[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"page:en-za\u002Fwork-in-south-africa\u002Fcollective-bargaining-agreement\u002Fsouth-africa-collective-agreement-2022-qms-for-school-based-education-therapists-counsellors-psychologists":3},{"id":4,"slug":5,"title":6,"short_title":7,"intro_text":8,"meta_description":8,"seo_title":8,"path":9,"content_type":10,"locale":11,"go_live_at":7,"first_published_at":12,"page_created_at":13,"published_at":12,"edit_url":14,"breadcrumbs":15,"seo":23,"data":31,"children":59,"content_type_view":60,"extra_breadcrumbs":61,"body":63,"body_blocks":74,"related_pages":78},1076,"collective-bargaining-agreement","Collective Bargaining Agreement",null,"","\u002Fen-za\u002Fwork-in-south-africa\u002Fcollective-bargaining-agreement","collective_agreements.collectiveagreementoverview","en_ZA","2025-07-28T16:38:07.792496+00:00","2026-04-02T11:04:14.808892+00:00","\u002Fcms\u002Fpages\u002F1076\u002Fedit\u002F",[16,19,22],{"title":17,"slug":18},"South Africa","en-za",{"title":20,"slug":21},"Work in South Africa","work-in-south-africa",{"title":6,"slug":5},{"title":6,"description":8,"image":24,"canonical":25,"robots":26,"og_type":27,"twitter_card":28,"locale":18,"created_at":29,"last_modified_at":30},"https:\u002F\u002Fwageindicator.org\u002Fmedia\u002Fimages\u002FSocial_media_preview_image_-_2025.2e16d0ba.fill-1200x630.png","https:\u002F\u002Fwageindicator.org\u002Fen-za\u002Fwork-in-south-africa\u002Fcollective-bargaining-agreement\u002F","index, follow","website","summary_large_image","2025-07-28T18:38:07.792496+02:00","2026-04-02T13:04:15.007391+02:00",{"cba":32,"clauses":43,"details":57,"translations":58},{"id":33,"uid":34,"url":35,"name":36,"locale":11,"override_title":8,"title":37,"browser_title":38,"browser_description":39,"text":40},"south-africa-collective-agreement-2022-qms-for-school-based-education-therapists-counsellors-psychologists","55165ae8-19fa-11f0-82b1-f23c91080f70","https:\u002F\u002Fcobra.wageindicator.org\u002Fcountries\u002Fsouth-africa\u002Fsouth-africa-collective-agreement-2022-qms-for-school-based-education-therapists-counsellors-psychologists\u002Fsouth-africa-collective-agreement-2022-qms-for-school-based-education-therapists-counsellors-psychologists\u002F","South_Africa_Collective-Agreement_2022_QMS-for-School-Based-Education-Therapists-Counsellors-Psychologists","ZAF South African Government - 2","South Africa - ZAF South African Government - 2","ZAF South African Government - 2 - Education, research, Healthcare, caring services, social work",{"name":41,"data":42},"South_Africa_Collective-Agreement_2022_QMS-for-School-Based-Education-Therapists-Counsellors-Psychologists.html","\n\u003C!--?xml version=\"1.0\" encoding=\"UTF-8\"?-->\n\n\n  \u003Cmeta http-equiv=\"content-type\" content=\"text\u002Fhtml; charset=UTF-8\">\n  \u003Ctitle>New21\u003C\u002Ftitle>\n  \u003Cmeta name=\"generator\" content=\"Amaya, see http:\u002F\u002Fwww.w3.org\u002FAmaya\u002F\">\n\n\n\n\u003Ch1>QUALITY MANAGEMENT SYSTEM (QMS) FOR SCHOOL BASED EDUCATION THERAPISTS,\nCOUNSELLORS AND PSYCHOLOGISTS EMPLOYED IN TERMS OF THE EMPLOYMENT OF EDUCATORS\nACT\u003C\u002Fh1>\n\n\u003Cp>\u003C\u002Fp>\n\n\u003Cp>EDUCATION LABOUR RELATIONS COUNCIL\u003C\u002Fp>\n\n\u003Cp>Established in terms of the LRA ol 1995 as amended\u003C\u002Fp>\n\n\u003Cp>COLLECTIVE AGREEMENT\u003C\u002Fp>\n\n\u003Cp>NUMBER 2 OF 2022\u003C\u002Fp>\n\n\u003Cdiv class=\"cbaClause highlight\" id=\"clause-cbadate_start\">\u003Cp>23 November 2022\u003C\u002Fp>\u003C\u002Fdiv>\n\n\u003Cp>\u003Cstrong>1.PURPOSE OF THIS AGREEMENT\u003C\u002Fstrong>\u003C\u002Fp>\n\n\u003Cp>The purpose of this agreement is to provide a standardised framework for\nemployee performance for school-based Education Therapists, Counsellors and\nPsychologists.\u003C\u002Fp>\n\n\u003Cp>\u003Cstrong>2.SCOPE OF THIS AGREEMENT\u003C\u002Fstrong>\u003C\u002Fp>\n\n\u003Cp>This agreement applies to and binds:\u003C\u002Fp>\n\n\u003Cp>2.1The employer, and\u003C\u002Fp>\n\n\u003Cp>2.2All the employees of the employer as defined in the Employment of\nEducators\u003C\u002Fp>\n\n\u003Cp>Act, 1998 (as amended) whether such employees are members of trade union\nparties to this agreement or not.\u003C\u002Fp>\n\n\u003Cp>\u003Cstrong>3.THE PARTIES TO COUNCIL NOTE AS FOLLOWS:\u003C\u002Fstrong>\u003C\u002Fp>\n\n\u003Cp>3.1ELRC Collective Agreement No. 8 of 2003 which dealt with the\nestablishment of the Integrated Quality Management System (IQMS).\u003C\u002Fp>\n\n\u003Cp>3.2ELRC Collective Agreement No. 2 of 2022 replaces ELRC Collective\nAgreement No. 4 of 2005.\u003C\u002Fp>\n\n\u003Cp>3.3ELRC Collective Agreement No. 1 of 2008 which dealt with the framework\nfor the establishment of an Occupation Specific Dispensation (OSD) for\neducators in public education.\u003C\u002Fp>\n\n\u003Cp>3.4ELRC Collective Agreement no 2 of 2009 which dealt with processes of\nTeacher Appraisal.\u003C\u002Fp>\n\n\u003Cp>3.5Paragraph 3.2 of the Teacher Development Summit Declaration of July 2009\nwhich dealt with Appraisal and Evaluation.\u003C\u002Fp>\n\n\u003Cp>3.6Process matters emanating from the work of the Post Teacher- Development\nSummit working group number 2 on Teacher Appraisal and Evaluation.\u003C\u002Fp>\n\n\u003Cp>3.7ELRC Collective Agreement No 2 of 2010 which dealt with the\nimplementation of paragraph 3.2 (Appraisal and Evaluation) of the Teacher\nDevelopment Summit declaration of July 2009.\u003C\u002Fp>\n\n\u003Cp>3.8Collective Agreement 01 of 2012 which dealt with the Occupation Specific\nDispensation (OSD) for Education Therapists, Counsellors and Psychologists\nemployed in Public Education\u003C\u002Fp>\n\n\u003Cp>3.9Collective Agreement 02 of 2020 which dealt with Quality Management\nSystem (QMS) for school-based educators\u003C\u002Fp>\n\n\u003Cp>\u003Cstrong>4.THE PARTIES TO COUNCIL THEREFORE AGREE AS FOLLOWS:\u003C\u002Fstrong>\u003C\u002Fp>\n\n\u003Cp>4.1That the Quality Management System (QMS) for school-based education\nTherapists, Counsellors and Psychologists as attached in Annexure A, be\nadopted.\u003C\u002Fp>\n\n\u003Cp>\u003Cstrong>5.IMPLEMENTATION DATE\u003C\u002Fstrong>\u003C\u002Fp>\n\n\u003Cp>5.1This agreement shall come into effect on the date it enjoys majority\nsupport and shall remain in force unless terminated or amended by agreement.\u003C\u002Fp>\n\n\u003Cp>5.2Training and capacity building of users of the QMS will be conducted as\nand when there is agreement between the parties.\u003C\u002Fp>\n\n\u003Cp>5.3This agreement will be implemented for all for school-based education\ntherapists, counsellors, psychologists, chief education therapists and\ncounsellors from 01 January 2023.\u003C\u002Fp>\n\n\u003Cdiv class=\"cbaClause highlight\" id=\"clause-strikes_trigger\">\u003Cp>\u003Cstrong>6.DISPUTE RESOLUTION\u003C\u002Fstrong>\u003C\u002Fp>\u003C\u002Fdiv>\n\n\u003Cp>Any dispute about the interpretation or application of this collective\nagreement shall be resolved in terms of the dispute resolution procedure of the\nELRC.\u003C\u002Fp>\n\n\u003Cp>\u003Cstrong>7.SIGNING OF THIS AGREEMENT\u003C\u002Fstrong>\u003C\u002Fp>\n\n\u003Cp>Thus done and signed at Centurion this the 23rd day of November 2022\u003C\u002Fp>\n\n\u003Ch2>SECTION A Information Resource Pack\u003C\u002Fh2>\n\n\u003Cp>Note: School-based Education Therapists \u002F Counsellors \u002F Psychologists are\ncategorized as follows:\u003C\u002Fp>\n\n\u003Cp>•Education Therapist (Speech Therapist, Occupational Therapist,\nPhysiotherapist and Audiologist);\u003C\u002Fp>\n\n\u003Cp>•Education Counsellor \u002F Psychometrist;\u003C\u002Fp>\n\n\u003Cp>•Education Psychologist\u003C\u002Fp>\n\n\u003Cp>•Chief Education Therapist (Speech Therapist, Occupational Therapist,\nPhysiotherapist and Audiologist);\u003C\u002Fp>\n\n\u003Cp>•Chief Education Counsellor \u002F Psychometrist\u003C\u002Fp>\n\n\u003Ch3>QUALITY MANAGEMENT SYSTEM (QMS)\u003C\u002Fh3>\n\n\u003Ch4>1.BACKGROUND\u003C\u002Fh4>\n\n\u003Cp>An agreement was reached in the ELRC (Resolution 4 of 2005) to integrate the\nexisting programmes on quality management in education. The existing programmes\nwere the Developmental Appraisal System (DAS) that came into being on 28 July\n1998 (Resolution 4 of 1998), the Performance Measurement System that was agreed\nto on 10 April 2003 (Resolution 1 of 2003) and the policy on Whole-School\nEvaluation (WSE Policy, 26 July 2001). The three quality management programmes\nwere integrated to constitute the Integrated Quality Management System (IQMS)\nfor school-based therapists. The norms and standards of educators and\ntherapists informed the development of a single instrument for evaluating the\nperformance of school-based therapists.\u003C\u002Fp>\n\n\u003Cp>The IQMS for school-based therapists has been in place since 2005. Schools\nthat have therapists in their employ have continued to experience challenges in\nits proper implementation.\u003C\u002Fp>\n\n\u003Cp>Purpose of streamlining and re-branding\u003C\u002Fp>\n\n\u003Cp>The main purpose of the streamlining and rebranding process for therapists\nis:\u003C\u002Fp>\n\n\u003Cp>a)To enable the different quality management programmes to inform and\nstrengthen one another;\u003C\u002Fp>\n\n\u003Cp>b)To define the relationship among the different programmes;\u003C\u002Fp>\n\n\u003Cp>c)To avoid unnecessary duplication in order to optimise the use of human\nresources.; and\u003C\u002Fp>\n\n\u003Cp>d)To strengthen accountability.\u003C\u002Fp>\n\n\u003Ch4>2.WHAT IS QUALITY MANAGEMENT SYSTEM (QMS) FOR THERAPISTS?\u003C\u002Fh4>\n\n\u003Cp>Quality Management System (QMS) is a Performance Management System for\nSchool-Based Therapists, Counsellors and Psychologists, designed to evaluate\u003C\u002Fp>\n\n\u003Cp>their performance levels in order to achieve high levels of\ntherapeutic \u003C\u002Fp>\n\n\u003Cp>performance. It is critical in assessing the extent to which therapists,\ncounsellors and psychologists are performing in line with their job\ndescriptions in order to improve levels of accountability in our schools.\u003C\u002Fp>\n\n\u003Cp>QMS incorporates the following:\u003C\u002Fp>\n\n\u003Cp>•Measuring the performance of therapists, counsellors and psychologists in\nline with their respective roles and responsibilities;\u003C\u002Fp>\n\n\u003Cp>•Providing a mechanism for the awarding of pay progression for the\napplicable year;\u003C\u002Fp>\n\n\u003Cp>•Providing a basis for decisions on mechanisms to recognize good\ntherapeutic performance and address under-performance; and\u003C\u002Fp>\n\n\u003Cp>•Consideration of the relevant contextual factors in conducting\nassessments of all therapeutic processes e.g. assessments, intervention,\nresources etc.\u003C\u002Fp>\n\n\u003Ch4>3.PURPOSE OF QUALITY MANAGEMENT SYSTEM\u003C\u002Fh4>\n\n\u003Cp>•To determine levels of competence of all therapists, counsellors and\npsychologists;\u003C\u002Fp>\n\n\u003Cp>•To enhance therapist efficiency and effectiveness in performance;\u003C\u002Fp>\n\n\u003Cp>•To improve accountability levels within schools;\u003C\u002Fp>\n\n\u003Cp>•To provide a basis for decisions on mechanisms to recognize good\nperformance and address under-performance;\u003C\u002Fp>\n\n\u003Cp>•To ensure that therapists, counsellors and psychologists perform their\nduties with integrity, and maintain a positive, vigilant attitude towards all\nlearning and therapeutic \u002F counselling activities;\u003C\u002Fp>\n\n\u003Cp>•To provide a basis for paying salary progression, rewards and other\nincentives, and\u003C\u002Fp>\n\n\u003Cp>•To provide mechanisms for evaluating and supporting therapists,\ncounsellors and psychologists, taking into account the context within which\nthey operate.\u003C\u002Fp>\n\n\u003Ch4>4.GUIDING PRINCIPLES\u003C\u002Fh4>\n\n\u003Cp>The implementation of the Quality Management System for therapists,\ncounsellors and psychologists is guided by the following principles:\u003C\u002Fp>\n\n\u003Cp>•To recognize that schools are not the same, and are operating at\ndifferent levels of performance;\u003C\u002Fp>\n\n\u003Cp>•To recognize that schools are operating in different contexts, and are\nexposed to different challenges;\u003C\u002Fp>\n\n\u003Cp>•To ensure fairness by taking into account relevant contextual factors\nthat impact on therapeutic and counselling performance. These contextual\nfactors include, but are not limited to:\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">- Levels of support provided to therapists\ncounsellors and psychologists;\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">- Infrastructure issues;\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">- Provision of relevant therapy \u002F counselling\nresources;\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">- Therapist \u002F Counsellor \u002F Psychologist - Learner\nratio impacting on therapy\u002F counselling.\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">- Socio-economic environment; and o Unforeseen\nchallenges.\u003C\u002Fp>\n\n\u003Cp>•To minimise subjectivity through transparent and open discussion\nthroughout the appraisal process, and the possible involvement of a resource\nperson who can be a school or district based-education therapist \u002F counsellor \u002F\npsychologist of the same or relevant profession, in the absence of a Chief\nEducation Therapist or Counsellor at the school.\u003C\u002Fp>\n\n\u003Cp>•To use the QMS instrument professionally, uniformly and consistently;\nand\u003C\u002Fp>\n\n\u003Cp>•To provide feedback on the appraisal process by focusing on:\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">- Performance and not personality;\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">- Availability of evidence and not assumptions;\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">- Objectivity and not subjectivity; and\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">- The specific and concrete and not the general and\nthe abstract.\u003C\u002Fp>\n\n\u003Ch4>5.ROLES AND RESPONSIBILITIES OF INDIVIDUALS AND STRUCTURES INVOLVED IN\nIMPLEMENTING THE APPRAISAL SYSTEM FOR THERAPISTS, COUNSELLORS AND\nPSYCHOLOGISTS\u003C\u002Fh4>\n\n\u003Cp>5.1The Principal\u003C\u002Fp>\n\n\u003Cp>•Ensures that all appraisal records and accompanying evidence are\nauthentic;\u003C\u002Fp>\n\n\u003Cp>•Is responsible for the verification of the appraisal processes within the\nschool;\u003C\u002Fp>\n\n\u003Cp>•Has the overall responsibility to ensure that QMS is implemented\nuniformly and effectively at the school;\u003C\u002Fp>\n\n\u003Cp>•Must ensure that every therapist \u002F counsellor \u002F psychologist has access\nto the QMS instrument and any other relevant documents;\u003C\u002Fp>\n\n\u003Cp>•Ensure that the performance appraisal of every therapist \u002F counsellor \u002F\npsychologist is conducted consistently, fairly and accurately using the\napproved instrument;\u003C\u002Fp>\n\n\u003Cp>•Together with SMT members, is responsible for advocacy and training at\nschool level;\u003C\u002Fp>\n\n\u003Cp>•Must organise a workshop on QMS in collaboration with the district\ntherapist \u002F counsellor \u002F psychologist where there will be an opportunity to\nclarify areas of concern;\u003C\u002Fp>\n\n\u003Cp>•Verifies that the information provided in the documents is accurate,\nproperly completed, signed, dated and stamped;\u003C\u002Fp>\n\n\u003Cp>•Should the principal be aware of any discrepancy, this should be brought\nto the attention of the relevant supervisor and resource person (if\napplicable), who will be required to correct it;\u003C\u002Fp>\n\n\u003Cp>•Signs and delivers all QMS documents to the District office within the\nstipulated timeframes;\u003C\u002Fp>\n\n\u003Cp>•Ensures that the appraisal schedule of therapists \u002F counsellors \u002F\npsychologists is included in the management plan of the school;\u003C\u002Fp>\n\n\u003Cp>•In the absence of the supervisor of a therapist \u002F counsellor \u002F\npsychologist the principal must ensure that a designate is nominated to fulfill\nthe role;\u003C\u002Fp>\n\n\u003Cp>•Ensures that all grievances regarding the appraisal processes within the\nschool are amicably resolved;\u003C\u002Fp>\n\n\u003Cp>•Ensures that therapists \u002F counsellors \u002F psychologists have access to\nprofessional developmental activities related to their scope of work as well as\ntraining on departmental policies and regulations; and\u003C\u002Fp>\n\n\u003Cp>•Ensures that the appraiser and appraisee sign a Declaration of\nConfidentiality and consent form in line with the Protection of Personal\nInformation Act (POPIA) - Act No. 4 of 2013.\u003C\u002Fp>\n\n\u003Cp>5.2School Management Team (SMIT)\u003C\u002Fp>\n\n\u003Cp>•The SMT, consisting of the Principal and, where applicable the\nDeputyprincipal and Departmental Heads (Chief education therapist \u002F counsellor,\nwhere applicable), has an overall responsibility of managing the planning and\nimplementation of QMS processes;\u003C\u002Fp>\n\n\u003Cp>•Ensures that all staff members are trained on the procedures and\nprocesses of the QMS;\u003C\u002Fp>\n\n\u003Cp>•Prepares and monitors the management plan for the QMS in the school;\u003C\u002Fp>\n\n\u003Cp>•Prepares a final schedule of the appraisal dates;\u003C\u002Fp>\n\n\u003Cp>•Ensures that all records and documentation on QMS are properly kept and\nmaintained with confidentiality;\u003C\u002Fp>\n\n\u003Cp>•Ensures that evidence relied upon during the appraisal process is\nvalid;\u003C\u002Fp>\n\n\u003Cp>•Ensures that the Performance Appraisals for therapists \u002F counsellor \u002F\npsychologists under his\u002Fher supervision, including therapy \u002F counselling\nsession observations are conducted, and keeps records thereof;\u003C\u002Fp>\n\n\u003Cp>•Assists the Principal in finalising the appraisal scores of therapists \u002F\ncounsellors \u002F psychologists;\u003C\u002Fp>\n\n\u003Cp>•Ensures that QMS is applied consistently;\u003C\u002Fp>\n\n\u003Cp>•Ensures that they provide support to the principal in executing his\u002Fher\nduties regarding this process; and\u003C\u002Fp>\n\n\u003Cp>•Support therapists \u002F counsellors \u002F psychologists in accessing\nprofessional developmental activities related to their scope of work as well as\ntraining on departmental policies and regulations.\u003C\u002Fp>\n\n\u003Cp>5.3The Therapist, Counsellor and Psychologist\u003C\u002Fp>\n\n\u003Cp>•Must familiarise him\u002Fherself with the QMS processes;\u003C\u002Fp>\n\n\u003Cp>•Conducts a self-appraisal prior to being appraised by the supervisor,\nusing the QMS instrument;\u003C\u002Fp>\n\n\u003Cp>•Allows the supervisor to conduct therapy \u002F counselling session\nobservations;\u003C\u002Fp>\n\n\u003Cp>•Should inform the supervisor during the pre-appraisal meeting or at least\nthree days prior the scheduled appraisal date on the intention to involve a\nresource person;\u003C\u002Fp>\n\n\u003Cp>•Participates in pre-appraisal and post-appraisal discussions with the\nsupervisor and resource person (if applicable);\u003C\u002Fp>\n\n\u003Cp>•Keeps relevant evidence for the appraisal process; and\u003C\u002Fp>\n\n\u003Cp>•Participates in relevant developmental activities relating to their scope\nof work as identified during the appraisal process.\u003C\u002Fp>\n\n\u003Cp>Collective Agreement 2 of 2022\u003C\u002Fp>\n\n\u003Cp>QMS for School-Based Education Therapists, Counsellors and Psycholo the\nEmployment of Educators Act \u003C\u002Fp>\n\n\u003Cp>5.4The Resource Person\u003C\u002Fp>\n\n\u003Cp>•The resource person is a therapist, counsellor or psychologist (from the\nsame professional category) who may be requested by the appraisee to assist in\nthe appraisal process through provision of therapeutic or other relevant\nexpertise;\u003C\u002Fp>\n\n\u003Cp>•The resource person may be from the same school or another\nschool\u002Fdistrict or province;\u003C\u002Fp>\n\n\u003Cp>•Despite the resource person being an observer, he\u002Fshe may give an opinion\non the appraisal process;\u003C\u002Fp>\n\n\u003Cp>•He\u002Fshe will be required to sign off the final appraisal instrument,\nand\u003C\u002Fp>\n\n\u003Cp>•He\u002F she may not serve in the appraisal of more than two therapists,\u003C\u002Fp>\n\n\u003Cp>counsellors or psychologists\u003C\u002Fp>\n\n\u003Cp>5.5The Circuit Manager\u003C\u002Fp>\n\n\u003Cdiv class=\"cbaClause highlight\" id=\"clause-discrimination\">\u003Cp>•As the supervisor of the principal, he\u002Fshe has the responsibility to\nmanage the performance of principals in a consultative, supportive and non-\ndiscriminatory manner to enhance school efficiency and accountability;\u003C\u002Fp>\u003C\u002Fdiv>\n\n\u003Cp>•Agrees on a work plan with the principal with clear annual targets for\nimprovement;\u003C\u002Fp>\n\n\u003Cp>•Provides for the development and arrangement of Professional Development\nProgrammes for principals in accordance with their identified needs;\u003C\u002Fp>\n\n\u003Cp>•Prepares a management plan for providing support to principals in the\ncircuit.\u003C\u002Fp>\n\n\u003Cp>•Prepares a final schedule of the appraisal dates for principals;\u003C\u002Fp>\n\n\u003Cp>•Ensures that all appraisal records and documentation on principals are\nproperly kept and maintained;\u003C\u002Fp>\n\n\u003Cp>•Ensures that evidence relied upon during the appraisal process is\nvalid;\u003C\u002Fp>\n\n\u003Cp>•Conducts Performance Appraisals for principals under his\u002Fher supervision\nand keeps records thereof;\u003C\u002Fp>\n\n\u003Cp>•Ensures that QMS is applied consistently;\u003C\u002Fp>\n\n\u003Cp>•Manages grievances that may arise in relation to all appraisal processes;\nand\u003C\u002Fp>\n\n\u003Cp>•Responsible for verification of appraisal outcomes in schools under\nhis\u002Fher supervision.\u003C\u002Fp>\n\n\u003Cp>5.6District \u002F Provincial Therapist, Counsellor and Psychologist\u003C\u002Fp>\n\n\u003Cp>•Engage in Quality Assurance in terms of scope of practice.\u003C\u002Fp>\n\n\u003Cp>•Implement provincial priorities in the sector.\u003C\u002Fp>\n\n\u003Cp>•Ensure alignment across schools \u002F circuits \u002F districts.\u003C\u002Fp>\n\n\u003Cp>•Facilitate the establishment of Professional Learning Communities\n(PLCs).\u003C\u002Fp>\n\n\u003Cp>•Create capacity building opportunities.\u003C\u002Fp>\n\n\u003Cp>•Provide guidelines on the intervention programmes of therapists \u002F\ncounsellors \u002F psychologists.\u003C\u002Fp>\n\n\u003Cp>•Prepare a management plan for providing support to therapists.\u003C\u002Fp>\n\n\u003Cp>•Provide feedback and recommendations to the School Management Team (SMT)\non support provided to the therapist \u002F counsellor \u002F psychologist.\u003C\u002Fp>\n\n\u003Cp>5.7Grievance Committee at school level\u003C\u002Fp>\n\n\u003Cp>•The School Grievance Committee consists of the following members:\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">o The Principal, who will serve as a\nChairperson;\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">o Where necessary, the principal may request a\nprincipal from a neighbouring school to preside over the matter;\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">o One other member of the SMT; and\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">o One representative from each of the unions that\nare admitted to the ELRC and have members in the school.\u003C\u002Fp>\n\n\u003Cp>•The structure is responsible for resolving any grievances or\ndisagreements at school level.\u003C\u002Fp>\n\n\u003Cp>5.8Grievance Committee at circuit level\u003C\u002Fp>\n\n\u003Cp>•The circuit grievance committee consists of the following members:\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">o The Circuit Manager, who will serve as\nChairperson;\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">o Where necessary, the circuit manager may request\na circuit manager from a neighboring circuit to preside over the matter;\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">o One other official from the district; and\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">o One representative from each of the unions that\nare admitted to the ELRC.\u003C\u002Fp>\n\n\u003Cp>•The structure is responsible for resolving any grievances or\ndisagreements that have been referred to it by the school grievance\ncommittee.\u003C\u002Fp>\n\n\u003Ch4>6.GUIDELINES ON IMPLEMENTATION OF QMS\u003C\u002Fh4>\n\n\u003Cp>6.1Completion of a Work-plan\u003C\u002Fp>\n\n\u003Cp>6.21 School-Based Chief Education Therapists, and Counsellors are required\nto complete and sign a work-plan with their supervisors at the beginning of an\nevaluation cycle. The work-plan has the following components:\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">o Performance standards: these are applicable\nperformance standards as reflected in the QMS instrument.\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">o Key activities: these are activities to be agreed\nto in terms of applicable job descriptions.\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">o Targets: these are targets to be set for\nimprovement within the appraisal cycle.\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">o Time-frame: period within which the targets are\nto be achieved.\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">o Performance indicators: these are measures of\nsuccess to be observed for achieving specific targets.\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">o Contextual factors: these are unique\u002Fspecific\ncircumstances to be taken into account that have the potential to impact on the\nemployee’s ability to achieve targets.\u003C\u002Fp>\n\n\u003Cdiv class=\"cbaClause highlight\" id=\"clause-TRAINING_trigger\">\u003Cp>6.3Advocacy, Training and Planning\u003C\u002Fp>\u003C\u002Fdiv>\n\n\u003Cp>6.3.1At a full staff meeting, the principal will explain to the staff the\nfollowing:\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">o What the QMS is;\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">o The benefits of the QMS for therapists \u002F\ncounsellors \u002F psychologists, learners, the school and the system; and\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">o How the QMS will be implemented in the school.\u003C\u002Fp>\n\n\u003Cp>6.3.2The training should ensure that:\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">o All therapists \u002F counsellors \u002F psychologists,\nhave a thorough understanding of the purposes, principles, processes and\nprocedures of the QMS, and\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">o Issues relating to how the QMS will be\nimplemented in the school are addressed.\u003C\u002Fp>\n\n\u003Cp>6.4Appraisal Time-lines\u003C\u002Fp>\n\n\u003Cp>6.4.1Appraisals must be conducted twice per annum as follows:\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">o Mid-year appraisal: Towards the end of the second\nterm, taking into account all forms of assessment administered during the first\nand second term;and\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">o Annual appraisal: be completed by the end of the\nschool calendar year, taking into account all forms of assessments prior to\nthis appraisal.\u003C\u002Fp>\n\n\u003Cp>6.4.2The principal is responsible for signing all appraisal forms after\nsatisfying him\u002Fherself that all the processes, together with accompanying\nevidence, have been complied with.\u003C\u002Fp>\n\n\u003Cp>6.5Self- appraisal by the therapist, counsellor and psychologist\u003C\u002Fp>\n\n\u003Cp>6.5.1The therapist \u002F counsellor \u002F psychologist must conduct a self-appraisal\nprior to the appraisal by his\u002Fher supervisor;\u003C\u002Fp>\n\n\u003Cp>6.5.2Self-appraisal serves the following purpose:\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">o The therapist \u002F counsellor \u002F psychologist becomes\nfamiliar with the instrument;\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">o The therapist \u002F counsellor \u002F psychologist is\ncompelled to reflect critically on his\u002Fher own performance;\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">o The therapist \u002F counsellor \u002F psychologist can\nmake inputs on the appraisal conducted by the supervisor; and\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">o The therapist \u002F counsellor \u002F psychologist is able\nto know the evidence that will be necessary for the appraisal process.\u003C\u002Fp>\n\n\u003Cp>6.6Therapy \u002F Counselling session observation\u003C\u002Fp>\n\n\u003Cp>6.6.1Therapy \u002F counselling session observations will be undertaken by the\nsupervisor and the resource person if this has been requested by the appraisee\nas part of the mid-year and annual appraisal process;\u003C\u002Fp>\n\n\u003Cp>6.6.2More therapy \u002F counselling session observations are encouraged,\ndepending on the need;\u003C\u002Fp>\n\n\u003Cp>6.6.3The purpose of the therapy \u002F counselling session observation is:\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">o To appraise the performance of the therapist;\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">o To confirm (or otherwise) the therapist,\ncounsellor and psychologist’s perception of their own performance in the\ntherapy\u002Fcounselling session;\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">o To provide a basis for the appraisal of the\ntherapist \u002F counsellor \u002F psychologist’s skills; and\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">o To provide recommendations following the\nobservation.\u003C\u002Fp>\n\n\u003Cp>6.6.4Therapy \u002F Counselling Session Observation Instrument (TCSOI):\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">o Consists of Performance Standards one (1) to\nthree (3) of the QMS- instrument for Education Therapist \u002F Counsellor \u002F\nPsychologist (Annexure A 7);\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">o Must be completed by the Supervisor and the\nResource Person, if applicable, during each therapy \u002F counselling session\nobservation;\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">o Must be signed by both parties and kept as\nevidence; and o Must be taken into account during the appraisal processes.\u003C\u002Fp>\n\n\u003Cp>6.7Pre-appraisal and post-appraisal discussion:\u003C\u002Fp>\n\n\u003Cp>6.7.1A pre-appraisal discussion between the Supervisor and Therapist \u002F\nCounsellor \u002F Psychologist as well as the Resource Person, if applicable, must\nbe held before any therapy \u002F counselling session observation for the following\npurpose: o To have a common understanding of Performance Standards and rating;\no To identify and agree on contextual factors that are likely to impact on the\ntherapist’s performance, and how they will be mitigated;\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">o To discuss expectations of the therapy \u002F\ncounselling session observation process, and\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">o To have an understanding on necessary evidence\nfor the appraisal.\u003C\u002Fp>\n\n\u003Cp>6.7.2A post-appraisal discussion between the supervisor and therapist as\nwell as the resource person, if applicable, must be held after the\ntherapy\u002Fcounselling session observation for the following purpose:\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">o To consolidate Performance Standards which could\nnot be rated during therapy\u002Fcounselling session observation;\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">o To assess how identified contextual factors have\nbeen dealt with;\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">o To share information pertaining to the\nperformance and scores of the appraisee, and\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">o To sign documents.\u003C\u002Fp>\n\n\u003Cp>6.8Completion of the QMS instrument\u003C\u002Fp>\n\n\u003Cp>6.8.1The supervisor is required to record all information clearly and\naccurately in the appropriate columns of the QMS-instrument.\u003C\u002Fp>\n\n\u003Cp>6.8.2During the appraisal, the supervisor will rate each therapist on\nhis\u002Fher performance and record his\u002Fher comments based on each performance\nstandard.\u003C\u002Fp>\n\n\u003Cp>The therapist will also record his\u002Fher comments on the appraisal\ninstrument.\u003C\u002Fp>\n\n\u003Cp>The resource person, if applicable, will also record his\u002Fher comments on the\nappraisal instrument.\u003C\u002Fp>\n\n\u003Cp>QMS for School-Based Education Therapists, Counsellors and\nPsychologjsts\u002FEfnployed in terms of j the Employment of Educators Act \u003C\u002Fp>\n\n\u003Cp>6.7.5A completed instrument will be signed by the therapist \u002F counsellor \u002F\npsychologist, the supervisor as well as the resource person, if applicable,\nafter the appraisal process.\u003C\u002Fp>\n\n\u003Cp>6.7.6The supervisor must forward the completed instrument to the\nprincipal’s office at the scheduled time.\u003C\u002Fp>\n\n\u003Cp>6.7.7The principal will sign the completed instrument after both the\ntherapist \u002F counsellor \u002F psychologist and the supervisor have signed, and after\nsatisfying him\u002Fherself that all processes have been complied with.\u003C\u002Fp>\n\n\u003Cp>6.7.8Should the principal be aware of any discrepancy, this should be\nbrought to the attention of the relevant supervisor as well as the resource\nperson, who will be required to correct it.\u003C\u002Fp>\n\n\u003Cp>6.7.9The principal reserves the right to designate any member of the SMT,\n(who is conversant with therapeutic \u002F counselling matters) to conduct an\nappraisal process should it be evident that the relevant supervisor is unable\nto do so.\u003C\u002Fp>\n\n\u003Cp>6.8Rating and Scoring\u003C\u002Fp>\n\n\u003Cp>6.8.1A rating of one (1) to four (4) will be allocated to each criterion in\nthe appraisal instrument.\u003C\u002Fp>\n\n\u003Cp>6.8.2A score will be allocated for each Performance Standard and will\nconsist of the sum of the ratings allocated to each criterion in that\nPerformance Standard.\u003C\u002Fp>\n\n\u003Cp>6.8.3In allocating a rating to a descriptor\u002Felement where contextual factors\nhave been identified, consideration must be given to the following:\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">oThe nature of the contextual factor;\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">oThe level of its impact on the therapist \u002F\ncounsellor \u002F psychologist’s performance; and\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">o The extent to which the therapist \u002F counsellor \u002F\npsychologist is\u002Fwas able to mitigate such impact.\u003C\u002Fp>\n\n\u003Cp>6.8.4A 4-point rating scale which is presented below should be used as a\nguide.\u003C\u002Fp>\n\n\u003Cp>6.9Declaration of Confidentiality\u003C\u002Fp>\n\n\u003Cp>6.9.1The appraiser and appraisee (as well as the resource person, if\napplicable) must sign a Declaration of Confidentiality and Consent form in line\nthe Protection of Personal Information Act (POPIA) - Act No. 4 of 2013\n(Annexure D3).\u003C\u002Fp>\n\n\u003Ch4>7.RELATIONSHIP BETWEEN APPRAISAL AND DEVELOPMENT\u003C\u002Fh4>\n\n\u003Cp>7.1Professional Development of Therapists\u003C\u002Fp>\n\n\u003Cp>The Teacher Development Summit held in 2009 agreed that evaluations for\npurposes of rewards and incentives need to be de-linked from evaluations for\npurposes of Professional Development of Teachers. However, there is recognition\nthat the two processes must inform one another.\u003C\u002Fp>\n\n\u003Cp>7.2Needs identification\u003C\u002Fp>\n\n\u003Cp>The QMS will be one of the mechanisms used to identify the Developmental\nNeeds of Therapists, Counsellors and Psychologists.\u003C\u002Fp>\n\n\u003Cp>\u003Cstrong>NOTE:\u003C\u002Fstrong>\u003C\u002Fp>\n\n\u003Cp>The Integrated Strategic Planning Framework for Teacher Education and\nDevelopment (ISPFTED) provides for the establishment of structures to drive the\nProfessional Development of Educators. These include the establishment of\nProfessional learning communities and subject committees. Furthermore, the\nSchool Management Teams are expected to put processes in place to ensure that\nneeds identified through the QMS and other processes are responded to. SMTs are\ntherefore expected to provide the development of therapists as part of their\nmentoring and coaching or ensure that support is provided through involvement\nof therapeutic advisors and other external experts and service providers. SMTs\nhave the responsibility to ensure that structures created in terms of the\nISPFTED are functional and effective. Similarly, Circuit Managers are expected\nto ensure that QMS is implemented in schools and principals are supported\naccordingly.\u003C\u002Fp>\n\n\u003Ch4>8 DISAGREEMENTS AND GRIEVANCES\u003C\u002Fh4>\n\n\u003Cp>8.1School Level\u003C\u002Fp>\n\n\u003Cp>In cases of any disagreement between the therapist \u002F counsellor \u002F\npsychologist and the supervisor, all efforts should be made to resolve such\ndisagreements at that level, including intervention by the principal.\u003C\u002Fp>\n\n\u003Cp>If no resolution is found, the aggrieved party must refer the grievance to\nthe principal within three working days. The principal must establish a\nGrievance Committee within five working days after the receipt of the\ngrievance. The Grievance Committee must consist of the following:\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">oThe Principal, who is the Chairperson;\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">oWhere necessary, the Principal may request a\nprincipal from a neighbouring school to preside over the matter;\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">oOne other member of the SMT; and\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">o One representative from each of the unions that\nare admitted to the ELRC and have members in the school.\u003C\u002Fp>\n\n\u003Cp>The Grievance Committee must resolve the grievance within 10 working days\nafter its establishment.\u003C\u002Fp>\n\n\u003Cp>8.2Circuit Level\u003C\u002Fp>\n\n\u003Cp>Should the aggrieved party be unhappy with the decision of the grievance\ncommittee at school level, he\u002Fshe must refer the matter to the circuit manager\nin writing within five working days. The circuit manager must establish a\ngrievance committee within five working days after the receipt of the\ngrievance. The grievance committee must consist of the following:\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">oThe Circuit Manager, who is the Chairperson;\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">oWhere necessary, the Circuit Manager may request a\nCircuit Manager from a neighbouring circuit to preside over the matter;\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">oOne other official from the district, and\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">oOne representative from each of the unions that\nare admitted to the ELRC.\u003C\u002Fp>\n\n\u003Cp>The Circuit Grievance Committee must resolve the grievance within 10 working\ndays after its establishment.\u003C\u002Fp>\n\n\u003Cp>Should an employee disagree with the decision of the Circuit Grievance\nCommittee, such an employee may invoke the dispute resolution procedures of the\nELRC.\u003C\u002Fp>\n\n\u003Cp>DRAFT MANAGEMENT PLAN\u003C\u002Fp>\n\n\u003Cdiv class=\"WordSection1\">\n\n\u003Cdiv align=\"center\">\n\n\u003Ctable class=\"MsoNormalTable\" border=\"0\" cellspacing=\"0\" cellpadding=\"0\" style=\"border-collapse:collapse\">\n  \u003Ctbody>\n    \u003Ctr style=\"height:15.35pt\">\n      \u003Ctd width=\"140\" valign=\"bottom\" style=\"width:104.9pt;border-top:solid windowtext 1.0pt;   border-left:solid windowtext 1.0pt;border-bottom:none;border-right:none;   padding:0cm .5pt 0cm .5pt;height:15.35pt\">\u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;text-indent:32.0pt;line-height:normal\">\u003Cspan class=\"Egyb\">\u003Cb>\u003Cspan style=\"font-size:12.0pt;font-family:"Times New Roman",serif\">MONTH\u003C\u002Fspan>\u003C\u002Fb>\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"342\" valign=\"bottom\" style=\"width:256.3pt;border-top:solid windowtext 1.0pt;   border-left:solid windowtext 1.0pt;border-bottom:none;border-right:none;   padding:0cm .5pt 0cm .5pt;height:15.35pt\">\u003Cp class=\"Egyb0\" align=\"center\" style=\"margin-bottom:0cm;text-align:center;   line-height:normal\">\u003Cspan class=\"Egyb\">\u003Cb>\u003Cspan style=\"font-size:12.0pt;   font-family:"Times New Roman",serif\">ACTION\u003C\u002Fspan>\u003C\u002Fb>\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"179\" valign=\"bottom\" style=\"width:134.15pt;border:solid windowtext 1.0pt;   border-bottom:none;padding:0cm .5pt 0cm .5pt;height:15.35pt\">\u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;text-indent:17.0pt;line-height:normal\">\u003Cspan class=\"Egyb\">\u003Cb>\u003Cspan style=\"font-size:12.0pt;font-family:"Times New Roman",serif\">RESPONSIBILITY\u003C\u002Fspan>\u003C\u002Fb>\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n    \u003C\u002Ftr>\n    \u003Ctr style=\"height:111.1pt\">\n      \u003Ctd width=\"140\" valign=\"top\" style=\"width:104.9pt;border-top:solid windowtext 1.0pt;   border-left:solid windowtext 1.0pt;border-bottom:none;border-right:none;   padding:0cm .5pt 0cm .5pt;height:111.1pt\">\u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:normal\">\u003Cspan class=\"Egyb\">\u003Cspan style=\"font-size:12.0pt;font-family:"Times New Roman",serif\">January\n        - March\u003C\u002Fspan>\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"342\" valign=\"top\" style=\"width:256.3pt;border-top:solid windowtext 1.0pt;   border-left:solid windowtext 1.0pt;border-bottom:none;border-right:none;   padding:0cm .5pt 0cm .5pt;height:111.1pt\">\u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:normal\">\u003Cspan class=\"Egyb\">\u003Cspan style=\"font-size:12.0pt;font-family:"Times New Roman",serif\">1.Advocacy\n        & Training\u003C\u002Fspan>\u003C\u002Fspan>\u003C\u002Fp>\n\n        \u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:normal\">\u003Cspan class=\"Egyb\">\u003Cspan style=\"font-size:12.0pt;font-family:"Times New Roman",serif\">2.Signing\n        of Work Plans (By end of January)\u003C\u002Fspan>\u003C\u002Fspan>\u003C\u002Fp>\n\n        \u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:normal\">\u003Cspan class=\"Egyb\">\u003Cspan style=\"font-size:12.0pt;font-family:"Times New Roman",serif\">3.Ensure\n        that Therapists have access to the\u003C\u002Fspan>\u003C\u002Fspan> \u003Cspan class=\"Egyb\">\u003Cspan style=\"font-size:12.0pt;font-family:"Times New Roman",serif\">Collective\n        Agreement and Training Manual\u003C\u002Fspan>\u003C\u002Fspan>\u003C\u002Fp>\n\n        \u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:normal\">\u003Cspan class=\"Egyb\">\u003Cspan style=\"font-size:12.0pt;font-family:"Times New Roman",serif\">4.Roles\n        and Responsibilities discussed\u003C\u002Fspan>\u003C\u002Fspan>\u003C\u002Fp>\n\n        \u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:normal\">\u003Cspan class=\"Egyb\">\u003Cspan style=\"font-size:12.0pt;font-family:"Times New Roman",serif\">5.Develop\n        Implementation Plan\u002FSchedule\u003C\u002Fspan>\u003C\u002Fspan>\u003C\u002Fp>\n\n        \u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:normal\">6.\u003Cspan class=\"Egyb\">\u003Cspan style=\"font-size:12.0pt;font-family:"Times New Roman",serif\">Circuit\n        Manager verifies\u003C\u002Fspan>\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"179\" valign=\"top\" style=\"width:134.15pt;border:solid windowtext 1.0pt;   border-bottom:none;padding:0cm .5pt 0cm .5pt;height:111.1pt\">\u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:110%\">\u003Cspan class=\"Egyb\">\u003Cspan style=\"font-size:12.0pt;line-height:110%;font-family:"Times New Roman",serif\">Principal,\n        SMT & Therapists\u002F Counsellors\u002F Psychologists as well as Circuit\n        Manager\u003C\u002Fspan>\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n    \u003C\u002Ftr>\n    \u003Ctr style=\"height:138.25pt\">\n      \u003Ctd width=\"140\" valign=\"top\" style=\"width:104.9pt;border-top:solid windowtext 1.0pt;   border-left:solid windowtext 1.0pt;border-bottom:none;border-right:none;   padding:0cm .5pt 0cm .5pt;height:138.25pt\">\u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:normal\">\u003Cspan class=\"Egyb\">\u003Cspan style=\"font-size:12.0pt;font-family:"Times New Roman",serif\">April\n        - June\u003C\u002Fspan>\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"342\" valign=\"top\" style=\"width:256.3pt;border-top:solid windowtext 1.0pt;   border-left:solid windowtext 1.0pt;border-bottom:none;border-right:none;   padding:0cm .5pt 0cm .5pt;height:138.25pt\">\u003Cp class=\"Egyb0\" style=\"line-height:120%\">\u003Cspan class=\"Egyb\">\u003Cb>\u003Ci>\u003Cspan style=\"font-size:12.0pt;line-height:120%;font-family:"Times New Roman",serif\">Mid-Year\n        Appraisal\u003C\u002Fspan>\u003C\u002Fi>\u003C\u002Fb>\u003C\u002Fspan>\u003C\u002Fp>\n\n        \u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:110%\">\u003Cspan class=\"Egyb\">\u003Cspan style=\"font-size:12.0pt;line-height:110%;font-family:"Times New Roman",serif\">1.Self-appraisal\n        by therapist \u002F counsellor \u002F psychologist\u003C\u002Fspan>\u003C\u002Fspan>\u003C\u002Fp>\n\n        \u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:110%\">\u003Cspan class=\"Egyb\">\u003Cspan style=\"font-size:12.0pt;line-height:110%;font-family:"Times New Roman",serif\">2.Pre-Appraisal\n        Discussion\u003C\u002Fspan>\u003C\u002Fspan>\u003C\u002Fp>\n\n        \u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;text-align:justify;line-height:110%\">\u003Cspan class=\"Egyb\">\u003Cspan style=\"font-size:12.0pt;line-height:110%;font-family:"Times New Roman",serif\">3.Therapy\n        \u002F Counselling Session Observation\u003C\u002Fspan>\u003C\u002Fspan>\u003C\u002Fp>\n\n        \u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:110%\">\u003Cspan class=\"Egyb\">\u003Cspan style=\"font-size:12.0pt;line-height:110%;font-family:"Times New Roman",serif\">4.Post-Appraisal\n        Discussion\u003C\u002Fspan>\u003C\u002Fspan>\u003C\u002Fp>\n\n        \u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:110%\">\u003Cspan class=\"Egyb\">\u003Cspan style=\"font-size:12.0pt;line-height:110%;font-family:"Times New Roman",serif\">5.Principal\n        verifies & signs\u003C\u002Fspan>\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"179\" valign=\"top\" style=\"width:134.15pt;border:solid windowtext 1.0pt;   border-bottom:none;padding:0cm .5pt 0cm .5pt;height:138.25pt\">\u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm\">\u003Cspan class=\"Egyb\">\u003Cspan style=\"font-size:12.0pt;line-height:109%;font-family:"Times New Roman",serif\">Principal,\n        SMT, Therapists\u002F Counsellors\u002F Psychologists, resource person (if\n        applicable) as well as Circuit Manager\u003C\u002Fspan>\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n    \u003C\u002Ftr>\n    \u003Ctr style=\"height:110.15pt\">\n      \u003Ctd width=\"140\" valign=\"top\" style=\"width:104.9pt;border-top:solid windowtext 1.0pt;   border-left:solid windowtext 1.0pt;border-bottom:none;border-right:none;   padding:0cm .5pt 0cm .5pt;height:110.15pt\">\u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:normal\">\u003Cspan class=\"Egyb\">\u003Cspan style=\"font-size:12.0pt;font-family:"Times New Roman",serif\">July\n        - September\u003C\u002Fspan>\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"342\" valign=\"top\" style=\"width:256.3pt;border-top:solid windowtext 1.0pt;   border-left:solid windowtext 1.0pt;border-bottom:none;border-right:none;   padding:0cm .5pt 0cm .5pt;height:110.15pt\">\u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:normal\">\u003Cspan class=\"Egyb\">\u003Cspan style=\"font-size:12.0pt;font-family:"Times New Roman",serif\">1.\n        Performance Review\u003C\u002Fspan>\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"179\" valign=\"top\" style=\"width:134.15pt;border:solid windowtext 1.0pt;   border-bottom:none;padding:0cm .5pt 0cm .5pt;height:110.15pt\">\u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm\">\u003Cspan class=\"Egyb\">\u003Cspan style=\"font-size:12.0pt;line-height:109%;font-family:"Times New Roman",serif\">Principal,\n        SMT, Therapists\u002F Counsellors\u002F Psychologists, resource person (if\n        applicable) as well as Circuit Manager\u003C\u002Fspan>\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n    \u003C\u002Ftr>\n    \u003Ctr style=\"height:222.7pt\">\n      \u003Ctd width=\"140\" valign=\"top\" style=\"width:104.9pt;border:solid windowtext 1.0pt;   border-right:none;padding:0cm .5pt 0cm .5pt;height:222.7pt\">\u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:110%\">\u003Cspan class=\"Egyb\">\u003Cspan style=\"font-size:12.0pt;line-height:110%;font-family:"Times New Roman",serif\">October\n        - December\u003C\u002Fspan>\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"342\" valign=\"top\" style=\"width:256.3pt;border:solid windowtext 1.0pt;   border-right:none;padding:0cm .5pt 0cm .5pt;height:222.7pt\">\u003Cp class=\"Egyb0\" style=\"line-height:122%\">\u003Cspan class=\"Egyb\">\u003Cb>\u003Ci>\u003Cspan style=\"font-size:12.0pt;line-height:122%;font-family:"Times New Roman",serif\">Annual\n        Appraisal\u003C\u002Fspan>\u003C\u002Fi>\u003C\u002Fb>\u003C\u002Fspan>\u003C\u002Fp>\n\n        \u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:110%\">\u003Cspan class=\"Egyb\">\u003Cspan style=\"font-size:12.0pt;line-height:110%;font-family:"Times New Roman",serif\">1.Self-appraisal\n        by therapist \u002F counsellor \u002F psychologist\u003C\u002Fspan>\u003C\u002Fspan>\u003C\u002Fp>\n\n        \u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:110%\">\u003Cspan class=\"Egyb\">\u003Cspan style=\"font-size:12.0pt;line-height:110%;font-family:"Times New Roman",serif\">2.Pre-appraisal\n        discussion\u003C\u002Fspan>\u003C\u002Fspan>\u003C\u002Fp>\n\n        \u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:110%\">\u003Cspan class=\"Egyb\">\u003Cspan style=\"font-size:12.0pt;line-height:110%;font-family:"Times New Roman",serif\">3.Therapy\n        \u002F Counselling session Observation\u003C\u002Fspan>\u003C\u002Fspan>\u003C\u002Fp>\n\n        \u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:110%\">\u003Cspan class=\"Egyb\">\u003Cspan style=\"font-size:12.0pt;line-height:110%;font-family:"Times New Roman",serif\">4.Post-appraisal\n        discussion\u003C\u002Fspan>\u003C\u002Fspan>\u003C\u002Fp>\n\n        \u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:110%\">\u003Cspan class=\"Egyb\">\u003Cspan style=\"font-size:12.0pt;line-height:110%;font-family:"Times New Roman",serif\">5.Principal\n        verifies & signs\u003C\u002Fspan>\u003C\u002Fspan>\u003C\u002Fp>\n\n        \u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:110%\">\u003Cspan class=\"Egyb\">\u003Cspan style=\"font-size:12.0pt;line-height:110%;font-family:"Times New Roman",serif\">6.Verification\n        and signing of annual appraisals\u003C\u002Fspan>\u003C\u002Fspan>\u003C\u002Fp>\n\n        \u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:110%\">\u003Cspan class=\"Egyb\">\u003Cspan style=\"font-size:12.0pt;line-height:110%;font-family:"Times New Roman",serif\">7.Submission\n        of completed composite score\u003C\u002Fspan>\u003C\u002Fspan> \u003Cspan class=\"Egyb\">\u003Cspan style=\"font-size:12.0pt;line-height:110%;font-family:"Times New Roman",serif\">sheet\n        to District\u003C\u002Fspan>\u003C\u002Fspan>\u003C\u002Fp>\n\n        \u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:110%\">\u003Cspan class=\"Egyb\">\u003Cspan style=\"font-size:12.0pt;line-height:110%;font-family:"Times New Roman",serif\">8.Circuit\n        Manager verifies\u003C\u002Fspan>\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"179\" valign=\"top\" style=\"width:134.15pt;border:solid windowtext 1.0pt;   padding:0cm .5pt 0cm .5pt;height:222.7pt\">\u003Cp class=\"Egyb0\" style=\"margin-bottom:27.0pt\">\u003Cspan class=\"Egyb\">\u003Cspan style=\"font-size:12.0pt;line-height:109%;font-family:"Times New Roman",serif\">Principal,\n        SMT, Therapists\u002F Counsellors\u002F Psychologists, Resource Person (if\n        applicable) as well as Circuit Manager\u003C\u002Fspan>\u003C\u002Fspan>\u003C\u002Fp>\n\n        \u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm\">\u003Cspan class=\"Egyb\">\u003Cspan style=\"font-size:12.0pt;line-height:109%;font-family:"Times New Roman",serif\"> \u003C\u002Fspan>\u003C\u002Fspan>\u003C\u002Fp>\n\n        \u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm\">\u003Cspan class=\"Egyb\">\u003Cspan style=\"font-size:12.0pt;line-height:109%;font-family:"Times New Roman",serif\">Principal\u003C\u002Fspan>\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n    \u003C\u002Ftr>\n  \u003C\u002Ftbody>\n\u003C\u002Ftable>\n\u003C\u002Fdiv>\n\u003C\u002Fdiv>\n\n\u003Cp>\u003Cem>NB: The activities in the Management Plan will be supplemented by other\nactivities such as development programmes, workshops, etc.\u003C\u002Fem>\u003C\u002Fp>\n\n\u003Cp>\u003Cem>Circuit manager is responsible for the appraisal processes in his\u002Fher\ncircuit as well as the verification of appraisal outcomes in schools.\u003C\u002Fem>\u003C\u002Fp>\n\n\u003Cp>\u003Cem>Therapy \u002F counselling session observations may be conducted at any time\nas part of the process to support therapists.\u003C\u002Fem>\u003C\u002Fp>\n\n\u003Ch2>GLOSSARY\u003C\u002Fh2>\n\n\u003Cp>\u003Cstrong>Annual Appraisal\u003C\u002Fstrong>\u003C\u002Fp>\n\n\u003Cp>Annual Appraisal is aimed at assessing whether the therapist’s performance\nhas complied with the required Performance Standards. It is where the\nperformance required is clearly defined in advance in order to facilitate an\nannual final finding of performance.\u003C\u002Fp>\n\n\u003Cp>\u003Cstrong>Appraisee\u003C\u002Fstrong>\u003C\u002Fp>\n\n\u003Cp>A therapist \u002F counsellor \u002F psychologist who discusses his \u002F her progress,\naims and needs with his \u002F her supervisor \u002F appraiser.\u003C\u002Fp>\n\n\u003Cp>\u003Cstrong>Appraiser\u003C\u002Fstrong>\u003C\u002Fp>\n\n\u003Cp>A supervisor who carries out a formal assessment of a therapist \u002F counsellor\n\u002F psychologist’s performance.\u003C\u002Fp>\n\n\u003Cp>\u003Cstrong>Contextual Factors\u003C\u002Fstrong>\u003C\u002Fp>\n\n\u003Cp>Contextual Factors are those factors that impact on a therapist \u002F counsellor\n\u002F psychologist’s performance, and must be mutually agreed to between a\ntherapist \u002F counsellor \u002F psychologist and his\u002Fher supervisor.\u003C\u002Fp>\n\n\u003Cp>\u003Cstrong>Criteria\u003C\u002Fstrong>\u003C\u002Fp>\n\n\u003Cp>Each Performance Standard consists of 2 to 4 criteria. These criteria form\nthe key deliverables for each performance standard and are used to evaluate the\ntherapist \u002F counsellor \u002F psychologist’s performance. The criteria describe\nthe conduct of the learners and therapist \u002F counsellor \u002F psychologist or the\nskill of the therapist \u002F counsellor \u002F psychologist related to effective\nperformance.\u003C\u002Fp>\n\n\u003Cp>\u003Cstrong>Descriptors\u003C\u002Fstrong>\u003C\u002Fp>\n\n\u003Cp>Descriptors are phrases that aid in defining and outlining the expected\nconduct for a particular criterion. The descriptors are not an all-inclusive\nlisting of conduct that might be associated with a criterion.\u003C\u002Fp>\n\n\u003Cp>\u003Cstrong>Goals\u003C\u002Fstrong>\u003C\u002Fp>\n\n\u003Cp>Goals are general statements that describe the desired outcome or purpose of\nany activity.\u003C\u002Fp>\n\n\u003Cp>\u003Cstrong>Informal Appraisal\u003C\u002Fstrong>\u003C\u002Fp>\n\n\u003Cp>Informal appraisal is aimed at assessing whether the therapist’s\nperformance is complying with the required performance standards. Evidence from\ntherapy\u002Fcounselling assessments, intervention plans, progress notes and PDP are\ntaken into account and support is provided, where necessary, by the supervisor\nand \u002F or district\u002Fprovincial therapist \u002F counsellor \u002F psychologist. It is\nformative and emphasizes continuous improvement.\u003C\u002Fp>\n\n\u003Cp>\u003Cstrong>Intervention Programme\u003C\u002Fstrong>\u003C\u002Fp>\n\n\u003Cp>A specific therapeutic \u002F counselling plan compiled by the therapist \u002F\ncounsellor \u002F psychologist based on the developmental needs of individual\nlearners.\u003C\u002Fp>\n\n\u003Cp>Mid-year Appraisal\u003C\u002Fp>\n\n\u003Cp>Mid-year Appraisal is aimed at assessing whether the therapist’s\nperformance has complied with the required performance standards. It is where\nthe performance required is clearly defined in advance in order to facilitate a\nmid-year finding of performance and identify areas in which a therapist \u002F\ncounsellor\u002F psychologist’s performance can improve.\u003C\u002Fp>\n\n\u003Cp>\u003Cstrong>Objectives\u003C\u002Fstrong>\u003C\u002Fp>\n\n\u003Cp>Objectives are statements that concretely and specifically describe a result\nto be achieved.\u003C\u002Fp>\n\n\u003Cp>They serve as a basis for:\u003C\u002Fp>\n\n\u003Cp>•Clarifying intentions;\u003C\u002Fp>\n\n\u003Cp>•Planning\u003C\u002Fp>\n\n\u003Cp>•Guiding activity towards a desired result, and\u003C\u002Fp>\n\n\u003Cp>•Assessing achievement\u003C\u002Fp>\n\n\u003Cp>\u003Cstrong>Outcome\u003C\u002Fstrong>\u003C\u002Fp>\n\n\u003Cp>An outcome is the consequence of achieving specific objectives. It is\nassessed in terms of goals and impact on the achievement of goals. It describes\nwhat changed as a result of effort.\u003C\u002Fp>\n\n\u003Cp>\u003Cstrong>Performance Criteria\u003C\u002Fstrong>\u003C\u002Fp>\n\n\u003Cp>Performance Criteria are those factors, characteristics or standards that\nwill be used to describe and assess effective performance.\u003C\u002Fp>\n\n\u003Cp>They may be general, such as key performance areas, or they may be very\ndetailed and specific such as measurable targets.\u003C\u002Fp>\n\n\u003Cp>\u003Cstrong>Performance Measurement (PM)\u003C\u002Fstrong>\u003C\u002Fp>\n\n\u003Cp>Performance Measurement is the mid-year\u002Fannual process of appraising\nperformance. It is:\u003C\u002Fp>\n\n\u003Cp>•Part of a larger process of linking individual performance management and\ndevelopment to organizational goals;\u003C\u002Fp>\n\n\u003Cp>•It is only one aspect of managing and developing the performance of\nindividuals;\u003C\u002Fp>\n\n\u003Cp>•A cyclic and recurring process aimed primarily at performance improvement\nthrough ongoing learning and development.\u003C\u002Fp>\n\n\u003Cp>\u003Cstrong>Performance Standards (PS)\u003C\u002Fstrong>\u003C\u002Fp>\n\n\u003Cp>Performance Standards are agreed criteria to describe how well work must be\ndone. They clarify the key performance areas of a job by describing what\n“working well” means. \u003C\u002Fp>\n\n\u003Cp>\u003Cstrong>Pre-appraisal discussion\u003C\u002Fstrong>\u003C\u002Fp>\n\n\u003Cp>The interaction between an appraiser and the appraisee prior to a therapy \u002F\ncounselling session observation or performance appraisal during which the\npurpose, performance standards, criteria, procedures and processes are\ndiscussed.\u003C\u002Fp>\n\n\u003Cp>\u003Cstrong>Post- Appraisal Discussion\u003C\u002Fstrong>\u003C\u002Fp>\n\n\u003Cp>A collaborative conference between a SMT member \u002F appraiser and the\ntherapist \u002F counsellor \u002F psychologist during which feedback on the therapist \u002F\ncounsellor \u002F psychologist’s performance is provided.\u003C\u002Fp>\n\n\u003Cp>\u003Cstrong>Rating Scale\u003C\u002Fstrong>\u003C\u002Fp>\n\n\u003Cp>A rating scale is a standard scale for rating a therapist \u002F counsellor \u002F\npsychologist’s performance in relation to specific categories of\nperformance.\u003C\u002Fp>\n\n\u003Cp>\u003Cstrong>School Management Plan\u003C\u002Fstrong>\u003C\u002Fp>\n\n\u003Cp>The school’s annual plan of action facilitated and developed by the SMT\nfor activities to be completed within stipulated timeframes.\u003C\u002Fp>\n\n\u003Cp>\u003Cstrong>Score\u003C\u002Fstrong>\u003C\u002Fp>\n\n\u003Cp>The total points allocated to each performance standard.\u003C\u002Fp>\n\n\u003Cp>\u003Cstrong>School Management Team (SMT)\u003C\u002Fstrong>\u003C\u002Fp>\n\n\u003Cp>For purposes of QMS it consists of the principal, the deputy principal and\ndepartmental heads (Education Specialists).\u003C\u002Fp>\n\n\u003Cp>\u003Cstrong>Supervisor\u003C\u002Fstrong>\u003C\u002Fp>\n\n\u003Cp>A supervisor is a school-based Chief Education Therapist \u002F Counsellor \u002F\nPsychologist who is responsible for overseeing, guiding and appraising the\ntherapist \u002F counsellor \u002F psychologist on his\u002Fher job performance. In the\nabsence of the school-based Chief Education Therapist \u002F Counsellor this\nfunction may also be fulfilled by the Principal in conjunction with a Therapist\n\u002F Counsellor \u002F Psychologist (of the next level) from the District or Provincial\noffice.\u003C\u002Fp>\n\n\u003Cp>The supervisor of the school-based Chief Education Therapist \u002F Counsellor is\nthe Principal in conjunction with a Therapist \u002F Counsellor \u002F Psychologist (of\nthe next level) from the District or Provincial office.\u003C\u002Fp>\n\n\u003Cp>\u003Cstrong>Work-plan\u003C\u002Fstrong>\u003C\u002Fp>\n\n\u003Cp>A document that outlines what activities will be undertaken by an employee\nwithin a particular year, as well as setting specific targets that need to be\nachieved. \u003C\u002Fp>\n\n\u003Ch2>ABBREVIATIONS\u003C\u002Fh2>\n\n\u003Cp>CAPS: Curriculum Assessment Policy Statements\u003C\u002Fp>\n\n\u003Cp>DBST: District-based Support Team\u003C\u002Fp>\n\n\u003Cp>ELRC: Education Labour Relations Council\u003C\u002Fp>\n\n\u003Cp>HPCSA: Health Professional Council of South Africa\u003C\u002Fp>\n\n\u003Cp>ISPFTED: Integrated Strategic Planning Framework for Teacher Education and\nDevelopment\u003C\u002Fp>\n\n\u003Cp>TCSOI: Therapy \u002F Counselling Session Observation Instrument\u003C\u002Fp>\n\n\u003Cp>QMS: Quality Management System for school based therapists\u003C\u002Fp>\n\n\u003Cp>PLC: Professional Learning Communities\u003C\u002Fp>\n\n\u003Cp>PS: Performance Standard\u003C\u002Fp>\n\n\u003Cp>PM: Performance Measurement\u003C\u002Fp>\n\n\u003Cp>POPIA: Protection of Personal Information Act\u003C\u002Fp>\n\n\u003Cp>QMSQuality Management System\u003C\u002Fp>\n\n\u003Cp>SACE: South African Council of Educators\u003C\u002Fp>\n\n\u003Cp>SIASScreening, Identification, Assessment and Support\u003C\u002Fp>\n\n\u003Ch2>SECTION B QMS APPRAISAL INSTRUMENTS FOR EDUCATION THERAPISTS \u002F COUNSELLORS\n\u002F PSYCHOLOGISTS\u003C\u002Fh2>\n\n\u003Ch3>1.INTRODUCTION\u003C\u002Fh3>\n\n\u003Cp>1.1The Performance Appraisal of a therapist \u002F counsellor \u002F psychologist must\nbe conducted twice during the year, using the approved instrument provided in\nthis section.\u003C\u002Fp>\n\n\u003Cp>1.2The two appraisals are conducted as follows:\u003C\u002Fp>\n\n\u003Cp>•Mid-year, and\u003C\u002Fp>\n\n\u003Cp>•Annually\u003C\u002Fp>\n\n\u003Ch3>2.THE INSTRUMENT\u003C\u002Fh3>\n\n\u003Cp>2.1The QMS instrument (Annexure A1) must be completed for each Education\nTherapist \u002F Counsellor \u002F Psychologist.\u003C\u002Fp>\n\n\u003Cp>2.2The instrument should also be used for purposes of self-appraisal, the\nmid-year appraisal and final appraisal.\u003C\u002Fp>\n\n\u003Cp>2.3The instrument consists of 5 Performance Standards.\u003C\u002Fp>\n\n\u003Cp>2.4The Performance Standards in the instrument form the core elements of the\njob description for therapists \u002F counsellors \u002F psychologists.\u003C\u002Fp>\n\n\u003Cp>2.5The criteria form the key deliverables for each Performance Standard.\u003C\u002Fp>\n\n\u003Cp>2.6The desired outcome\u002Fkey objective of each criteria has been pegged with a\nmaximum rating of 4.\u003C\u002Fp>\n\n\u003Cp>2.7When completing the instrument, the appraiser\u002Fsupervisor must use the key\ndescriptors for ratings that range from 1-4.\u003C\u002Fp>\n\n\u003Cp>2.8A rating that is less than the desired outcome will be influenced by the\nfollowing factors:\u003C\u002Fp>\n\n\u003Cp>•There is no or insufficient evidence of a particular desired activity;\u003C\u002Fp>\n\n\u003Cp>•The desired activity is infrequent;\u003C\u002Fp>\n\n\u003Cp>•The desired activity is frequent but of poorer quality than desired;\u003C\u002Fp>\n\n\u003Cp>•The desired activity is infrequent and of poor quality, and\u003C\u002Fp>\n\n\u003Cp>•The desired activity may be frequent and of reasonable quality but is\nimpacted by a negative attitude\u003C\u002Fp>\n\n\u003Ch3>3.PERFORMANCE STANDARDS\u003C\u002Fh3>\n\n\u003Cp>Table 1 below shows the Performance Standards, the criteria and the desired\noutcome for education therapists, counsellors and psychologists.\u003C\u002Fp>\n\n\u003Cp>\u003C\u002Fp>\n\n\u003Cdiv class=\"WordSection1\">\n\n\u003Cdiv align=\"center\">\n\n\u003Ctable class=\"MsoNormalTable\" border=\"0\" cellspacing=\"0\" cellpadding=\"0\" style=\"border-collapse:collapse\">\n  \u003Ctbody>\n    \u003Ctr style=\"height:25.7pt\">\n      \u003Ctd width=\"153\" valign=\"top\" style=\"width:114.7pt;border-top:solid windowtext 1.0pt;   border-left:solid windowtext 1.0pt;border-bottom:none;border-right:none;   padding:0cm .5pt 0cm .5pt;height:25.7pt\">\u003Cp class=\"Egyb0\" align=\"center\" style=\"margin-bottom:0cm;text-align:center;   line-height:107%\">\u003Cspan class=\"Egyb\">\u003Cb>\u003Cspan style=\"font-size:10.0pt;   line-height:107%\">Performance\n        Standard\u003C\u002Fspan>\u003C\u002Fb>\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"159\" style=\"width:119.4pt;border-top:solid windowtext 1.0pt;   border-left:solid windowtext 1.0pt;border-bottom:none;border-right:none;   padding:0cm .5pt 0cm .5pt;height:25.7pt\">\u003Cp class=\"Egyb0\" align=\"center\" style=\"margin-bottom:0cm;text-align:center;   line-height:normal\">\u003Cspan class=\"Egyb\">\u003Cb>\u003Cspan style=\"font-size:10.0pt\">Criteria\u003C\u002Fspan>\u003C\u002Fb>\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"367\" colspan=\"2\" style=\"width:275.5pt;border:solid windowtext 1.0pt;   border-bottom:none;padding:0cm .5pt 0cm .5pt;height:25.7pt\">\u003Cp class=\"Egyb0\" align=\"center\" style=\"margin-bottom:0cm;text-align:center;   line-height:normal\">\u003Cspan class=\"Egyb\">\u003Cb>\u003Cspan style=\"font-size:10.0pt\">The desired\n        outcome\u003C\u002Fspan>\u003C\u002Fb>\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n    \u003C\u002Ftr>\n    \u003Ctr style=\"height:51.35pt\">\n      \u003Ctd width=\"153\" rowspan=\"2\" valign=\"top\" style=\"width:114.7pt;border-top:solid windowtext 1.0pt;   border-left:solid windowtext 1.0pt;border-bottom:none;border-right:none;   padding:0cm .5pt 0cm .5pt;height:51.35pt\">\u003Cp class=\"Egyb0\" style=\"margin-top:0cm;margin-right:0cm;margin-bottom:0cm;   margin-left:18.0pt;text-indent:-11.0pt;line-height:normal\">\u003Cspan class=\"Egyb\">1. Creation of a positive therapeutic \u002F counselling\n        environment\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"159\" valign=\"top\" style=\"width:119.4pt;border-top:solid windowtext 1.0pt;   border-left:solid windowtext 1.0pt;border-bottom:none;border-right:none;   padding:0cm .5pt 0cm .5pt;height:51.35pt\">\u003Cp class=\"Egyb0\" style=\"margin-top:0cm;margin-right:0cm;margin-bottom:0cm;   margin-left:21.0pt;text-indent:-21.0pt;line-height:normal\">\u003Cspan class=\"Egyb\">1) Therapeutic\u002F counselling environment\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"367\" colspan=\"2\" valign=\"bottom\" style=\"width:275.5pt;border:solid windowtext 1.0pt;   border-bottom:none;padding:0cm .5pt 0cm .5pt;height:51.35pt\">\u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:normal\">\u003Cspan class=\"Egyb\">The use of a therapeutic \u002F counselling environment enables\n        learners to be productively engaged in individual and cooperative\n        therapeutic \u002F counselling experiences.\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n    \u003C\u002Ftr>\n    \u003Ctr style=\"height:63.6pt\">\n      \u003Ctd width=\"159\" valign=\"top\" style=\"width:119.4pt;border-top:solid windowtext 1.0pt;   border-left:solid windowtext 1.0pt;border-bottom:none;border-right:none;   padding:0cm .5pt 0cm .5pt;height:63.6pt\">\u003Cp class=\"Egyb0\" style=\"margin-top:0cm;margin-right:0cm;margin-bottom:0cm;   margin-left:21.0pt;text-indent:-21.0pt;line-height:normal\">\u003Cspan class=\"Egyb\">2) Management of therapeutic \u002F counselling\n        environment\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"367\" colspan=\"2\" valign=\"top\" style=\"width:275.5pt;border:solid windowtext 1.0pt;   border-bottom:none;padding:0cm .5pt 0cm .5pt;height:63.6pt\">\u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:normal\">\u003Cspan class=\"Egyb\">Time and available resources are managed to create an\n        optimal therapeutic \u002F counselling environment in which learners can\n        achieve individualized therapy \u002F counselling goals.\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n    \u003C\u002Ftr>\n    \u003Ctr style=\"height:85.45pt\">\n      \u003Ctd width=\"153\" rowspan=\"4\" valign=\"top\" style=\"width:114.7pt;border-top:solid windowtext 1.0pt;   border-left:solid windowtext 1.0pt;border-bottom:none;border-right:none;   padding:0cm .5pt 0cm .5pt;height:85.45pt\">\u003Cp class=\"Egyb0\" style=\"margin-top:0cm;margin-right:0cm;margin-bottom:0cm;   margin-left:18.0pt;text-indent:-11.0pt;line-height:normal\">\u003Cspan class=\"Egyb\">2. Knowledge of field of practice to support therapy \u002F\n        counselling planning, interventions and record keeping.\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"159\" valign=\"top\" style=\"width:119.4pt;border-top:solid windowtext 1.0pt;   border-left:solid windowtext 1.0pt;border-bottom:none;border-right:none;   padding:0cm .5pt 0cm .5pt;height:85.45pt\">\u003Cp class=\"Egyb0\" style=\"margin-top:0cm;margin-right:0cm;margin-bottom:0cm;   margin-left:26.0pt;text-indent:-26.0pt;line-height:normal\">\u003Cspan class=\"Egyb\">1) Knowledge of field of practice\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"367\" colspan=\"2\" valign=\"top\" style=\"width:275.5pt;border:solid windowtext 1.0pt;   border-bottom:none;padding:0cm .5pt 0cm .5pt;height:85.45pt\">\u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:normal\">\u003Cspan class=\"Egyb\">Applies, integrates and aligns scope of practice as\n        determined by the HPCSA with CAPS, SIAS, White Paper 6 and other\n        relevant policies (e.g. Action Step Model, Guidelines for Inclusive\n        Schools\u002FFull Service Schools, Guidelines for Special Schools as\n        Resource Centers)\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n    \u003C\u002Ftr>\n    \u003Ctr style=\"height:38.15pt\">\n      \u003Ctd width=\"159\" valign=\"top\" style=\"width:119.4pt;border-top:solid windowtext 1.0pt;   border-left:solid windowtext 1.0pt;border-bottom:none;border-right:none;   padding:0cm .5pt 0cm .5pt;height:38.15pt\">\u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:normal\">\u003Cspan class=\"Egyb\">2) Therapy \u002F Counselling Planning\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"367\" colspan=\"2\" valign=\"bottom\" style=\"width:275.5pt;border:solid windowtext 1.0pt;   border-bottom:none;padding:0cm .5pt 0cm .5pt;height:38.15pt\">\u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:normal\">\u003Cspan class=\"Egyb\">Develops effective therapy \u002F counselling plans to\n        facilitate the attainment of therapy \u002F counselling goals in line with\n        learner’s therapeutic \u002F counselling needs.\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n    \u003C\u002Ftr>\n    \u003Ctr style=\"height:50.65pt\">\n      \u003Ctd width=\"159\" valign=\"bottom\" style=\"width:119.4pt;border-top:solid windowtext 1.0pt;   border-left:solid windowtext 1.0pt;border-bottom:none;border-right:none;   padding:0cm .5pt 0cm .5pt;height:50.65pt\">\u003Cp class=\"Egyb0\" style=\"margin-top:0cm;margin-right:0cm;margin-bottom:0cm;   margin-left:21.0pt;text-indent:-21.0pt;line-height:normal\">\u003Cspan class=\"Egyb\">3) Management of therapy \u002F counselling sessions\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"367\" colspan=\"2\" valign=\"bottom\" style=\"width:275.5pt;border:solid windowtext 1.0pt;   border-bottom:none;padding:0cm .5pt 0cm .5pt;height:50.65pt\">\u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:normal\">\u003Cspan class=\"Egyb\">Therapy \u002F counselling session in accordance with\n        therapy\u002Fcounselling goals: . activities are graded; and . time\n        management is evident\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n    \u003C\u002Ftr>\n    \u003Ctr style=\"height:53.05pt\">\n      \u003Ctd width=\"159\" valign=\"top\" style=\"width:119.4pt;border-top:solid windowtext 1.0pt;   border-left:solid windowtext 1.0pt;border-bottom:none;border-right:none;   padding:0cm .5pt 0cm .5pt;height:53.05pt\">\u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:normal\">\u003Cspan class=\"Egyb\">4) Record keeping\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"367\" colspan=\"2\" valign=\"bottom\" style=\"width:275.5pt;border:solid windowtext 1.0pt;   border-bottom:none;padding:0cm .5pt 0cm .5pt;height:53.05pt\">\u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:normal\">\u003Cspan class=\"Egyb\">Records are meticulously maintained and stored\n        to:\u003C\u002Fspan>\u003C\u002Fp>\n\n        \u003Cp class=\"Egyb0\" style=\"margin:0cm;text-indent:0cm;line-height:normal\">\u003Cspan lang=\"EN-US\" style=\"color:black\">•\u003Cspan style=\"font:7.0pt "Times New Roman"\">     \n        \u003C\u002Fspan>\u003C\u002Fspan>\u003Cspan class=\"Egyb\">provide information on the\n        intervention plan\u003C\u002Fspan>\u003C\u002Fp>\n\n        \u003Cp class=\"Egyb0\" style=\"margin:0cm;text-indent:0cm;line-height:normal\">\u003Cspan lang=\"EN-US\" style=\"color:black\">•\u003Cspan style=\"font:7.0pt "Times New Roman"\">     \n        \u003C\u002Fspan>\u003C\u002Fspan>\u003Cspan class=\"Egyb\">interventions and therapy \u002F\n        counselling progress\u003C\u002Fspan>\u003C\u002Fp>\n\n        \u003Cp class=\"Egyb0\" style=\"margin:0cm;text-indent:0cm;line-height:normal\">\u003Cspan lang=\"EN-US\" style=\"color:black\">•\u003Cspan style=\"font:7.0pt "Times New Roman"\">     \n        \u003C\u002Fspan>\u003C\u002Fspan>\u003Cspan class=\"Egyb\">maintain ethics and\n        confidentiality\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n    \u003C\u002Ftr>\n    \u003Ctr style=\"height:98.65pt\">\n      \u003Ctd width=\"153\" rowspan=\"3\" valign=\"top\" style=\"width:114.7pt;border-top:solid windowtext 1.0pt;   border-left:solid windowtext 1.0pt;border-bottom:none;border-right:none;   padding:0cm .5pt 0cm .5pt;height:98.65pt\">\u003Cp class=\"Egyb0\" style=\"margin-top:0cm;margin-right:0cm;margin-bottom:0cm;   margin-left:18.0pt;text-indent:-11.0pt;line-height:normal\">\u003Cspan class=\"Egyb\">3. Learner assessment, progress and development\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"159\" valign=\"top\" style=\"width:119.4pt;border-top:solid windowtext 1.0pt;   border-left:solid windowtext 1.0pt;border-bottom:none;border-right:none;   padding:0cm .5pt 0cm .5pt;height:98.65pt\">\u003Cp class=\"Egyb0\" style=\"margin-top:0cm;margin-right:0cm;margin-bottom:0cm;   margin-left:21.0pt;text-indent:-21.0pt;line-height:normal\">\u003Cspan class=\"Egyb\">1) Feedback to learners and stakeholders\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"367\" colspan=\"2\" valign=\"top\" style=\"width:275.5pt;border:solid windowtext 1.0pt;   border-bottom:none;padding:0cm .5pt 0cm .5pt;height:98.65pt\">\u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:normal\">\u003Cspan class=\"Egyb\">Provides appropriate feedback to relevant stakeholders\n        using a variety of strategies. Feedback is provided regularly and\n        appropriately recorded.\u003C\u002Fspan>\u003C\u002Fp>\n\n        \u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:normal\">\u003Cspan class=\"Egyb\">Uses therapeutic \u002F counselling methods that instill\n        confidence in learners to achieve intended therapeutic \u002F counselling\n        goals\u002Foutcomes.\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n    \u003C\u002Ftr>\n    \u003Ctr style=\"height:63.85pt\">\n      \u003Ctd width=\"159\" valign=\"bottom\" style=\"width:119.4pt;border-top:solid windowtext 1.0pt;   border-left:solid windowtext 1.0pt;border-bottom:none;border-right:none;   padding:0cm .5pt 0cm .5pt;height:63.85pt\">\u003Cp class=\"Egyb0\" style=\"margin-top:0cm;margin-right:0cm;margin-bottom:0cm;   margin-left:21.0pt;text-indent:-21.0pt;line-height:normal\">\u003Cspan class=\"Egyb\">2) Knowledge and application of assessment techniques and\n        resources\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"367\" colspan=\"2\" valign=\"top\" style=\"width:275.5pt;border:solid windowtext 1.0pt;   border-bottom:none;padding:0cm .5pt 0cm .5pt;height:63.85pt\">\u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:normal\">\u003Cspan class=\"Egyb\">Knows and uses a range of assessment techniques and\n        resources creatively.\u003C\u002Fspan>\u003C\u002Fp>\n\n        \u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:normal\">\u003Cspan class=\"Egyb\">Continues to optimize learner progress and\n        development.\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n    \u003C\u002Ftr>\n    \u003Ctr style=\"height:86.15pt\">\n      \u003Ctd width=\"159\" valign=\"top\" style=\"width:119.4pt;border-top:solid windowtext 1.0pt;   border-left:solid windowtext 1.0pt;border-bottom:none;border-right:none;   padding:0cm .5pt 0cm .5pt;height:86.15pt\">\u003Cp class=\"Egyb0\" style=\"margin-top:0cm;margin-right:0cm;margin-bottom:0cm;   margin-left:21.0pt;text-indent:-21.0pt;line-height:normal\">\u003Cspan class=\"Egyb\">3) Learner progress and development\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"367\" colspan=\"2\" valign=\"top\" style=\"width:275.5pt;border:solid windowtext 1.0pt;   border-bottom:none;padding:0cm .5pt 0cm .5pt;height:86.15pt\">\u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:normal\">\u003Cspan class=\"Egyb\">Learners achieve therapeutic \u002F counselling goals\u002Foutcomes\n        in terms of individual potential. Notes on learner progress are up to\n        date and progress is noted on every therapy \u002F counselling\n        session\u003C\u002Fspan>\u003C\u002Fp>\n\n        \u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:normal\">\u003Cspan class=\"Egyb\">Progress notes are kept safe in learner files.\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n    \u003C\u002Ftr>\n    \u003Ctr style=\"height:39.6pt\">\n      \u003Ctd width=\"153\" valign=\"bottom\" style=\"width:114.7pt;border:solid windowtext 1.0pt;   border-right:none;padding:0cm .5pt 0cm .5pt;height:39.6pt\">\u003Cp class=\"Egyb0\" style=\"margin-top:0cm;margin-right:0cm;margin-bottom:0cm;   margin-left:18.0pt;text-indent:-18.0pt;line-height:normal\">\u003Cspan class=\"Egyb\">4. Professional Development and Conduct\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"159\" valign=\"top\" style=\"width:119.4pt;border:solid windowtext 1.0pt;   border-right:none;padding:0cm .5pt 0cm .5pt;height:39.6pt\">\u003Cp class=\"Egyb0\" align=\"center\" style=\"margin-bottom:0cm;text-align:center;   line-height:normal\">\u003Cspan class=\"Egyb\">1) Participation in Continuous\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"367\" colspan=\"2\" valign=\"bottom\" style=\"width:275.5pt;border:solid windowtext 1.0pt;   padding:0cm .5pt 0cm .5pt;height:39.6pt\">\u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:110%\">\u003Cspan class=\"Egyb\">Participates fully and takes a role in initiating and\n        delivering professional development activities. \u003C\u002Fspan>\u003Cspan class=\"Egyb\">\u003Ci>\u003Cspan style=\"font-size:10.0pt;   line-height:110%\">, b\n        \u002FIt\u003C\u002Fspan>\u003C\u002Fi>\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n    \u003C\u002Ftr>\n    \u003Ctr style=\"height:26.15pt\">\n      \u003Ctd width=\"153\" rowspan=\"2\" valign=\"top\" style=\"width:114.7pt;border:none;   border-left:solid windowtext 1.0pt;padding:0cm .5pt 0cm .5pt;height:26.15pt\">\u003Ca name=\"_Hlk194496342\" id=\"_Hlk194496342\">\u003C\u002Fa> \n\n        \u003Cp class=\"MsoNormal\">\u003Cspan lang=\"EN-US\" style=\"font-size:5.0pt\"> \u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"159\" valign=\"bottom\" style=\"width:119.4pt;border:none;border-left:   solid windowtext 1.0pt;padding:0cm .5pt 0cm .5pt;height:26.15pt\">\u003Cp class=\"Egyb0\" style=\"margin-top:0cm;margin-right:0cm;margin-bottom:0cm;   margin-left:22.0pt;line-height:normal\">\u003Cspan class=\"Egyb\">professional development\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"364\" valign=\"top\" style=\"width:272.75pt;border-top:none;border-left:   solid windowtext 1.0pt;border-bottom:none;border-right:solid windowtext 1.0pt;   padding:0cm .5pt 0cm .5pt;height:26.15pt\">\u003Cp class=\"MsoNormal\">\u003Cspan lang=\"EN-US\" style=\"font-size:5.0pt\"> \u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd style=\"border:none;padding:0cm 0cm 0cm 0cm\" width=\"4\">\u003Cp class=\"MsoNormal\"> \u003C\u002Fp>\n      \u003C\u002Ftd>\n    \u003C\u002Ftr>\n    \u003Ctr style=\"height:38.15pt\">\n      \u003Ctd width=\"159\" valign=\"top\" style=\"width:119.4pt;border-top:solid windowtext 1.0pt;   border-left:solid windowtext 1.0pt;border-bottom:none;border-right:none;   padding:0cm .5pt 0cm .5pt;height:38.15pt\">\u003Cp class=\"Egyb0\" align=\"center\" style=\"margin-bottom:0cm;text-align:center;   line-height:normal\">\u003Cspan class=\"Egyb\">2) Professional Conduct\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"364\" valign=\"bottom\" style=\"width:272.75pt;border:solid windowtext 1.0pt;   border-bottom:none;padding:0cm .5pt 0cm .5pt;height:38.15pt\">\u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:normal\">\u003Cspan class=\"Egyb\">Conduct is ethical and professional and truly displays the\n        purpose and intent of the HPCSA \u002F SAGE code of professional\n        ethics.\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd style=\"border:none;padding:0cm 0cm 0cm 0cm\" width=\"4\">\u003Cp class=\"MsoNormal\"> \u003C\u002Fp>\n      \u003C\u002Ftd>\n    \u003C\u002Ftr>\n    \u003Ctr style=\"height:102.95pt\">\n      \u003Ctd width=\"153\" valign=\"top\" style=\"width:114.7pt;border:solid windowtext 1.0pt;   border-right:none;padding:0cm .5pt 0cm .5pt;height:102.95pt\">\u003Cp class=\"Egyb0\" style=\"margin-top:0cm;margin-right:0cm;margin-bottom:0cm;   margin-left:18.0pt;text-indent:-18.0pt;line-height:normal\">\u003Cspan class=\"Egyb\">5. Participation in inter-intra-sectoral network and\n        collaboration and\u002For extra-mural and co-curricular\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"159\" valign=\"top\" style=\"width:119.4pt;border:solid windowtext 1.0pt;   border-right:none;padding:0cm .5pt 0cm .5pt;height:102.95pt\">\u003Cp class=\"Egyb0\" style=\"margin-top:0cm;margin-right:0cm;margin-bottom:0cm;   margin-left:22.0pt;text-indent:-22.0pt;line-height:normal\">\u003Cspan class=\"Egyb\">1) Participation in inter-intra-sectoral network and\n        collaboration and\u002For extramural and co- curricular activities\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"364\" valign=\"top\" style=\"width:272.75pt;border:solid windowtext 1.0pt;   padding:0cm .5pt 0cm .5pt;height:102.95pt\">\u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:normal\">\u003Cspan class=\"Egyb\">Networks with relevant stakeholders and encourages\n        development of extra-mural or co-curricular activities. Engages in\n        outreach programmes and collaboration within the school and across\n        surrounding schools.\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd style=\"border:none;padding:0cm 0cm 0cm 0cm\" width=\"4\">\u003Cp class=\"MsoNormal\"> \u003C\u002Fp>\n      \u003C\u002Ftd>\n    \u003C\u002Ftr>\n  \u003C\u002Ftbody>\n\u003C\u002Ftable>\n\u003C\u002Fdiv>\n\n\u003Ch3> 4. Rating Scale, Descriptor, scores and percentages\u003C\u002Fh3>\n\n\u003Cp class=\"MsoNormal\">\u003Cspan lang=\"EN-US\">\u003C\u002Fspan>\u003Cspan lang=\"EN-US\">4.1 Education\nTherapists\u003C\u002Fspan>\u003C\u002Fp>\n\n\u003Cp class=\"MsoNormal\">\u003Cspan lang=\"EN-US\">A 4-point rating scale is used when\ncompleting the instrument.\u003C\u002Fspan>\u003C\u002Fp>\n\n\u003Cp class=\"MsoNormal\">\u003Cspan lang=\"EN-US\">\u003C\u002Fspan>\u003C\u002Fp>\n\n\u003Cdiv class=\"WordSection1\">\n\n\u003Cdiv align=\"center\">\n\n\u003Ctable class=\"MsoNormalTable\" border=\"0\" cellspacing=\"0\" cellpadding=\"0\" style=\"border-collapse:collapse\">\n  \u003Ctbody>\n    \u003Ctr style=\"height:47.3pt\">\n      \u003Ctd width=\"80\" style=\"width:60.0pt;border-top:solid windowtext 1.0pt;   border-left:solid windowtext 1.0pt;border-bottom:none;border-right:none;   padding:0cm .5pt 0cm .5pt;height:47.3pt\">\u003Cp class=\"Egyb0\" align=\"center\" style=\"margin-bottom:0cm;text-align:center;   line-height:normal\">\u003Cspan class=\"Egyb\">\u003Cb>\u003Cspan style=\"font-size:10.0pt\">RATING\u003C\u002Fspan>\u003C\u002Fb>\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"362\" style=\"width:271.7pt;border-top:solid windowtext 1.0pt;   border-left:solid windowtext 1.0pt;border-bottom:none;border-right:none;   padding:0cm .5pt 0cm .5pt;height:47.3pt\">\u003Cp class=\"Egyb0\" align=\"center\" style=\"margin-bottom:0cm;text-align:center;   line-height:normal\">\u003Cspan class=\"Egyb\">\u003Cb>\u003Cspan style=\"font-size:10.0pt\">DESCRIPTOR\u003C\u002Fspan>\u003C\u002Fb>\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"110\" valign=\"bottom\" style=\"width:82.3pt;border-top:solid windowtext 1.0pt;   border-left:solid windowtext 1.0pt;border-bottom:none;border-right:none;   padding:0cm .5pt 0cm .5pt;height:47.3pt\">\u003Cp class=\"Egyb0\" align=\"center\" style=\"margin-bottom:0cm;text-align:center;   line-height:105%\">\u003Cspan class=\"Egyb\">\u003Cb>\u003Ci>\u003Cspan style=\"font-size:9.5pt;   line-height:105%\">SCORE (Maximum Score =\n        152)\u003C\u002Fspan>\u003C\u002Fi>\u003C\u002Fb>\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"108\" style=\"width:80.9pt;border:solid windowtext 1.0pt;border-bottom:   none;padding:0cm .5pt 0cm .5pt;height:47.3pt\">\u003Cp class=\"Egyb0\" align=\"center\" style=\"margin-bottom:0cm;text-align:center;   line-height:normal\">\u003Cspan class=\"Egyb\">\u003Cb>\u003Ci>\u003Cspan style=\"font-size:9.5pt\">PERCENTAGE\u003C\u002Fspan>\u003C\u002Fi>\u003C\u002Fb>\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n    \u003C\u002Ftr>\n    \u003Ctr style=\"height:34.55pt\">\n      \u003Ctd width=\"80\" valign=\"top\" style=\"width:60.0pt;border-top:solid windowtext 1.0pt;   border-left:solid windowtext 1.0pt;border-bottom:none;border-right:none;   padding:0cm .5pt 0cm .5pt;height:34.55pt\">\u003Cp class=\"Egyb0\" align=\"center\" style=\"margin-bottom:0cm;text-align:center;   line-height:normal\">\u003Cspan class=\"Egyb\">\u003Cb>\u003Cspan style=\"font-size:10.0pt\">1\u003C\u002Fspan>\u003C\u002Fb>\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"362\" valign=\"bottom\" style=\"width:271.7pt;border-top:solid windowtext 1.0pt;   border-left:solid windowtext 1.0pt;border-bottom:none;border-right:none;   padding:0cm .5pt 0cm .5pt;height:34.55pt\">\u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:normal\">\u003Cspan class=\"Egyb\">\u003Cb>\u003Cspan style=\"font-size:10.0pt\">Unacceptable:\n        \u003C\u002Fspan>\u003C\u002Fb>\u003C\u002Fspan>\u003Cspan class=\"Egyb\">\u003Cspan style=\"font-size:10.0pt\">The\n        level of performance does not meet minimum expectations and requires\n        urgent intervention and support\u003C\u002Fspan>\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"110\" style=\"width:82.3pt;border-top:solid windowtext 1.0pt;   border-left:solid windowtext 1.0pt;border-bottom:none;border-right:none;   padding:0cm .5pt 0cm .5pt;height:34.55pt\">\u003Cp class=\"Egyb0\" style=\"margin-top:0cm;margin-right:0cm;margin-bottom:0cm;   margin-left:36.0pt;line-height:normal\">\u003Cspan class=\"Egyb\">\u003Cb>\u003Ci>\u003Cspan style=\"font-size:9.5pt\">0-75\u003C\u002Fspan>\u003C\u002Fi>\u003C\u002Fb>\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"108\" style=\"width:80.9pt;border:solid windowtext 1.0pt;border-bottom:   none;padding:0cm .5pt 0cm .5pt;height:34.55pt\">\u003Cp class=\"Egyb0\" align=\"center\" style=\"margin-bottom:0cm;text-align:center;   line-height:normal\">\u003Cspan class=\"Egyb\">\u003Cb>\u003Ci>\u003Cspan style=\"font-size:9.5pt\">0% -\n        49%\u003C\u002Fspan>\u003C\u002Fi>\u003C\u002Fb>\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n    \u003C\u002Ftr>\n    \u003Ctr style=\"height:46.3pt\">\n      \u003Ctd width=\"80\" valign=\"top\" style=\"width:60.0pt;border-top:solid windowtext 1.0pt;   border-left:solid windowtext 1.0pt;border-bottom:none;border-right:none;   padding:0cm .5pt 0cm .5pt;height:46.3pt\">\u003Cp class=\"Egyb0\" align=\"center\" style=\"margin-bottom:0cm;text-align:center;   line-height:normal\">\u003Cspan class=\"Egyb\">\u003Cb>\u003Cspan style=\"font-size:10.0pt\">2\u003C\u002Fspan>\u003C\u002Fb>\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"362\" valign=\"bottom\" style=\"width:271.7pt;border-top:solid windowtext 1.0pt;   border-left:solid windowtext 1.0pt;border-bottom:none;border-right:none;   padding:0cm .5pt 0cm .5pt;height:46.3pt\">\u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:normal\">\u003Cspan class=\"Egyb\">\u003Cb>\u003Cspan style=\"font-size:10.0pt\">Acceptable:\n        \u003C\u002Fspan>\u003C\u002Fb>\u003C\u002Fspan>\u003Cspan class=\"Egyb\">\u003Cspan style=\"font-size:10.0pt\">Satisfies minimum expectations. The level of\n        performance is acceptable and is in line with the minimum expectations,\n        but development and support are still required\u003C\u002Fspan>\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"110\" style=\"width:82.3pt;border-top:solid windowtext 1.0pt;   border-left:solid windowtext 1.0pt;border-bottom:none;border-right:none;   padding:0cm .5pt 0cm .5pt;height:46.3pt\">\u003Cp class=\"Egyb0\" align=\"center\" style=\"margin-bottom:0cm;text-align:center;   line-height:normal\">\u003Cspan class=\"Egyb\">\u003Cb>\u003Ci>\u003Cspan style=\"font-size:9.5pt\">76 -\n        105\u003C\u002Fspan>\u003C\u002Fi>\u003C\u002Fb>\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"108\" style=\"width:80.9pt;border:solid windowtext 1.0pt;border-bottom:   none;padding:0cm .5pt 0cm .5pt;height:46.3pt\">\u003Cp class=\"Egyb0\" align=\"center\" style=\"margin-bottom:0cm;text-align:center;   line-height:normal\">\u003Cspan class=\"Egyb\">\u003Cb>\u003Ci>\u003Cspan style=\"font-size:9.5pt\">50% -\n        69%\u003C\u002Fspan>\u003C\u002Fi>\u003C\u002Fb>\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n    \u003C\u002Ftr>\n    \u003Ctr style=\"height:23.5pt\">\n      \u003Ctd width=\"80\" valign=\"top\" style=\"width:60.0pt;border-top:solid windowtext 1.0pt;   border-left:solid windowtext 1.0pt;border-bottom:none;border-right:none;   padding:0cm .5pt 0cm .5pt;height:23.5pt\">\u003Cp class=\"Egyb0\" align=\"center\" style=\"margin-bottom:0cm;text-align:center;   line-height:normal\">\u003Cspan class=\"Egyb\">\u003Cb>\u003Cspan style=\"font-size:10.0pt\">3\u003C\u002Fspan>\u003C\u002Fb>\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"362\" valign=\"bottom\" style=\"width:271.7pt;border-top:solid windowtext 1.0pt;   border-left:solid windowtext 1.0pt;border-bottom:none;border-right:none;   padding:0cm .5pt 0cm .5pt;height:23.5pt\">\u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:normal\">\u003Cspan class=\"Egyb\">\u003Cb>\u003Cspan style=\"font-size:10.0pt\">Good:\n        \u003C\u002Fspan>\u003C\u002Fb>\u003C\u002Fspan>\u003Cspan class=\"Egyb\">\u003Cspan style=\"font-size:10.0pt\">Performance meets expectations, but some areas\n        are still in need of development and support\u003C\u002Fspan>\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"110\" style=\"width:82.3pt;border-top:solid windowtext 1.0pt;   border-left:solid windowtext 1.0pt;border-bottom:none;border-right:none;   padding:0cm .5pt 0cm .5pt;height:23.5pt\">\u003Cp class=\"Egyb0\" align=\"center\" style=\"margin-bottom:0cm;text-align:center;   line-height:normal\">\u003Cspan class=\"Egyb\">\u003Cb>\u003Ci>\u003Cspan style=\"font-size:9.5pt\">106 -\n        128\u003C\u002Fspan>\u003C\u002Fi>\u003C\u002Fb>\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"108\" style=\"width:80.9pt;border:solid windowtext 1.0pt;border-bottom:   none;padding:0cm .5pt 0cm .5pt;height:23.5pt\">\u003Cp class=\"Egyb0\" align=\"center\" style=\"margin-bottom:0cm;text-align:center;   line-height:normal\">\u003Cspan class=\"Egyb\">\u003Cb>\u003Ci>\u003Cspan style=\"font-size:9.5pt\">70% -\n        84%\u003C\u002Fspan>\u003C\u002Fi>\u003C\u002Fb>\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n    \u003C\u002Ftr>\n    \u003Ctr style=\"height:35.75pt\">\n      \u003Ctd width=\"80\" valign=\"top\" style=\"width:60.0pt;border:solid windowtext 1.0pt;   border-right:none;padding:0cm .5pt 0cm .5pt;height:35.75pt\">\u003Cp class=\"Egyb0\" align=\"center\" style=\"margin-bottom:0cm;text-align:center;   line-height:normal\">\u003Cspan class=\"Egyb\">\u003Cb>\u003Cspan style=\"font-size:10.0pt\">4\u003C\u002Fspan>\u003C\u002Fb>\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"362\" valign=\"bottom\" style=\"width:271.7pt;border:solid windowtext 1.0pt;   border-right:none;padding:0cm .5pt 0cm .5pt;height:35.75pt\">\u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:normal\">\u003Cspan class=\"Egyb\">\u003Cb>\u003Cspan style=\"font-size:10.0pt\">Outstanding:\n        \u003C\u002Fspan>\u003C\u002Fb>\u003C\u002Fspan>\u003Cspan class=\"Egyb\">\u003Cspan style=\"font-size:10.0pt\">Performance exceeds expectations. Although\n        performance is outstanding, continuous selfdevelopment and improvement\n        are advised.\u003C\u002Fspan>\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"110\" style=\"width:82.3pt;border:solid windowtext 1.0pt;border-right:   none;padding:0cm .5pt 0cm .5pt;height:35.75pt\">\u003Cp class=\"Egyb0\" align=\"center\" style=\"margin-bottom:0cm;text-align:center;   line-height:normal\">\u003Cspan class=\"Egyb\">\u003Cb>\u003Ci>\u003Cspan style=\"font-size:9.5pt\">129 -\n        152\u003C\u002Fspan>\u003C\u002Fi>\u003C\u002Fb>\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"108\" style=\"width:80.9pt;border:solid windowtext 1.0pt;padding:0cm .5pt 0cm .5pt;   height:35.75pt\">\u003Cp class=\"Egyb0\" align=\"center\" style=\"margin-bottom:0cm;text-align:center;   line-height:normal\">\u003Cspan class=\"Egyb\">\u003Cb>\u003Ci>\u003Cspan style=\"font-size:9.5pt\">85% -\n        100%\u003C\u002Fspan>\u003C\u002Fi>\u003C\u002Fb>\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n    \u003C\u002Ftr>\n  \u003C\u002Ftbody>\n\u003C\u002Ftable>\n\u003C\u002Fdiv>\n\n\u003Cp class=\"MsoNormal\">\u003Cspan lang=\"EN-US\"> \u003C\u002Fspan>\u003C\u002Fp>\n\u003C\u002Fdiv>\n\u003C\u002Fdiv>\n\n\n",{"cbadate_start":44,"strikes_trigger":47,"TRAINING_trigger":50,"discrimination":53},{"bindId":45,"name":46,"text":46},"cbadate_start","23 November 2022",{"bindId":48,"name":49,"text":49},"strikes_trigger","6.DISPUTE RESOLUTION",{"bindId":51,"name":52,"text":52},"TRAINING_trigger","6.3Advocacy, Training and Planning",{"bindId":54,"name":55,"text":56},"discrimination","•As the supervisor of the principal, he\u002F","•As the supervisor of the principal, he\u002Fshe has the responsibility to\nmanage the performance of principals in a consultative, supportive and non-\ndiscriminatory manner to enhance school efficiency and accountability;","\u003Chtml>\n\n    \u003Cdiv class=\"cobra-report\">\n\n        \u003Ch2>ZAF South African Government - 2\u003C\u002Fh2>\n\n        \u003Cdiv class=\"section general\">\n\n            \n                \u003Cdiv id=\"display-start_date\">Start date: → 2-11-23\u003C\u002Fdiv>\n            \n            \n\n            \n            \n                \u003Cdiv id=\"display-end_date\">End date: → Not specified\u003C\u002Fdiv>\n            \n\n            \u003C!-- TODO: previous CBA logic -->\n            \u003C!-- TODO: status logic -->\n\n            \n\n            \u003C!-- TODO: transnational_label, includingcountries_label, national_framework_label -->\n\n            \u003Cdiv id=\"display-SECTOR1\">\n                Name industry: → Education, research, Healthcare, caring services, social work\n            \u003C\u002Fdiv>\n\n            \u003Cdiv id=\"display-NACE2004\">\n                Name industry: → Educational support activities\n            \u003C\u002Fdiv>\n\n            \u003Cdiv id=\"display-FIRMPRI\">\n                Public\u002Fprivate sector: → In the public sector\n            \u003C\u002Fdiv>\n            \n            \u003Cdiv>Concluded by:\u003C\u002Fdiv>\n\n            \u003Cdiv id=\"display-CBA_MNCOMPA_1\">\n\n                \n                    \n                    \u003Cdiv>\n                        Name company: → \n                        South African Government\n                    \u003C\u002Fdiv>\n                \n                \u003Cdiv id=\"display-CBA_MNCOMPA_1_txt\">\u003C\u002Fdiv>\n            \u003C\u002Fdiv>\n\n            \n\n            \n\n            \u003Cdiv id=\"display-CBA_MEMTRAD4_1\">\n                Names trade unions: → \n\n                \n                    \n                    \u003Cspan>\n                        NUMSA - National Union of Metal Workers of South Africa, PEU - Professional Educators Union, NAPTOSA National Professional Teachers' Organisation of South Africa , NATU National Teachers' Union,  SAOU South African Teachers' Union\n                    \u003C\u002Fspan>\n                \n\n                \u003Cdiv id=\"display-CBA_MEMTRAD4_1_txt\">\u003C\u002Fdiv>\n            \u003C\u002Fdiv>\n\n            \n\n            \n\n        \u003C\u002Fdiv>\n\n        \n\n        \u003Cdiv class=\"section training\">\n            \u003Ch3 id=\"display-TRAINING_trigger\">TRAINING\u003C\u002Fh3>\n            \u003Cdiv id=\"display-trainingprogrammes\">Training programmes: → Yes\u003C\u002Fdiv>\n            \u003Cdiv id=\"display-apprenticeships\">Apprenticeships: → No\u003C\u002Fdiv>\n            \u003Cdiv id=\"display-trainingfund\">Employer contributes to training fund for employees: → No\u003C\u002Fdiv>\n        \u003C\u002Fdiv>\n\n        \n\n\n        \n\n        \n        \n        \u003Cdiv class=\"section gender-equality-issues\">\n            \u003Ch3 id=\"display-GENEQ_trigger\">GENDER EQUALITY ISSUES\u003C\u002Fh3>\n         \u003Cdiv id=\"display-eqpay\">Equal pay for work of equal value: → No\u003C\u002Fdiv>\n         \n         \u003Cdiv id=\"display-discrimination\">Discrimination at work clauses: → Yes\u003C\u002Fdiv>\n        \u003Cdiv id=\"display-eqpromotion\">Equal opportunities for promotion for women: → No\u003C\u002Fdiv> \n        \u003Cdiv id=\"display-eqtraining\">Equal opportunities for training and retraining for women: → No\u003C\u002Fdiv>     \n        \u003Cdiv id=\"display-eqofficer\">Gender equality trade union officer at the workplace: → No\u003C\u002Fdiv>\n        \u003Cdiv id=\"display-sexualhar\">Clauses on sexual harassment at work: → No\u003C\u002Fdiv>\n        \u003Cdiv id=\"display-violence\">Clauses on violence at work: → No\u003C\u002Fdiv>\n        \u003Cdiv id=\"display-violenceleave\">Special leave for workers subjected to domestic or intimate partner violence: → No\u003C\u002Fdiv>\n        \u003Cdiv id=\"display-support_disabilities\">Support for women workers with disabilities: → No\u003C\u002Fdiv>\n        \u003Cdiv id=\"display-equalitymonitoring\">Gender equality monitoring: → No\u003C\u002Fdiv>\n             \n         \u003C\u002Fdiv>\n         \n\n        \n        \n\n        \n\n        \n\n    \u003C\u002Fdiv>\n\n\u003C\u002Fhtml>\n",[],[],"collective_agreement",[62],{"title":37,"slug":33},[64],{"type":65,"data":66},"call_to_action_body_block",{"title":67,"description":68,"variant":69,"link":70},"Compare Collective Agreements","Compare the articles of the Collective Agreements from South Africa across sectors, topics and countries","dark",{"title":67,"url":71,"description":67,"rel":72,"type":73},"\u002Fen-za\u002Fwork-in-south-africa\u002Fcollective-bargaining-agreement\u002Fcompare-collective-agreements","follow","internal",[75],{"type":65,"data":76},{"title":67,"description":68,"variant":69,"link":77},{"title":67,"url":71,"description":67,"rel":72,"type":73},[]]