Home education is a purposeful programme of education for a learner, alternative to school attendance which:

• Provided under the direction and supervision of the learner’s parent primarily in the environment of the learner’s home;
• May include tutorial or other educational support, if necessary, secured by a parent on specific areas of the curriculum followed by the learner; and
• Meets the requirements for registration of a learner for home education contemplated in section 51 of the South African Schools Act (SASA).

This booklet should be read in line with the legislative provisions given below:

• Constitution of the Republic of South Africa
• Children’s Act, 2005 (Act No 38 of 2005)
• South African Schools Act, 1996 (Act No 84 of 1996)

A parent or legal guardian of a learner of compulsory school-going age who chooses to have her child educated at home must submit a written application and necessary documentation to the Head of Department, for the following phases:

• Foundation Phase (grades 1-3)
• Intermediate Phase (grades 4-6)
• Senior Phase (grades 7-9)

Online applications can be done on the departmental website www.education.gov.za by September of the year proceeding the year in which home education is to commence. The Head of Department may allow a deviation from the above if the parent can provide reasonable reasons for the delay in registering the learner for home education. Parents who cannot access the internet should contact the Provincial Education Department and request application forms. The list of Provincial Home Education Officials are provided in the last page.

Upon approval of the application, the Head of Department will enter the details of the learner on the home education register. The parent will receive a certificate for the learner reflecting the phase applied for, the period of registration and the learner registration number.

After completion of each phase and proof that the minimum requirements for the subject have been met, the parent(s) must apply for registration for the next phase.

• The parent may choose to offer any curriculum that meets the minimum outcomes and assessment standards prescribed in the National Curriculum Statement.
• A parent should organise teaching, learning and assessments in a manner that a learner is able to achieve the minimum outcomes and assessment standards at least comparable to the relevant national curriculum outcomes as determined by the Minister of Basic Education.
• The Minister of Basic Education provides the National Curriculum Statement (NCS) at no cost.

• Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of the population;
• Active and critical learning: encouraging an active and critical approach to learning, rather than rote and uncritical learning of given truths;
• High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each grade are specified and set high, achievable standards in all subjects;
• Progression: content and context of each grade shows progression from simple to complex;
• Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of the Republic of South Africa.
• The National Curriculum Statement Grades R-12 is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors
• Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution; and
• Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to those of other countries.

The aims of the National Curriculum Statement Grades R-12 are to produce learners that are able to:

• Identify and solve problems and make decisions using critical and creative thinking;
• Work effectively as individuals and with others as members of a team;
• Organise and manage themselves and their activities responsibly and effectively;
• Collect, analyse, organise and critically evaluate information;
• Communicate effectively using visual, symbolic and/or language skills in various modes;
• Use science and technology effectively and critically showing responsibility towards the environment and the health of others; and
• Demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation.

This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. The curriculum promotes knowledge in local contexts, while being sensible to global imperatives.

A parent may set their own promotion and retention requirements provided that these are equal to or exceed the standard or requirements set according to the National Curriculum Statement criteria.

• Keep the portfolio evidence;
• Keep samples of writing, worksheets, workbooks and creative materials used or produced by the learner;
• Maintain up to date records of continuous assessment and progression of the learner;
• Keep all relevant assessment results for a period of three years for monitoring by the Head of Department.

• Implement the Assessment Policy and Guidelines of the curriculum of his/her child choice to ensure that the learner meets the specific levels of performance in each grade.
• Use services of a component assessor to assess the progress of a learner at the end of grades 3, 6 and 9, and submit a report to the Head of Department.
• Monitor the progress of the learner between Grades 1 to 9 and keep records which should be available on request.
• Ensure validity and reliability of each and every assessment task or examination through necessary control measures including invigilation.

• The Provincial Education Department shall as far as it is practicable, monitor the implementation of the Policy on Home Education.
• The Provincial Education Department may request for, and the parent is required to provide, access to any records used for home education of the learner.

Education White Paper 6, Special Education Needs: Building an Inclusive Education System (2001) provides for an education system that promotes the full participation and inclusion of children who experience barriers to learning whether it be economic, social, language, class, behaviour or other barriers.

The Policy on Screening, Identification, Assessment and Support (SIAS), 2014 should be used as a tool for early intervention to help practitioners assess learners’ needs at an early stage; work with families, alongside of other practitioners and service providers, to meet those needs. It should be used to manage and support teaching and learning processes for learners who experience barriers to learning within the framework of the National Curriculum Statement Grades R – 12.

If a parent wishes to withdraw a learner of compulsory school going age from a home education programme, such a parent must inform the Head of Department of their intention, submit proof that the child will be receiving education and request the Head of Department to terminate the learner’s registration for education at home.

A school that enrols or admits a previously home educated learner shall use its admission policy in order to determine and make a placement decision.

A parent of a learner who wishes to continue with home education after Grade 9 is not required to register for Home Education.