      Onverwyld met die tersaaklike voorsitter van die beheerliggaam en die betrokke beheerliggaam organisasie in verbinding te tree.
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           Verder het die SAOU ook skoolhoofde op 11 Oktober 2023 ingelig rakende die hofsaak wat die SAOU insake kapasiteitsbepaling van skole gewen het. Die provinsiale onderwys departement (POD) mag nie meer eensydig en lukraak kapasiteit (arbitrêr) bepaal en afdwing nie 
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            (
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           ).
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           MEDIESE SUBSIDIE
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            Verskeie navrae insake die 9,5% premieverhoging vir GEMS lede is deur die SAOU ontvang. Die volgende word onder u aandag gebring:
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            Die premieverhoging is nie onderhewig aan enige kollektiewe onderhandelinge nie en kan nie deur onderhandelinge in die Staatsdiens Koördinerende Bedingingsraad (PSCBC) heronderhandel word nie. Die SAOU kan nie ons lede mislei deur valse hoop te skep nie.
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            Die Wet op Mediese Skemas bepaal dat die GEMS Raad van Trustees ooreenkomstig die finansiële posisie van die skema besluite oor die toepaslike opsie se verhoging moet neem met inagneming van die betrokke opsie se eiseverhouding, die rykheid van voordele en die reserwevlak van die skema.
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            Gedurende Oktober 2023 het GEMS die beoogde premieverhogings aan elke GEMS-lid gekommunikeer.
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            Die SAOU sal onverwyld met die GEMS Raad van Trustees kommunikeer om die hoër as verwag premieverhogings se negatiewe impak onder hulle aandag te bring.
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           Die aangepaste werkgewersubsidie is in Omsendbrief 48 van 2023 van die Departement van Openbare Diens en Administrasie (DPSA) op 8 Desember 2023 versprei, nl: dat 'n 6% verhoging met ingang van 1 Januarie 2024 geld. Daar moet egter van die volgende kennis geneem word:
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            Die implimentering van die verhoogde subsidie is die verantwoordelikheid van die betrokke provinsiale departement van onderwys en word uit die bestaande bedryfsbegroting gefinansier.
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            As gevolg van die tekorte op die begrotings van alle provinsiale departemente van onderwys mag daar probleme met implementering ondervind word.
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            Die SAOU se provinsiale kantore staan gereed om lede by te staan indien onsekerheid bestaan of probleme ondervind word.
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           Hieronder ‘n uittreksel uit die betrokke DPSA- omsendbrief.
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      <pubDate>Fri, 19 Jan 2024 12:16:10 GMT</pubDate>
      <guid>https://www.saou.co.za/nn-1-2024-toelating-van-leerders-gems-admission-of-learners-gems</guid>
      <g-custom:tags type="string">GEMS,Toelating van leerders,Admission of learners</g-custom:tags>
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      <title>“Ses van die Bestes” vir 'n Beginneronderwyser</title>
      <link>https://www.saou.co.za/ses-van-die-bestes-vir-n-beginneronderwyser</link>
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           Jy het uiteindelik jou studies voltooi en met die aanbreek van die nuwe skooljaar sien jy uit na jou heel eerste onderwyspos. Hulpmiddels vir jou klas word gemaak en gekoop, en van die kalender tot verjaarsdagplakkaat pas alles by die oulike tema wat jy gekies het. Op sosiale media sluit jy fluks aan by die onderwysergroepe en vra raad by ander. Alles sodat jou eerste dag sonder enige haakplekke kan verloop!
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           Alhoewel daar ‘n magdom praktiese wenke is wat jou nuwe kollegas met jou sal deel, is dit belangrik om te onthou dat elke kind, klas, skool, jaar en ouergemeenskap van mekaar verskil. Planne en tegnieke wat by kollega A se plattelandse skool in die Noord-Kaap ‘n treffer is, sal dalk nie by jou voorstedelike skool in Gauteng so suksesvol wees nie. Tyd en ervaring het egter geleer dat daar wel ses basiese dinge is wat alle onderwysers (meestal) positief en produktief sal hou - maak nie saak waar of hoe lank jy skoolhou nie. 
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           1. Goeie maniere is altyd in die mode
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           Om hoflik, vriendelik en beleefd te wees is ononderhandelbaar. Maak seker dat jy bekend staan as ‘n persoon met goeie maniere. Groet jou kollegas vriendelik, bied jou sitplek vir ‘n ouer persoon aan, moenie jaag om eerste by die teetafel te kom nie – al is jy hoe dors! Wanneer jy ‘n nuwe onderwyser of ouer ontmoet, groet met ‘n stewige handdruk en kyk die persoon in die oë. Leer ook jou klas om so op te tree. Stel die voorbeeld deur almal by jou skool, van die skoonmakers tot die kantoordames,  met dieselfde respek en agting te behandel.
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           2. ‘n Mentor is goud werd
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           ‘n Kollega met ervaring wat jou onder sy/haar vlerk kan neem en sy/haar praktiese en didaktiese kennis met jou kan deel, is ‘n aanwins vir enige onderwyser. ‘n Vakhoof of graadhoof is gewoonlik ‘n goeie eerste keuse vir hierdie rol, aangesien julle ook ander gedeelde belange het. Maak ‘n tyd in julle dagboeke vas waar jy met jou mentor kan gesels, “brainstorm” en vrae vra. As jy hierdie sessies nie skeduleer nie gebruik ‘n mens dikwels die “ek is te besig”-verskoning om nie daarby uit te kom nie. Dit hoef ook geensins by die skool plaas te vind nie. ‘n Gesellige koffiewinkel lewer dikwels ‘n baie beter sessie as ‘n formele vergadering in ‘n kantoor.
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           3. Jy is nooit te oud om te leer nie
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           Alhoewel jy sekerlik verlig is dat jou studies nou agter die rug is, is ‘n onderwyser nooit klaar geleer nie. Ons stel die voorbeeld aan die leerders van wat dit beteken om ‘n lewenslange leerder te wees. Behalwe vir die PO-punte wat met professionele ontwikkeling versamel moet word, is opvoeding en onderrig nie ‘n vakgebied wat ooit stagneer nie. Daar is voortdurend nuwe navorsing, tendense, tegnieke, bevindinge en hulpmiddels waarvan jy moet kennis dra. Bemagtig jouself as leerkrag deur op die voorgrond te bly van alles wat nuut en vars in jou beroep is.
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           4. Word ‘n krokodil
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           ‘n Kollega met ervaring wat jou onder sy/haar vlerk kan neem en sy/haar praktiese en didaktiese kennis met jou kan deel, is ‘n aanwins vir enige onderwyser. ‘n Vakhoof of graadhoof is gewoonlik ‘n goeie eerste keuse vir hierdie rol, aangesien julle ook ander gedeelde belange het. Maak ‘n tyd in julle dagboeke vas waar jy met jou mentor kan gesels, “brainstorm” en vrae vra. As jy hierdie sessies nie skeduleer nie gebruik ‘n mens dikwels die “ek is te besig”-verskoning om nie daarby uit te kom nie. Dit hoef ook geensins by die skool plaas te vind nie. ‘n Gesellige koffiewinkel lewer dikwels ‘n baie beter sessie as ‘n formele vergadering in ‘n kantoor.
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           5. Let op jou klere en jou woorde
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           Onderwysers wil graag hê dat die samelewing ons as professionele beroepslui moet ag. Natuurlik is dit te verstane, aangesien ons in ‘n professionele beroep staan, ‘n professionele kwalifikasie verwerf het en by ‘n professionele onderwysraad (RAVO) geregistreer is. Jou optrede kan heelwat bydra om dit vir ouers, kinders en ander kollegas maklik te maak om jou in hierdie lig te sien. Buiten vir ons gedrag en keuse van woordeskat, is een van die areas waar ons professionaliteit ten beste vertoon word, ons kleredrag. Niemand verwag van onderwysers om duur handelsmerke en formele besigheidsdrag te dra nie, maar té kort, té laag en té styf hoort nie by ‘n onderwyser nie. Wees ook versigtig hoe jy praat – is jou woorde keurig en in goeie smaak, of maak jy jou skuldig aan vuil taal en onvanpaste grappies? 
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           6. Pasop vir sosiale media
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           Om deesdae te hoor van iemand wat nie ‘n rekening op die een of ander  sosiale media-platform het nie, is uiters skaars.  Facebook, Instagram en TikTok is gunstelinge en natuurlik deel onderwysers graag ook die hoogtepunte van en gebeurtenisse in hulle lewens hierop. Hou egter altyd in gedagte dat jou plasings se woorde en foto’s vir ewig is en jou regdeur jou loopbaan sal volg. Hoe sal jou toekomstige hoof voel oor wat jy op sosiale media kwytraak? Sal jou kollegas gemaklik wees met die foto’s wat jy plaas? En die ouers van die leerders in jou klas? Sosiale media is hier om te bly, maar wees versigtig vir hoe jy kies om jou lewe daarop uit te beeld. En natuurlik sal dit heeltemal onvanpas wees om enige van jou leerders as “friends” of “followers” op jou sosiale media profiele toe te laat – geen uitsonderings nie!
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           Ten slotte: Gedurende jou (hopelik) lang en gelukkige onderwysloopbaan sal jy baie wenke van jou kollegas, mentors en hoofde ontvang. Sommige sal jy toepas en ander sal nie noodwendig nuttig wees vir jou situasie en werksomgewing nie.
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           Die “Ses van die Bestes” sal jou egter toerus om met gemak en sukses elke uitdaging te kan aanpak en baas te raak! 
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      <pubDate>Tue, 16 Jan 2024 09:11:35 GMT</pubDate>
      <guid>https://www.saou.co.za/ses-van-die-bestes-vir-n-beginneronderwyser</guid>
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      <title>Lekkerkunde vir onderwysers!</title>
      <link>https://www.saou.co.za/my-post</link>
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            Het jy al opgelet hoedat mense die woord
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            bottel
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            gebruik om eintlik na die inhoud van die bottel te verwys, soos in
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           Die baba drink sy bottel
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            ; of hoe
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           oog vir detail
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           gebruik word in plaas van
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           fyn aanvoeling vir detail
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           ,
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            soos in
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           Sy het ’n oog vir detail
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           ?
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           Wanneer jy woorde só vervang, skep jy skakels tussen dinge rondom jou: tussen die bottel en die inhoud daarvan, of tussen die vermoë om fyn detail te identifiseer en die deel van die mens, die oog, wat die fyn detail waarneem. Hierdie skakels word deur hulle taalgebruik gereflekteer. Jy wys hierdeur vir ander mense hóé jy sin maak van die konsepte rondom jou.
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            Jy gebruik met ander woorde elke dag
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           metonimie
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           , want jy gebruik die naam van een entiteit om te verwys na ’n ander entiteit wat daarmee verband hou (Lakoff &amp;amp; Johnson 1980:35). Anders gestel: Jy benoem ’n sekere saak of entiteit nie direk nie, maar indirek (Nordquist 2018).
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            Dit is iets wat geensins nuut is nie. Volgens die Online Etymology Dictionary dateer die term
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            metonimie
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            so ver terug as die 1560’s waar dit aan die Franse  métonymie” ontleen word, wat weer teruggevoer word na Laat Latynse “metonymia” vanaf die Griekse “metōnumia” (μετωνυμίᾱ). Laasgenoemde bestaan uit meta” (met die betekenis ‘verander’) en “onuma” (met die betekenis ‘naam’). Dié term beteken dus ‘verandering van naam’. En is dit nie presies wat ’n mens doen nie? Dit maak sin dat Lawrence
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           et al.
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            (2013) in
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           Afrikaansmetodiek deur ’n nuwe bril
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            die sinoniem
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            oornoeming
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           voorstel.
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           Metonimie in die onderwys
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            Op skoolvlak word metonimie met die ontleding van letterkundige tekste geassosieer. Dit word beskou as ’n soort stylfiguur wat ’n bepaalde beeld oproep (vergelyk byvoorbeeld
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           Platinum Afrikaans Huistaal Graad 12 Leerderboek
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            van Vosloo
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           et al
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            . 2013).i Een van die eerste voorbeelde van metonimie in skryfwerk waaraan ek kan dink, is sekerlik die gebruik van
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            Kroon
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            om na die keiser te verwys in die drama
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            Die keiser:
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           HOFNAR: Loop sommer broek oor die skouer en skoene in die hand, my Kroon. Kry glo te warm
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           .
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            Hierdie gebruik van metonimie is effektief, want konings (en keisers) dra krone, en hierdie beeld word juis opgeroep.
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           (Die idee vir die beeld is ontleen aan Betts 2021, en die beeld is m.b.v. Canva gegenereer.)
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           Soos reeds met my voorbeeld uit
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            Die Keiser
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            aangetoon is, word metonimie onder andere aangewend om ’n bepaalde beeld op te roep. Dit stel skrywers in staat
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           kreatiewer met taal om te gaan
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            (MasterClass 2021).
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            Die gebruik van metonimie kan woorde ook
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            kragtiger
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            maak. Volgens MasterClass (2021) verhoog die gebruik van metonimie die kompleksiteit van selfs die eenvoudigste woorde, omdat hulle ’n simboliese waarde kry. Dink maar aan die immer gewilde voorbeeld
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           Die pen is magtiger as die swaard.
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            Twee voorbeelde van metonimie kom hierin voor, naamlik
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           die pen
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            en
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           die swaard
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            . Hierdie twee sinsdele staan in vir
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           die geskrewe woord
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            en
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           militêre mag
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           , en verkry hierdeur ’n simboliese betekenis.
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            Uit dieselfde voorbeeld kan ons aflei dat die gebruik van metonimie bydra tot
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           bondiger taalgebruik
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            (vergelyk Yamasaki 2023). Dink ook aan die volgende aanhaling uit Elisabeth Eybers se gedig “Twee kleuters in ’n vondelpark:
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           Van skopfiets tot trapfiets gepromoveer,
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           bromfiets tot motor, sal hy konstateer
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           – die wiel sy ordeteken – dat hy lid
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           is van die kollektiewe Lilliput.
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            Eybers verduidelik hoe die seuntjie ontaard in ’n jong man wie se status bepaal word deur die tipe motor waarmee hy ry. In plaas daarvan om te skryf “hy word deel van die kleinlikes in die samelewing”, gebruik sy die korter sinsdeel, die metoniem,
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           die kollektiewe Lilliput
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            wat verwys na die fiktiewe eiland in die roman
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           Gulliver’s Travels
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            van Jonathan Swift wat bewoon is deur
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           piepklein mensies
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           . Hoewel hier dus sprake is van mense wat letterlik klein is, gebruik sy die verwysing hierna op ’n figuurlike wyse (vergelyk LiteraryDevices 2013).
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           Nordquist (2018) dui ook daarop dat metonimie kohesie en samehang bevorder. Daar word saam na twee verbandhoudende konsepte (soos pen en die geskrewe woord) verwys deur middel van een woord – die bevordering van kohesie word hierdeur geïllustreer. Gevolglik hoef ’n mens nie tussen hierdie twee konsepte te beweeg nie – die bevordering van samehang word hierdeur geïllustreer.
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           Sinekdogee as ’n vorm van metonimie
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            Wanneer ’n plan uitgedink moet word, is ’n mens geneig om te sê
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           Ons moet koppe bymekaarsit.
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            As ek iemand dit hoor sê, dink ek regtig nie aan ’n toneel uit
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           The Addams Family
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            waar ’n klomp koppe rondom ’n tafel sit en oor ’n saak redeneer nie! Ek begryp onmiddellik dat ’n klomp mense moet help saamdink en dat die woord
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            kop
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            (’n deel) gebruik word om na mense (’n geheel) te verwys. Ek begryp ook die kop bevat die brein, wat sterk met die beraming van planne geassosieer word en dat dit die rede is waarom
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            kop
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           in so ’n uitdrukking gebruik word.
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            Ons het hier te doen met ’n stylfiguur waar ’n woord wat op ’n
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            deel
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            van iets dui, gebruik word om te verwys na
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           ’n groter geheel
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           ; of ’n woord wat op
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            ’n geheel
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            dui, gebruik word om te verwys na
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           ’n deel van iets
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            (Merriam-Webster; Nordquist 2018).
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            Sinekdogee
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            is hier ter sprake, hoewel die term
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            gedeeltelike benoeming
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            ook gebruik word (vergelyk Lawrence
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           et al
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           . 2013). Nóg twee voorbeelde van sinekdogee is:
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             In
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            My foon is pap
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            (’n geheel) gebruik, terwyl daar eintlik slegs na die battery (’n deel) wat pap is, verwys word. Hier is dus sprake van ’n geheel-deel-verhouding.
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             In
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            Die ete is R220 per kop
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             (’n deel) gebruik, terwyl die mens (’n geheel) ter sprake is. Die hele mens gaan die ete nuttig. Hier is dus van ’n deel-geheel-verhouding sprake.
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           Omdat sinekdogee, net soos metonimie, ’n leksikale item binne ’n bepaalde domein gebruik om na ’n ander entiteit binne dieselfde domein te verwys, is die tendens om sinekdogee as ’n onderafdeling van metonimie te ag. Johnson en Lakoff (1980:36) ag sinekdogee as ’n spesiale kategorie van metonimie. Dit is ook ’n siening wat in sommige skoolhandboeke gereflekteer word. Met ander woorde, hoewel sinekdogee tereg as ’n afsonderlike literêre verskynsel in onderwysbronne hanteer word, is dit wel ’n manier om metonimie te bewerkstellig.
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            Die vraag is waarom ’n mens sinekdogee gebruik. In ’n voorbeeld soos
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           om iemand se hart te wen
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            (uit
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           Piekfyn Afrikaans Huistaal Leerderboek Graad 9
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            ) word
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           hart
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            , as ’n deel van ’n mens, juis gebruik om die betekenisvolle, emosionele konneksie tussen die skrywer en die ander persoon aan te dui. Die frase wil dus ’n bepaalde
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            assosiasie
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           oproep. Die skrywer soek veel meer as ’n fisieke konneksie.
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            Daarby kan sinekdogee iets
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           simboliseer
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            . Die gebruik van
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           hart
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           in hierdie betrokke voorbeeld simboliseer dat wanneer jy iemand se hart wen, jy hulle liefde en vertroue wen, asook hulle oortuig om hulle tot die verhouding te verbind.
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            Veral wanneer sinekdogee op ’n deel van ’n groter geheel dui, kan hierdie deel wat uitgelig word, ’n
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            beklemtoningsfunksie
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            hê. In
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           Die soldaat het lood geëet
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            (uit
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           Taalkunde vir die middelbare skool
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            ) word
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           lood
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           gebruik, waar dit deel is van ’n geweer, juis om die manier waarop die betrokke persoon gekwes is, aan te dui. ’n Bykomende voorbeeld hiervan is
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           “Ek kort ’n ekstra paar hande
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            waar
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            hande
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            gebruik word om te verwys na ’n mens wie se hulp benodig word. Die rede waarom
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           hande
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            gebruik word, en nie byvoorbeeld
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            kop
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            soos in een van ons vorige voorbeelde nie, is dat
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           sterk geassosieer word met die deel van die mens wat fisieke aktiwiteite verrig.
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           Mag hierdie inligting menige mens help wanneer Elisabeth Eybers of dergelike behandel word. (Ek hoop julle identifiseer die gebruik van metonimie in die voorafgaande sin ...) In die volgende blog word antonomasia onder die loep geneem, omdat dit dikwels moeilik is om te onderskei van metonimie.
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           VivA-groete
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           Nadine Fouché-Karsten
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           Hierdie blog is met trots deur die AONetwerk geborg.
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           Bronnelys
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            Betts, J. 2021. Examples of metonymy: Understanding its meaning and use.
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           https://examples.yourdictionary.com/examples-of-metonymy.html
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            Datum van toegang: 7 Julie 2023.
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            Kapp, S. 2019. 40 maniere waarop skrywers skop skep – retoriese middele.
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           https://viva-afrikaans.org/lees-luister/blog/item/471-40-maniere-waarop-skrywers-skop-skep-retoriese-middele
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            Datum van toegang: 7 Julie 2023.
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           Lakoff, G. &amp;amp; Johnson, M. 1980. Metaphors we live by. Chicago; London: University of Chicago Press.
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            LiteraryDevices Editors. 2013. Metonymy.
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           https://literarydevices.net/metonymy/
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            Datum van toegang: 7 Julie 2023.
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            MasterClass. 2021. What Is Metonymy? Definition, examples, and uses of metonymy in writing.
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    &lt;a href="https://www.masterclass.com/articles/what-is-metonymy"&gt;&#xD;
      
           https://www.masterclass.com/articles/what-is-metonymy
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            Datum van toegang: 6 Julie 2023.
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            Merriam-Webster. n.d. Usage notes on synecdoche and metonymy. When you're left to your own rhetorical devices.
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    &lt;a href="https://www.merriam-webster.com/words-at-play/synecdoche-metonymy-usage-differences"&gt;&#xD;
      
           https://www.merriam-webster.com/words-at-play/synecdoche-metonymy-usage-differences
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            Datum van toegang: 7 Julie 2023.
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           Nordquist, R. 2018. What Is Metonymy? thoughtco.com/metonymy-figures-of-speech-1691388. Datum van toegang: 6 Julie 2023.
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            Pilon, S. 2023, 17 Jan. Metonimie [Podsending].
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    &lt;a href="https://omny.fm/shows/op-en-wakker/taalrubriek-17-januarie-2023?fbclid=IwAR20RaiZSlY3x_IBbu8qsmNHIaqRyAB-ADiRzR5SQXZdb-lQafz1UFiCOz0"&gt;&#xD;
      
           https://omny.fm/shows/op-en-wakker/taalrubriek-17-januarie-2023?fbclid=IwAR20RaiZSlY3x_IBbu8qsmNHIaqRyAB-ADiRzR5SQXZdb-lQafz1UFiCOz0
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            Datum van toegang: 5 Julie 2023.
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            Yamasaki. P. 2023. Metonymy: How to use this literary device.
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           https://www.grammarly.com/blog/metonymy/
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            Datum van toegang: 6 Julie 2023.
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           i In ander bronne word metonimie ook met die produksie van geskrewe tekste geassosieer, maar dit word nie noodwendig “stylfigure” genoem nie, wel retoriese middele, dit wil sê tegnieke wat die spreker of skrywer aanwend om die boodskap so doeltreffend moontlik aan die hoorder of leser oor te dra (vergelyk Kapp 2019
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      <pubDate>Wed, 19 Jul 2023 10:43:16 GMT</pubDate>
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      <title>Bly gesond</title>
      <link>https://www.saou.co.za/bly-gesond</link>
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            Onderrig is 'n veeleisende beroep wat baie fisiese en geestelike energie verg. Met lang ure en 'n besige skedule kan dit vir onderwysers uitdagend wees om die tyd en energie te vind om goed te eet.
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           Om seker te maak dat jy 'n gebalanseerde en gesonde dieet eet, is egter noodsaaklik om goeie gesondheid te handhaaf en op jou beste te presteer. In hierdie blogpos bespreek ons 'n paar wenke vir onderwysers om goed te eet en gesond te bly.
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           Een van die doeltreffendste maniere om te verseker dat jy goed eet, is om vooruit te beplan. Neem 'n paar minute aan die begin van elke week om jou maaltye en versnaperinge te beplan. Dit sal jou help om impulsaankope en ongesonde keuses te vermy wanneer jy vir tyd gedruk word. As jy vooraf maaltye voorberei en werk toe bring, kan jou ook tyd en geld bespaar, terwyl jy verseker dat jy gesonde en gebalanseerde maaltye eet.
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           Die verpakking van gesonde versnaperinge is nog 'n belangrike wenk vir onderwysers om goed te eet. Dit is maklik om ongesonde versnaperinge soos skyfies of lekkergoed te gryp as jy honger is, maar dit kan jou lusteloos en traag laat voel. Pak eerder gesonde peuselhappies soos vars vrugte en groente, neute of volgraanbeskuitjies in. Dit sal jou die energie gee wat jy nodig het om deur jou dag te kom en jou help om gefokus en waaksaam te bly.
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           Ontbyt word dikwels na verwys as die belangrikste maaltyd van die dag, en met goeie rede. Dit voorsien jou van die energie en voedingstowwe wat jy nodig het om jou dag reg te begin. Ten spyte van die voordele, slaan baie onderwysers ontbyt oor weens 'n gebrek aan tyd in die oggend. Om dit te bekamp, oorweeg dit om die vorige aand ontbyt voor te berei of om vinnige en maklike ontbytopsies soos oornaghawer of smoothies te maak.
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           Om gehidreer te bly is noodsaaklik om goeie gesondheid te handhaaf, en om baie water te drink is 'n eenvoudige, maar effektiewe manier om dit te doen. Hou 'n waterbottel deur die dag byderhand en teug gereeld daaraan. Vermy soet drankies soos koeldrank en energiedrankies, aangesien dit 'n ineenstorting in energievlakke kan veroorsaak en jou gesondheid mettertyd negatief kan beïnvloed.
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           Eet by jou lessenaar lyk dalk soos 'n tydbesparing, maar dit kan lei tot sinnelose eet en swak vertering. Neem 'n blaaskans van jou werk en beweeg na 'n ander area om jou maaltye te eet. Dit sal jou help om op jou kos te fokus en beter vertering moontlik te maak, wat kan lei tot verbeterde energievlakke en algemene gesondheid.
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            ﻿
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           Ten slotte is dit noodsaaklik vir onderwysers om goeie gesondheid te handhaaf en op hul beste te presteer. Deur vooruit te beplan, gesonde peuselhappies in te pak, tyd te maak vir ontbyt, baie water te drink en nie by jou lessenaar te eet nie, kan jy verseker dat jy 'n gebalanseerde en gesonde dieet eet wat jou deur die dag energiek en gefokus sal hou.
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      <pubDate>Fri, 02 Jun 2023 14:10:02 GMT</pubDate>
      <guid>https://www.saou.co.za/bly-gesond</guid>
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      <title>Memes</title>
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           As onderwyser is dit geen geheim dat die werk soms stresvol en uitdagend kan wees nie. Soms moet jy net 'n blaaskans neem en lag om van daardie stres te verlig. Dis waar onderwyser memes inkom! In hierdie blogpos sal ons die wêreld van onderwyser memes verken en hoe dit gebruik kan word om jou te help ontspan.
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           Onderwyser memes is humoristiese beelde, video's of teks wat verband hou met die onderwysberoep. Dit bevat dikwels verwante situasies of grappies wat slegs onderwysers kan verstaan. Dit is 'n uitstekende manier om die bui te verlig en humor te gee gedurende 'n lang dag in die klaskamer.
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           Lag is 'n goeie manier om stres te verminder en gevoelens van geluk en welsyn te verhoog. As jy oorweldig of gestres voel, kan jy 'n blaaskans neem deur na 'n paar memes van onderwysers te kyk. Dit kan jou help om te ontspan en te herlaai. Dit kan jou help om die humor te sien in situasies wat andersins frustrerend of oorweldigend kan wees.
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           Daarbenewens kan onderwyser memes jou help om met ander onderwysers kontak te maak. As jy 'n meme met 'n kollega deel, kan dit help om gedeelde ervarings te bind en 'n gevoel van gemeenskap te skep. Dit kan veral nuttig wees in tye wanneer jy geïsoleer of alleen voel.
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           Onderwyser memes kan oral op die internet gevind word. Sommige onderwysers skep selfs hul eie memes om met hul kollegas te deel.
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           Ten slotte is onderwysermeme 'n prettige en lighartige manier vir onderwysers om te ontspan en met hul kollegas kontak te maak. Hulle kan 'n broodnodige blaaskans bied tydens 'n stresvolle dag en jou help om die humor in selfs die mees uitdagende situasies te sien. So hoekom nie 'n paar minute neem om deur 'n paar onderwyser memes te blaai en te kyk of hulle jou help ontspan nie?
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      <pubDate>Wed, 26 Apr 2023 08:05:40 GMT</pubDate>
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           Woordsoorte
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           Die woordsoorte wat ons in hierdie blogreeks bespreek het, is almal redelik bekend. Ons het gevalle gekry waar handboeke se definisies verskil het of waar die indeling nie ooreengestem het nie nie, maar daar was meestal in skoolgrammatika eenstemmigheid oor watter woordsoorte ons in Afrikaans identifiseer.
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           Die woordsoort wat blykbaar nie in skoolwerk aandag kry nie, is die partikel (nee, dis nie ŉ anglisisme nie, dis ŉ vakterm; “stukkie” gaan nie werk nie). Partikels is daardie woorde wat op hulle eie eintlik geen betekenis het nie en dus geen semantiese bydrae tot die sin lewer nie, maar wat tog noodsaaklik is om die sin te voltooi. Dis waar die naam vandaan kom – dis woorde wat eintlik deel vorm van ŉ ander, groter bousel wat klaar betekenis oorgedra het, maar wat tog nodig is om die struktuur van die bousel volledig te maak. Nog eienskappe van partikels is dat hulle almal ongelede woorde is, en dat hulle nie affikse (voor- en agtervoegsels) kan neem nie.
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           Met hierdie definisie as leiding identifiseer ons die volgende partikels in Afrikaans:
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            As jy meer inligting oor partikels of enige ander woordsoort benodig, raadpleeg ons
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    &lt;a href="https://viva-afrikaans.org/portale/taalonderrigportaal?link=Afdeling-Woordsoorte%2FAAG_Woordsoort_Inleiding.html" target="_blank"&gt;&#xD;
      
           gratis, aanlyn grammatika
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            , of skakel met ons by
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    &lt;a href="mailto:taaladvies@viva-afrikaans.org" target="_blank"&gt;&#xD;
      
           taaladvies@viva-afrikaans.org
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           . Ons help graag.
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           VivA-groete
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           Sophia
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      <pubDate>Tue, 26 Oct 2021 08:07:17 GMT</pubDate>
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      <title>TEL JOU WOORDE MET TELWOORDE</title>
      <link>https://www.saou.co.za/tel-jou-woorde-met-telwoorde</link>
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            Hierdie aflewering in ons woordsoorte-blogreeks handel oor
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           telwoorde
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            . Die inligting wat in hierdie blog vervat word, is gebaseer op die inligting wat in die Afrikaanse skoolgrammatika (ASG) gepubliseer is. ASG is deel van die aanbod in
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           Taalonderrigportaal
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           , ŉ ruimte op ons webblad waar onderwysers, leerders, tutors en ouers gratis betroubare en geverifieerde inligting oor Afrikaans se grammatika kan bekom.
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           Telwoorde lyk op die oog af na een van daardie “maklike” woordsoorte – dis mos maklik om te bepaal wanneer ŉ woord ŉ hoeveelheid aandui – maar elke nou en dan is daar tog ŉ vangplek wat ŉ mens kan verwar, daarom help behoorlike inligting oor die woordsoort en sy kenmerke.
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           Wat is ŉ telwoord?
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           Die definisie van ŉ telwoord in ASG lui soos volg:
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           'n Telwoord is 'n woord wat 'n kwantiteit (hetsy bepaald of onbepaald), 'n plek in 'n reeks (hetsy bepaald of onbepaald) of 'n breuk van 'n geheel aandui.
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           Watter soorte telwoorde kry ons in Afrikaans?
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            Die definisie hier bo gee ons eintlik al klaar die antwoord. In Afrikaans is daar drie soorte telwoorde:
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            ·      hooftelwoorde (dis die woorde wat die kwantiteit aandui);
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            ·      rangtelwoorde (die woorde wat die plek in die reeks aandui); en
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            ·      breuktelwoorde (die woorde wat die breuk van die geheel aandui).
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            Elke soort telwoord het boonop die vermoë om na ŉ bepaalde of onbepaalde (gespesifiseerde of ongespesifiseerde) getal te verwys.
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           Die voorbeelde hier onder illustreer hoe die verskillende telwoorde in ŉ sin optree:
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           1.       Twee kinders in die klas het covid. (bepaalde hooftelwoord)
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           2.       Daar is reeds sewe en dertig kinders in die skool met covid. (bepaalde hooftelwoord)
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           3.       Die totale aantal covid-sterftes in die land kom nou op 87 981 te staan. (bepaalde hooftelwoord)
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           4.       Baie kinders in ons skool het covid. (onbepaalde hooftelwoord)
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           5.       Tientalle leerders het tydens die sportdag aangesteek. (onbepaalde hooftelwoord)
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           6.       Honderde mense betoog vir beter mediese dienste. (onbepaalde hooftelwoord)
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           7.       Dit is nou die tweede kind in my klas wat covid kry. (bepaalde rangtelwoord)
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           8.       Hy is die tweedelaaste persoon om ingeënt te word vandag. (bepaalde rangtelwoord)
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           9.       Dit is die sewe-en-dertigste geval van covid in die skool. (bepaalde rangtelwoord)
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           10.    Dit is nou die duisendste keer wat ek vandag vir jou sê om jou hande te was. (onbepaalde rangtelwoord)
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           11.    Die hoof is die hoeveelste mens wat siek geword het. (onbepaalde rangtelwoord)
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           12.    Presies ŉ kwart van die klas is siek. (bepaalde breuktelwoord)
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           13.    Statisties gaan seweagtstes van die personeel die siekte opdoen. (bepaalde breuktelwoord)
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           14.    Die virus is ŉ triljilliënste van ŉ miljilliënste van ŉ millimeter groot. (onbepaalde breuktelwoord)
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           Watter kenmerke van telwoorde kan my help om hulle in sinne te herken?
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            ·      Telwoorde kan uit ŉ enkele woord of uit ŉ klomp woorde bestaan (voorbeelde 1 en 2 hier bo). Laasgenoemde staan bekend as multiwoordtelwoorde.
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           ·      Die skryfwyse van multiwoordtelwoorde word in die Afrikaanse woordelys en spelreëls (AWS) bereël. Hierdie reëls behels die volgende:
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           o  Multiwoord-hooftelwoorde met en kan los of met koppeltekens vas geskryf word (sien voorbeeld 2) (AWS 15.43).
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           o  Multiwoord-rangtelwoorde met en kan net met koppeltekens vas geskryf word (bv. seshonderd-twee-en-dertigste) (AWS 15.47).
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           o  Verbindings met tien word vas geskryf (bv. veertien) (AWS 15.44).
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           o  Verbindings met honderd, duisend, miljoen, miljard, ens. kan los of sonder ŉ koppelteken vas geskryf word (bv. vier honderd miljard of vierhonderdmiljard). (AWS 15.45).
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           ·      Telwoorde kan in woorde of in syfers weergegee word. Die syfer is bloot ŉ ander voorstelling van dieselfde begrip, daarom is die syfer se woordsoort steeds telwoord (voorbeeld 3).
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            ·      Ek vermoed dat sommige skoolhandboeke nie breuktelwoorde as telwoorde aandui nie, maar sulke woorde se woordsoort is beslis telwoord.
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           ·      Om die bepaaldheid of onbepaaldheid van ŉ telwoord te bepaal, moet ŉ mens (soos altyd) na die konteks kyk waarin dit gebruik word. Sommige onbepaalde telwoorde kan op die oog af na bepaalde telwoorde lyk, maar in die konteks verwys dit na ŉ ongespesifiseerde getal (sien voorbeeld 10).
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           ·      Telwoorde word dikwels hiperbolies aangewend, en dan is hulle onbepaald (soos in voorbeeld 10). Sulke hiperboliese taalgebruik gee ook dikwels aanleiding tot nuutgeskepte telwoorde (sien voorbeeld 14).
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           ·      Telwoorde is sintakties deel van ŉ NP (ŉ naamwoordstuk). Hulle is dikwels deel van die determineerder voor die NP (drie kamers) maar hulle kan ook ná ŉ naamwoord (kamer drie) optree.
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           ·      Omdat telwoorde saam met naamwoorde optree, lyk telwoorde dikwels eerder na adjektiewe. Veral rangtelwoorde kan lyk na adjektiewe in die oortreffende trap (die eerste atleet x die vinnigste atleet). Die verskil is dat adjektiewe die naamwoord beskryf (vinnigste is ŉ eienskap van atleet). Telwoorde dui ŉ hoeveelheid of ŉ plek in ŉ sekwens aan (eerste dui die atleet se plek in die sekwens aan). Telwoorde sê met ander woorde hoeveel van die [naamwoord] of die hoeveelste [naamwoord] dit is, adjektiewe gee vir ons meer inligting oor die naamwoord self.
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           ·      As daar nou ŉ woord is wat vir baie baie hoofbrekens kan veroorsaak, is dit baie. Met hierdie woord moet ŉ mens maar altyd weer en weer gaan kyk wat dit in die sin doen voor ŉ mens sy woordsoort bepaal:
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           o  Baie mense het siek geword. (onbepaalde hooftelwoord; dui ŉ ongespesifiseerde hoeveelheid aan)
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           o  Baie het siek geword. (onbepaalde voornaamwoord; tree in die plek van ŉ naamwoord op en funksioneer hier as subjek van die sin)
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           o  Die leerders met covid het baie siek geword. (bywoord; is ŉ graadaanduiding by die adjektief siek)
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           Hoekom is dit belangrik om telwoorde te kan herken?
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           Baie van die reëls in die AWS verwys na woorde se woordsoort, en as ŉ mens dit nie kan herken nie, verstaan ŉ mens ook nie hoe die reël werk nie. As ŉ mens telwoorde kan herken, kan ŉ mens reëls soos die volgende korrek toepas:
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           ·      Telwoorde word gewoonlik los van die naamwoord geskryf (AWS 15.33), bv.: tien gevalle, die tiende geval, die soveelste geval, die helfte van die gevalle.
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           ·      Rangtelwoorde wat langs mekaar staan, kan vas of los geskryf word (AWS 15.33 (b), bv.: tweedelaaste of tweede laaste.
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           ·      Straatname waarin daar rangtelwoorde voorkom, kan vas of los geskryf word (AWS 15.35), bv.: Sewendelaan of Sewende Laan.
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           ·      Plekname met ŉ rangtelwoord as eerste element word vas geskryf (AWS 15.37), bv.: Eersterus.
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           ·      Plekname met ŉ hooftelwoord as eerste element en ŉ naamwoord in die meervoud word los geskryf (AWS 15.38), bv. Drie Susters, Twee Riviere.
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           ·      Plekname met ŉ hooftelwoord as eerste element en ŉ naamwoord in die enkelvoud word vas geskryf (AWS 15.39), bv. Sesriem, Driefontein.
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           ·      Die geheelpartikel al wat saam met ŉ telwoord optree, word los geskryf (AWS 15.40), bv. al honderd, al sewe en twintig, al twee.
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           ·      Maatbepalings waarin daar telwoorde optree en wat deur ŉ adjektief gevolg word, is los (AWS 15.42), bv.: twee maande lange, ses weke oue.
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           ·      Telwoorde kan in samestellende samestellings optree. Sulke samestellende samestellings word vas geskryf omdat die telwoord net op die eerste naamwoord van toepassing is, nie die hele samestelling nie (AWS 15.27), bv.: driesterhotel, vyfjaarplan.
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           ·      Samestellings waarin daar getalle voorkom, word met ŉ koppelteken vas geskryf. Sulke bousels kan baie kompleks raak en daarvoor het ŉ mens hoofstuk 7 van die AWS nodig. Die skryfwyse van samestellings soos o. 17A-rugbyspan en graad 5-klas word in dié hoofstuk bereël.
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            As jy nog inligting oor telwoorde benodig, kyk gerus in Taalonderrigportaal, of skakel met ons by
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           taaladvies@viva-afrikaans.org
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           . Ek en kollega dr Stefan van Zyl help graag.
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           VivA-groete
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           Sophia
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      <pubDate>Mon, 25 Oct 2021 09:50:51 GMT</pubDate>
      <guid>https://www.saou.co.za/tel-jou-woorde-met-telwoorde</guid>
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      <title>Hoe bou ‘n mens ‘n positiewe werksverhouding met kollegas?</title>
      <link>https://www.saou.co.za/hoe-bou-n-mens-n-positiewe-werksverhouding-met-kollegas</link>
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           “Working relationships are the connections you form with coworkers, colleagues and managers in the workplace. Although the relationships you build with colleagues and managers may not be as intimate as those you have with family and friends, they are nonetheless crucial.” 
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           1.Wees proaktief en bied aan om te help
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            Ons kollegas gaan soms deur ‘n tye wat die werkslading baie swaar is. Dit is sinvol om hulp aan te bied en ook hulp te aanvaar. Die sukses van die SAOU is tog ‘n gedeelde verantwoordelikheid en hierdie “hulp” aan jou medemens is mos nodig? Soms is dit nodig om net ‘n briefie op ‘n tafel te los of om ‘n koffie of tee aan te bied – iets wat die werksomstandighede vir jou kollega makliker sal maak. Dit is egter ook nodig om mekaar se ruimte te respekteer. Sommige kollegas hou nie van hulp nie en sien dit as kommentaar op hulle vaardighede en dit is goed om hierdie siening ook te respekteer. Behulpsaamheid is ‘n mooi persoonlike eienskap en beteken soms meer vir die gewer as die ontvanger. 
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           2. Maak tyd vir kollegas – ook dié wat nie die baas is nie
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            Dit gebeur soms dat jy soveel aandag aan senior kollegas spandeer, dat jy vergeet om ook aandag aan ander kollegas te gee. Wanneer jy hulpvaardig, konsidererend, vriendelik met alle kollegas is, maak dit, dit lekker vir almal om werk toe te kom. Die nodige erkenning aan kollegas word deur die meeste kollegas as ‘n positiewe motivering gelys en dit laat almal positief voel as harde werk raakgesien en waardeer word. As ‘n kollega vir jou iets gedoen het, of ‘n taak besonder goed afgehandel het, gee dan erkenning daaraan.
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           Woensdag is Sekretaresse Dag – het jy iets spesiaal vir jou admin dames beplan, moontlik losstaande van dit wat die verskillende komitees doen? Hoe wys jy jou dankbaarheid? Is jy iemand wat graag sê, of iets doen om jou waardering te toon? ‘n Epos of Whatsapp beteken vir kollegas ongelooflik baie. Dit sê: ek sien jou raak, ek waardeer jou en dit mag dalk net die situasie ontstaan waar kollegas meer as die verwagte doen, meer verantwoordelikheid aanneem en produktiwiteit verbeter. Dit is ook nodig om nie altyd vir iemand anders te wag om iets vir jou te doen nie. Neem eienaarskap van jou omgewing en wees jy die eerste een om iets positiefs te doen of te sê.
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           Wees egter baie versigtig vir “cliques and claques” wat ander kollegas kan uitsluit, waar erkenning die werkplek kan verbeter, kan uitsluiting die omgewing baie negatief laai.
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           3. Hou by tydraamwerke en wees konsekwent
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            Wanneer ‘n mens in ‘n klein omgewing soos ons s’n werk, kan ons baie druk op verhoudinge plaas, wanneer ons nie mekaar se tyd respekteer nie. Een van die makliker aspekte waarmee goeie werksverhoudinge in stand gehou kan word is, om tydraamwerke te respekteer. Op hierdie manier skep jy ‘n positiewe werksomgewing en weet jou kollegas dat jy integriteit het en ook respek vir hulle toon. As jy nie by die beskikbare tyd kan hou nie, laat weet betyds en wees eerlik oor hoeveel tyd jy nodig sal hê, veral waar ‘n mens in verskillende werkgroepe saamwerk. Dit geld ook vir die skedulering van vergaderings, die duur van vergaderings, die aanname dat kollegas vroeër sal begin werk of later sal bly om take af te handel. Die SAOU se werksure is nie altyd so gereguleer soos ander werkplekke nie en ons werk gereeld oor naweke en in vakansies en daarom is dit belangrik om mekaar se tyd te respekteer en nie net te aanvaar dat addisionele ure verwag kan word nie.
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           4. Wys jouself in vergaderings
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            Aktiewe deelname in vergaderings is altyd kardinaal. Wees deel van die vergadering, berei dokumentasie vooraf voor, vra vrae tydens die vergadering en hou jou eie opinies vir jouself as die vergadering afgehandel is. Daar is soveel kere wat mense in ‘n vergadering nie hulle opinie sal lug nie, maar dit na die tyd met kollegas sal bespreek. Dit ondermyn die vordering van die SAOU, maar sê ook iets van jouself. As jy iemand wil wees wat respek van kollegas verdien, is dit nodig dat jy verantwoordbaar is. Dit beteken dat jy goed voorbereid moet wees, met die nodige mandate die vergadering moet bywoon en nie die tyd moet gebruik om eposse of sms’e te antwoord nie.
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           Dit is ook belangrik in vergaderings om jou eie “heilige koeie” opsy te skuif en aan die groter prentjie te dink. Luister na die voorstelle wat gemaak word, as jy nie saamstem nie, bring ‘n teenvoorstel, maar kyk na wat die beste vir die groter meerderheid sal wees. Kommunikeer en vra as daar iets in vergaderings is wat jy nie verstaan nie al klink dit hoe eenvoudig. Dit is aanvaarbaar om in ‘n vergadering van mekaar te verskil met die nodige respek, maar om uiteindelik ‘n UNITED FRONT te kan bereik.
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           Een van die belangrikste aspekte van verteenwoordiging in vergaderings is om seker te maak dat jy die vertroulikheidsbeginsel te alle tye toepas en nie sake wat vertroulik is buite vergaderings bespreek nie. Dit is een van die areas waar die meeste konflik ontstaan, wanneer daar nie konsensus is nie. Weet ook wat jou rol in ‘n vergadering is – soms is ons hulpbron persone veral waar verkose strukture vergader en daar lyk jou rol anders. Wees voorbereid! Neem eienaarskap van jou werk en jou omgewing – as daar aspekte is waarmee jy nie saamstem nie, lug dit in vergaderings, as daar prosesse is wat kan verbeter – bespreek dit; ons is mos deel van ‘n simbiose.
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           Ken jou mede-kollegas en weet wat elkeen se sterkpunt is: ook in vergaderings. Die Welstandkomitee het vir Vrouedag ‘n PowerPoint voordrag gemaak waar al die foto’s van die dames van die SAOU geplaas is en dit was lekker om ‘n gesig by ‘n naam te plaas. Die huidige benadering vir professionele virtuele vergaderings is om aan die begin van ‘n Teams of Zoom vergadering jou kamera aan te skakel wanneer die voorsitter jou verwelkom / groet net om te wys dat jy in die vergadering is. Moontlik sal jy dit wil oorweeg die volgende keer wat jy as voorsitter optree.
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           5. Wees positief
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            Gesonde werksverhoudings word op positiewe gesindhede gebou. Probeer om sover moontlik weg te bly van kantoorpolitiek en gangpraatjies. Dit gebeur so baie dat so ‘n benadering totaal kan “backfire” en waar jy ‘n onskuldige toeskouer in ‘n gesprek was, word die storie aan jou toegeskryf. Dit is nie bevorderlik vir jou professionele beeld nie. Ons het as kinders geleer – “aan jou vriende word jy geken”. In die werkplek is dit dieselfde. As jy konstant gesien word in die geselskap van persone wat negatief is, sal mense aanneem dat jy ook negatief is, as jy deel van ‘n positiewe beweging is, sal jy ook gesien word as iemand wat aan die beeld van die organisasie werk. Wees versigtig vir grappe oor mede-kollegas of kommentaar oor kollegas.
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           6. Good borders make good neighbours
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           Dit is nie nodig dat jou kollegas jou “BFF” of “bromance” hoef te wees nie. Dit is nodig om jou grense te kommunikeer sodat jou kollegas jou kan verstaan en respekteer. As jy nie ‘n oggendpersoon is nie en grommerig is totdat jy jou eerste koffie gehad het – sê dit; as jy nie laat aand kan funksioneer nie en jou slaap nodig het – sê dit; as jy ‘n moeilike man / vrou / lewensmaat het en jy soms jou huis stres saambring werk toe – sê dit. Dit is belangrik dat ons mekaar se grense moet respekteer en om mekaar die nodige ruimte te gee sal verseker ons werkverhoudige reguleer. Dit geld ook vir fisiese ruimte! As jy weet jou kollega hou nie daarvan dat jy op hulle rekenaar kyk, na hulle foongesprekke luister nie, nie die papier in die drukker vervang nie, respekteer dit en sê wanneer dit jou fout was, ruim misverstande so gou moontlik uit die weg uit.
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           Uiteindelik is dit hierdie klein jakkalsies wat die wingerd opvreet en is dit nodig om nie selfsugtig te wees nie, maar ook jou kollegas te respekteer. Soos wat ons hard werk aan romantiese verhoudings, gesinsbande en familie strukture is dit baie nodig om ook aan werksverhoudinge te werk. Dink aan wat jy kan doen om jou omgewing vir jouself en ander lekker te maak en veral aanvaar jouself en aanvaar jou kollegas met al hulle foute en fyte, en as jy dit nie vandag goed gedoen het nie, probeer ons weer more.
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           WAT GEMAAK AS DIE VERHOUDING SO VERSUUR IS DAT JY NIE MEER KAN SAAMWERK NIE?
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            How to Break the Cycle of Conflict
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            Remember that your attitude, good or bad, affects everyone around you.
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            The next time you're in a negative mood, stop what you're doing. Take a few minutes to assess why you're feeling so negative. Negativity often begins with an insignificant event (like spilling coffee or getting stuck in traffic) and just gets worse from there. Consciously decide to break out of the cycle by focusing on something positive.
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            If a colleague is stuck in a negative cycle, remember that you have a choice in how you respond. Just because that person is negative to you, doesn't mean that you have to be negative back.
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            If a team member is persistently grumpy and rude, explore the reasons for that negativity with them. Consider talking about the Betari Box, and highlight the consequences of their behavior on team productivity and on their own quality of life.
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            It's possible to get into a downward spiral when someone is grumpy with you. You get defensive and grumpy back, and so on. If this happens, see if you can agree to "press the reset button," and be pleasant to one another from then on.
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            Practice empathy at work. Empathy can get you out of a negative cycle once you're in it.
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            ‘n Verhouding met ‘n kollega wat versuur is, word baie vinnig ‘n organisatoriese nagmerrie. Dit veroorsaak dat daar twee kampe in die organisasie ontstaan en dat ‘n “ons” en “julle” kamp ontstaan. ‘n Klein organisasie (gemeenskap) soos die SAOU sukkel om van so ‘n tweespalt te herstel. Dit word ook baie vinnig rugbaar waar hierdie konflik bestaan. Dit is soms nodig om die minste te wees om seker te maak dat die funksionering van die SAOU nie skade lei nie. Ons werk tog almal na ‘n gemeenskaplike doel toe en ons het dieselfde belange? Dit is daarom krities om te onthou dat die werksverhouding tog oor “ons” gaan en nie oor ‘n spesifieke individu nie en nie een individu kan groter as die organisasie word nie. Dit is altyd belangrik om te kommunikeer – al is dit nie lekker of maklik nie, is dit nodig om die olifant in die vertrek aan te spreek. Die Betari boks (hierbo) wys hoe om die siklus van konflik te breek.
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            Soms is ‘n kollega kortaf of nie in staat om druk te hanteer nie, maar dit beteken nie dat jy moet terug blaf of ongeskik wees nie. Onthou dit sê meer van jou en wie jy is, as wat dit van die ander sê. Ons hoef nie van mekaar te hou nie, maar ons moet kan saamwerk – dus om die strydbyl te begrawe mag dalk vir jou soos ‘n persoonlike nederlaag voel, maar in die groter prentjie het jy die oorlog gewen
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           . Dit is nie nodig om die oorspronklike oorsaak te soek nie, maar jy kan groter as die omstandighede wees en by insidente verby beweeg. Al is jy bitterlik ongelukkig is dit nodig om hierdie konflik vir jouself te hou, die oomblik wat jy dit met ander kollegas deel, word die probleem net groter en baat niemand daarby nie en word die werksomgewing vir almal uiters spanningsvol.
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            Gee jouself tyd. Sommige konflik is so met emosie gelaai dat jy tyd nodig het om af te koel. Gee jouself die tyd om eers van die emosie ontslae te raak. Dit is ook belangrik om jouself te ontleed – hoekom het ek so gereageer, wat is die spesifieke insident wat my so laat optree het, het ek al vantevore so gevoel en wat het ek gedoen om by hierdie emosie verby te beweeg. Wat kan ek doen om hierdie situasie op te los?
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            Werk aan ‘n oplossing en beweeg by die “issues” verby. As dit jou pla, gee die inligting aan die bestuur deur en werk saam om die situasie op te los. As daar nie ‘n oplossing is nie, is dit ons plig om steeds professioneel en respekvol teenoor mekaar op te tree. Die realiteit is egter dat versuurde verhoudings nooit “sommer net vanself” regkom nie. Soos in enige verhouding vereis dit van jou om minder te wees en hard te werk daaraan om die verhouding te herstel.
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           Groete
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           Maryne
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      <pubDate>Tue, 31 Aug 2021 10:05:23 GMT</pubDate>
      <guid>https://www.saou.co.za/hoe-bou-n-mens-n-positiewe-werksverhouding-met-kollegas</guid>
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      <title>Verhoudings met jou "naby" mense</title>
      <link>https://www.saou.co.za/verhoudings-met-jou-naby-mense</link>
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            Almal het al hierdie storietjie in die een of ander vorm gehoor. Werk is ‘n rubberbal, maar die ander areas van jou lewe is uiters breekbaar en as jy dit eenkeer laat val en laat breek het, kan dit nie sommer net weer aanmekaar geplak word nie.
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           Met die langnaweek in die truspieël het jy moontlik tyd met jou ander helfte / sielsgenoot / gesin of familie spandeer. Een van hierdie drie scenarios kan dalk jy wees:
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           Waar jy ook op hierdie tabel pas, ons almal het ŉ behoefte aan die nabyheid van ŉ gesin of ŉ familie. Ons wonder soms hoe ons met hierdie familie van ons moet omgaan en hoe ons hierdie uiters breekbare glasbal beskerm.
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           There’s nothing like family. The people we’re related to by blood and marriage are expected to be our closest allies, our greatest sources of love and support. Too often, however, our interactions with family are filled with misunderstanding and resentment, bickering and badgering. Those we should know and be known by best, end up feeling like adversaries or strangers. Family is where our first and strongest emotional memories are made, and that’s where they keep appearing. And this is why 
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           emotional intelligence (EQ)
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             succeeds where other efforts at family harmony fail. Active awareness and empathy—the ability to be aware, accepting, and permanently attuned to ourselves and others—tells us how to respond to one another’s needs.
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           https://www.helpguide.org/articles/mental-health/improving-family-relationships-with-emotional-intelligence.htm
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            Die eerste vraag is, wat is ‘n gesin? Is ‘n gesin noodwendig ‘n biologiese band? ‘n Familiestelsel bestaan gewoonlik uit interafhanklike individue. Die meeste van ons eerste verhoudings het in hierdie tipe stelsel ontstaan, dus is dit ook die stelsel waarin alles wat jy van verhoudings weet gesetel is: die goeie en die slegte, ook waar ons emosionele herinneringe gevorm word. Hierdie eerste verhouding bepaal ook hoe jou ander verhoudings sal lyk. As jy slegte ondervindings in hierdie aanvanklike verhouding gehad het, sal dit ook moeilik wees om aktiewe bewussyn en empatie aan ander te bewys. Dit beteken ongelukkig nie dat jy jou familie kan blameer vir wie jy vandag is nie.
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            Dit is ook belangrik om te weet dat ‘n naby verhouding nie noodwendig beteken dat jy en jou familielede presies dieselfde moet wees nie. ‘n Goeie familie verhouding kan baie positiewe waarde vir jou inhou en ‘n warm liefdevolle familie kan jou lewe volmaak. ‘n Volgende punt wat belangrik is, is dat al ken ons mekaar ‘n leeftyd lank beteken dit verseker nie dat ons mekaar verstaan nie. Ons verander konstant en jy is nie dieselfde as wat jy op 13 was nie. En die enigste oorlewing vir ons familie verhoudinge is om verandering aan te trek en te aanvaar. Twee aspekte wat enige familie verhouding bedreig is ‘n gebrek aan tyd en ‘n oormaat van emosionele herinneringe, wat hierdie verhouding negatief kan beïnvloed.
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           In ons huidige samelewing is daar min “tradisionele” families en die konsep van gesin het ook verander. Dit is daarom aanvaarbaar om te sê dat as jy nie ‘n biologiese gesin het nie, sou jy jou eie gesin kon bou – mense wat vir jou lief is en vir wie jy lief en sorgsaam kan wees. Jou selfbewussyn bepaal ook hoe jy in ‘n familie situasie sal reageer. As jy jouself ken, as jy weet hoe jy voel en hoekom jy op ‘n sekere wyse reageer, sal dit baie moeiliker wees om deur ander emosioneel gemanipuleer te word. Die teenkant is dan natuurlik ook as jy bewus is van jou eie emosies en reaksies is dit baie moeiliker om familie konflik op ander mense te blameer.
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            Die kern van gesins- of familie verhoudings is kwaliteit tyd. Dit is nie iets wat uitgestel moet word tot op ‘n unieke tyd nie, dit kan daaglikse interaksies wees, etes, die roete skool toe en terug. Dit is soms sinvol om tyd te “skeduleer” met jou gesin, net soos wat ons afsprake skeduleer en hou is afgespitste tyd met die gesin noodsaaklik. Die sleutel is egter om die selfone / iPad / TV en ander afleidings in hierdie tyd opsy te sit sodat daar sinvolle luister en kommunikasie kan plaasvind. Wanneer laas het jy sommer net PRET met jou gesin gehad? Dit is baie belangrik dat die tyd saam vir almal lekker moet wees en soos enige prestasie in sport neem dit baie oefening. Geen baba is ooit gebore met ŉ handleiding vir ouerskap nie en almal leer deur foute te maak. Nie twee gesinne of families is dieselfde nie en die grootste fout wat ŉ mens ooit kan maak is om jou man/vrou/kinders/ouers met ander te probeer vergelyk. Elkeen is uniek en verskil.
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            Dit is ook belangrik dat jou gesin of familie weet dat jy hulle waardeer. Dit is ook soms nodig om nie net te dink dat jou gesin weet hoe belangrik hulle vir jou is nie, maar dat jy dit ook vir hulle sê en wys. Die wedersydse ondersteuning van gesinslede is van onskatbare waarde – dit beteken dat ons saam dinge doen, belangstel in mekaar se idees en belange en dat ons dit met mekaar kan deel. Dit is dan ook nodig om “bewyse” van jou familie / gesin bymekaar te maak: foto’s, momento’s, stories, gemeenskaplike interne grappies wat vir julle betekenis het en wat spesiaal aan julle gesin / familie is. Soms is dit ook goed om uit ons gemaksone te beweeg en iets nuuts of anders te probeer.
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           Moenie wegskram van die “moeilike gesprekke” nie. As jou gesin nie met jou oor die moeilike goed kan praat nie, sal hulle iemand kry wat na hulle sal luister en soms is dit nie die uitlaat wat gesond is nie. ŉ Goue reël is: luister, vergewe en vergeet. Niks kan hierdie glasbal so maklik laat breek soos die ophaal van gebeure uit die verlede nie en dit neem julle verhouding ook nie vorentoe nie.
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           Emosionele intimiteit verseker dat jy jou gesin waardeer. Dit is regtig moeilik om soveel tyd met ‘n groep vreemdelinge te spandeer. Dit beteken dat jy met jouself moet begin deur eerlik en oop te wees, maar wat dan van die SKOONMA? Dit kan ook die skoonpa of suster of broer wees – aangetroude familie. Die vraag is hoe belangrik is hierdie verhouding vir jou? Dit sal bepaal hoeveel tyd en energie jy aan hierdie verhouding sal spandeer. Die belangrikste sleutel is: jy hoef nie van almal ewe veel te hou nie, maar dit beteken nie dat jy ongeskik moet wees nie; en om altyd getrou te wees aan jouself is kardinaal. Jou vermoë om met emosionele intelligensie verhoudinge te bestuur, kan ook in hierdie area van jou lewe positief gebruik word.
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           Vroeër in die jaar het ons oor Emosionele Intelligensie gepraat, hiermee net weer so ‘n kort opsomming:
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           Kommunikasie is die sleutel tot goeie familie / gesinsverhoudinge en dit is nooit te laat om hierdie verhouding in stand te hou nie.
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           10 High-EQ Tips for Improving Family Relationships
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           1.     Take care of your health if you hope to take care of anyone else. The more demanding of your time your family is, the more you need to fit in exercise. Perhaps you and your family can seek out ways to exercise together.
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           2.     Listen if you expect to be heard. Lack of communication is the loudest complaint in most families. The answer to “Why won’t they listen to me?” may be simply “You’re not listening to them.”
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           3.     Teach emotional choice. Manage your moods by letting all feelings be OK, but not all behaviors. Model behavior that respects and encourages the feelings and rights of others yet make it clear that we have a choice about what to do with what we feel.
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           4.     Teach generosity by receiving as well as giving. Giving and receiving are parts of the same loving continuum. If we don’t give, we find it hard to receive, and if we can’t receive, we don’t really have much to give. This is why selflessness carried to extremes is of little benefits to others.
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           5.     Take responsibility for what you communicate silently. The very young and old are especially sensitive to nonverbal cues. More than our words, tone of voice, posture (body language), and facial expressions convey our feelings. We have to listen to our tone of voice and look at ourselves in pictures and in the mirror to assess our emotional congruency. Loving words coming through clenched teeth don’t feel loving—they feel confusing.
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           6.     Don’t try to solve problems for your loved ones. Caring for your family doesn’t mean taking charge of their problems, giving unsolicited advice, or protecting them from their own emotions. Let them know their own strengths and allow them to ask you for what they need.
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           7.     Make a lasting impression through actions. Your values will be communicated by your actions, no matter what you say. Be an example, not a nag.
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           8.     Acknowledge your errors to everyone, including younger family members. Saying you’re sorry when you hurt someone you love, models humility and emotional integrity. You can demonstrate that no one is perfect, but everyone can learn at any age. Apologizing proves you can forgive yourself and makes it easier to forgive others.
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           9.     Discover what each person’s unique needs are. You can’t assume that your grandmother needs the same signs of love as your three-year-old or that either one will have the same needs next year. When in doubt, ask!
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           10.  Be generous in expressing love. Everyone in a family (especially young children) needs the emotional reassurance of loving words, gestures, and looks. Those who demand the least emotional attention may need it most.
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           Geniet jou tyd met jou nabymense – hulle is deel van jou menswees.
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           Groete
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           Maryna
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      <pubDate>Thu, 19 Aug 2021 10:02:51 GMT</pubDate>
      <guid>https://www.saou.co.za/verhoudings-met-jou-naby-mense</guid>
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      <title>Voegwoorde</title>
      <link>https://www.saou.co.za/voegwoorde</link>
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           Voegwoord: ŉ definisie
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           ŉ Voegwoord (Engels: conjunction) word in ASG soos volg gedefinieer:
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           'n Voegwoord is 'n woord wat gebruik word om sintaktiese konstruksies te verbind. Omdat dit woorde, sinsdele en sinne op 'n bepaalde manier verbind, skep voegwoorde samehang (kohesie en koherensie) in 'n teks.
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           Die proses: simplekse en komplekse sinne
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           Voordat ons by voegwoorde kom, moet ons net eers tot ŉ vergelyk kom oor wat die proses is wat hier beskryf word. Op skool het ons geleer dat die sprekers van ŉ taal die vermoë het om sinne te maak, maar dat hulle ook die vermoë het om sinne in meer komplekse strukture te skakel. Eenvoudig gestel: Sprekers kan van ŉ klomp simplekse sinne (sinne met een hoofwerkwoord) een lang, komplekse sin (ŉ sin met meer as een hoofwerkwoord) maak, bv.:
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           Simplekse sinne:
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           ·      Hannes het covid.
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           ·      Hannes voel baie sleg.
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           ·      Hannes het daarom nie die toets geskryf nie.
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           Komplekse sin:
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           ·      Hannes het covid en voel baie sleg, daarom het hy nie die toets geskryf nie.
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           Skakeling in komplekse sinne
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            Een van die maniere waarop sinne geskakel kan word, is met voegwoorde. In die komplekse sin hier bo is die voegwoord met vetdruk aangedui. Maar voegwoorde is lank nie die enigste metode waarmee ons sinne skakel nie.
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           Dis moontlik om sinne sonder voegwoorde te skakel. Die voorbeeldsinne hier onder is albei kompleks (het meer as een hoofwerkwoord), maar het nie voegwoorde in nie:
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           ·      Hannes het covid; hy voel baie sleg.
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           ·      Hannes sê hy voel baie sleg.
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            Dis ook moontlik om sinne met voegwoordelike bywoorde te skakel (kyk in die afdeling oor
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    &lt;a href="https://viva-afrikaans.org/portale/taalonderrigportaal?link=Afdeling-Woordsoorte%2FBywoord%2FAAG_Woordsoort_ADV_Inleiding.html" target="_blank"&gt;&#xD;
      
           bywoorde
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            in ASG as die term vir jou nuut is). Dit is bywoorde wat deel is van die simplekse (ook: enkelvoudige) sin, wat in die komplekse sin as ŉ skakelwoord gebruik word. In ons oorspronklike voorbeeldsin is daarom ŉ voegwoordelike bywoord. Dit was deel van die enkelvoudige sin, en in die komplekse sin het dit die skakelwoord geword.
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           Dit is ook moontlik om sinne met voegwoorde te skakel. Die groot verskil tussen voegwoorde en voegwoordelike bywoorde is dat voegwoorde nie deel is van die simplekse sinne nie, maar net deel word van die komplekse sin. Die woord en in die komplekse sin hier bo het net deel van die komplekse sin geword, dit was nooit deel van een van die simplekse sinne nie.
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           Hoekom moet ons weet wat voegwoorde is?
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           Die rede waarom leerders (en die res van die taalgemeenskap) voegwoorde onder die knie moet kry, is dat die soort voegwoord die soort sinsvolgorde bepaal wat op die voegwoord gaan volg.
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           Kyk mooi wat met die werkwoord (aangedui in hoofletters en vetdruk) in die volgende voorbeeldsinne gebeur:
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           ·      Hannes het covid, en hy VOEL nie lekker nie.
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           ·      Hannes sê dat hy nie lekker VOEL nie.
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           In die eerste sin is daar ŉ neweskikkende voegwoord (en) wat beteken dat die sin ná die voegwoord newegeskik (eweredig gerangskik) is aan die sin voor die voegwoord. Die eerste sin Hannes het covid het onafhanklike sinsvolgorde – die sin kan net so op sy eie gebruik word – en die neweskikkende voegwoord beteken dat die sin wat daarop volg oor onafhanklike sinsvolgorde gaan hê: hy voel nie lekker nie.
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           In die tweede sin is daar ŉ onderskikkende voegwoord (dat) wat beteken dat die sin ná die voegwoord ondergeskik is aan die eerste sin. So ŉ ondergeskikte sin het gewoonlik afhanklike sinsvolgorde – dit kan nie net so op sy eie gebruik word nie. Ons ons na die voorbeeld terugkeer, sien ons dat hy nie lekker voel nie so ŉ afhanklike sinsvolgorde het. In sintaksis sê ons dat die hoofwerkwoord van so ŉ sin uit die spil verskuif na ŉ posisie naby die sinseinde (darem nog gewoonlik voor die laaste nie).
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           Vangplekke met voegwoorde
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           Afhanklike sinsvolgorde is vir tweedetaalsprekers ŉ uitdaging, want die verskuiwing van die werkwoord is nie iets wat nie in Engels gebeur nie:
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           ·      Hannes has covid and he isn’t feeling well.
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           ·      Hannes says he has covid.
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           ·      Hannes says that he has covid.
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           Vir die meeste moedertaalsprekers van Afrikaans is afhanklike en onafhanklike sinsvolgorde gewoonlik onproblematies. Ons trap wel so ŉ bietjie klei met die afhanklike volgorde ná die onderskikkende voegwoord of. Dis nou die of wat in Engels beteken ‘if’ of ‘whether’, bv.:
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           ·      Sy vra of Hannes covid het.
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           ·      She asks if/whether Hannes has covid.
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           Ons is geneig, waarskynlik onder invloed van Engels, om onafhanklike sinsvolgorde ná daardie of in te span:
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           ·      *Sy vra of het Hannes covid.
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           En dan plaas ons nog, verkeerdelik, ŉ vraagteken daarna, al is dit ŉ stelsin:
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           ·      *Sy vra of het Hannes covid?
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           Voegwoorde en die sintaksis
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            Uit hierdie bespreking behoort dit duidelik te wees dat daar ŉ onlosmaaklike verband tussen voegwoorde en korrekte sintaktiese konstruksies is. Leerders wat sukkel om Afrikaanse sinne te maak, het gewoonlik nie voegwoorde onder die knie nie, en dit kan dalk die moeite werd wees om die inligting in die afdeling oor
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    &lt;a href="https://viva-afrikaans.org/portale/taalonderrigportaal?link=Afdeling-Woordsoorte%2FVoegwoord%2FAAG_Woordsoort_CNJ_Inleiding.html" target="_blank"&gt;&#xD;
      
           voegwoorde
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            in ASG behoorlik met hulle deur te werk.
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           VivA-groete
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           Sophia
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&lt;/div&gt;</content:encoded>
      <enclosure url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Voewgwoorde.PNG" length="256229" type="image/png" />
      <pubDate>Mon, 19 Jul 2021 07:11:26 GMT</pubDate>
      <guid>https://www.saou.co.za/voegwoorde</guid>
      <g-custom:tags type="string" />
      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Voewgwoorde.PNG">
        <media:description>thumbnail</media:description>
      </media:content>
      <media:content medium="image" url="https://irp.cdn-website.com/c0cc1c10/dms3rep/multi/Voewgwoorde.PNG">
        <media:description>main image</media:description>
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    </item>
    <item>
      <title>Konsonantkoors</title>
      <link>https://www.saou.co.za/konsonantkoors</link>
      <description />
      <content:encoded>&lt;div data-rss-type="text"&gt;&#xD;
  &lt;h3&gt;&#xD;
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           Konsonantkoors
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           Afrikaans beskik oor ŉ groot verskeidenheid konsonante. Anders as wat ons op skool geleer het, is die konsonantsisteem van Afrikaans nie beperk tot die 21 alfabetletters wat oorbly nadat ons die vyf vokale (a, e, i, o, u) uitgeskakel het nie.
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           Wat is die verskil tussen konsonante en medeklinkers?
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           Dit is belangrik om in ag te neem dat fonetiek en fonologie, dit wil sê die klankvormingsproses en uitspraakvariasies in Afrikaans, nie noodwendig ooreenstem met die spelwyse of geskrewe vorm van ŉ woord nie. Fonetiek en fonologie fokus uitsluitlik op die klanke waaruit ŉ taal bestaan, met ander woorde op konsonante. As ons na die manier verwys waarop woorde gespel word (met ander woorde die letters), verwys ons na medeklinkers.
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           Hoe definieer ons konsonante?
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            Oorsigtelik kan konsonante beskryf word as die klanke wat vorm wanneer die lugstroom wat deur die spraakkanaal vloei, gedeeltelik of volledig versper word. Die tipe versperring bepaal in die meeste gevalle die konsonant wat gevorm word. Soos vokale, kan konsonante aan die hand van ŉ verskeidenheid eienskappe geklassifiseer word. Die algemeenste klassifikasie vir konsonante is op grond van die wyse waarop die konsonant gevorm word.
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           Watter rol speel die artikulators by die vorming van konsonante?
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           Die wyse waarop konsonante gevorm word, word grotendeels bepaal deur die artikulators (die dele van die spaakkanaal) wat by die vorming van die klank betrokke is. Die artikulators wat betrokke is by die vorming van konsonante is die volgende:
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           ·      lippe (Latyn: labia)
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           ·      tande (Latyn: dentes)
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           ·      tong
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           ·      alveolus (die harde rif agter die tande)
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           ·      harde verhemelte (Latyn: palatum)
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           ·      sagte verhemelte (Latyn: velum)
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           ·      kleintongetjie (Latyn: uvula)
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           ·      farinks (die deel van die keel tussen die kleintongetjie en die glottis)
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            ·      stembande
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           Sien die skematiese voorstelling wat hierby aangeheg is, waarin die ligging van die spraakklanke aangedui word.
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            Twee soorte artikulators word onderskei: aktiewe en passiewe artikulators. Die aktiewe artikulators beweeg wanneer die konsonant gevorm word, terwyl die passiewe artikulators nie aktief beweeg word nie. Die meeste konsonante word gevorm deur beide die aktiewe en passiewe artikulators te gebruik.
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           Watter soorte konsonante onderskei ons?
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            Ons onderskei die volgende soorte konsonante op grond van die manier waarop die artikulators die lugstroom afkeer of versper:
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           ·      eksplosiewe
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           ·      frikatiewe
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           ·      affrikate
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           ·      laterale
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           ·      trillers
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           ·      nasale
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           ·      oorgangsklanke
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           New ParagraphEksplosiewe en frikatiewe
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           Daar word dikwels na die eksplosiewe en frikatiewe konsonante gesamentlik verwys as plosiewe konsonante. Plosiewe vorm wanneer die spraakkanaal vir ŉ oomblik volledig afgeblok of versper word. Dikwels word hierdie opgeboude lug dan skielik vrygelaat om plofklanke te vorm. Die algemeenste voorbeeld hiervan is [k] &amp;gt; kat.
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           Affrikate
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           Affrikate vorm soortgelyk aan plosiewe, maar behels dat twee konsonante verbind om ŉ nuwe konsonantklank te vorm. Affrikate bestaan gewoonlik uit ŉ plosief en ŉ homorgane (vryklank). In Afrikaans kom veral drie affrikate algemeen voor. Hierdie konsonante word veral gebruik om leenwoorde soos tjek, tsaar en gel uit te spreek. Alhoewel [ʒ] nie ‘n affrikaat is nie, word dit steeds as ‘n leenfoneem in Afrikaans beskou, omdat dit hoofsaaklik gebruik word in leenwoorde soos genre.
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           Oorgangsklanke
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           Oorgangsklanke (halfvokale) word ook soos plosiewe gevorm, maar behels ŉ kleiner en minder opvallende versperring in die spraakkanaal. Daarom word hierdie klanke ook as konsonante beskou, alhoewel dit dikwels tussen vokale gebruik word. In sommige gevalle kan die oorgangsklanke ook verwar word met gediftongeerde vokale, omdat dié twee klanke soms eenders op die oor val. Byvoorbeeld, die ee in tree kan maklik gediftongeer word om te klink soos treë. Terwyl treë op sy beurt as [trije] uitgespreek word en dus die oorgangskonsonant [j] bevat. Die onderskeid word in hierdie geval deur die teenwoordigheid van die deelteken in treë bevestig, maar dit is nie in alle voorbeelde só maklik onderskeidbaar nie. Daarom beskik Afrikaans oor ŉ aantal vasgestelde komplekse fonetiese reëls en beginsels om hierdie grys areas uiteen te kan sit.
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           Laterale, trillers en nasale
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            Die laterale, triller en nasale vorm gewoonlik deur die lug vryliker in die spraakkanaal te laat vloei, en behels nie oor die algemeen ŉ opbou van lug in die spraakkanaal nie. Dit is waarom hierdie klanke dikwels heelwat langer uitgerek kan word in uitings soos Mmmmmmmm en Die motor woerrrrrrrrr verby. Hierdie klanke word eerder gevorm deur gebruik te maak van die lippe en tong terwyl die lug stadig deur die spraakkaneel beweeg en geleidelik vrygestel word.
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            Die triller [r] vorm deur die punt van die tong vinnig teen die verhemelte te laat vibreer. In die proses word die lugstroom deur die tong versper en dan weer vinnig deurgelaat.
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            Die lateraal [l] vorm weer wanneer die tong in dieselfde posisie waarin [r] gevorm word rus, effens afgeplat word en nie vibreer nie.
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            Die uitspraak van die nasale is egter heelwat meer kompleks. Wanneer nasale gevorm word, word die lippe [m] of tong [n, ŋ, ɲ] gebruik om die lugstroom te versper, sodat die lug eerder deur die neusholte kan vloei. Die onderskei tussen [n], [ŋ] en [ɲ] lê in die posisionering van die tong hetsy meer na voor, middel of agter in die mond. So ook word verskillende dele van die tong teen die verhemelte gedruk om hierdie drie nasale te vorm.
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            Die eienskappe van hierdie klanke kan verder onderskei word deur te verwys na ŉ aantal fonetiese en fonologiese reëls en beginsels. ŉ Meer volledige uiteensetting van die Afrikaanse konsonante en die verskeie klassifikasiemoontlikhede wat voorkom, word in die
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           fonetiekafdeling
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            van die Algemene Afrikaanse Grammatika in VivA se
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           Taalonderrigportaal
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            op ons webwerf aangebied.
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           VivA-groete
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           Roné
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      <pubDate>Fri, 25 Jun 2021 07:20:36 GMT</pubDate>
      <guid>https://www.saou.co.za/konsonantkoors</guid>
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      <title>WOORDSOORTE - Die haker, die hakker en die Gordiaanse knoop</title>
      <link>https://www.saou.co.za/woordsoorte-die-haker-die-hakker-en-die-gordiaanse-knoop</link>
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         Die haker, die hakker en die Gordiaanse knoop
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          Een van die groot spelverwarrings in Afrikaans tree in by die woorde hak en haak. 
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          Dit gaan hier oor meer as net die verkeerde gebruik van twee verskillende woorde, dit gaan ook hier oor verwarring van homonieme, want hak en haak kan albei ŉ selfstandige naamwoord of ŉ werkwoord wees. En as jy nou nog by hierdie reeds onheilige brousel die verkleiningsvorm ook ingooi (het ek nou hierdie deel van die teks tussen hakkies of tussen hakies geplaas?) en die afleiding waarmee ŉ mens na die ou in die skrum met die blomkoolore wil verwys (is hy ŉ hakker of ŉ haker?) het ons kort voor lank ŉ Babelse verwarring.
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          Hier is die oplossing:
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          •	Die selfstandige naamwoord haak is die ding agter ŉ deur of in ŉ aantrekkamer waaraan jy jou klere ophang. ŉ Slagter hang ŉ karkas aan ŉ haak en ŉ visterman gebruik ŉ haak om groot visse uit die see te trek. Die meervoud van hierdie gekromde instrument is hake en die verkleiningsvorm is hakie. Die gekromde leesteken wat ŉ mens in tekste gebruik om ŉ parentese aan te dui, is ŉ hakie, en omdat dit altyd in ŉ paar gebruik word, is dit hakies. (Tussen hakies: Jy plaas die parentese tussen hakies nie in hakies nie.)
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          •	Die werkwoord haak is die handeling wat jy met ŉ haak uitvoer, of die beweging wat jy met ŉ ander instrument of liggaamsdeel uitvoer wat soos ŉ haak werk. Die slagter haak karkasse aan ŉ haak. Die visterman haak groot visse met ŉ haak. En die rugbyspeler met die fraai ore haak die bal met sy voet (hopelik) as die skrumskakel dit ingooi. Omdat hy die bal haak, is hy die haker.
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          •	Die selfstandige naamwoord hak verwys na die agterkant van ŉ voet, of die deel van ŉ skoen waarop jy met die agterkant van jou voet trap. Die meervoud van hierdie woord is hakke (jy volg byvoorbeeld figuurlik op iemand se hakke) en die verkleiningsvorm daarvan is hakkie (die jong meisie trippel op hoë hakkies rond).
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          •	Die werkwoord hak is ŉ ou woord wat 'kap' beteken en wat ons eintlik nog net in twee kontekste ken. Ons verwys in Afrikaans na houthakkers en waterdraers as ons na verarmde mense verwys wat handearbeid verrig. Daardie houthakkers is houtkappers, soos die manne in Dalene Matthee se bosstories. Die ander konteks waarin ons die woord ken, is die knoop deurhak, wat beteken dat ŉ mens ŉ slim oplossing vir ŉ moeilike situasie kry. Ek vermoed baie mense dink hier aan ŉ hekelpen wat wol deur gekompliseerde hekelwerk trek, maar dit is nie korrek nie. Die uitdrukking verwys na die storie waarin Aleksander die Grote op ŉ wa van Gordius, die koning van Frigië in Klein-Asië, afgekom het wat met ŉ vreeslik ingewikkelde knoop aan ŉ paal vasgemaak is. Volgens oorlewering sou die persoon wat hierdie ingewikkelde knoop kon losmaak oor die hele Asië regeer. Aleksander het daar en dan vir sy manskappe gedemonstreer dat hy dié persoon is, deur eenvoudig sy swaard uit te pluk en die knoop middeldeur te kap. Die grootste kryger in wêreldgeskiedenis het dus die Gordiaanse knoop deurgehak, nie ŉ wolletjie deur hekelwerk gehaak nie.
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          Mag die bestuurders vanmiddag van jou hakke af bly, mag die gaping tussen die hakie en ogie van jou gunstelinglangbroek beduidend krimp, en mag jou geliefde span se haker tydens die vyftreëskrum die knoop deurhak deur die bal na die agsteman toe deur te haak. En as hy dit dan nou nie regkry nie, mag die ander span se vaskopstut ten minste aan die slaap wees.
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          VivA-groete
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          Sophia
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      <pubDate>Mon, 29 Mar 2021 09:42:17 GMT</pubDate>
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      <title>WOORDSOORTE - Taalsuiwerheid</title>
      <link>https://www.saou.co.za/woordsoorte-taalsuiwerheid</link>
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         Taalsuiwerheid – hoofbrekens oor "brekende nuus"
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           Deel van my werk is om daagliks op VivA se Facebookblad ŉ meem oor een of ander taalinteressantheid te plaas. Ons doen dit vir bewusmaking en bemarking, van VivA, van ons dienste en van Afrikaans. Dit werk lekker – onderwysers het my al laat weet hulle druk die meme en plaas dit op hulle klaskamers se mure, en "gewone" taalgebruikers kom vra of kla of stry daar oor die saak. Dis lekker om te sien hoe betrokke almal is en hoe vurig hulle nog oor Afrikaans kan raak. Maar soms kry die ding ŉ suur noot en moet ŉ mens ingryp om net weer die gemoedere tot bedaring te kry. 
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          So het dit hierdie week gegaan oor my plasing oor "brekende nuus". Daarin dui ek aan dat "brekende nuus" die erkende, gestandaardiseerde vertaling is vir "breaking news". En, soos gewoonlik, het ek die meem geplaas en toe so ŉ bietjie teruggestaan sodat mense hulle sê kan sê sonder dat ek daar staan en skeidsregter speel. Hoe het hulle op "brekende nuus" gereageer? Kom ek volstaan dan nou maar net: Hierdie krieketwedstryd het binne ŉ uur in ŉ rofstoeitoernooi verander. 
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          Daar was ŉ hele paar baie pront reaksies, omtrent almal op die trant van "lelik", "aaklig", "lomp", "flou", "belaglik" en "kan nie wees nie". Volgens van die klaers was die vertalers wat met die ekwivalent vorendag gekom het, selfs "lui" en "hensoppers". Soos ek sê: Ek waardeer die deelname op die blad, maar ek behou my ook die reg voor om daarop te reageer, veral op die laaste twee aantygings, want as dit persoonlik raak, raak ek woordvaardig.
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          My vraag aan al die beswaardes was: Is julle oordeel (van "mooi" teenoor "lelik") op enigiets anders gegrond as dat "brekende nuus" ŉ direkte vertaling uit die Engels (breaking news) is? Indien wel, moet julle al die ander direkte vertalings uit Engels ook verwerp: "plaaslike nuus" vir "local news", "internasionale nuus" vir "international news", "nuusflits" vir "newsflash", "ontvouende nuus" vir "unfolding news", "sportnuus" vir "sports news", "nuusbulletin" vir "news bulletin" en daarmee saam sommer al die ander woorde en frases wat ons daagliks aanwend wat ons uit Engels gekry het. Dis te veel om hier op te noem, ons sal hier sit tot die oordeelsdag.
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          Die antwoord op die vraag is eenvoudig: Daar is niks fout daarmee om woorde en frases direk uit ŉ brontaal te vertaal nie. Die vooraanstaande vertaalkundige Peter Newmark (hy was professor in vertaalkunde aan die universiteit van Edinburgh) het trouens gesê die verstektegniek wat jy by vertaling gebruik, is direkte vertaling. Dis eers wanneer ŉ direkte vertaling probleme oplewer dat ŉ mens ander vertaaltegnieke (soos omstelling, omkering, koeplette, ens.) begin aanwend. 
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          As ek kyk na die voorstelle wat die beswaardes ingedien het, kon ek ook nie een daarvan as ŉ werkbare oplossing vir die probleem beskou nie: "Nuusflits" is nie ŉ ekwivalent nie, dis ŉ vertaling vir "news flash". "Ontvouende nuus" is die vertaling vir "unfolding news", wat iets heeltemal anders beteken – die nuus het reeds gebreek en nou is die storie aan die ontvou. "Laaste nuus" is ŉ direkte (en anglisistiese) vertaling van "latest news". In Afrikaans is dit "jongste nuus" – wat ook nie ŉ ekwivalent vir "breaking news" is nie. "Nuusbreker" was ŉ ander voorstel (wat ek ook op Netnuus gesien het en wat my trouens genoop het om die plasing te maak). ŉ "Breker" is ŉ entiteit wat ŉ ander entiteit breek. ŉ Ysbreker (die skip) breek ys in stukke. ŉ Baanbreker breek ŉ baan oop. ŉ Rugbreker breek ŉ rug in twee. ŉ Nuusbreker breek die nuus ... Ja? Hoe? As jy nou ŉ "lelike" vertaling wil sien, is dit ŉ uitstekende voorbeeld.
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          ŉ Paar gebruikers het voorgestel dat ŉ nuwe ekwivalent deur middel van 'n volkskepping verkry moet word. Dit was interessant. Varsgebek, ons kompetisie vir nuutskeppings, het twee jaar geduur. Ons het nie een voorstel vir "breaking news" gekry nie. Volkskeppings wat so van "bo" af op taalgebruikers afgedwing word, werk boonop baie selde. Vra maar vir mense wat hulle van die woord "toep" vir "slimfoontoepassing" dink. Almal kry sewe soorte piep, maar dis ŉ produk van so ŉ einste kom-ons-dink-ŉ-nuwe-woord-uit-veldtog.
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          Die aantyging dat "brekende nuus" die gevolg is van lui of onderduimse vertaalwerk, is waarskynlik die een wat my die meeste verstom het. Asof vertalers by verstek lui en onderduims is, en agteraf sit en konkel om die taal te ondermyn. Intussen is dit hulle lewenstaak om die taal soepel en lewenskragtig te hou, en om vir lesers die beste moontlike teks in hulle eie taal te bied.
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          Die Taalkommissie het "brekende nuus" in die jongste uitgawe van die AWS opgeneem. Dit is dus nie sommer net ŉ plasing wat ek uit my duim gesuig het nie, dis ŉ erkende, gestandaardiseerde taalbousel. Die "keuringsproses" vir opname in die AWS, is ook nie lukraak nie. Daar word eers bepaal of die woord in standaardtaalkontekste gebruik word ("brekende nuus" is in die HAT opgeneem en dit word deur verskeie nuusbronne – onder andere Netwerk24, Maroela Media en verskeie radiostasies – as vertaalekwivalent vir "breaking news" aangewend). Dan word daar gekyk wat die Nederlanders doen ("brekend nieuws"), en dan word daar bepaal of die woord taalkundig korrek is: Die deelwoord "brekend" is gevestig in Afrikaans, in letterlike sowel as figuurlike kontekste: ŉ Mens kry brekende glas, brekende borde, brekende branders en brekende harte. Die woord "breek" word in ander kontekste aangewend saam met "nuus": ŉ Storie breek in die nuuskantoor, ŉ verslaggewer kan ŉ nuwe storie breek, en ŉ storie kan deur CNN gebreek word terwyl die BBC nog sukkel om hulle kameras opgestel te kry. Taalkundig is daar geen rede waarom ŉ mens nie "brekende nuus" kan skryf nie.
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          Die punt is: "brekende nuus" is opgetekende Standaardafrikaans en die erkende vertaalekwivalent, en tensy jy met ŉ ander, beter, aanvaarde, gevestigde en opgetekende voorstel vorendag kan kom EN vir my kan bewys dat jou alternatief taalkundig meer korrek is, is "brekende nuus" die ekwivalent wat gebruik moet word. Ongelukkig is "lelik", "aaklig", "belaglik" en "julle is net lui" nie geldige redes vir die skrapping van die opname nie.
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          VivA-groete
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          Sophia
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      <pubDate>Mon, 29 Mar 2021 09:38:45 GMT</pubDate>
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      <title>WOORDSOORTE - Tweedetaaltoffies</title>
      <link>https://www.saou.co.za/woordsoorte-tweedetaaltoffies</link>
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         Tweedetaaltoffies
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          Dis vir enigeen moeilik om kop te hou met ŉ tweede (of derde of vierde of ...) taal. Leerders wat Afrikaans Eerste of Tweede Addisionele Taal aanleer, val dikwels vas met woorde wat baie na aan mekaar lê en moeilik vertaal. Moedertaalsprekers weet instinktief wanneer om die een te gebruik en wanneer die ander reg is, maar die oomblik as ŉ mens die onderskeid tussen die twee moet verduidelik, besef jy waarom hulle sukkel – die betekenis is soms so verstrengel en die onderskeid so fyn dat dit werklik kophou kos om die verskillende gebruikstoepassings duidelik te maak.
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          Hierdie lys bevat ŉ paar sulke strikke. Stuur gerus vir ons wenke as jy nog sulkes teëkom sodat ons dit in ons databasis kan opneem en kan help om die verwarring op te los.
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      <pubDate>Mon, 29 Mar 2021 09:34:23 GMT</pubDate>
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      <title>WOORDSOORTE - Die begin of die einde – waarheen met die werkwoord?</title>
      <link>https://www.saou.co.za/woordsoorte-die-begin-of-die-einde-waarheen-met-die-werkwoord</link>
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         Die begin of die einde – waarheen met die werkwoord?
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          Het jy al hierdie reël vir ŉ kind geleer: As jy meer as een werkwoord in die sin het, skuif die werkwoord na die sinseinde? Indien wel, moet jy nou eers jou rooi pen neersit en hierdie blog lees. 
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          Die reël soos dit hier bo staan, is een van daardie skoolreëls waarmee kinders "vinnig en maklik" deur ŉ eksamen gedrukgang word. Dit werk natuurlik vir die eksamen, maar dit werk ongelukkig nie vir die lewe nie, want ek kry kort-kort ŉ gefrustreerde navraag van ŉ leerder wat gerooipen is oor die posisie van werkwoorde in opstelsinne. Die arme kind voel in haar gebeente sy gebruik haar moedertaal reg, maar haar opstel verdrink in sintaktiese skandvlekke, aangebring deur ŉ onderwyser wat toegewyd in die eselsbrug glo. En dit raak dan my werk om te troos en te bevestig haar taalaanvoeling is darem nie so sleg nie en dat die eselsbrug nie die ganse taal is nie. Want sien, dis die waarheid, maar dis net die helfte van die waarheid. En sonder die volle waarheid word goeie taalgebruikers van die wal in die sloot gehelp.
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          So werk die reëls:
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          In Afrikaanse hoofsinne met gewone sinsvolgorde, is die tweede sinsposisie vir die werkwoord gereserveer. (Vir diegene wat iewers taalkunde geloop het: SVO-volgorde.) Dit beteken ons maak hoofsinne wat so lyk:
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          •	Die leerders skryf eksamen.
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          •	Die onderwysers merk opstelle.
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          •	Die ouers besoek die skool.
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          •	Die skoolhoof kners op sy tande.
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          As daar medewerkwoorde saam met die hoofwerkwoord in die hoofsin voorkom, skuif die hoofwerkwoord na die sinseinde:
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          •	Die leerders het eksamen geskryf.
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          •	Die onderwysers gaan opstelle merk.
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          •	Die ouers wil die skool besoek.
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          •	Die skoolhoof sit op sy tande en kners.
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          In bysinne skuif die hoofwerkwoord (en al die medewerkwoorde) na die sinseinde:
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          •	... dat die leerders eksamen skryf.
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          •	... dat die onderwysers opstelle merk.
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          •	... dat die ouers die skool wil besoek.
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          •	... dat die skoolhoof op sy tande sit en kners.
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          Tot nog toe werk ons skoolreël piekfyn. Die "probleem" duik op by komplekse sinne. Want nou is daar by verstek meer as een hoofwerkwoord in die sin, en dit beteken jy gaan met ŉ konstruksie sit waar daar ŉ klomp hoofwerkwoorde soos ŉ sosatie aan die einde van die sin ingeryg word.
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          By neweskikkende hoofsinne is dit nie ŉ probleem nie, want die hoofwerkwoorde skuif nie anders as wat dit sou skuif as die twee sinne apart gebly het nie. Die voegwoord kom net by:
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          •	Die leerders skryf eksamen, en die onderwysers merk opstelle.
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          •	Die ouers wil die skool besoek, maar die skoolhoof sit op sy tande en kners.
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          Dis wanneer daar hoofsinne en bysinne in die komplekse sin is dat die werkwoord ŉ klits word wat nie sy sit wil kry nie. Want ŉ komplekse sin kan so gemaak word dat ŉ mens nie weet waar die sogenaamde sinseinde is waar die werkwoord moet land nie – is dit nou die einde van die hoofsin of die einde van die bysin waarvan ons praat? Kom ek illustreer dit met ŉ voorbeeld.
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          Gestel ons het ŉ hoofsin 
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          •	Die onderwysers het die opstelle gemerk 
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          en ŉ bysin 
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          •	wat die leerders in die eksamen geskryf het. 
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          As ons hierdie twee sinne kombineer en ons pas daardie hoofwerkwoord-aan-die-sinseinde-reël nougeset toe, lyk ons komplekse sin so:
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          •	Die onderwysers het die opstelle wat die leerders in die eksamen geskryf het, gemerk.
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          Dit is daardie opeenhoping van werkwoorde aan die sinseinde wat die meeste gebruikers pla. Want hierdie sin is nog verteerbaar, maar ŉ mens kry met dié benadering naderhand monsters soos die volgende:
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          •	Manchester United sukkel steeds om die vorm, waarvoor die formidabele Sir Alex se span wat feitlik elke jaar in die Kampioeneliga se eindrondte gespeel het, bekend was, te herwin.
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          As jy hoegenaamd ooit met skryfwerk te doen het, sal jy weet: ŉ Skrywer is altyd heel eerste in diens van die leser. Enige skrywer se oogmerk is om die inhoud van die boodskap so doeltreffend moontlik aan die leser oor te dra. Sinne soos die laaste voorbeeld is nie doeltreffende kommunikasie nie, maak nou nie saak hoe "taalkundig korrek" dit is nie.
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          Die bron wat jy kan aanhaal om jou uit hierdie woordwip te red, is Norme vir Afrikaans van WAM Carstens (2011). Op pp 52-53 bespeek hy hierdie dilemma uitvoerig en sê hy uitdruklik: 
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          Dit gaan hier in wese om gevalle wat in stryd is met die natuurlike uitdrukkingswyse van die taal. Die probleem kan grootliks oorbrug word deur die werkwoord – in veral langerige sinne – meer na vore te plaas. Dit sal (i) beter kommunikasie meebring, terwyl (ii) die taalstruktuur ook natuurliker daar sal uitsien.
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          In die geval van ons monstersin, kan ons dit so oorskryf: 
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          •	Manchester United sukkel steeds om die vorm te herwin, waarvoor die formidabele Sir Alex se span bekend was wat feitlik elke jaar in die Kampioeneliga se eindrondte gespeel het.
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          Let mooi op: Geen taalbeginsel word hier oortree nie. Die werkwoorde staan steeds aan die sinseinde, maar hulle staan aan die sinseinde van die onderskeie hoof- en bysinne, nie noodwendig aan die sinseinde van die komplekse sin nie.
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          Is dit dan nou verkeerd om ŉ sin te skryf soos die volgende?
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          •	Die onderwysers het die opstelle wat die leerders in die eksamen geskryf het, gemerk.
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          Glad nie. Maar dis nie verkeerd om dit so te skryf nie:
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          •	Die onderwysers het die opstelle gemerk wat die leerders in die eksamen geskryf het.
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          Waarvoor ek hier skerm, is ŉ klakkelose vasklou aan ŉ skoolreël ten koste van taalvaardige kinders wat vlot skryf, reg skryf, stilisties gemaklik skryf, en dan in ŉ rooi see van skande moet verdrink. Moenie regte taal verkeerd merk nie. Moenie vaardige kinders se vlerke knip nie. Ons plig as opvoeders is per slot van rekening nie net om die traes en die treuriges deur die graad te sleep nie, maar ook die uitblinkers aan te spoor om ŉ nuwe geslag skrywers, digters, liedjieskrywers, navorsers en joernaliste te word wat glo dat dit steeds vir hulle moontlik is om skitterwerk in hulle moedertaal te doen.
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          VivA-groete
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          Sophia
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      <pubDate>Mon, 29 Mar 2021 09:26:39 GMT</pubDate>
      <guid>https://www.saou.co.za/woordsoorte-die-begin-of-die-einde-waarheen-met-die-werkwoord</guid>
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      <title>WOORDSOORTE - Die pynlike passief</title>
      <link>https://www.saou.co.za/woordsoorte-die-pynlike-passief</link>
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         Die pynlike passief
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          As daar nou ŉ manier is om ŉ skoolkind maagpyn te gee, ŉ onderwyser lus te maak vir drank en ŉ subredakteur na ŉ rooi pen te laat gryp, is dit as ŉ mens die aktief-passief-kwessie ophaal. (Ja, "aktief en passief" is korrek vir "bedrywende en lydende vorm". In Nederlands is dit die "actief en passief" en in Duits die "Activ und Passiv". Ander Germaanse tale gebruik dus deurlopend ook die Romaanse name vir die taalbousels.) Dié kouekoors is eintlik gans onnodig, want so ingewikkeld is dit ook nie. Daar is eintlik net twee belangrike goed om te onthou my die omskakeling van die aktiewe sin na ŉ passiewe konstruksie: 1) Die passief word spesifiek gebruik om van die onderwerp ontslae te raak, en 2) in die verlede tyd word die passiefhulpwerkwoord is oorwegend gebruik, nie was nie.
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          1)	Hoekom gebruik ons die passief?
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          Die naam is reeds ŉ leidraad: Die handeling (wat deur die werkwoord uitgedruk word) word nie meer aktief uitgevoer nie, dit raak nou ŉ passiewe gebeurtenis, byvoorbeeld:
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          Aktief: Diewe steel elke nag ons vullisdrom.
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          Passief: Ons vullisdrom word elke nag deur diewe gesteel.
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          In die aktiewe sin is die onderwerp noodsaaklik, want die handeling steel benodig iemand om dit aktief uit te voer. In die passiewe sin is die fokus op die ding wat die handeling passief ondergaan (in hierdie geval ons vullisdrom). Die passiefkonstruksie stel die skrywer in staat om van die oorspronklike onderwerp ontslae te raak en slegs die voorwerp te behou:
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          Passief: Ons vullisdrom word elke nag [-] gesteel.
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          Hoekom sou ŉ skrywer dit wil doen? 
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          a)	In sommige gevalle is die onderwerp so bekend dat dit onsinnig is om dit te noem. In die voorbeeldsin hier bo is die onderwerp (diewe) 100% voorspelbaar. Natuurlik is dit diewe wat die goed steel – iemand wat iets steel, is per slot van rekening ŉ dief. Dit klink sommer lomp om te sê ŉ dief steel ŉ ding, daarom is die passief ŉ gemakliker konstruksie, selfs in die spreektaal.
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          b)	Die onderwerp kan ook onbekend wees, en dan moet ŉ mens ŉ betekenislose plekhouer daar gaan inprop om die sin in die aktiewe vorm te hou:
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          Aktief: Iemand het die huis pas geverf. 
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          Passief: Die huis is pas [-] geverf.
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          c)	Dit kan ook gebeur, veral in joernalistieke skryfwerk, dat die onderwerp nie genoem mag word nie. Verbeel jou byvoorbeeld jy moet ŉ berig skryf oor ŉ bejaarde egpaar wat in jou dorp vermoor is. ŉ Verdagte is in hegtenis geneem, en daar is sterk bewyse dat dié persoon die skuldige is, maar die verdagte is nog nie aangekla of verhoor nie. Regtens mag ŉ mens nie sê die verdagte het die moord gepleeg nie. Daarom is hierdie aktiewe sin iets wat ŉ koerant in die moeilikheid kan laat beland, en die passiewe sin die manier om uit die moeilikheid te kom:
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          Aktief: Die verdagte het die egpaar in hulle slaapkamer geskiet.
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          Passief: Die egpaar is [-] in hulle slaapkamer geskiet.
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          Baie belangrik: 
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          Nie elke aktiewe sin het ŉ passiewe teenhanger nie. Sinne met koppelwerkwoorde (d.i. ŉ werkwoord wat die onderwerp met ŉ eienskap van die onderwerp koppel) skakel byvoorbeeld baie moeilik om in ŉ passiewe vorm:
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          Aktief: Hy bly moeg.
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          Passief: *Moeg word deur hom gebly.
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          Dieselfde geld sinne sonder ŉ voorwerp:
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          Aktief: Hy slaap laat.
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          Passief: *Laat word deur hom geslaap.
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          Afgesien daarvan is dit baie selde sinvol om kinders ŉ lys kontekslose aktiewe sinne na die passief te laat omskakel. Dis sulke oefeninge wat maak dat ek navrae soos die volgende kry: Tannie, wat is die lydende vorm van die sin My oupa-hulle jag graag springbokke in die winter? En dan moet ek vir die arme kind sê die antwoord is Springbokke word graag in die winter deur my oupa-hulle gejag. So ŉ knoeisel gee my sommer ook maagpyn. Hou dus gerus die toetssinne eenvoudig, want ŉ kind is nie slimmer of meer taalvaardig as ŉ ander omdat sy so ŉ griller kan maak nie. Sy is meer taalvaardig as sy net so goed verstaan hoekom sy ŉ passiefsin moet maak as wat sy verstaan hoe om die passiefsin te maak. Ons gebruik taal per slot van rekening om iets daarmee te doen, nie om af te wys dat ons strukture onder die knie het nie.
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          2)	Hoe gemaak met was en is?
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          Net gou eers ŉ motivering: Hoekom karring ons so oor die was en is? Hoekom los ons nie maar mense om te skryf soos hulle wil nie? Antwoord: Ons kry hierdie konstruksie met die gebruik van die passiefhulpwerkwoord en al net so uit Nederlands. Ons volg die Nederlandse patroon. Die afwyking, soos wat dit hier onder aangedui word, volg die Engelse patroon. (Anders gestel: Dit is ŉ anglisisme.)
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          a)	In die teenwoordige tyd gebruik ons die passiefhulpwerkwoord word:
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          Aktief: Diewe steel elke nag ons vullisdrom.
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          Passief: Ons vullisdrom word elke nag [-] gesteel.
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          b)	In die verlede tyd gebruik ons die passiefhulpwerkwoord is:
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          Aktief: Diewe het elke nag ons vullisdrom gesteel.
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          Passief: Ons vullisdrom is elke nag [-] gesteel.
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          As ons hier was sou gebruik, volg dit die Engelse patroon:
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          Anglisistiese passief: *Ons vullisdrom was elke nag [-] gesteel.
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          Engels: Our rubbish bin was stolen every night.
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          c)	Ons gebruik die passiefhulpwerkwoord was net in baie uitsonderlike omstandighede, en dit is as die handeling in die verlede tyd en afgehandel (voltooi) is teen die tyd dat ŉ tweede handeling plaasvind:
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          Aktief: Toe die polisie daar aankom, het die diewe reeds die vullisdrom gesteel.
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          Passief: Toe die polisie daar aankom, was die vullisdrom reeds [-] gesteel.
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          Ek bepleit dus weereens en by hernuwing: Toets sinvolle taalgebruik sinvol. Gee konteks. Altyd. Werk aan die hoekom net so hard as aan die hoe. Stuur kinders die lewe in met hoop en selfvertroue en die wete dat hulle hulle eie moedertaal kan beheers, nie met so ŉ groot vrees dat hulle gaan foute maak dat hulle liewer oorslaan na Engels nie.
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          VivA-groete
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          Sophia
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      <pubDate>Mon, 29 Mar 2021 09:24:42 GMT</pubDate>
      <guid>https://www.saou.co.za/woordsoorte-die-pynlike-passief</guid>
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      <title>WOORDSOORTE - Is dit ge- of is dit ge- ge-?</title>
      <link>https://www.saou.co.za/woordsoorte-08</link>
      <description />
      <content:encoded>&lt;h3&gt;&#xD;
  
         Die lang pad vir verlede deelwoorde by skakelwerkwoordkonstruksies 
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          Ek kry vroegoggend 'n navraag van 'n VivA-gebruiker wat in 'n taalargument met kollegas vasgeval het: Skryf 'n mens Die ondersteuners het op die spelers geskree en gevloek of is dit Die ondersteuners het op die spelers geskree en vloek? Die rede vir die verwarring en die vraag is dat daar blykbaar 'n reël in skoolgange ronddool wat lui dat "twee aksies wat op dieselfde tydstip plaasvind nie in die verlede tyd albei ge- kry nie". 
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          Ek het simpatie met die vraagsteller en die verwardes, want dit is weer een van daardie skoolreëls wat gemaak is om kinders te help, maar eintlik almal van die wal in die sloot help. Onthou maar altyd: As die kortpad 'n kortpad was, sou die lang pad daarlangs geloop het. Dit geld ook vir taalreëls. 
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          Die lang pad loop eintlik so: 
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          •	In 'n sin met twee hoofwerkwoorde kry albei hoofwerkwoorde in die verlede tyd ge-. In 'n sin met 'n skakelwerkwoord en 'n hoofwerkwoord kry net die skakelwerkwoord ge-. 
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          Die "twee aksies wat op dieselfde tydstip gebeur" is deur welmenende onderwysers geskep om kinders te probeer help om tussen hierdie twee konstruksies te onderskei, maar dit is verwarrend, soos duidelik uit die navraag blyk. 
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          Twee hoofwerkwoorde herken 'n mens daaraan dat elk 'n aparte handeling uitdruk. As die een weggelaat word, is die ander werkwoord steeds 'n uitdrukking van 'n onafhanklike handeling wat plaasvind. Hierdie handelinge kan op dieselfde tydstip plaasvind; die tydsverloop het niks met die saak te make nie:
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          Die ondersteuners skree en vloek op die spelers. x Die ondersteuners skree op die spelers. x Die ondersteuners vloek op die spelers.
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          Die kinders lag en praat in die klas. x Die kinders lag in die klas. x Die kinders praat in die klas.
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          As hierdie sinne in die verlede tyd geskryf word, word albei hoofwerkwoorde verlede deelwoorde:
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          Die ondersteuners het op die spelers geskree en gevloek. x Die ondersteuners het op die spelers geskree. x Die ondersteuners het op die spelers gevloek.
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          Die kinders het in die klas gelag en gepraat. x Die kinders het in die klas gelag. x Die kinders het in die klas gepraat.
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          Daarteenoor is 'n skakelwerkwoordkonstruksie 'n kombinasie van 'n medewerkwoord en 'n hoofwerkwoord waar die hoofwerkwoord die primêre handeling uitdruk. Let wel: Die skakelwerkwoord is nie semanties leeg (betekenisloos) nie, maar dit druk nie die handeling uit waaroor die sin gaan nie. In die volgende sinne is daar telkens 'n skakelwerkwoord en 'n hoofwerkwoord:
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          DIe ondersteuners staan en vloek op die spelers.
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          Die kinders sit en praat in die klas.
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          As 'n mens die hoofwerkwoord hier weglaat, is dit ander sinne:
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          DIe ondersteuners staan op die spelers.
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          Die kinders sit in die klas.
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          Wat eintlik gebeur is:
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          Die ondersteuners vloek op die spelers
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          Die kinders praat in die klas.
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          Dis by hierdie skakelwerkwoordkonstruksies waar 'n mens versigtig moet wees, want slegs die skakelwerkwoord kry ge-:
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          DIe ondersteuners het op die spelers gestaan en vloek.
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          Die kinders het in die klas gesit en praat.
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          Wat meer is, die AWS maak voorsiening daarvoor dat die ge- by hierdie bepaalde skakelwerkwoordkonstruksies opsioneel is:
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          DIe ondersteuners het op die spelers staan en vloek.
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          Die kinders het in die klas sit en praat.
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          Die ge- is selfs by die skakelwerkwoord laat baie duidelik streektaal. (Let wel, nie verkeerd nie, net nie geskik vir formele skryftaal nie.)
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          Die skoolhoof laat roep die kinders.
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          Die skoolhoof het die kinders laat roep.
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          Die skoolhoof het die kinders gelaat roep.
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          Mag jy hierna jou ge-'s van jou ge- ge-'s onderskei.
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          VivA-groete
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          Sophia
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      <pubDate>Mon, 29 Mar 2021 09:21:55 GMT</pubDate>
      <guid>https://www.saou.co.za/woordsoorte-08</guid>
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      <title>WOORDSOORTE - is en was</title>
      <link>https://www.saou.co.za/woordsoorte-06</link>
      <description />
      <content:encoded>&lt;h3&gt;&#xD;
  
         Oor is en was 
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          Een van die groot kwessies in skryftaal is die gebruik van was en is om die verlede tyd aan te dui. Dit is vir leerders ŉ nagmerrie, vir onderwysers ŉ kopseer, en vir taalgebruikers onthutsend om te verneem dat hulle blykbaar nie hulle moedertaal behoorlik beheers nie, want elke kort-kort is daar een of ander taalnazi wat hulle kritiseer oor die verledetydsaanduiding in hulle skryfwerk. Hierdie blog is ŉ poging om so ŉ bietjie lig in die duister te bring.
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          Eintlik is die reël vir die verlede tyd in Afrikaans baie eenvoudig. Voeg die hulpwerkwoord van tyd in die sin in, voeg ŉ ge- by die werkwoord en skuif die deelwoord na die einde van die sin. Siedaar, verlede tyd:
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          Hy eet elke oggend papaja vir ontbyt. -&amp;gt; Hy het elke oggend papaja vir ontbyt geëet.
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          Maar soos met alles wat taal aangaan, is daar mos altyd ŉ paar uitskieters wat die netjiese reël deurmekaarkrap. Een so ŉ uitskieter is die liewe is. Dié oënskynlik onbenullige woordjie is verantwoordelik vir ŉ klomp rooi kringe in opstelle, en dit kos soms kophou om die ding mooi netjies uit te pluis. Eintlik is daar net twee beginsels om te onthou:
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          1.	As is ŉ hoofwerkwoord is, is die verledetydsvorm daarvan was.
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          2.	As is ŉ medewerkwoord is, is dit reeds die verledetydsvorm.
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          Goed, een stap terug. As is  ŉ hoofwerkwoord is, is dit ŉ koppelwerkwoord (dit koppel die onderwerp en ŉ eienskap van die onderwerp). Die verledetydsvorm van die koppelwerkwoord is is was. So lyk dit in ŉ sin:
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          Hy is moeg. -&amp;gt; Hy was moeg.
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          Hy is sy ma se oogappel -&amp;gt; Hy was sy ma se oogappel.
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          Hy is die eerste man op die maan. -&amp;gt; Hy was die eerste man op die maan.
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          Maar hier kom die vangplek: Is hoef nie ŉ hoofwerkwoord te wees nie, dit kan ŉ medewerkwoord wees. In so ŉ geval is daar ŉ ander hoofwerkwoord in die sin en is is net daar om die tyd aan te dui. Dit kry ons in passiefkonstruksies (ander naam: lydende vorm). Dit lyk so:
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          Hy word om die bos gelei. -&amp;gt; Hy is om die bos gelei.
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          Hy word van diefstal beskuldig. -&amp;gt; Hy is van diefstal beskuldig.
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          Hy word afgedank. =&amp;gt; Hy is afgedank.
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          In die laaste stel voorbeelde is daar telkens ŉ ander hoofwerkwoord (gelei, beskuldig en afgedank) en die is is in elke sin die passiefhulpwerkwoord.
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          Die fout wat baie taalgebruikers hier begaan, is om daardie is soos ŉ koppelwerkwoord te hanteer en dit dan ŉ was te wil maak:
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          Hy was om die bos gelei. 
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          Hy was van diefstal beskuldig. 
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          Hy was afgedank. 
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          Die probleem wat vir die leser van ŉ teks ontstaan, is dat so ŉ konstruksie nie grammatikaal verkeerd is nie, maar dat dit iets anders beteken as wat jy bedoel. As jy so skryf, lei jy met ander woorde jou leser op ŉ dwaalspoor, want wat jy eintlik hier te kenne gee, is dat daar 'n ding gebeur het, maar dat hierdie ding nie meer so is nie:
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          Hy was om die bos gelei (maar hy weet nou wat die waarheid is).
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          Hy was van diefstal beskuldig (maar die klagte is teen hom teruggetrek).
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          Hy was afgedank (maar hy is weer in diens geneem).
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          Onderwysers en teksredakteurs wat oor die korrekte gebruik van was en is neul, is dus nie maar sommer net ŉ pyn in die oor nie, hulle beskerm die arme leser teen verdwaling in ŉ betekenisdoolhof.
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          Onthou dus jou twee beginsels: 
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          •	As is alleen in die sin optree (ŉ hoofwerkwoord is), is die verlede tyd tien teen een was. 
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          •	As is saam met ŉ ander hoofwerkwoord in ŉ sin optree, is dit tien teen een reeds in die verlede tyd, en gaan was ŉ ander betekenis aan die sin gee.
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          Mag dit vir jou, jou leser en jou redakteur tot stigting wees!
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          VivA-groete
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          Sophia
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      <pubDate>Mon, 29 Mar 2021 09:13:16 GMT</pubDate>
      <guid>https://www.saou.co.za/woordsoorte-06</guid>
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      <title>WOORDSOORTE - word en raak en sal en gaan</title>
      <link>https://www.saou.co.za/woordsoorte-05</link>
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         Oor word en raak en sal en gaan
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          Ek kry heelwat navrae oor die uitruilbaarheid al dan nie van sal x gaan en word x raak. Is dit sinonieme, of is die een verkieslik bo die ander?
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          Sulke vrae beantwoord ŉ mens uit ŉ verklarende woordeboek, omdat die woordeboekmakers baie tyd en aandag bestee het aan die optekening van hierdie woorde in werklike taalgebruiksituasies. Die twee wat ek graag raadpleeg, is die HAT en die WAT. In hierdie geval verlaat ek my grootliks op die HAT, want die WAT is ŉ grootse projek wat nog aan die gebeur is – die leksikograwe trek nou hier iewers in die middel van S rond; die beplanning is dat die hele ding oor vyf jaar klaar geskryf sal wees.
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          Ieder geval, word x raak. Dit gaan hier spesifiek oor kontekste soos die volgende:
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          Hy word/raak nou te groot vir sy skoene.
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          Dit word/raak vroeg lig deesdae.
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          Afwesigheid word/raak ŉ probleem.
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          Wyn word/raak suur as dit eers oopgemaak is.
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          Die HAT se inskrywing vir die twee woorde lyk so:
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          raak: een of ander toestand betree
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          word: oorgaan in ’n ander toestand
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          Op grond hiervan is word en raak volledig sinonieme as ons bedoel 'van een toestand na ŉ ander oorgaan'. Let wel, dit is nie korrek op te sê die twee woorde is sinonieme nie, want daar is betekenisonderskeidings waarin ons die twee nie kan uitruil nie. In ŉ konteks waar ŉ mens byvoorbeeld bedoel 'kwalifiseer vir ŉ beroep', is raak nie so gemaklik as word nie:
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          ?Wat wil jy raak as jy klaar is met skool?
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          ?Haar oudste seun is universiteit toe omdat hy ŉ dokter wou raak.
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          Selfs al lyk dit uit die definisie in die HAT dat word en raak dieselfde beteken, weet ons instinktief dat ons in sekere situasies eerder die een as die ander sal gebruik. Byvoorbeeld:
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          Die veld raak aan die brand.
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          Ek wil van my verstand af raak.
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          Hy het aan ŉ ander meisie verloof geraak.
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          Hoewel die sinne steeds beteken 'gaan van een toestand oor na ŉ ander', is raak hier deel van vasterige uitdrukkings en gaan word nie sommer in die sinne inpas nie. In ŉ konteks soos die volgende gaan ek eweneens eerder word as raak gebruik:
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          Ná ŉ eindelose gekarring het die melk uiteindelik botter geword.
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          Die ongemaklike antwoord is dus dat word en raak sinonieme is in ons heel eerste stel voorbeeldsinne hier bo, maar dat ŉ mens wel in sommige kontekste eerder die een as die ander gaan kies. 
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          Wat van sal en gaan? 
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          Die HAT dui by beide sal en gaan aan dat dit 'n modale hulpwerkwoord is wat gebruik word om die toekomende tyd aan te dui. (Let wel: Nie een van die twee word meer as ŉ hulpwerkwoord van tyd beskou nie, want enigiets wat so in die toekoms gaan/sal gebeur, is ŉ moontlikheid of waarskynlikheid.) In die voorbeeldsinne is gaan en sal uitruilbaar:
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          Ek gaan/sal dit doen; al sê julle ook wat. 
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          Julle gaan/sal eers julle huiswerk doen voordat julle gaan speel. 
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          Ons gaan/sal nie hierdie onregverdige belasting betaal nie. 
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          Maar selfs in hierdie konteks is daar soms subtiele betekenisverskille:
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          Ek gaan môre leer. (Ek kan nie saam met jou gaan fliek nie, want ek wil leer.)
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          Ek sal môre leer. (Ek is nie nou lus om te leer nie, ek sal môre.)
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          Dit is dus ook nie hier moontlik om die twee woorde volledig sinonimies te verklaar en dit volledig uitruilbaar te gebruik nie.
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          Ek weet dit is ŉ ongemaklike antwoord, veral vir onderwysers van tweedetaalsprekers. Dit maak dit ook moeilik om ŉ memorandum op te stel, want ŉ mens moet so ŉ bietjie op taalinstink vertrou, en dit lyk my nie almal se taalinstink is ewe betroubaar nie. Hoe dit ook al sy, daar is nie ŉ reël wat voorskryf dat die een reg is en die ander verkeerd nie. Jy mag moeg word of moeg raak, en die son gaan of sal môreoggend in die ooste opkom. Wys dalk maar net in die taalklas op die uitsonderings en die betekenisverskille. Dit is per slot van rekening nie ŉ swakheid in die taal as dit nie netjies in ŉ blik pas nie, dis juis ŉ teken van sy seggingskrag en uitdrukkingsvermoë.
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          VivA-groete
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          Sophia 
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      <pubDate>Mon, 29 Mar 2021 09:11:04 GMT</pubDate>
      <guid>https://www.saou.co.za/woordsoorte-05</guid>
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      <title>SINTAKSIS - Die pynlike passief</title>
      <link>https://www.saou.co.za/sintaksis-12</link>
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         Die pynlike passief
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          As daar nou ŉ manier is om ŉ skoolkind maagpyn te gee, ŉ onderwyser lus te maak vir drank en ŉ subredakteur na ŉ rooi pen te laat gryp, is dit as ŉ mens die aktief-passief-kwessie ophaal. (Ja, "aktief en passief" is korrek vir "bedrywende en lydende vorm". In Nederlands is dit die "actief en passief" en in Duits die "Activ und Passiv". Ander Germaanse tale gebruik dus deurlopend ook die Romaanse name vir die taalbousels.) Dié kouekoors is eintlik gans onnodig, want so ingewikkeld is dit ook nie. Daar is eintlik net twee belangrike goed om te onthou my die omskakeling van die aktiewe sin na ŉ passiewe konstruksie: 1) Die passief word spesifiek gebruik om van die onderwerp ontslae te raak, en 2) in die verlede tyd word die passiefhulpwerkwoord is oorwegend gebruik, nie was nie.
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          1)	Hoekom gebruik ons die passief?
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          Die naam is reeds ŉ leidraad: Die handeling (wat deur die werkwoord uitgedruk word) word nie meer aktief uitgevoer nie, dit raak nou ŉ passiewe gebeurtenis, byvoorbeeld:
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          Aktief: Diewe steel elke nag ons vullisdrom.
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          Passief: Ons vullisdrom word elke nag deur diewe gesteel.
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          In die aktiewe sin is die onderwerp noodsaaklik, want die handeling steel benodig iemand om dit aktief uit te voer. In die passiewe sin is die fokus op die ding wat die handeling passief ondergaan (in hierdie geval ons vullisdrom). Die passiefkonstruksie stel die skrywer in staat om van die oorspronklike onderwerp ontslae te raak en slegs die voorwerp te behou:
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          Passief: Ons vullisdrom word elke nag [-] gesteel.
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          Hoekom sou ŉ skrywer dit wil doen? 
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          a)	In sommige gevalle is die onderwerp so bekend dat dit onsinnig is om dit te noem. In die voorbeeldsin hier bo is die onderwerp (diewe) 100% voorspelbaar. Natuurlik is dit diewe wat die goed steel – iemand wat iets steel, is per slot van rekening ŉ dief. Dit klink sommer lomp om te sê ŉ dief steel ŉ ding, daarom is die passief ŉ gemakliker konstruksie, selfs in die spreektaal.
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          b)	Die onderwerp kan ook onbekend wees, en dan moet ŉ mens ŉ betekenislose plekhouer daar gaan inprop om die sin in die aktiewe vorm te hou:
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          Aktief: Iemand het die huis pas geverf. 
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          Passief: Die huis is pas [-] geverf.
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          c)	Dit kan ook gebeur, veral in joernalistieke skryfwerk, dat die onderwerp nie genoem mag word nie. Verbeel jou byvoorbeeld jy moet ŉ berig skryf oor ŉ bejaarde egpaar wat in jou dorp vermoor is. ŉ Verdagte is in hegtenis geneem, en daar is sterk bewyse dat dié persoon die skuldige is, maar die verdagte is nog nie aangekla of verhoor nie. Regtens mag ŉ mens nie sê die verdagte het die moord gepleeg nie. Daarom is hierdie aktiewe sin iets wat ŉ koerant in die moeilikheid kan laat beland, en die passiewe sin die manier om uit die moeilikheid te kom:
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          Aktief: Die verdagte het die egpaar in hulle slaapkamer geskiet.
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          Passief: Die egpaar is [-] in hulle slaapkamer geskiet.
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          Baie belangrik: 
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          Nie elke aktiewe sin het ŉ passiewe teenhanger nie. Sinne met koppelwerkwoorde (d.i. ŉ werkwoord wat die onderwerp met ŉ eienskap van die onderwerp koppel) skakel byvoorbeeld baie moeilik om in ŉ passiewe vorm:
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          Aktief: Hy bly moeg.
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          Passief: *Moeg word deur hom gebly.
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          Dieselfde geld sinne sonder ŉ voorwerp:
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          Aktief: Hy slaap laat.
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          Passief: *Laat word deur hom geslaap.
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          Afgesien daarvan is dit baie selde sinvol om kinders ŉ lys kontekslose aktiewe sinne na die passief te laat omskakel. Dis sulke oefeninge wat maak dat ek navrae soos die volgende kry: Tannie, wat is die lydende vorm van die sin My oupa-hulle jag graag springbokke in die winter? En dan moet ek vir die arme kind sê die antwoord is Springbokke word graag in die winter deur my oupa-hulle gejag. So ŉ knoeisel gee my sommer ook maagpyn. Hou dus gerus die toetssinne eenvoudig, want ŉ kind is nie slimmer of meer taalvaardig as ŉ ander omdat sy so ŉ griller kan maak nie. Sy is meer taalvaardig as sy net so goed verstaan hoekom sy ŉ passiefsin moet maak as wat sy verstaan hoe om die passiefsin te maak. Ons gebruik taal per slot van rekening om iets daarmee te doen, nie om af te wys dat ons strukture onder die knie het nie.
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          2)	Hoe gemaak met was en is?
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          Net gou eers ŉ motivering: Hoekom karring ons so oor die was en is? Hoekom los ons nie maar mense om te skryf soos hulle wil nie? Antwoord: Ons kry hierdie konstruksie met die gebruik van die passiefhulpwerkwoord en al net so uit Nederlands. Ons volg die Nederlandse patroon. Die afwyking, soos wat dit hier onder aangedui word, volg die Engelse patroon. (Anders gestel: Dit is ŉ anglisisme.)
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          a)	In die teenwoordige tyd gebruik ons die passiefhulpwerkwoord word:
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          Aktief: Diewe steel elke nag ons vullisdrom.
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          Passief: Ons vullisdrom word elke nag [-] gesteel.
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          b)	In die verlede tyd gebruik ons die passiefhulpwerkwoord is:
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          Aktief: Diewe het elke nag ons vullisdrom gesteel.
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          Passief: Ons vullisdrom is elke nag [-] gesteel.
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          As ons hier was sou gebruik, volg dit die Engelse patroon:
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          Anglisistiese passief: *Ons vullisdrom was elke nag [-] gesteel.
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          Engels: Our rubbish bin was stolen every night.
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          c)	Ons gebruik die passiefhulpwerkwoord was net in baie uitsonderlike omstandighede, en dit is as die handeling in die verlede tyd en afgehandel (voltooi) is teen die tyd dat ŉ tweede handeling plaasvind:
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          Aktief: Toe die polisie daar aankom, het die diewe reeds die vullisdrom gesteel.
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          Passief: Toe die polisie daar aankom, was die vullisdrom reeds [-] gesteel.
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          Ek bepleit dus weereens en by hernuwing: Toets sinvolle taalgebruik sinvol. Gee konteks. Altyd. Werk aan die hoekom net so hard as aan die hoe. Stuur kinders die lewe in met hoop en selfvertroue en die wete dat hulle hulle eie moedertaal kan beheers, nie met so ŉ groot vrees dat hulle gaan foute maak dat hulle liewer oorslaan na Engels nie.
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          VivA-groete
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          Sophia
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      <pubDate>Fri, 26 Feb 2021 06:19:26 GMT</pubDate>
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      <title>ORTOGRAFIE - Begryp lettergrepe</title>
      <link>https://www.saou.co.za/ortografie-18</link>
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         Begryp lettergrepe
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          Een van die groot kopkrappers vir onderwysers, leerders en dié se gefrustreerde ouers, is lettergreepverdeling. Dit het ŉ doolhof, ŉ martelinstrument en ŉ uitvangparade geword waarmee jong sprekers geterroriseer word, sonder dat enigeen werklik weet waarom hulle moet weet hoe om woorde in lettergrepe te verdeel.
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          Kom ons begin net eers by die begin: Wat is ŉ lettergreep, en hoe verskil dit van ŉ sillabe (ook genoem "klankgreep")?
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          Daar is baie ooreenkomste tussen ŉ lettergreep en ŉ sillabe (albei bevat byvoorbeeld ten minste ŉ klinker/vokaal), vandaar die verwarring. Maar ŉ lettergreep is iets wat ŉ mens op grond van die letters (spelling) bepaal, terwyl ŉ mens ŉ sillabe op grond van die klank (uitspraak) vasstel. Daarom stel ŉ mens lettergrepe altyd in letters voor en klankgrepe eintlik slegs in fonetiese skrif. ŉ Lettergreep is ŉ groepering van letters volgens bepaalde beginsels, ŉ klankgreep is ŉ groep klanke wat met ŉ enkele asemstoot uitgespreek word. As ŉ mens die verdeling van plasse x plase as voorbeeld gebruik, raak hierdie onderskeid duidelik. Die lettergreepverdeling van die twee woorde is onderskeidelik plas-se en pla-se. Die klankgreepverdeling vir plasse is [plɑ.sə] en vir plase is dit [pla.sə]. 
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          Daar is ook verwarring oor die verskil tussen lettergrepe en woorddele (ook genoem "morfeme"). Lettergrepe het (weereens) te doen met spelling, woorddele met die morfologie van die woord. In ŉ woord soos gehuur loop die verdeling parallel, want die lettergreepverdeling is ge-huur en die woord bestaan morfologies uit 'n voorvoegsel ge- en 'n stam huur. Daarteenoor is ŉ woord soos beginsel se lettergreepverdeling ¬be-gin-sel maar dit bestaan uit die stam begin en die agtervoegsel -sel.
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          Nou vir die hoekom: Hoekom moet leerders woorde in lettergrepe kan verdeel? (Wenk: Die antwoord is nie "want dit staan so in die kurrikulum" nie.) Die antwoord lê in wat kennis van lettergrepe leerders in staat stel om te doen: 
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          •	Woorde word aan die einde van ŉ reël volgens lettergreepverdeling afgebreek, en dit is noodsaaklik dat Afrikaanse leerders dit handmatig kan doen, want sommige woordverwerkingsprogramme breek alle tale volgens Engelse reëls af.
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          •	ŉ Mens moet lettergrepe verstaan as jy taalreëls volledig wil begryp, want baie spelreëls berus op oop en geslote lettergrepe. As jy dit verstaan, kan jy byvoorbeeld vir ŉ kind verduidelik waarom letters wat ŉ bepaalde klankwaarde voorstel in oop lettergrepe ŉ kappie kry (soos skêre), maar dieselfde klankwaarde in ŉ geslote lettergreep (soos sterre) nie met ŉ kappie aangedui word nie. 
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          Dit is dus van kardinale belang dat leerders lettergreepverdeling moet begryp, maar dis ook belangrik dat ons nie lettergreepverdeling verhef tot ŉ stuk verabsoluteerde kennis wat in ŉ grammatikale lugleegte bestaan nie. ŉ Woord word byvoorbeeld nie in gewone teks op sestien plekke afgebreek nie, dit word net een keer afgebreek, en al wat ŉ leerder moet kan doen, is om die sinvolste plek te kry om die woord af te breek. ŉ Vraag soos "verdeel die woord kloosterskooluniform in lettergrepe" is dus eintlik onsinnig. Vra eerder: "Waar sou jy die woord kloosterskooluniform afbreek?" (en aanvaar dan meer as een korrekte antwoord). Of nog beter: Gee vir kinders ŉ stuk teks wat volgens Engelse reëls geformateer is, en laat hulle die afbreekfoute regmaak.
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          Maar goed, hulle moet dan steeds weet hoe die reëls vir Afrikaans werk om sulke korreksies te kan aanbring. Die beste plek om dié reëls op te spoor, is in hoofstuk 1 van die Afrikaanse woordelys en spelreëls. 
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          Ek gee hier ŉ werkwyse (in ŉ bepaalde volgorde wat ŉ leerder myns insiens moet kan toepas:
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          a)	Moenie eenlettergrepige woorde probeer afbreek nie. Onthou dat diftonge nie woorde meerlettergrepig maak nie; meervoudsvorme beteken ook nie outomaties dat die woord meerlettergrepig geword het nie. Die woord leeu het net een lettergreep. Die woord leeus ook. 
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          b)	AWS 1.3-1.5 bepaal dat woorde altyd heel eerste tussen betekenisvolle of verstaanbare dele afgebreek word om die arme leser te help om steeds kop te hou al staan daar halwe woorde aan die einde van reëls. Dit beteken daar word gebreek tussen dele van samestellings (lang-broek; sy-tjalie; mors-jors) en tussen voegsels en herkenbare woorddele (be-arbei en nie *bear-bei nie; ver-enig en nie *vere-nig of *ve-renig nie; klooster-agtig en nie *kloo-steragtig, *kloosterag-tig of *klooste-ragtig nie). Hierdie reël word toegepas voor die reëls in c) en d) hier onder toegepas word. 
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          c)	AWS 1.6-1.7 gee leiding oor lettergreepverdeling tussen klinkers (letters wat vokaalklanke voorstel). Die reëls maak voorsiening vir drie moontlike afbreekplekke
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          i.	Waar klinkers en diftonge langs mekaar staan, is die lettergreepverdeling tussen die klinker en diftong en nie tussen die twee letters van die diftong nie, bv. vloei-end en nie *vloe-iend nie; ge-ui-ter en nie *geu-i-ter nie. (Kyk AWS 1.6.)
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          ii.	Waar twee klinkers langs mekaar staan wat nie een spraakklank weergee nie en ook nie ŉ diftong vorm nie, vind die verdeling tussen die twee klinkers plaas, bv. be-angs, ge-o-lie, la-er, spi-oen. (Kyk AWS 1.6.)
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          iii.	Waar daar twee klinkers langs mekaar staan waarvan een ŉ skryfteken het, vind die lettergreepverdeling tussen die klinkers plaas. Voorbeelde wat jy hier kan gebruik, is lê-er en cliché-agtig. Onthou veral dat ŉ deelteken se funksie juis is om die begin van ŉ nuwe lettergreep aan te dui – uiteraard is die lettergreepverdeling dan altyd voor die klinker met die deelteken. In so ŉ geval kan die klinker wat normaalweg met die deelteken geskryf word en wat nou op die nuwe reël staan met of sonder die deelteken geskryf word. Voorbeelde wat jy hier kan gebruik, is droe-ër of droe-er; spie-ël of spie-el. (Kyk AWS 1.7.)
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          d)	AWS 1.8-1.16 gee leiding oor die afbreek van woorde by medeklinkers (letters wat konsonantklanke voorstel). 
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          i.	By ŉ groepering van drie medeklinkers waarvan die eerste een ŉ s is, word daar voor of ná die s afgebreek: fru-streer of frus-treer; di-skreet of dis-kreet. Onthou dat die reël nie vir woorde soos manuskrip en disproporsioneel gaan geld nie, want jy gaan die reël oor betekenisvolle dele eers toepas en dan afbreek by manu-skrip en dis-proporsioneel. (Kyk ook AWS 1.8.)
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          ii.	By ŉ groepering van twee medeklinkers waarvan die tweede ŉ l of ŉ r is, word daar voor die groepering afgebreek: ba-klei; kamoe-fleer; pro-gram; ru-briek. Onthou weer eens dat voorbeelde soos bok-lam en skaap-ram nie hier van toepassing is nie, want dit is reeds volgens betekenisvolle dele verdeel. (Kyk ook AWS 1.9)
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          iii.	Die lettergreepverdeling vind plaas tussen twee identiese medeklinkers: bal-let; kop-pie, em-mer; bot-tel. (Kyk ook AWS 1.10.) Dis veral in hierdie opsig dat lettergreepverdeling en sillabeverdeling radikaal verskil.
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          iv.	Verdeel tussen ŉ n en ŉ g, ongeag of dit een klank is of nie: ban-ger; hon-ger; win-gerd; in-ge-nieur. Moenie vergeet dat gevalle soos bang-broek en lang-tand as gevolg van die reël oor betekenisvolle dele anders werk nie. (Kyk ook AWS 1.11.) 
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          v.	AWS 1.12 en 1.13 dek gevalle waar ŉ s en 'n j langs mekaar staan. Die verdeling vind plaas tussen die twee medeklinkers as dit twee spraakklanke voorstel (dis-junk; as-jas), maar as dit een klank voorstel, is die verdeling daarvoor of daarna (bro-sjure; ma-sjien; kasj-mier).
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          vi.	AWS 1.14 en 1.15 handel oor die verdeling by woorde of woorddele wat eindig op \-djie\ of \-tjie\. Die maklike verdeling is waar die -tjie die verkleiningsmorfeem is. Daar breek ons voor die -tjie af: skool-tjie; jan-tjie; vou-tjie. Waar die oorspronklike woord op ŉ d of ŉ t eindig en die verkleiningsvorm met -jie gemaak word, breek ons tussen die d/t en die -jie: hond-jie; band-jie; mat-jie; fout-jie. Waar dit nie ŉ verkleiningsvorm is nie of nie duidelik is of die -djie/-tjie ŉ verkleiningsvorm is of nie, vind die verdeling ook tussen die d/t en die j plaas: baad-jie; mand-jie; biet-jie.
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          vii.	AWS 1.16 handel oor woorde waarin daar ŉ x voorkom. Die verdeling vind daarna plaas: Alex-andryns; Mex-ikaan.
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          Twee laaste opmerkings: 
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          •	Wees versigtig om met "maklike" reëls vir lettergrepe vorendag te kom in ŉ poging om leerders te help, maar wat hulle dan eintlik van die wal in die sloot help. Dit is byvoorbeeld nie korrek om te beweer dat die lettergreepverdeling by ŉ enkele medeklinker altyd voor die medeklinker plaasvind nie. Dit is meestal so, maar nie altyd nie: ka-ros; la-tent; ge-na-de; u-ni-form; bi-la-te-ra-le, maar ver-e-wig; pas-op; on-eer. Onthou maar altyd van betekenisvolle dele.
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          •	Sommige gevalle is as gevolg van historiese redes (lettergreepverdeling wat in die verlede ook op grond van sillabegrense gedoen is) problematies. Die verdeling van va-naand teenoor van-og-gend is so ŉ voorbeeld. 
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          VivA-groete
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          Sophia
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      <pubDate>Fri, 26 Feb 2021 05:52:04 GMT</pubDate>
      <guid>https://www.saou.co.za/ortografie-18</guid>
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      <title>SINTAKSIS - Afskeidsode aan die aanvoegende wyse</title>
      <link>https://www.saou.co.za/sintaksis-05</link>
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         Afskeidsode aan die aanvoegende wyse
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          Ek het sedert die begin van die jaar 'n hele paar navrae oor die sogenaamde "aanvoegende wyse" gehad. Ek vermoed die ding het iewers in 'n vraestel sy verskyning gemaak, want ek kom agter daar is so 'n ligte aggressie in die formulering van die vrae wat na my kant toe geslinger word. Nie dat ek die vraagstellers vir hulle aggressie verkwalik nie. Kom ek stel dit so: Ek het in 1982 gematrikuleer, en ek het verlede jaar eers geleer dat daar so ŉ ding soos die aanvoegende wyse is. Die aggressie oor 'n taalfossiel wat uit die dood uit opgewek is om skoolkinders te terroriseer, is nie misplaas nie.
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          Maar dis my werk om te help, daarom probeer ek inligting daaroor kry sodat ek ten minste net kan raad gee. Ek soek in handboeke, in ou taalkundebronne, ek klop by taalkundiges aan, ek krap op die internet rond. Hier is ŉ bondige opsomming van wat ek kon opspoor in die bronne wat ek tot my beskikking gehad het:
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          1.	Kontemporêre Afrikaanse taalkunde (2017), Carstens &amp;amp; Bosman (reds): Niks.
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          2.	Afrikaanse sintaksis (1979), Ponelis: Nada.
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          3.	Afrikaanse grammatika en taalkunde vir Afrikaanssprekende leerlinge (1944), Barnes:
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          Om die verhouding van die spreker teenoor die waarheid van die handeling aan te dui, was daar in die ou sintetiese tale (soos Latyn en Grieks) verskillende wyses (of maniere van voorstelling). In hierdie tale is die wyse deur bepaalde vorme van die werkwoord aangetoon. Behoudens enkele reste, word die aanvoegende wyse in Afrikaans egter nie meer deur vormverskille van die werkwoord uitgedruk nie.
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          AANVOEGENDE WYS (Konjunktief) stel die handeling as ŉ onsekerheid in die hede, verlede of toekoms (aktief of passief) voor. Nouer omskryf: Die Konjunktief stel die handeling of toestand voor as moontlik, onmoontlik, wenslik, waarskynlik of voorwaardelik.
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          Dit sy so!
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          Lank lewe die koning!
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          U naam worde geheilig!
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          As 't ware.
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          U wil geskiede!
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          Dit ga jou goed!
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          4.	Viva Afrikaans Huistaal graad 12 leerderboek (2014), Scholtz &amp;amp; Vorster:
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          Die toevoegende wyse stel nie ŉ werklikheid voor nie, maar ŉ waarskynlikheid, wenslikheid of moontlikheid:
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          Hy sal miskien sy werk gedoen het.
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          Was ons maar almal eerlik!
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          Mag dit goed gaan met jou.
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          5.	Telematiese onderrigprojek 2019 graad 10 Afrikaans Huistaal bronmateriaal (2018), Wes-Kaapse Regering:
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          Aanvoegende/toevoegende wyse. Die handeling is nie soos by die aantonende wyse 'n werklikheid nie, maar 'n moontlikheid, waarskynlikheid of wenslikheid, bv.: 
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          Hy mag dalk die werkstuk voltooi.
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          Hy sal seker nog die werkstuk voltooi. 
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          As ek 'n miljoen rand wen... 
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          Was ek maar 'n miljoenêr ...
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          6.	Afrikaans Huistaal hersieningsgids graad 12 (datum onbekend), Departement van Basiese Onderwys:
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          Aanvoegende/toevoegende/konjunktiewe wyse
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          Die handeling is nie 'n werklikheid nie, maar 'n moontlikheid, waarskynlikheid of wenslikheid, bv.: 
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          Hy mag dalk die werkstuk voltooi. 
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          Hy sal seker nog die werkstuk voltooi. 
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          Mag jou poging suksesvol wees! 
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          As ek 'n miljoen rand wen ... 
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          Was ek maar 'n miljoenêr ...
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          7.	"Afrikaanse taalleer", Wikipedia (datum onbekend), outeur onbekend: 
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          Aanvoegende/toevoegende wyse / konjunktief dui 'n moontlikheid, waarskynlikheid of wens aan, bv.: 
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          Sy sal seker nog kom. 
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          As ek maar beter geluister het! 
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          Mag dit baie goed gaan!
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          8.	Taaladvies.net (datum onbekend), Nederlandse Taalunie:
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          De aanvoegende wijs (of: conjunctief) is een werkwoordsvorm die onder meer een wens, toegeving, aanwijzing of aansporing uitdrukt. In het hedendaagse Nederlands is het gebruik van de aanvoegende wijs goeddeels beperkt tot vaste uitdrukkingen (kome wat komt, koste wat het kost, zo waarlijk helpe mij God almachtig, de hemel beware me, godbetert (=God beter 't), leve de koningin!, men neme, het zij zo). In de meeste gevallen gaat het om een persoonsvorm van de derde persoon enkelvoud in de tegenwoordige tijd. Deze vorm is doorgaans gelijk aan die van de infinitief min -n. Alleen bij het werkwoord zijn is ook een aanvoegende wijs in de verleden tijd mogelijk (het ware te wensen). 
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          Uit bogenoemde lei ek twee goed af: 
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          1.	Die aanvoegende wyse is ŉ taalfossiel.(https://af.wikipedia.org/wiki/Taalfossiel)
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          2.	Dié taalfossiel word slegs nog in skoolleerplanne en -handboeke as noemenswaardig beskou. (Prof Adri Breed, taalkundige by die NWU se Potchefstroomkampus, sê: "Ek het nog nooit eens in my eie navorsing oor werkwoorde nodig gehad om hierdie woordvorme te onderskei nie." Prof Ernst Kotzé van NMMU het laat weet: "Dis werklik nie die moeite werd om die klein gemoedjies met so ŉ term te belas nie." Amen, sê prof Gerhard van Huyssteen, ook van die NWU. Sela, sê ek.)
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          Die kort oplossing vir hierdie lang wroeging kan ek dus soos volg opsom: Die aanvoegende wyse word nie meer in Afrikaans met ŉ bepaalde vorm van die werkwoord gemerk nie. Die grammatikale konstruksie wat in Afrikaans oorgebly het, is so verouder dat niemand dit meer herken nie. Wense, versoeke, versugtinge en waarskynlikhede word in moderne Afrikaans gemerk met modale hulpwerkwoorde of bywoorde, of met sinskonstruksie, of met stemtoon, of met ŉ swetterjoel ander taalmiddele wat sprekers tot hulle beskikking het:
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          Mag iemand tog die venster toemaak.
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          Ek kan moontlik die venster toemaak.
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          Sal jy asseblief die venster toemaak?
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          Was die venster maar toe.
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          Wil jy nie maar die venster toemaak nie?
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          Maak die venster toe, toe.
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          Jy gaan vir ons die venster toemaak, nè.
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          As jy die venster toemaak, sal ek ophou kla.
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          In Engels moet ŉ mens nog oor hierdie aangeleentheid praat, ja, want daar druk ŉ mens versugtinge uit met die sogenaamde "subjunctive mood" wat wel nog grammatikaal gemerk word. En dit is bitter, bitter belangrik dat ŉ mens weet waarom Tevye in Fiddler on the roof sing "If I were a rich man" en nie "If I was a rich man" nie, want as jy in die stort saamsing, is vals sing nog een ding, maar as jy verkeerd sing, is dit ŉ ander ding, en daardie ander ding is meestal ŉ lelike ding.
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          Mag ons hiermee van die aanvoegende wyse afskeid neem. Met danksegging aan en met ootmoed teenoor wyle ASV Barnes wat die saak vir ons so mooi verduidelik het. Maar met dieselfde mate van begrip en aanvoeling vir jong leerders wat moet leer dat taal ŉ instrument is waarmee jy jou syn aan die wêreld bekend stel, nie iets waarmee ŉ mens in ŉ eindeksamenvraestel geïntimideer en van jou syn vervreem word nie.
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          VivA-groete
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          Sophia
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      <pubDate>Fri, 26 Feb 2021 05:49:45 GMT</pubDate>
      <guid>https://www.saou.co.za/sintaksis-05</guid>
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      <title>ORTOGRAFIE 16</title>
      <link>https://www.saou.co.za/ortografie-16</link>
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      <content:encoded>&lt;h3&gt;&#xD;
  
         ŉ Pyn in die oog (!!!!!)
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          Gereelde VivA-gebruiker Elridus Grobler vra: Hoe werk beklemtoning in tekste? Mag ŉ mens twee uitroeptekens gebruik? En wat van ŉ vraagteken en ŉ uitroepteken? Of is dit ŉ geval van "te veel van ŉ goeie ding is eintlik te veel"?
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          Dis ŉ baie geldige vraag, veral vir fiksieskrywers. Die meeste skrywers skryf ouditief (dit beteken hulle skryf soos wat hulle dinge in hulle koppe hoor – skryf grens mos vir die meeste skrywers aan waansin), wat daartoe kan lei dat die teks swaar dra aan klem. Veral in tonele wat emotief gelaai is en waarin karakters met swaarwigtige vraagstukke worstel, kan ŉ mens maklik vasval in ŉ moeras van klemme en uitroeptekens wat in die hitte van die skryfstryd baie sin gemaak het, maar wat by nabetragting dalk nie nodig is nie. Gelukkig het die meeste uitgewers ervare teksredakteurs wat skrywers teen hulle eie waansin beskerm, maar ons gewone sterflinge wat sommer net vinnig tekste vir die werk of die kerk of die kinders of die skool moet pleeg, het nie hekwagters wat ons kan help nie. Hoe nou gemaak?
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          Voor ons by die sonde van oordaad kom, kom ons kyk net eers wat tot ŉ mens se beskikking is om klem in tekste aan te dui.
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          1.	Die verstekklemteken is die akuutaksent. (Die gravis dui ook klem aan, maar het in Afrikaans deel van die spelling van ŉ woord geword en is derhalwe ŉ skryfteken.) Die reëls vir die korrekte aanwending van die akuutaksent word in hoofstuk 4 van die Afrikaanse woordelys en spelreëls vervat. Die belangrikste beginsels wat ŉ mens uit hierdie hoofstuk kry, is dat die akuut op vokale en diftonge geplaas word, en dat dit nie ŉ ander teken wat reeds op die letter staan, verdring nie. In die praktyk beteken dit jy gaan die akuut op al twee die vokaalletters plaas as die twee letters een spraakklank voorstel ("géén") en jy gaan nie ŉ akuut op 'n letter met ŉ diakritiese teken (soos "skêr") plaas nie. By "dié" kry net die e die aksent, want die kolletjie op die i word nie verdring nie. Jy mag wel die aksent op ŉ i plaas indien dit die enigste vokaalletter in die lettergreep is ("dít"). Een laaste ding oor die voorskrifte: By die woorde "dié" (wat aanwysend optree, bv. "Dit is dié man van wie ek gepraat het") en "ná" (wat beteken "nadat", bv. "Ons gaan ná skool rugby oefen") is die gebruik van die akuut verpligtend.
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          Die AWS gee nie leiding oor hoeveel keer jy die akuutteken in ŉ teks mag gebruik nie. Dis gewoon omdat die AWS nie leiding gee oor skryfwerk nie, die bron gee leiding oor spelling en skryfwyse.
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          2.	Nog ŉ manier om klem aan te toon, is deur leestekens. Die voor die hand liggende leesteken vir klem, is die uitroepteken, wat ŉ mens tradisioneel aan die einde van uitroepsinne plaas. In hoofstuk 13 van die AWS word daar reëls gegee vir die gebruik van die uitroepteken, en een van die nuttige gebruike wat hier aanvaarbaar gemaak word, is die plasing van die uitroepteken tussen hakies om ironie, sarkasme of ander affek aan te dui. Dit lyk so: "Hy het ons met sy sprankelende (!) humor vermaak." Jy kan ook ŉ woord of ŉ frase tussen hakies plaas en met ŉ uitroepteken afsluit: "Hy wil graag verskoning maak (regtig!) vir sy gedrag." Aan die einde van die hoofstuk (AWS 13.84) word daar gesê dat dit taalkundig aanvaarbaar is om ŉ uitroepteken ná ŉ vraagteken ("Wat maak jy nou?!") te plaas. (Dit is met ander woorde aanvaarbare gebruik in formele standaardtaaltekste.) ŉ Opmerking by hierdie reël dui ook aan dat ŉ mens meer as een vraag- en uitroepteken mag gebruik ("Regtig??!!"), maar daar word pertinent gesê dat die gebruiker teen die "oormatige gebruik van opeenvolgende leestekens" in formele tekste moet waak.
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          Leestekens soos die aandagstreep wat by parenteses gebruik word ("Ek het jou al gewaarsku – en ek gaan dit nie weer doen nie – om jou mond te hou!") is ook ŉ manier om bepaalde teksgedeeltes vir die leser uit te sonder. 
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          3.	ŉ Derde manier om klem aan te dui, is met formatering. Hier moet jy met die uitgewer of die redakteur van ŉ publikasie oorleg pleeg, want baie publikasies het huisreëls vir die aanwending van vetdruk en kursief. Dit is nietemin heeltemal korrek om deur middel van die lettertipe aandag op ŉ bepaalde stuk teks te vestig: "Die datum is 12 April 2018" of "Die datum is 12 April 2018" of "Die datum is 12 April 2018" of "Die datum is 12 April 2018!".
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          4.	Dit is ook moontlik om met die konstruksie van taal en die teks self klem te skep. Die manier waarop ŉ mens sinne en paragrawe organiseer, kan ŉ leser lei om bepaalde inligting as belangrik te beskou, byvoorbeeld: "ŉ Spesiale toekenningsgeleentheid word op 12 April 2018 gehou" teenoor "Op 12 April 2018 word ŉ spesiale toekenningsgeleentheid gehou". In gedronge skryfwerk soos poësie is die plasing van woorde in die reël, of alleen op ŉ reël, veelseggend. Die trant is ook ŉ instrument tot die skrywer se beskikking – dikwels is ŉ gestroopte verteltrant ŉ baie doeltreffende manier om swaar emosionele onderwerpe te hanteer.
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          Met al bogenoemde in gedagte, is dit belangrik om te onthou dat dit ŉ outeur van ŉ teks (enige teks, hetsy akademies, fiksie, advertensie, lighartig of donker) se werk is om ŉ leser so doeltreffend moontlik deur ŉ teks te lei. Die oogmerk is nooit om slim te lyk of om met ŉ mens se taalbeheersing af te wys nie, die oogmerk is om die leser op ŉ nuwe intellektuele, emosionele of filosofiese plek te kry, of om die leser se ingesteldheid teenoor ŉ saak of die lewe self te verander. Taal bly altyd in diens van die boodskap, nie andersom nie.
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          Klem is ŉ baie doeltreffende manier om die leser se verhoogde emosionele betrokkenheid by ŉ bepaalde teksgedeelte af te dwing. Dit beteken dat die outeur die leser dwing om met nuwe, helder, verhelderde bewustheid waar te neem, om harder te hoor en beter te kyk. Dit verg meer van die leser en put meer uit as gewone lees. As dit omsigtig gebruik word, kan dit baie doeltreffend wees, maar die óórbenutting van klem kan die leser vermóéi en uiteindelik vervréém!!! Hoewel die vorige sin ingevolge taalreëls heeltemal korrek is, gaan die meeste lesers instinktief aanvoel hoe die spreker/verteller op hulle begin skree. Die vraag is altyd hoeveel iemand bereid gaan wees om op geskree te word voor hulle die teks eenkant toe gaan gooi en eerder tandarts toe gaan.
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           Die goue beginsel hier, is (soos met enige skryfwerk): Vorm volg funksie. Die feit dat ŉ mens verskeie beklemtoningsmeganismes tot jou beskikking het, en dat die AWS boonop sê hulle mag saam of by herhaling gebruik word, beteken nie dis doeltreffend om almal gelyktydig aan te wend nie. Dis bietjie soos vuurwerke by ŉ popkonsert of ŉ kanonsaluut by ŉ staatsbegrafnis: Een salvo op die regte oomblik is genoeg. Enigiets meer as dit is ŉ aanloop tot hooikoors of oorpyn. Of, in die geval van klemoordaad, ŉ pyn in die oog.
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          VivA-groete
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          Sophia
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      <pubDate>Fri, 26 Feb 2021 05:47:08 GMT</pubDate>
      <guid>https://www.saou.co.za/ortografie-16</guid>
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      <title>ORTOGRAFIE 13</title>
      <link>https://www.saou.co.za/ortografie-13</link>
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         Die tentoonstelling, die skape en die predikantsvrou – samestellende afleidings
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          Gebruiker Mari Brink stuur in die week ŉ noodroep: Bespreek asseblief die begrip "samestellende afleiding". Dit gee ŉ groot gestry af! Laat ons nou eenmaal hierdie tameletjie (wat nooit een was nie) kou en klaar kou.
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          Mari is reg oor ŉ klomp goed – dit is ŉ tameletjie, dit is ŉ voortslepende bron van taalkundige onmin, en dit moes nooit onmin veroorsaak het nie, want die begrip word behoorlik, en met genoeg voorbeelde, in die AWS se terminologielys bespreek. Min mense weet van die lys (en nog minder steur hulle daaraan), maar dit is kernbelangrik om die begrippe in die lys te ken omdat dit terminologie is wat in die bewoording van die reëls gebruik word. Sonder behoorlike begrip van die terminologie in die lys, verstaan ŉ mens ook nie die reëls nie. Daarbenewens is dit altyd wys om geverifieerde inligting oor moeilike taalkundige terminologie op te spoor en te vertrou, eerder as om staat te maak op die ongefundeerde (en verkeerde) bespiegelings wat ŉ mens op baie sosialemediaplatforms aantref.
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          Die AWS erken ŉ sambreelterm "komplekse woord". Hierdie term verwys na woorde wat bestaan uit "meer as een woorddeel of morfeem". Om dit met ŉ baie eenvoudige voorbeeld te illustreer: Die woord vrou is ŉ simplekse woord (jy kan ook sê dis ŉ "ongelede woord"). Die woord vroue is ŉ komplekse (of "gelede") woord. Woorde soos vroutjie, vroulik, vrouesake, vrouegerig, predikantsvrou, vroumensagtig, vrou-en-moeder-opvatting is alles komplekse woorde.
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          Die AWS identifiseer vyf soorte komplekse woorde: 
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          •	Afleidings en fleksievorme. Dit is woorde wat bestaan uit ten minste een stam of basis en een voor- of agtervoegsel, bv. vroulik (afleiding) en vroue (fleksievorm).
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          •	Samestellings. Dié bestaan uit ten minste twee stamme, bv. predikantsvrou en vroumens.
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          •	Samestellende samestellings. Daaroor het Milton Webber al ŉ volledige uiteensetting in sy blog "Die samestelling van samestellende samestellings" gegee. Dit is woorde soos enkelvroukanowedren of luihuisvrouresepte.
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          •	Woordgroepsamestellings. Dit is samestellings van ŉ woordgroep waarvan die bepalergedeelte bestaan uit ten minste drie woorde wat aan verskillende woordsoorte behoort, bv. piet-my-vrou-deuntjie of bring-jou-vrou-saam-geleentheid.
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          Die vyfde soort komplekse woord wat in die AWS gedefinieer word, is die afgeleide samestelling. Hierdie morfologiese bousel veroorsaak groot verwarring, soos Mari tereg aandui, want sommige grammatikabronne het gewone samestellings met afleidingsmorfeme ook in hierdie kategorie begin indruk. Dit is nie korrek nie. Samestellende afleidings is ŉ baie spesifieke soort taalbousel en is nie sommer net enige samestelling met ŉ afleidingsmorfeem nie.
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          Die AWS se definisie lui soos volg: ŉ Samestellende afleiding bestaan uit ŉ voor- of agtervoegsel wat ŉ woordgroep saambind tot ŉ woord, byvoorbeeld ondergronds, tentoonstelling.
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          Let mooi op: Dit is ŉ woordgroep (met ander woorde los woorde) wat net met die toevoeging van die voor- of agtervoegsel (die afleidingsmorfeem) vas geskryf word. Die voegsel veroorsaak die vasskrywery. Dis nie ŉ samestelling (wat reeds vas geskryf word) wat toevallig ŉ afleiding kry en steeds vas geskryf word nie, dis ŉ woord wat vas geskryf word uitsluitlik wanneer die afleidingsmorfeem daarin optree. 
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          Die woord tentoonstelling illustreer hierdie proses uitstekend. Ons het in Afrikaans ŉ woordgroep ten toon stel. Dit is altyd los. Dit is altyd ŉ spelfout om te skryf *tentoonstel. In hierdie woordgroep is stel ŉ werkwoord, ten is ŉ voorsetsel (dis ŉ versteende vorm uit Nederlands), en toon is ŉ selfstandige naamwoord. Ons stel skape by ŉ landbouskou ten toon. Ons het skilderye by ŉ kunsuitstalling ten toon gestel. En ons doen dit altyd met drie los woorde.
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          Wanneer ons egter met ons skape of skilderye by die geleentheid opdaag en die geleentheid moet ŉ naam kry, is die naam tentoonstelling vas. Die -ing is hier ŉ agtervoegsel en morfologies ŉ afleidingsmorfeem, en dis met die toetrede van hierdie afleidingsmorfeem tot die afwysery dat die woord vas geskryf word. Hierdie bousel is nou nie meer drie woordsoorte nie, dis ŉ selfstandige naamwoord (dit kan ŉ lidwoord neem ŉ tentoonstelling en dit kan fleksie neem tentoonstellings) en morfologies is die hele lange ding nou ŉ samestellende afleiding.
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          Nog voorbeelde van samestellende afleidings is teraardebestelling (ter aarde bestel + -ing), indiensneming (in diens neem + -ing) en bloukleurig (blou kleur + -ig). 
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          Daarteenoor is woorde soos bosvrou, predikantsvrou, vroumens en vrouedokter almal reeds samestellings. As ons fleksiemorfeme daarby voeg (bosvroutjie, predikantsvroutjie, vroumense, vrouedokters) of afleidingsmorfeme by die bestaande samestellings voeg (bosvrouagtig, ontvroumens) het ŉ mens niks aan die skryfwyse van die oorspronklike samestelling verander nie. Dit was ŉ samestelling, dit is steeds een, dit het net fleksiemorfeme of afleidingsmorfeme bygekry. Sulke bousels noem ŉ mens dan onderskeidelik geflekteerde samestellings of afgeleide samestellings.
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          ŉ Komplekse kompleksiteit, dié samestelling van samestellings. Moenie verder dwaal nie, vertrou gerus jou vriendelike AWS om vir jou rigting te gee in die donkerte.
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          VivA-groete
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          Sophia
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      <pubDate>Fri, 26 Feb 2021 05:43:33 GMT</pubDate>
      <guid>https://www.saou.co.za/ortografie-13</guid>
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      <title>ORTOGRAFIE 09</title>
      <link>https://www.saou.co.za/ortografie-09</link>
      <description />
      <content:encoded>&lt;h3&gt;&#xD;
  
         Hoofbrekens oor hoofletters
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         Ek kry verbasend baie navrae oor hooflettergebruik. Op die keper beskou, is dit seker nie so vreemd nie, want die reëls vir hoofletters in van die ouer uitgawes van die AWS het vermeerder soos ŉ konynkolonie in ŉ onbewaakte agterplaas, juis omdat die taalgemeenskap hoofletters in soveel verskillende kontekste vir soveel verskillende goed aanwend. Dink byvoorbeeld aan die manier waarop hoofletters in regstekste gebruik word: Die Klaer en die Klaagster se mekaar die stryd aan in ŉ Egskeidingsgeding en moet ŉ Skikking bereik waarin die Afhanklikes se Onderhoud bepaal word. As ek deur so ŉ dokument geworstel het, voel ek vir ŉ hele paar minute daarna Duits. Nog ŉ eienaardige geval, is die hoofletters by persoonlike voornaamwoorde waarmee daar in die Bybel na die Godheid verwys word, wat eintlik heeltemal in stryd is met die reëls. Maar meer daaroor later.
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          Die Taalkommissie het op ŉ punt besef die AWS gaan uit sy nate bars as hierdie reëlmakery so voortduur en het die hele hoofstuk 9 herbewerk. Dis nog ŉ hok vol hase, maar dis darem nie meer oorbevolk nie. Nietemin word ŉ gebruiker wat vir die eerste keer met hoofstuk 9 kennis maak dikwels deur die reëls oorweldig, en dan beland daar ŉ navraag by my oor die hooflettergebruik in ŉ sin soos die volgende:
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          Die versoek is aan die direksie/Direksie voorgelê.
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          Die antwoord is eintlik verbasend eenvoudig, en as ŉ mens die beginsels vir hooflettergebruik in gedagte hou, raak dit baie makliker om ŉ kopkrapper soos in bogenoemde sin op te los. Hoofletters word in Afrikaans gebruik om twee goed te merk: sinsbegin en eienaamwoorde. Dit is met ander woorde verpligtend om die die in die volgende sin met ŉ hoofletter te skryf, en dit is verpligtend om die voornaam en van met ŉ hoofletter te skryf:
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          Die versoek is aan Johan Rautenbach voorgelê. 
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          Daarteenoor is dit nie korrek om direksie in die eerste voorbeeldsin met ŉ hoofletter te skryf nie, want dit is ŉ soortnaamwoord en nie ŉ eienaamwoord nie:
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          Die versoek word aan die direksie voorgelê.
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          Dit is vir die meeste gebruikers nie moeilik om die sinsbegin te herken nie, maar eienaamwoorde is soms problematies. Eienaamwoorde word gebruik om ŉ unieke ding te benoem en kry normaalweg nie lidwoorde nie. Die volgende lys (nie omvattend nie) is voorbeelde van woorde wat in Afrikaans eienaamwoorde is:
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          Persoonsname (Johan Visagie)
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          Byname (Vleis Visagie)
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          Toename (Karel die Grote)
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          Handelsname (Revlon)
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          Publikasiename (Beeld)
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          Geografiese name (Suid-Afrika)
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          Geologiese name (die Pleistoseen)
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          Taalname (Afrikaans)
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          Name van bevolkingsgroepe (Amerikaners)
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          Maand- en dagname (Mei, Saterdag)
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          Name van geskiedkundige gebeurtenisse (die Tweede Wêreldoorlog)
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          Name van spesiale dae (Valentynsdag)
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          Name van staatsdepartemente en fakulteite (Departement van Buitelandse Sake)
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          Wetenskaplike name (Loxodonta africana)
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          Die Taalkommissie het probeer help deur gevalle waar die keuse tussen hoof- en kleinletter moeilik kan wees, afsonderlik te bespreek.
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          Eienaamwoorde wat uit meer as een woord bestaan (multiwoordeiename)
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          Die naam Kaap die Goeie Hoop is so ŉ voorbeeld. In so ŉ geval is al die los woorde met hoofletters, buiten lidwoorde, voorsetsels, voegwoorde en die woord se wat deel van die naam uitmaak.
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          Eienaamwoorde met agtervoegsels
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          Waar agtervoegsels by eienaamwoorde gebruik word, kan dié vorm met ŉ hoof- of kleinletter geskryf word, bv. Calvyn -&amp;gt; Calvinis x calvinis. Dit geld nie vir gevalle waar die agtervoegsels saam met plek- of taalname gebruik word nie, bv. Suid-Afrika -&amp;gt; Suid-Afrikaner en Engels -&amp;gt; Engelse. Laasgenoemde behou die hoofletters.
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          Aanspreekvorme 
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          Aanspreekvorme kan met ŉ hoof- of kleinletter geskryf word, en verskillende aanspreekvorme kan in een teks verskillend hanteer word. ŉ Gebruiker kan byvoorbeeld skryf Nee, liefie x Nee, Liefie en Nee, mamma x Nee, Mamma. Hierdie keuse word gewoonlik gemaak op grond van hoe ver of hoe naby die gebruiker die aanspreekvorm aan ŉ eienaamwoord beskou. 
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          Eienaamwoorde wat as soortnaamwoorde optree
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          Dit is gewoonlik ŉ handelsnaam of persoonsnaam wat gebruik word om na ŉ eksemplaar van ŉ ding te verwys, bv. Ons ry sommer met die Polo of Daar hang ŉ Tretchikoff in my ouma se huis. Sulke woorde kry hoofletters.
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          Soortname wat as eiename optree
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          Dit is woorde wat eintlik soortnaamwoorde is, maar wat die naam van ŉ ding geword het, bv. Grondwet (enige organisasie kan ŉ grondwet hê, maar die woord met die hoofletter verwys na Suid-Afrika se belangrikste wet) en Hervorming (die naam van die tydperk in kerkgeskiedenis). Sulke woorde kry ook hoofletters.
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          Verbleekte eienaamwoorde
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          Dit is woorde wat op ŉ tydstip eienaamwoorde was, maar waarvan die uniekheid van die verwysing so verbleek het dat dit nou soortnaamwoorde is. Voorbeelde is tippex (vir enige soort korrigeervloeistof) en Hy is ŉ regte hitler (vir enige soort onredelike leier). Die verbleekte vorm word gewoonlik met ŉ kleinletter geskryf.
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          Gewone plant- en dierename
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          Dit is name wat in die volksmond vir plante en diere ontstaan het. Die reëls hiervoor raak kompleks, want sommige van hierdie name het plekname in die naam en dan is daar ŉ ander reël wat geld. As jy dus met so ŉ geval te doen het, slaan liewer na, maar die beginsel is dat woorde soos kiepersol en swartwitpens nie met hoofletters geskryf word nie.
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          Name van geldeenhede
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          Die saak word spesifiek in die AWS genoem, want ŉ mens wil-wil dink dis ŉ eienaamwoorde en dit met ŉ hoofletter skryf. Veral die naam van die Suid-Afrikaanse geldeenheid lyk na ŉ eienaamwoord omdat dit van Witwatersrand kom. Maar dit is altyd met ŉ kleinletter, buiten natuurlik aan die begin van die sin: tien rand, 70 dollar, duisende euro.
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          Die kwessie waaroor die AWS nie meer uitsluitsel gee nie, is hooflettergebruik by persoonlike voornaamwoorde wat na die Godheid verwys. Die rede daarvoor is eenvoudig: Die hooflettergebruik in die Bybel is ŉ konvensie, nie ŉ taalreël nie. Daar is naamlik nie ŉ taalreël wat bepaal dat voornaamwoorde ŉ hoofletter kry nie, en daar was nooit so ŉ reël nie. Die konvensie om die hoofletter so vir voornaamwoorde aan te wend, kom net in die Bybel voor, en dit is in die 1933-vertaling ingebring omdat dié vertaling eintlik maar ŉ oorklanking van die Statebybel was. Die hoofletters is in die Nederlands so in die Statebybel gebruik en toe nooit weer nie. Net in Afrikaans bly dié eienaardigheid voortleef, omdat mense die hoofletter beskou as ŉ vorm van eerbiedsbetoon. Dit is nie taalkundig juis nie. Hoofletters betoon nie eerbied nie, dit merk ŉ bepaalde taalkundige omgewing of bousel, en om na God as "hy" te verwys is nie minder eerbiedig om na hom te verwys as "Hy" nie. Daaroor het ek reeds in ŉ ander blog geskryf. Dit gesê, staan dit natuurlik elke gebruiker vry om te besluit om eerder by die taalreëls (die kleinlettervorm) of die konvensie (die hooflettervorm) te hou. 
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          Hou ten slotte in gedagte dat hierdie blog as ŉ hulpmiddel geskryf is, nie as ŉ opsomming van die reëls nie. As jy dus werklik klinkklaar uitsluitsel wil hê, slaan liewer na. Jy ken die ou gesegde: As die kortpad die regte pad was, sou die lang pad daarlangs geloop het. 
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          Uiteindelik is dit natuurlik die belangrikste dat jy die pad loop, en dat die pad met die taal vir jou vreugde verskaf.
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          VivA-groete
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          Sophia
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      <pubDate>Fri, 26 Feb 2021 05:39:30 GMT</pubDate>
      <guid>https://www.saou.co.za/ortografie-09</guid>
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      <title>ORTOGRAFIE 10</title>
      <link>https://www.saou.co.za/ortografie-10</link>
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         Los en vas: Afrikaanse spellers se grootste kopseer
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         Ek weet, dit is ŉ nagmerrie. Ongelukkig het ek nie kitsoplossings nie, en ongelukkig is die spelreëls oor los en vas skryf (hoofstuk 15 in die Afrikaanse woordelys en spelreëls) ook nie altyd eenvoudig nie. As daar ŉ maklike manier was om die saak te beredder, het iemand dit al so beskryf. 
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           Maar daar is tog ŉ paar beginsels wat ŉ mens kan onthou, wat ŉ mens in die gewone handel en wandel kan help. Los en vas skrywery is nou ook nie onbegryplik moeilik nie. Die lysie wat ek hier onder plaas, is iets wat in my kop bestaan. Dis nie spelreëls nie – dié word in die AWS vervat, en vir volledige verwysing moet ŉ mens dié bron raadpleeg. Maar ek sit wel my gedagtes hier neer, want dalk help dit.
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           •	Adjektiewe (in skoolwerk: byvoeglike naamwoorde) is los. Daarom is dit mediese skema, lang termyn, privaat skool, rooi pen, wit gesinne. Die uitsonderings is gewone plant- en diername waar die kleuradjektiewe vas geskryf word (blousysie, rooibessie, swartmamba) en gevalle van betekenisverdigting waar die vaste vorm iets heel anders as die los vorm beteken (geelperske, witskrif, swartlys). [Die toets vir adjektiewe is dat ŉ mens dit predikatief kan gebruik: die termyn is lank, die skool is privaat.] Lees meer oor privaat wat altyd los is in hierdie blog en oor junior en senior koor wat los is hier.
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           •	Bywoorde is los. Daarom is dit goed beplande projek, erg verbrande aandete, glad nie, ook al, al weer. Die een wat hier kopsere veroorsaak is die bywoord toe wat ook los moet wees as dit saam met naamwoorde optree: huis toe, see toe, skool toe, winkel toe. Dis net vas as dit saam met ŉ ander bywoord optree: binnetoe, buitentoe, agtertoe, boontoe.
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           •	Telwoorde is los. Daarom is dit tien rand, eerste span, sewe honderd vyf en dertig duisend ses honderd twee en twintig verskonings. Al wat ŉ mens hier hoef te onthou, is dat die lang telwoorde wat uit verskeie woorde bestaan ook met koppeltekens geskryf kan word. Ek het in hierdie blog verduidelik waarom eerste span los en o. 17A-span vas is. Oor gevalle soos sewesrugby (lees hier) en toptien (lees hier) het ek ook al geskryf. 
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           •	Naamwoorde is vas of los afhangende van hulle geaardheid. Maatnaamwoorde (soos ŉ liter water of ŉ koppie koffie) is los. Versamelnaamwoorde (soos ŉ trop beeste of ŉ tros kinders) is los. Soortnaamwoorde wat langs mekaar voorkom en nie twee aparte dinge in die sin benoem nie, gaan heel waarskynlik vas wees: buiteluguitstalling, inperkingsmaatreëls, internetprobleme. Die manier waarop ek hierdie soort woorde toets, is om te bepaal waar die lidwoord gaan wees en dan te bepaal waar die meervoud gaan wees (die buiteluguitstallings, die inperkingsmaatreëls). Alles wat naamwoord is tussen die lidwoord en die meervoudsvorm gaan waarskynlik vas wees. (NB: Dis nie ŉ taalreël nie, dis ŉ toets. Moenie dit verabsoluteer nie.)
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           •	Eienaamwoorde val eintlik ook onder die kolpunt hier bo, want dit is naamwoorde, maar hulle het ŉ eie stel reëls as hulle in samestellings optree. ŉ Eienaamwoord wat saam met ŉ soortnaamwoord ŉ soortnaamwoord maak (Checkerssak, Volkswagen-onderdele) is ŉ gewone samestelling en dus (met of sonder ŉ koppelteken) vas. ŉ Eienaamwoord wat saam met ŉ soortnaamwoord ŉ eienaamwoord maak, kan op een van vier maniere geskryf word: Potchefstroom Apteek, Potchefstroom-Apteek, Potchefstroom-apteek, Potchefstroomapteek. Onthou wel dat ŉ mens by geregistreerde handelsname die skryfwyse gebruik soos wat die produk of instansie oorspronklik geregistreer is.
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           •	Wees versigtig vir die oorbenutting van koppeltekens. Koppeltekens beteken die komponente wat jy koppel, is ŉ samestelling, daar is net ŉ rede waarom jy nie die samestelling direk aan mekaar kan skryf nie. Dit is nie ŉ teken wat ŉ mens gebruik as jy nie weet of jy ŉ ding vas of los moet skryf nie. Lees hierdie blog vir ŉ volledige bespreking.
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           •	Daar is "ingewikkelder" samestellings wat reëls van hulle eie het. Samestellende samestellings (lees ŉ volledige bespreking hier) krap gewoonlik dinge deurmekaar, want dit bevat adjektiewe wat deel word van die samestelling, soos langtermynversekering en medieseskemavoordele. Samestellende afleidings is ook ŉ baie spesifieke bousel – ŉ woordgroep soos ten toon stel wat weens die toevoeging van ŉ afleidingsmorfeem vas geskryf word: tentoonstelling. Daar is in skoolgeledere heelwat verwarring hieroor, en dit is belangrik om kennis te neem van hierdie blog waarin die verskil tussen samestellende afleidings en afgeleide samestellings bespreek word.
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           Is dit alles wat daar te sê is oor vas en los skryf? Nee, natuurlik nie. Daarvoor is die AWS geskryf. Maar ongeveer 90% van die navrae wat ek oor vas en los kry, kan uit hierdie inligting beantwoord word. Werk dus gerus deur hierdie stel skrywes – ook dié waarvoor daar skakels is – as jy net jou greep op die saak wil verstewig. En as jy met die 10% van gevalle te doen het wat nie hieruit beantwoord word nie, verwys na die AWS, of skakel met my by sophia@viva-afrikaans.org of per whatsapp by 0621260295, ek help graag.
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           VivA-groete
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           Sophia
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      <pubDate>Fri, 26 Feb 2021 05:37:19 GMT</pubDate>
      <guid>https://www.saou.co.za/ortografie-10</guid>
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      <title>ORTOGRAFIE 07</title>
      <link>https://www.saou.co.za/ortografie-07</link>
      <description />
      <content:encoded>&lt;h3&gt;&#xD;
  
         Is dit ge- of is dit ge- ge-? Die lang pad vir verlede deelwoorde by skakelwerkwoordkonstruksies.
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           Ek kry vroegoggend 'n navraag van 'n VivA-gebruiker wat in 'n taalargument met kollegas vasgeval het: Skryf 'n mens Die ondersteuners het op die spelers geskree en gevloek of is dit Die ondersteuners het op die spelers geskree en vloek? Die rede vir die verwarring en die vraag is dat daar blykbaar 'n reël in skoolgange ronddool wat lui dat "twee aksies wat op dieselfde tydstip plaasvind nie in die verlede tyd albei ge- kry nie". 
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          Ek het simpatie met die vraagsteller en die verwardes, want dit is weer een van daardie skoolreëls wat gemaak is om kinders te help, maar eintlik almal van die wal in die sloot help. Onthou maar altyd: As die kortpad 'n kortpad was, sou die lang pad daarlangs geloop het. Dit geld ook vir taalreëls. 
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          Die lang pad loop eintlik so: 
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          •	In 'n sin met twee hoofwerkwoorde kry albei hoofwerkwoorde in die verlede tyd ge-. In 'n sin met 'n skakelwerkwoord en 'n hoofwerkwoord kry net die skakelwerkwoord ge-. 
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          Die "twee aksies wat op dieselfde tydstip gebeur" is deur welmenende onderwysers geskep om kinders te probeer help om tussen hierdie twee konstruksies te onderskei, maar dit is verwarrend, soos duidelik uit die navraag blyk. 
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          Twee hoofwerkwoorde herken 'n mens daaraan dat elk 'n aparte handeling uitdruk. As die een weggelaat word, is die ander werkwoord steeds 'n uitdrukking van 'n onafhanklike handeling wat plaasvind. Hierdie handelinge kan op dieselfde tydstip plaasvind; die tydsverloop het niks met die saak te make nie:
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          Die ondersteuners skree en vloek op die spelers. x Die ondersteuners skree op die spelers. x Die ondersteuners vloek op die spelers.
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          Die kinders lag en praat in die klas. x Die kinders lag in die klas. x Die kinders praat in die klas.
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          As hierdie sinne in die verlede tyd geskryf word, word albei hoofwerkwoorde verlede deelwoorde:
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          Die ondersteuners het op die spelers geskree en gevloek. x Die ondersteuners het op die spelers geskree. x Die ondersteuners het op die spelers gevloek.
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          Die kinders het in die klas gelag en gepraat. x Die kinders het in die klas gelag. x Die kinders het in die klas gepraat.
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          Daarteenoor is 'n skakelwerkwoordkonstruksie 'n kombinasie van 'n medewerkwoord en 'n hoofwerkwoord waar die hoofwerkwoord die primêre handeling uitdruk. Let wel: Die skakelwerkwoord is nie semanties leeg (betekenisloos) nie, maar dit druk nie die handeling uit waaroor die sin gaan nie. In die volgende sinne is daar telkens 'n skakelwerkwoord en 'n hoofwerkwoord:
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          DIe ondersteuners staan en vloek op die spelers.
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          Die kinders sit en praat in die klas.
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          As 'n mens die hoofwerkwoord hier weglaat, is dit ander sinne:
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          DIe ondersteuners staan op die spelers.
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          Die kinders sit in die klas.
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          Wat eintlik gebeur is:
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          Die ondersteuners vloek op die spelers
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          Die kinders praat in die klas.
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          Dis by hierdie skakelwerkwoordkonstruksies waar 'n mens versigtig moet wees, want slegs die skakelwerkwoord kry ge-:
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          DIe ondersteuners het op die spelers gestaan en vloek.
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          Die kinders het in die klas gesit en praat.
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          Wat meer is, die AWS maak voorsiening daarvoor dat die ge- by hierdie bepaalde skakelwerkwoordkonstruksies opsioneel is:
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          DIe ondersteuners het op die spelers staan en vloek.
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          Die kinders het in die klas sit en praat.
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          Die ge- is selfs by die skakelwerkwoord laat baie duidelik streektaal. (Let wel, nie verkeerd nie, net nie geskik vir formele skryftaal nie.)
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          Die skoolhoof laat roep die kinders.
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          Die skoolhoof het die kinders laat roep.
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          Die skoolhoof het die kinders gelaat roep.
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          Mag jy hierna jou ge-'s van jou ge- ge-'s onderskei.
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          VivA-groete
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          Sophia
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      <pubDate>Fri, 26 Feb 2021 05:34:19 GMT</pubDate>
      <guid>https://www.saou.co.za/ortografie-07</guid>
      <g-custom:tags type="string" />
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      <title>ORTOGRAFIE 06</title>
      <link>https://www.saou.co.za/ortografie</link>
      <description />
      <content:encoded>&lt;h3&gt;&#xD;
  
         Meerder, beterder en mees beste – trappe van vergelyking in Afrikaans
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          Desperate navraag laat die aand: Tannie, ons skryf môre Afrikaans en ek sukkel met trappe van vergelyking. Hoe weet ek wanneer is dit "meerder" en wanneer is dit "meeste"?
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          Ek rol nie meer my oë nie, nie vir die navraag, die omvang van die onkunde of die tyd nie. Ek herken paniek, selfs op ŉ WhatsApp, en weet ŉ mens hou jou preek vir ŉ meer toepaslike oomblik.
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          Gelukkig (vir die navraer se onthalwe en vir myne) is die reëls vir die trappe van vergelyking in die nuutste uitgawe van die Afrikaanse woordelys en spelreëls opgeteken. Hoofstuk 16 bevat die volledige stel voorskrifte en vervang elke leer en dwaling wat tot nou toe oor die saak verkondig is. Boonop is daar voor in die hoofstuk ŉ baie nuttige tabel opgeneem wat dit vir elke opvoeder, leerder en gebruiker glashelder behoort te maak wanneer ŉ mens -er en -ste, en wanneer ŉ mens meer en die meeste gebruik.
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          So werk dit:
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          Bywoorde en byvoeglike naamwoorde kry -er en -ste. Dit sluit voorbeelde in soos die volgende:
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          •	mooi, mooier, die mooiste
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          •	groot, groter, die grootste
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          •	algemeen, algemener, die algemeenste
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          •	eenvoudig, eenvoudiger, die eenvoudigste
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          •	bekoorlik, bekoorliker, die bekoorlikste
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          •	korrek, korrekter, die korrekste
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          •	interessant, interessanter, interessantste
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          Bywoorde en byvoeglike naamwoorde wat op e eindig, kry meer en mees. Wees versigtig, dis woorde wat in die onverboë vorm op ŉ e eindig. Dit sluit met ander woorde nie woorde in soos interessante, eenvoudige of geduldige in nie, want dié woorde het in die onverboë vorm nie ŉ e nie.
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          •	beskonke, meer beskonke, mees beskonke
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          •	ervare, meer ervare, mees ervare
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          •	volwasse, meer volwasse, mees volwasse
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          Deelwoorde wat as bywoorde of byvoeglike naamwoorde optree, kry ¬-er¬ of ¬meer en -ste of ¬mees.
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          •	oplettend, oplettender, oplettendste OF oplettend, meer oplettend, mees oplettende
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          •	gekompliseerd, gekompliseerder, gekompliseerdste OF gekompliseerd, meer gekompliseer, mees gekompliseerde
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          •	bekommerd, bekommerder bekommerdste OF bekommerd, meer bekommerd, mees bekommerde
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          •	sprankelend, sprankelender, sprankelendste OF sprankelend, meer sprankelend, mees sprankelende
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          Dan is daar ŉ klas wat beter en beste neem. Dit is bywoorde en byvoeglike naamwoorde wat volgens gehalte gradeerbaar is.
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          •	gekwalifiseer, beter gekwalifiseer, die beste gekwalifiseer
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          •	toegerus, beter toegerus, die beste toegerus
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          En natuurlik, die onvoorspelbare klompie, wat hulle eie patroon volg:
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          •	goed, beter, die beste
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          •	gaaf, liewer, die gaafste
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          •	baie, meer, die meeste
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          As jy met leerders of taalaanleerder
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           s werk, wys ook maar op die grootste fout: Ons gebruik nooit die -er en ¬-ste saam met meer en mees nie. Die meeste mense gaan nog die mees eenvoudige aanvaar al sê die AWS dis nie reg nie, maar oor die mees eenvoudigste gaan hulle kla. 
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          Ek hoop jy weet nou meerder. Mag jy hierna beterder weet hoe om trappe van vergelyking op die mees beste manier te skryf.
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          VivA-groete
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          Sophia
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      <pubDate>Wed, 24 Feb 2021 18:52:09 GMT</pubDate>
      <guid>https://www.saou.co.za/ortografie</guid>
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      <title>DIE AANGRYPENDE ADJEKTIEF</title>
      <link>https://www.saou.co.za/die-aangrypende-adjektief</link>
      <description />
      <content:encoded>&lt;h3&gt;&#xD;
  
         Die adjektief is vir ŉ skrywer een van die nuttigste woorde in sy of haar arsenaal. 
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         Dit gee kleur, dit gee diepte, en in die hande van ŉ taalvaardige skrywer, is die noukeurige aanwending van adjektiewe in ŉ teks die manier om van ŉ goeie storie ŉ blitsverkoper te maak. Maar om die krag van hierdie oënskynlike maklike woord behoorlik in te span, moet ŉ mens verstaan hoe dit werk, en boweal hoe om dit in sinne aan te wend.
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           Op ŉ taalkundige vlak is ook allerbelangrik dat ŉ mens adjektiewe moet kan herken. Vinnige syspoor oor die benaming: Dit word ook byvoeglike naamwoord genoem, maar dié benaming is problematies omdat adjektiewe nie naamwoorde is nie. Dit is meestal bykomende inligting by naamwoorde. In die afdeling oor adjektiewe in die Afrikaanse Skoolgrammatika (ASG) op VivA se Taalonderrigportaal, word ons besluit om die term adjektief vir die woordsoort te gebruik, grondig gemotiveer.
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           Goed, die adjektief. Wat? Hoe? en Hoekom?
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           Die definisie in ASG vir adjektiewe lui soos volg: 
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           'n Adjektief beskryf 'n eienskap van 'n referent (ding/mens/dier) wat deur 'n naamwoord of voornaamwoord benoem word.
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           Ek het reeds in die blog oor naamwoorde verwys na die begrippe verwysing en referent, en verduidelik hoe veral naamwoorde en voornaamwoorde gebruik word om na dinge in die werklikheid te verwys. Dit is belangrik om ook by die bespreking van adjektiewe die verband tussen die woord en die ding in die werklikheid in gedagte te hou, want soos wat naamwoorde die referent (die ding in die werklikheid) benoem, so gee adjektiewe die eienskappe van die referent (die ding in die werklikheid) weer.
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           So werk dit:
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           •	My ma bak ŉ lekker koek.
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           In hierdie voorbeeldsin is daar twee naamwoorde, ma en koek. Voor ma is daar ŉ woord wat besit aandui (my, want die ma is myne), en sulke woorde wat aandui dat die naamwoord se referent aan iemand of iets behoort, is besitlike voornaamwoorde. Voor die tweede naamwoord in die voorbeeldsin, koek, is daar ŉ woord wat ŉ eienskap van die referent weergee. Die koek (die ding in die werklikheid) het ŉ bepaalde eienskap, en daardie eienskap is dat die koek lekker is. So ŉ woord, wat ŉ eienskap van die referent weergee, is ŉ adjektief.
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           In die volgende voorbeeldsinne is die vetgedrukte woorde almal adjektiewe:
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           •	My ma bak ŉ lekker koek.
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           •	Die koek wat my ma bak, is lekker.
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           •	My ma bak ŉ bruin koek.
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           •	My ma bak ŉ ongewone koek.
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           •	My ma bak die lekkerste koek.
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           •	My ma bak ŉ smullekker koek.
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           Uit die voorbeeldsinne kan ons ŉ paar belangrike kenmerke van adjektiewe aflei:
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           1.	Adjektiewe kan attributief (voor of ná die naamwoord) of predikatief (ná die koppelwerkwoord in die predikaat van die sin) optree (ŉ lekker koek x die koek is lekker). Hierdie kenmerk is kernbelangrik, want dit is die toets waarmee ons bepaal of ŉ woord ŉ adjektief is: As die woord predikatief gebruik kan word, is dit ŉ adjektief. Dit is hoe ons weet dat ŉ woord soos privaat altyd los geskryf word (ja, dit is ŉ privaat skool) – dit kan predikatief gebruik word: Die skool is privaat. (Lees hierdie blog vir ŉ verdere bespreking.)
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           2.	Woorde wat ŉ kleur beskryf, is gewoonlik adjektiewe (ŉ bruin koek, ŉ blou Maandag, ŉ swart gesin). Dit is om hierdie rede dat die AWS sê dat rasbenamings los geskryf word – die woorde waarmee ons na ras verwys, is kleuradjektiewe, en gevolglik altyd los.
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           3.	Sommige adjektiewe wat attributief gebruik word, kry ŉ e (die ongewone koek x die koek is ongewoon). In sommige gevalle is daar ŉ vorm met die attributiewe e en sonder die attributiewe e, en dan het die vorm met die e gewoonlik ŉ ander betekenis: die arm mense x die arme mense.
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           4.	Sommige adjektiewe kan trappe van vergelyking neem (die lekkerste koek). Ek vermoed hierdie kenmerk word op skool as die toets vir adjektiewe beskou, maar dit is gevaarlik om dit as die enigste toets aan te wend, want bywoorde kan ook trappe van vergelyking neem (die vinnigste vloeiende rivier). En dan is daar natuurlik adjektiewe wat nie gemaklik is met trappe van vergelyking nie (?die uitstekendste uitvoering)
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           5.	Sommige adjektiewe kan intensiewe vorme neem (die smullekker koek). Oor intensiewe vorme het ek al in hierdie blog geskryf, en ons het ŉ lys met opgetekende intensiewe vorme hier in ASG gepubliseer.
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           In die afdeling oor adjektiewe in ASG is daar ook ŉ afdeling (rol af na onder) waar ons bespreek hoe adjektiewe van ander woordsoorte onderskei kan word. Dit is veral moontlik om adjektiewe en bywoorde te verwar. Kyk byvoorbeeld na die volgende sinne:
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           •	Die koek smaak lekker.
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           •	Ons eet lekker aan die koek.
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           In die eerste sin is lekker ŉ adjektief (smaak is ŉ koppelwerkwoord wat die naamwoord se referent (koek) aan ŉ eienskap van die referent (lekker) verbind. In die tweede sin beskryf lekker nie die koek nie, dit beskryf die handeling (eet), en dit is daar ŉ bywoord.
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           Dit is dus ook by die herkenning van adjektiewe kernbelangrik om altyd die woord binne konteks te plaas, en dan te bepaal wat die woordsoort is, want soos ek in die blog Konteks is koning reeds verduidelik het, bepaal die konteks die woordsoort, nie die woord self nie.
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           En dit bring my by die laaste, en belangrikste kwessie rakende adjektiewe, en dis die hoekom. Hoekom moet ons weet watter woorde adjektiewe is? Kyk weer na die bespreking by 1 hier bo, en verwys dan na AWS 15.28, wat lees: Verbindings van byvoeglike en selfstandige naamwoorde word in die reël los geskryf. Die los en vas skryf van woorde is een van die grootste kopsere vir Afrikaanse spellers (lees hierdie blog daaroor). As ons weet dat adjektiewe los van naamwoorde geskryf word, en as ons adjektiewe in ŉ sin kan herken, is 80% van ons probleme met los en vas skryf al opgelos. 
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           VivA-groete
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           Sophia
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      <pubDate>Wed, 24 Feb 2021 18:49:21 GMT</pubDate>
      <guid>https://www.saou.co.za/die-aangrypende-adjektief</guid>
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      <title>DIE GESEGDE: ŉ KATTEKOOR</title>
      <link>https://www.saou.co.za/die-gesegde-kattekoor</link>
      <description />
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         Almelewe het ek (A-kandidaat in matriek, Afrikaansonderwyser, en nou met ŉ PhD in Afrikaanse Taalkunde agter my naam) die kat aan die stert beetgehad.
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          Ek wil die taalonderwyser wat hierdie sintaktiese gekattemaai geskep het, katswink slaan. Die onderwysstelsel van die afgelope paar dekades het die kat aan die bo-lip beetgehad en ons as sprekers en onderwysers is deur ŉ spul onkundiges wysgemaak dat ŉ kat eiers lê.
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          Voor ek my ouers hulle dit laat berou dat hulle hulle ŉ kat in die sak gekoop het met my duur opleiding, laat ek liewers die kat ... nee, die aap uit die mou laat!
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          ŉ Gedeelde begrip
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          VivA se onderneming om die grammatika van Afrikaans volledig en korrek te beskryf (dit lê in Taalportaal en Taalonderrigportaal) het primêr gespruit uit die magdom uiteenlopende opvattings oor wat die term gesegde behels. Die verwarring in skoolgeledere was veral 'n kwelling, want as onderwysers nie eenstemmigheid het oor wat dit is nie, hoe billik is dit om kinders almal dieselfde vraestel te laat skryf en hulle dan te penaliseer omdat die onderwyser en die eksaminator nie dieselfde onder die term verstaan nie?
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          Dit is dus kernnoodsaaklik dat onderwysers, leerders en almal wat met sintaksisopleiding te doen het, na hierdie werk verwys, sodat ons ten minste net ŉ gedeelte begrip het van waarmee ons werk. Die werk wat VivA in die Afrikaanse Skoolgrammatika gedoen het, en steeds doen, is gegrond op navorsing, en is internasionaal gestandaardiseer. As ons dus hier goed publiseer, is dit gehalteverseker en korrek, en hoef niemand meer daaroor te wroeg of te wonder nie.
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          Goed, die gesegde. Die term kan natuurlik gewoon na 'n sêding verwys, soos die soort fraaihede hier bo waarmee ek die blog afgeskop het. Maar dit is ook die naam van 'n sinsfunksie (verwys na hierdie blog om te begryp wat ons met dié term bedoel), en dis hierdie sinsfunksie, en veral die definisie daarvan, wat die krisis veroorsaak.
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          Hier is die korrekte beskrywing in 'n neutedop, met die vriendelike komplimente van die span by VivA, en die span internasionale navorsers by Taalportaal: 
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          Die gesegde is alles in die sin wat nie die subjek (onderwerp) is nie.
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          In eenvoudige wiskunde druk ons hierdie aftreksom soos volg uit: gesegde = [sin] - [subjek]
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          Voetnoot: Vir onderwysers wat met tweedetaalleerders werk, is dit belangrik om daarop te let dat die gesegde in Engels (Longman p.122) bekend staan as die predicate. Dit is veral noodsaaklik om leerders daarop te wys dat die Engelse predicate nie gelyk is aan die Afrikaanse predikaat nie (sien hier onder).
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          Die verdeling tussen die subjek en die gesegde kan soos volg voorgestel word:
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           Waaruit bestaan die gesegde? Noodsaaklike en nienoodsaaklike sinsdele
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           Die gesegde bestaan minstens uit 'n hoofwerkwoord. Sonder ŉ hoofwerkwoord is daar nie ŉ gesegde nie, en sonder ŉ gesegde is daar nie ŉ sin nie. Kyk weer na die voorbeelde hier bo. In elke sin is daar ten minste ŉ hoofwerkwoord.
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            Daar kan natuurlik 'n swetterjoel ander bousels saam met die hoofwerkwoord in die gesegde optree. Ons sal elkeen afsonderlik in hierdie reeks blogs oor sintaksis bespreek, maar in hierdie blog is dit nodig om reeds kennis te neem van die konsep van noodsaaklike en nienoodsaaklike sinsdele.
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           As ons verwys na ŉ noodsaaklike sinsdeel, bedoel ons ŉ sinsdeel wat nodig is om die sin grammatikaal te hou. Let wel: Dit gaan nie hier oor hoe belangrik die inligting in die sinsdeel is nie, dit gaan oor wat die sinsdeel vir die grammatikaliteit van die sin doen. As die sin sonder die sinsdeel ongrammatikaal is, is die sinsdeel noodsaaklik.
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           Die gesegde moet ten minste 'n hoofwerkwoord hê, anders is die sin nie grammatikaal nie: My boetie jaag is grammatikaal 'n sin. My boetie is nie 'n sin nie. Dit het betekenis, ja, maar dit word nie in die sintaksis as 'n sin beskou nie.
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           Benewens die hoofwerkwoord wat noodsaaklik is, is daar dele van die gesegde wat as gevolg van die aard van die hoofwerkwoord noodsaaklik is om die sin grammatikaal te hou: In My boetie doen sy huiswerk is sy huiswerk 'n noodsaaklike element. *My boetie doen is nie 'n sin nie.
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           Die dele van die gesegde wat weggelaat kan word sonder dat dit 'n ongrammatikale sin tot gevolg het, is nienoodsaaklik. Weereens: Dit gaan nie hier oor die belangrikheid van die inligting nie. Al is die betekenis van die sinsdeel kernbelangrik, gaan dit hier net oor hoe noodsaaklik die sinsdeel is om die sin grammatikaal te hou. In die sin My boetie doen sy huiswerk net voor die klas is net voor die klas nie noodsaaklik om die sin grammatikaal te maak nie. Dis betekenisgewys (semanties) belangrik, maar sintakties kan dit weggelaat kan word sonder om die sin grammatikaal te ontspoor.
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           Met bostaande in gedagte, onderskei ons die volgende in die sintaksis:
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           Gesegde = alles in die sin wat nie die subjek is nie.
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           Predikaat = alles in die gesegde wat noodsaaklik is (hoofwerkwoorde, niehoofwerkwoorde en noodsaaklike sinsdele)
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           Predikator = al die werkwoorde (hoofwerkwoorde en niehoofwerkwoorde)
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           Komplement = noodsaaklike sinsdeel in die gesegde wat deur die werkwoord afgedwing word
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           Adjunk = nienoodsaaklike dele van die gesegde wat weggelaat kan word
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           So lyk dit as ons sinne op grond van bogenoemde ontleed: My boetie doen sy huiswerk net voor die klas.
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           ŉ Paar belangrike goed om uit bostaande af te lei:
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            ·        Die gesegde is ŉ sinsfunksie, soos wat die subjek ŉ sinsfunksie is.
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           ·        Vir universiteitstudente: Die subjek is vormlik altyd ŉ naamwoordstuk (NP) en die gesegde is vormlik altyd ŉ werkwoordstuk (VP). ŉ Mens kan dus aanvaar dat ŉ subjek altyd ten minste ŉ naamwoord gaan bevat, en dat die gesegde ten minste ŉ hoofwerkwoord gaan bevat.
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            ·        Die aard van die hoofwerkwoord bepaal wat in die gesegde gebeur. Die sinsdele wat in die gesegde optree, hou dus ten nouste verband met die soort hoofwerkwoord wat in die sin voorkom, en sonder ŉ behoorlike begrip van watter soort hoofwerkwoord dit is, is enige poging tot sinsontleding gedoem. Verwys na die afdeling in die Afrikaanse skoolgrammatika oor
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           werkwoorde
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            vir ŉ behoorlike begrip van die soorte hoofwerkwoorde en niehoofwerkwoorde wat in Afrikaans voorkom. Lees ook die
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    &lt;a href="https://viva-afrikaans.org/lees-luister/blog/item/577-woordsoorte-wetenswaardighede-oor-die-werkwoord-i" target="_blank"&gt;&#xD;
      
           blog
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            oor werkwoorde.
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           ·        Die gesegde kan ander sinsfunksies bevat. Dit is net in die eenvoudigste van simplekse sinne waar die gesegde uit ŉ enkele hoofwerkwoord bestaan. In natuurlike skryftaal, is die gesegde gewoonlik kompleks.
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           ·        Die gesegde is, saam met die subjek, een van die basiese en noodsaaklike dele van die sin, maar dit beteken nie alle gesegdes lyk dieselfde nie. Afgesien van die feit dat ŉ gesegde ŉ hoofwerkwoord moet bevat, is niks anders aan die gesegde voorspelbaar nie. Sinsontleding vereis dus van die leerder, onderwyser, student en dosent om baie noukeurig te kyk wat in die sin self aangaan, en met ŉ proses van eliminasie (weglating van sinsdele) sinsdele te klassifiseer.
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           Die laaste kattegesang
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            Die laaste woord oor die gesegde en wat alles in die gesegde kan gebeur, is nog nie gespreek nie. In ŉ volgende blog sal ek die sinsfunksies bespreek wat in die gesegde kan voorkom, en gee ek ŉ "resep" wat ŉ mens vir kinders kan gee om sinne mee te ontleed.
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           My kat het ŉ paar lewens, en hy hom weer.
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           Tot dan
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           Cecilia
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&lt;/div&gt;</content:encoded>
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      <pubDate>Wed, 24 Feb 2021 18:45:29 GMT</pubDate>
      <guid>https://www.saou.co.za/die-gesegde-kattekoor</guid>
      <g-custom:tags type="string" />
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    </item>
    <item>
      <title>SINTAKSIS: DIE NARSISTIESE ONDERWERP (OFTEWEL SELFSUGTIGE SUBJEK)</title>
      <link>https://www.saou.co.za/sintaksis-die-narsistiese-onderwerp-oftewel-selfsugtige-subjek</link>
      <description />
      <content:encoded>&lt;h3&gt;&#xD;
  
         Narsiste is mense wat dink hulle is belangriker as ander. Hulle gedy wanneer die aandag op hulle gefokus word. In Engels sê ons hierdie mense het "delusions of grandeur", wat beteken hulle wil die hele tyd in die kollig wees. Hulle is die rede vir die partytjie, en almal se aandag moet op hulle gefokus wees. 
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          Die onderwerp (of subjek) van 'n sin is 'n narsis. In sinsontleding (sintaksis) is hierdie narsistiese laventelhaan regmatig die fokuspunt van die sin. 
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          Soos ek in my vorige blog verduidelik het, is die twee basiese sinsdele van elke sin die onderwerp/subjek en die gesegde. Die onderwerp/subjek en gesegde is die twee dele wat nie (buiten onder baie spesifieke omstandighede) uit 'n sin weggelaat kan word nie. 
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          Die narsistiese onderwerp/subjek is die haan op die partytjie. Sonder hom is daar nie ŉ partytjie nie. Hy is die partytjie. Hy raas en drink en praat die hardste.
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          Wat beteken dit as ons sê ŉ sinsdeel is die onderwerp (of subjek) van ŉ sin?
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          Die onderwerp/subjek van die sin het ŉ spesifieke verbintenis of verhouding met die werkwoord. Die handeling of toestand word deur die werkwoord uitgedruk, en die onderwerp/subjek is die entiteit of ding wat die handeling uitvoer. Kyk na die voorbeelde hier onder, waar die gesegde telkens net ŉ werkwoord is: 
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           Uit hierdie voorbeeldsinne kan ons sien dat die onderwerp/subjek ŉ enkele woord of ŉ hele komplekse bousel kan wees. Dit is dus belangrik om dadelik te besef dat ŉ bepaalde bousel ŉ sinsfunksie en ŉ sintaktiese vorm het, en dat ons apart oor hierdie twee eienskappe van sintaktiese bousels praat. Die sinsfunksie het te doen met die verhouding tussen die bousel en die werkwoord. Die vorm het te doen met watter soort woorde in die bousel self gebruik word, spesifiek watter woordsoort die kern van die bousel is.
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           As ons die voorbeeldsinne hier bo anders rangskik, kan ons sien dat ŉ bepaalde bousel (in ons voorbeelde die vrou) vormlik presies dieselfde kan bly, maar in verskillende plekke in die sin gaan optree, waar dit telkens ŉ ander funksie verrig:
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           ·        Die vrou slaap. (onderwerp/subjek)
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           ·        Hy bel die vrou wanneer sy wil slaap. (direkte voorwerp/objek)
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           ·        Hy gee blomme vir die vrou. (die vrou = indirekte voorwerp/objek)
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           ·        Die skuldige is die vrou. (die vrou = kopulakomplement)
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           Dit is dus kernbelangrik om in die sintaksis kop te hou met hoe ons oor die verskillende bousels praat, en hoe ons te werk gaan om hulle te identifiseer.
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           Hoe herken ons die onderwerp (subjek) van ŉ sin?
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            Ons het gesien dat die onderwerp/subjek te doen het met sinsfunksie, en die entiteit/ding is wat die handeling uitvoer. Dit beteken dat ŉ mens by sinsontleding altyd begin deur die werkwoord(e) in die sin te identifiseer. (Kyk in die Afrikaanse Skoolgrammatika in ons
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           Taalonderrigportaal
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            vir ŉ uiteensetting van die verskillende soorte
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           werkwoorde
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            in Afrikaans en hoe om hulle te identifiseer.) Sodra jy die werkwoord(e) gekry het, kan jy vra wie/wat [werkwoord]? en daardeur die onderwerp/subjek bepaal, byvoorbeeld:
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           ·        Iemand het jou gebel. (werkwoord(e) = het gebel; wie/wat het gebel? = iemand = onderwerp/subjek)
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           ·        Kandidate met geldige verskonings kan die toets later aflê. (werkwoord(e) = kan aflê; wie/wat kan aflê? = kandidate met geldige verskonings = onderwerp/subjek)
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           ·        Die outjie wat die koerante aflewer, is al weer laat. (werkwoord(e) = is; wie/wat is? die outjie wat die koerante aflewer = onderwerp/subjek)
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           Watter soort bousels tree op as die onderwerp (subjek) van ŉ sin?
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            Navorsers het reeds die harde werk namens jou gedoen, en vasgestel dat die onderwerp/subjek in Afrikaans vormlik by verstek ŉ naamwoordstuk is. So ŉ naamwoordstuk het altyd as kern ’n
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           naamwoord
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            of ’n
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           voornaamwoord
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           , byvoorbeeld:
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           ·        Vrouens slaap gewoonlik lekker. (soortnaamwoord)
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           ·        Sarina slaap gewoonlik lekker. (eienaamwoord)
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           ·        Sy slaap gewoonlik lekker. (voornaamwoord)
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           In bostaande voorbeelde is dit maklik om die onderwerp/subjek te herken, want dit bestaan uit een woord, maar in werklike taalgebruik bestaan die naamwoordstuk natuurlik meestal uit meer as net die enkele woord. Naamwoorde neem byvoorbeeld gemaklik die volgende woorde voor die kern:
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           ·        Lidwoorde (bepaald of onbepaald): Die vrou slaap lekker.
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           ·        Adjektiewe: Die uitgeputte vrou slaap lekker.
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           ·        Telwoorde: Die twee uitgeputte vroue slaap lekker.
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           ·        Versamelnaamwoorde: Die groep uitgeputte vroue slaap lekker.
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           ·        Maatnaamwoorde: Die klomp uitgeputte vroue slaap lekker.
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           Afgesien van die woorde wat voor die kern van die naamwoordstuk kan optree, kan daar ander sintaktiese bousels ná die naamwoordstuk self ook optree, byvoorbeeld:
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           ·        Die vrou wat die twee jong kinders aangeneem het, slaap lekker. (betreklike bysin)
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            Hierdie betreklike bysin is vormlik ŉ nabepaler by die naamwoordstuk, en funksioneel deel van die onderwerp/subjek.
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            Op hierdie punt moet jy dus insien dat die onderwerp/subjek bestaan uit alles wat die antwoord is op wie/wat [werkwoord]? Let ook daarop dat ek reeds in ŉ
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    &lt;a href="https://viva-afrikaans.org/lees-luister/blog/item/567-sintaksis-vorm-vs-funksie" target="_blank"&gt;&#xD;
      
           vorige blog
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            daarop gewys het dat ons nie ŉ byvoeglike bepaling onderskei as ŉ sinsfunksie nie. Die betreklike bysin in die laaste voorbeeld hier bo, is vormlik ŉ betreklike bysin, maar dit is op sinsfunksievlak deel van die onderwerp/subjek.
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           Waar sukkel ŉ mens om die onderwerp (subjek) van die sin te herken?
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            Soos wat dit maar gaan met taalgebruikers wat die taal kan inspan om ten beste vir hulle te werk, is daar gevalle waar dit moeilik raak om die onderwerp/subjek te identifiseer.
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           In sommige sinne is ŉ bysin op sy eie die onderwerp/subjek:
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           ·        Om te kan slaap, is die vrou se grootste behoefte. (infinitiefbysin)
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           ·        Wie ook al die kinders aangeneem het, gaan min slaap. (betreklike bysin)
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           Vir leerders wat sukkel om te verstaan dat die bysin = onderwerp/subjek, raak dit makliker as ŉ mens daardie sin met enkelwoorde vervang:
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           ·        Dit is die vrou se grootste behoefte.
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           ·        Sy gaan min slaap.
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            Nog ŉ kopkrapper is sinne waar die
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           onbepaalde voornaamwoord dit
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            of die
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           eksistensiële daar
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            as ŉ sogenaamde "leë onderwerp/subjek" optree. (Let daarop dat hierdie dit en daar in ouer bronne dikwels as onpersoonlike voornaamwoorde geklassifiseer word. Volg die skakels hier bo na die bespreking van die kwessie in die Afrikaanse Skoolgrammatika om te begryp hoekom die nuwe indeling gedoen is.):
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           ·        Dit reën.
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           ·        Dit spook in daardie huis.
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           ·        Daar is nie meer kos in die huis nie.
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           ·        Daar is al twee motors in ons kompleks gesteel.
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            In
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           passiefkonstruksies
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            (lydende vorm) ruil die onderwerp/subjek en voorwerp/objek plekke om, en die gedemoveerde onderwerp/subjek kan maklik uit sulke passiefkonstruksies weggelaat word. Die weglating van die onderwerp/subjek is trouens een van die grootste beweegredes waarom ŉ mens ŉ passiefkonstruksie in jou teks inspan – jy raak van voorspelbare inligting ontslae, of jy skryf ŉ onbekende onderwerp/subjek uit jou teks, byvoorbeeld:
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           ·        Iemand steel gereeld die motors in ons kompleks.
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           ·        Die motors in ons kompleks word gereeld deur iemand gesteel.
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           ·        Die motors in ons kompleks word gereeld gesteel.
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           Die sinsdeel wat in die sinsaanvang voorkom, is nie altyd die onderwerp/subjek nie. Hoewel die onderwerp/subjek in eenvoudige, simplekse sinne gemaklik in die sinsaanvang optree, hoef dit nie daar te staan nie. Moet dus nie sommer dadelik aanvaar dat die eerste sinsdeel in die sin die onderwerp/subjek is nie, kyk eers na al die sinsdele se verhouding met die werkwoord, en besluit dan waar die onderwerp/subjek is, byvoorbeeld:
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           ·        Saans slaap die vrou lekker. (bywoordelike bepaling van tyd in die sinsaanvang; die vrou is steeds die onderwerp/subjek)
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           ·        Omdat sy nie genoeg slaap nie, raak die vrou maklik siek. (bywoordelike bepaling van rede in die sinsaanvang; die vrou is steeds die onderwerp/subjek)
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           ·        Wanneer slaap die vrou? (vraagwoord in die sinsaanvang; die vrou is steeds die onderwerp/subjek)
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           Bevelsinne het meestal nie ŉ onderwerp/subjek nie, byvoorbeeld:
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           ·        Slaap! (Stelsin: Jy moet slaap.)
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           Infinitiefsinne het ook nie ŉ onderwerp/subjek nie. Die onderwerp/subjek van ŉ sin is egter so oorheersend dat as hy die partytjie verlaat, die res van die partytjiegangers steeds van hom bewus is. Die infinitiefsin impliseer eintlik dat die narsis steeds daar is, al is hy afwesig, byvoorbeeld:
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           ·        om te slaap ...
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           Tot volgende keer!
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           VivA-groete
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           Cecilia
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      <pubDate>Wed, 24 Feb 2021 18:39:47 GMT</pubDate>
      <guid>https://www.saou.co.za/sintaksis-die-narsistiese-onderwerp-oftewel-selfsugtige-subjek</guid>
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    <item>
      <title>SINTAKTIESE VORM VS SINTAKTIESE FUNKSIE</title>
      <link>https://www.saou.co.za/sintaktiese-vorm-vs-sintaktiese-funksie</link>
      <description />
      <content:encoded>&lt;h3&gt;&#xD;
  
         Sintaksis verwys na die studie van sinsdele en hulle onderlinge samehang. Die woord sintaksis is afgelei van die Latynse woord syntaxis. Die Griekse woord suntaxis is afgelei van die werkwoord suntassein wat beteken om iets (in ons geval die sin) te orden en te sistematiseer. 
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         Vrydagoggende het ek ŉ bottel drinkwater klas toe moes neem vir die gehoesery. As jy mooi sou oplet, het jy my waarskynlik fronsend onder ŉ dik bordkryt-wolkbank sien staan terwyl ek as enigste sintaksis-honneursstudent stukbeelde (ook bekend as boomdiagramme) vir my prof op sy swartbord moes trek. ŉ Regterbrein-loskop het met groot moeite die linkerbrein-stukbeeldewa deur die sintaksisdrif getrek. Ek het ŉ groot slaak van verligting gegee toe ek in my eerste jaar as onderwyseres uitgevind het ek hoef nie die bloedjies voor my in die klas met knooppunte en diagramme te belas nie. Ek hoef aan niemand te verduidelik dat NP en VP nie politieke partye is nie, dit verwys na die naamwoordstuk en die werkwoordstuk. 
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          En tog is sintaksisonderrig een van die mees gevreesde en gehate afdelings in die taalkunde. Dit is te verstane, maar eintlik gans onnodig. In hierdie reeks blogs bespreek ek hierdie afdeling volledig, sodat ons hierdie wa nou waarlik op die oorkantste oewer kan kry.
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          Sintaksis verwys na die studie van sinsdele en hulle onderlinge samehang. Die woord sintaksis is afgelei van die Latynse woord syntaxis. Die Griekse woord suntaxis is afgelei van die werkwoord suntassein wat beteken om iets (in ons geval die sin) te orden en te sistematiseer. 
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          In die sintaksis bestudeer ons dus die sin as grammatikale konstruksie. Die sin bestaan uit woorde wat in ŉ bepaalde volgorde gerangskik word en saam groepeer as kleiner konstruksies of eenhede, naamlik die sinsdele. Hierdie sinsdele kan op drie verskillende maniere beskryf word afhangend van die bril wat jy as sintaktikus opsit: Ons kan die sintaktiese vorm bestudeer, ons kan sintaktiese funksie bestudeer, en ons kan betekeniskomponente in die sin bestudeer. 
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          Wanneer ons praat oor die sintaktiese vorm van ŉ sin/sinsdeel, verwys ons na konstrukte soos naamwoordstuk, werkwoordstuk, adjektiefstuk, voorsetselstuk. Dit is belangrik dat ŉ mens verstaan dat die vormlike ontleding van ŉ sin te doen het met die bou van sinsdele en die woordsoorte wat hulle kerne vorm, en nie waar hierdie sinsdele in die sin voorkom nie.
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          Kom ons neem die sin Jan koop ŉ motorfiets as voorbeeld. Vormlik lyk die ontleding van hierdie sin so:
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           Daar is dus twee naamwoordstukke in hierdie sin: Jan en ŉ motorfiets. Vormlike ontleding sê net vir ons dat dit sinstukke is met ŉ naamwoord as kern, dit sê nie vir ons wat die sinstukke in die sin doen nie. 
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           Sinsontleding wat te make het met wat sinsdele in ŉ sin doen, lewer sinsfunksies op, en dit is slegs hierdie afdeling van die sintaksis wat op skool onderrig word. Waar vormlike ontleding te make het met die woorde wat die kerne van die sinstuk vorm, het funksionele ontleding te make met wat die spesifieke sinsdeel vir die werkwoord doen. Hierdie beginsel is om verskeie redes kernbelangrik.
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           In die eerste plek beteken dit dat die sinsfunksies wat ons identifiseer, altyd beskryf word ten opsigte van hulle verbintenis/verhouding met die werkwoord. Kyk weer na ons voorbeeldsin Jan koop ŉ motorfiets. Vormlike ontleding het vir ons gesê daar is twee naamwoordstukke in die sin, Jan en ŉ motorfiets. Funksionele ontleding sê vir ons die sin het ŉ werkwoord wat ŉ handeling uitdruk (koop), ŉ entiteit wat die handeling uitvoer (Jan) en ŉ entiteit wat die handeling ondergaan (ŉ motorfiets). Daardie "entiteit wat die handeling uitvoer" is die subjek (onderwerp) van die sin, en die "entiteit wat die handeling ondergaan", is die direkte objek (direkte voorwerp). 
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           In die tweede plek beteken die beginsel die leerder se vermoë om sinsontleding te doen, word in die eerste stap al bepaal deur sy/haar vermoë om werkwoorde korrek te kan identifiseer. Verwys na hierdie afdeling in ons gratis aanlyn grammatika vir ŉ volledige bespreking van die soorte werkwoorde wat ons in Afrikaans identifiseer.
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           In die derde plek beteken dit dat ŉ byvoeglike bepaling nie ŉ sinsfunksie kan wees nie. Ja, dit beteken dit is nie korrek om vir leerders te leer daar is so ŉ ding in ŉ sin nie, want byvoeglike bepalings is uitbreidings van die naamwoord, nie die werkwoord nie, en dus per definisie nie sinsfunksies nie. 
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           As ons die voorbeeldsin meer kompleks maak, lyk die ontleding van sy sinsfunksies so:
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           My broer Jan het vir hom ŉ splinternuwe motorfiets gekoop met die geld wat hy in die Lotto gewen het.
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           Onderwerp: My broer Jan
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           Gesegde: het vir hom ŉ splinternuwe motorfiets gekoop met die geld wat hy in die Lotto gewen het 
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           Direkte voorwerp: ŉ splinternuwe motorfiets
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           Indirekte voorwerp: vir hom
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           Adjunk: met die geld wat hy in die Lotto gewen het
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           Uit bogenoemde is daar ŉ paar belangrike afleidings te maak wat dwarsdeur hierdie afdeling geld:
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           • Die opvatting wat tans in skoolwerk opduik dat die gesegde gelyk is aan (slegs) die werkwoorde in die sin, is nie korrek nie. Die gesegde is alles in die sin wat nie die onderwerp is nie.
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           • Dit is moontlik om ŉ sinsfunksie binne ŉ ander sinsfunksie te kry. Die gesegde is ŉ sinsfunksie, en binne die gesegde kry ŉ mens ander sinsfunksies soos direkte objek, indirekte objek, adjunk, ens.
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           • Dit is moontlik dat ŉ sinsfunksie deur ŉ woord (Jan), ŉ frase (my broer Jan) of ŉ sin (my ma se ander seun wat eerste gebore is) verrig kan word.
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           • Die aard van die verbintenis tussen ŉ bepaalde sinsdeel en die werkwoord, bepaal wat ons daardie sinsdeel gaan noem. 
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           • Sommige sinsdele is noodsaaklik omdat hulle die sin grammatikaal maak. ŉ Mens kan byvoorbeeld nie die onderwerp uit ŉ sin weglaat nie, maar jy kan die adjunk uit ŉ sin weglaat. 
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           In die volgende blogs in hierdie reeks, sal die onderskeie sinsfunksies breedvoerig bespreek word. As jy vandag net verstaan dat daar in die sintaksis ŉ reuseverskil is tussen hoe ŉ sinsdeel lyk en wat ŉ sinsdeel in ŉ sin doen, het jy al berge versit.
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           VivA-groete
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           Cecilia Erasmus
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      <pubDate>Wed, 24 Feb 2021 18:35:23 GMT</pubDate>
      <guid>https://www.saou.co.za/sintaktiese-vorm-vs-sintaktiese-funksie</guid>
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      <title>DIE BYKOMENDE BYWOORD</title>
      <link>https://www.saou.co.za/die-bykomende-bywoord</link>
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      <content:encoded>&lt;h3&gt;&#xD;
  
         Die adjektief se flambojante neef, die bywoord.
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         In ŉ vorige blog, Die aangrypende adjektief, het ek oor adjektiewe (ook: byvoeglike naamwoorde) geskryf. Hierdie blog handel oor die adjektief se flambojante neef, die bywoord, wat dikwels as nagedagte by die partytjie opdaag, maar dan die hele geaardheid van die byeenkoms kan verander.
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          Voor ek wegspring, let net daarop dat die bywoord volledig beskryf word in die Afrikaanse Skoolgrammatika (ASG) wat gratis via ons webblad (www.viva-afrikaans.org) toeganklik is. ŉ Oorsig oor al die woordsoorte is in Taalonderrigportaal beskikbaar, en gebruikers wat meer oor woordsoorte te wete wil kom, moet beslis daar gaan naslaan. ŉ Blog soos hierdie kan die belangrikste eienskappe van ŉ woordsoort aanraak, maar dit kan nie alles dek wat daar oor ŉ woordsoort te sê is nie.
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          Die bywoord veroorsaak vir leerders en onderwysers hoofbrekens, juis omdat dit soveel verskillende dinge in ŉ sin kan doen. So lui die definisie vir die bywoord in ASG:
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          Die bywoord word gebruik om:
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          •	die (semantiese) drakrag van 'n ander woord of sinsdeel in die sin te beperk, versterk of vereng;
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          •	die sin negatief/ontkennend te maak;
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          •	tyd, wyse, rigting en/of plek in die sin aan te dui;
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          •	die spreker/skrywer se houding/opvatting oor die gedagte wat in die sin (hoofsin) as geheel gestel word, weer te gee; of
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          •	sinne sintakties te skakel, hetsy as voegwoordelike bywoord of as betreklike bywoord.
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          Die tradisionele opvatting oor bywoorde is dat dit werkwoorde beskryf. Dit is waar, maar kyk na die woorde wat in die onderstaande voorbeelde deur bywoorde beskryf word. Meer as net werkwoorde word deur bywoorde uitgebrei:
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          •	Ek het nou lekker gelag. (bywoord + werkwoord)
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          •	Ella het vanoggend ŉ baie seer rug. (bywoord + adjektief)
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          •	Ons woon reg langs hulle. (bywoord + voorsetsel)
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          •	Hy sit doer agter. (bywoord + bywoord)
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          Daarbenewens maak bywoorde sinne ontkennend:
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          •	My hond is nie bang nie.
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          •	My hond is vir niks bang nie.
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          •	My hond is nooit bang nie.
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          ŉ Voetnoot hier: Die tweede nie in bostaande sinne is ŉ ontkenningspartikel, nie ŉ bywoord nie. Ons kom nog in hierdie blogreeks by partikels, maar kyk solank na die afdeling oor partikels as jy nou reeds meer daaroor wil weet.
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          Bywoorde kan ook tyd, wyse, plek, rigting, ens. in ŉ sin aandui:
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          •	Soggens is sy ŉ regte grompot.
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          •	Hy wil opsluit daar sit.
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          •	Sy kan nog nie agteruit ry nie.
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          Nog ŉ voetnoot: Let hier op dat veral bywoorde wat tyd aandui baie gemaklik in die sinsaanvang staan.
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          Dan is daar ŉ klompie bywoorde wat ŉ mens nie maklik met ŉ ander woord in die sin verbind nie. Hulle beskryf eerder die sin as geheel, en hulle sê vir ons meer oor die persoon wat die sin uiter as oor ŉ bepaalde woord in die sin. Ons noem hierdie woorde bywoorde van modaliteit:
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          •	Ek het jou mos gesê.
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          •	Hy is verdomp al weer laat.
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          •	Hantie is eintlik baie oulik.
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          Bywoorde kan ook gebruik word om sinne te skakel, bv.:
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          •	Hy het laat gaan slaap, nietemin is hy vroeg op.
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          •	Hy is ŉ goeie sportman, daarbenewens is hy akademies sterk.
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          Die klassifikasie van hierdie sogenaamde voegwoordelike bywoorde is moontlik problematies, omdat baie skoolhandboeke dit as voegwoorde klassifiseer. Dit is nie korrek nie. Voegwoorde is nie deel van een van die twee sinne as dit uitmekaar gehaal word nie. Bywoorde bly deel van een van die twee sinne:
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          •	Hy slaap laat, want hy is moeg. (Hy slaap laat. Hy is moeg. want = voegwoord)
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          •	Hy het laat gaan slaap, nietemin is hy vroeg op. (Hy het laat gaan slaap. Hy is nietemin vroeg op. nietemin = bywoord)
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          Hieroor ook ŉ voetnoot: Verwys na AWS 13.42 vir die gebruik van die komma, en nie die kommapunt nie, voor voegwoordelike bywoorde.
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          Dan is daar ŉ laaste groep, naamlik betreklike bywoorde. Ek vermoed hierdie woorde word in skoolwerk as betreklike voornaamwoorde geklassifiseer, maar dit is in der waarheid bywoorde:
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          •	Die karretjies waarmee hy speel, was my pa sŉ.
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          •	Die huis waarin hulle bly, is baie luuks. 
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          Die beginsel wat hier geld, is dat betreklike bywoorde telkens ŉ bywoordelike bepaling in die bysin vervang (Hy speel met die karretjies; Hulle bly in die huis) en dat die woord wat daardie bywoordelike konstruksie in die bysin vervang, eweneens ŉ bywoord is. Wenk: Die enigste betreklike voornaamwoorde is wie en wat, die ander betreklike woorde is almal betreklike bywoorde. As dit onduidelik is, kyk in die afdeling oor bywoorde en die afdeling oor voornaamwoorde in ASG vir ŉ volledige bespreking.
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          ŉ Laaste woord: Hierdie blog bied ŉ oorsig oor die woordsoort. Dit is ŉ hulpmiddel en ŉ bewusmaking van die navorsingswerk wat oor die woordsoort gedoen is, maar dit is nie ŉ volledige bespreking nie. Verwys gerus na Taalonderrigportaal, en veral die afdeling oor bywoorde, vir ŉ breedvoerige bespreking en toeligting van die navorsing oor bywoorde.
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          VivA-groete
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          Sophia
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      <pubDate>Wed, 24 Feb 2021 18:22:26 GMT</pubDate>
      <guid>https://www.saou.co.za/die-bykomende-bywoord</guid>
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      <title>ONDERWYSERS KORT NOU HOOP</title>
      <link>https://www.saou.co.za/onderwysers-kort-nou-hoop</link>
      <description />
      <content:encoded>&lt;h3&gt;&#xD;
  
         KAN EN MOET ONS VAN OUERS VERWAG OM HUL KINDERS TYDENS HIERDIE GRENDELTYD TE ONDERRIG?
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         Twee “grendel”artikels in Beeld van 6 April, het swaar op my skouers kom rus. Johann Maarman (Ons het nie nou Tarzans nodig) en Anena Burger (Leer in tyd van Covid-19) het die Suid-Afrikaanse konteks met woorde geskets. Twee wêrelde vasgevang binne-in een land se grense. Onderwys is die oënskynlike brug van versoening. Of is dit die muur van verdere uitsluiting?
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           Kom ons staan een tree terug en probeer om nuut te kyk na onderwys in hierdie grendeltydperk. Is dit billik om van ouers te verwag om ‘n tipe tuisonderrig-model te volg? Hoe gereed is ons land se ouers, om as primêre opvoeders, hul kinders te onderrig? Hoe gereed is SA se onderwysstelsel vir die grendeltyd en ook die rimpelings daarvan?
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           Daar is die afgelope tyd heelwat aanlyn-inligting beskikbaar vir ouers en leerders waarin allerlei aktiwiteite en hulpmiddels gekommunikeer word. Daar is daagliks voorbeelde van gesinne wat hierdie grendeltyd as optimale gesinstyd benut en waar ouers regtig prettige maniere gekry het om hul kinders te betrek by leerprosesse en waar kommunikasie vir die eerste keer in jare, weer ‘n plek in gesinne gekry het. Ons samelewing pleit al geruime tyd vir ‘n terugkeer na hierdie kwaliteit-gesinstyd, bou van verhoudinge en goeie kommunikasie. Vir talle opvoeders is die ingesteldheid rondom grendeltyd ‘n antwoord op baie gebede. Leerders met emosionele en sosiale intelligensie maak ons werk in die klas net soveel makliker. Vir elke kind wie se morele waardes in plek is, is dit een minder geveg in die klas, een minder boelie, een minder slagoffer van geweld, een periode meer wat ons aan die kurrikulum kan spandeer, een tree nader aan die doelwitte wat daar vir ons gestel word, een tree nader aan die matriekslaagsyfer wat ten alle koste moet verhoog.
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           Vindingryke planne word gemaak om kinders tuis te oorreed om skoolwerk te doen. Sommige kinders kla so bietjie dat pa en ma nie heeltemal so mooi soos juffrou en meneer verduidelik nie en dat pa se manier van somme maak baie verskil van hoe meneer hul geleer het. Die realiteit is ouers is selde regtig op hoogte van dit wat tans in die leerplan is en dit wat aangeleer moet word. Alle ouers het nie noodwendig die kennis en vaardighede om hul kinders te ondersteun nie. Alle huishoudings het nie toegang tot die velerlei aanlynhulpbronne nie. Sommige kinders se inperkingsrealiteit is vier mure en stofstrate waar tegnologie beslis nie deel is van die norm nie. Alle ouers verstaan nie noodwendig die taal waarin hul kinders onderrig word nie. Hoe op aarde gaan hierdie kinders op hoogte kom van en op datum bly met leermateriaal? 
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           Wanneer die skole weer heropen, gaan daar leerders voor opvoeders sit wat elke dag ‘n mate van tuisonderrig gehad het en redelik op hoogte is met hul skoolwerk. Baie optimisties gesien, sal dit hoogstens een derde van ‘n klas wees. Die ander twee derdes van leerders het waarskynlik op 17 Maart laas enige skoolwerk onder oë gehad. Sommige van hulle is moontlik aan die hoof van ‘n huishouding met geen pa of ma nie, geen bron van inkomste en geen manier om ‘n voorraad kos vir drie weke te koop nie. Hierdie kinders se hoop was regtig net om te oorleef. Aanlynlesse en ondersteuningsmateriaal is vir hierdie kinders so vérgesog soos ‘n koskas vol kos en aandetes rondom ‘n gesinstafel. Statistiek van 2019 (South African Child Gauge 2019) stel dit dat 60 % van ons kinders in SA onder die broodlyn lewe. 
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           Opvoeders is sedert 18 Maart terdeë bewus van die uitdagings van hierdie grendeltyd en gepaardgaande druk op die sisteem. Die kurrikulum is reeds oorvol met hopeloos te veel assessering en te veel druk op leerders om te presteer. Mei- Junie is eksamentyd. Ons sien opvoeders wat aanlynlesse voorberei, leerders se werkstukke word elektronies gestuur, nagesien en teruggestuur. Die inperking het opvoeders se  privaatheid laat vervaag , persoonlike fone, -toerusting en -data moet ingespan word in hierdie stryd. Kan dit waar wees dat daar skoolbeheerliggame is wat opvoeders laat weet het omrede daar nie gedurende April skool gegaan gaan word nie, gaan die opvoeders ook nie salaris ontvang nie?  
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           Hoe gerat is Suid-Afrika se opvoeders om so effe onkant, in die sloot van aanlynonderrig gestamp te word? Die oorgrote meerderheid van SA se leerders is in die koue gelaat. Maar ek wil glo dat die meerderheid van ons opvoeders ook in die koue gelaat is. Die Vierde Industriële Rewolusie is op die politici se lippe, maar dit is nie noodwendig in ons skole, in ons gemeenskappe en in ons leerders se huise nie. Alle voorspellings dui daarop dat die ergste Covid-19 golf ons eers teen Mei/Junie gaan tref. Verreken ons die impak van ‘n pandemie op skoolgemeenskappe? Daar gaan skole wees waar opvoeders en leerders langs leë stoele gaan sit waar kollegas of klasmaats moontlik nie meer daar gaan wees nie. Trauma gaan deelwees van Dag 1. LIFELINE hanteer tans 4 000 oproepe om hulp daagliks. Voorheen was dit 4 000 oproepe per week. Ons is ‘n samelewing in nood, om meer as een rede. 
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           Genoeg onbeantwoorde vrae. 
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           ‘n One-size-fits-all benadering weet ons mos nou al, werk nie. Wat kan ons doen om die speelveld dan te probeer gelykmaak? Eerstens ‘n regering wat ons opvoeders se stem sal hoor; amptenary en vakdviseurs wat vir een keer aan ons opvoeders se kant is en ons hande sterk met ‘n werklik haalbare, werkbare opvangprogram. ‘n Opvangprogram behels sóveel meer as lesse wat ingehaal moet word, Saterdae en namiddae wat opgeoffer moet word. Skoolbesture en -beheerliggame gaan voor totale nuwe uitdagings te staan kom, die emosionele welsyn van skoolgemeenskappe gaan ‘n nuwe dimensie aanneem. Skole gaan voorbereid moet wees om die nuwe moontlike riglyne vir sanitasie en handhawing van veilige afstande in skole in te stel.  Is ons gereed hiervoor? 
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           Tweedens, leerders in ons klasse wat hulself en ander om hul respekteer - wat ‘n verskil sal dít nie maak nie! Leerders met ‘n morele kompas en deursettingsvermoë sal dissipline in ons klasse laat verbeter en sal opvoeders toelaat om vinniger deur die kurrikulum te kom, beter samewerking te kry en sal leerders leer om weer toleransie vir mekaar te hê. Dit is algemene kennis dat daar tans meer tyd aan dissipline spandeer word, as aan kurrikulum. ‘n Klein rigtingaanpassing nou, kan ‘n groot verskil vorentoe maak.
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           Derdens, as leerders net solank dit wat die eerste drie maande van die skooljaar onderrig is, probeer deurgaan en verstaan, gaan die wegspring volgende kwartaal ‘n 100% verbetering wees. Die moontlikheid word genoem dat die Junievakansie met een week verkort gaan word en dat die September/Oktobervakansie in die slag kan bly. Daar gaan  aanpassings gemaak moet word, massa-histerie rondom die “inhaal” van skoolwerk is tans onnodig. Dit maak almal angstig en dra beslis nie by tot kalmte en nugter denke nie.  
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           Die pandemie word wêreldwyd gesien as ‘n noodkreet aan die mensdom om te stop en te besin, om te lewe deur te laat lewe, ‘n laaste poging om weg te beweeg van die eie-ek en om ons ons verantwoordelikhede te laat besef.  Ons opvoeders kort hoop. Ons opvoeders het nodig dat ouers en leerders weer in ons glo. As een klein virus ‘n wêreld so kan omkeer en só ‘n invloed op die mensdom kan hê, dink net watter verskil ‘n geloof-mosterdsaadjie kan maak. Covid-19 kan dalk net ons laaste probeerslag wees. 
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           Marésa Viljoen
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           Adviseur: SAOU Professionele Dienste
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      <pubDate>Wed, 22 Apr 2020 08:00:11 GMT</pubDate>
      <guid>https://www.saou.co.za/onderwysers-kort-nou-hoop</guid>
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      <title>DIGITALE PLATFORMS VIR AFSTANDSONDERRIG</title>
      <link>https://www.saou.co.za/digitale-platforms-vir-afstandsonderrig</link>
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      <content:encoded>&lt;h3&gt;&#xD;
  
         Die skielike instelling van sosiale distansiëring het meeste van ons onkant gevang en staar elke skool en onderwyser unieke uitdagings in die gesig. Elke dag wat verbygaan probeer opvoeders, sowel as gesinne om die onseker en onbekende situasie te hanteer. Sal die isolasietermyn verleng word? Gaan die skooljaar verlore? Hoe kan leer voortgaan terwyl kinders vir weke lank tuis sit? Wie sal na die kinders omsien? Die kurrikulum is reeds lywig soos dit tans daaruit sien.
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         Alhoewel die SAOU leerders en opvoeders aanmoedig om hierdie kosbare tyd as gesin te koester en vol hoop is dat die skole weer binnekort sal heropen, deel ons graag opsies van afstandonderrig wat oorweeg kan word. 
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          Die onderstaande lys van opvoedkundige toepassings, platforms en hulpbronne is daarop gemik om ouers, onderwysers en skoolbesture te help om afstandonderrig vir leerders te fasiliteer, maar ook om sosiale versorging en interaksie gedurende ‘n moeilike en onseker tydperk te bied. Die meeste van die opsies is gratis en gebruikersvriendelik en alhoewel dit nie deur die SAOU onderskryf kan word nie, is dit van die opsies wat tans oorwegend in die Suid-Afrikaanse skoolkonteks gebruik word. 
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          , ‘n leerbestuurstelsel, wat gratis is vir tot 50 gebruikers, bied talle funksies insluitend videokonferensies en gebruik ook spel (gamification) om leer pret te maak.  
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           ClassDojo
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          word reeds baie effektief in talle Suid-Afrikaanse skole gebruik en bied soveel meer as ‘n kommunikasieplatform. Foto’s en video’s kan ook gelaai en versprei word, terwyl opvoeders vir leerders direk kan terugvoer gee.
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           Google Classroom
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          , bied talle oplossings omdat dit spesiaal vir die Onderwys ontwikkel is en is ideaal vir opvoeders wat dit eenvoudig wil hou. Met behulp van ‘n gedeelde werkplatform soos Google se G Suite-sagteware kan lesse gedeel word. ‘n Gedeelde klasprogram met skakels na take en ondersteuningsmateriaal kan op ‘n Google Doc geskep en gedeel word, terwyl lesse deur middel van Google Slides aangebied word. Google Forms is ideaal vir assesserings, vasvrae en meningspeilings. 
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          is nog ‘n platform waar lêers, dokumente en instruksies (take) met leerders gedeel kan word en dit bied ook ‘n funksie wat tweerigting kommunikasie moontlik maak sodat opvoeders na individuele leerders kan uitreik. Dink net aan die potensiaal wat dit in terme van differensiasie bied! 
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          Hou leerders betrokke en geïnteresseerd deur gereeld aanlynmeningspeilings te deel. Leerders kan ook hierdie platform gebruik om terugvoer te gee na afloop van ‘n les deur middel van afstandonderrig. Google Forms of die gratis proefweergawe van Survey Monkey kan gebruik word om in voeling te bly met leerders se behoeftes. 
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          Jy kan fantastiese take vir leerders gee, maar die sukses van jou afstandonderrig sal soveel groter wees as leerders jou teenwoordigheid as onderwyser kan voel.  Video’s is so ‘n belangrike deel van afstandsleer en ‘n goeie manier om verhoudings te onderhou. ‘n Bekende gesig sal leerders se aandag trek terwyl jou betrokkenheid verhoudinge en begrip by leerders bou. Skype, Zoom, Hangouts en Hangouts Meet kan gebruik word om in kontak met leerders te bly.  Onthou egter om reëls en riglyne vir aanlyn-veiligheid duidelik aan leerders en ouers te kommunikeer. 
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          Baie onderwysers is senuweeagtig om video’s te maak, maar dit sal nie lank duur voordat jy  besef dat jou video’s nie perfek hoef te wees nie en leerders sal jou moeite waardeer.  
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          Een van die talle bekommernisse wat opvoeders tans ervaar, is die feit dat ‘n groot persentasie van ons leerders nie toegang tot die internet het nie. Vir hierdie leerders kan WhatsApp oorweeg word. Maak seker dat reëls rakende die veilige en verantwoordelike gebruik van die groep duidelik aan leerders en ouers gekommunikeer word. 
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          WhatsApp is ‘n goeie manier om in kontak te bly met leerders en ouers. Indien jy nie reeds leerders se selfoonnommers het nie, skep ‘n universiële skakel wat leerders kan gebruik en deel dit via e-pos, jou Facebook-bladsy of enige ander nie-openbare kanaal. Lesse kan ook via WhatsApp aangebied word deur middel van teks- en stemposboodskappe of videolesse. Leerders kan lesse ontvang en stuur deur middel van ‘n Broadcast group sodat die voltooide opdragte net aan jou deurgegee word. Gebruik WhatApp Web om ‘n groot aantal boodskappe vinnig en doeltreffend van jou rekenaar af te stuur. 
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          'n Positiewe houding en 'n aanpasbare ingesteldheid is die sleutel om die oorgang na aanlynleer so vlot as moontlik te maak. Daar is 'n mate van bevryding wanneer jy besef dat die hele wêreld onvolmaak aanpas by 'n nuwe werklikheid en niemand verwag dat dinge normaal gaan voortgaan nie. Aanlynleer kan ‘n geleentheid bied om met kreatiewe oplossings vorendag te kom, nuwe truuks aan te leer en in ‘n nuwe konteks met leerders te skakel met die ondersteuning van die ouers. 
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          Alhoewel sommige kenners beweer dat lesse deur middel van video’s nie noodwendig die mees doeltreffende is nie, is dit wel die maklikste manier. Onder die omstandighede is dit beter as niks. As jy dink dit is moeilik om leerders in ‘n klas te boei, kan jy dink hoe moeilik dit aanlyn kan wees! Hou lesse kort vir groter impak en maak seker dat jy alle aanlyn-sessies opneem vir leerders wat nie regstreeks kan inskakel of tans toegang tot data het nie. Groot videolêers kan in Dropbox of selfs op YouTube geplaas word verspreiding en storing. Onthou ook dat jou reeds bestaande les in Microsoft Powerpoint ook in ‘n video omskep kan word, jy kan selfs jou stem opneem en aanlas.  
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          Wanneer jy ‘n video-les opneem let ook op die beligting en onthou om ‘virtuele oogkontak’ met jou leerders te maak sowel as om te glimlag en te lag selfs wanneer leerders jou nie kan sien nie. Baie leerders mis hul onderwysers. Party is bang en angstig. Fokus op die emosionele welstand van jou leerders en hou jou band met leerders in stand. Dit is veral belangrik vir kwesbare leerders gedurende hierdie tyd. Onthou om ook pret te hê deur middel van gepaste prentjies, strokiesprente of humoristiese kort video’s om die klasgemeenskap te behou en leerders emosioneel te ondersteun. Laat leerders foto’s of verhale deel van wat hul elke dag by die huis doen. Dit kan baie insiggewend wees in terme van die huislike omstandighede waarin van jou leerders hul tans bevind. Hierdie inligting moet egter baie konfidensieel en sensitief hanteer word, terwyl die nodige ondersteuning so spoedig moontlik voorsien moet word. 
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          Maak seker dat jy  “kantoor-ure” beskikbaar is om leerders aanlyn te ondersteun. Maak gebruik van platforms soos WhatsApp of Google Hangouts om leerders in kontak met mekaar te plaas, want hulle hou daarvan om klasmaats te vra wanneer hul met ‘n spesifieke onderwerp sukkel en is gewoond daaraan om in klasverband saam te werk. Moenie dink dat jy die hele KABV in ‘n aanlynkursus gaan omskep nie. Vra jouself af:  'Wat kan ek hierdie week doen? Wat kan ek gedurende die volgende twee dae doen om in die behoeftes te voorsien?” Opvoeders moet mooi dink oor die formaat, asook aard van huiswerk wat aan ouers gestuur word. Bitter min ouers het in hierdie tydperk toegang tot drukkers en skryfbehoeftes en dit plaas gesinne onder druk en veroorsaak onnodig spanning in huishoudings. Die gratis toep Snaptype kan gebruik word om ‘n invul-werkkaart in ‘n interaktiewe elektroniese taak te omskep, wat voltooi, gestoor en teruggestuur kan word.  Oorweeg projekgebaseerde leer (PBL) om leerders bloot te stel aan unieke, uitgebreide en ingewikkelde leer. Hierdie is die ideale tyd om leerders op aanlyn uitstappies na virtuele museums te stuur of selfs Skype-lesings deur spesiale gassprekers aan te bied.  
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          Hoe jy ookal besluit om hierdie uitdaging aan te pak, wees geduldig met jouself en geniet die nuwe leerervaring! 
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          Leierskap is kritiek gedurende hierdie tyd en leiers/skoolbesture moet onthou dat hul eerste prioriteit die welstand en geestelike gesondheid van hul opvoeders moet wees.  Die angs wat veroorsaak word deur die ontwikkelende krisis word vererger met onderwysers wat nou hul eie kinders het om tuis te versorg, moet omsien na siek familielede of self siek kan word, en boonop hul huishoudings moet bestuur.  Dit is in dié konteks waarin sommige onderwysers gevra word om hul klas- en lesaanbiedings aan te pas. Ideaal gesproke sal hulle genoeg tyd gegun word om hul lewens te organiseer en hul klasse op te stel voordat hulle met onderrig begin. Dit is ook belangrik dat skoolbesture toeganglik en empaties sal wees om sodoende die vinger op die pols te hou in terme van behoeftes en sodat hul die beste moontlike ondersteuning kan bied. Skoolbesture moet leiding verskaf rakende afstandonderrig, skoolbeleide, asook kubersekuriteit en realistiese verwagtinge stel. Alhoewel daar talle skole is wat reeds gebruik maak van ‘n afstandonderrig-model, is daar baie skole wat nog in die duister is rakende die opsies. Vra raad by ander skole, doen aanlynnavorsing of skep ‘n aanlyn-span wat navorsing kan doen rakende watter opsie die beste by die skool se konteks sal inpas. 
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          Die SAOU is deeglik bewus van die realiteite daarbuite. Baie skole en leerders kan nie op virtuele leer staatmaak nie omdat baie van ons gemeenskappe om verskillende redes nie toegang daartoe het nie. Ons raai dus skole en opvoeders aan om te begin dink aan ‘n opvangprogram, asook intervensies wat sal moet plaasvind om leerders te ondersteun. 
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            Besoek SAOU Professionele Dienste vir Lesplanne en meer inligting
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      <pubDate>Mon, 13 Apr 2020 10:46:35 GMT</pubDate>
      <guid>https://www.saou.co.za/digitale-platforms-vir-afstandsonderrig</guid>
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      <title>BACK-TO-SCHOOL GUIDE FOR BEGINNER TEACHERS</title>
      <link>https://www.saou.co.za/back-to-school-guide-for-beginner-teachers</link>
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      <content:encoded>&lt;h3&gt;&#xD;
  
         Beginner Teachers – Do’s and Don’t’s
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         You chose your career. You qualified yourself through study and now suddenly you find yourself standing in front of a class.  With some trepidation you silently ask yourself, “Is this truly MY vocation?” Vaguely, you wonder if what they taught you at university has adequately equipped you to cope with the challenges that you face on a daily basis: learners, parents, school managers, unending preparation and piles of marking that seem to spontaneously multiply the moment you turn your back. 
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          Don’t be too concerned by these thoughts. All beginner teachers have them. You are not alone. The startling disconnect between theory and practice is centuries old and is nowhere more clearly demonstrated than when you are standing in front of a class full of energy-filled learners for the first time. On first encounter it seems that the floodlit idealism of theory wonderfully supported by a desire to go out and change the world, transforms with chilling force into a sickening sense of yourself drowning before your very own eyes.  Take heart. You are a professional after all. Equip yourself with a mind full of new, innovative ideas, challenging strategies and novel methods; engage your learners in stimulating journeys of your own (and their) discoveries and you will find the year flying by with the thrill of professional self-development and empowering, energising confidence. In short, you will come to know, without a shadow of a doubt, that you chose the right career.  
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          As with any profession, on-going, frequent reality checks are essential to growth. 
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          One of the greatest challenges that the modern-day teacher faces is discipline and classroom management. Scores of beginner teachers have been told: “You don’t smile at your class before April.” How inane is that? Every learner in your class has his or her own personality. And so do you.  Children, young people, hate pretence. Let your own youthful enthusiasm shine through, develop and refine your own, unique teaching style – your learners will help you to do this if you are not too proud to accept that you will make some mistakes along the way -  and soon a shared, cooperative teaching and learning style will emerge that satisfies both the ‘teacher’ and the ‘taught’ without the intrusion of an authoritarian ‘fear’ factor.
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           Of course, most schools have a discipline policy. It is there to guide and support you at those times when you are absolutely not sure about exactly what to do (and such moments certainly do arise). But don’t lean on others to discipline on your behalf. In finding your own direction and strengths work in and around the discipline policy, seek and listen to advice where you need it and, in that way, you will be significantly contributing to the whole school’s discipline.
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          It goes without saying that you must always be punctual and prepared. Imagine a surgeon arriving late and unprepared to perform an operation: he is in danger of losing his patient. By the same analogy you can as easily lose your learner(s). Discipline and educate by example. Set boundaries, set the height of the bar and apply both rigorously to yourself and the learners. Be as firm with yourself as you are with those you are there to teach. Be fair, be just, be consistent. Your class needs to know exactly where they stand and be equally sure of what to expect. Whatever you do don’t hand out empty threats. They never work and are, frankly, unprofessional. Once you are reduced to threatening learners you’ve in any case lost them. In cooperation with your learners establish a set of values-driven rules which are then displayed in the classroom. If the class ‘owns’ the rules it often happens that they are more strictly applied by the learners than by yourself. If you have to constantly labour the point take a good hard look at what you may be needing to change or modify. Address issues efficiently. Don’t waste teaching/learning time.   
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          As time passes you will get to know each learner individually and they will, in their own manner, learn to know and trust you. Mutual respect is in reality the secret ingredient here, even if you feel you don’t necessarily like someone. As the professional adult in the situation it is your responsibility to guide and manage each person both as an individual and as part of a collective whole.  Having a spat with a learner is professionally unacceptable and if you feel bad about it afterwards you have deserved it. It is up to you to professionally control and manage a potentially explosive situation by skilfully diffusing it before it gets out of hand. Ensure that you know the difference between retributive and restorative discipline. Bear in mind that you, as the teacher, have the power to make or break a young person. The absolutely worst thing you can do in a fraught situation is resort to insult and sarcasm. A simple hand or facial gesture, a considered change of tone of voice can often avert disaster. Try always to remain cool, calm and composed. It works.  And if you do loose it, as they say, because teachers are also and only human…. well then, be big enough mature enough to apologise. You will lose nothing but you will regain your dignity.
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          Increasing numbers in classes increases the difficulty of getting to know the names and interests of each individual learner but the quicker you are able to master this skill the easier your discipline will become. Be quick to praise and slow, very slow, to censure. Rather, turn negatives into opportunities to encourage ‘another try.’ Be empathetic, sympathetic and genuinely interested without descending into familiarity and prying and trying to make the learner(s) your friend.  (Read this last sentence again: these skills are often difficult to learn and almost always dangerously difficult to control.) Remember, that as a teacher it is part of the reward of the job to see learners develop and flourish, gain a sense of their own self-worth and confidence and develop their own individuality. 
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          Everyone enjoys a pleasant work environment. The learners in your class are no exception. An ordered attractive environment is an inspiration. Be sure, however, that the pictures you put up in your classroom are appropriate and have educational value. Where possible it is helpful to choose visual material that speaks to concepts or ideas that children may find difficult to grasp or understand. By owning your space and keeping your work environment neat, ordered and stimulating you are leading by example and the learners will be more likely to follow your lead. You are, after all a role model and in this way, you are positively modelling the behaviour you expect from your learners.
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          A recent study showed that parents are the second largest source of worry and concern for the modern-day educator. German, American and British research has also shown that it is not only in South Africa that parents are one of the direct reasons for beginner teachers leaving the profession before the ink has dried on their qualifications. As a teacher you will encounter various kinds of parents. From the ‘helicopter’ parent who wants to do everything for their little darling to the ‘ghost’ parent: there is a name on the child’s records but by the end of the year you cannot put a face to the name. As in any walk of life there is also the ‘volcanic ‘parent; that is the one who erupts spectacularly about the least little thing. The ideal parent, of course, is the ‘submarine’ parent who sensibly disappears out of sight only to surface when needed or required to do so. What a pleasure. 
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          Irrespective of what kind of parent you encounter, always behave in a considered and professional manner. Communication is of utmost importance. Always ask the right questions and never be confrontational or aggressive. Remember that like you, parents only want the best for their children. Do yourself and the profession a favour by not being a teacher who is always and only a bearer of bad news and complaint.  Rejoice in the positive and send happy news of achievement home for celebration. You will find that parents will be far more willing to be supportive and cooperative if you focus on the positive. If, or when you do encounter a problem address it immediately. Don’t wait to unload the avalanche of trouble at the end of the year. Contact parents timeously and keep a written record of all communication in order to have proof of your professional interventions and the parents’ responses. In this regard bear in mind that most parents work, so find out when contact will be most suitable and also what form of communication will be effective for them. Educators and parents are in a partnership with the same aim: to benefit the child.  
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          Be aware: it is not acceptable that a parent should try to bully you – ever. Should a parent show any signs of having such tendencies or intentions you my request to have a senior member of staff present during any communication with that parent.   
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          You have shaken the dust of the university off your feet and now stand in front of a class of learners. Question: Are you dressed like a professional or are you still attired like a student? No one expects you to be fuddy-duddy but you have entered a profession where your influence as a role model is inestimable – do it proud. Do yourself proud. If you tend to use your arms and hands a lot when you talk don’t wear jewellery that bangs and clashes about and distracts the learners’ attention. Also, be careful not to wear clothes that should actually be in your younger brother or sister’s cupboard. Appropriate profiles are important
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          Remember that we live in a multi-cultural society. Be sensitive to cultural differences and if you are not sure about something, ASK rather than rushing in like a bull in a china shop – it’s difficult to put the pieces together again. Also remember that not everyone comes from the same background. Work sensitively with lifeworld experience being careful not to make anyone feel inferior or left out. This applies as much to reading-texts as it does to using a rich chocolate cake to explain fractions when most of the learners may simply need a healthy sandwich to keep them going for the next few days. And single-parent homes? Be careful about what you say and what you simply assume. Young people are fragile.
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          Ignorance is no excuse. If you don’t know – ask. Follow the correct line-functions in all your dealings and protect yourself with a sound working knowledge of all the policies. Build good, cordial relations with your colleagues, mind your own business, keep your private life just that: Private and stay far away from those who would seek to make you an ally. Don’t fiddle about on Facebook with questionable photographs and even more questionable comments and whatever you do don’t ‘ befriend’ your learners on Facebook. You really don’t need that complication in your life. Keep your thoughts regarding your employer and colleagues to yourself. Facebook entries are forever and future employers often consult the social media profiles of prospective employees. 
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          If you set up a WhatsApp communications group ensure that every one of the members is aware of its purpose. It is best to set up a one-way communication group so that parents and/or leaners can remain informed about important arrangements for tests, exams, sports events and so on. Why would you want to have conversations on that sort of WhatsApp group, it can only lead to upsets. 
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          And by the way, you know what? You don’t know everything eventhough you may just have graduated cum laude. Mentorship is an awesome privilege which exists to offer support, promote growth and enhance work satisfaction. It has been shown that many new teachers feel isolated and have difficulty with self-confidence. One of the best ways to overcome these feelings is through observation. The smallest observed detail in the actions of a trusted colleague can be life-changing. It’s the little details that become a whole bank of experience in the end and allow you to build your own strategies and methods. The more you learn. The more you know.
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          Your first year of teaching will be challenging and demanding. You will work harder in this year than you have ever worked before. Nights, weekends, holidays (or what was supposed to be a holiday) will simply be swept away by piles of scripts, preparation, preparation,preparation…
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          But, after all is said and done, remember to look after yourself. Eat healthy. Sleep well. Work hard but make time to play. Remember that it does not matter how much you enjoy teaching it is a job after all and you must not allow it to alienate you from family, friends and life itself. You can’t pour refreshment from an empty jug. 
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          If you have a problem: share it. Everyone was a beginner at some stage. Look after yourself and learn. That way, you can’t but enjoy teaching.
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      <pubDate>Wed, 27 Nov 2019 15:45:07 GMT</pubDate>
      <guid>https://www.saou.co.za/back-to-school-guide-for-beginner-teachers</guid>
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      <title>TERUG-SKOOL-TOE-GIDS VIR BEGINNEROPVOEDERS</title>
      <link>https://www.saou.co.za/terug-skool-toe-gids-vir-beginneropvoeders</link>
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         Beginneropvoeders – Moets en moenies
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          Jy het jou loopbaan gekies, gaan studeer en nou staan jy  voor ’n klas as ’n gekwalifiseerde onderwyser. Skielik wonder jy of jy regtig geroepe is hiervoor. Het dit wat jy op universiteit geleer het, jou werklik voorberei vir al die uitdagings wat jy op ’n daaglikse basis gaan ervaar? Leerders, ouers, bestuur en boonop nog beplanning én stapels merkwerk. 
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          Moenie bekommerd wees nie! Jy is nie alleen nie. Baie sal saamstem dat die teorie en die praktyk soos dag en nag verskil. Bou egter vir jou’n arsenaal van idees, strategieë en metodes op en jy gaan die jaar baie makliker omkry as wat jy gedink het. Hier is solank ’n paar wat reeds op die proef gestel is en werk! 
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          Een van die grootste uitdagings wat hedendaagse onderwysers beleef, is dissipline en klaskamerbestuur. Talle beginnneropvoeders het al die raad gekry: “Jy smile nie voor April nie.” Net soos wat elke leerder in jou klas sy eie persoonlikheid en verkose leerstyl het, so het elke onderwyser sy/haar eie onderrigstyl wat jy met ondervinding sal ontdek, aanpas en verfyn. Wees ingelig oor die skool se dissiplinê beleid en vind wat vir jóú binne die riglyne van die beleid werk. 
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          Onthou om altyd betyds en goed voorbereid te wees. Dissipline begin met die voorbeeld wat jy as persoon stel. Dit begin ook voordat die leerders jou klas betree en gee die toon aan vir die res van die les. Wees ferm, stel duidelike grense en hou daarby. Kinders kom dadelik agter indien jy nie reëls konsekwent toepas nie, waarskuwings nie deurvoer nie of leerders onregverdig behandel. Wanneer leerders deel is van die besluit en verstaan waarom die spesifieke reëls belangrik is, sal hulle dit makliker volg. Waardes moet gebruik word as basis vir die klasreëls wat dan in die klaskamer vertoon en gereeld na verwys word. Hoe harder hulle werk en hoe besiger die kinders is, hoe minder tyd is daar vir streke. 
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          Met verloop van tyd sal jy jou klasse leer ken en weet hoe om elkeen te hanteer. Onthou dat jy die volwassene in die klas is wat in ’n professionele hoedanigheid voor die kinders staan. Moet daarom nooit in ’n argument met ’n leerder betrokke raak nie. Veral nie voor die res van die klas nie. Nie-verbale waarskuwings kan aangewend word om die situasie te ontlont voordat dit eskaleer. As jy leerders afkraak en slegsê voor ander, gaan jy net jouself benadeel en boonop baie sleg voel as jy daardie aand in jou bed lê en terugdink aan die dag. Gewoonlik is daar ’n rede vir ’n leerder se uitdagende gedrag. Doen dan moeite om die leerder te leer ken en saam strategieë te vind wat vir julle albei werk. 
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          Alhoewel dit met groeiende klasgroottes toenemend moeiliker raak, probeer om jou leerders persoonlik te leer ken. Hoe gouer jy die leerders se name ken, hoe makliker sal jou dissipline wees, maar wees versigtig om nie te wys dat jy eerste die moeilikste kinders in die klas se naam ken nie. Prys positiewe gedrag meer as negatiewe gedrag. Nie net laat dit leerders goed voel nie, maar motiveer ook ander om die positiewe gedrag na te boots. Laat hul spesiaal voel deur te vra hoe dit nou met Sokkies, die woef, gaan of gesels oor hul belangstellings. 
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          Ongelukkig wil baie beginneronderwysers hê dat leerders van hulle moet hou en tree dan onvanpas op. Bly professioneel, vermy fisiese kontak en moenie te vriendelik met leerders wees nie - maak vriende met jou eie ouderdomsgroep. 
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          Almal hou van ’n mooi werksomgewing en die kinders in jou klas is geen uitsondering nie. ’n Mooi en georganiseerde werksomgewing is inspirerend, maar onthou dat elke prentjie of plakkaat toepaslik en van opvoedkundige waarde moet wees. Dit moet aangepas kan word na gelang van konsepte wat leerders moeilik vind. Indien hulpbronne die eerste keer behoorlik gemaak word, kan dit tyd en geld oor die lang duur spaar. Neem beheer van jou klas en modelleer jou verwagtinge. As jy netjiese leerders, boeke en werk verwag, moet jy dit demonstreer aangesien kinders leer deur te sien. Jy is ’n rolmodel; vir sommige die enigste positiewe rolmodel. 
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          In ‘n onlangse studie is bevind dat hedendaagse onderwysers,ouers as die tweede grootste uitdaging beleef. Navorsing in Duitsland, Amerika en Engeland het getoon dat dit nie net in Suid-Afrika is waar ouers die rede is dat soveel beginneropvoeders die onderwys verlaat nog voor die ink op hul kwalifikasie behoorlik droog is nie. As onderwyser sal jy met verskillende tipes ouers te doen kry. Van die helikopter-ouer wat té betrokke is en alles namens hul bloedjie wil doen, tot die spook-ouer. Jy sien die naam op die kind se rekord, maar kan teen die einde van die jaar nog nie ’n gesig by die naam plaas nie. Dan is daar ook Vulkaan-ouers wat oor die geringste dingetjie ontplof. Die ideaal is natuurlik die duikboot-ouer wat uit die oog bly, maar vinnig na vore kom indien nodig. 
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          Ongeag watter tipe ouer jy mee werk, jy moet altyd professioneel en bedagsaam bly. Kommunikasie is van die uiterste belang. Onthou om die regte vrae te vra sonder om aanvallend te wees. Soos jy, wil ouers net die beste vir hul kinders hê. Probeer egter om nie een van daardie onderwysers te wees wat net die draer van slegte nuus is nie. Wanneer jy ook goeie nuus huis toe stuur, sal ouers baie meer gewillig en ondersteunend wees wanneer daar wel probleme opduik. Moenie wag tot die einde van die jaar nie, kontak ouers dadelik en hou rekord van alle kommunikasie wat ook as bewys van intervensie dien. Aangesien baie ouers werk, is dit ’n goeie idee om uit te vind watter tydgleuf en vorm van kommunikasie hulle pas. Die onderwyser en ouer(s) staan in ’n vennootskap en moet saamwerk aan die gemeenskaplike doel. Dit is egter nie aanvaarbaar dat ’n ouer jou boelie nie en indien ’n ouer jou ongemaklik laat voel, mag jy vra dat ’n senior personeellid teenwoordig is.  Onthou die goue reël: Hanteer ander soos jy wil hê hulle jou moet hanteer. 
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          Jy het die universiteit se stof van jou voete afgeskud en staan nou in ’n professionele wêreld met sy eise. Jy staan heeldag voor kinders en moet daarom gepas aantrek. Rek en buk soggens voor die spieël om seker te maak dat niks onwelvoeglik uitsteek nie. Sekere juweliersware kan steurend wees vir leerders, aandag trek na die ongepaste areas of selfs ’n veiligheidsrisiko vir jou en die kind wees. 
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          Menigmaal ontstaan konflik onnodiglik as gevolg van kultuurverskille. Wees sensitief ten opsigte van kultuurverskille en vra indien jy onseker is. Baie van ons vergeet dat ons nie almal uit dieselfde agtergrond kom nie. Voorbeelde wat in die les gebruik word, take of selfs sommige tekste kan onsensitief voorkom. Hoe weet jy dat almal in die klas weet hoe die see lyk? Baie leerders kom uit enkelouerhuise of het nie eers vanoggend brood gehad om te deel nie, wat nog van ’n lekker ryk sjokoladekoek wat in drie gedeel moet word om die som op te los! 
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          Moet nooit te bang wees om te vra nie, selfs al moet jy die kwaai juffrou wat al jare op dieselfde groen stoel in die personeelkamer sit, vra. Volg die korrekte lynfunksie en beskerm jouself deur al die moontlike beleide te ken. “Ek het nie geweet nie ...” is ongelukkig nie ’n geldige verweer nie. Bou goeie menseverhoudinge met kollegas al hou jy nie noodwendig van hulle nie. Moenie skinder nie en hou jou persoonlike lewe van die stoepe af. Dit word vir ‘n rede ’n “privaatlewe” genoem– want dit is privaat! Om jou hele lewe by wyse van onvanpaste foto’s en opmerkings op Facebook uit te blaker, is nie ’n goeie idee nie. Om die leerders in jou klas op Facebook te bevriend is ’n nog swakker idee. Die ergste is natuurlik om jou werkgewer of ’n kollega op sosiale media swart te smeer. As jy nie wil hê jou ma moet dit sien nie, moet dit nie op Facebook wees nie! As dit eers daarbuite is, kan jy dit nooit weer verwyder nie en boonop kyk werkgewers toenemend na die sosiale mediaprofiele van voornemende werknemers. 
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          As jy by wyse van WhatsApp kommunikasiegroepe vestig, moet elke deelnemer bewus daarvan wees dat dit  nie ‘n informele gespreksforum is nie. Die moet verkieslik ‘n eenrigting groep wees waarvolgens met ouers en/of leerders gekommunikeer kan word. Daar is die afgelope ruk twee baie prominente voorbeelde van skoolbesprekingsgroepe wat tot groot verleentheid verkeerdelik gebruik is vir informele kommunikasie. Die oogmerk moet wees om formele inligting betreffende die skool- of sportreëlings, toetse, eksamens, ens. te deel – niks anders nie!
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          Niemand weet dadelik alles nie, selfs al dink jy op hierdie stadium so. Die waarde van mentorskap moet nooit onderskat word nie en het ten doel om ondersteuning, groei en werksbevrediging te bevorder. Daar is gevind dat baie nuwe onderwysers geïsoleerd voel en dikwels met selfvertroue sukkel. Een van die beste maniere om te leer, is deur waarneming. Dit kan die kleinste dingetjie wees wat jy by ’n kollega sien wat baie waarde kan toevoeg. Observasie van ander onderwysers is van onskatbare waarde en nog ’n manier om jou arsenaal van strategieë op te bou. Hoe meer jy leer, hoe meer weet jy!
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          Jy gaan hierdie jaar baie harder werk as vantevore en daarom is dit baie belangrik om na jou gesondheid en persoonlike verhoudings om te sien. Jy gaan nagte om, naweke en vakansies werk en jy gaan ongelukkig belangrike mense in jou lewe minder sien. Maak tyd vir jouself, neem vitamienaanvullings, maak seker jy eet gesond en slaap genoeg. Luister as jou liggaam begin protesteer.  Onthou, ongeag hóé baie jy dit geniet, skoolhou bly net ’n werk en mag nie die oorsaak wees dat jy jou eie gesin, familie of vriende afskeep nie. Prioritiseer en leer om nee te sê, want jy kan nie uit ’n leë beker skink nie!
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          Indien jy probleme ervaar, praat met iemand. Almal was op een of ander stadium ’n beginner. Leer elke dag, kyk na jouself en die belangrikste van alles – geniet dit! 
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      <pubDate>Wed, 27 Nov 2019 15:45:05 GMT</pubDate>
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      <title>KIES SÓ DIE REGTE SKOOL</title>
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           Die blote gedagte dat jou kleuter “groot-skool” of laerskoolkind na die hoërskool toe moet gaan is al vir talle ouers traumaties genoeg. Voeg daarby die onsekerheid rakende keuse van skool en of jou kind gelukkig gaan wees in die skool wat julle kies, en jy het ŉ wenresep vir slapelose nagte. Advertensies en kennisgewings van skole se opedae pryk tans teen al wat ŉ lamppaal is, elkeen se slagspreuk ŉ belofte na die geheime bestanddeel wat die wenresep vir jou kind se toekoms is. Hoe maak jy die regte keuse? Watter kwaliteite behoort ouers na te soek? Hoe soek jy die nommerpas-skool?
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           Die grootste guns wat ouers hulself kan bewys, is om te onthou dat kinders (en hul behoeftes en belangstellings) verskil. Die Engelse slagspreuk van horses for courses kan maar teen jou yskas kom. Geskikte ligging of naaste skool en maats wat na dié spesifieke skool gaan is nie meer noodwendig die enigste kriteria vir die aha-oomblik nie. Die vakkeuses en –rigtings van skole en jou kind se belangstellings en oorweging van beroep weeg al hoe swaarder op die skaal van skoolkeuse. Maar, buiten die voor-die-hand-liggende invloede soos vakke, koshuise en vervoer, is daar ŉ paar ander oorwegings wat gerus oorweeg kan word en meer lig moet werp op skoolkeuses.
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           Stem die skool se waardes en julle as gesin se waardes, ooreen? Kan julle julself met die etos en manier van doen van die skool vereenselwig? Dié inligting gaan jy nie kan aflei van die lamppaal-plakkaat nie, ŉ skoolbesoek en kennismaking met die hoof of personeel of selfs ander ouers, is nodig. Doen jouself die moeite om hierdie huiswerk te doen. Ouers is telkemale verras oor hoeveel inligting mens kan bekom deur hierdie besoek af te lê. Sommige skole fokus sterk op akademie, ander presteer uitsonderlik in sport of kultuur. Sommige skole is meer tradisievas as ander en moet jou kind kan inpas by bestaande kultuur van die skool.
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           Bepaal wat jou kind se talente en belangstellings is en neem dit in ag. MAAR, vra jouself gerus die vraag “Wat is die kwaliteite wat ek graag in my kind sou wou sien wanneer hy/sy eendag die skoolbanke verlaat: 10 onderskeidings? Provinsiale kleure in ŉ sportsoort? Of dalk groter gewigswaarde aan kwaliteite wat my kind gaan nodig hê om suksesvol in die wêreld in hul beroep te kan staan?” Emosionele en sosiale vaardighede, waar kinders daagliks meer leer van respek en toleransie, deursettingsvermoë, die vermoë om jouself en die ruimte om jou te kan organiseer, tydsbestuur en hou by sperdatums, om aanpasbaar te wees, ŉ sin vir verantwoordelikheid en aanspreeklikheid te hê, om menslik te wees, empatie met ander te hê, is nie meer noodwendig fokuspunte van alle skole nie.
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           Jou kind gaan eendag moet kan inpas in ŉ multikulturele werksomgewing – in watter mate en op watter manier word jou kind hiervoor voorberei? Wat is die skool se beleid rakende kultuursensitiwiteit, taal van onderrig en die gedragskode? Hoe belangrik is hierdie kriteria vir julle as gesin? Vra vir die gedragskode. Die deeglike bestudering van die gedragskode is nie om te bepaal hoe streng die skool ten opsigte van leerders se oortredings is nie, maar moet pertinent verwys na aspekte soos rassisme, verdraagsaamheid teenoor ander, respek, godsdiensbeoefening, boeliery, teistering deur middel van sosiale media, netheid, tydsbestuur, ens. Die sanksies vir oortredings ingevolge die gedragskode is net so belangrik, nl. is dit doodgewoon om te straf ter wille van straf, of om helende en remediërende optrede na te streef. Dit is op hierdie terrein wat die verborge kurrikulum van die skool na vore sal kom, want dit is die sorgvuldige bestuur van hierdie elemente wat gewis langtermyn waarde toevoeg om elke kind tot gebalanseerde volwassene te begelei.
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           Talle skole spog met die nuutste tegnologie in klaskamers en gebruik dit as lokaas. Die nare waarheid? Bad teaching + technology = expensive bad teaching. Tegnologie is nie ŉ waarborg vir kwaliteit onderrig nie. Tegnologie is ŉ ongelooflike hulpmiddel wat uitsonderlik goed tot vandag se jeug spreek en totaal
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           onderskat word as hulpmiddel. Maar geen tablet of interaktiewe witbord, rekenaarprogram of toepassing kan instaan vir die menslikheidsfaktor, die x-faktor wat ŉ goeie onderwyser op jou kind het nie. ŉ Onderwyser wat betrokke is in jou kind se onderrig, wat werklik omgee, met jou kind kan “konnekteer”, vir jou kind geborgenheid en ŉ wil om te wil leer in die klaskamer skep, is dié enkele faktor wat altyd sal maak dat onderwysers nooit totaal uit die klaskamer van die toekoms sal weggelaat kan word nie. Gaan soék na dié kwaliteite – ŉ hoof, onderwysers en sportafrigters wat vir hul leerders omgee kan geen geld in die wêreld koop nie. Ook geen tegnologie voor opmaak nie.
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           Die kurrikulum se jaarlikse boustene moet in plek wees, wat eenvoudig beteken elke onderwyser moet elke jaar doen wat hulle moet doen sodat jou kind jaar op jaar op verworwe vaardighede en kennis kan bou. Klasgroottes en ŉ gestruktureerde, veilige skoolomgewing is dus belangrike inligting vir jou, veral in die laerskoolomgewing. Vra die vraag in watter mate suksesvolle leer werklik kan plaasvind in klasse met 40 en meer leerders.
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           Wat doen die skool om leerders geborge te laat voel? Dit is belangrik om te weet of daar ondersteuningsdienste soos terapeute en sielkundiges is wat deel vorm van die personeel en of ŉ inklusiewe benadering tot onderwys gevolg word. Hoe gereeld en op watter maniere kommunikeer die skool met ouers? Besoek die skool se webwerf of ondersoek hul teenwoordigheid op sosiale media en vergewis jouself van wat hul kommunikeer. In watter mate laat die skool betrokkenheid van die ouergemeenskap toe, of is die skool ŉ eksklusiewe, ontoeganklike eiland? Maak dus seker jy vra die regte vrae.
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           Indien jy werklik ernstig is rakende die keuse van skool vir jou kind, gaan maak gerus ŉ draai by die volgende sportdag of wedstryde wat by die skool plaasvind. Sportmanskap vertel baie van die ingesteldheid van leerders en afrigters. Gesels met die hoof – sy filosofie oor onderwys, dissipline en sy siening rakende positiewe en negatiewe punte van die skool sal vir jou ŉ duidelike aanwysing gee van die koördinate van die skool se toekoms. Waar moontlik, gesels met ander ouers en met leerders. Tans ietwat onderspeel in skoolomgewings maar totaal onderskat is leerders se manier hoe daar met besoekers gekommunikeer word. Is die leerders ambassadeurs van hul skool, basiese goeie maniere en leerders wat volwassenes groet is tans ŉ rariteit. Leerders wat doelloos ronddwaal gedurende klastyd en oormatige lawaai sal jou baie meer van die skool se dissipline vertel as die blink kleurvolle prospektus wat in jou hand gestop word met die opedag. Met die eerste tree wat jy as ouer deur die skoolhek gee, gaan jy reeds weet of julle as gesin en die skool dieselfde siening het rakende netheid, instandhouding en veiligheid. Talle ouers word ŉ rat voor die oë gedraai met flambojante sportvelde maar rommel wat op die terrein rond waai behoort genoeg te sê van die skool se prioriteite en wat die waardes is wat hul by leerders vestig.
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           Jou kind se skoolloopbaan duur van Graad R – 12, dertien jaar. Vir sommige ouers dertien jaar van wroeging en een lang stryd. Vir sommige kinders een lang nagmerrie. Vir ander ‘n wonderlike tyd van leer en nuwe ervaringe! Maar die lewe gaan mos oor keuses. Maak die keuse om na die regte skool vir jou kind te soek.
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           Die laaste stuiwer in die armbeurs: Indien jy wil weet of jou kind gelukkig gaan wees in die nuwe skool, hou die ander kinders se gesigte dop. ŉ Suksesvolle skool waar kinders gelukkig is, word aan die breedte van die kinders se glimlagte gemeet. Dis die skool wat nommerpas is vir JOU kind.
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      <pubDate>Wed, 27 Nov 2019 15:29:18 GMT</pubDate>
      <guid>https://www.saou.co.za/kies-so-die-regte-skool</guid>
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      <title>THIS IS HOW ONE GOES ABOUT CHOOSING THE RIGHT SCHOOL FOR YOUR CHILD</title>
      <link>https://www.saou.co.za/this-is-how-one-goes-about-choosing-the-right-school-for-your-child</link>
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           The mere fact that their once-little-toddler will have to go to ‘big school’ is for many parents just one too many in the trauma stakes. Add the, “I’m just not sure I am making the right choice. What if s/he’s not happy with the choice I have made...”, and you have a winning recipe for hours of restless insomnia. Advertisements and notices currently wave energetically from lamp posts with every slogan claiming to have the winning secret ingredient for your child’s totally successful future. How do you make the correct choice? What qualities should parents be looking for? How do you find the ‘perfect- fit’ school for your child?
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           The greatest favour a parent can do themselves is to remember that children (together with their needs and interests), differ. The English slogan, horses for courses is particularly apt in this context and would do well as a fridge magnet. The appropriate location of the nearest school and the friends that go to that specific school are not necessarily the criteria that will provide the ‘aha-moment‘. Subject choices and fields of study offered by a school, together with your child’s interests and considered profession, all weigh heavily in the process of choosing the right school. But, apart from the obvious influence of subjects, hostels and transport there are a number of other considerations that you need to think about and which will shed light on which school you should choose.
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           Do the values of the school correspond with those cherished by you as a family? Can you live comfortably with the ethos of the school and the way it is managed? This is not information that you can glean from the placard on a lamp post. A visit to the school to make the acquaintance of the principal or staff or even other parents is the only thorough way to get the kind of information you require. Do yourself a favour and do your homework properly. Parents are often amazed at how much information can be gathered from a school visit. Some schools have a strong academic focus while others have exceptional achievement on sporting and cultural aspects; others again, have an unswerving traditional ethos and at such institutions your child will have to be able to fit in with the existing culture of the school.
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           Clearly, you will need to take your child’s talents and interests into account. But, ask yourself the question, “What are the qualities that I would like to see in my child when s/he leaves school – 10 distinctions; provincial colours in sport?” Or would you prefer your child to have a thorough grounding in those qualities/abilities/skills that will stand them in good stead in their chosen career? Emotional and social skills like respect, tolerance, perseverance, the ability to organize oneself and one’s environment, time management and how to meet deadlines, the ability to adapt, a sense of responsibility and accountability, what it really means to be human and have empathy for others, are no longer necessarily what all schools focus on.
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           Ultimately, your child is going to have to be able to fit into a multicultural work environment – to what extent and in what manner will your child be prepared for this reality? What is the school’s policy regarding culture sensitivity, language of instruction and code of conduct? How important are these criteria for you as a family? Ask for the code of conduct. A thorough study of the code of conduct is not to determine if the school has a punitive disciplinary system, but rather give a specific indication regarding the handling of racism, tolerance towards others, respect, religious practice, bullying, social media harassment, time management etc. The sanctions for violations in accordance with the code of conduct are just as important; do we punish for the sake of punishment or to seek healing and remedial action. It is in this area that the hidden curriculum of the school will be highlighted because it is the careful management of these elements that certainly adds long-term value to guide each child to balanced adults.
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           Many schools boast with the latest technology in the classrooms and use it as bait. The sickening truth is that bad teaching + technology = expensive bad teaching. Technology is no guarantee of quality teaching. Technology is an exceptional aid that speaks directly to today’s youth but it is often over estimated as a teaching/learning aid. NO tablet or Interactive White Board, computer programme or App can replace the human factor, the so-called ‘X-factor’ that a good teacher brings to your child’s education. A teacher who is involved in your child’s education, who really cares, who can ‘connect’ with your child and create a sense of security and learning atmosphere in the classroom is the single factor that will prevent the teacher from ever disappearing completely from the classrooms of the future. No money in the world can ever buy a teacher who genuinely cares for his or her learners. Nor can they be replaced by technology.
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           The year-by-year building blocks of the curriculum must be in place which simply means that every teacher must do what they have to do to ensure that your child has the knowledge and skills on which to build the next phase. Class sizes and a structured, safe school environment is thus important to you especially in the primary school environment. Ask yourself the question, “Can successful teaching and learning really take place in classes of 40+ learners?” What does the school do to make learners feel safe? It is important to know if support services like therapists and psychologists are part of the personnel and if an inclusive approach to education is followed in the school. Further questions like how regularly, and in what way does the school communicate with parents also need to be asked. Visit the school’s website or their presence on social media and inform yourself of what is being communicated. To what extent does the school encourage or allow parent involvement or is the school an exclusive and unapproachable island for those in authority? It is therefore essential that you ask the right questions.
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           If you are really serious about the choice of school for your child it is a good idea to attend the next sports day or sports match that takes place at the school. Sportsmanship reveals a great deal about the attitudes of both the learners and the coaches. Chat with the principal - his or her philosophy about education, discipline and thoughts on the positive and negative aspects of the school will provide clear insights regarding the school’s future coordinates. Where possible, engage with other parents and learners. Something that currently tends to be underplayed in the schooling environment is the manner in which learners communicate with visitors. Question: Are the learners ambassadors for the school? Basic good manners and learners who greet all visitors politely have become a rare phenomenon. Learners who aimlessly wander around the school or classes that are loudly kicking up a rumpus will tell you more about the discipline of the school than the glossy, colourful prospectus that is eagerly placed in your hand on ‘Open Day.’ The moment you step onto the school premises you, as a parent will know if the school and your family share the same approach to neatness, maintenance and safety. Many parents are dazzled by spectacular sports fields but rubbish that is blown around the school grounds by every gust of wind speaks volumes about priorities and the values that are inculcated in the learners.
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           Your child’s school career lasts for 13 years: Grade R – Grade 12. For some parents they are 13 years of constant up-hill battles; for some children, a 13-year nightmare. Remember- life is all about choices. Make the choice to find the right school for your child.
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           And finally: If you want to know if your child is going to be happy at the new school look closely at the faces of the other children. The successful school, where children are happy, is measured by the breadth of the children’s smiles – that’s the perfect fit for your child.
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      <pubDate>Wed, 27 Nov 2019 15:25:44 GMT</pubDate>
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      <title>IS JOU KIND GEREED VIR DIE VOLGENDE FASE?</title>
      <link>https://www.saou.co.za/is-jou-kind-gereed-vir-die-volgende-fase22407a20</link>
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         DIE ONONDERHANDELBARE GEREEDSKAPSTUKKE VIR JOU KIND SE SUKSES EN JOU OORLEWING
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           Jip. Inderdaad. Skuldig. Ek was ook een van hulle. 
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           Een van daardie ouers wat gewroeg en gewonder het of my kinders oukei sou wees met verandering en of hulle die nuwe graad en nuwe fase en selfs later die hoërskool, sou kon trotseer. Want sien, die Graad 3 juffrou was hul tweede ma. Ek was heilig oortuig daarvan dat die Graad 4 meneer te kwaai sou wees. Sê nou die kind is in die moeilikheid oor boeke wat tuis vergeet is en huiswerk wat nie gedoen is nie. Sê nou hulle word geboelie of verstaan nie die werk nie. Sê nou hulle word gespot. Sê nou die onderwysers pik op hulle. Sê nou hulle is alleen en het nie maats nie. Sê nou… sê nou…. 
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           Dieselfde engeltjies waaroor ons as ouers ons so bekommer en wonder of hulle dit gaan maak, veroorsaak egter  later ‘n paar ander emosies in ouerharte ook. In Graad 3 is hulle die “seniors” van die fase, bulletjies en jong primadonnas, in Graad 4 is hulle die “kleintjies” van die Intermediêre fase. Dan tref tienerskap ons: hierdie amper gewelddadige, emosionele fase waar emosies wissel van stilstuipe tot deurkosyne se sterkte wat getoets word, waar hormone dikwels verander in demone en waar ma’s tot vroeë menopouse simptome gedwing word. Gooi die realiteit van toenemende groepsdruk soos wat kinders ouer word, ook in die resep, en die kans is redelik goed dat iemand iewers hul sin vir humor gaan verloor. 
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           Kom ons staan een tree terug en kry perspektief. En ja, dit is so: old age is a terrible price to pay for wisdom. Een tree terug, gee perspektief. Die verskillende skoolfases is met rede so ingedeel en is eintlik die boustene wat ons kinders gaan voorberei om eendag hul vlerke te kan sprei en self te vlieg want akademiese prestasie van 80%, sertifikate en trofeë is nie ‘n waarborg vir sukses nie.
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           Die Grondslagfase is die eerste stap van koestering en om kinders emosioneel veilig te laat voel sodat hul kan waag en nuwe dinge kan leer. Juffrou het nog tyd om te troos as die toon pouse oopgestamp is.  Ekstra tyd om werk klaar te maak. ‘n Geborgenheid wat geskep word. En nee, dit help nie om die kinders se huiswerk vir hulle te doen nie, want sien, in Graad 4 lyk die prentjie anders. Die pas versnel dramaties. Meer vakke, meer klaswisseling, meer onderwysers waar daar verskillende hanteringswyses van dissipline is. Graad 7 is nie ‘n verlenging van Graad 6 nie. Graad 7 is die begin van ‘n nuwe fase: die senior fase, die voorbereiding vir hoërskool en meer verantwoordelikhede. Daar is baie minder tyd om aan fisiese, sosiale en emosionele vaardighede aandag te gee. As jy agter is, is jy agter. Gebalanseerde kinders wat hulself kan handhaaf, wat hul eie tas kan pak, hulself en die ruimte om hul kan organiseer, onder druk kan werk, oplossings self kan vind en weliswaar hul gesonde verstand kan gebruik, kan die suksesskaal in ons kinders se guns laat kantel. Wat is dus die magiese, ontwykende gereedskapstukke wat in ons kinders se gereedskapstas moet wees? Dit is baie eenvoudig, dalk het ons almal net vergeet. Dit begin met die woorde “kom ons”.
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           Kom ons sorg dat ons kinders ‘n uitstekende woordeskat het sodat hulle hul emosies en denke in woorde kan uitdruk, want die lewe gaan oor kommunikasie. Ouers met kleuters moet nou reeds vir hul kinders soveel as moontlik lees en met hulle gesels, want dit is waar woordeskat gevestig word. Leerders wat ‘n taalagterstand en gebrekkige woordeskat het, sukkel om die inligting wat geleer moet word, te verstaan, om deel te neem aan klasgesprekke of om hulp te vra asook om emosies te verwoord. Gebrekkige taalkennis en woordeskat is een van die grootste struikelblokke in leerders se vordering. 
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           Dissipline en roetine is die verantwoordelikheid van ouers, nie van skole nie. Ouers moet bereid wees om besliste, konsekwente grense tuis te stel. Die lewe gaan oor keuses: dis óf gehoorsame kinders, óf gehoorsame ouers. Die keuse is ons s’n. Kom ons sorg dat ons kinders nie onnodig tyd voor rekenaars, televisie en selfone verspeel nie en dat hul genoeg slaap inkry. Moeë kinders wat gedurende skoolure sukkel om hul oë oop te hou en op hul werk te konsentreer,  is ‘n baie groter probleem as wat ons as ouers besef. Kinders leer deur voorbeeld. Gebrekkige kurrikulumdekking word hoofsaaklik toegeskryf aan leerders se swak taalkennis en woordeskat, maar ook deur onderrigtyd wat verlore gaan. Ouers wat dus self swak tydsbestuur toepas en gereeld laat is vir werk of om hul kinders by die skool te besorg, stel die voorbeeld dat krisis tydsbestuur aanvaarbaar is. Dis broodnodig vir kinders om voor skool met vriende te sosialiseer – dit is waar die gevoel van “ ek behoort, ek is deel van” gevestig word.
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           Waak teen ”spoonfeeding”. As die boek of die sportsak tuis vergeet is, dan is dit so. Moenie dit agter hul aanry nie. Ons doen ons kinders nie ‘n guns deur by onderwysers aan te dring op die afbakening van werk vir toetse of eksamens nie. Al wat ons as ouers daardeur bereik, is om ons kinders se pad eendag na moontlike tersiêre onderwys te bemoeilik waar daar toenemend van ons kinders verwag word om selfstandig te kan werk. Ons kinders moet leer hoe om massas werk krities  en vinnig genoeg te kan deurwerk en ‘n geheelbeeld te verkry. Kom ons ondersteun liewers ons kinders deur seker te maak dat hul korrekte studiemetodes het, dat hul weet hoe om notas te neem, op hul eie te leer en dat hul hul eie tyd kan bestuur en hulself kan organiseer. Net soveel regte as wat ouers het ten opsigte van verwagtinge wat ons aan die skool stel, net soveel verantwoordelikhede het ons ook. Oueraande is eintlik selde opsioneel, kom ons MAAK tyd, woon dit by. Onthou kinders spel liefde, T-Y-D. Respekteer die skool se lynfunksies en begin altyd by die onderwyser – nie die skoolhoof nie. Kom ons leer ons kinders hoe om konflik te hanteer, kom ons gaan kla minder by die hoof en bou aan goeie verhoudinge met klasonderwysers waar ons bereid is om hul die voordeel van die twyfel te gee. Dalk moet ons weer ‘n slag in die spieël kyk en onthou, ons is almal mense. Met foute. Kom ons as ouers vat hande met ons kinders se onderwysers en begin om mekaar te vertrou. Iewers moet dit begin – waarom nie by ons nie?
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           ‘n Gebrekkige sin vir verantwoordelikheid, kan een van die grootste struikelblokke op ons kinders se pad van sukses wees. Graad 12 is net om die draai. Kom ons leer ons kinders van kleintyd die waardes wat ons in ‘n werknemer self sou soek : werksetiek, deursettingsvermoë, respek vir diegene om ons, ‘n toleransie vir ander tale en kulture, geduld, vriendelikheid, positiwiteit, integriteit en basiese goeie maniere. Kom ons leer ons kinders ons hou by sperdatums en ons maak dit wat ons begin, klaar. Kom ons leer ons kinders om in ‘n span te werk. Kom ons leer ons kinders om te kommunikeer, sonder die selfoon, om die tafel, deur mekaar in die oë te kyk en vir mekaar te luister. Kom ons leer ons kinders die lewe is nie regverdig nie en dit gaan nie net oor regte nie. Die lewe bly ‘n voorreg, kom ons respekteer dit so. Dan, weet ek, sal ons kinders meer as oukei wees.
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      <pubDate>Wed, 27 Nov 2019 15:17:49 GMT</pubDate>
      <guid>https://www.saou.co.za/is-jou-kind-gereed-vir-die-volgende-fase22407a20</guid>
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      <title>IS YOUR CHILD READY FOR THE NEXT PHASE?</title>
      <link>https://www.saou.co.za/is-jou-kind-gereed-vir-die-volgende-fase</link>
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         THE NON-NEGOTIABLE ‘READINESS’ KIT FOR YOUR CHILD’S SUCCESS AND YOUR OWN SURVIVAL
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           Yes. Believe it. Guilty: I was also one of you. 
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            One of those parents who fretted and wondered if my children would be okay with change and whether or not they would cope with the new grade and phase and later, with the change to high school.  Because you see, the Grade 3 teacher was their second mother. I was totally convinced that the Grade 4 ‘school master’ would be altogether too strict. What if the child is in trouble because of a book left at home, or homework is not done or -  just as bad - done badly ... what if the child is bullied or does not understand the work ... what if he or she is teased or the teacher picks on them and is lonely and has no friends? What if....... what if, what....? 
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            Those same little angels over whom we work ourselves into a frenzy worrying about whether or not they will make it, will in a few years’ time engender completely different emotions in our parental hearts.   In Grade 3 they are the “seniors” of the phase – little tigers and prima donnas; in Grade 4 they are the ‘little ones’ of the intermediate phase. Later, the teenage years hit us. This is the stormy phase of extremes of emotion swinging between withdrawal into stony silence and testing the strength of the door jamb. This phase can transform young individuals into hormonally- driven demons that drive alarmed mothers to experience the early symptoms of menopause. Mix a heavy dollop of increasing peer pressure into the recipe as children get older and the chances of someone really losing their ‘cool’, are very good indeed. 
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            But, let’s step back a pace or two and get some perspective. The different school phases have been defined as they are for good reasons and are actually the building blocks that will prepare our children to one day be able to spread their wings and fly on their own. Why? Because an academic achievement of 80%, certificates and trophies are no guarantee for success in life.  
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            The Foundation Phase is the first step. It is the phase in which children are cherished to allow them to feel emotionally safe enough to dare to learn new things.  The teacher still has the time to give comfort when a knee has been grazed or a toe stubbed during the break. There is also extra time to finish whatever tasks have been started. In fact, the child is deliberately surrounded by a sense of security. But no. It is not a good idea to do your little angel’s homework for him/her, because in Grade 4 the picture changes dramatically. The pace increases significantly; the number of subjects increases; there is movement between classrooms and the presence of a greater number of teachers each having a different approach to teaching and a different sense of discipline.  And if you thought that Grade 7 is simply an extension of Grade 6 with all the lessons and nuances now comfortably learnt: You are wrong. Grade 7 is the beginning of a new phase – the Senior Phase. This phase is the preparation year for the high School and increased responsibility. There is now much less time to invest on the development of physical, social and emotional skills. If you fall behind you fall behind. Balanced children who can look after themselves, pack their own bags, organise themselves and their own space, who can work under pressure, who can come up with solutions to problems and simply use their common sense, can tip the scales of success heavily in their own favour. So, what is the magical but seemingly elusive element that needs to be standard equipment in our ‘quest-kit’ to bring up a successful child? It is actually quite simple: It’s that empowering little phrase, “Come. Let us.... 
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            Let us equip our children with a comprehensive vocabulary that will enable them to express their thoughts and emotions in words. Because life is about communication.   Parents with toddlers must talk to their little ones and read to them as much as possible because this is where the foundations of a rich vocabulary are established. Learners who have a limited vocabulary struggle to understand the work to be learnt, to participate in class discussions, to ask for help or to articulate their emotions. A lack of knowledge of language and an insufficient vocabulary is the biggest stumbling block in a learner’s progress. 
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            Instilling a sound sense of discipline and routine is the responsibility of the parents. It is not the responsibility of the school.  Parents must be prepared to lay down definite, consistent rules and boundaries in the home. Life is about choices and the choice is either obedient children or, obedient parents. As parents, the choice is ours. Let’s take care that our children don’t waste unnecessary time in front of computers, television screens or on cell phones and ensure instead that they get sufficient sleep. Tired children who struggle to keep their eyes open and concentrate during lessons are a greater problem than parents realise. Children learn by example. Inadequate coverage of the curriculum is in large part blamed on the learners’ insufficient language ability and poor vocabulary but also, significantly, on teaching time that gets lost.  So, parents who themselves have poor time management and are regularly late for work and late to drop their children off at school, create the impression – by example -  that crisis time-management is acceptable.  It is essential that children have time to socialise with other children before the start of the formal school day – it is when the sense of “I am part of/ I belong” is established.  
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            Be careful not to “spoon-feed” your child. If a book or sports bag is left at home, well, so be it. Don’t run after your child. And furthermore, we do our children no favour whatever to insist that the teacher carefully and clearly demarcates the work to be learnt for tests or exams. All we are doing with this sort of interference is to make our children’s tertiary education lives more difficult. At tertiary level students are expected to be able to study completely independently. Our children have to learn how to work through masses of information, quickly and critically in order to get an overall, wholistic sense of the subject. Let us therefore, rather support our children by ensuring that they have the correct study methods, that they know how to take and use notes, that they know how to learn on their own and that they know how to organise their time and themselves. Just as parents have the right to have expectations of the school, just so do parents have responsibilities as well.  Parent evenings are actually rarely, if ever, optional. Let’s make the time and attend. Remember that children spell LOVE like this – TIME.  Respect the school’s line-function and always start with the teacher, NOT the principal.  Let’s teach our children how to handle conflict. Let’s carry fewer complaints to the principal and work harder at developing a sound working relationship with the teachers by giving them the benefit of the doubt, more often. Perhaps we should give ourselves a quick glance in the mirror and remember that actually, we are all human. Let us, as parents take hands with our children’s teachers and start trusting each other. That sort of working relationship has to start somewhere – why not with us as parents?
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            A poorly developed sense of personal responsibility can be one of the biggest stumbling blocks on our children’s path to success.  Grade 12 is just around the corner. Come, let us teach our children from the beginning the values that we ourselves would look for in an employee: work ethic, comittment, respect for all around us, tolerance for other languages and cultures, patience, friendliness, positivity, integrity and basic good manners. Let us teach our children to meet deadlines and to finish what we start. Let us teach them how to work in a team. Let us teach them to communicate, openly and fearlessly; collectively and individually, humbly, without arrogance and without the need for cell phones. Let’s teach them to look each other in the eyes and to LISTEN. 
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            Life is a pivilege: let us respect it as such. Only then will our children be ‘okay.’ 
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      <pubDate>Wed, 27 Nov 2019 15:13:36 GMT</pubDate>
      <guid>https://www.saou.co.za/is-jou-kind-gereed-vir-die-volgende-fase</guid>
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      <title>DIE BEHEERLIGGAAM EN DIE SKOOL</title>
      <link>https://www.saou.co.za/die-beheerliggaam-en-die-skool</link>
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           Ouers kan 'n verskil maak
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           Is jy as ouer gelukkig met die skool waar jou kind skoolgaan? Wens jy soms dat jy kon deel wees van kritiese aspekte rakende die skool se besluitnemingsprosesse? Moontlik sien jy leemtes en besef jy waar areas van verbetering ‘n groot verskil kan maak maar jy voel jou hande is afgekap? Het jy nie al gewonder wat gedoen kan word om die skool verder te verbeter nie?
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           Daar is moontlik ‘n vaardigheid waaroor jy beskik wat die skool kan help om beter te funksioneer: jy is dalk ‘n kenner op die gebied van inligtingstegnologie, of dalk is jy ‘n regskenner of ‘n rekenmeester. Hier is goeie nuus! Jy kan daadwerklik jou dienste aan die skool beskikbaar stel in belang van jou kind. Skole is tans in proses om kennisgewings aan ouers te stuur rakende die verkiesing van die nuwe beheerliggaam van jou kind se skool gedurende Maart 2018. Gryp die geleentheid aan en stel jouself beskikbaar. Om deel te wees van die besluitnemingsstruktuur van die skool is ‘n ideale manier om ‘n verskil in die skoolomgewing te maak, nie net tot beswil van jou eie kind nie, maar ook vir ander kinders, jou kind se vriende ingesluit.
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           Die verkiesing van nuwe Beheerliggame is naas die Algemene verkiesing, wat in 2019 sal plaasvind, die belangrikste gebeurtenis in die Suid- Afrikaanse skolestelsel en die land as ‘n geheel. Daar is meer as 24,000 skole landwyd wat in Maart nuwe beheerliggame sal verkies wanneer die termyn van die vorige verkose beheerliggame ten einde loop.
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           Hierdie verkiesing van nuwe lede kan of ten goede meewerk of dit kan lei tot ‘n nie-funksionele skool waar sake van oorhoofse bestuur nie die nodige aandag geniet nie en derhalwe tot nadeel van almal by die skool strek. Die veiligheid van jou kind op die skoolterrein, skoolgeld en kwaliteit onderrig word grootliks deur die beheerliggaam verseker. Ouers vorm ‘n baie belangrike been van die drie vennote wat moet saamwerk om gehalte onderwys te verseker en moet daarom betrokke raak.
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           Wat is die rol wat die beheerliggaam in ‘n skool moet speel? Die beheerliggaam se primêre taak is “governance”. Dit behels die beheer van al die eksterne faktore asook die bepaling van beleid deur die beheerliggaam. Die oorhoofse beheer van die skool wat fundamenteel is en die daarstelling van verskeie beleide wat die skool se organisasie ondersteun; naamlik die toelatingsbeleid, die gedragskode vir leerders, dissipline, die taalbeleid ens., is geweldig belangrik. ‘n Ander baie belangrike funksie van die beheerliggaam het te make met finansies. Finansies het te doen met skoolgeld, begrotings, fondsinsamelingsprojekte en die behoorlike administrasie van skoolgeld. Dit is ‘n uiters belangrike rol wat die beheerliggaam moet vertolk. Ouers se inspraak verseker dat die skool optimaal funksioneer en dat hulle kinders die beste waarde vir hul geld ontvang.
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           ‘n Verdere vertakking van die beheerliggaam se funksies sluit die vestiging van komitees in, soos byvoorbeeld finansies, geboue en terrein, dissipline, koshuise, bemarking ens. Dit is belangrik dat die behoeftes van die skool en die beheerliggaam daardeur aangespreek word. ‘n lid van die Beheerliggaam moet te alle tye die voorsitter van so ‘n komitee wees. Hierdie komitees maak dan aanbevelings aan die beheerliggaam rakende sake wat ondersoek is. Die komitees word aangevul deur ouers en kenners wat waarde kan toevoeg.
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           Die beheerliggaam het verdere bevoegdhede wat deur die Skolewet aan die beheerliggaam toegeken word. Artikel 20 van die Suid-Afrikaanse Skolewet maak hiervoor voorsiening. Dit sluit in take soos die opstel van ‘n grondwet vir die beheerliggaam, die skool se missie en visiestelling, aanbevelings ten opsigte van aanstellings van onderwysers en adminsitratiewe- asook terreinpersoneel, die bepaling van skooldagure ens. Die beheerliggaam is verder ook gemagtig om die infrastruktuur te verhuur om sodoende fondse vir die skool te genereer.
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           Artikel 21 van die Skolewet bepaal die funksies wat die beheerliggaam in staat stel om verdere verantwoordelikheid vir die skool te aanvaar. Hierdie funksies word eenmalig aan ‘n skool toegeken en daar word nie elke jaar daarvoor aansoek gedoen nie. Indien ‘n beheerliggaam in gebreke bly om die funksies na behore uit te voer, kan dit deur die LUR teruggetrek word. Hierdie funksies behels byvoorbeeld die aankoop van handboeke en enige opvoedkundige benodigdhede, toerusting vir die leerders en
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           onderwysers, buitemuurse aktiwiteite en die vakpakette van die skool. Instandhouding en opknapping van die skooleiendom is ook ‘n taak wat die beheerliggaam kan aanvaar.
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           Die rol van beheerliggame is baie belangrik aangesien dit gereeld gebeur dat ‘n skool deur buite instansies in ‘n moeilike situasie geplaas word. ‘n Voorbeeld hiervan is die onlangse Hoërskool Overvaal debakel. Die beheerliggaam moes optree in belang van die skool en leerders. So gebeur dit soms dat die department die skool in ‘n hofgeding insleep; die omgekeerde kan ook gebeur. Die beheerliggaam se betrokkenheid is van die uiterste belang. Die verhouding tussen die beheerliggaam en die skoolhoof was die afgelope 20 jaar een van die kosbaarste strategiese verhoudings binne die onderwystelsel. Die goeie verhouding word egter tans bedreig deur die department se voorgestelde wysiging van die SA Skolewet waarin sekere bevoedhede van die beheerliggaam weggeneem sal word. Gelukkig was die spontane teen-reaksie uit alle geledere van die samelewing ‘n riem onder die hart.
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           Die hoof van die skool speel ook ‘n rol ten opsigte van die beheerliggaam se verantwoordelikhede. Hy/sy is verantwoordelik vir die professionele bestuur van die skool. Die skoolhoof is ook (ex-officio) uit hoofde van sy posisie en status, lid van die beheerliggaam. Die skoolhoof tree op as verteenwoordiger van die department. Daar kan na die skoolhoof verwys word as die hoof uitvoerende beampte (HUB). Die taak van ‘n HUB is om verslag te doen aan die beheerliggaam. Die skoolhoof is verantwoordelik vir die implementering van beleide van die beheerliggaam asook opdragte van die Departement. Verder moet die hoof na elke personeellid se welstand en uitsette van gehalte omsien.
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           Die bestuurspan van die skool word deur die hoof saamgestel. Die span bestaan uit adjunkhoofde, departementshoofde en soms ook vakhoofde. Dit kan verskil van skool tot skool. Strategieë en beleid word deur die bestuurspan geïmplimenteer. Die bestuurspan lewer ook hul insette aan die beheerliggaam om sake binne die skool te verbeter. Die beheerligaam tree as die skool se regspersoon op. Enige kontrakte van die skool kan slegs deur die beheerliggaam aangegaan word nadat goedkeuring deur die departement verleen is.
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           Die uiters belangrike vertrouensverhouding tussen die skoolhoof en die beheerliggaam moet ten alle koste gekoester word. Daar moet ‘n deeglike terreinafbakening tussen die beheerliggaam en die hoof bestaan. Konflik kan maklik tot skeuring lei en dit sal weer nadelig inwerk op die skool se dienslewering. Albei kante moet hulself van enige verskuilde agendas weerhou.
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           Dit is dus duidelik dat die Maart-verkiesing ‘n beheerliggaam daar moet stel wat hulle fidusiêre verantwoordelikheid (wat in die beste belang van die skool is) deeglik sal besef.
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           Dit is te verstane dat ouers dikwels onwillig is om hulself beskikbaar te stel vir verkiesing as lid van die beheerliggaam. Ouers, veral werkende ouers, twyfel of hul die nodige tyd sal hê om aan die werksaamhede van die beheerliggaam deel te neem en so verbeur ouers die geleentheid om aktiewe en passievolle insette te lewer of hul stem te laat hoor. Onbetrokke ouers verbeur egter die geleentheid om aktiewe en passievolle insette te lewer, of hulle stem te laat hoor.
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           Struikelblokke is nie onoorkomlik nie en is dikwels die boustene vir beter verhoudinge en samewerking. Ouerdeelname op hierdie vlak is onontbeerlik. Mnr. James Ndlebe (Director for the Education Management and Governance) raai ouers aan om hulle of vir die verkiesing beskikbaar te stel, of om die beste kandidate moontlik te nomineer en dan op die dag waarop die beheerligggaam verkies word, te stem. Hy sê: “Although it takes a community to raise a child, parents must play their part in supporting schools with the education of their children.”
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      <pubDate>Sat, 01 Jun 2019 14:33:16 GMT</pubDate>
      <guid>https://www.saou.co.za/die-beheerliggaam-en-die-skool</guid>
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      <title>THE GOVERNING BODY AND THE SCHOOL</title>
      <link>https://www.saou.co.za/governing-body-and-the-school-parents-can-make-a-difference-in-schools</link>
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          Parents can make a difference in schools 
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           As a parent, are you happy with the school that your child attends? Do you sometimes wish that you could be part of critical aspects regarding the school’s decision-making processes? Have you not sometimes seen gaps and realised that in some areas there is room to effect improvements that would make a big difference but you feel as though your hands are tied? Have you not often wondered what can be done to improve the school, overall?
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           Perhaps you have a skill that can help the school to function better; are you a fundi with information technology or an accountant? Maybe you are a legal person? If the answer is ‘yes’ to any of the above then this is good news indeed. You can most certainly make your services available to the school in the interests of your own child and all the other children. Schools are currently in the process of sending out notices in regard to the election of the new School Governing Body (SGB) for your child’s school during March 2018. Seize the opportunity and make yourself available to serve on the SGB. To be part of the decision-making structure of the school is an ideal way to make a difference in the school environment, not only to the best advantage of your own child, but also for other children - your child’s friends included.
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           Did you know that in terms of importance to the South African schooling system and important events in the country as a whole, the election of new Governing Bodies for Schools is second only to the General Elections that will take place in 2019? There are more than 24,000 schools country-wide that will elect new Governing Bodies when the term of office of the currently elected Governing Bodies comes to an end.
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           This election of new members can either work for the good or it can lead to a non-functional school where matters of general management do not enjoy the necessary attention required and thus work to the disadvantage of all at the school and those connected to it. The safety of your child on the school grounds, school fees, and the quality of education delivered at the school is in large measure ensured by the
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           Governing Body. Parents are an important part of the tripartite partnership that has to work together to guarantee quality teaching and must, therefore, become involved.
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           What is the role that an SGB must play in a school? The SGB’s primary task is ‘Governance.’ Governance includes the control of all external factors that affect a school together with the determining of the school’s policy. Such policy determines the overall control of the school. Fundamental to that task is the establishing of various policies that underpin the organisation of the school, namely, the admissions policy, code of conduct for learners, discipline, and the language policy and so on: these are seminally important to the management of the school. Another crucial aspect of the SGB’s functions has to do with finances. Finances includes: school fees, budgets, and fund raising projects, in short: the proper administration of the school’s money. It is essential that the SGB carries out this role meticulously. The inputs of parents ensure that the school functions optimally and that their children get the best value for their money.
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           A further branch of the SGB’s functions is to set up various committees which include finances, buildings and grounds, discipline, hostels, marketing etc. It is important that the needs of the school and the SGB are addressed by these committees. A member of the SGB must at all times be the chairperson of such a committee. These committees make recommendations to the SGB on matters that need to be investigated or addressed. Where required or possible, the committees can be aided by parents or experts who are able to add value in specific instances.
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           The SGB has further powers invested upon it by Section 20 of the South African Schools’ Act (SASA). It includes writing a Constitution for the school, composing the school’s vision and mission statements, recommendations regarding appointment of teachers, administration and terrain personnel as well as determining the duration of the school day. The SGB is further empowered to rent out the school facilities for the purpose of generating funds for the school.
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           Section 21 of the Schools’ Act also determines the functions that empower the SGB to take on further responsibilities on behalf of the school. Such functions are granted to a school on a ‘once off’ basis and schools are not required to reapply for permission
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           to use them in ensuing years. Should an SGB default on carrying out such functions satisfactorily they can be withdrawn by the MEC. These functions include, for example, the purchase of textbooks and any other educational aids, equipment for teachers and/or learners, extramural activities and the subject clusters of the school. Maintenance and refurbishing of school property is also a responsibility that the SGB can take on.
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           The role of the SGB is also important because it regularly happens that the school is placed in difficult situations by outside instances. The recent Hoërskool Overvaal debacle is one such example. The SGB had to act in the interests of the school and the learners. The result was that the Department of Education took the school to court; the opposite can, of course, also happen. Thus, the SGB and its involvement in the affairs of the school are cardinal. The relationship between the principal and the SGB is one of the most valuable strategic connections within the education system that the past 20 years has yielded. However, that sound relationship is currently being threatened by the department’s proposed amendments to the SA Schools’ Act whereby certain competencies will be taken away from SGBs. Happily, the spontaneous objections to the proposals from members from all quarters has been encouraging.
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           The principal of the school also plays a role in regard to the responsibilities of the SGB. He or she is responsible for the professional management of the school. The principal is (ex-officio) because of his position and status, a member of the SGB. The principal acts as the representative of the department. The principal can be referred to as the Chief Executive Officer (CEO) of the school. The task of the CEO is to report to the SGB. It is the responsibility of the principal to implement the policies of the SGB as well as the directives of the Department. Furthermore the principal must see to the well-being of each and every staff member as well as ensuring the delivery of quality service.
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           The school’s management team is put together by the principal. The team comprises deputy heads, heads of department, and sometimes it includes subject heads. The composition can differ from school to school. Strategies and policies are implemented by the management team who also give their input to the SGB in regard to improving
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           matters within the school. The SGB functions as the schools juristic person. Any contracts with the school can only be entered into through the SGB with the express approval of the Department.
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           It is highly important that a sound trust relationship between the SGB and the principal be established and maintained at all costs. There must be a clear demarcation of areas of responsibility between the SGB and the principal. Conflict can easily lead to division which in turn will have a negative effect on the school’s service delivery. Both parties must eschew any hidden agendas.
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           It is clear from all the above that the March elections must put in place an SGB that will fully understand their responsibility in regard to fulfilling their fiduciary responsibilities in the best interests of the school.
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           It is perfectly understandable that parents are often unwilling to make themselves available to serve on the SGB. Especially working parents are not always sure that they will have the time to carry out all the tasks required by an SGB and a s a result the opportunity to make an active and passion-filled contribution and allowing their voices to be heard.
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           Obstacles can be overcome and often form the building blocks of new and better relations and cooperation. Parent involvement at this level is inestimable. Mr James Ndlebe (Director for Education Management and Governance) advises parents to either put themselves forward for election or to nominate the best candidate for the SGB and then to vote for that person on the day that the SGB is elected. He says, “Although it takes a community to raise a child, parents must play their part in supporting schools with the education of their children.”
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      <pubDate>Sat, 01 Jun 2019 11:19:07 GMT</pubDate>
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      <title>DIE OMGEKEERDE KLASKAMER-MODEL</title>
      <link>https://www.saou.co.za/die-omgekeerde-klaskamer-model</link>
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          Wat dink jy beteken die uitdrukking 'Omgekeerde Klaskamer'?
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           As nuuskierige leek wil ek nét die volgende weet: Wat is die omgekeerde klaskamer-model in 'n neutedop? Hoe realiseer dit in die praktyk? Watter implikasies het dit vir ‘n kind, ouer en onderwyser ? En wat maak dit beter as die tradisionele model, indien enigsins?
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           In wese fokus die idee van die omgekeerde klaskamer-model op aktiewe leer en leerderbetrokkenheid. Tydens die tradisionele metode van onderrig, ontvang leerders normaalweg nuwe inligting of insette vanaf die onderwyser. In die omgekeerde klaskamer-model maak leerders kennis met die nuwe vakinhoud vóórdat hulle klas toe gaan, in hulle éie tyd. Hulle kan die inligting op verskeie wyses bekom, deur by voorbeeld na relevante video’s te kyk, soos voorgestel deur die onderwyser, 'n verkenningsopdrag te voltooi, na stemopnames te luister of deur met hul ouers of ander persone oor die spesifieke onderwerp te gesels.
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           Gedurende die volgende les kry leerders die geleentheid om hul insigte van die nuwe leerinhoud in ŉ klasgesprek met die onderwyser te deel. Klastyd word dus gebruik om vrae te stel, besprekings en verduideliking van idees en/of konsepte wat leerders moontlik moeilik gevind het. Die onderwyser kry nie net die geleentheid om regstellings te maak nie, maar is ook gids en mentor om die nuwe inligting/konsepte verrykend aan te vul. Dit is juis hiér waar die metakognisieproses, die sogenaamde dink-oor-die-dink-proses, plaasvind. Klastyd word dus in ŉ werkswinkel omskep. Die proses word afgesluit met ŉ projek of opdrag waarin die leerlinge hul insigte demonstreer en nuutverworwe kennis weergee.
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           In die tradisionele klassituasie gebeur dit dikwels dat baie leerders nie altyd die inligting ten volle "begryp" nie en nie noodwendig "krities" of “diep” dink waaroor die onderwyser praat nie. Deur onderrigtyd so te benut dat leerders self, vooraf, kennis met die basiese beginsels van 'n nuwe vakinhoud gemaak het, het onderwysers én leerders meer tyd tydens lestyd om ondersoekend, produktief en kreatief by die leerproses betrokke te wees.
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           Kortom: Die benadering is leerdergesentreerd. Dit wil sê, voorstudie, bemagtig die leerder vir die leerproses wat deur die onderwyser ingelei word. Die onderwyser se rol is dié van fasiliteerder en mentor. Die klem verskuif dus van die blote verwerwing van kennis na ŉ daadwerklike poging om dit te bemeester. Die klaskamer en wat daarin gebeur word meer dinamies. Interaksie tussen leerders en onderwysers is spesifiek gemik op gesamentlike en kreatiewe probleemoplossing en die toepassing van die nuutverworwe kennis op werklike, relevante probleme.
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           Die voordele van die omgekeerde klaskamer-model, gesien in die lig van bogenoemde, word nóg duideliker wanneer die eise wat die 21ste eeu, in ag geneem word. In ŉ snelveranderende wêreld sal bestaande beroepe verdwyn en nuwe beroepsmoontlikhede sal ontstaan. Om in die toekoms suksesvol te wees, sal leerders vandag geleer moet word om aanpasbaar en pro-aktief te wees asook om innoverend te dink.
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           Kernvrae en antwoorde
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           Hoe bevorder hierdie model selfwerksaamheid?
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           Die werk wat geassesseer word, word in die klaskamer gedoen. Die leerder se vaardigheid in pro-aktiewe probleemoplossing, kommunikasie, samewerking, eksperimentering, kritiese denke en kreatiewe uitdrukking word deur uitvoering van die projekte en take wat in die omgekeerde klaskamer-model aangepak word, duidelik. Die gehalte van die leerder se voorstudie en die mate waartoe verantwoordelikheid vir die leerproses aanvaar word, sal die sukses binne die omgekeerde-klaskamer –model bepaal.
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           Wat is die rol van die ouer in die toepassing van die omgekeerde klaskamer-model?
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           Die ouer moet die kind aanmoedig om pligsgetrou die verkennende opdrag te voltooi maar ook met die ouer te deel sodat die nodige ondersteuning gebied kan word. Op die wyse kan die ouer bydra tot ŉ ryker, dieper kennis waarmee die leerder sy projekte sal kan aanpak en afrond.
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           Wat is die implikasies van die omgekeerde klaskamer-model vir die onderwyser?
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           Soos vroeër vermeld, lê die fokus in die omgekeerde klaskamer-model op die ontwikkeling van vaardighede en nie bloot op die voltooiing van die inhoud van ŉ kurrikulum nie. Leerderbetrokkenheid in ŉ dinamiese, interaktiewe leeromgewing is ŉ kenmerk van die omgekeerde klaskamer-model. Die model verg nie méér voorbereiding van die toegewyde, professionele opvoeder nie maar wel ŉ paradigmaskuif. Die wagwoord is ‘samewerking’ tussen fasiliteerder en leerder, tussen leerder en leerder; die uitruiling van inligting, analise, kreatiewe toepassing en benutting van die nuutgeleerde kennis met ŉ klem op beredenering in die plek van blote memorisering.
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           Beteken die omgekeerde klaskamer-model dat alle lesse omgekeer moet word?
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           Nee. As professionele opvoeder sal die onderwyser besluit watter metode vir bepaalde lesinhoud die beste sal werk. Sodra die omgekeerde klaskamer-model bemeester is, is dit egter onwaarskynlik dat enige ander benadering vir die ernstige en toegewyde leerder bevredigend sal wees.
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           Is die gebruik van inligting- en kommunikasietegnologie (IKT) noodsaaklik vir suksesvolle toepassing van die omgekeerde klaskamer-model?
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           Nee. IKT is baie waardevol wanneer dit innoverend gebruik word om die leeromgewing te verbeter maar indien dit nie beskikbaar is nie, is dit 'n geleentheid vir die onderwysers en die leerders om hulle eie innoverende en kreatiewe idees in te span.
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           In die klassikale opset kan die onderwyser nie al die konsepte, idees en kennis binne die bestek van die lesstruktuur en tydsduur afhandel nie. Maar wanneer leerders in die omgekeerde klaskamer-model klas toe kom weet hulle reeds wat hulle nie verstaan nie en waar hulle voel hulle gehelp moet word. Die onderwyser fasiliteer dan in aktiewe samewerking met die groep die leerproses om hulle dan na die volgende vlak van 'weet' en die toepassing daarvan, te lei. Sodoende, word die grondslag gelê vir leerders om produktief en kreatief aan die samelewing van die toekoms deel te neem, en les bes, dit berei hulle uimuntend voor vir die eise van die universiteit en die kompeterende arbeidsmark van more.
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      <pubDate>Wed, 01 May 2019 14:33:19 GMT</pubDate>
      <guid>https://www.saou.co.za/die-omgekeerde-klaskamer-model</guid>
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      <title>FLIPPED CLASSROOMS</title>
      <link>https://www.saou.co.za/flipped-classrooms</link>
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          What do you think the phrase, “Flipped Classrooms” means?
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           If you have not heard the phrase before you may be forgiven for thinking it has something to do with general behaviour or discipline. 
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            If you have previously encountered the phrase you probably saw it directly linked to other phrases and words like, ‘The 4th Industrial Revolution’, ‘21st Century Skills’, ‘Metacognition,’  ‘Information and Communications Technologies, (ICTs)’ ‘Creativity,’ ‘Entrepreneurship,’ ‘Personalised Learning,’ and a whole lot more. 
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            But, if you are the parent of a school-going child, it is best that you understand the phrase in its simplest form: what it is in essence, how it affects your child’s learning, what are the advantages of such a teaching-and-learning approach and, what is your role as an essential support in that education process.
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            In essence, the idea of the flipped classroom focuses on active learning and learner engagement. In the traditional classroom learners normally come together to receive new information input from the teacher – during class time. In the flipped classroom, learners encounter that input before coming to class. In other words, learners prepare for class time by acquiring the subject content of the coming lesson in their own time. They do so by, (for example), watching a special video to which they have been directed by the teacher or, by completing a given reading assignment, listening to a voice recording, exchanging thoughts on a specified topic with their parents and so on. During the class time the next day, the learners clarify their grasp/understanding of the new material and work through difficult questions and possible misunderstandings by interacting with other learners and the teacher. They also get to practice and apply the new knowledge and key concepts that they have acquired in set projects designed to engage them in further knowledge creation and innovation. 
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            In short, in a flipped classroom, class-time has been re-purposed, transformed into question and discussion time and the opportunity to seek explanations for ideas or concepts that some may have found confusing or difficult. While the teacher has the opportunity to explain, extrapolate, guide, mentor (individually and/or collectively) the new information or concept at a deeper more thought-provoking level, an activity generally referred to as a  ‘ metacognitive’ process, or ‘ thinking about thinking.’ They also monitor learner progress. Basically, in-class time has become a ’workshop.’
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            A typical flipped classroom works loosely on a ‘Before-During-After’ cycle. Before (personally acquired information/knowledge); During (class discussion teacher/peer group input, explanation, illustration, metacognitive exploration, application) and After (using/applying the newly acquired knowledge based on appropriate projects).
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            “But”, you may argue, “surely the good teacher manages to get new basic concepts, ideas and knowledge across during the traditional lesson structure and time, as well?” This is true but many children may not always “grasp” the information and are not necessarily thinking “critically” or deeply about what the teacher is talking about – they are too busy focusing on trying to understand and absorb and ‘remember’ the new facts and concepts at a basic level. By freeing up class time by having learners engaging with the basics of a new concept or body of information before the time, both teacher and learners have more time during the formal school period in the classroom to allow them to interrogate, investigate and be productively creative with the new content, and apply it rather than just acquiring it. Learners come to the lesson already knowing what they don’t understand and where they feel they need to be helped. The teacher can then lead them to the next level of ‘knowing’ and applying.
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            So. How does the flipped classroom affect your child’s learning? The approach is learner-centered with the learner taking personal responsibility for the learning process by taking in a body of information as directed by the teacher, beforehand. The teacher’s role is that of a facilitator and mentor guiding the learners to greater depths of understanding of what has been learnt rather than simply working to cover prescribed curriculum content. Put differently, the emphasis shifts from mere acquisition of knowledge to mastery of it. The classroom and what happens in it becomes more dynamic. Interaction between learners and teacher is specifically aimed at collaborative and creative problem-solving and the application of the newly acquired knowledge to real-world issues. The advantages of the flipped classroom in light of the above, become clear when one takes into account the characteristics of the 21st century and the demands they will make on the young adults and leaders of tomorrow:
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            Jobs and activities that currently don’t exist will emerge while others will disappear;  
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            The future workforce will have to align its skills set accordingly and include life and career skills, life-long learning and innovation skills, media, information and technology skills and  analytical skills; 
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            All of these in turn, will require critical thinking and reasoning, adaptability and problem solving.
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            Learners who have been schooled in collaborative problem-solving and project-based learning which has encouraged an exploration of the deeper significance of the subject will have learnt how to bring that knowledge to bear on daily issues and problems by working during class time. The easy bit – acquiring a new body of information or being introduced to a new concept is done at home by the learner; the difficult bit, understanding the material thoroughly and implementing/using it, is done during class time with all the necessary support to succeed.
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            Some pertinent questions: 
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            Does the flipped classroom mean that all lessons have to be flipped? No. As a professional educator the teacher may decide that a different method may be more effective in the acquisition of certain theories or concepts and the application of new skills.
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            However, once the flipped method has been mastered by both the teacher (facilitator) and learners it is unlikely that any other approach will prove satisfactory for the serious learner.
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            Is the use of Information and Communication Technology (ICT) essential to a successful flipped classroom or individual lesson? ICTs are very useful if innovatively used to enhance and extend the learning environment but if these are not available it is an opportunity for the teacher’s and learners’ own innovativeness and creativity to come to the fore.
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            The age-old chestnut “did you do this work or did one of your parents do it?” is no longer applicable in the flipped classroom situation because the real work, the work that is to be assessed is done in the classroom. The learner’s skill at problem solving, communication, collaboration, experimentation, critical thinking and creative expression lies at the heart of the projects and tasks set for and performed in the flipped classroom.
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            The role of the parent in all of this? Encourage your child to conscientiously watch, listen to or read the assigned work set to acquire the basic knowledge necessary to be able to creatively and productively participate in the next day’s project which will lay a sound foundation for creative and productive participation in society in the future. 
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      <pubDate>Wed, 01 May 2019 11:04:51 GMT</pubDate>
      <guid>https://www.saou.co.za/flipped-classrooms</guid>
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      <title>SOSIALE MEDIA</title>
      <link>https://www.saou.co.za/copy-of-social-media</link>
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           Wat is jou verantwoordelikhede?
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           Die sosiale media era het die wêreld byeengebring soos nog nooit tevore nie. Met die druk van ‘n knoppie of die klik van ‘n muis kan ons met enige iemand ter wêreld kommunikeer en inligting deel. Met vrye toegang tot sosiale media en die internet as geheel, het almal toegang tot ‘n baie publieke en permanente platvorm.
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           Terwyl die meeste internet vaardige volwassenes verstaan dat die internet in ink en nie in potlood geskryf is nie en dat die verkeerde plasing op sosiale media jou reputasie onherstelbare skade kan veroorsaak, is daar steeds mense wat dit bloot net nie begryp nie. Met soveel volwassenes wat hulself nie op die internet beskerm nie, hoe verwag ons dat kinders dit moet doen sonder die hulp van 'n verantwoordelike volwassene?
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           Met die veelheid van selfies en talle stukke inhoud in die vorm van teks, foto’s of grafika wat ons skep en deel, is ons almal selfgemaakte bekendes en joernaliste. Die probleem daarmee is dat beroemdes in die meeste gevalle 'n span mense het wat hulle help met reputasiebestuur en kommunikasie met die wêreldgemeenskap, en hulle het gewoonlik 'n groot aantal aanhangers wat tot hul verdediging sal spring as hulle aanstootlik of onnadenkend optree. Net so, vir die rol van die joernalis. Mediahuise is baie bewus van hul verantwoordelikheid teenoor die gemeenskap om akkurate nuus te deel en hulle bronne altyd te verifieer. Hulle ken ook die grense wat bestaan in terme van ons reg op vryheid van spraak. Die algemene man / vrou kan nie altyd dieselfde sê nie.
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           Daar is geen spesifieke wet oor die gebruik van sosiale media in Suid-Afrika nie. Dit maak dit moeilik vir mense om die raamwerk te identifiseer waarbinne hulle moet funksioneer. Die statutêre voorskrifte wat egter bestaan vir enige vorm van openbare kommunikasie ten opsigte van vryheid van uitdrukking enersyds en andersyds betreffende laster en naamskending kan ook op sosiale media toegepas word. As u enige tipe inhoud skep en dit deur een ander persoon gesien word, sal die voorskrifte van toepassing wees. So, of jy iets via ‘n WhatsApp-groep vir 5 mense sê of op Facebook vir 500 mense of op Twitter vir 50 000 mense, sal hierdie inhoud hanteer word asof jy dit op die voorblad van 'n koerant gepubliseer het.
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           Anonimiteit is 'n mite op die internet. Jy kan nie vir altyd agter jou rekenaar of selfoon skerm wegkruip nie. Jy kan inhoud onder 'n skuilnaam publiseer, maar IT-kundiges het maniere waarop hulle jou IP-adres (Internet Protocol) kan opspoor of hulle kan jou net deur jou RICA-registrasie of GPS-ligging vind. 'n IP-adres is 'n numeriese etiket toegeken aan elke toestel wat aan 'n rekenaarnetwerk gekoppel is, wat die internetprotokol vir kommunikasie gebruik. 'n IP-adres dien twee hooffunksies: gasheer- of netwerk koppelvlak identifikasie en ligging adressering.
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           As jy nie bereid is om op te staan en 'n verklaring van enige aard te maak of jou privaat besonderhede (of vriende en familie s’n) op 'n wêreldverhoog te deel nie, moet jy dit nie in 'n digitale formaat plaas nie. Sodra inligting in 'n digitale formaat is, is dit heeltemal buite jou beheer.
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           Dit sal van toepassing wees op privaat boodskappe wat ook via sosiale media gestuur word. Selfs al het jy 'n redelike verwagting tot respek vir jou privaatheid wanneer jy met 'n vriend, familielid of kollega kommunikeer by wyse van direkte teksboodskappe of 'n een-tot-een WhatsApp-gesprek, bestaan die berugte skermgreep nog steeds.
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           Ongeag die storms wat jy kan veroorsaak deur die grense van vryheid van spraak oor onderwerpe van ras, godsdiens en/of politiek te skuif of om jou ontevredenheid oor jou werkgewer uit te spreek, kan dit jou ook werkloos laat. As jy jou werkgewer in oneer bring en jou plig van goeie trou en lojalitiet versaak, of jou gedrag het 'n negatiewe uitwerking op die diensverhouding, kan jy ontslaan word. Jy moet onthou dat enige wettige, etiese en kontraktuele verpligtinge wat op jou in die werklike lewe van toepassing is, ook van toepassing op jou aanlyngedrag sal wees.
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           Om inhoud te skep en dit self op sosiale media te plaas, is nie die enigste manier waarop jy in 'n sosiale media-flater betrokke kan raak nie. Sodra iemand die inhoud van ander op die internet begin versprei, word ‘n ketting 
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           van publikasie geskep. Enigeen in die ketting van die publikasie van onwettige, immorele of ongrondwetlike inhoud kan verantwoordelik gehou word.
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           Jy word deel van die ketting wanneer jy:
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           1. Deel / ‘’retweet’’ / inhoud aanstuur.
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           2. As jy net ‘n plasing ‘’like / favourite’’.
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           3. 'n Opmerking oor die inhoud maak of op kommentaar reageer.
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           4. Of as jy in die inhoud gemerk is of as iemand dit op jou bladsy plaas.
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           Om in 'n plasing gemerk te wees, is dalk nie 'n direkte aksie wat jy geneem het om die inhoud verder te versprei nie, maar sodra jy die vermoë het om onsmaaklike of onwettige inhoud (of enige inhoud) te kan verwyder en jy kies om dit nie te doen nie, word jy gesien as deel van die ketting van publikasie.
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           Sommige persone mag besluit om sosiale media heeltemal te vermy en alhoewel dit dalk nie so 'n slegte idee is nie, kan jy as 'n ouer, voog, tutor, onderwyser of enige ander persoon is wat in die posisie is of die geleentheid het om andere en leerders op te voed om goeie digitale burgers te wees, eenvoudig nie bekostig om nie te weet wat op die internet plaasvind nie. As jy ontsteld word deur wat jy op sosiale media sien, poog dan ook om die wesenlike effek op 'n kind wie se lewe ook op sosiale media afspeel, se emosionele- en ontwikkelingswelsyn te begryp en daarmee te simpatiseer.
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           Of sosiale media net Facebook en Twitter vir jou beteken, of jy die dosyne toepassings wat as sosiale media uitgemaak word kan lys, bly die beginsels om hierdie internetreuse te bestuur dieselfde. Wanneer jy 'n persoonlike rekening oopmaak, maak seker dat jy deur die privaatheidverstellings werk op enige sosiale media-program wat jy mag gebruik. Almal het 'n reg op privaatheid, moenie jou eie grense oortree nie. Let noukeurig op die gebruikersriglyne op die App vir hulp of skakel 'n vriend. Gebruik die eenvoudige THINK-metode voordat jy iets op sosiale media stuur of deel:
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           T – is it True?
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           H – is it Helpful?
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           I – is it Inspiring?
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           N – is it Necessary?
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           K – is it Kind?
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           Verifieer altyd die bron en inligting voordat jy 'n plasing deel. Daar is heeltemal te veel fopnuus wat daagliks die rondtes doen, moenie deel van die skare wees nie.
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           As jy 'n skoolblad bestuur, skakel die "review post" -instelling aan. Dit sal jou beheer oor plasings wat op die bladsy gemaak word gee en jy sal moontlike probleemsituasies wat deur 'n ontstelde ouer of leerder se plasing gemaak kan word, vermy. Maak seker dat jou skool 'n internet- en sosiale mediabeleid het. Bespreek die beleid met alle personeel en ouers en maak seker dat die leerders hul regte en verantwoordelikhede ten volle verstaan.
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           Leerders se regte en verantwoordelikhede ten opsigte van die internet en sosiale media gaan verder as die beskerming van hul privaatheid en reputasie. Dit kan selfs help om kuberboeliery te bestry. Kuberboeliery is een van die grootste oorsake van depressie in ons moderne tyd en moet aangemeld word aan nie net die skool en ouers nie, maar ook aan owerhede. Die slagoffers van kuberboeliery kan by die naaste landdroshof aansoek doen om 'n beskermingsbevel ingevolge die Wet op Beskerming teen Teistering, 2011 (Wet 17 van 2011).
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           Dit is byna onmoontlik om die internet en sosiale media en die uitwerking daarvan op die samelewing te ignoreer. Hou jouself op hoogte van nuwe innovasies en wees die stem van digitale verantwoordelikheid. En, moenie vergeet om die skerms so nou en dan af te skakel nie en sê vir die kinders om te gaan speel ... in die natuur.
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      <pubDate>Mon, 01 Apr 2019 14:41:20 GMT</pubDate>
      <guid>https://www.saou.co.za/copy-of-social-media</guid>
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      <title>SOCIAL MEDIA</title>
      <link>https://www.saou.co.za/social-media-what-are-your-responsibilities</link>
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           What are your responsibilities? 
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           The social media age has brought the world together in a way we’ve never seen before. With the touch of a screen or the click of a mouse we can communicate and share information with anyone in the world. With open access to social media and the internet as a whole, everyone now has access to a very public and very permanent platform.
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           While most internet savvy adults understand that the internet is written in ink and not in pencil and that posting the wrong thing via social media can cause irreparable damage to your reputation – there are still so many users that just don’t get it. With so many adults failing to protect themselves on the internet, how do we expect children to do so without the help of a responsible adult?
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           With the multitude of selfies and numerous pieces of content we create and share, we have all become self-made celebrities and journalists. The problem with that is, in most cases, celebrities have a team of people who assist them with reputation management and communication with the global community and they usually have a large following that will jump to their defence if they act offensively. Likewise, for the role of the journalist. Media houses are acutely aware of their responsibility to the community to share accurate news and always verify their sources. They also know the boundaries that exist in terms of our right to freedom of expression. The ordinary man/woman cannot always say the same.
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           There is no specific law governing the use of social media in South Africa, making it difficult for people to identify the parameters within which they need to operate. However, the laws that exist for any form of public communication can be applied to social media. If you create any type of content and it is seen by one other person, the law will apply. So, whether you say something on a WhatsApp group to 5 people or on Facebook to 500 people or on Twitter to 50 000 people the law will treat this content as if you had published it on the front page of a newspaper.
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           Anonymity is a myth on the internet. You can’t hide behind your computer or cell phone screen forever. You can publish content under a pseudonym, but IT experts have ways of tracking you down using your IP (Internet Protocol) address or they simply track you through your RICA registration or GPS location. An IP address is a numerical label assigned to each device connected to a computer network that uses the Internet Protocol for communication. An IP address serves two principal functions: host or network interface identification and location addressing.
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           If you are not willing to stand up and make a statement of whatever nature or share your private details (or those of friends and family) on a global stage, you should not put it in a digital format. Once content is in a digital format, it is completely out of your control.
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           This would apply to private messages sent via social media as well. Even if you have a reasonable expectation of privacy when speaking to a friend, family member or colleague using direct messaging or a one-on-one WhatsApp conversation, the infamous screenshot still exists.
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           Regardless of the storms you can create by pushing the boundaries of freedom of expression on topics of race, religion and politics; uttering your dissatisfaction about your employer could leave you unemployed. If you bring your employer into disrepute and breech the duty of good faith or your conduct has a negative impact on the employment relationship, you can get fired. You have to remember that any legal, ethical and contractual obligations that apply to you in real life will apply to your online behaviour.
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           Creating content and posting it on social media yourself is not the only way you could be implicated in a social media blunder. Once people start redistributing content on the internet, you create a chain of publication. Anyone in the chain of publication of illegal or unconstitutional content can be held responsible.
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           You become part of the chain when you:
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           1. Share / retweet / forward content.
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           2. If you simply like / favourite content.
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           3. Make a comment on the content or like or react to a comment.
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           4. Or when you have been tagged in the content or if someone posts it to your page.
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           Being tagged in a post is not a direct action that you have taken to further distribute content, but as soon as you have the ability to delete offensive or illegal content (or any content) and you choose not to, you are seen as part of the chain of publication.
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           Some may decide to avoid social media completely and while that is perhaps not such a bad idea, if you are a parent, guardian, tutor, teacher or any other person who is in the position or has the means to educate children about being good digital citizens, you simply cannot afford not knowing what is happening on the internet. If you are disturbed by what you see on social media or feel ‘’square-eyed’’ after a day at the office spent behind a computer, try to imagine the toll on a child’s emotional and developmental well-being.
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           Whether social media means only Facebook and Twitter to you or you are able to list the dozens of Apps that constitute as social media, the principles in managing these internet giants are the same.
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           When opening a personal account, always make sure you work through the privacy settings on any social media App you may use. Everyone has a right to privacy, don’t violate your own. Peruse the user guidelines on the App for help or phone a friend. Use the simple THINK method before posting or sharing something on social media:
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           T – is it True?
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           H – is it Helpful?
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           I – is it Inspiring?
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           N – is it Necessary?
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           K – is it Kind?
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           Always verify the source and information before sharing or retweeting a post. There is far too much fake news doing the rounds daily, don’t be part of the mob.
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           If you run a school page, turn on the “review post” setting. This will allow you to control what is posted on the page and you will avoid getting into trouble for something an angry parent or learner may post. Make sure that your school has an internet and social media policy. Discuss the policy with all staff and parents and make sure that the learners fully understand their rights and responsibilities.
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           Learners’ rights and responsibilities in terms of the internet and social media go beyond protecting their privacy and reputation by assisting in combating cyberbullying. Cyberbullying is one of the leading causes of depression in our modern times and should be reported to not only the school and parents, but to the authorities as well. The victims of cyberbullying can apply for a protection order in terms of the Protection from Harassment Act, 2011 (Act 17 of 2011) at their nearest Magistrate’s Court.
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           It is almost impossible to ignore the internet and social media and the effect that it has on society. Keep yourself up to date with new innovations and be the voice of digital responsibility. And finally, don’t forget to turn the screens of every now and then and tell the children to go play…outside.
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      <pubDate>Mon, 01 Apr 2019 10:48:04 GMT</pubDate>
      <guid>https://www.saou.co.za/social-media-what-are-your-responsibilities</guid>
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      <title>GRAAD 12 EKSAMENUITSLAE: WAAROM KAN DIT AS GELOOFWAARDIG BESKOU WORD?</title>
      <link>https://www.saou.co.za/graad-12-eksamenuitslae-waarom-kan-dit-as-geloofwaardig-beskou-word</link>
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         Die onderliggende beginsels ten opsigte van die proses van punteaanpassing/standaardisering na afloop van die Nasionale Senior Sertifikaat(NSS) eksamen
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         Daar is jaarliks groot spekulasie en soms kwaadwillige gerugte dat die Departement van Onderwys op lukrake wyse die eksamenpunte van Graad 12 eksamenkandidate aanpas en soms ook blokaanpassings na willekeur ten opsigte van bepaalde vakke doen. Sodanige gerugte en spekulasies ondermyn die geloofwaardigheid van die Nasionale Senior Sertifikaat (NSS) en kraak die bewese prestasie van die Graad 12 leerders af. Dit is wel waar dat standaardisering of te wel wetenskaplik berekende punteaanpassings jaarliks plaasvind na afloop van die NSS maar wel onder die wakende oog van Umalusi (die akkrediteringsliggaam in Suid-Afrika). Hierdie proses vind nie net plaas ten opsigte van die NSS-eksamen onder die gesag van die Department van Basiese Onderwys nie, maar ook ten opsigte van die NSS-eksamens wat onder gesag van die SA Komprehensiewe Assesseringsintituut (SAKAI) en die Independent Examinations Board (IEB) afgeneem word.
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          Standaardisering/punteaanpassing as assesseringspraktyk is nie uniek aan Suid-Afrika nie. Dit is ‘n internasionaal aanvaarbare proses en vind in elke land plaas onder die beheer en bestuur van die onderskeie eksamineringsliggame. Die aanvangspunt is dat ‘n norm vir elke vak bepaal word na aanleiding van die vorige 5 jaar se uitslae. Vir elke jaar word daar ook ‘n gemiddeld bepaal sowel as die middelste punt (mediaan). Die aantal onderskeidings en druipelinge in die vak word ook in ag geneem. Die vorige uitslae, roupunte en norm word in ‘n grafiek aangedui. Die huidige jaar se punte word vergelyk met vorige jare en uitvalle word bepaal. Die onderliggende benadering is dat ‘n bepaalde jaargroep se punte nie drasties van die norm behoort af te wyk nie. Die doel is om te verseker dat die geloofwaardigheid van die eksamen se vergelykbaarheid van jaar tot jaar konsekwent is en te verseker dat ‘n bepaalde jaargroep nie bevoordeel of benadeel word as gevolg van die inhoud of standaard van ‘n vraestel nie.
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          Die standaardiseringsproses is primêr rekenaargedrewe en neem as beginpunt die roupunt (uitgemerkte punt), asook die verspreidingskurwe van die punte op ‘n grafiek. Daar word gepoog om dit dan so na as moontlik te vergelyk met die 5 jaar norm. Alle kandidate sal nie noodwendig dieselfde punte bykry of verloor nie omdat die aanpassing gedoen word op grond van waar die verskil lê ten opsigte van die mediaan en die norm. Dit kan dus beteken dat sommige kandidate selfs punte kan verloor afhangende van die grafiekvergelyking met die norm. Indien aanpassings plaasvind mag dit nie die rangorde van leerders volgens die roupunt beïnvloed nie. In gevalle waar ‘n blokaanpassing gedoen word sal alle kandidate se punte gelykwaardig aangepas word na oorweging van die 5 jaar norm. Dit is egter hoogs uitsonderlik en vind slegs na deeglike oorweging van alle relevante faktore plaas.
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          Umalusi aanvaar nie noodwendig dat ‘n aanpassing gedoen mag word wanneer daar ‘n verskil is in die spesifieke roupunt en die norm is nie. Indien die huidige roupunt vir ‘n bepaalde vak verskil van die norm, moet die Departement van Basiese Onderwys (DBO) dan onderwyskundige redes verskaf waarom die vak se punte opwaarts of selfs afwaarts aangepas moet word. ‘n Uiters belangrike oorweging sal wees dat die moeilikheidsgraad van die vraestel met dié van die vorige 5 jaar op wetenskaplike wyse vergelyk en geanaliseer word. Dit mag byvoorbeeld wees dat daar ‘n probleem was met die vraestel, bv.‘n vraag was so gestel dat kandidate dit misverstaan het. Umalusi is uiters streng oor hierdie prosesse en maak dubbel en dwars seker dat objektiewe en grondige redes bestaan. Eers dan word ‘n moontlike aanpassing / standaardisering oorweeg. Die oogmerk bly deurgaans om te hou by die roupunt (uitgemerkte eksamenpunt).
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          Die standaardisering vind ook net per vak plaas en nie om al die punte van al die vakke as ‘n algemene verstelling aan te pas nie. Na oorweging van die roupunt, afhangende van die vak, word die praktiese punte in berekening gebring by praktiese vakke asook mondelinge punte in die geval van tale, en vir al die ander vakke, die jaarpunte (SGA-punte, dws Skoolgebaseerde Assessering). Dit is dus baie moeilik om die algemene slaagsyfer te manipuleer.
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          Met betrekking tot die vergelykbare standaard van die onderskeie vraestelle is dit belangrik om kennis te neem dat elke vraestel deur ‘n paneel van eksaminators opgestel word. Slegs die mees ervare en kundige vakonderwysers word na indiening van aansoeke as eksaminators oorweeg. Nadat die vraestelle opgestel is word dit ook gemodereer deur ‘n interne moderator asook ‘n eksterne moderator. Die eksterne moderator word aangestel deur Umalusi en moontlike kandidate kan onderwysers, vakadviseurs of dosente van universiteite wees. Diesulke kandidate moet ook aansoek doen vir die pos. Vir elke vak word 3 vraestelle opgestel. Die DBO besluit lukraak watter vraestel gebruik word vir die November-, die aanvullende - of Junie eksamen in die daaropvolgende jaar. Bloom se taksonomie word gebruik om te verseker dat daar ‘n billike en geloofwaardige verspreiding van vrae is in terme van moeilikheidsgraad volgens die voorskrifte van die Kurrikulum Assesseringsbeleidsverklaring(CAPS) vir elke vak. Suid-Afrika se vraestelle word ook voorgelê aan ‘Cambridge International Exams’ en die ‘Kenyan Examination Council’ ten einde te verseker dat dit vergelykbaar en geloofwaardig is in terme van internasionale standaarde.
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      <pubDate>Sat, 01 Dec 2018 14:33:13 GMT</pubDate>
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      <title>GRADE 12 EXAMINATION RESULTS: WHY CAN IT BE REGARDED AS CREDIBLE?</title>
      <link>https://www.saou.co.za/grade-12-examination-results-why-can-it-be-regarded-as-credible</link>
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          The underlying principles regarding the process of the adjustment/standardisation of marks after the National Senior Certificate (NSC) examination
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           Every year speculation and even malicious rumours abound about the random adjustment by the Department of Education of Grade 12 candidates’ marks and even about arbitrary block adjustments regarding specific subjects. 
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           Such speculation and rumours undermine the credibility of the National Senior Certificate (NSC) and the proven achievement of Grade 12 learners. 
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           It is true that standardisation, or the scientifically calculated adjustment of marks, takes place every year after the NSC examination, but it happens under the vigilant eye of Umalusi (South Africa’s accreditation board). This process not only takes place regarding the NSC examination conducted by the Department of Basic Education (DBE), but also regarding the NSC examinations conducted by the SA Comprehensive Assessing Institute (SACAI) and the Independent Examinations Board (IEB). 
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           Standardisation/marks adjustment is not unique to South Africa. It is an internationally acceptable process that takes place in every country under the control and management of the various examination boards. The premise is that a norm is determined for each subject in accordance with the results of the previous five years (the “historical average”). An average as well as the median for every year is also determined. The number of distinctions and failures in the subject are also taken into account. The previous results, raw marks and norm are indicated in a graph. The current year’s marks are compared to previous years and deviations are determined. The underlying approach is that a specific year group’s results should not deviate considerably from the norm. The aim is to ensure that the credibility of the examination’s comparability is consistent year on year and to ensure that a specific year group is not advantaged or disadvantaged due to the content or standard of a paper. 
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           The standardisation process is primarily computer driven and the starting point is the raw mark (unadjusted examination marks), as well as the distribution curve of the marks on the graph. It is compared as closely as possible with the five-year norm. All candidates will not necessarily gain or lose the same number of marks, since the adjustment takes place based on where the difference lies regarding the median and the norm. This means that some candidates may even lose marks, depending on the graph comparison to the norm. If an adjustment takes place, it may not influence the ranking of the learners according to the raw mark. In case of block adjustments, candidates’ marks will be adjusted equally after having taken the five-year norm into consideration. However, this is highly exceptional and only takes place after thorough consideration of all relevant factors. 
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           Umalusi doesn’t necessarily accept that an adjustment may take place in case of a difference between the specific raw mark and the norm. If the current raw mark for a specific subject differs from the norm, the Department of Basic Education has to provide educational reasons why the subject’s marks has to be adjusted upward or even downward. An extremely important consideration will be that the paper’s degree of difficulty has to be analysed and compared scientifically to that of the previous five years. There may, for instance, have been a problem with the paper regarding a question that was formulated in such a way that candidates misunderstood it. Umalusi is extremely strict about these processes and fully ensures that objective and well-founded reasons exist. Only then a possible adjustment/standardisation is considered. The aim throughout remains to keep to the raw mark. 
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           The standardisation also only takes place per subject and not to generally adjust all the marks of all the subjects. After consideration of the raw mark and depending on the subject, the practical marks are brought into account in the case of practical subjects, the oral marks in the case of languages and the year marks (school-based assessment) for all other subjects. It is, therefore, extremely difficult to manipulate the general pass rate. 
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           Regarding the comparable standard of the various papers, it is important to take note of the fact that every paper is set by a panel of examiners. Only the most experienced and expert subject teachers are considered for appointment after having submitted their applications. The papers are also moderated by an internal as well as an external moderator. Umalusi appoints the external moderator and possible candidates can be teachers, subject advisors or university lecturers, who also have to apply for the position. Three papers are set per subject and the DBE decides randomly which paper will be used for the November examination, the complementary examination or the June exam in the following year. 
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           Bloom’s taxonomy is used to ensure a fair and credible distribution of questions regarding the grade of difficulty in accordance with the Curriculum Assessment Policy Statement (CAPS) for each subject. South Africa’s papers are also submitted to Cambridge International Exams and the Kenyan Examination Council to ensure their comparability and credibility in terms of international standards.
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      <pubDate>Sat, 01 Dec 2018 11:32:59 GMT</pubDate>
      <guid>https://www.saou.co.za/grade-12-examination-results-why-can-it-be-regarded-as-credible</guid>
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