checklist and guide - practical assessmenttoolkit.cidb.org.za/shared documents/dp1-e07 neims...

NEIMS PRACTICAL ASSESSMENT REFERENCE GUIDE

Copy Right Department of Education 15 September 2008

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ASSESSMENT OF ORDINARY SCHOOLS, ECD, ABET AND ELSEN

CHECKLIST AND GUIDE - PRACTICAL ASSESSMENT

education Department: Education REPUBLIC OF SOUTH AFRICA

Development of National Education Infrastructure Management System

(NEIMS)



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1. INTERVIEW WITH PRINCIPAL During the interview with the principal you can complete A1 and portions of A2. Indicate the provincial EMIS number with the abbreviation for example EC for Eastern Cape on all the forms(A1, A2, B1, B2, B3 and B4) as indicate on Form A1 as indicated below. 1.1. Completion of Form A1 : Site Identification

The provincial EMIS number with abbreviation for EC for Eastern Cape.

Name of school

Indicate the National EMIS number Official name of the school as registered with EMIS, if there is a other name indicate otherwise delete,

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Provincial, regional and municipal information

Shade the relevant province Indicate the education region according to EMIS, if not applicable delete. Indicate the education district according to EMIS, if not applicable delete The District and local municipality according to demarcation board (political boundaries) If in a metropolitan, indicate the name in of the metropolitan in the space provided for local municipality and delete the district municipality.



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Name and contact details of principal

The initials and surname of the principal Telephone and fax number indicate the area code first and then the number.

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Email and Website

Does the school have an e-mail address, if so indicate, if not delete. Does the school have an internet website, if so indicate the address if not delete.

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Street address and suburb

Indicate the street number and then the name of the street. Indicate the name of the suburb, if it is a village then the name of the village.

Postal address

Indicate the postal address.

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Grades offered at the site

Section 14 Site

If a section 14 Site shade first circle as well as PRIVATE, and indicate the name of the owner. If government property shade the relevant one and leave the rest blank. If on state property delete the owners’ details.

Learner and educators information



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Indicate male and female separately, always using the last block. If a shift site, shade the circle.

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Other intuitions using the same site

If a ABET centre is using the same site after hours indicate the National EMIRS number of the ABET.

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Catchments areas

Indicate the name of the suburbs or villages or townships.

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Ask the principal and indicate the numbers accordingly.

During the assessment verify for example, take picture of room without furniture or equipment Laboratory no furniture Computer room not stocked Library not stocked

Other questions to ask Is the water supply reliable if less than 50% indicate on FORM A2 by shading this.

Ask the principal the source of water and shade the relevant block. However verify this when you start with the assessment of the site, see STARTING POINT



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NB: REMEMBER TO COUNT ALL THE TAPES, ON THE SITE AS WELL AS TAPS IN ABLUTION BLOCKS.

Municipal connection Taps inside premises Taps in ablution block Water tank on site

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Is the electricity supply is less than 50% reliable indicate on FORM A2 by shading this.

Grid connection to municipal supply Proof that there is electricity

Lights between blocks

---------------------------------------------------------------------------- Is the municipal sanitation sewage system reliable, if less than 50% reliable indicate on FORM A2 by shading this.

Ask the principal what types of sanitation facilities and what of these services are rendered by the local municipality, then shade the relevant block, however verify this during the assessment. NOTE: THAT YOU ARE NOT COUNTING NOR ASSESSING THE TYPE OF SANITATION FACILITIES, THIS WILL BE DONE ON B2

---------------------------------------------------------------------------- Ask the principal which of the following are on the site and shade the relevant block. You can shade more than one block.

Office of principal, notice no phone in his office or in admin office, but notice that they have computers

_______________________________________________________________________________________________________________________________________________________________________________________________________________________-____



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PRINCIPAL TO SIGN THE CERTIFICATE THAT YOU VISITED THE SCHOOL

NEIMS: Assessment Certificate National EMIS NO ……………….……………….……

1. DECLARATION BY PRINCIPAL OR DELEGATED REPRESENTATIVE

I certify that (ordinary school / ECD / ABET / ELSEN) has been visited and that the assessment on the facilities have been assessed. This is a host site / double shift site / platoon site (more than one institution on one site) Name in printed capitals: ………………………………..…………………………… Designation: …………………………….. Signature: …………………………………………..………………………………… Date: ………………………………………… _______________________________________________________________________________________________________________________________________________________________________________________________________________________-____

After the interview with principal go back to the main entrance to the site and take the

GPS co-ordinates

2. Sketch Plan (last section of guide)

2.1. STARTING POINT (completion of FORM A2 & B3)

When you start with physical assessment of the site, walk around on the boundary of the site to view the site from different angles to enable you to draw a sketch plan of the site. While doing this you measure the length and width of the premises.



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Complete A2 when you start with the assessment of the facilities. At the entrance of the school shade one of the following FROM A2

Access roads to the school, main entrance to school, take picture with EMIS number at entrance

At the STARTING POINT verify the municipal water yard supply, grid connection If the connect is not near the entrance of schools, walk around the site and indicate the connection where it is linked. See photo.

---------------------------------------------------------------------------- At the STARTING POINT and then walking around the schools site shade the following where applicable.

If there is a gate, yes, then shade it. Fence is it wire fence, yes shade it, if part of the fence is a solid wall, yes, and then shade it. Access control to the site, yes then shade it. Solid wall Palisade fence Guard house Wire fence

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TIPS TO DRAW THE SKETCH PLAN. The sketch plan must be done in two phase. While walking on the boundary get a sense of the layout of a site.



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Firstly draw the building according to the layout of the site as seen from the boundary. . Walk between the buildings to determine the layout of buildings. Firstly draw the building blocks When you start with the actual assessment of the buildings you have to draw the different rooms in each building. It will be advisable to take additional paper A3 and make the drawings on A3 and finalise the drawings then on A4. It is possible that you would use more than 2 pages to make the drawings.

1. When at the entrance of the site, firstly determine where is north.

2. First draw the boundary of the site.

3. Indicate the entrance to the site on the boundary.

4. Indicate the municipal water connection to the site on the boundary of site.

5. Indicate the municipal or ESKOM grid connection to the site on the boundary of the site.

6. Draw a rough sketch on the layout of the site as if you are in the air above the site.

7. Indicate the location of the building, parking areas, assembly areas and sport facilities.

8. Number the buildings starting from the first building nearest to the entrance of the site,

clockwise number all the buildings and this number should be next to the building.

9. Measure all the buildings separately.

10. Indicate the walk ways on the site.

11. Finally take each building and then draw inside the building the type of facility and number

these rooms according to the guideline, what is learning space, administrative space and other

space. Use the codes and number the rooms accordingly.

12. If the site was already assessed, use the building numbers allocated during the previous

assessment.

13. While walking along the boundary of the site get a feeling of the site layout. When back at the

starting point walk through the buildings to determine the layout of buildings and sport

facilities.

While walking on the boundaries take photos of sport facilities and building



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A example of a site layout plan

Indicating the location of sport facilities

Indicating the buildings and the number of each building

Above photos indicate different types of buildings.



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Note that the one school has two floors and the layout plan could be on two pages indicate the ground floor on one page and the first floor on a second page. While measuring the boundaries, shad the following blocks and take a photo.

On the next page the layout plan indicate the buildings and sportfacilities.



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Step 1, measure all building separately. See next page



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Examples of covered walkways 1 2 3 4

Examples of veranda where the roof of the veranda is part of the roof of the total building 1 2 3



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The following page shade the block when you notice the following in general and take photos of these. Examples of three photos taken.

Shade the following while you do the sketch plan

Draw the boundaries of the school, shade the relevant circle above on completion of the sketch as a checklist.

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3. Buildings Assessment

1 2 3 4



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1 2 3 4

1 2 3 4 5

4. Ablution Assessment



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Same as building assessment



Same as building assessment 1 2 3 4

5 6 7 8

9 10 11



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The above is a checklist of photos to be taken, shade the relevant circle that you have a photo of the item. Optional photographs

Feeding schemes at two different schools

Additional photos that can be taken at the site 1 2 3 4



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5 6 7 8

9 10 11 12

13 14 15 16

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NOTES:



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NOTES:



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NOTES:

checklist and guide - practical assessmenttoolkit.cidb.org.za/shared documents/dp1-e07 neims...

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