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MPUMALANGA DEPARTMENT OF EDUCATION DEPARTMENTAL STRATEGIC PLAN 2004/2005 – 2006/2007

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Page 1: €¦  · Web viewThe extend to which the public servants at FET Colleges are developed through Bursaries 15 210 266 266 266 Skills programs 181 198 240 240 240 The extent to which

MPUMALANGA DEPARTMENT OF EDUCATION

DEPARTMENTAL STRATEGIC PLAN

2004/2005 – 2006/2007

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CONTENTS PAGEFOREWORD

PART A: STRATEGIC OVERVIEW

1. FOREWORD BY THE MEC …………………………………………………………………. 3

1.1 OVERVIEW BY THE DEPUTY DIRECTOR-GENERAL ………………………………………. 4

2. VISION ……………………………………………………………………………………... 5

3. MISSION …………………………………………………………………………………… 5

4. VALUES ……………………………………………………………………………………. 5

5. SECTORAL SITUATION ANALYSIS

5.1 SUMMARY OF SERVICE DELIVERY ENVIRONMENT AND CHALLENGES …………………….. 5

5.2 SUMMARY OF ORGANISATIONAL ENVIRONMENT AND CHALLENGES ………………………. 5

6. LEGISLATIVE AND OTHER MANDATES ……………………………………………………… 6

7. BROAD POLICIES, PRIORITIES AND STRATEGIC GOALS ……………………………………. 9

8. INFORMATION SYSTEMS TO MONITOR PROGRESS ………………………………………… 9

9. DESCRIPTION OF STRATEGIC PROCESS …………………………………………………… 10

PART B: BUDGET PROGRAMME AND SUB-PROGRAMME PLANS

10. BUDGET PROGRAMME AND SUB-PROGRAMME PLANS

PROVINCIAL VOTE 7: EDUCATION …………………………………………………………. 11

PROGRAMME 1: ADMINISTRATION ………………………………………………………… 12

PROGRAMME 2: PUBLIC ORDINARY SCHOOL EDUCATION ………………………………… 17

PROGRAMME 3: INDEPENDENT SCHOOL SUBSIDIES ……………………………………… 21

PROGRAMME 4: PUBLIC SPECIAL EDUCATION …………………………………………….. 23

PROGRAMME 5: FURTHER EDUCATION AND TRAINING ……………………………………. 24

PROGRAMME 6: ADULT BASIC EDUCATION AND TRAINING ………………………………… 25

PROGRAMME 7: ECD ……………………………………………………………………… 29

PROGRAMME 8: QUALITY ASSURANCE AND SYSTEMS EVALUATION ………………………. 32

TABLE A.2: DEFINITION OF PERFORMANCE MEASURES

PROVINCIAL VOTE: EDUCATION ……………………………………………………………. 33

PROGRAMME 1: ADMINISTRATION …………………………………………………………. 34

PROGRAMME 2: PUBLIC ORDINARY SCHOOL EDUCATION ………………………………… 35

PROGRAMME 3: INDEPENDENT SCHOOLS SUBSIDIES …………………………………….. 38

PROGRAMME 4: PUBLIC SPECIAL EDUCATION …………………………………………….. 38

PROGRAMME 5: FURTHER EDUCATION AND TRAINING ……………………………………. 39

PROGRAMME 6: ADULT BASIC EDUCATION AND TRAINING ………………………………… 39

PROGRAMME 7: EARLY CHILDHOOD DEVELOPMENT ……………………………………… 40

TABLE A.3: PERFORMANCE TARGETS

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PROVINCIAL VOTE: EDUCATION ………………………………………………………….. 40

PROGRAMME 1: ADMINISTRATION ……………………………………………………….. 41

PROGRAMME 2: PUBLIC ORDINARY SCHOOL EDUCATION ………………………………. 45

PROGRAMME 3: INDEPENDENT SCHOOLS SUBSIDIES …………………………………… 51

PROGRAMME 4: PUBLIC SPECIAL EDUCATION …………………………………………... 52

PROGRAMME 5: FURTHER EDUCATION AND TRAINING ………………………………….. 53

PROGRAMME 6: ADULT BASIC EDUCATION AND TRAINING ……………………………… 55

PROGRAMME 7: ECD …………………………………………………………………… 55

PROGRAMME 8: AUXILIARY AND ASSOCIATED SERVICES ……………………………….. 57

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1.1 FOREWORD

Mpumalanga Department of Education has always committed itself, its human resources to work diligently and purposefully to provide quality education to all communities within its area of influence.

The above commitment is based on our understanding of challenges facing the Department and this Country.

It is on that basis that our initiatives and programmes seek to redress and advocate for skills development and equity such that an enabling environment can be created to produce learners who will adapt and fit into the socio-economic of this Country.

All these initiatives and programmes including Infrastructure development, provisioning of scholar transport to the needy learners, supplying of learner support material promptly, list endless are implemented to ensure the realization of our set goals.

The Department is always mindful of the Constitutional Mandate to refer all our implementation strategies that seek to make education accessible and developmental to all.

It is on that basis that all efforts should be on creating safe school environment and to ensure that school become centres of community development.

There must be no learner who may be denied access to quality education on the basis that the parents are unable to afford.

In the spirit of Tirisano, communities must rally side by side with officials of the Department to build public confidence in public education including Adult Basic Education [ABET]

There has to be collaboration in order to push back the frontiers of poverty by providing education, which meet the needs and demands of our communities. The Food and Nutrition Programme must be managed in such a manner that no learner enters into the class hungry. Equally, where possible, unused school grounds should be available for gardening in the spirit of Letsema.

This Strategic Plan seeks to develop principles of hard word, diligence and commitment to service delivery. It promotes clean governance and transparent administration and upholds the principles of Batho Pele.

CNM PadayacheeMPL, MEC for Education

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1.2 OVERVIEW BY THE DEPUTY DIRECTOR-GENERAL

The Mpumalanga Department of Education seeks to develop the citizens of this Province by providing quality learning, teaching and service at all educational institutions within its jurisdiction. It is our belief that this will lead to a well skilled, knowledgeable and progressive citizenry.

A number of educational policies have been introduced so as to open the doors of learning to all and to address the educational backlogs. It is now the right time for the Department to monitor and support the implementation of these policies. In this way educators, learners, parents and all stakeholders will be motivated to participate and provide the required support.

Besides embarking on policy implementation and actionable educational programmes, the Department has openly declared its resolve to be responsive to its clients and to uphold the principles of Batho Pele which echo our core business of providing quality education; through developing an education system that will capacitate, develop and empower humanity in all respects.

The recipe for achieving a better life for all is by investing in the education of our present and future generations. As a State Institution we once commit ourselves to be true servants of the citizens of this country by carrying out mandates and policies of the government and by providing the necessary advice and support to the Member of the Executive Council (MEC) for Education in this Province.

I therefore wish to recommit myself, my colleagues and the entire Department to this Strategic Plan which will culminate in the delivery of a highly professional, efficient, effective service and the provisioning of a lifelong quality education for all.

Dr. MT MashininiDeputy Director General for Education

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2. VISION

Providing quality education for all.

3. MISSION

The Mpumalanga Department of Education is committed to render quality education for all, through effective teaching and learning, skills development, involvement of stakeholders and maximum utilization of resources for socio-economic enhancement of all citizens.

1. VALUES

Uphold the Constitution of the RSA Promote the Vision and Mission of the Department Promote stakeholders participation Uphold Batho Pele Principles Promote skills development and equity Uphold professionalism and acceptable work ethos Ensure that all services are rendered effectively and efficiently

2. SECTORAL SITUATION ANALYSIS

2.1 Summary of service delivery environment and challenges

Within the system of education there are a number of problem areas peculiar in their nature that are based on the provisioning of infrastructure, human resources, financial and technological aspects. The budget vote of the department is further augmented by the collection of revenue, conditional grants and donor funding.

The Department currently deals with numerous disciplinary cases from the school to Head Office level, and we manage to resolve disputes. The relations between the employer and employee organizations are sound and we manage to have agreements that are implemented, which are with accordance to Chamber Resolutions.

This year has been dramatic because all schools have elected their school governing bodies; to promote good governance and management at schools, albeit the fact that the greatest challenge remains the one of having representative School Governing Bodies.

The challenges we are faced with are enormous, because we need to translate our planning processes into pragmatic delivery service mechanisms for that child that cannot still afford a meal at home, cannot afford a uniform and cannot afford a school fund, whose parents are part of the bulk of the estimated 10m adults who remain illiterate.

Clear focus on the implementation of our strategic plans, monitoring and evaluation are critical and constitutes a cornerstone for efficient and effective education system that translates into an economically vibrant citizens.

It is therefore vital that our project management plans on Curriculum 2005, FET, Skills Development Act, Risk Management Plans and others be put in place and be reviewed on a quarterly basis. To drive this process ownership of the plans, leadership, commitment and dedication remain the basic ingredients for senior management members.

5.2 Summary of organisational environment and challenges

With regard to the support we obtain from business the Department has managed to deal with a huge backlog on infrastructure development, skills development and a range of other issues. The Department alone cannot address the above challenges. It is on this basis that business is called to support in our endeavour to redress the past imbalances.

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In order to achieve this, the following measures are considered:

Youth Contractors are encouraged to participate in our Youth Empowerment initiative - HRM

Learners to be exposed to different careers – GET

To engage business to support on infrastructure development – Corporate Service

There are lot of learners from farms who are being assisted through the scholar transport system. The budget for this particular item has since being increased ± 300%. The Department is intending to cluster all farm schools within an intension to do away with one-teacher schools. This may impact the walking distances of learners.

To provide scholar transport to those needy learners – Resource Planning

The Department is contracting various consultancies for school plans, and it has being discovered that at most the plans obtain from various agencies are repeatedly used. Above all it has been noted that the outsourcing of this initiative leads to lack of management control and monitoring and above all this leads to huge spending.

The Mission and Vision statement of the Department promotes the inducement of stakeholders. The Department has committed itself to work in partnership with stakeholders to achieve its desired goal.

The environment between the Department and the media is hostile. The Department is faced with the challenge of changing the attitude of the media in reporting negative things about the Department. Good things are not making headlines.

The community does not know tender Board process.

The Department is judged by the way they offer tenders. Is the process of allocation of tenders transparent to the community?

Is the community educated about the process?

This can be achieved through inviting the community when the board meet. Workshops need be held by the Department to educate the community.

Learner support material forms the basic of ingredient to effective teaching and learning. Last year before the schools closed, most of the schools never received the LSM. Lack of supply of LSM in time hampers the mental development of the learners.

6. LEGISLATIVE AND OTHER MANDATES

6.1 The Department derives its Core mandate from the Constitution. The Department is currently guided by over nine (9) pieces of legislation.

Section 29 of the Constitution of the RSA states:

6.1.1 Everyone has the right:-

to a basic education, including adult basic education; and to further education, which the state, through reasonable measures, must make progressively available and accessible.

6.1.2 Everyone has the right:-

to receive education in the official language or languages of their choice in public educational institutions where that education is reasonably practicable. In order to ensure the effective access to, and implementation a) equity;b) practicability; andc) the need to redress the results of past racially discriminatory laws and practices.

6.1.3 Everyone has the right:-

to establish and maintain, at their own expense, independent educational institutions that do not discriminate on the basis of race; are registered with the state; and maintain standards that are not inferior to standards at comparable public educational institutions.

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6.1.4 The following list of Acts further elaborates the legislative mandate of the Department. National Education Policy Act (No. 27 of 1996):

It provides for the determination of National Policy for education, determine policy on salaries and principles that govern education.

South African Schools Act (No. 84 of 1996):To provide for a uniform system, for the organisation governance and funding of schools, to amend and repeal certain laws to schools, and to provide for matters connected therewith.

Mpumalanga School Education Act, 1995:It provides for development of regulations and policies within the province and it is in line with the South African Schools Act No. 84 of 1996.

South African Qualifications Authority Act No. 58 of 1995:It provides for development and implementation of a National Qualification Framework and for this purpose to establish the South African Qualifications Authority, and to provide for matters connected therewith.

The General and Further Education and Training Quality Assurance Act (No. 58 pf 2001):To provide for the establishment, composition and functioning of the General and Further Education and Training Quality Assurance Council; to provide for Quality Assurance in General and Further Education and Training.

Further Education and Training Act (No. 98 of 1998):To regulate Further Education and Training and provide for the establishment, governance and funding of Public Further Education and Training institutions.

Public Service Act of 1994: The Public Service Regulations of 2001 set up a regulatory framework underpinning the operations of the department in the discharge of its mandate.

Public Finance Management Act: To regulate financial management in the national government and provincial governments; to ensure that all revenue, expenditure, assets and liabilities of those governments are managed effectively and efficiently.

Employment of Educators Act (No. 76 of 1998): To provide for the employment of educators by the state and for the regulation of the conditions of service, discipline, retirement and discharge of educators.

Employment Equity Act (No. 55 of 1998): It provides for the redress on the discriminatory laws and practices, disparities in employment occupation and income within the National Labour Market.

Skills Development Act (No. 97 of 1998): It provides an institutional framework to devise and implement national; sector and workplace strategies; to develop and improve the skills of the South African workforce; to integrate those strategies within the National Qualifications Framework contemplated in the South African Qualifications Authority Act 1995; to provide for learnerships that lead to recognised occupational qualifications; to provide for the financing of skills development by means of a levy grant scheme and a National Skills Fund; to provide for and regulate employment services; and to provide for matters connected therewith.

Adults Basic Education Act (Act 52 of 2000:To regulate adult basic education and training; to provide for the establishment, governance and funding of public adult learning centres.

6.2 Core Business

To provide an education of progressively high quality for all learners and so doing lay a strong foundation for the development of all our people talents and capabilities and advance the democratic transformation of society.

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7. BROAD POLICIES, PRIORITIES AND STRATEGIC GOALS

7.1 Strategic goals

7.1.1 To make our provincial systems work by making co-operative governance work

7.1.2 Breaking the back of illiteracy between adult and youth in five years

7.1.3 Developing schools as centres of community life

7.1.4 Ending conditions of physical degradation in South Africa’s schools

7.1.5 Developing the professional quality of our teaching force

7.1.6 Ensuring the success of active learning through outcomes based education

7.1.7 Creating a vibrant further education and training system to equip youth and adults to meet the social and economic needs of the 21st century

7.1.8 Dealing urgently and purposefully with HIV/AIDS emergency in and through the Education and Training System

7.2 Strategic objectives

7.2.1 To develop planning tools to support the policy and budget process

To improve the credibility of the budget

All learning institutions should have properly constituted and effectively functioning governing bodies

Making the national associations of governing body effective and represent all the voices of all communities

7.2.2 Creation of vibrant further education to equip youth and adult

7.2.3 Develop the professional quality of schools

Strengthen the relationship among the stakeholders

Ensure that the School Governing Bodies play their role as stipulated in the South African’s Schools Act

7.2.4 Community involvement and participation in schools to ensure safe and secure environment

Improve the physical conditions schools particularly the previously disadvantaged

7.2.5 To develop a framework for educator development that promotes and enhance the competence and professional skills of all educators

To ensure the development of South African Council for Educators [SACE] as a professional body for educators

To implement in partnership with SACE, the Code of Conduct that guides the standard of practice and ethics of educators

7.2.6 Classroom learning time be efficient and effective

Educators and learners be effectively trained particularly on outcome-based education

Other stakeholders be capacitated on the outcome-based education

7.2.7 All stakeholders should be trainers about the HIV/AIDS

Popular material on HIV/AIDS be readily available

Life skills and HIV/AIDS education be integrated across the curriculum

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Reduction in HIV/AIDS among learners

8. INFORMATION SYSTEMS TO MONITOR PROGRESS

8.1 LOGIS

Requisition completed by chief user for either service or purchase order generated by Logis system supported by delivery notes, invoices and tender board approval letters/ quotes.

(i) Requisitioning for stores, standard services by chief users by generated orders on Logis System.

(ii) Supplier payments supported by orders, delivery notes, invoices and approval letters.

(iii) Providing Pro-active Supplier Management.

(iv) Optimising stock and moveable asset levels.

(v) Grants and Donations Matters.

(vi) Inventing control and inspection services.

(vii) Moveable Asset Register and Financial Statement.

(viii) Disposals, surpluses, shortages, losses and redundant stock.

(ix) Labour saving devises.

8.2 PERSAL

Subsistence and Transport claims supported by invitations, receipts and certified be supervisor

Salary related transactions which includes bonuses, cell phone subsidies, senior management scheme claims, leave gratuity, housing subsidy

Other salary related matters effected from personnel

8.3 BAS

Supplier payments supported by requisition, order, delivery notes, invoices and tender board approval letters/ quotes

Subsistence & Transport claims – Conditional Grants and interview claims Services accounts which includes Telkom and municipality accounts Advances and leave gratuity for out of service personnel Transfer payments to schools and colleges Suspense account payments Salary related matter for out of service personnel e.g. assessment Fringe benefits like medical and housing subsidies for all personnel within the system

8.4 ACCOUNTING INFORMATION SYSTEM

Basic Accounting System Generate reports an income and expenditure transactions Reconcile accounts

8.5 INTERNAL AUDIT SYSTEM

The Internal Audit System is not in place, appointment of personnel is in progress and the system will be in place by December 2003 system will be in place by end of December 2003

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8.6 OPERATIONAL INFORMATION SYSTEMS

None

8.7 INFORMATION REPORTING SYSTEM

Vulindlela Interface of Persal, BAS and Logis systems supplying management information.

9. DESCRIPTION OF STRATEGIC PLANNING PROCESS

This year’s strategic planning process was preceded by the departmental education Conference, which took place from 29-31 January 2003, which focused on the theme “SCHOOL EFFECTIVENESS AND LEARNER EXCELLENCE”

It was through this process that the central issues on how to improve school effectiveness and learner excellence was discussed.

Because of the poor matric results of 2001, the MEC for Education in the province, through the Premier, appointed a Task Team to probe the cause, and various consultations were made with parents, learners, educators, officials, community members, unions and other stakeholders.

Subsequent to these developments, a comprehensive feedback was presented by the Task Team on “Report on the Assessment of the 2001 Mpumalanga Matric Results.” The study that was conducted also covered other management and educational matters of the schools.

On the basis of the input from the MEC for Education and the Head of Department in this particular conference key issues that inhibit service delivery were identified:

insufficient classroom space; shortage of learner support materials; poor management of schools; lack of clear monitoring and evaluation mechanisms by the departmental officials.

When the strategic planning was conducted for this particular MTEF cycle, other issues pertaining to improvement on access to quality education were considered and it also happened after the MEC had already presented his budget speech policy in the legislature, where issues were raised pertaining to the current vision and mission, and also the representativity of SGBs at schools.

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THREE-YEAR STRATEGIC PLAN

TABLE A.1: PROGRAMMES, MEASURABLE OBJECTIVES, ACTIVITIES AND PERFORMANCE MEASURES

Provincial Vote 7: Education (R4 522 763 000)Aim of vote: To provide education in the province to people whose education is the responsibility of the departmentMeasurable Objectives Activities Performance MeasuresTo ensure that the population of compulsory school-going age in the province attends schools.

Introducing Radio Programmes where we inform parents about the right to learnExpansion of the community based ECD ProgrammeIntroduction of scholar transport in rural areas Advocacy Campaign through Circulars and the media.

Striving for 100% of the population aged 6 to 14 attending schoolsIncreased percentage of population aged 6 – 14 attending schoolsCurrent 94,6%

To make FET progressively available to youth and adults above compulsory school-going age.

Expanding and introducing satellite campuses in communities which are far from FET CentresPrioritise other secondary schools to offer FET related Programmes

Increased percentage of learners attending FET Phase

To provide overall Management of the Education system in accordance with the National Education Policy Act, the South African Schools Act, the Public Finance Management Act, Employment of Educators Act, the Public Service Act, FET Act Regulation and Policies

Provide political vision direction and leadership Well managed educationPass rateDrop-out rateRepeating rate

To build a society that is well educated in the Province in the different fields of education.

Implement stringent measures for school going age learners to attend school and assists adults.

Average highest GET or FET level attained by adults in the population Some Secondary Schooling – Grade 9

To ensure accountability Monitoring, research and evaluation of programmes and projects

The extend to which principles of accountability are prioritised and reports are submitted in a timely manner

To ensure the MDoE is kept abreast with international developments

Liaison and consultation The extend to which partnership are established with international stakeholders. 100% of donor funded projects are implemented on schedule

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Programme 1: Administration (R354 971 000)Programme objective: To render an effective and efficient administration service to the Mpumalanga Education DepartmentMeasurable Objectives Activities Performance MeasuresTo bring about effective management at all levels of the system.

To conduct training to principals, school clerks and treasurer of SGBs in Financial Management

To realise an optimal distribution of financial, physical and human resources across the system.To ensure that the flow of learners through the system is optimal.

Performance in Senior Certificate and FET levels

Programme 2: Public ordinary school education (R3 843 702 000)Programme objective: To provide public ordinary education from Grades 1 to 12 in accordance with the South African Schools Act.

Sub-programme 2.1: Public primary phase (R2 490 693 000)Programme objective: To provide specific public primary ordinary schools with resources required for the Grades 1 to 7 phase.Measurable Objectives Activities Performance MeasuresTo provide public ordinary education from grades R-7 in accordance with the South African Schools Act.

Campaigning for early registering of learners. Distribution of approved Post Provisioning lists

609946 spaces provided in the Public Primary Phase

To provide educators at the public primary phase in accordance with policy

Implement Provincial ELRC Resolution No 1 of 2001 as amended, which provides for a process whereby all professionally qualified temporary contract teachers who have completed 2 years of service, will be permanently appointed in substantive vacant teacher posts

± 800 temporary contract teachers to be considered and dealt with in terms of Provincial ELRC Resolution No 1 of 2001 as amended

Deal with the transfer of educators additional to the establishment on post level 1 and higher in institutions, in terms of operational requirements.

70% of identified educators in addition to be transferred

Fill approved vacant principal posts in schools through prescribed advertising and selection processes

All approved vacant approved vacant principal posts in schools as identified in June 2003 and again in January 2004, to be filled

Curriculum supports this by means of national and provincial policy initiatives, thorough circulars, newsletters and guidelines in terms of updated teaching methodologies

Decrease drop out rate

Introduce learning support programmesLearning support programmes

Improve 100% of learners in Grade 6 attaining acceptable outcomes in numeracy, literacy and life skillsCriteria to be established by June 2003

To make schools centres of community life To organise Choral Eisteddfod ProgrammesImprove gardens and engage in church, Sport & recreation community meetings

Strive to have 100% of parents/community involved in school/community related activitiesCommunity members of the sampled schools interviewed

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Measurable Objectives Activities Performance MeasuresIntroduce Community based projectCampaigns for community participationInterview community members on the participation of parents and report on that

To put the basic infrastructure for primary schooling in place in accordance with policy

Implement priority list for 2004/5 after approval by Cabinet Preparation of tender documents Advertising on the tender bulletin Appointment of contractors by Tender Board Exception by contractors Progress payments Final site hand over Evaluating and reporting on the infrastructure

with regards its appropriateness

Provide the following infrastructure

26 Administration Blocks442 Classrooms515 C/R Renovations475 Toilets429 Fence99 Water40 ElectricityReport on the state of infrastructure of the schoolShould include enlarging classroom doors so that wheelchairs can easily enter the classroom

Planning for 2005/2006 Identification of Physical Resource need and

prioritisation as determined by the MTEF Inter-act with the IDPs of the respective

municipalities Appointment for planning Briefing sessions of consultance Inter-act with town planners appointed by

the respective municipalities

Readily available projects specification and tender documents for the respective projects

A research is conducted to establish proximity of all schools

The extent to which new schools are provided within a 15 km accessibility radius in rural areas and 1,5 km accessibility radius in urban areas

To improve access in information, communication and technology

Provide with specialistOrganise exhibitions to screen, select and evaluate relevant resourcesProcess stock for the schoolsMarket the school library serviceDeliver stock to schoolTrain educators on basic library skills [to set up libraries]Organise exhibitions to screen, select and evaluate relevant resourcesMarket the school library service

Provided core school library resources in 96 schoolsExhibitions organised

50% of educators Library based resources are integrated into classroom practice

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Measurable Objectives Activities Performance MeasuresProcess stock for the schools The extent to which public ordinary schools are provided with school

library core collections to increase access to information is improved and enhances

Deliver stock to school Provided core school library resources in 96 schoolsTrain educators on basic library skills [to set up libraries]

Training programmes

Curriculum update on selection criteriaUpdate selection criteria LSMLSM and resource catalogues are produced and approvedDistribution of catalogues for ordering

Learning resources are screened, evaluated for inclusion in the resource catalogueNew selection criteria usedRequisition madeMaterial delivered

To foster a culture of effective learning and teaching To conduct schools self-evaluation training

Observation of educators in practice

School self-evaluation training conducted

External evaluation conductedTo provide departmental services for the professional and other development of educators and non-educators in public ordinary schools

Monitor the status of DAS in schools

Training of new supervisors

Training of schools on school self evaluation and the development of school improvement plans

Report on the status of DAS in the schools

To improve effectiveness of governance and management in educational institutions at all levels of the system

Monitor and evaluate the effectiveness of governance, leadership and management of school

Conduct external evaluation

To bring about effective management at all levels of system assessment in

Register learners for external examination Number in level 4 and Grade 9-registeredPrint preliminary schedule and dispatch them to school

Number registered per certificate certificate e.g. senior certificate/endorsement

Corrections of entries effected Percentage drop-out before writing examinationsPrint admission letters to all learners writing external examination

Percentage writing examination

To provide classroom facilities to schools which have not classroom facilities

Enter into an agreement with the property owners to acquire accommodation for the schools in the farm areas

Schools were provided with classroom facilities in rural and farm areas

To provide scholar transport to learners in rural and farm areas

Appoint contractors through Tender Board to provide scholar transport services

Scholar transport were provided to learners in rural and farm areas

Implement Provincial Priority list on capital projects Appoint consultants and contractors through Tender Board to prepare tender documents and build prioritised classroom facilities for schools

The prioritised capital projects were implemented

Renovate prioritised priority list on capital projects Appoint consultants and contractors through Tender Board to prepare tender documents and build prioritised classroom facilities for schools

The prioritised capital projects were implemented

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Measurable Objectives Activities Performance MeasuresRenovate prioritised classroom facilities for schools Appoint consultants and contractors through Tender

Board to prepare tender documents and renovate prioritised classroom facilities for schools

Prioritised schools for renovation were implemented

Appoint day-to-day maintenance contractors to maintain public schools

Appoint day-to-day contractors through Tender Board Day-to-day maintenance contractors appointed through Tender Board

To provide text and prescribed books to the learners in schools

Tenders to procure and delivered text and prescribed books to schools will be appointed through Tender Board

Learners provided with text and prescribe books

To provide school stationery to all learners in schools

Tenders to procure and deliver school stationery will be appointed through Tender Board

All learners provided with school stationery in the public schools

To provide computers to all schools with electricity To appoint tenders through Tender Board to provide computers to all schools with electricity

Schools with electricity provided with computers

To provide furniture to needy schools To appoint tenders through Tender Board to provide furniture to needy schools

New schools were provided with furniture

To improve access to and quality of formal education at learning institutions in terms of school effectiveness and educator professionalism in the secondary school [grades 8-12]

Curriculum support in terms of subject package redress, assistance with study methods, classroom management, methodologies, etc

Develop and re-skill all grade 9 educators to follow appropriate assessment procedures and process

Participate in the national bench-marking process of external assessment tools

Establish a databank with information on the performance of Grade 9 learners

Improvement for Grade 9 through the application of CTA

Sub-programme 2.2: Public secondary phase (R1 254 083 000)Programme objective: To provide specific public secondary ordinary schools with resources required for the Grades 8 to 12 levels.

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Measurable Objectives Activities Performance MeasuresTo improve access to information, communication and technology

Organise exhibitions to screen, select and evaluate relevant resources

Market the school library service

Process stock for the schools

Deliver stock to school

Train educators on basic library skills (to set up libraries)

Requisition of printed and electronic resources

Exhibitions organised

The extent to which public ordinary schools are provided with school library core collections to increase access to information is improved and enhanced

Provided core school library resources in 96 schools

Training programmes

Electronic and printed resources delivered

Curriculum update on selection criteria

Update selection criteria LSM LSM and resource catalogues are produced and

approved Distribution of catalogues for ordering

Learning resources are screened, evaluated for inclusion in the resource catalogue

New selection criteria used Requisition made

Material deliveredTo improve access to and quality of formal education at learning institutions in terms of school effectiveness and educator professionalism in the secondary school (grades 8-12)

Curriculum support in terms of subject package redress, assistance with study methods, classroom management, methodologies, etc.

Develop and re-skill all grade 9 educators to follow appropriate assessment procedures and process

Participate in the national bench-marking process of external assessment tools

Establish a databank with information on the performance of Grade 9 learners

Workshop/support programmes

CTA workshops organised

Improvement for Grade 9 through the application of CTA

Records of performance

To put the basic infrastructure for Secondary Schools in place with accordance with policy

Production of resource catalogues

Distribution of catalogues for ordering

Training of educators on information and

The extent to which multi-media resources are screened, evaluated and selected number of multimedia resources

Requisitions made

The extent to which library based resources are integrated into

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Measurable Objectives Activities Performance Measuresresearch skills

Training of educators on reading skills Training of educators on computer skills

classroom practice

To foster a culture of effective learning and teaching Safe Schools ProjectVisit Schools by Circuit Manager (CM) and Curriculum implementers

Learner days lost due to Learner absenteeism in the Secondary Phase reducedPercentage of working days lost due to Educator absenteeism in the Secondary Phase reduced to 0 school performance improvesVandalism and crime reduced to 0%School visit programmes

To develop the Educator Corps Provision of Workshops Seminars and Bursaries plus Skills Development programmes

Average hours of development activities per Educator in the Secondary Phase increase

To bring about effective management at all levels of system assessment in:

Register learners for external examination Examination, supplementary and common examinations, ABET level 4 and GETC are conducted according to relevant national policy and provincial guidelines in terms of entries, timetabling, distribution, marking, re-marking moderation, certification and payment

Print preliminary schedule and dispatch them to schoolCorrections of entries effectedPrint admission letters to all learners writing external examinationPrint CASS and oral mark sheets and distribute to schoolsPrint question papers Grade 12Package question papers and dispatchCapturing CASS and oral marksTyping of question papersEditing of question papersModeration of question papers scriptsMarking of question papersAppointment of markers and examinersDistribute results to schools Support learning and teaching FET schools with special focus on poorly

performing schools by training and informing educators in specific assessment issues

Sub-programme 2.3: Professional services (R81 826 000)Programme objective: To provide educators and learners in public ordinary schools with departmentally managed support services.Measurable Objectives Activities Performance MeasuresTo improve access to Information, Communication and Technology

Re-skilling of educators and learners Computer resource centres established for identified clusters of districts

To improve access to quality education and training Curriculum support in terms of the identification of Education resources centres established and equipped [5 b 2005]

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Measurable Objectives Activities Performance Measuresin urban and rural areas through infrastructure development

needs and thus the planning of courses Courses organised

To provide professional support to all educators in schools

Support learning facilitation with guidelines, circulars and newsletters in curriculum specific issues (including aspects such as assessment, methodologies and classrooms management

CIs visit schools regularly

Train educators on RNCS

Register all grade 9 educators per LA they present to establish a well trained core educator group

Information sessions on all curriculum matters in all districts regularly

RNCS implementation programmes drawn up

Support learning and teaching in GET and FET [all schools] with special focus on poorly performing schools by training and informing educators in curriculum specific issues [including aspects such as assessment, methodologies and classroom management]

School support programme developed.

RNCS is intrudes in phases

All educators registered

Improved percentage of schools monitored and supported by officials

Report on RNCS monitoring and implementation

To improve access to and quality of formal education at learning institutions in terms of school effectiveness and educator professionalism

Advocacy campaign for language policy held in all districts

Criteria for monitoring drawn up Explain Language policy and registration of

learners in LLC Monitor the implementation Mpumalanga

language policy Criteria for monitoring drawn up

Implementation of national guidelines on language policy monitored in all public schools

Learning facilitation supported with assessment guidelines and circulars, as well as methodologies and classroom practice for all phases and FET band

Guidelines and circulars issued

Targets established Improve the average hours of developmental activity per educator in primary and secondary phases

Sub-Programme 2.4: Human Resource Development – To provide departmental services for the professional and other development of educators and non-educators in public ordinary schools (R17 100 000)

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Measurable Objectives Activities Performance MeasuresTo provide departmental services for the professional and other development programmes of educators and non educators in public ordinary schools

Allocate bursaries for un- and under qualified educators to become qualified

Allocate bursaries for re-skilling in scarce subjects, OBE Learning Areas, OBE Methodology, Art and Music and Remedial Education

Allocate bursaries for performance enhancement in scarce subjects, OBE Learning areas, OBE Methodology, ART and Music and Remedial

The extend to which educator corps in the public primary “phase”, secondary schools and special schools are developed through the offering of:Bursaries

Offer skills programmes in Management and Governance, Curriculum Delivery and Assessment in scarce subjects and OBE learning areas, Assessor, moderator, verifier, Sport Development Programmes, IT, Inclusive/specialised education

Skills programs and the utilisation of the 80 hours professional development per educators

Establish School Development Teams [SDTs] Train SDTs and other educators in the

Developmental Appraisal System [ DAS] Monitor the implementation of DAS

DAS is implemented and the educators Training needs are addressed by implementing DAS

Develop and Implement Human Resources Plan Develop and Implement Employment Equity Plan

Human Resources Plan and Employment Equity Plan

Develop job descriptions framework Maintain job description data base Support the implementation of performance work

plans through training

Job descriptions and performance work plans

Develop and implement appropriate wellness programmes, including HIV/AIDS in the workplace

Employee wellness programs

Offer skills programmes in Financial Management,

Resource Management, Management and Administration Project Management, IT, Line Function Management and ABET

Improved management skills

Develop and Implement Human Resource Plan Develop and Implement Employment Equity Plan

Human Resources Plan and Employment Equity Plan

Develop job descriptions framework Maintain job description data base Support the implementation of performance work

plans through training

Job descriptions and performance work plans

Develop and Implement appropriate wellness Employee wellness programs

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Measurable Objectives Activities Performance Measuresprogrammes, including HIV/AIDS in the workplace

Programme 3: Independent school subsidies (R8 956 000)Programme objective: To support independent schools in accordance with the South African Schools Act.

Sub-programme 3.1: Primary Schools – To support independent schools in grades 1-7 (R4 926 000)

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Measurable Objectives Activities Performance Measures To support independent schooling especially if

they are catering for poor communities as a complement to public schooling

Training of educators on RNCS /OBE, Information and research kills and computer skills.

Training programmes School support programmes Percentage improvement of schools monitored and supported by

officials in the phasing in of OBE and the maintenance of subjects The extent to which Implementation of national guidelines on

language policy are monitored in all public schools The extent to which systems and procedures for the early

identification and addressing of barriers to learning in the Foundation Phase are established

Guidelines are available for RNCS implementation Assessment and all other relevant aspects of the curriculum are

adjusted and training provided where necessary Library based resources are integrated into classroom practice Curriculum in RNCS policies are implemented in GET Learning and teaching are supported in GET [all schools] with

special focus on poorly performing schools by training and informing educators in curriculum specific issues [including aspects such as assessment, methodologies and classroom management]

Pass rate increase

Render support to independent schools in accordance with SASA and the norms and standards

Determining subsidy in line with norms and standards 67,44% of independent schools receiving state subsidyImplementation of national policies are monitored in terms of GETC in all independent schools

Sub-programme 3.2: Secondary Schools – To support independent schools in grades 8-12 (R4 030 000)

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Measurable Objectives Activities Performance MeasuresTo support independent schools especially if catering for poor communities as a complement to public schooling

Training of educators on RNCS /OBE, Information and research kills and computer skills.

Training programmes School support programmes Percentage improvement of schools monitored and supported by

officials in the phasing in of OBE and the maintenance of subjects The extent to which Implementation of national guidelines on

language policy are monitored in all public schools The extent to which systems and procedures for the early

identification and addressing of barriers to learning in the FET are established

Guidelines are available for RNCS implementation Assessment and all other relevant aspects of the curriculum are

adjusted and training provided where necessary Library based resources are integrated into classroom practice Curriculum RNCS policies are implemented in FET [Secondary

Schools] Learning and teaching are supported in FET [all schools] with

special focus on poorly performing schools by training and informing educators in curriculum specific issues [including aspects such as assessment, methodologies and classroom management]

Pass rate increase

Render support to independent schools in accordance with SASA and the norms and standards

Determining subsidy in line with the norms and standards

67,44% of independent schools receiving state subsidyImplementation of national policies are monitored in terms of FETC in all independent schools

Programme 4: Public special school education (R68 924 000)

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Programme objective: To provide compulsory public education in special schools in accordance with the South African Schools Act and White Paper 6 on inclusive education

Sub-Programme 4.3: Human Resource Development – To provide departmental services for the professional and other development of educators and non-educators in public special schools (R600 000)Measurable Objectives Activities Performance MeasuresTo provide departmental services for the professional and other development programmes of educators and non-educators in public special schools.

Allocate bursaries for performance enhancement in special education

Bursaries

Offer skills programmes in Management and Governance, Curriculum delivery and assessment, Assessors, moderators and verifiers, sport development programmes, youth development programmes and IT.

Offer skills programmes in Financial Management, Project Management, IT, Line functions and ABET

Appropriate skills developed

Establish SDTs Train SDTs and other educators in DAS Monitor the implementation of DAS

Effective implementation of DAS

Develop and implement Human Resource Plan Develop and implement Employment Equity Plan

Human Resources Plan and Employment Equity Plan

Develop job descriptions framework Maintain job description data base Support and implementation of performance work

plans through training

Job descriptions and Performance Work Plans

Develop and implement appropriate wellness programmes, including HIV/AIDS in the workplace

Employee wellness programs

Programme 5: Further Education and Training (R97 762 000)Programme objective: To provide Further Education and Training (FET) at public FET colleges in accordance with the Further Education and Training Act.

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Sub-programme 5.1: Public institutions (R97 262 000)Programme objective: To provide specific public FET colleges with resources.Measurable Objectives Activities Performance MeasuresTo provide spaces in FET institutions in accordance with policy.

Establishing three (3) responsive FET Colleges. Providing relevant and accessible FET

programmes in line with the needs of the communities as well as labour market

Establishing sub-campuses in towns where there is no FET College Campuses

Improved skills for learners and adults enrolled in FET Colleges

To promote the participation by historically marginalised groups in public FET institutions.

Advocacy campaign for recruitment. High rate skills for the previously disadvantaged sectors

To provide overall management support to the FET College management system in line with FET Act of 1998.

Curriculum support service for 3 FET Colleges. Provide a subsidy to 3 FET Colleges.

New curriculum in collegesNew funding formula in place for 3 colleges

5.4 – Human Resource Development - To provide departmental services for the professional development of educators and non-educators in public Measurable Objectives Activities Performance MeasuresTo provide departmental services for the professional and development programmes of educators and non-educators in public FET Colleges

Allocate bursaries for re-skilling FET Colleges personnel

Offer skills programmes in Financial Management, Human Resources Management, OHRD, Psychological services – counselling, Information Management, Library Science, Project Management, Administration, IT, Labour Relations and Curriculum Specifies

The extent to which educators and public servants at FET Colleges are capacitated and developed

Introduce Inclusive Education, good governance and management

Percentage of educators/non-educators to be trainedImproved implementation of Inclusive Education, good governance and management

Facilitate short courses, seminars and conferences in line function

Improved skills for FET Institutions personnel

Develop and Implement Human Resource Plan Develop and Implement Employment equity Plan

Short courses and seminars

Develop job descriptions framework Maintain job description data base Support the implementation of performance work

plans through training

Human Resource Plan and Employment Equity Plan implemented

Develop and implement appropriate wellness programmes, including HIV/AIDS in the

Job description and Performance Work PlansEmployee wellness programs

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Measurable Objectives Activities Performance Measuresworkplace

Programme 6: Adult Basic Education and Training (R47 200 000)Programme objective: To provide Adult Basic Education and Training (ABET) in accordance with the Adult Basic Education Act.

Sub-programme 6.1: Public centres (R46 000 000)Programme objective: To provide specific public ABET sites with resources

Measurable Objectives Activities Performance MeasuresBreaking the back of illiteracy Establish and expand centres in accordance with

ABET Act, Act No 52/2000 Reduction in illiteracy rate

Newly established centresTo develop improved ABET system Phasing in electives in all the centres

To adapt and change the ABET payment system

Skills related programmes implemented

Empowered learners in SMME & AAT

New payment system in place [salary based on tariff system]To provide space in Public Adult centres in accordance with policy

Expand ABET centres where needed in line with regulatory Framework & the ABET Act, Act No 52/2002

Existing resources shared

To ensure effective teaching and learning in ABET centres

Training of ABET practitioners on the implementation of Unit Standards in various learning areas

Learning programmes for various learning Areas

Improvement of learner performance Providing ongoing support

Make follow-up visits, on Formative & Summative assessment

Completed learner portfolios

Programmes

Stakeholders co-ordination Organise forums and meetings

Submitting the MABET constitution to the MPTC

MABET as sub-committee of the MPTC

Co-ordinated ABET SectorRaising ABET profile and increase enrolment through Advocacy campaigns

Staging and celebrating Adult Learners’ Week and International Literacy day

Well-organised campaigns

Participation of ABET stakeholders

Improved learners enrolmentTo provide departmental services for ABET practitioners educators in public ABET sites

Organise training and support programmes The extent to which the educator corps at ABET centres are capacitated and developed

Allocate bursaries for re-skilling in scarce subjects and ABET

Funded programme

Offer skills programmes in Management and Improved skills for educators

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Measurable Objectives Activities Performance MeasuresGovernance, Curriculum delivery and Assessment in scarce subjects and OBE learning areas, Inclusive Education

Establish SDTs Train SDTs and other educators in DAS Monitor and implementation of DAS

Training needs analysis

Develop and implement Human Resource Plan Develop and implement Employment Equity Plan

Implement Human Resources Plan and Employment Equity Plan

Develop job descriptions framework Maintain job descriptions data base Support the implementation of performance work

plans through training

Well developed job descriptions and performance work plans

Develop and implement appropriate wellness programmes, including HIV/AIDS in the workplace

Employee wellness programs

Sub-Programme 6.4 – Human Resource Development - To provide departmental services for the professional development of educators and non-educators in public FET colleges (R1 200 000)Measurable Objectives Activities Performance MeasuresTo provide departmental services for the professional and other development of educators and non-educators in public ABET sites.

The extent to which the educator corps at ABET centres are capacitated and developed

Allocate bursaries for re-skilling in to scarce fields of study

Funded programmes

Offer skills programmes in Management and Governance, Curriculum delivery and Assessment, OBE Methodology and Inclusive Education

Improved skills for educators

Establish SDTs Train SDTs and other educators in DAS Monitor and implementation of DAS

Training needs analysisImplementation of DAS

Develop and implement Human Resource Plan Develop and implement Employment Equity Plan

Implement Human Resources Plan and Employment Equity Plan

Develop job descriptions framework Maintain job descriptions data base Support the implementation of performance work

plans through training

Well developed jog descriptions and performances work plans

Develop and implement appropriate wellness programmes, including HIV AIDS in the workplace

Employee wellness programmes

Fill all vacant posts Advertise vacant posts All vacant posts are filled by suitable qualified personnel

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Measurable Objectives Activities Performance Measures Conduct interviews Make appointments

Orientation of newcomers Assess training needs Conduct workshops

Report of workshopsAttendance registers

Implement in-service training policy Get policy approval Conduct workshops on the policy Set up training programmes for educators

Approved policy framework for in-service training in the provinceReports of workshop and attendance registers

Develop data base for FET teacher training needs Design instrument for data collection Collect data Analysis data Develop and maintain data base

Data base of FET teacher training needs Report on measures to maintain the data base

Promote the optimal utilisation of financial resources Create additional cash offices Assign debt accounts to individual officials Directing a bigger share of the budget towards

capital expenditure and learner support materials

Raise the collection of debtRaise own revenue collectionReduce personnel expenditure and increase average real per learner allocation for recurrent non-personnel expenditure supplied via school funding norms

Intervention to improve performance of Grade 12 learners

Analyse results Compile intervention guides Conduct workshops on the above Support under performing schools Conduct June exams Planning of winter schools Winter school LSM Conduct winter schools Plan preparatory exams Conduct preparatory exams

Analysis of Grade 12 resultsIntervention guides for all subjectsReports of intervention workshopsReports of school visits to under performing schoolWinter school intervention documentsWinter school reportsPreparatory examsReports on trial exams and mark lists

Phasing in National Curriculum Statements [NCS] in FET Schools

Contract service providers to prepare training manuals for all fields

Prepare training programmes Print documents Conduct training of educators Monitor implementation Give ongoing development and support Evaluate LSM for Grade 10 Publish catalogue

Copies of training manualTraining programmesAttendance registers of training sessionsLSMEvaluation reportsProvincial catalogue for Grade 10 LSM

Implementation of assessment policy in FET-Curriculum

Train educators on assessment policy Monitor implementation Give support

Assessment workshop reportsAttendance registersReports of school visits

Improvement of learner performance in Maths, Science and Technology

Compile list of consumables and chemicals Supply consumables and chemicals to do

List of consumables and chemicalsList of needy schools

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Measurable Objectives Activities Performance Measurespractical work to all needy schools

Supply LSM and consumables to all Dinaledi schools

Contract service provider to train all Maths and Science teachers to practice OBE approach

Give support to talented learners of Maths and Science – conduct a Science camp

List of LSM supplied to Dinaledi Schools

Training documents for teachersWorkshop reportsAttendance of science camp for learnersReport of Science camp

To make FET progressively available to youth and adults above compulsory school-going age

Develop unit standards relevant to market needs

Investigate use of distance education

Completed standards and increased enrolment

To build a society that is well educated in the different fields of education

Advocacy on available college offerings Guidance on career choices

Balance enrolment in all fields

To ensure that the flow of learners through the systems is optimal

Develop support programmes to increase pass rate

Intake equal to FET

To initiate, develop and co-ordinate all educational projects

Design, plan and implement curriculum projects

Attainment of project goals

Develop a policy on classroom support Appoint a committee to have a draft policy on support

Consult stakeholders Approve the policy Give classroom support according to policy Submit reports

All learners in all schools participate equally in all learning programs and assessment

Set in place effective reporting mechanism Submit reports Give feedback to all stakeholders

Conduct advocacy campaign for NCS for FET Colleges

Prepare documents Prepare advocacy programmes Conduct advocacy for campus principals and

councilsConduct advocacy campaign for NCS for FET schools

Prepare documents Prepare advocacy programmes Conduct advocacy for principals, SGBs and

managers

Report on the advocacy conducted

Conduct advocacy campaign for FET colleges Prepare documents Prepare advocacy programmes Conduct advocacy for campus principals and

councils

Report on the conducted advocacy

Programme 7: ECD (R61 209 000)

Sub-programme 7.1: Grade R in public schools (R29 400 000)

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Programme objective: To provide specific public ordinary schools with resources required for Grade RMeasurable Objectives Activities Performance MeasuresTo provide Grade R spaces in public ordinary schools in accordance with policy, but specifically White Paper 5.

Include additional Grade R classes each year depending on approved

Establish records of all ECD school-based sites

Establish needs for classroom resources for Grade R at public schools

Number of ECD sites at primary school increased Policy and implementation workshops and meetings

Records submitted

List of needs compiled

To provide Grade R spaces in education-funded community based sites in accordance with policy, but specifically White Paper 5.

Identify and include community-based site in the system

Collection of relevant data

Establish records of all ECD community-based sites

Provide community-based centres with resources for the classroom

Number of learners in education-funded community-based ECD sites

The extent to which the number of ECD sites at community based sited are increased

The extent to which the Number of learners in education funded community based ECD sites increased

Basic resources required in community based ECD sites are provided

Sub-programme 7.2: Professional Services – To provide educators and learners at ECD sites with departmental management support (R31 609 000)Measurable Objectives Activities Performance MeasuresTo improve access to qualify access to quality education and training in urban and rural areas through infrastructure development

Design funding mechanisms in consultation with Human Resources and Financial Management

Monitor all qualifying ECD sites

Funding mechanism finalised by December 2003

All qualifying ECD sites are monitored for subsidy payment

Finalised curriculum delivery models for grade R, including assessment

Develop norms and standards for basic resources required in community based ECD sites.

Delivery models finalized

Norms and standards developed

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Measurable Objectives Activities Performance MeasuresTo improve access to quality education and training in urban and rural areas through infra structure development

Register all school-based sites, Independent sites and community based sites

Develop guidelines for RNCS implementation

Collaborative development of national and provincial curriculum policies

All ECD sites and home based sites are correctly registered according to set criteria and monitored where relevant

RNCS guidelines developed

Policies developed national and provincial

Sub-programme 7.3: Human Resource Development – To provide departmental services for the professional and other development of educators in ECD sites (200 000)Measurable Objectives Activities Performance MeasuresTo develop the educator corps in the ECD sector Training of ECD practitioners to NQF level 4

Identify training needs of educators and implement training

Identify training needs and implement training

Community based practitioners trained to NQF level 4

Free standing educators reskilled or trained

School based educators reskilled or trained

To improve effectiveness of governance and management in educational institutions at all levels of the system

ECD managers trained on ECD matters

Management committees trained for effective site management

Training of officials

Increase the number of ECD managers qualified in leadership and management

To improve access to quality education and training in urban and rural areas through infra structure development

Develop implementation guidelines

One workshop in each district per term

Conduct one workshop in each region per term

Well supported ECD sector by training and informing educators in curriculum specific issues

Procurement of external evaluation(s)

Comprehensive evaluation of:- Current status of activities / programmes in schools- Materials

- Quality of Educator training - Cascading of training - Quality of implementation in the classroom

Comprehensive Evaluation – of current status of activities/programmes in schools

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Measurable Objectives Activities Performance Measures - Documentation of models of best practice - Identification of needs

To provide employee human resource development in accordance with the Skills Development Act

Provide relevant short courses and skills programmes pertaining to ECD development

Provision of accredited programmesTo utilise the 1% skills levy effectively and efficiently

To provide for departmentally managed examination servicesTo improve access to and quality of formal education at learning institutions in terms of school effectiveness and Educator professionalism

Capturing of entries Determination of timetable Distribution of examination papers Marking of examination scripts & re-marking of

examination scripts Moderation of examination papers and scripts

Examinations [including Grade 12 end of year, supplementary and common examinations, ABET level 4 and the GETC] are conducted according to relevant national policy and provincial guidelines in terms of entries, timetabling, distribution, marking, re-marking, moderation, certification and payment

Appoint examiners and moderators for period of three years

Follow up on paper progress

To develop provincial examination papers for Grade 12 November and supplementary examinations 3 months prior to commencement of the examinations

To ensure that schools and candidates receive recognition for their performance at a successful well-done function

Ensure that enough money is budgeted for the task

Write necessary submission concerning all expenditure

Regular committee meetings are held to ensure progress

Nominees should be invited as soon as possible to ensure attendance

Schools and candidates receive recognition for their performance at an award function for best performing learners, schools and regions

Programme 8: Auxiliary and Associated Services

Sub-programme 8.1: AdministrationProgramme objective: To provide departmentally managed examination services [R29 069 000]

Measurable Objectives Activities Performance MeasuresTo ensure accountability Monitoring research and systemic evaluation

programmes To administer systemic evaluation in Grade

6 and pilot Grade 9

The extent to which principles of accountability are prioritised and reports are submitted in a timely manner

To improve communication with stakeholders To establish PQACC [Provincial Quality Assurance Co-ordinator Committee]

Implementation of communication strategy

SE holds regular meetings with PQACCLiaison with Regular Support Teams

To improve access to quality and training in urban and rural areas

Participate in National Systemic Evaluation Committees to develop policy and guidelines related to SE in GET

Assist with training of CM, CIs and Principals

Collaborative development of national and provincial SE policiesThe extent to which assessment and all other relevant aspect of SE are other adjusted for LSEN learners

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Measurable Objectives Activities Performance MeasuresTo evaluate the performance of the education system at Grade 3, 6 and 9 in order to inform interventions for continuous improvement in teaching and learning

Print, discuss and disseminate the findings of the Foundation Intermediate and senior phase main studies

Conduct Systemic Evaluation pilot study in the intermediate phase

Conducting the Systemic evaluation main study in the Intermediate and Senior phase

Developing of instruments for the systemic evaluation pilot study in Grade 9

Copies of reports, produced and distributed, feedback discussions sessions held including provincial colloquium and clear interventions plans crafted in collaboration with relevant role playersAvailability of refined investments and trained personnel for main study data collectionCopies of reports produced and distributedAvailability for refined instruments and trained personnel for main study in preparation for main surveyCoding and scoring of administered SE instruments and translation

Sub-programme 8.2: Public Ordinary School EducationProgramme objective: To render an effective and efficient administration service to Mpumalanga Department of EducationMeasurable Objectives Activities Performance MeasuresTo improve access to quality of formal education at learning institutions in terms of school effectiveness and educator professionalism in GET

Administer Systemic Evaluation in Grade 3, 6 and 9 main study

Production of SE evaluation report both nationally and Mpumalanga nodal zones

To conduct Systemic Evaluation in Grade 3, 6 and 9

Improved quality of the education system provisionImplementation of national and provincial guidelines on SE frameworkTo reduce the repletion and drop out rate

TABLE A.2: DEFINITION OF PERFORMANCE MEASURESProvincial Vote: Education

Performance measure Informationsources

Detailed description

PM 0.A: Percentage of the population aged 6-14 attending schools.

EMIS stats SA95.90%

X/Y, Where:X=Population aged 6-14.Y=Learners aged 6-14 enrolled in schools.

PM 0.B: Percentage of the population aged 15 to 17 attending schools and other educational institutions.

EMIS stats SA92.1%

X/Y, Where :X=Population aged 15-17.Y=Learners aged 15-17 attending schools and other educational institutions.

PM 0.C.a: Average highest GET or FET level attained by adults in the population.

Stats SAGrade 9

Census 2001X/Y, Where:X=Sum of all highest grades in the population.Y=Total population..

PM 0.C.b: Adults with at least six years of schooling.

X/Y Where:X=Number of adults with at least 6 years of schooling.Y=Total population.

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Programme 1: Administration

Performance measure Information sources

Detailed description

PM 1.A.a: Percentage of schools with Section 21 Status

EMIS9%

X/Y, Where:X=Number of Public schools with section 21 status.Y= Total number of Public schools in Province.

PM 1.A.b: Percentage of recurrent non-personnel funding being channelled through the School Funding Norms.

Expenditure reports14%.

X/Y, Where:X=Rands flowing through the School Funding Norms to public ordinary schools.Y=Rand expenditure on non-personnel current items in program 2.

PM 1.B.a: Average real per learner allocation for recurrent non-personnel items using funding supplied via the School Funding Norms.

Expenditure reports; National TreasuryR665.00

X/Y, Where:X= Rands flowing through the School Funding Norms to public ordinary schools.Y= Learners in public ordinary schools.

PM 1.B.b: Percentage of non-Section 21 Schools with all LSMs and other required materials delivered on day one of the school year.

Logistics reports

PM 1.C: Years input per Senior Certificate / FETC graduate.

EMIS

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Programme 2: Public ordinary school education

Sub-programme 2.1: Public primary phase

Performance measure Information sources

Detailed description

PM 2.1.A: Number of spaces provided in the public primary phase

EMIS Learners in public ordinary primary schools.482621

PM 2.1.B.a: Number of educators provided at the public primary phase.

Persal Publicly employed educators working in public ordinary primary schools.16471

PM 2.1.B.b: L:E ratio in the public primary phase.

EMIS; PersalX/Y, Where:X=Number of learners 1:30.Y=Publicly employed educators.

PM 2.1.C.a: Number of new classrooms built.

Physical planning reports

PM 2.1.C.b: L:C ratio in the public primary phase.

EMIS; Physical planning reports

PM 2.1.C.c: Number of new toilets built

Physical planning reports

PM 2.1.C.d: Percentage of schools with water supply

EMIS; Physical planning

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Performance measure Information sources

Detailed description

reports PM 2.1.C.e: Percentage of capex budget spent on maintenance.

FMS reports

PM 2.1.D.a: Gender parity index in public primary schools.

EMIS1,012

(X/Y)/(W/Z), Where:X=Girls enrolled in public primary schools.Y=Girls aged 6-12 in the population.W=Boys enrolled in public primary schools.Z=Boys aged 6-12 in the population.

PM 2.1.D.b: Percentage of learners in public primary schools who are disabled.

EMIS2,1%

X/Y, Where:X=Number of disabled learners in public primary schools.Y=Learners in public ordinary primary schools.

PM 2.1.D.c: Number of ordinary full-service schools per 100,000 learners at the primary phase.

EMIS244.4

X/(Y/100 000), Where:X=Number of ordinary full-service schools in the province.Y=Learners in public ordinary primary schools.

PM 2.1.E.a: Percentage of learner days lost due to learner absenteeism in the primary phase.

EMIS5.9

X/(YxZ), Where:X=Learner days lost in public primary schools.Y=Learners in public ordinary primary schools.Z=Total school days in the year.

PM 2.1.E.b: Percentage of working days lost due to educator absenteeism in the primary phase.

EMIS; Persal4.2

X/(YxZ), Where:X=Educator days lost in public primary schools.Y=Educators in public ordinary primary schools.Z=Total school days in the year.

PM 2.1.F: Average hours of development activities per educator in the primary phase.

EMIS

PM 2.1.G.a: Repetition rate in the primary phase.

EMIS6.92

X/Y, Where:X=Number of repeaters in grades 1-7 in public ordinary schools.Y=Total number of learners in grades 1-7 in public ordinary schools in the previous year.

PM 2.1.G.b: Dropout rate in the primary

EMIS3.26

1-(X-Y+W)/Z, Where:X=Enrolment grades 2-8 in public ordinary schools in the current year.

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Performance measure Information sources

Detailed description

phase. Y=Repeaters in grades 2-8 in public ordinary schools in the current year.Y=Repeaters in grades 1-7 in public ordinary schools in the previous year.Z=Enrolment in grades 1-7 in public ordinary schools in the previous year.

PM 2.1.H.a: Percentage of learners in grade 3 attaining acceptable outcomes in numeracy, literacy and life skills.

EMIS

PM 2.1.H.b: Percentage of learners in grade 6 attaining acceptable outcomes in numeracy, literacy and life skills.

EMIS

Sub-programme 2.2: Public secondary phase

The performance measure for this sub-programme are very similar to those in sub-programme 2.1. Where the methodology is similar, specifications are not repeated below. Specifications are only given for performance measures where no equivalents exist in sub-programme 2.1.

Performance measure Information sources

Detailed description

PM 2.2.C.f: Percentage of secondary schools with functioning science laboratories.

EMIS; Physical planning reports42%

X/Y, Where:X=Number of public secondary schools with functioning laboratories.Y=Number of public secondary schools.

PM 2.2.H.c: Percentage of over-aged learners in the secondary phase.

EMIS7.9%

X/Y, Where:X=Number of over-aged learners in grades 8-12.Y=Number of learners in grades 8-12.

PM 2.1.H.a: Percentage of learners in grade 9 attaining acceptable educational outcomes.

Exams data; EMIS

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Performance measure Information sources

Detailed description

PM 2.1.H.b: Pass ratio in grade 12 examinations.

Exams data; Stats SA

PM 2.1.H.c: Percentage of schools with a grade 12 pass rate of less than 40%.

Exams data

Sub-programme 2.3: Professional services

Performance measure Information sources

Detailed description

PM 2.3.A: Hours of training and other support provided to schools-based educators.

Training data

Programme 3: Independent school subsidies

Performance measure Information sources

Detailed description

PM 3.A.a: Average real per learner subsidy.

FMS; EMIS X/Y,Where: R864.00X=Rands flowing to subsidies of independent schools.Y=Number of learners in independent schools receiving state subsidies.

PM 3.A.b: Percentage of independent school learners receiving a state subsidy.

FMS; EMIS X/Y, Where:X=Number of learners in independent schools which do receive subsidies.Y=Number of learners in all independent schools.67%

Programme 4: Public special school education

Sub-programme 4.1: Schools

Performance measure Information sources

Detailed description

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PM 4.1.A: Number of learners in special schools.

EMIS Number of learners enrolled full-time in public special schools.3265

Programme 5: Further Education and Training

Sub-programme 5.1: Public institutions

Performance measure Information sources

Detailed description

PM 5.1.A.a: Percentage of adults enrolled in FET institutions.

EMIS

PM 5.1.A.b: Number of full-time equivalent enrolments in FET institutions.

EMIS

PM 5.1.B.a: Percentage of students who are girls or women

EMIS

PM 5.1.B.b: Percentage of educators who are African.

EMIS

Programme 6: Adult Basic Education and Training

Sub-programme 6.1: Public centres

Performance measure Information sources

Detailed description

PM 6.1.A.b: Number EMIS

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of full-time equivalent enrolments in ABET centres.PM 6.1.A.b: Percentage of illiterate adults in the province enrolled in public ABET centre programmes.

EMIS; Stats SA

Programme 7: Early Childhood Development

Performance measure Information sources

Detailed description

PM 7.1.A: Percentage of learners in grade 1 who have received some formal pre-grade 1 education.

EMIS; Stats SA26%

X/Y, Where :X=Number of grade 1 learners in ordinary schools who received some educational care of a formal nature.Y=Number of grade 1 learners in public ordinary primary schools.

Sub-programme 7.1: Grade R in public schools

Performance measure Information sources

Detailed description

PM 7.1.A: Percentage of 5 year olds in publicly funded school grade R.

EMIS

Sub-programme 7.2: Grade R in community centres

Performance measure Information sources

Detailed description

PM 7.2.A: Number of learners in education-funded community-based sites.

EMIS

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TABLE A.3: PERFORMANCE TARGETS

Provincial Vote …: Education (R4 522 763 000)Aim of vote: To provide education in the province to people whose education is the responsibility of the department

Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 targetPercentage of the population aged 6 to 14 attending schools.

93,8% 94,6% 98,6% 99% 100%

Percentage of the population aged 15 to 17 attending schools and other educational institutions.

78% 89,8% 90% 100% 100%

Average highest GET or FET level attained by adults in the population.Adult literacy rate.

Some Secondary

Grade 9-10

42,2%

Grade 9-10

44&

Grade 10

60%

Grade 11

75%

Grade 12

80%

Programme 1: Administration (R 354 971 000)Programme objective: To provide overall management of the education system in accordance with the National Education Policy Act., the Public Finance Management Act, and other policies.

Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 targetPercentage of schools with Section 21 status. 9% 100% 100% 100% 100%

Average real per learner allocation for recurrent non-personnel items using funding supplied via the School Funding Norms.Percentage of non-Section 21 schools with all LSMs and other required materials delivered on day one of the school year.

R239

100%

R479

100%

R631

100%

R631

100%

R631

100%

Sub- Programme 1.1: Office of the MEC (R2 294 000)Sub-Programme objective: To provide for the functioning of the office of the MEC for education

Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 targetThe extent to which Batho Pele principles are prioritised

Service standards

100%

Service standards

100%

Service standards

100%

Service standards

100%

Service standards

100%

The extent to which the quality of education provided is improved

60% achievement of strategic targets

70% achievement of strategic targets

80% achievement of strategic targets

100% achievement of strategic targets

100% achievement of strategic targets

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Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 targetThe extent to which interaction with SGB’s and communities is effected

80%

75%

75%

50%

Conduct meetings with SGB’s 90%

Analyse and respond to situational reports 90%

Provide support on identified capacity building needs

Conduct road shows and radio talk shows 90%

100%

100%

100%

100%

100%

100%

100%

100%

100%

100%

100%

100%

The extent to which public queries and concerns are addressed, by the Department, in a timely manner

80% 90% 100% 100% 100%

The extent to which partnerships are established with international stakeholders

45% Partnerships established on

technology projects building and construction.

Maths and Science Intervention

As determined by new developments, such as

new curriculum

Roll out of Maths and Science Project

As determined by new developments, such as

new curriculum

Roll out of Maths and Science Project

As determined by new developments, such as

new curriculum

Sub-Programme 1.2 to provide management services that is not education specific for the education system (R146 862 000)Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 target

The extent to which all circuits/directorates/schools are linked electronically to all regions, relevant systems and/or programs: e.g. LOGIS/Vulindela.

10% 50% 55% 60% 60%

The extent to which asset registers are accurate, complete and updated.

100% 100% 100% 100% 100%

Extent to which communication with stakeholders take place.

Communication 80% implemented 100% implemented 100% implemented

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Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 targetstrategy is in place

The extent to which the average number of fraud cases in the department are reduced

Strengthening Risk Management Plan

Strengthening Risk Management Plan

Reduced cases Reduced cases

The extent to which the average fraud case value in schools decrease

Establishment of Risk Management Plan and

quantification processes

Reduced number of cases and financial

loss.

Minimal cases Minimal cases Minimal cases

The extent to which the fraud prevention plan is rolled out.

100% 100% 100% 100% 100%

The extent to which Responsibility Managers provide a representation letter on compliance to the Chief Financial Officer by 31 March per annum (Adherence to Risk Management Policy)

100% 100% 100% 100% 100%

The extent to which all vacant funded educator and public servants posts are permanently filled in a timely manner within budget limitations

Filled within six months for non-educators and within three months for

educators

Filled within six months for non-

educators and within three months for

educators

Filled within six months for non-educators and within three months for

educators

Filled within six months for non-educators and within three months for

educators

Filled within six months for non-educators and within three months for

educators

The extent to which the Human Resources Plan are updated

Programme developed Implementation of the human resource plan

Implementation of the human resource plan

Review of the human resource plan

Review of the human resource plan

The extent to which a strategy has been developed for the prioritisation of appointment of educators who have completed there studies and remain unemployed

Strategy being developed

Implementation by sending students to tertiary institutions

Employment of educators on scarce subjects.

Employment of educators.

Employment of educators.

The extent of adherence to all statutory requirements

100% 100% 100% 100%

Personnel Cost: Current cost split 85/18 82/18 88/18 82/18 82/18

The extent to which internal disciplinary hearings are Finalised within three Finalised within two Finalised within two Finalised within two Finalised within two

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Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 targetfinalised timeously months months months months months

Sub-programme1.3 – Education ManagementProgramme objective: To provide education management services for the education system (203 815 000)

Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 targetThe extent to which learning programmes are developed including HIV/AIDS, environment and values in education with inputs from all relevant projects

1 period / class / per schools / per week

1 period / class / per schools / per week

1 period / class / per schools / per week

1 period / class / per schools / per week

1 period / class / per schools / per week

The extent to which guidelines developed for C2005 implementation

Inclusive education piloted in 10 schools through the scope

project

Inclusive education piloted in 10 schools through the scope

project

Inclusive education piloted in 10 schools through the scope

project

Inclusive education piloted in 10 schools through the scope

project

Inclusive education piloted in 10 schools through the scope

project

The extent to which assessment and all other relevant aspects of the curriculum are adjusted where necessary for ELSEN learners

100% 100% 100% 100%

The extent to which collaborative development of national and provincial curriculum policies occur.

Necessary policies developed100%

Necessary policies developed100%

Necessary policies developed100%

Necessary policies developed100%

Necessary policies developed100%

The extent to which cumulative record cards (profiles) are designed and produced for all learners in the system

Design finalized by March 2003

Grade 1 supplied with profiles

Grade 1, 2 and 3 Grade 1 and Intermediate Phase supplied

Grade 1 and Intermediate Phase supplied

The extent to which the number of poor performing schools are decreased through Development Strategy Intervention.

By 50% By 50% 70% By 50%(new criteria)

By 70%(new criteria)

Sub-Programme 1.4 - Human Resource Development Programme objective: To provide human resource development for office based staff (R2 000 000)

Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 targetBursaries 120 150 204 300 300

Skills Programs 960 1100 1100 1100 1100

Short courses, seminars and conferences in line function delivery

20 30 30 30 30

The extent to which a training needs analyses Database is available Implementation Training programmes Review of the training Review of the training

EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 44

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Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 targetcompleted

mechanisms developed facilitated programme programme

The extent to which an Employee wellness program (HIV/AIDS in the workplace) is developed.

Continuously Continuously Continuously Continuously

The extent to which an Employee wellness program (HIV/AIDS in the workplace) is implemented.

100% 100% 100% 100%

The extend to which the workplace skills plan is developed and implemented for office based public servants (including SMS)

60% 80% 100% 100% 100%

Bursaries 114 286 286 286 286

Learnerships: Financial Management 60 80 100% 100% 100%

Skills programs 150 180 200 250 250

Short courses, conferences and seminars +50 +60 80 90 90Human Resources Plan and employment Equity Plan

80% 90% 100% Review of the plan Review of the plan

Job Descriptions and Performance Work plans 80% 100% 100% 100% 100%

Employee wellness programs 80% 100% 100% 100% 100%

Programme 2: Public ordinary school education (R3 843 702 000)Programme objective: To provide public ordinary education from Grades 1 to 12 in accordance with the South African Schools Act.

Sub-programme 2.1: Public primary and combined phase (R2 490 693 000)Programme objective: To provide specific public primary ordinary schools with resources required for the Grades 1 to 7 phase.

Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 targetNumber of educators provided at the public primary phase.L:E ration in the public primary phase. 1:37

16471

1:37 1:35 1:35 1:35

Number of new classrooms built.L:C ratio in the public primary phase.

318 315 331 347 347

Number of new toilets built. 485 803 844 886 886

Percentage of schools with a water supply. 93,2%

Percentage of capex budget spent on maintenance.

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Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 targetGender parity index in public primary schools. Collecting relevant

data

1012

Collecting relevant data

1034

Percentage of learners in public primary schools who are challenged

10% 20% 30% 50% 70%

Number of ordinary full-service schools per 100,000 learners at the primary phase.

244.4 251.33 260 280 300

Percentage of working days lost due to educator absenteeism in the primary phase.

4,2% 3,5% 2,5% 1% 1%

Average hours of development activities per educator in the primary phase.

? 80 Hours 80 Hours 80 Hours 80 Hours

Repetition rate in the primary phase 7,2% 7% 6,5% 5% 3%

Dropout rate in the primary phase. 3,3% 3% 2% 1% 0%

Percentage of learners in Grade 3 attaining acceptable outcomes in numeracy, literacy and life skills.

70% 80% 90% 90%

Percentage of learners in Grade 6 attaining acceptable outcomes in numeracy, literacy and life skills.

50% 70% 80% 80%

The extent to which the number of schools with two computers are increased

526

The extent to which basic ICT facilities and resources are provided in newly built schools The extent to which public primary ordinary schools are provided with school library core collections

749 600 1000 1000 1000

The extent to which LSM and multi-media resources are screened, evaluated and selected

100% 100% 100% 100% 100%

The extent to which hostels are provided for primary farm school learners

N/a N/a N/a N/a N/a

The extent to which schools / educational institutions / offices are upgraded:Security at head office

N/a N/a N/a N/a N/a

Media, schools libraries, laboratories, halls, etc. for

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Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 targetboth primary and secondary schools.

Appropriate new equipment provided (excluding halls and administration blocks)

N/a N/a N/a N/a

The extent to which Facilities are provided in terms of:

Water

Electricity

Solar power

Sanitation

Telephone lines

Administration blocks (Secondaries, primaries & combined)

15

-

27

Not available

Not available

97

82

29

Not available

Not available

102

86

30

Not available

Not available

107

90

32

Not available

Not available

107

90

32

Not available

Not available

Conversion of pit latrines to waterborne systems Not available Not available Not available Not available Not available

The extent to which schools are accessible for the physically challenged

1 school per district 1 school per district 2 schools per district 3 schools per district 3 schools per district

The extent to which new schools are provided within a 15 km accessibility radius in rural areas and a 5 km accessibility radius in urban areas

A comprehensive resource plan is in

place

Sub-programme 2.2: Public secondary phase (1 254 083 000)Programme objective: To provide specific public secondary ordinary schools with resources required for the Grades 8 to 12 levels.

Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 targetNumber of spaces provided in the public secondary phase.

287996 286408 290000 295000 300000

Number of educators provided at the public secondary phase.L:E ratio in the public secondary phase.

8649

33.3

8829

1:32

Number of new classrooms built.L:C ratio in the public secondary phase.

102 124 276 264 239

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Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 targetNumber of new toilets built. 159 198 590 588 574

Percentage of schools with a water supply. 68% 80% 86% 88% 90%

Percentage of capex budget spent on maintenance.

Percentage of secondary schools with functioning science laboratories.

42% 50% 55%

Gender parity index in public ordinary schools. 1,234 1,269

Percentage of learners in public ordinary schools who are disabled.

1,8% 1,93% 2% 4% 6%

Percentage of working days lost due to educator absenteeism in the secondary phase.

3,4% 3% 2% 1% 0%

Average hours of development activities per educator in the secondary phase.Repetition rate in the secondary phase. 13,1% 12,7% 10% 5% 1%

Dropout rate in the secondary phase. 8,6% 7% 5% 3% 1%

Percentage of over-aged learners in the secondary phase.

26% 18% 15% 10% 0%

Percentage of learners in Grade 9 attaining acceptable educational outcomes.

50% 60% 70% 80% 90%

Pass ratio in Grade 12 examinations. 56% 66% 82%

Percentage of schools with a Grade 12 pass rate of less than 40%.

10% - - -

Improved Grade 12 endorsement rate (school based) from 14.5% to 26.5%

10% 15% 20% 25%

The extent to which the number of schools with two computers are increasedThe extent to which basic ICT facilities and resources are provided in newly built schools The extent to which LSM and multi-media resources are screened, evaluated and selected

65% 75% 85% 95% 100%

The extent to which library based resources are integrated into classroom practice

50% 60% 70% 80% 90%

The extent to which hostels are provided for secondary farm school learners

N/a N/a N/a N/a

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Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 targetThe extent to which schools / educational institutions / offices are upgraded (for both primary and secondary)Media, school libraries, laboratories, halls, etc. (special rooms) for both primary and secondary schools.The extent to which Appropriate new equipment are provided (excluding halls and administration blocks)Water

Electricity

Solar Power

Sanitation

Telephone lines

Administration blocks (primary and secondary)

Fencing

Special Rooms

14

Not available

Not available

362

Collecting of data

97

82

Not available

667

Collecting of data

48

43

-

700

Collecting of data

16

30

25

45

46

-

735

Collecting of data

12

32

22

44

44

-

735

Collecting of data

11

32

22

The extent to which facilities are renovated and maintained

Renovated

Conversion of pit latrines to waterborne systems

Fencing

82

-

36

74

-

56

78

294c/r

59

82

316c/r

62

82

324c/r

62

The extent to which schools are to be accessible for the physically challenged

1 school per district 1 school per district 1 school per district 2 school per district 2 school per district

Sub-programme 2.3: Professional services (R81 826 000)Programme objective: To provide educators and learners in public ordinary schools with departmentally managed support services.

Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 targetPM 2.3.A: Hours of training and other support 80 hours 80 hours 80 hours 80 hours

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Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 targetprovided to schools-based educators.Ten Teacher Resource Centres are established and equipped.

Functional Functional Improvement on teacher development

Maintenance and support

Review policy

Support learning and teaching in GET and FET (all schools) with special focus on poorly performing schools by training and informing educators in curriculum specific issues (including aspects such as assessment, methodologies and classroom management)

All sites visited or workshops on a quarterly basis

All sites visited or workshops on a quarterly basis

All sites visited or workshops on a quarterly basis

All sites visited or workshops on a quarterly basis

All sites visited or workshops on a quarterly basis

Improved percentage of schools monitored and supported by officials

100% 100% 100% 100% 100%

Quarterly monitoring of OBE implementation in all schools

100% 100% 100% 100% 100%

Implementation of national guidelines on language policy monitored in all public schools

100% 100% 100% 100% 100%

Implementation of national policies in terms of GETC and FETC monitored in all public schools

100% 100% 100% 100%

Support schools with Guidelines for C2005 implementation

100% 100% 100% 100% 100%

Assessment and all other relevant aspects of the curriculum adjusted and trained where necessary for ELSEN learners

100% 100% 100% 100%

Improve the average hours of developmental activity per educator in primary and secondary phases (a vast data-base is essential here for this to be possible)

Collection of relevant data and establishment of database to be established.

50% of 80 hours 60% of 80 hours 70% of 80 hours 70% of 80 hours

Sub-Programme 2.4: Human Resource Development (R17 100 000)Programme Objective: To provide departmental services for the professional and other development of educators and non-educators in public ordinary schools

Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 targetBursaries 1000 1 500 2 000 2 000 2 000The extent to which a Training needs analyses is completed:DAS

50% 40% 60% 100%

The extend to which the public servants at primary schools is developed through the offering of Skills Programs: 71 2336 2 500 3 000 3 500

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Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 targetTraining needs analyses:Developing Job Descriptions Framework

60% 80% 100% 100% 100%

Skills Programs @ 80 hours per educator: 2132 2 500 2500 2 500 2 500Youth Development Programs for members of RCL

50 75 100 120 150The extend to which public servants in ordinary secondary schools are developed through the offering of:

70% 80% 90% 100% 100%

Programme 3: Independent school subsidies (R 8 956 000)Programme objective: To support independent schools in accordance with the South African Schools Act.

Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 targetPM 3.A.a: Average real per learner subsidy R882 R864 R825 R700 R670

PM 3.A.b: Percentage of independent school learners receiving a state subsidy

74% 79% 80% 85% 90%

Sub-programme 3.1: Primary Schools – To support independent schools in grades 1-7 (R4 926 000)Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 target

The extent to which LSM and multi-media resources are screened, evaluated and selectedThe extent to which library based resources are integrated into classroom practice

50% 50% of educators 70% of educators 90% of educators 90% of educators

The extent to which learning and teaching are supported in GET with special focus on poorly performing schools by training and informing educators in curriculum specific issues (including aspects such as assessment, methodologies and classroom management)

All sites visited or workshops on a quarterly basis

All sites visited or workshops on a quarterly basis

All sites visited or workshops on a quarterly basis

All sites visited or workshops on a quarterly basis

All sites visited or workshops on a quarterly basis

Percentage improvement of schools monitored and supported by officials in the phasing in of OBE and the maintenance of subjects

50% 75% 100% 100% 100%

The extent to which systems and procedures for the early identification and addressing of barriers to learning in the Foundation Phase are established.

Systems establishedBarriers addressed 100%

Barriers addressed 100%

Barriers addressed 100%

Barriers addressed 100%

Barriers addressed 100%

Sub-programme 3.2: Secondary Schools – To support independent schools in grades 8-12 (R4 030 000)

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Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 targetThe extent to which LSM and multi-media resources are screened, evaluated and selected

70% 80% 90% 100% 100%

The extent to which library based resources are integrated into classroom practice

50% of educators 70% of educators 90% of educators 90% of educators

Programme 4: Public special school education (R68 924 000)Programme objective: To provide compulsory public education in special schools in accordance with the South African Schools Act and White Paper 6 on inclusive educationProgramme objective: To provide specific public special schools with resources

Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 targetPM 4.1.A: Number of learners in special schools 3265 3700 4000 3840 3840The extent to which special schools are converted to resource centres

70% 80% 90% 100% 100%

The extent to which primary schools are converted to full service schools

70% 80% 90% 100% 100%

The extent to which public special schools are provided with school library core collections

55% 65% 75% 85% 95%

The extent to which LSM and multi-media resources are screened, evaluated and selected

70% 80% 90% 100% 100%

The extent to which library based resources are integrated into classroom practice

60% 70% 80% 90% 100%

Sub-programme 4.2 Professional Services – To provide educators and learners in public special schools with departmentally managed support services (R2 000 000)Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 target

The extent to which learning and teaching are supported in GET and FET by training and informing educators in curriculum specific issues (including aspects such as assessment, methodologies and classroom management)

All sites visited on a regular basis

All sites visited on a regular basis

All sites visited on a regular basis

All sites visited on a regular basis

All sites visited on a regular basis

Percentage improvement of schools monitored and supported by officials

55% 75% 80% 100% 100%

The extent to which Quarterly monitoring of OBE implementation takes place in all special schools

40% 75% 80% 100% 100%

The extent to which Implementation of national guidelines on language policy are monitored in all special schools

40% 75% 80% 100% 100%

The extent to which Implementation of national policies in terms of GETC and FETC are monitored in all public special schools

50% 75% 80% 100% 100%

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Sub-Programme 4.3: Human Resource Development – To provide departmental services for the professional and other development of educators and non-educators in public special schools (R600 000)

Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target

The extend to which the educator corps in special schools is developed

Schools: 18Educators: 256

Schools: 18Educators: 270

Schools: 18Educators: 285

Schools: 18Educators: 300

Schools: 18Educators: 300

Bursaries 100 50 25 25 50Skills Programs @ 80 hours per educator: - 22 660 660 700

The extent to which the public servants corps in special schools are developed throughSkills Programs: 70 80 80 80 100The extent to which a Training needs analyses is completed:

Resourcing Quality Assurance Inclusive Education

Promotion of inclusive education Introduction: OBE

Developing job descriptions Framework

Curriculum adaptation policy and programme development

Curriculum adaptation policy and programme development

Programme 5: Further Education and Training (R97 762 000)Programme objective: To provide Further Education and Training (FET) at public FET colleges in accordance with the Further Education and Training Act.

Sub-programme 5.1: Public institutions (R97 262 000)Programme objective: To provide specific public FET colleges with resources.

Measurable objective 2002/2003 2003/2004 2004/2005 2005/2006 2006/2007PM 5.1.B.a: Percentage of students who are girls or women.PM 5.1.B.b: Percentage of educators who are African.

10%10%

20%30%

30%40%

30%40%

The extent to which learnerships are provided to learners, including out-of-school youth

Sub-Programme 5.4 – Human Resource Development - To provide departmental services for the professional development of educators and non-educators in public FET colleges (R500 000)

Measurable objective 2002/2003 2003/2004 2004/2005 2005/2006 2006/2007Bursaries 282 390 430 430 430Skills programs 178 720 805 805 805The extent to which a Training needs analyses is completed through:Developing job description framework 50 Educators 75 Educators 100 Educators 220 Educators 150 Educators

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Measurable objective 2002/2003 2003/2004 2004/2005 2005/2006 2006/2007Developing a Performance Work plan Framework.DAS or self-development plan framework.

220 educators

The extent to which a Quality Assurance of training programs system developed

- - March 2005

The extent to which a Quality Assurance of training programs system implemented

- - March 2006

The extent to which a Impact assessment of training on service delivery system implemented

Instrument researched and developed

Piloting Implement Review

The extent to which a Employee wellness (HIV/AIDS in the workplace) program developed

- - March 2005

The extend to which the public servants at FET Colleges are developed through Bursaries 15 210 266 266 266Skills programs 181 198 240 240 240The extent to which a Quality Assurance of training programs system is developed

- - March 2005

The extent to which a Quality Assurance of training programs system is implemented

- - March 2006

The extent to which an Impact assessment of training on service delivery system is developed

- - March 2005

The extent to which an Impact assessment of training on service delivery system is implemented

- - March 2006

The extent to which an Employee wellness (HIV/AIDS in the workplace) program is developed

- - March 2005

The extent to which an Employee wellness (HIV/AIDS in the workplace) program is implemented

- - March 2006

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Programme 6: Adult Basic Education and Training (R47 200 000)Programme objective: To provide Adult Basic Education and Training (ABET) in accordance with the Adult Basic Education Act.Sub-programme 6.1: Public centres (R46 000 000)Programme objective: To provide specific public ABET sites with resources.

Measurable objective 2002/2003 2003/2004 2004/2005 2005/2006 2006/2007Number of full-time equivalent enrolments in public ABET centres.Percentage of illiterate adults in the province enrolled in public ABET centre programmes.

15% 25% 35%4.3%

The extent to which Learning Centres are provided to villages currently without such facilities

The extent to which Learner dropout rate is reduced.The extent to which Learners achieving General Education and Training Certificate in ABET are increased

20% 30% 40% 60% 80%

Sub-Programme 6.2 – Human Resource Development - To provide departmental services for the professional development of educators and non-educators in public FET colleges Sub-Programme 6.4 – Human Resource Development - To provide departmental services for the professional development of educators and non-educators in public FET colleges (R1 200 000)

Measurable objective 2002/2003 2003/2004 2004/2005 2005/2006 2006/2007Bursaries The extend to which the educator corps (1 528)

at ABET (247) centres are developed through50 1640 1640 1640 1640

Skills Pr Programs @ 80 hours per educator = 5 days 3712 3712 3712 3712

Programme 7: Early Childhood Development (R61 209 000)Programme objective: To provide Early Childhood Education (ECD) at the Grade R and earlier levels in accordance with White Paper 5.

Measurable objective 2002/2003 2003/2004 2004/2005 2005/2006 2006/2007Percentage of learners in Grade 1 who have received some formal pre-Grade 1 education. 19% 26% 35% 45% 55%

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Sub-programme 7.1: Grade R in public schools (R29 400 000)Programme objective: To provide specific public ordinary schools with resources required for Grade R.

Measurable objective 2002/2003 2003/2004 2004/2005 2005/2006 2006/2007The extent to which the Number of ECD sites at primary schools is increased

227 227 427 774 774

The extent to which basic resources required in ECD sites at Primary Schools (not responsibility of this branch but needs to be included for budgeting purposes) is provided.

25% 30% 40% 45% 50%

The extent to which the Number of ECD sites at community based sites are increased

285 additional sites (conditional grant)

Maximum of 100 additional Practitioners

Maximum of 100 additional practitioners 465 sites in total

Completed (15% of total number of sites for community based sites

Completed (15% of total number of sites for community based sites

The extent to which the number of learners in education funded community based ECD sites are increased

15% 20% 35% 40% 50%

The extent to which basic resources required in community based ECD sites (not responsibility of this branch but needs inclusion for budgeting purposes) are provided

10% 30% 40% 50% 55%

Sub-programme 7.2: Professional Services – To provide educators and learners at ECD sites with departmental management support services (R31 809 000)

Measurable objective 2002/2003 2003/2004 2004/2005 2005/2006 2006/2007The extent to which All qualifying ECD sites are monitored for subsidy payment

100% 100% 100% 100% 100%

The extent to which norms and standards for basic resources required in community based ECD sites are determined

Finalise December 2003

Completed

Sub-programme 7.3: Human Resource development – To provide departmental services for the professional and other development of educators in ECD sites (200 000)

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Measurable objective 2002/2003 2003/2004 2004/2005 2005/2006 2006/2007

The extend to which the educator corps at the following ECD sites 180 X free standing280 community based sites300 school based Grade R independent and home based Grade R – n/aare developed through:

60160210

50110160

55120250

4080350

Programme 8: Auxiliary and Associated Services (R40 039 000)To provide the education institutions as a whole with training and support

Sub-programme 8.1: To provide for special departmentally managed intervention projects in the education system as a wholeMeasurable objective 2002/2003 2003/2004 2004/2005 2005/2006 2006/2007

To improve access to and quality of formal education at learning institutions in terms of school effectiveness and educator professionalism

- Fully linked relevant services delivered - 100% against business plan

- Fully linked relevant services delivered - 100% against business plan

- Fully linked relevant services delivered - 100% against business plan

- Fully linked relevant services delivered - 100% against business plan

- Fully linked relevant services delivered - 100% against business plan

Sub-programme 8.2: To provide for departmentally managed examination services (R29 069 000)

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Measurable objective 2002/2003 2003/2004 2004/2005 2005/2006 2006/2007The extent to which Examinations (including Grade 12 end of year, supplementary and common examinations, ABET level 4 and the GETC) are conducted according to relevant national policy and provincial guidelines in terms of entries, timetabling, distribution, marking, remarking, moderation, certification and payment.

100% 100% 100% 100% 100%

The extent to which Provincial examination papers for Grade 12 and Grade 12 supplementary examinations are developed 3 months prior to commencement of examinations

100% 100% 100% 100% 100%

The extent to which schools and candidates receive recognition for their performance at a successful well done function

TABLE 1: ENROLMENT AND POPULATION STATISTICSProgramme Enrolment % of population

Aged 6-14 Total Of age 6-14 Of total2. Public ordinary school education 2.1 Public primary phase 472 969 482 621 94.6 508 683 Total Grades 1 to 7 2.2 Public secondary phase Total Grades 8 to 123. Independent school subsidies4. Public special school educationTotal for all schools

FETs5. Further Education and Training 5.1 Public institutions 5.2 Youth colleges6. Adult Basic Education and Training 6.1 Public centres 249 6.2 Subsidies to private centres7. Early Childhood DevelopmentAge 5 4815 7.1 Schools (Age 6 & 7) 330 0.65 7.2 Gr R in community centres 3161 0.49

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Programme Enrolment % of population 7.1 Pre-Grade R 7933Total for all programmes

TABLE 2: NUMBER OF INSTITUTIONSProgramme Public institutions Subsidised private institutions Non-subsidised private

institutionsTotal institutions

2. Public ordinary school education 2.1 Public primary phase 1230 1230 2.2 Public secondary phase 351 351 Combined schools 247 2473. Independent school subsidies 57 28 854. Public special school education 17 1 175. Further Education and Training 5.1 Public institutions 3 3 5.2 Youth colleges6. Adult Basic Education and Training 6.1 Public centres 247 2477. Early Childhood Development 7.1 Schools 332 332 7.2 Gr R in community centres 80 80 7.1 Pre-Grade R 286 286Total for all programmes

TABLE 3: RESOURCING EFFECTED VIA THE POST PROVISIONING NORMS

Programmes/Purpose of posts PL1 PL2 PL3 PL4 Total educator posts

Learners/ FTEs L:E ratio

Posts top-sliced before model is runPosts distributed by model 2. Public ordinary school education

903116 35,7

2.1 Public primary phase Posts attached to schools 12844 2133 1154 340 16471 Posts not attached to schools Curriculum redress posts …

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Programmes/Purpose of posts PL1 PL2 PL3 PL4 Total educator posts

Learners/ FTEs L:E ratio

2.2 Public secondary phase Posts attached to schools 6914 1271 422 222 8829 Posts not attached to schools Curriculum redress posts … 4. Public special school education

126 25 15 2 168 2478 1:14175

5. Further Education and Training

276 44 20 9 349 13216 1:37

TABLE 4: NUMBER OF EMPLOYEES

Programme Educators Public Servants Other public employees Total employees

1.Administration1.1 Management Services 380 285 0 6651.2 Corporate Services 10 452 0 4621.3 MEC For Education 0 0 1 12. Public Ordinary School Education2.1 Public Primary Phase 16774 1297 0 180712.2 Public Secondary Phase 8738 1269 0 100074. Public Special School Education 4.1 Special Schools 224 289 0 5135. Further Education and Training5.1 FET Public Institutions 341 128 0 4696. Adult Basic Education and Training6.1 ABET Public Centres 3 9 0 127. Early Childhood Development7.1 Grade R in Public Schools 179 35 0 214TOTAL FOR ALL PROGRAMMES 26649 3764 1 30414

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TABLE 5: RESOURCING EFFECTED VIA THE SCHOOL FUNDING NORMS

Programme/Legal status / Poverty quintiles

Schools Total inclusive expenditure Learners Expenditure per Learner

2. Public ordinary schooling education

1863 271 192 000 896 611

Section 21 schoolsQuintile 1 (poorest) 558 13 780 970 179 149 82.46Quintile 2 412 9 855 238 179 353 50.45Quintile 3 333 7 877 148 179 437 38.96Quintile 4 285 5 946 029 179 288 35.27Quintile 5 (least poor) 275 2 138 610 179 384 13.92Total for public quintile 1 558 13 780 970 179 149 82.46Total for public quintile 2 412 9 855 238 179 353 50.45Total for public quintile 3 333 7 877 148 179 437 38.96Total for public quintile 4 285 5 946 029 179 288 35.27Total for public quintile 5 275 2 138 610 179 384 13.923. Independent School SubsidiesGRAND TOTAL 39 597 995

FOOTNOTES:All figures represent the situation in the school year 2003, with the exception of Central Budget (if there are exceptions)In the row 2. Public ordinary school education, financial figures should reflect only rands flowing through the funding model of the School Funding Norms, and should be the sum of the figure in Non-Section 21 schools and Section 21 schools.The row ‘Total for public quintile 1’ must contain the sum of the previous two references to quintile 1. The same applies to ‘Total for public quintile 2’, etc.In the row ‘3. Independent school subsidies financial figures should refer to rands distributed via the funding model of the School funding Norms.Financial figures represent actual expenditure, and not budgeted amounts.‘Expenditure per learner’ is ‘total expenditure’ divided by ‘Learners’.The financial figure under ‘Grand total’ represents value of all funds distributed via the funding model of the School funding Norms. This would in other words be the sum of the figures for programmes 2 and 3.

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TABLE 6: ABSOLUTE SPREAD ACROSS ECONOMIC CATEGORIES

Programme Current expenditure(R 000)

Capital exp.(R 000)

Total(R 000)

Personnel Non-personnel TotalEducators Non-

educators1. Administration 1.1 Office of the MEC

…all programmes and sub-programmes to be included…

8.3 Special projects 8.4 External examinationsTotal for all programmes

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TABLE 7: PROPORTIONAL SPREAD ACROSS ECONOMIC CATEGORIES

Programme % current expenditure % capital exp. % total% personnel % non-personnel % total

% educators % non-educators1. Administration 100% 1.1 Office of the MEC 100%

…all programmes and sub-programmes to be included…

8.3 Special projects 100% 8.4 External examinations 100%Total for all programmes 100%

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TABLE 8: AGE-SPECIFIC ENROLMENT RATES FOR SCHOOLS

Learners Population Age-specificEnrolment rate

Public ordinary Schools (PR 2)

IndependentOrdinary

Schools (PR 3)

Special schools(PR 4)

Age 6 36 347 848 } }Age 7 74 131 669 } }Age 8 75 042 663 } 291685 } 89,90%Age 9 76 708 668 } }Age 10 78 087 675 } }Age 11 78 304 704 } }

Learners Population Age-specificEnrolment rate

384403 97,30%

Public ordinary Schools (PR 2)

IndependentOrdinary

Schools (PR 3)

Special schools(PR 4)

Age 14 73 415 631 } }Age 15 71 199 544 } }Age 16 68 608 522 } 296289 } 85,71Age 17 62 146 524 } }Age 18 51 993 368 }TOTAL 897 942 10 691 3 265

FOOTNOTES: All figures represent the situation in the school year 2003 with the exception of ….. (if there are exceptions) Learner figures for ‘Independent ordinary schools’ include all learners in all independent schools, whether they receive a subsidy or not. Population figures are derived from Census 2001 in 5 year age groups ‘Age-specific enrolment rate’ is the sum of all the ‘Learners’ figures divided by ‘Population’. Age is as at 1 January in the school year in question. The bold line represents the break between compulsory school-going ages and higher ages.

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TABLE 9: CLASSROOMS AVAILABLE FOR PROGRAMME 2

Programme Learners Classrooms L:C ratio Classroom backlog

2.1 Public primary phase 616 708 10476 582.2 Public secondary phase 286 408 5490 52Total for public ordinary schools

903 116 15966 37

Footnotes: All figures represent the situation in the school year 2003 with the exception of … (if there are exceptions) ‘Classrooms’ includes all functional classrooms within public ordinary schools, including instructional rooms like laboratories. ‘Classroom backlog’ figures are derived from…….

TABLE 10: PROGRAMME 2 ENROLMENT AND FLOW RATE DETAILS

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Learners Repeaters Repeater rate Dropouts Dropout rateGrade 1 90 784 8 180 9,01 3 384 3,72Grade 2 77 011 4 848 6,29 1 362 1,77

Grade 3 75 214 4 155 5,52 1 351 1,79Grade 4 77 533 6 190 7,98 2 349 3,03Grade 5 84 814 8 109 4,56 3 182 3,75Grade 6 78 308 5 629 7,19 4 476 5,72Grade 7 71 322 2 066 2,89 2 166 3,04Grade 8 71 835 3 954 5,50 3 822 5,32Grade 9 87 550 12 433 14,20 4 070 4,65Grade 10 67 340 14 130 20,37 10 054 14,5Grade 11 59 728 10 675 17,87 10 449 17,5Grade 12 42 263 829 1,96 1089 2,57TOTAL 885 702 31 798 3,59 47754 5,39

FOOTNOTES: All figures represent the situation in the school year 2003 with the exception of …. (if there are exceptions) ‘Repeater rate’ is ‘Repeaters’ divided by the enrolment for that grade in the previous year. ‘Dropouts’ is the number of learners who dropped out of that grade during the previous year. It is calculated as enrolment in that grade in the previous year, minus enrolment in

the next grade in the current year, minus repeaters in the same grade in the current year, plus the repeaters in the next grade in the current year. Statistics were obtained from the Annual Survey of Schools for the year 2001/2002

TABLE 11: EDUCATOR ATTENDANCE INDICATORS FOR PROGRAMME 2

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Programme Educator working daysLearners Potential

Working daysLearner days

Lost% days lost

2.1 Public primary phase 13 685 2 737 000 114 954 4.22.2 Public secondary phase 8 211 1 642 200 55 835 3.4Total for public ordinary schools

21 896 4 379 200 170 789 7.6

FOOTNOTES: All figures represent the situation in the school year 2002 with the exception of … (if there are exceptions) ‘Potential working days’ is the number of educators multiplied by 200 school days in the year. Working days lost is derived from … This figure reflects the total number of workings days when the educator was absent from work due to leave of any sort, either approved or

unapproved. % days lost’ is ‘Learner days lost’ divided by ‘Potential learner days.’

TABLE 12: LEARNER ATTENDANCE INDICATORS FOR PROGRAMME 2

Programme Educator working daysLearners Potential

Working daysLearner days

Lost% days lost

2.1 Public primary phase 554 986 108 777 256 6 417 858 5.92.2 Public secondary phase 330 716 64 820 336 3 435 478 5.3Total for public ordinary schools

885 702 173 597 592 9 853 336 11.2

FOOTNOTES: All figures represent the situation in the school year 2002 with the exception of … (if there are exceptions) ‘Potential working days’ is the number of educators multiplied by 196 school days in the year. Learner days lost is derived from … This figure reflects days lost due to the absence of enrolled learners from school, for whatever reason, for full days. Absence from part of a

day is not captured in this figure. % days lost’ is ‘Learner days lost’ divided by ‘Potential learner days.’

TABLE 13: RESOURCING EFFECTED VIA THE POST PROVISIONING NORMSProgrammes/Purpose of posts PL1 PL2 PL3 PL4 Total educator

postsLearners/ FTEs L:E ratio

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Posts top-sliced before model is runPosts distributed by model 2. Public ordinary school education

903116 35,7

2.1 Public primary phase Posts attached to schools 12844 2133 1154 340 16471 Posts not attached to schools Curriculum redress posts … 2.2 Public secondary phase Posts attached to schools 6914 1271 422 222 8829 Posts not attached to schools Curriculum redress posts … 4. Public special school education

126 25 15 2 168 2478 14.75

5. Further Education and Training

276 44 20 9 349 13216 1:37

TABLE 14: HRP EMPLOYMENT AND VACANCIES BY PROGRAMME

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Programme Approved Establishment Number of Employees Vacancy Rate Additional (-)PROGRAMME 1 1 915 1 125 790

PROGRAMME 2 29 442 - 1 299

PROGRAMME 3 - - -

PROGRAMME 4 762 516 246

PROGRAMME 5 71 58 13

PROGRAMME 6 533 294 239

PROGRAMME 7 14 14 0

SUBSTITUTE EDUCATOR 33 33 0

32 770 30 183 2 587

15. FINANCIAL MANAGEMENT

15.1 STRATEGIES TO ADDRESS AUDIT QUERIES

15.2 IMPLEMENTATION OF PFMA

REPORTING FUNCTIONReporting systems will be put in place.

BUDGETING FUNCTIONRetraining of officials on budgets.

REVENUE COLLECTIONIdentification of revenue generating state properties.Supporting cash offices through training of cashiers.Promoting the payment of private calls.Introducing targets per cash office and revising collection trends.

STAFFINGStaffing of finance directorates including circuits.

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Training of officials.

ACCOUNTABILITYPolicies in place.

SUBDIRECTORATE: HUMAN RESOURCE PROVISIONING

TABLE A.1

Sub-programme 2.2: Public secondary Phase

MEASURABLE OBJECTIVES ACTIVITIES PERFORMANCE MEASURE

To provide educators at the public secondary phase in accordance with policy

Implement Provincial ELRC Resolution No 1 of 2001 as amended, which provides for a process whereby all professionally qualified temporary contract teachers who have completed 2 years of service, will be permanently appointed in substantive vacant teacher posts

± 500 temporary contract teachers to be considered and dealt with in terms of Provincial ELRC Resolution No 1 of 2001 as amended

Deal with the transfer of educators additional to the establishment on post level 1 and higher in institutions, in terms of operational requirements.

70% of identified educators in addition to be transferred

Fill approved vacant principal posts in schools through prescribed advertising and selection processes

All approved vacant approved vacant principal posts in schools as identified in June 2003 and again in January 2004, to be filled

11.3.2 Employees

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MDE MANAGERS: HEAD OFFICE

OFFICE ORG COMPONENT POST INCUMBENT

Head Office Office Of The HOD – Education Head Of Department Dr Mt Mashinini

Head Office MEC Support Office Office Manager Mr Me Zwane

Head Office C/D GET, FET & Quality Assurance Chief Director Mr Cm Mashaba

Head Office Dir:General Ed And Training Director Mr Jr Molai

Head Office S/Dir:Intermediate And Senior Phase Chief Ed Specialist Mr S Radebe

Head Office S/Dir:Ecd, Abet And Ed Support Services Chief Ed Specialist Ms Sn Molemane

Head Office S/Dir:Special Educational Needs Chief Ed Specialist Ms Mn Lekgau

Head Office Dir: FET Director Dr H Van Zyl

Head Office S/Dir:Fet Planning And Research Chief Ed Specialist Mr Aj Sibande

Head Office S/Dir:Fet Curriculum Chief Ed Specialist Mr Sj Mkhwanazi

Head Office S/Dir:Fet Support Chief Ed Specialist Mr Ms Msibi

Head Office Dir:Quality Assurance Director Ms Ne Hlophe

Head Office S/Dir:Systemic Evaluation Chief Ed Specialist Mr Mi Tlou

Head Office S/Dir:Learning Sites Audit Chief Ed Specialist Mr Sa Sukati

Head Office S/Dir:Public Examinations Chief Ed Specialist Ms Tb Nkosi

Head Office C/D: Systems And Planning Chief Director Ms Dd Mashego

Head Office Dir:Strategic Planning And Coordination Director Mr Ss Motshana

Head Office S/Dir:Strat Planning & Legislative Services Deputy Director Mr Et Radebe

Head Office Dir:Resource Planning Director Mr Pj Masilela

Head Office S/Dir:Physical Resource Planning Deputy Director Vacant

Head Office S/Dir:Ed Mgmt Information Systems Chief Ed Specialist Mr Wa Barnard

Head Office Dir: Hr Development Director Mr Se Sukati

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OFFICE ORG COMPONENT POST INCUMBENT

Head Office S/Dir:Ed Mgmt & Governance Development Chief Ed Specialist Vacant

Head Office S/Dir:Public Service Staff Development Deputy Director Vacant

Head Office S/Dir:Communications Deputy Director Mr Ji Zwane

Head Office C/D: Corporate Services Chief Director Mr Jgh Kriel

Head Office Dir:Hr Management Director Mr Jr Nkosi

Head Office S/Dir:Hr Planning And Provisioning Deputy Director Ms E De Bruin

Head Office S/Dir:Hr Remuneration And Performance Deputy Director Mr Wn Khoza

Head Office S/Dir:Labour Relations And Misconduct Chief Ed Specialist Mr Aw Kutumela

Head Office Dir:Provisioning And Logistical Mgmt Director Mr Dz Makhubela

Head Office S/Dir:Provisioning Deputy Director Mr Jj Reyneke

Head Office S/Dir:Physical Facilities Deputy Director Vacant

Head Office S/Dir:Office Auxiliary Services Deputy Director Mr Wjp Kotze

Head Office S/Dir:Information Technology Deputy Director Vacant

Head Office S/Dir:Legal Services Sr Legal Adm Officer Mr Rj Smith

Head Office C/Dir:Financial Management Chief Financial Officer Mr Mt Maputle

Head Office Dir: Management Accounting Director Mr Gr Lubbe

Head Office S/Dir:Budget And Revenue Deputy Director Mr Ka Diphofa

Head Office S/Dir:Bookkeeping Deputy Director Ms Me Massyn

Head Office Dir:Financial Accounting Director Mr Ma Sekgota

Head Office S/Dir:General Expenditure Deputy Director Ms Dd Mlangeni

Head Office S/Dir:Salaries & Salary Accounts Deputy Director Vacant

MDE MANAGERS: REGIONS AND FET COLLEGES

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Gert Sibande Region Regional Management (Gert Sibande Region) Director Dr Lh Mathunyane

Gert Sibande Region S/Dir:Get And FET (G/S) Chief Ed Specialist Mr At Msiza

Gert Sibande Region S/Dir:Systems And Planning (G/S) Chief Ed Specialist Mr J Sibiya

Gert Sibande Region S/Dir:Corporate Services (G/S) Deputy Director Ms M Botha

Gert Sibande Region S/Dir:Circuit & T/Centre Co-Ord (G/S) Chief Ed Specialist Mr Mj Malaza

Gert Sibande Region Mgmt: Gert Sibande FET College Director Mr E Hawthorn

Nkangala Region Regional Mgmt (Nkangala Region) Director Mr Jj Mabena

Nkangala Region S/Dir:Get And FET (Nka) Chief Ed Specialist Ms Gm Ditshego

Nkangala Region S/Dir:Systems And Planning (Nka) Chief Ed Specialist Mr Ml Shaku

Nkangala Region S/Dir:Corporate Services (Nka) Deputy Director Vacant

Nkangala Region S/Dir:Circuit & T/Centre Co-Ord (Nka) Chief Ed Specialist Ms Ck Masango

Nkangala Region Mgmt: Nkangala FET College Director Mr Sp Qwabe

Ehlanzeni Region Regional Mgmt (Ehlanzeni Region) Director Mr Mj Lushaba

Ehlanzeni Region S/Dir:S/Dir:Get And FET (Ehl) Chief Ed Specialist Mr Jc Khoza

Ehlanzeni Region S/Dir:Systems And Planning (Ehl) Chief Ed Specialist Ms Pn Mbatsane

Ehlanzeni Region S/Dir:Corporate Services (Ehl) Deputy Director Mr Ow Nyambi

Ehlanzeni Region S/Dir:Circuit & T/Centre Co-Ord (Ehl) Chief Ed Specialist Mr Ss Mahlalela

Ehlanzeni Region Mgmt: Ehlanzeni FET College Director Mr Ps Zwane

13. MEDIUM-TERM REVENUE

13.1 SUMMARY OF REVENUE

TABLE 13: SUMMARY OF REVENUE

1999/2000 2000/2001 2001/2002 2002/2003 2003/2004 2004/2005 R' 000 ACTUAL ACTUAL ACTUAL ESTIMATE MTEF MTEF

Voted by legislature 2,795,345 2,965,591 3,248,152 3,717,495 4,306,643 4,695,286 Conditional grants 14,016 31,044 59,250 98,924 112,356 116,488

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Own Revenue - - 23,531 70,000 103,764 107,755 Total Revenue 2,809,361 2,996,635 3,330,933 3,886,419 4,522,763 4,919,529

13.2 DEPARTMENTAL REVENUE COLLECTION

TABLE 14: DEPARTMENTAL REVENUE COLLECTION

1999/2000 2000/2001 2001/2002 2002/2003 2003/2004 2004/2005 R' 000 ACTUAL ACTUAL ACTUAL ESTIMATE MTEF MTEF

Current RevenueTax Revenue - - - - - -

Non-tax Revenue 8,246 4,184 19,637 11,200 14,350 16,400 Capital Revenue - - - - - -

Departmental Revenue 8,246 4,184 19,637 11,200 14,350 16,400

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13.3 Conditional Grants

Name of the Project

Description Funder PartnershipYes/No

Start Date End Date Budget

Financial Management & Quality Enhancement

Education Management & Leadership Development at Circuit & School level2. Governance: The improvement of School Governance in the Province3. Whole School Evaluation4. Systemic Evaluation5. Promoting Safe Schools6. Enhancing the Teaching and Learning Physical Environment7. GETC8. LSEN: Enhancing the Capacity of Special Needs Schools & Inclusive Ed.9. GET: Improvement of Math's, Science & Technology Teaching and Learning10. Teacher Development: DAS implementation11. GET: Teacher Development12. Transformation of FET Institutions13. FET: Improve Effective Teaching in Math's, Science & Technology14. FET: Improving Grade 12 Results15. FET: Teacher Development16. EMIS: Improving Information Systems for planning & management purpose17. Improving Financial Management Systems18. Values in Education: Religion in Education & Indigenous games19. Values in Education: School Music Eisteddfod20. Values in Education: History and Values

Government Conditional Grant

No April 2003 March 2005 R35 251 000

HIV/AIDS Promote awareness of HIV/AIDS in schools Government Conditional Grant

No April 2003 March 2004 R8 794 000

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Name of the Project

Description Funder PartnershipYes/No

Start Date End Date Budget

ECD Training 330 ECD practitioners by the national office.Granting a once off allocation for resources to the 110 centres. Allocation for resources of these sites to be financed by the National office. Supporting and skilling the ECD officialsEnsuring that ECD sites offer quality care and education to learners catered for at these centres through training, monitoring and evaluation. Taking responsibility of the curriculum for the 3-4 year olds.Ongoing process of the allocation of subsidies beyond the conditional grant by the provincial departments.

No April 2003 March 2005 R31 609 000

Flood Damages Flood Damages Government Conditional Grant

No April 2003 March 2004 R8 000 000

Infrastructure Development

Renovations to schools, supply fences and erection of toilets

Government Conditional Grant

No April 2003 March 2004 R72 026 000

13.4 Donor Funding

Project name External donorsMonetary Contributions Project Outcomes Departmental reporting

2004 2005 2006 2007 2008Mpumalanga Secondary Science Initiative (MSSI)

Japanese Government

Unspecified Unspecified Unspecified The improvement of secondary school teachers’ operational knowledge of Mathematics and Science so that they can assist learners to attain predetermined learning outcomes. It seeks to establish a school-based model of educator development and support. The project sends administrators to Japan on administrators’ course.

Mr Jan Mkhwanazi013766 5379

The Japanese Overseas Corporation

Japanese Government

Unspecified Unspecified Provision of support to Grade 8 – 12 Maths and Science teachers receiving training in the MSSI projects.

Mr Ken Mohan

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Project name External donorsMonetary Contributions Project Outcomes Departmental reporting

The Japanese School building project

Japanese Government

50mil The building of 20 Primary and Secondary schools:232 Classrooms20 Administrative blocks4 special rooms194 Learners’ toilets54 Toilets (teachers)

Mr D.Z. Makhubela

Canada South African Teacher Development Project (CSATDP

Canadian Government

465 000 INSET Management at provincial, regional and school level using the implementation of OBE at the Foundation Phase and Inclusive Education as focus. The project is piloted at Standerton and 80 schools are involved in the project.

Ms P. Sibiya(017) 819 5303

South African-Finnish Co-operation Programme in the Education Sector (SCOPE)

Finland Government

4,75 mil Outcome 1: Making Ndebele College of Education a fully functional Institution of Higher EducationThe establishment of the Mpumalanga National Institute of Higher Education (NIHE).Outcome 2: Enhancement of learning and teaching using Information and Communication Technology (ICT) at the 10 Teachers’ Centres and 5 pilot schools. Outcome 3: Introducing Inclusive Education at 10 pilot schools

N.V. Mthethwa(013) 766 5436

USA Peace Corps Volunteers

United States of America (USA)

Unspecified Unspecified UnspecifiedUnspecifiedUnspecifiedThis is a co-operation between the RSA and the USA whereby volunteers are deployed to schools communities in the three regions to render support in OBE implementation, management and HIV/AIDS education and projects.

Mr S. Radebe(013) 766 5376

Mpumalanga Education Development Trust (MEDT)

Business Enterprise

2mil Depends on money raised by partners

Depends on money raised by partners

Depends on money raised by partners

Depends on money raised by partners

The main purpose of MEDT is to assist the MDE to implement prioritised projects in capacity building and infrastructure development.

N.V. Mthethwa(013) 766 5436

The READ Project Business Trust 1,02mil 1,02mil Project purpose is to support the N.V. Mthethwa

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Project name External donorsMonetary Contributions Project Outcomes Departmental reporting

implementation of C2005 through the provision of books, teaching resources and teacher training in how to use the resources

(013) 766 5436

The Kwena Basin Johannesburg College of Education Project

Johannesburg College of Education

In kind(book donations, time spent with educators, technical assistance rendered to teachers)

In kind(book donations, time spent with educators and learners, technical assistance rendered to teachers)

This project involves the deployment of an average of 20 Johannesburg College of Education students to five farm schools in the Lydenburg area. The purpose of the project is to render support in resources, improvement of teaching instruction as well as implementation of OBE approaches. The programme activities include donating books to learners at these schools, working with teachers to implement prepared lessons and working like volunteers to uplift the standard of education at these schools for ± three weeks while staying with communities around that area.

J.H. Moya(013) 766 5436

The Quality Learning Project (QLP)

Business Trust R1,024mil The project operates in Moretele District and is aimed at:Helping the district to provide quality educational leadership and support to schoolsHelping schools to provide leadership and strong management so that they can offer quality learning.To monitor teaching, learning, reading, writing, and mathematics To improve the quality of teaching and learning in mathematics, reading and writing in Grades 8 to 12

Mr J.J. Mabena(013) 947 3892

Shoma Project M-Web, Orbicom, MultiChoice and M-Net.

250 000 250 000 The project has a centre in Nelspruit at Mgwenya College where there are 12 computers set up to train teachers in OBE through satellite technology

J.H. Moya(013) 766 5436

The Open Learning Department for OLSET is a Radio Learning Programme Ms D. Simelane

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Project name External donorsMonetary Contributions Project Outcomes Departmental reporting

Systems Educational Trust (Olset)

International Development (DFID)

that supports the province in its implementation of C2005 by the provision of classroom-based support for junior primary teachers in teaching English language. Learning support material consisting of radios and teachers’ guides is distributed to schools as part of the project.

(013) 766 5261

14.3 PUBLIC ENTITY: MPUMALANGA REGIONAL TRAINING TRUST [MRTT]

The implementation of the SKILLS DEVELOPMENT ACT during 1999/2000 is introducing a paradigm shift for training provision within the RSA. Training providers such as the Mpumalanga Regional Training Trust is now challenged to deliver training within a new national training policy framework, a new institutional environment for training management, and a new training financing model.

The Mpumalanga Regional Training Trust is a parastatal reporting to the Department of Education on a provincial level.

CONCLUSION

This strategic business plan was drafted for the period 2002/2003, 2003/2004 and 2004/2005 and is revised on an annual basis due to changes in training needs.

SERVICE DELIVERY PLAN

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Programme: Public Ordinary School Programme Objective: To provide classroom facilities to schoolsAccountable Officer: Mr. M.S. Nkuna and Mr. D.Z. Makhubela

MO : To provide classroom facilities to schoolsPM : Prioritised classroom facilities will have been builtPM : Responsibility Manager/Accountable Officer: Mr. M.S. Nkuna and Mr. D.Z. MakhubelaWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterTo Build Build Build Build690 Classrooms Appointment of contractors through

Tender Board will be done200 Classrooms 400 Classrooms 90 Classrooms

40 Admin. Blocks 10 Admin. Blocks 25 Admin. Blocks 5 Admin. Blocks25 Special Rooms 5 Special rooms 15 Special rooms 5 Special rooms800 Toilets 200 Toilets 450 Toilets 150 Toilets

Programme: 02Programme Objective: To renovate existing classroom facilitiesAccountable Officer: Mr. M.S. Nkuna and Mr. D.Z. Makhubela

MO : To renovate existing classroom facilitiesPM : Prioritised existing classroom facilities will have been renovatedPM : Accountable Officer: Mr. M.S. Nkuna and Mr. D.Z. Makhubela

1st Quarter 2nd Quarter 3rd Quarter 4th Quarter

To renovate

Appointment of contractors through Tender Board to renovate prioritized classroom facilities to be done

20 Schools Renovation of 5 schools to be completed

Renovation of 15 schools to be completed

Retention to 20 schools to be paid out

25 Schools to be provided with water 5 Schools to be provided with water

15 Schools to be provided with water

Provision of water to 5 schools to be finalized

15 Schools to be fenced Fencing to 5 schools to be finalized

Fencing to 10 schools to be finalized

Retention to the 15 schools for fencing to be paid

14 Schools will be provided with electricity 7 Schools Electrification to be completed

7 Schools Electrification to be completed

Retention fees for fencing to the 14 schools to be paid out

676 toilets to be built 276 Toilets to be completed 400 Toilets to be completed

Final hand over to all facilities to be done

Programme: 02

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Programme Objective: To Provide public ordinary schools with resourcesAccountable Officer:

MO : To provide classroom facilities to schools, which have no classrooms facilitiesPM : Schools will be provided with classroom facilities in rural and farm areasPM : Accountable Officer: Mr. W.J.P. Kotze and Mr. D.Z. MakhubelaWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterSchools provided with facilities in rural and farm areas

Ensure that agreements are concluded with property owners

Process payments to all approved agreements

Process payments to all approved agreements

Process payments to all approved agreements

Programme: 02 Programme Objective: To Provide public ordinary schools with resourcesAccountable Officer:

MO : To provide classroom facilities to schools, which have no classrooms facilitiesPM : Schools will be provided with classroom facilities in rural and farm areasPM : Accountable Officer: Mr. W.J.P. Kotze and Mr. D.Z. MakhubelaWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterScholar transport will be proved to learners in rural and farm areas

25 000 Rural learners will be provided with scholar transport to enable them to attend school

25 000 Rural learners will be provided with scholar transport to enable them to attend school

25 000 Rural learners will be provided with scholar transport to enable them to attend school

25 000 Rural learners will be provided with scholar transport to enable them to attend school

Programme: Independent Schools Program 3 Programme Objective: To provide Independent Schools with resources

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Accountable Officer: Mr. W.J.P. Kotze and Mr. D.Z. Makhubela

MO : To pay subsidies to special and private schoolsPM : Provide school facilities in areas where there are a lack of public ordinary schoolsPM : Accountable Officer: Mr. W.J.P. Kotze and Mr. D.Z. Makhubela

1st Quarter 2nd Quarter 3rd Quarter 4th QuarterAdminister and process payments for subsidies to special and private schools

60 private schools that quality will received their subsidies in accordance with the Norms and Standards

60 private schools that quality will received their subsidies in accordance with the Norms and Standards

60 private schools that quality will received their subsidies in accordance with the Norms and Standards

60 private schools that quality will received their subsidies in accordance with the Norms and Standards

Programme: 2 Programme Objective: Accountable Officer: Mr. W.J.P. Kotze and Mr. D.Z. Makhubela

MO : To provide schools with text and prescribed books to all schoolsPM : Schools will have text and prescribed booksPM : Accountable Officer: Mr. W.J.P. Kotze and Mr. D.Z. Makhubela

1st Quarter 2nd Quarter 3rd Quarter 4th QuarterFocus on the procurement and delivery of text and prescribed books for Grade 1,2,3,6, 11 and 12

Grade 1,2,3,6,11 and 12 will have text and prescribed books

Grade 1,2,3,6,11 and 12 will have text and prescribed books

Grade 1,2,3,6,11 and 12 will have text and prescribed books

Grade 1,2,3,6,11 and 12 will have text and prescribed books

Programme: 2 Programme Objective: Accountable Officer: Mr. D.Z. Makhubela and Mr. J.J. Reyneke

MO : To provide all learners with school stationery PM : All learners will have school stationeryPM : Accountable Officer: Mr. D.Z. Makhubela and Mr. J.J. ReynekeWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterFocus on the procurement and delivery of school stationery for all learners

All learners will have school stationery

All learners will have school stationery

All learners will have school stationery

All learners will have school stationery

Programme: 2 Programme Objective: To provide 774 schools with electricity with computersAccountable Officer: Mr. D.Z. Makhubela and Mr. J.J. Reyneke

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MO : 744 Schools will be provided with computersPM : 744 Schools will have computersPM : Accountable Officer: Mr. D.Z. Makhubela and Mr. J.J. Reynek eWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterTo procure and deliver computers to 744 schools

744 schools will have computers

744 schools will have computers

744 schools will have computers 744 schools will have computers

Programme: 2 Programme Objective: To provide furniture to 451 built classroomsAccountable Officer: Mr. D.Z. Makhubela and Mr. J.J. Reyneke

MO : 451 New classrooms will be provided with furniturePM : 451 New classrooms will have furniturePM : Accountable Officer: Mr. D.Z. Makhubela and Mr. J.J. ReynekeWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterTo provide and deliver furniture to 451 newly built classroom

To provide and deliver furniture to 690 newly built classrooms, 40 admin. Blocks and 25 special rooms

451 New classrooms will have furniture

690 New classrooms, 40 new administration blocks and 25 special rooms will have furniture

451 New classrooms will have furniture

690 New classrooms, 40 new administration blocks and 25 special rooms will have furniture

451 New classrooms will have furniture

690 New classrooms, 40 new administration blocks and 25 special rooms will have furniture

451 New classrooms will have furniture

690 New classrooms, 40 new administration blocks and 25 special rooms will have furniture

QUALITY ASSURANCE

SYSTEMIC EVALUATION DELIVERY PLAN

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Programme: Quality Assurance Programme Objective: To render effective and efficient administration service to the Mpumalanga Education Dept.Accountable Officer: Ms. N.E. Hlophe and Mr. M.I. Tlou

MO : To develop the performance of the education system at Grade 3,6 and 9 in order to inform interventions for continuous improvement in teaching and learning

PM : Copies of reports produced and distributed, feedback discussions sessions held, including Provincial colloquium/clear intervention provisioning plans crafted

PM : Accountable Officer: Ms. N.E. Hlophe and Mr. M.I. TlouWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterDevelop SE instruments, refine instruments Grade 6 and 9 coding and scoring and report writing, disseminate information and hold colloquium

Develop and refine instruments for Grade 9

Advocacy with Regional Support Team

Coding and Scoring Report printing presentation and in contribution to stakeholders (Colloquium)

Programme: Quality Assurance Programme Objective: To provide education management service for the education systemAccountable Officer: Ms. N.E. Hlophe and Mr. M.I. Tlou

MO : To evaluate the performance of the education system at Grade 3, 6 and 9PM : Copies of reports, produced and distributed, feedback discussion session heldPM : Accountable Officer: Ms. N.E. Hlophe and Mr. M.I. TlouWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterEvaluation of the performance of the education on system at Grade 3, 6 and 9

Print, discuss and disseminate findings (colloquium)

Conduct systemic evaluation main study senior phase (pilot study)

Scoring and coding of the pilot study

Report writing

Collaborate report writing

Printing of report

Programme: Quality Assurance Programme Objective: To provide public ordinary schools from Grade 1 – 9 in accordance with NEPAAccountable Officer: Ms. N.E. Hlophe and Mr. M.I. Tlou

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MO : To improve access to quality of formal education at learning institutions in term of school effectiveness and education and Professionalism in GET

PM : To improve quality of education system provision

Accountable Officer: Ms. N.E. Hlophe and Mr. M.I. TlouWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterTo administer SE Grade 9 in (main study) Hold colloquium- intermediate

and senior phaseImplementation of national and provincial guidelines on SE

Ongoing Ongoing

Programme: Public Ordinary Schools Programme Objective: To manage the appointment of temporary educatorsAccountable Officer: Mr. J.R. Nkosi

MO : Terminate or renew the contract of 594 temporary educatorsPM : Manage the appointment of 594 temporary educators

Accountable Officer: Mr. J.R. NkosiWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterManage the appointment of temporary educators

Implement the extension of the temporary appointments

Monitoring Monitoring Receive requests for extension of temporary contract from schools to extend the contracts for the following year

Programme: 4 Specialised SchoolsProgramme Objective: To ensure speedy payments of pension benefitsAccountable Officer: Mr. J.R. Nkosi

MO : To improve the speedy payments of pension benefits

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PM : The rate of the processing of pension documents is currently 60%PM :Accountable Officer: Mr. J.R. NkosiWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterEnsuring a speedy processing of pension documents for the speedy payment of pension benefits for resigned, retired or deceased government employees in public ordinary schools

Design a comprehensive procedure manual and conduct workshops for officials responsible for pension benefits

Monitoring Monitoring Monitoring

Programme: 2 Public ordinary schools educationProgramme Objective: To ensure speedy payments of pension benefitsAccountable Officer: Mr. J.R. Nkosi

MO : To improve the speedy payments of pension benefitsPM : The rate of the processing of pension documents is currently 60%PM :Accountable Officer: Mr. J.R. NkosiWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterEnsuring a speedy processing of pension documents for the speedy payment of pension benefits for resigned, retired or deceased government employees in public ordinary schools

Design a comprehensive procedure manual and conduct workshops for officials responsible for pension benefits

Monitoring Monitoring Monitoring

Programme: 5 Further Education and TrainingProgramme Objective: To ensure speedy payments of pension benefitsAccountable Officer: Mr. J.R. Nkosi

MO : To improve the speedy payments of pension benefitsPM : The rate of the processing of pension documents is currently 60%

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PM :Accountable Officer: Mr. W.H. KhozaWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterEnsuring a speedy processing of pension documents for the speedy payment of pension benefits for resigned, retired or deceased government employees in public ordinary schools

Design a comprehensive procedure manual and conduct workshops for officials responsible for pension benefits

Monitoring Monitoring Monitoring

Programme: 4 Further Education in specialized schoolsProgramme Objective: To assess public servants for pay progressionAccountable Officer: Mr. J.R. Nkosi

MO : To manage performance of 289 public servantsPM : The assessment of public servants is currently 70% (Old system)PM : The assessment of public servants is currently 0% (New PDMS)Accountable Officer: Mr. W.H. KhozaWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterManage performance by assessing public servants

Issue job descriptions and performance agreements to supervisors

Review performance Review performance Review performance and assess for pay progression

Programme: 2 Public ordinary school educationProgramme Objective: To assess public servants for pay progressionAccountable Officer: Mr. J.R. Nkosi

MO : To manage performance of 2563 public servantsPM : The assessment of public servants is currently 70% (Old system)PM : The assessment of public servants is currently 0% (New PDMS)Accountable Officer: Mr. W.H. KhozaWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterManage performance by assessing public servants

Issue job descriptions and performance agreements to supervisors

Review performance Review performance Review performance and assess for pay progression

Programme: 6 ABETProgramme Objective: Manage recruitment and payment of ABET practitionersAccountable Officer: Mr. J.R. Nkosi

MO : To recruit and pay ABET practitionersPM : Currently there are 2080 ABET practitioners

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PM :Accountable Officer: Mr. W.N. KhozaWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterManage the recruitment and payment of ABET practitioners

Monitoring Monitoring Monitoring Review the proceedings for recruitment and payment of ABET practitioners

Programme: Public Ordinary School EducationProgramme Objective: To provide public ordinary education from Grade 1 to 12 in accordance with the SASAAccountable Officer: Ms. N.E. Hlophe

MO : To improve quality of educationPM : Conduct internal and external evaluationPM :Accountable Officer: Mr. S.A. SukatiWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterAdvocacy and Training of School Management Teams on School Self Evaluation and development of school improvement plans

140 Schools 160 Schools 100 Schools 5 Schools

Conduct external evaluation 32 Schools 32 Schools 32 Schools 2 SchoolsReport to schools, circuits, regions and senior management on evaluation

32 Reports 32 Reports 32 Reports 2 Reports

Monitoring the process of whole school evaluation

10 Evaluations 10 Evaluations 10 Evaluations 2 Schools

Programme:Programme Objective: To ensure that the human resources are developedAccountable Officer: Mr. S.E. Sukati

MO : Promote professional and skills developmentPM : Conduct skills audit including office based staffPM : Compile Workplace Skills Plan (WSP) embracing office based staff needsPM : Conduct customised training course including learnerships

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PM : Award bursariesAccountable Officer: Mr. S.E. Sukati

Whole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterConduct skills audit Identify relevant service

providers for conducting skills auditRaise awareness among staff and encourage participation

Evaluate in-puts from service providers and contract most appropriate presentation

Carry out the exercise of skills audit

Prioritise the skills needs according to overall departmental objectives

Compile Workplace Skills Plan (WSP) Conduct Provincial Skills Development Committee meetingsCome up with five focus areas as derived from prioritised skills needs

Develop the WSP

Solicit assistance from accredited service providers to run identified skills programmes

Implement the WSP

Draw-up an implementation report of the previous year

Monitor the implementation of the WSP

Liaise with ETDP-SETA regarding discretionary funds

Conduct customised training courses Implement the training scheduleParticipate in the committee pertaining to establishing PSETA driven learnerships programmes

Monitoring the training and payment of service providers

Develop training database

Conduct training needs identification

Draw up training schedule

Identify suitable training service providers

Co-ordinate training

Collect nominations of participants for training including regions and circuit offices

Award bursaries Liaise with bursary holders pertaining to their actual fields of study and payment of feesDisburse bursary payments to the relevant institutions

Monitor the bursary payment

Consult the bursary holders regarding their studies and assist where possible

Receipt of bursary applications and schedule them accordingly

Conduct the selection of successful applicants

Dispatch confirmation letters to successful applicants

Verify registration details with tertiary institutions

Conduct the signing of the contract formsRenew bursaries of old bursary holders after receiving the examination results

Programme: AdministrationProgramme Objective: To render an effective and efficient administration service to the MDE DepartmentAccountable Officer: Ms. N.E. Hlophe

MO : To bring about effective management at all levels of the systemPM : Conduct internal and external evaluationPM :Accountable Officer: Mr. S.A. Sukati

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Whole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterMonitor and evaluate the effectiveness of governance, leadership and management of schools

Training of SMT’s Training of SMT’s Training of SMT’s Training of SMT’sExternal evaluation External evaluation External evaluation External evaluationPreliminary schedulesPrint question papers Print final schedule and submit

to schoolsExaminations commence National standardisation

Package of question papers Receive scripts Printing of resultsIdentify the marking centres Examination completed Distribution of results to schools

RemarkingConducting irregularities interview

Programme: 2.4/4.3/5.4/6.4/7.3Programme Objective: To ensure that the human resources are developedAccountable Officer: Mr. S.E. Sukati

MO : Promote professional and skills developmentPM : Conduct skills audit including educators and non-educators in public ordinary schoolsPM : Conduct customised training course including learnershipsPM : Compile workplace Skills Plan (WSP) embracing educators and non-educators in public ordinary schoolsPM : Award bursariesPM : Conduct professional and other development for educatorsPM : Conduct capacity building around Education Management and Governance Development

Accountable Officer: Mr. S.E. SukatiWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterConduct skills audit Identify relevant service

providers for conducting skills auditRaise awareness among staff and encourage participation

Evaluate in-puts from service providers and contract most appropriate presentation

Carry out the exercise of skills audit

Prioritise the skills needs according to overall departmental objectives

Compile Workplace Skills Plan (WSP) Conduct Provincial Skills Development Committee meetingsCome up with five focus areas as derived from prioritised skills needs

Develop the WSP

Solicit assistance from accredited service providers to run identified skills programmes

Implement the WSP

Draw-up an implementation report of the previous year

Monitor the implementation of the WSP

Liaise with ETDP-SETA regarding discretionary funds

Conduct customised training courses Implement the training scheduleParticipate in the committee pertaining to establishing PSETA driven learnerships programmes

Monitoring the training and payment of service providers

Develop training database

Conduct training needs identification

Draw up training schedule

Co-ordinate training

Collect nominations of participants for training

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Whole year 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter

Identify suitable training service providers

including regions and circuit offices

Award bursaries Liaise with bursary holders pertaining to their actual fields of study and payment of feesDisburse bursary payments to the relevant institutions

Monitor the bursary payment

Consult the bursary holders regarding their studies and assist where possible

Receipt of bursary applications and schedule them accordingly

Conduct the selection of successful applicants

Dispatch confirmation letters to successful applicants

Verify registration details with tertiary institutions

Conduct the signing of the contract forms

Renew bursaries of old bursary holders after receiving the examination results

Whole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterImplement the professional and other development for educators and non-educators

Monitor the training about DAS at school level

Ensure that DAS is implemented

Raise awareness of the NTA educators

Increase the educators participation into the South African council of Educators (SACE) derived

Performance Management Development System (PMDS)

Monitor the implementation of DAS and PMDS

Collect and process forms for the NTA from the educators

Visit the centres where NPDE programme is run

Monitor the Professional Portfolio Development process

Training of PAT’s and SDT’s about the Developmental Appraisal System (DAS)

Participate in the National Teaching Awards (NTA)

Participate in the Education Labour Relations Council (ERLC) Task Team

Establish and maintain the Provincial Appraisal Team (PAT)

Establish and maintain Staff Development Teams at schools

Monitor the running of the National Professional Diploma in Education (NPDE) for under qualified educators

Recruit more educators into NPDE

Conduct the provincial NTA competition

Implement the Education Management and Governance Development

Monitor the INSET programme

Train Circuit Managers in EMGD and Leadership matters

Evaluate the impact of the INSET programme

Liaise with Circuit Managers about the schools leadership

Identify the managerial needs of educational managers

Develop and implement a comprehensive In-Service

Establish and train regional HRD teams about EMGD directives

Co-ordinate the INSET

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Whole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterTrain School Management Teams (SMT’s) including principals of schools on Education Management and Development

Support the regional SGB’s co-ordinators training activities

Provide training of RCL’s

situational reports and render assistance

Monitor the training of SGB’s

Identify RCL’s training needs

Training (INSET) programme

Evaluate the impact of SGB’s training

Develop Representative Council of Learners (RCL’s) leadership training materials

programme

Establish and train regional School Governing Bodies (SGB’s) co-ordinators

Hold annual SGB’s conference

Hold annual RCL’s summit

Programme: FET DirectorateProgramme Objective: Maintain curriculum in FET and improve grade 12 resultsAccountable Officer: Dr. H. van Zyl

MO : To maintain FET curriculum and improve grade 12 resultsPM : Matric Pass Rate, Current Target : 65%:PM : Matric Exemption Rate, Current Target : 40%Accountable Officer: Dr. H. van ZylWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterDevelop a data base for FET teacher training needs

Design instrument for data collection Collect data

Analyse data Develop and maintain database

Report on measures to maintain the database

Audit the database

Improve communication with stakeholders Design a communication strategyHold meeting with Regions, Unions and School Governing Bodies

Implementation of communication strategy

Monitoring of communication strategy

Monitoring of communication strategy

Provide Human Resource Development for office-based staff

Facilitate the attendance of short courses, seminars and conferences in line with function deliveryDevelop Human Resource Plan Develop Employment Equity Plan

Maximize advocacy campaign on WorkplaceSkills PlanOffer skills programme in Management, Governance & Leadership, Curriculum delivery and Assessment , Youth Development, IT, Inclusive Education and line functionsImplement Human Resource PlanImplement Employment Equity

Implement the Workplace Skills Plan Develop and implement appropriate wellness programmes, including HIV/AIDS in the workplace

Report on Human Resource Development policies

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Whole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterPlanDevelop job descriptions frameworkMaintain job description data baseSupport the implementation of work plan through training

Improve access to and quality of formal education at learning institutions in terms of school effectiveness and educator professionalism

Hold advocacy campaign for language policy in all districtsDraw criteria for monitoringSupport learning facilitation with guidelines, circulars and newsletters (OBE INFO) in curriculum specific issues

Explain Language policy and registration of learners in LLCLearning facilitation supported with assessment guidelines and circulars as well as methodologies and classroom practice for all phases and FET band

Implementation of Mpumalanga language policy

Report on the implementation of Mpumalanga language policy

Improve access to and quality of formal education at learning institutions in terms of school effectiveness and educator professionalism in the secondary school (grades 10 – 12)

Curriculum support in terms of subject package redress, assistance with study methods, classroom management, methodologies, etc.

Develop and re-skill all grade 10 educators to follow appropriate OBE assessment procedures and processes

Participate in the national bench-marking process of external assessment tools

Intervention to improve performance of Grade 12 learners

Analyse resultsCompile intervention guidesConduct workshops on aboveSupport under performing schoolsPurchase study guides for teachers

Conduct June examsConduct winter schoolsOrganise specialized training on study methodsSupport under performing schools

Support under performing schoolsConduct preparatory Exams

Monitor grade 12 exams

Co-ordinate the exhibition of products under Services, Agriculture and Arts and culture

Set up structures for organizing exhibitions Secure funding

Organise exhibitions in all regions

Develop clusters and cluster leaders Set up clusters and select leaders

Train cluster leaders Clusters leaders are utilized as CASS moderators

Ensure accountability Monitoring and research Monitoring, research and evaluation of programmes and projectsEnsuring that reports are submitted in a timely manner

Monitoring, research and evaluation of programmes and projectsEnsuring that reports are submitted in a timely manner

Evaluation of programmes and projectsEnsuring that reports are submitted in a timely manner

Improve access to Information, Communication and Technology

Supply equipmentTrain centre managers

Ensure that computer resource centres are functional and actively used by identified

Monitoring of centres Monitoring of centres

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Whole year 1st Quarter 2nd Quarter 3rd Quarter 4th Quarterclusters of districts

Develop expertise of CI’s in their fields Training arranged on content and methodology

Training conducted Training continued Training evaluated

Train enough teachers for school Maths literacy

Determine the needs for the number of teachers that need training

Training conducted Complete programme for re-training

Compilation of training report

Phasing in National Curriculum Statements (NCS)

Prepare training manuals Prepare training programmesPrint documentsEvaluate LSM for grade 10Publish catalogue

Conduct training of educatorsMonitor implementationGive ongoing development and support

Monitor implementationGive ongoing development and support

Report on the phasing in of NCS

Implementation of assessment policy in FET

Train educators on assessment policy

Monitor implementation Give support

Monitor implementationGive support

Improvement of learner performance in Maths, Science and Technology

Supply consumables and chemicals to do practical work to all needy schoolsSupply LSM and consumables to all Dinaledi schoolsPrepare training documents for teachers

Train all maths and science teachers to practice OBE approachGive support to talented learners of maths and science

Monitor and give ongoing support to teachers and learners

Make FET progressively available to youth and adults above compulsory school-going age

Develop unit standards relevant to market needs

Investigate use of distance education

Audit on the developed unit standards

Build a society that is well educated in the different fields of education

Advocacy on available college offeringsGuidance on career choices

Guidance on career choices Give ongoing support Give ongoing support

Ensure the MdoE is kept abreast with international developments

Liaison and consultation with international partners

Establish partnerships with international stakeholders

Initiate, develop and coordinate all educational projects

Design, plan and implement curriculum projects

Monitor curriculum projectsGive ongoing support

Monitor learning programmesGive ongoing support to teachers and learners

Measure the extent in attainment of project goals

Provide education for learners with special needs

Plan on learning conditions and design assessment to accommodate learners with special needs

Ensure that all learners in all schools participate equally in all learning programmes and assessment

Training of principals on NATED 550 Draw training programme Implement programme

Conduct workshops for principals/SMTs

Development and offering of short courses Development of Learning programmes from unit standardsTraining of college staff

Registration of learners for the short courses

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Whole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterDevelop and offer learnerships Develop LPs from unit standards Registration of learners for the

short coursesDevelop a policy on classroom support Appoint a committee to have a

draft policy on classroom supportConsult stakeholdersSubmit policy for approval

Give classroom support according to policyMonitor the implementation of policy

Monitor the implementation of classroom support policyGive ongoing support

Submit reports on implementation of classroom support policy

Develop a strategy to evaluate all training programmes

Formulate strategy Prepare evaluation instrumentsSubmit evaluation policy for approval

Conduct evaluation Monitor the implementation of evaluation policy

Submit reports on implementation of evaluation policy

Set in place effective reporting mechanism Design a framework, guideline for effective reportingConsult all stakeholdersImplement the reporting system

Collect and file reports Collect and file reports Collect and file reports

Conduct advocacy campaign for NCS for FET schools

Prepare documentsPrepare advocacy programmesConduct advocacy for principals, SGBs and managers

Conduct advocacy for principals/SMTs

Submit reports on conducted advocacy

Conduct advocacy campaign for NCS and FET colleges

Prepare documentsPrepare advocacy programmesConduct advocacy for campus principals and councils

Conduct advocacy for principals and councils

Submit reports on conducted advocacy

Selection of new curriculum by schools and colleges

Design selection formsCollect completed forms from institutionsAnalyse choices

Redress curriculum according to the vocational subjects per sub region

Monitor the implementation of the curriculum redress plan

Report on curriculum redress by schools and colleges

Programme: Quality Assurance Programme Objective: To provide Department service for the professional and other development of educators in ECD, Foundation Phase Intermediate and

Senior PhaseAccountable Officer: Ms. N.E. Hlophe and Mr. M.I. Tlou

MO : To develop educator corps in all phasesPM : Development of skilled and well trained educator corpsPM : Accountable Officer: Ms. N.E. Hlophe and Mr. M.I. Tlou

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Whole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterTraining of Foundation Intermediate and Senior phase SE practitioners

Training Foundation phase practitioners, SMT and Regional Support Teams.

Training Senior phase practitioners SMT and Regional Support Teams

Training Senior phase practitioners SMT and Regional Support Teams

Training CM and CI’s

Programme: Administration : Public Secondary Schools Programme Objective: To provide specific public primary schools with resources required for the Grade 1 to 7 phaseAccountable Officer: Mr. S. Radebe

MO : To make schools centres of community lifePM : Music competition programPM : Workshop program for adjudicators and conductorsAccountable Officer: Mr. S. RadebeWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterTirisano Schools Choral Eisteddfod. Competitions for cluster circuits National competitions Planning continues Workshops for adjudicators

and conductors

Tirisano promotional events Competitions for the ff -Sub-regions-Regions-Provincial

National Creative Arts Youth Festival

Planning for 2004

SERVICE DELIVERY PLAN FOR GET

Programme: Public Ordinary school education from grade 1 – 12 according to SASA Programme Objective: To render an effective and efficient administration service to the department of education

To provide specific public secondary ordinary schools with resources required for grades 10 - 12Accountable Officer: Ms. N.E. Hlophe

MO : To bring about effective management at all levels of the system (assessment in level 4, Grade 9 and Grade 12)

PM : Effective management of external PM :

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Accountable Officer: Ms. T.B. NkosiWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterEnsure that all learners are registered for external examinations

Registrations of learners-level 4, Grade 9, Grade 12

Print and distribute class mark sheetsPrint and distribute timetables to learners

Capturing CASS marks Marking starts

Supplementary examinations, capturing entries, print

Appoint markers Dispatch question papers to region Capturing of marks

Programme: 7 - ECD Programme Objective: To provide specific public ordinary schools with resources required for Grade RAccountable Officer: Mr. S. Radebe

MO : To provide Grade R spaces in public ordinary schools in accord with policy, but specifically White Paper 5

PM : Records of new learners (increased learner enrolment)

MO : To provide Grade R spaces in education-funded community based sites in accordance with policy, but specifically White Paper 5.

PM : Records of new learners (increased learner enrolment)

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MO : To provide access to quality education and training in urban and rural areas through infrastructure.PM : Ongoing support programs

Basic resources providedRequisition madeLearner support material delivered

MO : To develop the educator corps in the ECD sector.PM : Clusters formed in both rural and urban schools.

MO : To improve access to quality education and training in urban and rural areas through infrastructure development.

PM : Ongoing support programsBasic resources providedRequisition madeLearner support material delivered

Accountable officer: Ms. N. Molemane and Ms. N LekgauWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterProvisioning, teacher development and data compilation for ECD.

Put systems and structures in place for subsidy paymentPay subsidies to registered sitesMonitoring and evaluation in subsidized schools

Training of ECD practitioners

Supply sites with LSM

Training continues

Monitoring and evaluation

Registration of new sites

Supply EMIS numbers

Verification process

Program 2: Public ordinary school education

PO: To provide specific public primary schools with resources required for the Grade 1 to 7 phase.To provide educators and learners in public ordinary schools with departmentally managed support services.

MO: To improve access to quality of formal education at learning institutions in terms of school effectiveness and educator professionalism in the primary school (Grade 1 – 9).

PM: Training programsSupport and monitoring programsSchools implement CTA’sReport cards issued quarterly

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Early registration of all learnersSchools implement RNCSParents meetings are organized

MO: To improve access to information communication and technology

PM: Material evaluatedCatalogue for the LSM producedMaterial delivered

Accountable officer: Mr. S. Radebe and Ms. N. LekgauWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterCurriculum development, assessment and implementation.

Train CI’s on RNCS for intermediate phase provincial core team.

School support programs

Develop grade 7 and 8 CTA’s with educators

Monitor the implementation of Rncs in foundation phase

Organise parents meetings to brief them about new curriculum changes

Train intermediate teacher and SMT’s and RNCS

CASS moderation for grade 9 & 8

School support programs

Material 9LSM) evaluation

Grade 8 and 9 learners write CTA

Issue reports cards quarterly

Registration of learners for the following year

Planning meetings for the following year

Material (LSM) distribution for the following year

Publication of the new catalogue for new LSM

Review meetings for previous years work including learner performance

Implementation of RNCS in intermediate phase

School support programs

Monitor RNCS implementation

Register learners for grade 9 CTA’s

Programme: 3 Independent school subsidies Programme Objective: To support independent schools I accordance with SASAAccountable Officer: Ms. N.E. Hlophe

MO : To support independent schooling especially if catering for the poor community as complement of public schooling

PM : Support programs under wayPM : Learners write CTA’s

Review meetings organized (year plan is produced)Early registration of learners with learning barriers

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Report cards are given to learnersRNCS is implemented in those schoolsParents meetings are organised

Accountable Officer: Mr. S. Radebe & Ms. N. LekgauWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterMonitoring and evaluation of programmes Continuously support those

schools

Organise workshops for teachers

Organise meetings for parents

Moderation of CTA’s

Educator RNCS training

Ongoing support

Writing of CTA’s

Reports compilation

LSM supply

Ongoing support

Register learners with various learning barriers

Review meetings

Implementation of RNCS

Programme: 6 Adult Basic Education and Training (R47 200 0000 Programme Objective: To provide Adult Basic Education and Training (ABET) in accordance with the Adult Basic

Education ActAccountable Officer: Ms. N. Molemane

MO : Stakeholder coordinationPM : Coordinated ABET sectorPM : MABET as sub-committee of the MPTC

Raising ABET profile and increase enrolment through advocacy campaignsWell organized campaignsParticipation of ABET stakeholdersImproved learner enrolment

Accountable Officer: Ms. N. MolemaneWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterAdvocacy and Social mobilisation. Sector meetings to analyse

learner performance

Discuss possible solutions

Meetings on new sector development

Plan for ABET campaign

Invitation of guests

Compile campaign programs

Radio talk shows

Staging and celebrating national and international campaigns

Planning ABET activities for the following year

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Programme: 6 Adult Basic Education and Training (R47 200 0000 Programme Objective: To provide Adult Basic Education and Training (ABET) in accordance with the Adult Basic

Education ActAccountable Officer: Ms. N. Molemane

MO : Stakeholder coordinationPM : Reduction of illiteracy ratePM : New established centres

Accountable Officer: Ms. N. MolemaneWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterRecruitment and placement.Teacher development

Recruitment of learners through various strategies

Conduct placement test

Train educators on Adult approach and OBE

Register new students

Educators complete new contract forms

Supply LSM

Ongoing support Assessment

Programme: 2 – Public Ordinary School Education Programme Objective: To obtain information from Public Ordinary Schools for Planning and Decision-making purposesAccountable Officer: Mr. W.A. Barnard (Chief Education Specialist – EMIS)

MO : Gathering of Information from schoolsPM : PM : Accountable Officer: Mr. W.A. Barnard (Chief Education Specialist – EMIS)Whole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterGenerating of informationSurvey finalisationPrintingDistributionGathering of surveys

3rd Quarter attendance 2004 4th Quarter attendance 2004 1st Quarter attendance 2005Snap Survey 2005Annual Survey 2005(ABET & ASS)Donations to schools (2004 academic year)

2nd Quarter attendance 2005

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Whole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterAnnual Survey 2004 (ABET, ECD, LEN, ASS)3rd Quarter attendance 2004

4th Quarter attendance 2004 1st Quarter attendance 2005Snap Survey 2005Donations to schools (2004 – academic year)

Annual Survey 2005(ABET,ECD,LSEN,ASS)

Annual Survey 2004(ABET,ECD,LSEN,ASS)1st Quarter attendance 2004

2nd Quarter attendance 2004 3rd Quarter attendance 20044th Quarter attendance 2004

Snap Survey 2005Donations to schools (2004 academic year)

Processing of information, including capturing and verification

Annual Survey 2004(ABET,ECD,LSEN,ASS)1st Quarter attendance 2004

Annual Survey 2004(ABET,ECD,LSEN,ASS)2nd Quarter attendance 2004

3rd Quarter attendance 20044th Quarter attendance 2004

Snap Survey 2005Donations to schools (2004 academic year)

Dissemination of information 1st Quarter attendance 2004Ad-Hoc SurveysInternal & External queries

2nd Quarter attendance 2004Annual Survey 2004(ABET,ECD,LSEN,ASS)Ad-Hoc SurveysInternal & External queries

3rd Quarter attendance 20044th Quarter attendance 2004Ad-Hoc SurveysInternal & External queries

Snap Survey 2005Donations to schools (2004 academic year)Ad-Hoc SurveysInternal & External queries

School Establishments through post provisioning model

Updating 2004 Determine Post Establishment 2005Updating 2004

Updating 2004 Updating 2005

Determination of paper budget through poverty ranking

Revised poverty ranking 2005 Determine paper budget 2005Distribute paper budget 2005 to public schools

Updating 2005 Revise 2006 poverty ranking

Determination of independent school subsidies

Determine subsidies (2nd Term)

Determine subsidies (3rd Term)

Determine subsidies (4th Term) Determine subsidies (1st Term 2005)

Development of new information systems and applications, which includes internal support to other Directorates

System for transport section System for transport section Implementation Testing

Other:Implementation of FET-schoolsFETMIS

Compile Statistics Planning with Curriculum Planning with Curriculum Planning with Curriculum

Training: Regional OfficesCircuit OfficialsSub-ordinates

Regional officialsCircuit officialsSub-ordinates

Regional officialsCircuit officialsSub-ordinates

Regional officialsCircuit officialsSub-ordinates

Wide Area Network Develop material Develop material Publish material Develop material

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MO : Develop and improve ABET systemPM : Skill related programs implemented

Empowered learners in SMME and AAT

MO : Ensure effective teaching and learning in ABETPM : Learner program for various learning areas

MO : Improve learner performanceMP : Compiled learner portfolios

Whole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterTransformation of ABET curriculum. Needs analysis and audit of

required skill

Train on new elective and top up on existing elective

Supply LSM and equipments in new registered centres and top up existing centres

Support implementation of formative and summative assessment

Monitor the implementation of ABET programs

Portfolio moderation

Summative assessment

Support verification process

Collecting assessment report and data

Programme : 6 ABETProgramme Objective : Manage recruitment and payment of ABET practitionersAccountable Officer : Mr J R Nkosi

MO : To recruit and pay ABET practitionersPM : Currently there are 2080 ABET practitioners

Accountable Officer: W N Khoza

Whole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterManage the recruitment and payment of ABET practitioners

Monitoring Monitoring Monitoring Review the proceedings for recruitment and payment of ABET practitioners

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Programme : 2 Public ordinary school educationProgramme Objective : To assess public servants for pay progressionAccountable Officer : Mr J R Nkosi

MO : To manage performance of 2563 public servantsPM : The assessment of public servants is currently 70% [Old system]

Accountable Officer: W N Khoza

Whole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterManage performance by assessing public servants

Issue job descriptions and performance agreements to supervisors

Review performance Review performance Review performance and assess for pay progression

Programme : 4 Education in specialised schoolsProgramme Objective : To assess public servants for pay progressionAccountable Officer : Mr J R Nkosi

MO : To manage performance of 289 public servantsPM : The assessment of public servants is currently 70% [Old system]PM : The assessment of public servants is currently 0% [New PDMS]

Accountable Officer: W N KhozaWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterManage performance by assessing public servants

Issue job descriptions and performance agreements to supervisors

Review performance Review performance Review performance and assess for pay progression

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Programme : 5 Further Education and TrainingProgramme Objective : To ensure speedy payments of pension benefitsAccountable Officer : Mr J R Nkosi

MO : To improve speedy payments of pension benefitsPM : The rate of the processing of pension documents is currently 60%

Accountable Officer: W N KhozaWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterEnsuring a speedy processing of pension documents for the speedy payment of pension benefits for resigned, retired or deceased government employees in public ordinary schools

Design a comprehensive procedure manual and conduct workshops for officials responsible for pension benefits

Monitoring Monitoring Monitoring

Programme : 2 Public ordinary school educationProgramme Objective : To ensure speedy payments of pension benefitsAccountable Officer : Mr J R Nkosi

MO : To improve the speedy payments of pension benefitsPM : The rate of the processing of pension documents is currently 60%

Accountable Officer: W N KhozaWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterEnsuring a speedy processing of pension documents for the speedy payment of pension benefits for resigned, retired or deceased employees in public ordinary schools

Design a comprehensive procedure manual and conduct workshops for officials responsible for pension benefits

Monitoring Monitoring Monitoring

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Page 106: €¦  · Web viewThe extend to which the public servants at FET Colleges are developed through Bursaries 15 210 266 266 266 Skills programs 181 198 240 240 240 The extent to which

Programme : 4 Specialised schoolsProgramme Objective : To ensure speedy payments of pension benefitsAccountable Officer : Mr J R Nkosi

MO : To improve the speedy payments of pension benefitsPM : The rate of the processing of pension documents is currently 60%

Accountable Officer: W N KhozaWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterEnsuring a speedy processing of pension documents for the speedy payment of pension benefits for resigned, retired or deceased employees in public ordinary schools

Design a comprehensive procedure manual and conduct workshops for officials responsible for pension benefits

Monitoring Monitoring Monitoring

Programme : 2 Public ordinary schoolsProgramme Objective : To manage the appointment of temporary educatorsAccountable Officer : Mr J R Nkosi

MO : Terminate or renew the contract of 594 temporary educatorsPM : Manage the appointment of 594 temporary educators

Accountable Officer: W N KhozaWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterManage the appointment of temporary educators

Implement the extension of the temporary appointments

Monitoring Monitoring Receive requests for extension of temporary contract from schools to extend the contracts for the following year

____________________________ _____________________EXECUTIVE AUTHORITY ACCOUNTING OFFICERMR C N M PADAYACHEE DR M T MASHININI

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