WESTERN CAPE EDUCATION DEPARTMENT - National … budget/2005/Provincial... · Our department’s programme to identify unused and under-utilised school land for possible alienation

WESTERN CAPE EDUCATION DEPARTMENT

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FIVE-YEAR STRATEGIC AND PERFORMANCE PLAN2005/06 TO 2009/10

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To obtain additional copies of this document please contact:

Head Education, Private Bag X9114, Cape Town, 8000.Tel: 021 467 2531Fax: 021 467 2363E-mail: [email protected]

Om verdere afskrifte van hierdie dokument te bekom, tree asseblief in verbinding met:

Hoof:Onderwys , Privaatsak X9114, Kaapstad, 8000.Tel: 021 467 2531Faks: 021 467 2363E-pos: [email protected]

Ukuba ufuna iikopi ezongezelelweyo zolu xwebhu, nceda uqhagamshelane kunye:

NeNtloko: kwezeMfundo, Private Bag X9114, Cape Town, 8000Umnxeba: 021 467 2531Ifekisi: 021 467 2363I-E-Mail: [email protected]

WCED FIVE-YEAR STRATEGIC AND PERFORMANCE PLAN 2005/06 – 2009/10 Page 1

Foreword

My department has accepted responsibility for leading the first of the iKapa elihlumayo (meaning growing anddeveloping the Cape) lead strategies: Human Resource Development with an emphasis on youth.

In this regard our fundamental priority will be to ensure the effective and sustainable delivery of both theGeneral Education and Training (GET) and Further Education and Training (FET) curricula in our schools andto make sure that each institution is effectively managed via ongoing support from the department. Our priorityis to provide the skills, knowledge and values required to fulfil the provincial vision of the Western Cape as aHome for All and to implement our economic development strategy, iKapa elihlumayo. The recapitalisationand realignment of our FET colleges to more adequately deliver the skills required by the provincial economyis critical to this process. While the key priority is the delivery of the GET and FET curricula, Early ChildhoodDevelopment (ECD) and Adult Basic Education and Training (ABET) are essential for a solid foundation forthe Human Resource Development Strategy (HRDS). Besides ensuring that all Grade R learners are enrolledby 2010 we need to ensure that our partnership with the Departments of Health, Social Services and LocalGovernment as well as our social partners leads to a co-ordinated strategy for ECD delivery to our 0 to 4 yearolds. Training of these caregivers / ECD educators, and curriculum support and development to this sector arethus new priorities that will have to be considered for funding.

A key priority is strengthen numeracy and literacy skills in the foundation and intermediate phases of the GETband while ensuring that we reverse the alarming drop-out rate which sees almost 50% of our learners whoenter Grade 1 dropping out of the education system before Grade 12. It is mainly the youth from Grade 9onwards who are leaving the system. We therefore need to accelerate and expand our career guidanceinitiatives and also ensure that more of these learners are directed to our FET colleges. Greater resources arerequired to market and promote FET amongst youth as well increasing the number of loans available.

A key priority is to dramatically increase the number of African and Coloured learners from disadvantagedschools taking and passing Maths and Science on the Higher Grade. Linked to this is the need to bothdevelop the skills of our Maths and Science teachers and ensure much greater recruitment of new teachers inthese learning areas. Our e-Education strategy remains a priority. This must include delivery of informationand communication technology (ICT) infrastructure and ensure continuous alignment with the delivery of thecurriculum.

Huge inequalities exist in regard to physical infrastructure at our existing schools while a massive shortage ofclassrooms in key growth areas in the province exists. Existing allocations for this purpose are inadequate.Our department’s programme to identify unused and under-utilised school land for possible alienation needsto be resourced to ensure desired results.

To deliver on our strategy we also will have to invest in building social capital within the education sector.Programmes to develop the capacity of local Representative Council of Learners (RCL's) and SchoolGoverning Bodies (SGB's) must be resourced and lead to vibrant structures at local and provincial level.

CAMERON DUGMOREPROVINCIAL MINISTER OF EDUCATION31 March 2005


Contents

Part A: Strategic overview..................................................................................................................... 31. Overview of Strategic Plan............................................................................................................. 32. Vision ............................................................................................................................................. 43. Mission........................................................................................................................................... 44. Values ............................................................................................................................................ 45. Sectoral Situation Analysis............................................................................................................. 45.1 Service delivery environment and challenges ................................................................................ 45.2 Summary of organisational environment and challenges............................................................... 6

• WCED activities - scope and scale (based on 2004 Annual Survey) ........................................ 65.2.1 Internal environment ...................................................................................................................... 75.2.2 Organisational efficiency ................................................................................................................ 76. Legislative and other mandates ..................................................................................................... 87. Broad policies, priorities and strategic goals ................................................................................ 108 Information systems to monitor progress ..................................................................................... 129. Description of strategic planning process..................................................................................... 12

Part B: Programme and sub-programme plans................................................................................. 1310. Programme 1: Administration....................................................................................................... 1311. Programme 2: Public ordinary school education .......................................................................... 1712. Programme 3: Independent school subsidies .............................................................................. 2313. Programme 4: Public special school education............................................................................ 2414. Programme 5: Further education and training.............................................................................. 2715. Programme 6: Adult basic education and training........................................................................ 3016. Programme 7: Early childhood development ............................................................................... 3317. Programme 8: Auxiliary and associated services......................................................................... 3618. Capital investment, asset management and maintenance........................................................... 4019. Co-ordination, co-operation and outsourcing plans...................................................................... 4319.1 Interdepartmental linkages........................................................................................................... 4319.2 Local government linkages .......................................................................................................... 4319.3 Public entities............................................................................................................................... 4319.4 Public-private partnerships........................................................................................................... 44

List of abbreviations ............................................................................................................................... 45

Schedule 1 - Organogram of the Western Cape Education DepartmentSchedule 2 - Educational Management and Development Centres (EMDC)


Part A: Strategic Overview

1. Overview of Strategic PlanThe aim of a strategic plan is to provide a map of how we plan to achieve our objectives. While ourvision and mission statements describe our ultimate destination, we have to vary our course from timeto time as we encounter new challenges and develop more effective ways of completing our journey.

While the first decade of democracy was about building foundations, the second will deal with the finerdetails of building a learning home for all. Change is never easy, but it will continue to be a feature ofour lives until this noble project has been completed.

While our number one objective is to ensure access to quality basic education for all learners of theprovince, we are also emphasising the need to support economic growth in our Strategic andPerformance Plan for 2005/06 to 2009/10.

This plan makes it quite clear that we are aligning our strategic goals with the provincial goals of iKapaelihlumayo. While our point of departure is the learner, we are also committed to ensuring sustainabledevelopment and economic growth through well-planned human resource development.

Poverty remains one of our most pressing challenges, and education provides the single mostimportant way of addressing this issue. We have to work with partners in all spheres to develop holisticsolutions for social and economic development.

In the end, our learners will only flourish if the social, economic and cultural contexts in which they areliving enable them to do so. We all have a responsibility to our learners to make this possible.

Ron B SwartzHead: Education31 March 2005


2. VisionA Learning Home for All

3. MissionOur mission is to ensure that all learners acquire the knowledge, skills and values they need:

• To realise their potential• To contribute to social and economic development• To participate fully in the life of the country• To compete internationally, and• To build communities capable of managing their lives successfully and with dignity.

4. Values• The values of the South African Constitution• The Batho Pele Principles• Critical outcomes of the National Curriculum• Transformation, by ensuring access, equity and redress• The prime importance of the learner• Pro-poor approach to resource allocation• Accountability and transparency• Excellence in all we do• Responsibility to society at large, to support efforts at ensuring social, cultural and economic

development

The Manifesto on Values, Education and Democracy (Department of Education, 2001) lists 10 valuesbased on the values of the Constitution, namely: democracy, social justice, equality, non-racism andnon-sexism, Ubuntu (human dignity), an open society, accountability, the rule of law, respect andreconciliation.

Batho Pele means “putting people first”. The eight Batho Pele principles stress the importance ofconsultation, good service standards, courtesy, access, information, openness and transparency,dealing with complaints and giving best value.

5. Sectoral Situation Analysis

5.1 Service delivery environment and challengesThe population of the Western Cape has grown rapidly over the last five years and continues to grow. In1996 there were 3 956 000 people in the Western Cape and this number grew by over half a millionpersons to 4 524 000 in 2001. The majority of those entering the Western Cape are black people insearch of work. This phenomenon has changed the age, race and poverty profile of the Western Cape.

One consequence of this increase in population is that every form of education and training in theprovince has experienced growth in numbers in the past five years: ECD sites, schools, FET colleges,adult centres and learnerships. The data for the school system from 1995 to 2004 is provided in Table 1below to illustrate the growth in learner numbers in the Western Cape and illustrates the first of theservice delivery challenges faced by the Western Cape Education Department (WCED). While someprovinces face a decline in enrolments, the WCED continues to experience growth. This growth is also


unpredictable as there is considerable in-migration and intra-migration in the province. This makesplanning of service delivery, especially classrooms and teachers, extremely complex.

Table 1: Enrolment in public ordindary schools 1995-2004

Year Gr 1 Gr 2 Gr 3 Gr 4 Gr 5 Gr 6 Gr 7 Gr 8 Gr 9 Gr 10 Gr 11 Gr 12 Total

1995 99158 84963 80921 79199 76789 72293 68795 67473 61079 50698 41124 34659 817151

1996 99998 84845 81137 79996 77673 74142 69474 72116 62696 54440 43574 36764 836855

1997 97854 84892 80608 81191 76894 74368 70967 73261 64892 57070 44586 38940 845523

1998 99380 90168 85625 85188 80881 76716 73928 76949 67644 61926 46115 40980 885500

1999 87436 92925 88613 88014 83074 78495 74661 79043 69674 63479 49247 40206 894867

2000 64844 81865 92343 91949 85766 80658 75813 80026 70634 63840 48934 40996 877668

2001 81790 62960 81832 94302 89254 83305 77778 82190 71966 67034 50206 39910 882527

2002 86969 77026 64134 83022 93188 86786 80865 75601 80450 69752 51618 40468 889879

2003 86916 82454 75931 66033 82383 92341 84514 81154 73200 81739 51746 39644 898055

2004 104105 82130 81489 76781 66060 82574 89614 85053 78964 80756 54199 39451 921176

Data Source: Annual survey for schools (Public Ordinary schools, including Pre-primary)

The second challenge facing the WCED is to improve the education levels of the citizens of theWestern Cape. While there has been some improvement in the five-year period 1996 to 2001, largenumbers of people have not had access to education at the level required for dignified participation inthe civic, political and economic life of the province. For example, Table 2 below shows that less than aquarter of the Western Cape population has a Senior Certificate. Detailed analysis of the figuresprovided in Table 2 indicates that the opportunities to learn have been heavily biased towards white,and to a lesser extent, the coloured population. In this way the Western Cape has not been a Home forAll.

Table 2: Percentage of population at various levels of schooling 1996 and 2001

Levels of schooling 1996 2001No schooling 6,3% 5,7%Some primary 15,0% 15,2%Completed primary 8,4% 7,9%Some secondary 37,2% 36,5%Grade 12 18,0% 23,4%Higher 10,1% 11,2%

Source: Statistics South Africa Census 1996 and 2001

Current enrolment figures for public ordinary schools suggest that the worrying situation describedabove will not change substantially in the foreseeable future. The enrolment figures for the period 1999 -2004 show that only 50% of learners that enrolled in Grade 1 reach Grade 12 (See Figure 1). Thethroughput rate in schools is also highly correlated with race. While enrolment in school up to the age of17 is almost 100% amongst whites, enrolment is much lower among Africans and even lower amongcoloured adolescents. (Seekings, 2003 and WCED EMIS)


Figure 1Source: EMIS

Recent studies conducted in the Western Cape indicate that the race-based throughput and outputfigures in the school system can be traced to the early years of the school system. The results ofreading and mathematics tests conducted at the Grade 3 and Grade 6 levels indicate that the vastmajority of learners from low-income homes are achieving two to three years below expectation on thenational curriculum.

This situation cannot be allowed to continue. Government must intervene decisively and strategically inthe development of its human resources. The Western Cape Human Resource Development Strategy(HRDS) describes the way in which the Western Cape Provincial Government intends to intervene. Inother words the HRDS sets out clearly what the vision and priorities of government are, it sets targetsand timelines for achieving these priorities and declares how it will intervene to achieve these priorities.The WCED will take up these policy priorities, which are described in Paragraph 7: Policies, Prioritiesand Strategic Goals.

5.2 Summary of organisational environment and challengesThe WCED consists of a provincial head office, seven Education Management and DevelopmentCentres (EMDCs), 6 FET Colleges, 1 459 schools, 112 Community Learning Centres and various othereducational institutions. Four of the EMDCs are in the metropolitan region of Cape Town, and three arein rural areas. The organogram of the Department is reflected in Schedule 1 and the map of theeducation management and development districts is indicated in Schedule 2.

WCED activities – scope and scaleLearners * 955 225Public ordinary schools * 1 459Districts 7Schools for learners with special needs # 70Further education and training institutions (technical colleges) 6 (39 sites)Adult community learning centres 112 (301 sites)Subsidised pre-primary schools 446Educators (Post Provisioning Model) 30 080Public service staff (approved establishment) 8 885

* Source - 2004 Annual Survey (All public ordinary schools, Grades Pre-Gr R to Post Matric)# Source – 2004 Snap Survey

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5.2.1 Internal environment

The provincial head office is responsible for policy co-ordination and mediation and strategicmanagement, whereas the EMDCs are responsible mainly for policy implementation. This is not a rigiddividing line since EMDCs are involved in the design and development of policies at various levels,including the national level as far as curriculum policy is concerned. It is essential, therefore, thatEMDCs should also have strong policy analysis, mediation and facilitation capacities.

The EMDCs offer a range of services, provided by teams of specialists, assisted by the WCED’s HeadOffice in Cape Town. These services include the following:• Curriculum development and support• Specialised learner and educator support• Institutional management and governance support• Administrative services, including institutional development and support for Section 21 and non-

Section 21 schools, labour relations assistance, and internal administration services.

The EMDCs also promote parental involvement in schools through school governance, localparticipation in the WCED’s Safe Schools Project, and a culture of teaching and learning in schools andlocal communities.

The immense size of the WCED also presents an enormous responsibility to ensure that its employeesare provided with continuous and lifelong development programmes. This holds true for the publicservice sector, where the demands for effective and efficient service delivery increase with everypassing year, and for the educator sector, where the rapid developments in education, knowledgemanagement and education technology demand that educators stay abreast of new forms ofknowledge and methodology. The WCED's programme for workplace skills development and itsprogramme for in-service development of educators will play key roles in this regard. As thedevelopment and training demands of the department increase over the next ten years, so too will itsdevelopment budget decrease. It is essential, therefore, that new sources of financial and otherresources, including the Education and Training Development (ETDP) Sectoral Education and TrainingAuthority (SETA) and the private sector, be approached to support the WCED's long-term developmentstrategies.

5.2.2 Organisational efficiency

Administrative support services to schools are of paramount concern to the WCED. Given that schoolsare required to focus most of their energy on the delivery of the curriculum in the classroom, the WCEDwill ensure that the administrative support provided to schools is quick, efficient and accurate. The lesstime school managers have to deal with administrative problems such as teacher appointments,teacher salaries and other matters relating to conditions of service, the more time they are able todevote to organising their professional and learning programmes. By implication, the WCED’sadministrative support systems must provide a high level of service to schools.

Several things need to, and are, being done to give effect to this objective. These include the following:• The rate at which schools become Section 21 institutions will be increased. This means that a

range of development programmes for School Governing Bodies (SGBs) and school managers willbe launched to ensure that the management capacity exists for schools to take control of certainkey functions.


• By devolving key management functions to schools, much of the responsibility for provisioning andlogistical services will shift to schools, enabling the Head Office and EMDCs to focus on policymediation, support and monitoring.

• Head office will improve the Client Services office to ensure that principals and educators receive ahigh quality service and that, as far as possible, enquiries are dealt with immediately.

• The WCED Call Centre became operational during 2004. This Call Centre provides the educationcommunity and the public at large with a wide range of services and information relating to themanagement of education in the province. This form of access to the department is augmented bythe WCED website (WCED Online), where the public can access information ranging from recentnews to examinations developments and curriculum issues.

6. Legislative Mandate

6.1 Constitutional and other legislative mandates

The strategic objectives are based on the following constitutional and other legislative mandates:

Mandates Brief descriptionThe Constitution of South Africa, 1996(Act No 108 of 1996)

Requires education to be transformed and democratised in accordancewith the values of human dignity, equality, human rights and freedom,non-racism and non-sexism. It guarantees access to basic education forall with the provision that everyone has the right to basic education,including adult basic education. The fundamental policy framework of theMinistry of Education is stated in the Ministry's first White Paper: Educationand Training in a Democratic South Africa: First Steps to Develop a NewSystem (February 1995). After extensive consultation, negotiation andrevision, it was approved by Cabinet and has served as a fundamentalreference for subsequent policy and legislative development.

The Constitution of the Western CapeProvince, 1998 (Act 1 of 1998)

Subject to the national Constitution, it is the highest law in the WesternCape.

The South African Schools Act (SASA),1996 (Act No 84 of 1996) as amended.

To provide for a uniform system for the organisation, governance andfunding of schools. It promotes access, quality and democraticgovernance in the schooling system. It ensures that all learners have rightof access to quality education without discrimination, and makes schoolingcompulsory for children aged 7 to 14. It provides for two types of schools— independent schools and public schools. The provision in the Act fordemocratic school governance through school governing bodies is now inplace in public schools countrywide. The school funding norms, outlined inSASA, prioritise redress and target poverty with regard to the allocation offunds for the public schooling system.

The National Education Policy Act, 1996(Act No 27 of 1996)

To provide for the determination of national policy for education, includingthe determination of policy on salaries and conditions of employment ofeducators. It was designed to inscribe in law policies, as well as thelegislative and monitoring responsibilities of the Minister of Education, andto formalise relations between national and provincial authorities. It laid thefoundation for the establishment of the Council of Education Ministers(CEM), as well as the Heads of Education Departments Committee(HEDCOM), as inter-governmental forums to collaborate in developing anew education system. As such, it provides for the formulation of nationalpolicies in general and further education and training for, inter alia,curriculum, assessment, language policy, as well as quality assurance.NEPA embodies the principle of co-operative governance, elaboratedupon in Schedule Three of the Constitution.


Mandates Brief descriptionThe Further Education and Training Act,1998 (Act No 98 of 1998)

To regulate further education and training; to provide for theestablishment, governance and funding of public further education andtraining institutions; to provide for the registration of private furthereducation and training institutions; to provide for quality assurance andquality promotion in further education and training. Together with theEducation White Paper 4 on Further Education and Training (1998), andthe National Strategy for Further Education and Training (1999-2001), itprovides the basis for the development of a nationally co-ordinated furthereducation and training system, comprising the senior secondarycomponent of schooling and technical colleges. It requires furthereducation and training institutions, established in terms of the newlegislation, to develop institutional plans, while making provision forprogrammes-based funding and a national curriculum for learning andteaching.

The General and Further Education andTraining Quality Assurance Act, 2001 (ActNo 58 of 2001)

To provide for the establishment, composition and functioning of theGeneral and Further Education and Training Quality Assurance Council,to provide for quality assurance in general and further education andtraining, to provide for control over norms and standards of curriculum andassessment, to provide for the issue of certificates at the exit points, toprovide for the conduct of assessment and to repeal the South AfricanCertification Council Act, 1986

The Employment of Educators Act, 1998(Act No. 76 of 1998)

To provide for the employment of educators by the State and for theregulation of the conditions of service, discipline, retirement and dischargeof educators. It regulates the professional, moral and ethicalresponsibilities of educators, as well as competency requirements forteachers. One Act of Parliament and one professional council, the SouthAfrican Council of Educators (SACE), now govern the historically dividedteaching force.

The Western Cape Provincial SchoolEducation Act, 1997 (Act No 12 of 1997)

To provide for a uniform education system for the organisation,governance and funding of all schools and to make provision for thespecific educational needs of the province.

The Public Finance Management Act,1999 (Act No 1 of 1999) as amended.

To regulate financial management in the national government andprovincial governments, to ensure that all revenue, expenditure, assetsand liabilities of those governments are managed efficiently and effectivelyand to provide for the responsibilities of persons entrusted with financialmanagement in those governments

The annual Division of Revenue Acts To provide for the equitable division of revenue raised nationally amongthe national, provincial and local spheres of government for the respectivefinancial years, to provide for reporting requirements for allocationspursuant to such division, to provide for the withholding and delaying ofpayments and to provide for the liability for costs incurred in litigation inviolation of the principles of co-operative governance andintergovernmental relations

The Public Service Act, 1994 as amended[Proclamation No 103 of 1994]

To provide for the organisation and administration of the public service ofthe Republic as well as the regulation of the conditions of employment,terms of office, discipline, retirement and discharge of members of thepublic service

The South African Qualifications AuthorityAct, 1995 (Act No 58 of 1995)

To provide for the development and implementation of a NationalQualifications Framework and for this purpose to establish the SouthAfrican Qualifications Authority. The NQF is an essential expression, aswell as a guarantor of a national learning system where education andtraining are of equal importance as complementing facets of humancompetence. The joint launch of the Human Resources DevelopmentStrategy by the Minister of Labour and the Minister of Education on 23April 2001 reinforces the resolve to establish an integrated education,training and development strategy that will harness the potential of ouryoung and adult learners.


Mandates Brief descriptionThe Adult Basic Education and TrainingAct, 2000 (Act No 52 of 2000)

To regulate adult basic education and training; to provide for theestablishment, governance and funding of public adult learning centres; toprovide for the registration of private adult learning centres; and to providefor quality assurance and quality promotion in adult basic education andtraining

6.2 Other mandates

6.2.1 Provincial iKapa elihlumayo strategy6.2.2 Human Resource Development Strategy6.2.3 Revised National Curriculum Statements6.2.4 White Paper 5 on ECD6.2.5 White Paper 6 on Inclusive Education

7. Broad policies, priorities and strategic goals

The strategic goals of the WCED are to -

1. Support an integrated approach to the physical, social and cognitive development of all 0 to 4 yearolds living in the province

2. Provide high quality Grade R tuition to all 5 year olds so that they are ready for school learning3. Ensure that all learners from Grade 1 to Grade 6 read, write and calculate at the levels determined

by the National Curriculum4. Ensure that all learners in Grades 7 - 9 are provided with a high quality general education5. Provide advice on subject choice and career guidance to all learners in Grade 9 so that they make

appropriate choices in the Further Education and Training band6. Increase the participation and success rates of learners, especially black learners, participating in

the Further Education and Training band at both schools and colleges7. Increase the number of FET learners who qualify to enter higher education8. Increase access to higher education especially for learners from poor families9. Increase the provision of learnerships, apprenticeships, internships and skills programmes that are

linked to work opportunities10. Increase the number of adult learners in basic education programmes through economic and

social programmes such as the Expanded Public Works Programme.

In practical terms this means that the WCED should, with its social partners, ensure a dramaticincrease in the number of young people participating in and succeeding in FET and Higher Educationprogrammes that contribute to the growth and development of the province. In this way the WCED willaddress the current dropout in the school system and ensure much higher retention rates in further andhigher education. But success in further and higher education depend on the exposure of youngchildren to a healthy, active and stimulating environment and a good general education. In order toensure that these goals are achieved the WCED will endeavour to –

• ensure that every child is accommodated in a safe, well-lit, ventilated and comfortable classroom;• equip and support educators in their efforts to provide effective education;• ensure effective management and governance in all learning sites and support structures;• deliver a Primary School Nutrition Programme (PSNP); and• apply scarce resources as effectively and as equitably as possible.


Five key policies cut across the above ten priorities:

1. Relevant knowledge, skills and values

All education and training programmes and courses will promote high-level knowledge, skills andvalues. The National Curriculum Statement (NCS) for GET and the FET Curriculum (General) forschools are explicitly values-based curricula. This approach will be promoted in all education andtraining programmes.At the same time education and training programmes must be relevant to learners. This means takingaccount of the context and environment in which teaching and learning takes place and choosing themost appropriate methods for delivering curricula. General education for children of compulsory school-going age should consider language, safety, urban and rural living conditions and the socio-economicenvironment. Further and Higher Education and Training and adult basic education must take accountof learners’ aptitudes and interests. In these sectors work experience are often key to the learningexperience. Here learnerships, apprenticeships and workplace skills development play an importantrole in human resource development.

2. Literacy and numeracy

The development of high levels of language use and numeracy are key to all learning. For this reasonlanguages and numeracy / mathematics are part of all formal learning programmes in the WesternCape.• Grades R – 3: three learning programmes are offered. Literacy and numeracy take up over 75% of

the time spent at school• Grades 4 – 9: eight learning programmes are offered. Again languages and mathematics are

allocated the majority of time on the school time table• Grades 10 – 12: Two languages and mathematics or mathematical literacy are compulsory for all

learners who wish to achieve a Further Education and Training Certificate.• FET College formal courses and Adult Basic Education Courses: all have languages and

mathematics as fundamental programmes

3. Access to Information

The WCED plans for -• The introduction of Information and Communication Technology (ICT) in all schools and other

learning sites in the strategic period 2005 to 2010. This means that every educator and learner inthe Western Cape will have access to ICT infrastructure and training to support the teaching andlearning process

• Resource centres and libraries to be developed at each school to provide a wide range of learnerand teacher support materials and their effective management

• Access to HIV/AIDS-Life Skills information and education

4.Subject and career guidance

Subject and career guidance will be provided to all Grade 8 learners in the school system so that theyare supported to choose appropriate FET courses. Career guidance will continue and will beinstitutionalised at all high schools, FET colleges and Community Learning Centres (CLCs) in theprovince.


5.Quality Assurance and Accountability

The demand for improved efficiency in the education system requires that a strong accountability system andprocess be introduced into the WCED. Systemic Evaluation, School Self-Evaluation (SSE) and Whole SchoolEvaluation (WSE), as well as Tracking, Reporting and Accountability Measures, are all instruments to be usedto advance the objective of heightened accountability measures throughout the system.

8. Information systems to monitor progress

The WCED utilises the Education Management Information System (EMIS) to inform and guidemanagement in strategic planning, decision-making and policy development. Most of the learner andinstitutional information is collected via structured survey forms. Various verification and validationprocesses ensure high quality and reliable data. The databases are also structured in a very uniformmanner, so that different sectors within the WCED (e.g Public Ordinary, ABET, LSEN, ECD) all havedata that is consistently structured. The information is also crucial in the allocation of resources withinthe WCED for example, Norms and Standards and Post Provisioning. The information that is gatheredby the WCED is also made widely available and easily accessible to all managers within the system,through its dissemination via the intranet.

The WCED is in the process of conceptualizing the implementation of a Learner Tracking System.Through this system, it will be possible to monitor and track all learners in public ordinary schools in theschool system. Benefits to the WCED will be that accurate learner level information will be availableand therefore accurate allocations with respect to resources can be made to institutions. A furtheradvantage is that the WCED will be in a position to initiate critical research projects in order to gain abetter understanding of the factors, at learner level, that impact negatively on issues such as learnerperformance, dropouts, over-age, etc.

The WCED has an updated Master Systems Plan (MSP) where all the IT systems’ requirements areidentified and prioritised for upgrading, enhancement and further development. This is then matched tothe available resources within the annual IT Capacity and MTEF budget framework.

The WCED continuously enhances and improves its IT systems for optimal use. This is furthersupplemented by the on-going training of users. Systems governance is also applied whereby eachsystem has a system owner and administrator for the effective management of each system in order toensure that it matches and adds value to business requirements.

9. Description of strategic planning process

The departmental planning process that led to the formulation of the new spending proposals for the2005 MTEF took into account the policy priorities of the Executive Authority, the iKapa elihlumayo goalsand objectives as well as the Draft Human Resource Development Strategy (HRDS) of the WesternCape.

For the 2005/06 financial year the strategic planning process was aimed at refining the existingstrategic plan in line with the HRDS the resource base and new information on the needs of theprovince. The format used is the generic format prescribed by the National Treasury and the nationalDepartment of Education for all provincial departments of education.


PART B

Programme and sub-programme plans

10. Programme 1: Administration

10.1 Programme objective

To provide overall management of and support to the education system.

The Administration programme consists of the following sub-programmes:

Office of the Provincial Ministero to provide for the functioning of the office of the Member of the Executive Council (MEC)Corporate serviceso to provide management services that are not education specificEducation managemento to provide education management servicesHuman resource developmento to provide human resource development for head office-based staff

10.2 Situational analysisQuality Assurance and Accountability

The demand for improved efficiency in the education system requires that a strong accountability systemand process be introduced into the WCED. Systemic Evaluation, School Self-Evaluation (SSE) and WholeSchool Evaluation (WSE), as well as tracking, reporting and accountability measures, are all instruments tobe used to advance the objective of heightened accountability measures throughout the system.

• Systemic Evaluation

Systemic Evaluations at Grade 3 and 6 levels are conducted by the Department of Education acrossSouth Africa every alternative year. These evaluations are intended to assess the extent to which theeducation system has managed to achieve social, economic and transformation goals by measuringlearner performance within the context in which they experience learning and teaching programmes.The outcomes of these assessments are used to inform interventions. The Grade 3 SystemicEvaluation Report (2002) indicates reason for concern on the numeracy and literacy skills of learners,barriers to full access to educational services for disadvantaged learners, poor achievement of equitygoals and a major concern about the overall quality of education in relation to such indicators as thequality of teaching, overcrowded classrooms, ineffective use of contact time in the classroom andunsafe conditions at schools. The Grade 6 systemic evaluation was conducted in 2004 and the resultsare expected in 2005.

• School Self-Evaluation (SSE) and Whole School Evaluation (WSE)

Starting with an honest appraisal of their own systems and practices, schools will be required todevelop focused and realistic School Development Plans that will outline the key strategies they willlaunch to improve on identified areas of weakness. The WSE process will then periodically monitorand assess schools' achievements of their development strategies.


• Integrated Quality Management System (IQMS)

The Collective Agreement 8 of 2003, signed in August 2003, sets out the nature and implementationrules for the IQMS. The IQMS links the Whole School Evaluation, the identification of developmentneeds of individuals and the performance appraisal of individual educators. According to the collectiveagreement, every educator first has to be trained in the system.

• Employee Wellness Programme (EWP)

A service provider, Careways, delivers the EWP service in the WCED. The service is primarily atelephonic counselling service, with the possibility of face-to-face counselling when required. The EWPis intended primarily to be preventative; this means that staff and supervisors are encouraged to makeuse of the call centre service when problems begin.

The service provider supplies the WCED with a monthly report on the number of calls as well as themajor categories of concern of staff. It is hoped that the availability of such a professional service will, initself, reduce absenteeism because staff will be helped to find and implement solutions for theirproblems.

As a pilot, the Directorate: Human Resource Development will work with the following categories inorder to determine the impact that principal intervention can have if the EWP service is used:

10 schools with the worst absentee / stress leave record10 staff members with the worst random absence record10 staff members who show certain absentee trends (e.g. Monday, Friday)

The principals of these schools will be put on a special training programme to equip them to deal withthese and to refer staff to the EWP service.

• Reporting and Accountability Measures

The WCED is subject to a wide range of accountability processes. These include the following:

• Auditing of financial management processes on an annual basis, by the provincial Auditor-General’s office;

• Appearances at regular sessions with the Education Portfolio Committee and the StandingCommittee on Public Accounts in the Provincial Parliament;

• Meetings (or road shows) with various education stakeholders at regular intervals by theMinister and the Superintendent-General to share information about the latest developmentsin education, or simply to hear about problems experienced by educators and schoolmanagers; and

• The WCED is already under obligation to submit an annual report on its activities to theLegislature. The Annual Report document can be accessed by the broader public and allowsfor the education community to monitor the achievements or failures of the department, inrelation to its legislative and policy mandates and its strategic plans.


Communication

An important management and accountability tool for big organisations such as the WCED israpid and effective communication. To this end the WCED will expand and improve its ClientService through an effective and user-friendly call centre, web sites and circulars.

The WCED's ICT Strategy, the Khanya Project, the Dassie Project, the TelecommunicationsProject and the WCED website, which includes the Curriculum, Edulis and Edumedia sites, areinformed and influenced by:• the national White Paper on e-Education;• the Provincial Knowledge Economy and e-Governance Strategy; and• the City of Cape Town’s ICT strategy.

Most importantly, however, the WCED will develop its internal capacity, especially amongteachers, to prepare for the use of curriculum digital content.

10.3 Policies, priorities and strategic objectives

Table: Strategic objectives for Programme 1: Administration

Strategic Goal Strategic ObjectiveTo promote accountability on alllevels, in line with the legislativemandate.

• To promote co-operative governance.• To align policy and practice to the government’s strategic objectives and the

legislative mandate.• To promote effective evaluation and quality assurance management

systems.• To encourage awareness of the rights and responsibilities of all role-players

in education, including learners, parents, educators, school management,school governing bodies and WCED officials at all levels.

• To foster a culture of teaching and learning in schools and colleges, and acommitment to life-long human resource development.

• To play an active role in meeting the broader needs of the country, especiallyin dealing urgently and purposefully with the issue of HIV/AIDS and LifeSkills.

• To bring about effective management at all levels of the system.To promote organisational efficiencyand effectiveness.

• To develop a creative and resilient management echelon.• To build strong policy systems and capacity within the WCED.• To design effective communication systems for access by the education

community (internal and external).• To build district capacity, service and support.• To implement Batho Pele principles.• To respond to customer needs effectively.• To put effective financial management systems in place.• 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.

To establish a quality assurancefunction in the WCED.

• To establish targets in relation to human resource development and report onprogress on targets.

• To ensure systemic accountability with introduction of Systemic Evaluation,School Self Evaluation (SSE), School Development Plans (SDP) and WholeSchool Evaluation (WSE).

• To build management capacity in offices and schools.• To develop norms and standards for the delivery of all services.


10.4 Analysis of constraints and measures planned to overcome them

The integration of the various quality assurance and accountability measures introduced is aserious challenge to the WCED. It is important to ensure that these measures lead to improvedteaching and learning and are not seen as ends in themselves.

10.4 Description of planned quality improvement measures

Ongoing interventions regarding the training of school management team (SMT) membersinclude managing curriculum, discipline, women in leadership, policy management, latestamendments to acts and signed resolutions.

10.5 Resourcing information

None at this stage.


11. Programme 2: Public Ordinary School Education

11.1 Programme objectives

To provide public ordinary education from Grades 1 to 12 in accordance with the South African SchoolsAct, 1996.

The Public Ordinary School Education programme comprises the following sub-programmes:

Public primary schoolso to provide education for the Grades 1 to 7 phase at public primary ordinary schoolsPublic secondary schoolso to provide education for the Grades 8 to 12 levels at public secondary ordinary schoolsProfessional serviceso to support public ordinary schoolsHuman resource developmento to provide for the professional development of educators and non-educators in public ordinary

schools

11.2 Situational analysis

General Education and Training (GET) (Grades 1-9)

Data from the 2001 Census and the WCED EMIS indicate that there are very high enrolment rates inthe age group 6 – 15 (Grades 1 - 9). In addition, the age-grade match in the Western Cape is high.However, studies conducted in the Western Cape in the last five years suggest that learnerachievement is below what is expected in Grades 1 - 9. This is true both in relation to other countries(including other developing countries) and in relation to the expectations of the South Africancurriculum. For example, in 2002, the WCED assessed the reading and numeracy results of the Grade3 learners in all schools. This study found that only 36% of learners are achieving the reading andnumeracy outcomes expected in Grade 3. The vast majority of learners are achieving two to threeyears below expectation.

To address this problem diagnostic testing will take place at the end of the Foundation Phase andIntermediate Phase, that is, Grades 3 and 6 every alternative year beginning with Grade 3 in 2002. Thediagnostic testing will be used not only to identify areas for intervention but will also be used to measureprogress in the system over time. These tests will be used to -• develop interventions and strategies• set targets for schools, districts and the province.

The diagnostic testing conducted in 2002 and 2003 indicates that the results of the test are highlycorrelated to poverty. For this reason the province will plan a holistic approach to supporting thedevelopment of poor learners. This holistic approach includes the PSNP. The administration of thePSNP, which is part of the national school nutrition programme conditional grant, was shifted from theDepartment of Health during 2004. This shift to the department will improve planning, enhance co-ordination and further contribute to more efficient feeding in schools.

Grade 9 is the end of the GET Band. After this grade learners choose FET programmes. In order topromote relevant and appropriate FET programme choice all Grade 8 learners will be assessed everyyear.


Further Education and Training (FET) Grades 10 -12

FET is a specialisation phase. It is the first phase of the education system in which learners must makechoices about the subjects or programmes they will offer.

The current FET curriculum is based on Report 550 for Grades 10 to 12; Report 191 (Formal TechnicalCollege Instructional Programmes in the RSA) and Report 190 (Norms and standards for instructionalprogrammes and the examination and certification thereof in technical colleges education). Thesecurriculum and programme offerings will be replaced in the period 2004 to 2008 by a framework thatoffers 16 - 20 year olds more flexible and responsive education and training programmes. Theframework for FET offers three pathways to the Further Education and Training Certificate (FETC) orNational Qualifications Framework (NQF) Level 4 certificates, namely:• General academic• General vocational• Occupational – trade, operational, professional

This means that Report 550 and Report 191 programmes will gradually be phased out and relevantqualifications and programmes will be phased in. In schools the new National Curriculum will beintroduced into Grades 10 - 12 from 2006 to 2008. The number of subjects offered in the FET schoolscurriculum has been greatly reduced but the subjects are more focussed and relevant. The province willhave to actively drive a process of curriculum redress to ensure that in all districts the full range ofsubjects is offered. This will require careful planning and strong redress action.

The curriculum redress process must be supported by a systematic redress programme, whichprovides equipment (especially computers) and specialist teachers to disadvantaged areas. TheWCED has begun this redress process in the fields of maths and science and other ‘focus’ schools willbe developed in the FET band.

School Safety

As is the case elsewhere in the world, school safety is becoming an increasing concern of government.The Western Cape is particularly plagued in this regard as it experiences the serious problems ofgangsterism and gang violence and the accompanying scourge of alcohol and substance abuse.Together with a range of partners, but in particular the Department of Community Safety, these issuesare being tackled head-on.

The Safe Schools Programme has a three-pronged strategy, which includes the following:• A Safe Schools Call Centre, where various problems can be reported, and where affected and

traumatised individuals can also request, and receive, counselling• Provision of physical security: this programme focuses on the installation of various safety

measures, including security fencing and security alarms at high-risk schools. The programme alsoincludes survival strategies.

• Educational programmes focusing on values and attitudes, the goal of which is to re-direct learners’interests into more positive pursuits such as sports, arts and drama, and focusing on future careers.



Strategic objectives for Sub-programme 2.1: Public primary phase

Strategic Goal Strategic ObjectiveTo ensure access to quality educationfor all children living in the province.

• To provide learner accommodation in the public primary phase in linewith policy.

• To provide the basic infrastructure for primary schools in accordancewith policy

• To improve access to education for learners from previouslymarginalised groups

• To provide relevant and structured training to teachers on the NationalCurriculum

• To improve learner performance in numeracy and literacy• To improve efficiency in the education system and to improve the pass-

through rate of pupils and the quality of education as a whole over time.• To promote effective and inclusive education for learners with special

education needs.• To provide transport and hostel facilities for needy learners• To provide a primary school nutrition programme (PSNP)• To restore school discipline.

To ensure effective e-Learning inschools

• To accelerate ICT infrastructure provision for all schools.• To ensure curriculum delivery through the use of ICT.• To ensure digital content development and management.• To ensure that educators are trained in the use of ICTs to support their

teaching programmesTo ensure safe institutionalenvironments required for effectiveteaching and learning

• To promote a safe school environment in partnership with communitiesand other government departments.

• To end conditions of physical degradation of learning sites.• To promote understanding of social conditions in the province and how

these affect schools.

Strategic objectives for Sub-programme 2.2: Public secondary phase


• To provide learner accommodation in the public secondary phase inline with policy.

• To put the basic infrastructure for secondary schooling in place inaccordance with policy.

• To increase the number of FET learners enrolled in appropriateprogrammes at schools especially learners from previouslymarginalised groups.

• To increase the number of learners successfully completing theireducation in the FET band.

• To increase the number of learners that obtain a school leavingcertificate that allows access to higher education

• To increase participation and success rates in maths and science• To promote effective and inclusive education for learners with special

education needs.To ensure effective e-Learning inpublic secondary schools

• To accelerate ICT infrastructure provision for all schools.• To ensure curriculum delivery through the use of ICT.• To ensure digital content development and management.• To ensure that educators are trained in the use of ICTs to support their

teaching programmes


Strategic Goal Strategic ObjectiveTo ensure safe institutionalenvironments required for effectiveteaching and learning

• To promote a safe school environment in partnership with communitiesand other government departments.

• To end conditions of physical degradation of learning sites.• To promote understanding of social conditions in the province and how

these affect schools.

Strategic objectives for Sub-programme 2.3: Professional services

Strategic Goal Strategic ObjectiveTo ensure effective management andgovernance in all the learning sitesand support structures

• To bring management and governance support and developmentcloser to schools through the work of the EMDCs and otherprofessional services.

• To achieve an optimal and equitable distribution of financial, physicaland human resources across the system.

• To improve the knowledge and skills of school principals throughtargeted training and support.

• To improve the knowledge and skills of school governing bodiesthrough targeted training and support.

• To improve management of the curriculum and assessment processes.• To improve financial management and quality enhancement at all

levels in line with provincial policy and the legislative framework.• To provide professional support to all public ordinary schools.

Strategic objectives for Sub-programme 2.4: Human resource development

Strategic Goal Strategic ObjectiveTo equip and support educators intheir efforts to provide effectiveeducation

• To provide educators at the public primary and secondary phases inaccordance with policy.

• To ensure that the province employs sufficient numbers of appropriatelytrained educators.

• To support efforts to recruit student teachers to pre-service traininginstitutions.

• To develop the professional quality of the teaching force, throughongoing professional support.

• To develop the potential of media and technology (e-education andICT) so as to enhance teaching and learning and to provide curriculumsupport.

• To equip educators to ensure effective curriculum development,delivery and support.

• To launch focused educator development programmes through theCape Teaching Institute (CTI).

• To provide specialised education support to teachers.

Strategic objectives for Sub-programme 2.5: Primary school nutrition programme

Strategic Goal Strategic ObjectiveTo provide identified poor and hungrylearners in primary schools with theminimum food they will need to learneffectively in school

To provide 149 000 identified poor and hungry learners in 866 primaryschools with the minimum food they will need to learn effectively in school.



The growth in the number of secondary school learners in the Western Cape and the use of vacantprimary school buildings, which have no laboratories, as secondary schools, have caused thepercentage increase in the number of secondary schools without laboratories. Platooning schools willalso increase the number of secondary schools without laboratories.


The WCED has introduced a number of interventions and projects in an effort to address variousaspects of quality education in schools. Amongst others, the projects and interventions in operation inschools include the following:• To encourage positive learner behaviour: The focus here is to initiate development workshops for

teachers in order to assist them to understand learner behaviour and peer pressure and assist themto deal with behavioural issues in a new way.

• Identification of dysfunctional schools: Multi-functional teams identify the problems experienced bythese schools; devise a strategy to address the problems under the leadership of a project leader;where necessary the support of outside organisations is enlisted; departmental training programmesare offered to the school; continued failure can lead to mentorship/curatorship at those schools; iffailure continues reconstitution of the school may be implemented.

• Multi-grade Intervention: To support schools that teaches more than one grade per class in theirteaching methods. Emphasis is placed on the utilisation of ICT to support effective multi-gradeinstruction.

• Early Enrolment Campaign: Encourages schools to start the enrolment of learner process early inthe year for finalisation by the end of the year; completion of time-tables and nominations forappointment of teachers in order for schools to start tuition on the first day of the new school year;identifying "hot spots" with regard to accommodation so that contingency plans can be put in place.

• Over-age learners: The number of over-age learners in the system is being reduced gradually, asno over-age learners are admitted into the system. Those who are already in the system areencouraged to register at ABET Centres. (Please Note: These are learners that are 20 years andolder).

• Inclusive education: Education White Paper 6 indicates how the current special education systemshould be transformed into an inclusive education and training system. It spells out, amongst others,how mainstream schools should be developed into full services schools that will be able toaccommodate learners that need moderate support; how special schools should be developed intoresource centres for mainstream schools; the development of district support teams; and thedevelopment of institutional support teams.

• Focused literacy and numeracy strategies for Foundation Phase and Intermediate Phase thatincludes -

providing 100 books to every Foundation Phase (Grades 1 - 3) and Intermediate Phase (Grades4 - 6) class in the province;providing mathematics textbooks to all Grade 3 to 6 learners;providing examples of 36 week work schedules;monitoring on a weekly basis learning progress through officials dedicated to each school thatoffers Grades 1 to 6; andmonitoring learner access and learner acquisition of the intended curriculum through readingand mathematics testing of Grades 3 and 6.


The EMDCs and their different structures visit all educational institutions and assist them withcapacity building in terms of different scenarios and actions that need to be done, e.g. appointingnew governing bodies, financial matters, curriculum, etc.


The statistical information regarding the number of learners and educators is obtained from theWCED's Annual Survey and 10th day statistics.

There has been an increased in migration to the Western Cape, but additional classrooms completedduring 2002/03 and 2003/04 assisted in keeping the learner:classroom ratio envisaged, in check.

The spending of available funds for new construction projects did not progress as intended. However,over 200 additional maintenance projects were completed. This had a large impact on the percentageinfrastructure budget spent on maintenance.

Grades 1 – 12 in public ordinary schools are resourced with educator staff determined according to thePost Provisioning Model, non-educator personnel as well as non-personnel funding determinedaccording to the Norms and Standards Funding for Schools, both based on poverty rankings.


12. Programme 3: Independent school subsidies


To support independent schools in accordance with the South African Schools Act, 1996.

The Independent School Subsidies programme comprises the following sub-programmes:Primary phaseo to support independent schools in the Grades 1 to 7Secondary phaseo to support independent schools in the Grades 8 to 12


There are currently 180 independent schools in the Western Cape. These schools accommodate arange of learners from varied socio-economic backgrounds and are important and valued partners ineducation delivery in the province.

The WCED provides subsidies to 75 independent schools, which provide learning opportunities todisadvantaged learners in the province.


Strategic objectives for Programme 3: Independent school subsidies


To support independent schooling that serves poorer communities on a sliding scaleas a complement to public schooling.


A few independent schools have very poor records in the systemic testing at Grade 3 and 6 levelsand in Grade 12. There are also regular complaints from pupils and parents. The WCED plans todeal decisively with these schools and ensure that they are de-registered if they fail to providequality education.


The throughput and output of independent schools receiving a subsidy is closely monitored andsubsidies are adjusted accordingly.


All independent schools that are registered with the WCED are eligible, depending on the Norms andStandards Funding for Independent Schools, to receive subsidies equal to 60% of the cost per learnerin the public schools. All independent schools that apply for a subsidy, and are eligible for funding interms of the Norms and Standards policy, receive a subsidy.


13. Programme 4: Public special school education


To provide public education in special schools in accordance with the South African Schools Act, 1996and White Paper 6 on inclusive education.

The Public special school education programme consists of the following sub-programmes:Schoolso to provide education at public special schoolsProfessional serviceso to support public special schoolsHuman resource developmento to provide for the professional development of educators and non-educators in public special

schools


Education White Paper 6 indicates how the current special education system should be transformedinto an inclusive education and training system. It spells out, amongst others, how mainstream schoolsshould be developed into full services schools that will be able to accommodate learners that needmoderate support; how special schools should be developed into resource centres for mainstreamschools; the development of district support teams; and the development of institutional support teams.


Strategic objectives for Sub-programme 4.1: Schools


• To provide spaces in public special schools in accordance with policyand the principles of inclusive education.

• To improve access to public special school education for learners frompreviously marginalised groups.

• To provide psychological, social, medical, therapeutic and learningsupport to learners.

• To promote effective and inclusive education for learners with specialeducation needs.

• To ensure that the flow of learners through public special schools isoptimal.

• To attain the highest possible educational outcomes amongst publicspecial school learners.


Strategic Goal Strategic ObjectiveTo ensure effective management andgovernance in all the learning sitesand support structures.

• To bring management and governance support and developmentcloser to schools through the work of the EMDCs and otherprofessional services.


Strategic Goal Strategic Objective• To achieve an optimal and equitable distribution of financial, physical and

human resources across the system.• To improve the knowledge and skills of school principals through targeted

training and support.• To improve the knowledge and skills of school governing bodies through

targeted training and support.• To improve management of the curriculum and assessment processes.• To improve financial management and quality enhancement at all levels

in line with provincial policy and the legislative framework.• To provide professional support to all public special schools.



• To provide educators at the public special schools in accordance withpolicy.


• To support efforts to recruit student teachers to pre-service traininginstitutions.

• To develop the professional quality of the teaching force, through ongoingprofessional support.

• To develop the potential of media and technology (e-education and ICT)so as to enhance teaching and learning and to provide curriculumsupport.

• To equip educators to ensure effective curriculum development, deliveryand support.

• To launch focused educator development programmes through the CapeTeaching Institute (CTI).



There is a significant increase in the number of referrals of learners with barriers to learning forplacement in special schools. The greatest need is for placement of learners in youth centres andschools of skills. Attention is being given to the rationalisation of services with a view toaccommodate the needs of the WCED.


The EMDCs and their different structures visits the special schools and help them with capacitybuilding in terms of different scenarios and actions that need to be done, e.g. appointing a newgoverning body, financial matters, implementing the IQMS, etc. Ongoing interventions regardingthe training of SMT members include managing curriculum, enhancing positive behaviour, womenin leadership, policy management, latest amendments to acts and signed resolutions.

The transforming of special schools into resource centres, in line with Education White Paper 6,contributes to an increase in the support rendered to learners with special education needs inmainstream schools. In-service training is provided for EMDC support staff. CS Educators atYouth Centres (Basic Qualification in Secure Care), therapists and social workers.



The pass rate is excellent for the learners at special schools. Five schools have a 100% pass rate. Thepass rate is higher than those for the mainstream schools.

Learners from the Schools of Skills tend to get jobs more easily than those in other special schools andeven mainstream schools. However, factors like the current economic climate and the inaccessibility ofthe labour market plays an important inhibiting role.

All public special schools are funded by determining a per capita allocation that takes into accountlearner numbers and the weightings in terms of the disability categories. This allocation also includesfunding for LTSM, assistive devices and the adaptation of physical facilities to accommodate themobility of learners as well as the provision of specialised transport. Furthermore, funding for classassistants and bus drivers are allocated to schools according to a per capita subsidy in terms of policy.


14. Programme 5: Further education and training


To provide FET at public FET colleges in accordance with the Further Education and Training Act,1998.

The FET programme comprises the following sub-programmes:Public institutionso to provide specific public FET colleges with resourcesProfessional serviceso to support public FET collegesHuman resource developmento to provide for the professional development of educators and non-educators in public FET

colleges


Thirteen FET colleges have been merged into six mega institutions and CEOs have been appointed tomanage the six institutions. Ongoing support is required for the restructuring process. In particular it willbe necessary to develop systems, procedures, programmes and infrastructure for increased numbersof learners.

The FET college curriculum is being redesigned and developed. The introduction of the new curricularequires considerable redesign of the organisation and management of FET institutions. The WCEDinitiatives in this programme are all designed to support curriculum / programme development andimplementation and institutional restructuring. These include -• Teacher development: In order to provide relevant quality programmes, educator development

interventions will upgrade mathematical literacy and mathematics skills, integrate theory andpractice, provide work place experience, and upgrade academic and professional qualifications. TheDANIDA-sponsored Support to Education and Skills Development (SESD) Project will support thedelivery of practical and labour market oriented education and skills training. Colleges will gain thecapacity to develop accredited and certified training programmes.

• Physical Resources: Vocational Education and Training is resource intensive by nature. Specialisedworkshops that carry industry accreditation are required for effective HRD. If FET colleges are toincrease in size fivefold over the next seven or eight years, major investment will be required inbuildings, equipment and personnel.

• Learner Support: this entails recruitment and advocacy, recognition of prior learning, programmeplacement, financial and academic support and job placement and tracking.

• A variety of delivery modes such as e-learning, distance learning, learnerships, skills programmeswill be used to deliver these programmes. The DASSIE project is key to expanding these deliverymechanisms.


• To promote access to FET colleges• Articulation between GET and Higher Education• �Develop and maintain a FET college curriculum strategy and supportive structures


• Developing new learning programmes responsive to the needs of the economy andcommunity needs.

Strategic objectives for Sub-programme 5.1: Public institutions

Strategic Goal Strategic ObjectiveTo ensure access to quality FETcollege education for all in theprovince.

• To provide learner accommodation in FET colleges in accordance withpolicy.

• To improve knowledge of and access to FET college education forlearners from previously marginalised groups.

• To increase the number of FET learners enrolled in appropriateprogrammes at colleges especially learners from previously marginalisedgroups.

• To promote the development of programmes that are responsive to thesocial and economic needs of the province.

• To provide loans to learners from poor backgrounds who wish to study atFET colleges.

• To create learner support units at each college to assist recruitment,support and placement



• To achieve an optimal and equitable distribution of financial, physical andhuman resources across the system.

• To improve the knowledge and skills of FET chief executive officers(CEOs) through targeted training and support.

• To improve the knowledge and skills of FET college councils throughtargeted training and support.

• To improve management of curriculum and assessment processes.• To improve financial management and quality enhancement at all levels

in line with provincial policy and the legislative framework.• To provide professional support to all public FET colleges.



• To provide educators at FET colleges in accordance with policy.• To develop the professional quality of the teaching force, through

ongoing professional support.• To develop the potential of media and technology (e-education and ICT)

so as to enhance teaching and learning and to provide curriculumsupport.



The rate of growth of full-time equivalents (FTE’s) in FET colleges is constrained only by resources e.g.staff, equipment, finance etc. Indications are that targets will be reached as additional enrolments arerecorded in the 2004/05 financial year. FET colleges offer courses, which range from a few hours toyears in terms of duration. Learner enrolment is therefore ongoing. Audited FTE’s for the precedingyear are only available from April in the subsequent year as these are subject to complex calculationsand auditing by external auditors along with the financial statements of the college concerned.



Targeted programmes will enable educators at colleges to:• Upgrade mathematical literacy and mathematics skills• Upgrade their academic and professional qualifications• Assess learning to meet Umalusi and SETA standards.• Deal with barriers to learning.

Colleges will establish learner support units to accommodate and provide support for the vast variety oflearners with different learning backgrounds and experiences. Learner tracking will be done to supportlearners in curriculum and work placement. Colleges will also develop strategies to broaden access toFET colleges such as -• A variety of delivery modes (e-learning, distance learning, learnerships, skills programmes, etc.)• Facilities and training that meet the needs of differently-abled learners• New sites for the disadvantaged and rural communities• Bursary schemes and Recognition of Prior Learning (RPL)

The credibility and value of qualifications achieved at FET colleges will depend on the quality of theirprogramme offering. Colleges will develop and apply quality management systems in order to measureand improve the quality of academic programmes and non-academic processes.


Participation of adults, assuming adults to be 21 years old and older, will increase as morelearnerships are introduced.

FET Colleges are resourced with the provision of educator personnel determined according tothe Post Provisioning Model, non-educator personnel as well as subsidies for rates and taxes,physical infrastructure acquisistion and development as well as ad hoc (targeted) subsidies.


15. Programme 6: Adult basic education and training


To provide ABET in accordance with the Adult Basic Education and Training Act, 2000.

The ABET programme comprises the following sub-programmes:Subsidies to private centreso to support specific private ABET sites through subsidiesProfessional serviceso to support ABET sitesHuman resource developmento to provide for the professional development of educators and non-educators at ABET sites


In 2003 10 000 learners were enrolled on courses at the GET level. 6 000 learners were enrolled onABET Level 1 and 2 courses and 4 000 on ABET Level 3 and 4 courses. However, over 1,5 millionpeople living in the Western Cape have less than a GETC or related qualification. Clearly the WCEDcannot hope to address the education needs of this magnitude alone and will require the assistance ofpartners.

The WCED is involved in a number of partnerships with government departments and corporations.Through these partnerships, employees of provincial departments are given the opportunity to obtain aGETC. Draft guidelines for the implementation of partnerships were developed in 2004. Theseguidelines include, amongst other, phases in the implementation of a partnership, roles andresponsibilities of those involved, costs and cost drivers.

In addition partnerships have been formalised through Memorandums of Understandings. Both parties,i.e. the WCED as the service provider and the partner (e.g. provincial department), sign thisMemorandum of Understanding.

Partnerships contribute significantly to the number of learners in CLCs. The appointment of more full-time Centre Managers (CM) and Site Co-ordinators (SC) and the fact that the contracts of some CMsand SCs are renewable will ensure stability in many CLCs. This ensures improved planning,management and governance of CLCs. The support and guidance rendered by, in particular, ABETofficials in the EMDCs assist CLCs in becoming more responsive to the needs of the communities theyserve and ensure an increase in learner numbers.


Provision will be made for 2 500 new learners per annum to access ABET. This will be providedthrough the following:• Purpose-driven ABET level 1, 2 and 3 curricula – consisting of two programme offerings, namely

numeracy and literacy, offered in all community learning centres• Level 4 Centres offering a selection of learning areas that lead to a purposeful GETC qualification

for the learner in the context of the community• Provision of physical and financial resources to support the ABET curriculum• All CLCs receiving a computer and printer


• All existing educators receiving targeted training and all new educators receiving orientation andtraining

• All CLC managers receiving appropriate training (technical skills and personal development plans)on an ongoing basis

Strategic objectives for Sub-programme 6.1: Subsidies to public centres

Strategic Goal Strategic ObjectiveTo improve access to ABET and adultskills development in line with policy.

• To increase the number of learners, especially women, rural and poorlearners, enrolled on ABET and Adult Further Education and Training(AFET) courses at Community Learning Centres (CLCs) by a minimum of 2500 each year.

• To develop and offer purpose-driven ABET and AFET qualifications.• To develop partnerships with other government departments, sectoral

education and training authorities (SETAs) and non-governmentalorganisations (NGOs) in the delivery of ABET and AFET courses.

• To increase the number of adult learners successfully completing theirqualifications in the ABET and FET bands.


Strategic Goal Strategic ObjectiveTo ensure effective management andgovernance in all the learning sites andsupport structures.

• To bring management and governance support and development closer toCLCs through the work of the EMDCs and other professional services.


• To improve the knowledge and skills of CLC managers through targetedtraining and support.

• To improve the knowledge and skills of governing bodies through targetedtraining and support.

• To improve management of the curriculum and assessment processes.• To improve financial management and quality enhancement at all levels in

line with provincial policy and the legislative framework.• To provide professional support to all ABET sites.


Strategic Goal Strategic ObjectiveTo equip and support educators in theirefforts to provide effective education.

• To develop the professional quality of the teaching force, through ongoingprofessional support.

• To develop the potential of media and technology (e-education and ICT) soas to enhance teaching and learning and to provide curriculum support.



Unlike public schools or mainstream exams, learners in CLCs cannot obtain a GETC through onesitting for the ABET Level 4 exam. Learners achieve the requested credits over a period of time of atleast two to three years. Once a learner obtains the 120 credits required, a GETC can be issued byUMALUSI. Consequently the numbers of GETCs issued (actual performance) is relatively lowcompared to the target set. Furthermore, learning area certificates are issued when learnerssuccessfully complete a learning area.



• Develop a purpose-driven ABET level 1 – 4 curriculum, which provides regular opportunities forassessment.

• Level 4 Centres developed to offer a selection of learning areas that lead to a purposeful GETCqualification for the learner in the context of the community.

• Programmes for FET colleges, as appropriate, are offered in Community Learning Centres that offerFET.

• A training and development model for staff at ABET centres will be established and implemented.The model will ensure that all existing educators receive targeted training and all new educatorsreceive orientation and training and development.

• Centres located at schools have access to the required physical resources to ensure effectivecurriculum implementation (implement minimum requirements for an agreement between the hostschool and the CLC).

• Each site has at least one computer and a modem and connectivity.• Placement instruments will be developed and used to place learners in the most suitable

programme. In addition, learners will be offered access to counselling (career, social and learningdifficulties) and RPL systems will be implemented through lead CLCs.

• Every ABET Community Learning Centre will be visited for quality assurance purposes every threeyears. The focus of the quality assurance will be the quality and relevance of programmes offeredand ABET Level 1 – 4 and FETC throughput rates.


Financial support to ABET CLCs is calculated using a formula to determine the managementrequirements as well as the LTSM allocations taking the number of ABET and FET learners in urbanand rural areas into account.


16. Programme 7: Early childhood development


To provide Grade R level education in accordance with White Paper 5.

The ECD programme comprises the following sub-programmes:Grade R in public schoolso to provide specific public ordinary schools with resources required for Grade RGrade R in community centreso to support particular community centres at the Grade R levelProfessional serviceso to support ECD sitesHuman resource developmento to provide for the professional development of educators and non-educators at Grade R sites


While there is universal enrolment of children of ages 6 – 15 in the Western Cape, not all five year-oldshave access to Grade R. The province’s goal in respect of Grade R is to provide high quality learningprogrammes to all five year-old children in the Western Cape at the first level of formal education,namely Grade R by 2010.

If conservative estimates of 2004 participation rates in the Western Cape are used, that is 45 000 of apossible 80 000 learners, then an additional 35 000 children must be reached in the period 2005 –2010. This means enrolling 4 000 to 6 000 additional five year old children each year in the period 2005to 2010. But these children must also be enrolled in high quality programmes because the provision ofGrade R programmes to young children is based on the assumption that these programmes provide asolid foundation and advantage for learning in school. This assumption is supported by a number ofstudies, including the national systemic assessment study of Grade 3 learners undertaken in 2001.This study shows a high correlation between reading and numeracy performance at the Grade 3 leveland access to pre-school programmes.


The policy goal of the province is to provide high quality Grade R programmes to five-year-old children.These programmes should promote the social, cognitive, emotional and physical development of five-year olds and in particular ensure that these children experience safe and stimulating learningenvironments. This is particularly important in communities where parents are illiterate and homes aretext and resource poor.

The National Curriculum Statement (NCS) Grade R curriculum spells out the knowledge and skills thatought to be taught to five-year-olds. The challenge for the province is to ensure that the learningoutcomes of the Grade R NCS especially the literacy and numeracy outcomes are taught and acquiredby all learners in Grade R sites by 2010.


Strategic objectives for Sub-programme 7.1: Grade R in public schools


• To provide Grade R spaces in public ordinary schools in accordance withpolicy and availability of tuition space.

• To improve access to education for learners from previously marginalisedgroups.

• To increase the number of learners in Grade R programmes so that allchildren of five years of age living in the Western Cape are enrolled in GradeR classes

• To ensure that the NCS learning outcomes are taught and acquired in allGrade R classes (school readiness tests will be used to determine this)

• To provide resources to support the teaching of the NCS Grade R to everysite

• To train all Grade R teachers in the NCS• To identify at risk learners and their barriers to learning.

Strategic objectives for Sub-programme 7.2: Grade R in community centres


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

• To improve access to education for learners from previously marginalisedgroups.

• To ensure that the NCS learning outcomes are taught and acquired in allGrade R classes (school readiness tests will be used to determine this)

• To provide resources to support the teaching of the NCS Grade R to everysite

• To train all Grade R teachers in the NCS• To identify “at risk” learners and their barriers to learning



• To bring management and governance support and development closer toGrade R sites through the work of the EMDCs and other professionalservices.


• To improve the knowledge and skills of Grade R staff through targetedtraining and support

• To improve the knowledge and skills of governing bodies through targetedtraining and support.

• To improve management of the curriculum and assessment processes.• To improve financial management and quality enhancement at all levels in

line with provincial policy and the legislative framework.• To provide professional support to all Grade R sites.





• To develop the professional quality of the teaching force, through ongoingprofessional support on the RNCS.

• To equip educators to ensure effective curriculum development, delivery andsupport.



Availability of funding is a serious constraint. In other provinces the reduction in the number oflearners in the primary schools will allow for the expansion of Grade R. In-migration into theWestern Cape means that this route is not feasible for the WCED.

Access to many rural and remote sites remains a challenge for EMDCs.


The WCED will in the period 2005 – 2010 ensure that -• All children of five years of age living in the Western Cape are enrolled in Grade R classes• The NCS learning outcomes are taught and acquired in all Grade R classes (school readiness tests

will be used to determine this)• Learning material resources to support the teaching of the NCS Grade R is provided to every site• All ECD educators are trained and supported to deliver the NCS for Grade R• All “at risk” learners are identified and their barriers to learning and development addressed by

school based and district support teams• All sites are visited to ensure safety and quality service delivery once every three years


The resourcing of Grade R education is currently done on the basis of funding personnel as well as theprovision of a subsidy for LTSM. However, the basis of funding is changing to a subsidised model only.In this way Grade R education will be resourced by the provision of a per capita subsidy determinedaccording to a poverty sliding scale. This will be used to pay teachers, procure LTSM and to securesites.


17. Programme 8: Auxiliary and associated services


To provide the education institutions as a whole with support.

The Auxiliary and Associated Services programme comprises the following sub-programmes:Payments to SETAo to provide employee human resource development in accordance with the Skills Development

ActConditional grant projectso to provide for projects specified by the national Department of Education that are applicable to

more than one programme and funded from conditional grantsExternal examinationso to provide for departmentally managed examination servicesTeacher trainingo to assist with the supply of qualified and competent educators for the teaching professioniKapa elihlumayoo to assist with the building of human capital


The WCED has a key role to play in the fight against poverty and the expansion of the economy, as themain driver of human resource development in the Western Cape. This challenge will be supported bythe following:

• The Skills Development Act;• the HIV/AIDS Conditional Grant to provide for HIV/AIDS Life Skills education in schools, and to

ensure access to an appropriate and effective integrated system of prevention, care and support (refDivision of Revenue Act);

• the provision of valid and reliable certification through examinations;• recruiting teachers; and• providing the foundation of all skills development.


The WCED has a key role to play in conceptualising and driving a Human ResourceDevelopment Strategy (HRDS) as the main provider of:

GET, which provides the bedrock or foundation for all HRD in the province; andFET, which provides opportunities to further develop the skills and knowledge required foremployment and economic participation.

An important need for the HRDS is the availability of well-qualified teachers, especially those teachingmaths and science. Targeted bursaries are offered to students wishing to enter the profession. Suchbursaries are available to students wishing to enter fields specifically identified through researchas in need of more teachers.


One of the most serious threats to the development of human resources in South Africa is the HIV/AIDS pandemic. The WCED will play a strategic role in ensuring that all teachers and learners areaware of and have information on HIV/AIDS.

Poverty is another serious threat to human resource development. In an attempt to address some ofthe consequences of poverty the WCED has launched the FET College Loan Scheme.

Strategic objectives for Sub-programme 8.1: Payments to SETA

Strategic Goal Strategic ObjectiveTo provide human resourcedevelopment in accordance with theSkills Development Act.

To support the Education Training and Development Practices (ETDP) Sectoraland Education Training Authority (SETA) with regard to the administration of thesector.

Strategic objectives for Sub-programme 8.2: Conditional grant projects

Strategic Goal Strategic ObjectiveTo provide for HIV/AIDS Life Skillseducation in schools, and to ensureaccess to an appropriate and effectiveintegrated system of prevention, careand support.

• To train and support educators to deliver HIV/AIDS Life Skills in primary andsecondary schools, via the Curriculum: Life Skills/Life Orientation and thecross-curricular infusion of HIV/AIDS education into all learningareas/subjects.

• To provide for the development, selection, translation, procurement anddistribution of teaching and learning support materials to support effectiveHIV/AIDS life skills education in the classroom.

• To develop and implement an effective, structured and co-ordinatedadolescent-to-adolescent peer education initiative in schools and FETcolleges

• To ensure that SMTs and key parent SGB and community representativesare provided with the necessary training to manage an institutional AIDSresponse (inclusive of the development of a locally-appropriate AIDS policyand Management Plan - within the context of the SDP).

• To ensure that schools participate in key advocacy events (such as SchoolAIDS Month, World AIDS Day, etc.)

• To develop and implement a generic Care and Support training programmefor school-communities, with appropriate material support, in a way thatensures local networking and support.

• To ensure an effective Provincial HIV/AIDS Management Unit at head officeto co-ordinate this response, as well as staffed district-based managementteams.

• To ensure the development and maintenance of policy, advocacy, mastertrainers, educator development, district support, inter-sectoral collaborationand partnerships, quality assurance (through monitoring and evaluation),effective and efficient programme delivery and financial management.

Strategic objectives for Sub-programme 8.3: External examinations

Strategic Goal Strategic ObjectiveTo promote organisational efficiencyand effectiveness.

To manage the Senior Certificate and ABET Level 4 examinations andcertification thereof.


Strategic objectives for Sub-programme 8.4: Teacher training

Strategic Goal Strategic ObjectiveTo equip and support educators intheir efforts to provide effectiveeducation.


• To assist with the supply of qualified and competent teachers.• To support efforts to recruit student teachers to pre-service training

institutions.

Strategic objectives for Sub-programme 8.5: iKapa elihlumayo

Strategic Goal Strategic ObjectiveTo support the provincial goals ofiKapa elihlumayo:

increased economic growthincreased employment andparticipation in the economyreduced socio-economic andgeographic inequalitymaintenance of a sustainablesafety net

• To test skills and aptitudes of grade 8 learners• To develop a career guidance programme for Grade 9 and FET learners• To train GET and FET teachers to provide career advice• To promote the development of FET programmes that are responsive to the

social and economic needs of the province.• To provide loans to learners from poor backgrounds who wish to study at

FET colleges.


It is increasingly difficult to attract good quality, dedicated persons to the teaching profession. Thereasons for this are complex and intertwined and relate both to the public view of education andthe opportunities available to young graduates both in South Africa and abroad. The WCED haslaunched a teacher recruitment campaign with the local Higher Education Institutions. This hashad some success and more effort will be invested in this campaign in the next five years.

There are very few qualified guidance teachers left in the WCED. This means recruiting andtraining teachers in this important and skilled area from scratch. This will not be easy. The WCEDhas devised a three-year programme to develop the skills of life orientation teachers in respect ofsubject and career guidance.

It has not been easy to establish the necessary processes and controls for the FET College LoanScheme. The WCED has consulted and worked with the National Students Financial Aid Schemeof South Africa (NSFAS) and has adopted many of the processes. In addition, poor learnersreacted with suspicion to the concept of loans. The WCED has had to change the name of thescheme to financial aid scheme and to conduct considerable advocacy concerning the scheme.


None at this stage.


Teacher education:• Meetings with Higher Education Institutions (HEI) are held twice per annum to ensure curriculum

programmes offered at Institutions suit the employment needs of the WCED. Bursaries areawarded to student teachers in scarce subjects.


IKapa Elihlumayo:• The establishment of a loan scheme to enable students to access FET colleges.• The six public FET colleges in the province submitted proposals for courses to be developed that

meet the needs of the province. These proposals have been scrutinised and improved forimplementation in 2005.

• A career guidance course has been developed for the province. It has been translated into Xhosaand Afrikaans and the course will be installed on computers at each high school in the province.800 selected teachers will be trained on the use of the software in February 2004. The guidancecourse provides trends in the provincial economy and provides details of existing FET programmesand learnerships.


18. Capital investment, asset management and maintenance

Physical Infrastructure

The system whereby the budget for infrastructure development and scheduled maintenance hasappeared on the books of the Department of Transport and Public Works (Works) came to an end on31 March 2005. From 1 April 2005, the WCED budget will reflect the construction or maintenancebudget for the year. The WCED will thus be taking full responsibility for its budget (starting with thenegotiations for a budget and ensuring the signing of a service level agreement that will determine thenature of the relationship between WCED and Works with regard to the quality of service required,reporting, time frames and management of projects

The Department of Transport and Public Works will thus be an important implementing agent of theWCED (as governed by the service level agreement) and will submit progress and financial reports.Other service level agreements may also be negotiated with other service providers, such as schoolgoverning bodies, municipalities or the CSIR.

The average learner-classroom ratio stands at present at approximately 29. This low learner-classroomratio indicates that there is an excess of classrooms in the Western Cape. However, many of theseclassrooms are situated in areas where there is no shortage of classrooms and are of no assistance inaddressing real classroom shortages in areas affected by migration, where there are huge classroomshortages.

With a projected influx of approximately 48 000 people annually into the Western Cape from otherprovinces, it is clear that the need for additional classrooms will increase in those areas.

It is also clear that the system will struggle to meet the growing need, unless additional capital is madeavailable in the short term.

It is of paramount importance that excess classrooms be taken out of the system by making best use ofschool accommodation and by making excess schools available for other programmes of the WCED,such as ECD, FET, ABET, ELSEN.

Furthermore, classrooms constructed from unsuitable building materials, such as wood, asbestos orchipboard, are easily vandalised and should be taken out of the system, returned to the Department ofTransport and Public Works, and sold. The proceeds should be made available for the building ofadditional infrastructure.

Another important factor, the upgrading of informal areas in the Western Cape, will, in future, puttremendous pressure on the system. The upgrading process results in a situation that, when anundeveloped space accommodating 10 to 20 families is upgraded, only 1 family may return to live inthat upgraded area. The other 19 families will need to be relocated to an area without schools oralready experiencing classroom shortages. According to the anticipated time required for thedeveloping of Greenfields areas (areas that families will be relocated to), the housing units will beavailable long before the school facilities are completed. Pressure may then be exerted on theeducation department to provide, at huge cost, learner transport to schools with available space. At thesame time, many schools near to the initial informal area will be losing pupils and will no longer beovercrowded. However, there is the danger that some of them will become uneconomical entities.

It is important to note that each of these new classrooms built will be duplicating a classroom in excessin another area. It is thus important that schools be amalgamated where possible and that buildings bemade available for other programmes of the WCED.


The WCED and the Department of Transport and Public Works are of the opinion that classroomshortages should be addressed by building permanent classrooms only if the school is allowed toexpand to a capacity of 1 120 learners as a primary school or 1 200 as a secondary school. Approvalto allow a school to grow much larger should be evaluated, applying the criteria that are beingdeveloped for mega-schools.

Interim shortages, such as shortages experienced by schools near informal areas, should not be solvedby building permanent classrooms but by providing good quality pre-fabricated classrooms.

The following building projects are under construction or being tendered or being planned:

New projects 2005/06(Voted)

2006/07(MTEF)

2007/08(MTEF)

2008/09(Projected)

2009/10(Projected)

Programme 2 – Public Ordinary SchoolsSub-programme 2.1 – Public Ordinary Primary SchoolsPrefabricated classrooms 50Mobile classrooms 1 827Permanent classrooms 270 8 000 10 000Relocation of classrooms 315 750 750 1 000 1 000New schools 53 050 28 100 1 500 25 000 55 000Ablutions 1 080 200 5 000 3 000Administration facilities 8 000 4 000Extensions to existing buildings 10 000 10 000Forums 150 15 000 11 000Maintenance 12 000 57 987 66 739 75 000 77 000PIT fundsOwn funds 16 536 29 978Total Primary Schools 68 742 103 573 98 967 147 000 171 000Sub-programme 2.2 – Public Ordinary Secondary SchoolsPrefabricated classroomsMobile classrooms 3 309Permanent classrooms 1 100Relocation of classrooms 315 750 750 1 000 1000New schools 79 716 35 184 4 200 15 000 50 000Ablutions 750 15 000 13 000Administration facilities 5 000 2 000Extensions to existing buildingsForums 450 750Maintenance 6 000 28 993 33 369 40 000 42 000PIT fundsOwn funds 8 268 14 989Total Secondary Schools 90 890 73 945 53 308 76 000 108 000Programme 4 – Public Special SchoolsPrefabricated classroomsMobile classroomsPermanent classrooms 500Relocation of classroomsNew schools 8 000 8 883AblutionsAdministration facilitiesExtensions to existing buildingsForumsMaintenance 11 000 13 000PIT fundsOwn fundsTotal Public Special Schools 500 19 000 21 883Classroom backlogs 20 000 40 000 40 000Total New Projects 180 132 217 518 1925 265 242 000 300 883


Upgrades 2005/06(Voted)

2006/07(MTEF)

2007/08(MTEF)

2008/09(Projected)

2009/10(Projected)

Programme 2 – Public Ordinary SchoolsSub-programme 2.1 – Public Ordinary Primary SchoolsCompletion of forum 340 140Upgrading of classrooms 10 000 5 000Sub-programme 2.2 – Public Ordinary Secondary SchoolsUpgrading of a hostel 6 500Completion of forum 2 000 160Upgrading of classrooms 10 000 3 000Programme 4 – Public Special SchoolsUpgrading of classrooms 6 000 2 000Total Upgrades 8 840 300 26 000 10 000Total New Projects and Upgrades 188 972 217 818 192 265 268 000 310 883


19. Co-ordination, co-operation and outsourcing plans

19.1 Interdepartmental linkages

The WCED will take the lead in developing, implementing and monitoring the province’s HumanResource Development Strategy (HRDS). However, the magnitude of the task requires that allgovernment departments, at provincial and local government level, support and contribute to theimplementation of the Strategy. Key departments include the Departments of Health, Social Welfareand Povert Alleviation, Community Safety as well as Transport and Public Works. In addition, thesocial partners, namely organised business, organised labour and civil society, through the ProvincialDevelopment Council, have a key role to play in shaping and implementing the HRDS.

Regular meetings and discussions are held with the national Department of Education and the otherprovincial education departments regarding education policy.

Discussions with sister departments on intersectoral collaboration also take place on a regular basis,especially with the Departments of Health (HIV/AIDS and life skills), Community Safety (Safe SchoolsProject and Learner Support Officers Project to reduce truancy and juvenile offending), EconomicDevelopment and Tourism (Learning Cape Festival and economic growth sectors) and Transport andPublic Works (capital projects and maintenance).

Quarterly meetings are held with the ISLP co-ordinating committee for the provision of school buildingsin previously disadvantaged areas.

Discussions with sister departments on Integrated Holistic Development also take place on a regularbasis.

19.2 Local government linkages

The WCED co-operates with the City of Cape Town regarding the Urban Renewal Programme (URP)and the Central Karoo Municipality regarding the Integrated Sustainable Rural DevelopmentProgramme (ISRDP). The aim of both programmes is to work collaboratively and integratedly withother departments and governments to alleviate poverty through skills development for unemployedpeople.

Some discussions took place between the WCED and the City of Cape Town with regard to –• aligning the HIV/AIDS and Life Skills Programme.• aligning the WCED’s ICT initiatives with the Smart Cape initiatives.• the approval of structure plans (Town Planning).

19.3 Public entities

There are currently no public entities for which the WCED is responsible.


19.4 Public-private partnerships (PPPs)

PPPs will be a key area of intervention for the WCED, both from the perspective of rationalising existingprojects in our schools, as well as mobilising more resources for deployment in education development.

The WCED has introduced a number of interventions and projects in an effort to address variousaspects of quality education in schools. These projects and interventions are managed either by theWCED (through the EMDCs) directly, or through several education non-governmental organisations(NGOs).

The WCED is collaborating with 6 private developers in the development of systems for use in theSchool Administration and Management Systems (SAMS) Project.

The WCED is also collaborating with –• PETRO SA - They completed a R12m school for Rietvlei Primary School in Mossel Bay and have

fully equipped all 4 ex DET schools in Mossel Bay with state-of-the-art computer and sciencelaboratories

• Chamber of Commerce – Technopreneur competition Grade 10• SANTAM – Funding best Practices for EMS• Cape Town Holocaust Centre – Facing History and Ourselves Grades 9 – 12.

The first draft of the WCED’s Strategic Accommodation and Infrastructure Plan mentions that theWCED and the Department of Transport and Public Works should make a co-ordinated attempt tocreate joint ventures with business to assist with capital and maintenance expenses at schools and byso doing alleviate infrastructure shortages at schools. The Department of Transport and Public Worksis at present seeking a PPP to build a new special school. The WCED anticipates that negotiations willbe concluded during the 2005/06 financial year.


List of abbreviations

ABET Adult basic education and training LTSM Learning and teaching support materialsAFET Adult further education and training MSP Master systems planCEM Council of Education Ministers MST Maths, science and technologyCEO Chief Executive Officer MTEF Medium-term expenditure frameworkCLC Community learning centre NCS National Curriculum StatementsCTI Cape Teaching Institute NDE National Department of EducationECD Early childhood development NGO Non-governmental organisationEMDC Education Management and

Development CentreNQF National qualifications framework

EMIS Education Management InformationSystem

PSNP Primary school nutrition programme

ETDP Education, training and developmentpractices

RCL Representative Council of Learners

EWP Employee Wellness Programme RNCS Revised National Curriculum StatementsFET Further education and training RPL Recognition for Prior LearningFETC Further education and training certificate SACE South African Council of EducatorsFTE Full-time equivalent SAQA South African Qualifications AuthorityGET General education and training SASA South African Schools ActGETC General education and training certificate SDIP Service delivery improvement

plan/programmeHEDCOM

Heads of Education Departments’Committee

SDP School development plan

HEI Higher education institution SETA Sectoral Education and Training AuthorityHRD Human resource development SGB School governing bodyHRDS Human Resource Development Strategy SMT School management teamICT Information and communication

technologySPMS Staff performance management and

development systemIQMS Integrated Quality Management System SSE School self evaluationLOGIS Logistics Information System WCED Western Cape Education DepartmentLSEN Learners with special education needs WSE Whole school evaluation

WES-KAAP ONDERWYSDEPARTEMENT

______________________________

STRATEGIESE EN PRESTASIEPLAN VIR DIE VYF JAAR2005/06 TOT 2009/10

______________________________

Om meer eksemplare van hierdie dokument te bekom, skakel asseblief met:

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To obtain additional copies of this document , please contact:




STRATEGIESE EN PRESTASIEPLAN VIR DIE VYF JAAR 2005/06 – 2009/10 Bladsy 1

Voorwoord

My departement het die verantwoordelikheid aanvaar om die leiding te neem in die eerste van die strategieëwat gelei word deur iKapa eliHlumayo (wat beteken om die Kaap te laat groei en ontwikkel): MenslikeHulpbronontwikkeling met die klem op die jeug.

Ons fundamentele prioriteit in hierdie verband sal wees om te verseker dat beide die kurrikulums virAlgemene Onderwys en Opleiding (AOO) en Verdere Onderwys en Opleiding (VOO) in ons skole op 'ndoeltreffende en volhoubare wyse gelewer word, en om te sorg dat elke instansie doeltreffend bestuur worddeur middel van deurlopende ondersteuning vanaf die departement. Ons prioriteit is om die vaardighede,kennis en waardes te voorsien wat nodig is om die provinsiale visie van die Wes-Kaap as 'n Tuiste vir Almalte verwesenlik, en om ons ekonomiese ontwikkelingstrategie iKapa eliHlumayo te implementeer. Van kritiekebelang vir hierdie proses is om ons VOO-kollegas te herkapitaliseer en opnuut te rig sodat die vaardighedewat deur die provinsiale ekonomie benodig word, op meer doeltreffende wyse gelewer kan word. Terwyl diesleutelprioriteit die lewering van die AOO- en VOO-kurrikulums is, is Vroeëkindontwikkeling (VKO) enBasiese Onderwys en Opleiding vir Volwassenes (BOOV) essensieel vir 'n soliede grondslag vir dieMenslike Hulpbronontwikkelingstrategie (MHOS). Ons moet nie slegs verseker dat alle Graad R-leerdersteen 2010 ingeskryf is nie, maar ons moet ook verseker dat ons vennootskap met die Departemente vanGesondheid, Maatskaplike Dienste, en Plaaslike Regering, asook met ons maatskaplike vennote, tot 'ngekoördineerde strategie sal lei vir die lewering van VKO aan ons 0- tot 4-jariges. Die opleiding van hierdieversorgers/VKO-opvoeders, sowel as kurrikulumondersteuning en -ontwikkeling vir hierdie sektor isderhalwe nuwe prioriteite wat vir befondsing oorweeg sal moet word.

'n Sleutelprioriteit is om syfergeletterdheids- en geletterdheidsvaardighede in die grondslag- en intermediêrefases van die AOO-band te verstewig, terwyl toegesien moet word dat ons die ontstellende uitsakkoersterugdraai: byna 50% van ons leerders wat met Graad 1 begin, sak voor Graad 12 uit die onderwysstelseluit. Dit is hoofsaaklik die jeugdiges van Graad 9 en verder wat die stelsel verlaat. Dit is dus nodig dat onsons inisiatiewe m.b.t. beroepsvoorligting sal versnel en uitbrei, en ook dat ons sal verseker dat meer vanhierdie leerders na ons VOO-kolleges deurgestuur word. Daar word meer hulpbronne benodig om VOOonder die jeug te bemark en te bevorder, en ook om die aantal lenings wat beskikbaar is, te vermeerder.

'n Sleutelprioriteit is om te sorg vir 'n dramatiese toename in die aantal swart en Kleurlingleerders vanbenadeelde skole wat Wiskunde en Wetenskap op die hoër graad neem en daarin slaag. Verwant hieraan isdie noodsaak om nie slegs die vaardighede van ons Wiskunde- en Wetenskaponderwysers te ontwikkel nie,maar ook om te sorg dat baie meer nuwe onderwysers vir hierdie leerareas gewerf word. Ons e-Onderwysbly steeds 'n prioriteit. Dit moet die lewering van infrastruktuur vir Inligtings- en Kommunikasietegnologie(IKT) insluit, en deurlopend in lyn met die lewering van die kurrikulum gebring word.

Daar bestaan kolossale ongelykhede met betrekking tot fisiese infrastruktuur by ons bestaande skole, terwyldaar ook 'n reusetekort aan klaskamers in sleutelgroeiareas in die provinsie is. Die huidige toewysing virhierdie doel is onvoldoende. Ten einde die verlangde doel te bereik, moet ons departement se program omonbenutte en onderbenutte skoolgrond vir moontlike onteiening te identifiseer, in werking gestel word.

Om ons strategie gestand te doen, sal ons binne die onderwyssektor ook in die bou van maatskaplikekapitaal moet belê. Programme om die kapasiteit van plaaslike Verteenwoordigende Rade van Leerders(VRL'e) en Skoolbeheerliggame (SBL'e) te ontwikkel, moet uitgevoer word om tot kragtige strukture op dieplaaslike sowel as provinsiale vlakke te lei.

CAMERON DUGMOREPROVINSIALE MINISTER VAN ONDERWYS31 Maart 2005


Inhoud

Deel A: Strategiese oorsig..................................................................................................................... 31. Oorsig van Strategiese Plan .......................................................................................................... 32. Visie ............................................................................................................................................. 43. Missie............................................................................................................................................. 44. Waardes......................................................................................................................................... 45. Sektorale standontleding................................................................................................................ 45.1 Diensleweringsomgewing en -uitdagings ....................................................................................... 45.2 Opsomming van organisatoriese omgewing en uitdagings ............................................................ 6

• WKOD aktiwiteite – bestek en skaal (gebaseer op Jaaroorsig: 2004).................................. 75.2.1 Interne omgewing........................................................................................................................... 75.2.2 Organisatoriese doeltreffendheid ................................................................................................... 86. Wetgewende en ander mandate .................................................................................................... 87. Breë beleidsrigtings, prioriteite, en strategiese doelwitte ............................................................. 108 Inligtingstelsels om vordering te moniteer .................................................................................... 129. Beskrywing van strategiese beplanningsproses........................................................................... 13

Part B: Program- en subprogramplanne ........................................................................................... 1410. Program 1: Administrasie ............................................................................................................ 1411. Program 2: Openbare gewone skoolonderwys ............................................................................ 1812. Program 3: Subsidies vir onafhanklike skole................................................................................ 2413. Program 4: Openbare spesiale skoolonderwys............................................................................ 2514. Program 5: Verdere Onderwys en Opleiding................................................................................ 2615. Program 6: Basiese Onderwys en Opleiding vir Volwassenes..................................................... 3116. Program 7: Vroeëkindontwikkeling............................................................................................... 3417. Program 8: Hulp- en verwante dienste......................................................................................... 3718. Kapitaalbelegging, batebestuur en instandhouding...................................................................... 4119. Koördinerings-, samewerkings-, en uitbestedingsplanne ............................................................. 4419.1 Interdepartementele skakels ........................................................................................................ 4419.2 Skakels met plaaslike owerhede .................................................................................................. 4419.3 Openbare entiteite........................................................................................................................ 4419.4 Openbare-private vennootskappe ................................................................................................ 45

Lys van afkortings .................................................................................................................................. 46

Skedule 1 - Organogram van die Wes-Kaap OnderwysdepartementSkedule 2 - Onderwysbestuurs-en-ontwikkelingsentrums (OBOS'e)


Deel A: Strategiese Oorsig

1. Oorsig van Strategiese Plan

Die doel van 'n strategiese plan is om 'n kaart te voorsien van hoedat ons beplan om onsdoelstellings te verwesenlik. Terwyl ons visie- en missiestellings ons uiteindelike bestemmingbeskrywe, moet ons ons koers van tyd tot tyd aanpas soos ons nuwe uitdagings teëkom en meerdoeltreffende maniere vind om ons reis te voltooi.

Terwyl die eerste dekade van demokrasie daarom gegaan het om fondamente te bou, sal dietweede aan die fyner besonderhede werk om 'n leertuiste vir almal te bou. Verandering is nooitmaklik nie, maar dit sal voortgaan om 'n kenmerk van ons lewens te wees totdat hierdie edeleprojek voltooi is.

Terwyl ons nommer een-doelstelling is om basiese onderwys van gehalte aan alle leerders in dieprovinsie te voorsien, wil ons ook die noodsaaklikheid beklemtoon om ekonomiese groei in onsStrategiese en Prestasieplan vir 2005/06 tot 2009/10 te ondersteun.

Hierdie plan maak dit heel duidelik dat ons ons strategiese doelwitte in lyn bring met die provinsiese doelwitte van iKapa eliHlumayo. Terwyl ons vertrekpunt die leerder is, is ons ook daartoeverbind om volhoubare ontwikkeling en ekonomiese groei deur goed beplande menslikehulpbronontwikkeling te verseker.

Armoede bly een van ons dwingendste uitdagings, en onderwys bied ons die enkele meesdoeltreffende manier om hierdie kwessie die hoof te bied. Ons moet met vennote in alle sferesaamwerk om holistiese oplossings vir maatskaplike en ekonomiese ontwikkeling te vind.

Uiteindelik sal ons leerders slegs floreer indien die sosiale, ekonomiese en kulturele kontekstewaarin hulle leef, hulle in staat stel om dit te doen. Ons het almal 'n verantwoordelikheid teenoorons leerders om dit moontlik te maak.

Ron B SwartzHoof: Onderwys31 Maart 2005


2. Visie

'n Leertuiste vir almal

3. Missie

Ons missie is om te verseker dat alle leerders die kennis, vaardighede en waardes verwerf wathulle nodig het –

• Om hul potensiaal te verwesenlik• Om tot maatskaplike en ekonomiese ontwikkeling by te dra• Om ten volle aan die lewe van die land deel te neem• Om internasionaal mee te ding, en• Om gemeenskappe te bou wat in staat is om hul lewens met welslae en waardigheid te

behartig.

4. Waardes

• Die waardes van die Suid-Afrikaanse Grondwet• Die Batho Pele-beginsels• Kritiese uitkomste van die Nasionale Kurrikulum• Versekering van transformasie d.m.v. toegang, gelykheid en regstelling• Die grondbelangrikheid van die leerder• 'n Pro-arm benadering tot hulpbrontoewysing• Toerekenbaarheid en deursigtigheid• Uitnemendheid in alles wat ons doen• Verantwoordelikheid teenoor die samelewing oor die algemeen ten einde pogings te steun

om sosiale, kulturele en ekonomiese ontwikkeling te ondersteun.

In die Manifes oor Waardes, Onderwys en Demokrasie (Departement van Onderwys, 2001) wordtien waardes gelys wat op die waardes van die Grondwet gebaseer is, naamlik demokrasie,sosiale geregtigheid, gelykheid, nie-rassisme en nie-seksisme, Ubuntu (menswaardigheid), 'n oopsamelewing, toerekenbaarheid, die oppergesag van die reg, respek, en versoening.

Batho Pele beteken "mense eerste". Die agt Batho Pele-beginsels beklemtoon die belangrikheidvan oorlegpleging, goeie diensstandaarde, hoflikheid, toegang, inligting, oopheid endeursigtigheid, die hanteer van klagtes, en die gee van die beste waarde.

5. Sektorale Standontleding

5.1 Diensleweringsomgewing en -uitdagings

Die bevolking van die Wes-Kaap het oor die afgelope vyf jaar vinnig gegroei, en dit groei steeds.In 1996 was daar 3 956 000 mense in die Wes-Kaap, en teen 2001 het hierdie syfer met meer as'n halfmiljoen mense tot 4 524 000 gegroei. Die meeste van diegene wat na die Wes-Kaap kom,is swartmense wat werk soek. Hierdie verskynsel het die ouderdoms-, rasse- en armoedeprofielvan die Wes-Kaap verander.


Een gevolg van hierdie bevolkingstoename is dat daar in elke vorm van onderwys en opleiding indie provinsie gedurende die afgelope vyf jaar 'n toename in getalle was: VKO-standplase, skole,VOO-kolleges, sentrums vir volwassenes, en leerderskappe. Die data vir die skolestelsel vanaf1995 tot 2004 verskyn in Tabel 1 hieronder. Dit illustreer die groei in leerdergetalle in die Wes-Kaap, en illustreer ook die eerste van die diensleweringsuitdagings waarmee die Wes-KaapOnderwysdepartement (WKOD) te kampe het. Terwyl party provinsies 'n afname in inskrywingssien, ervaar die WKOD steeds groei. Hierdie groei is ook onvoorspelbaar, aangesien daaraansienlike in-migrasie sowel as inter-migrasie in die provinsie plaasvind. Dit maak diebeplanning van dienslewering, veral m.b.t. klaskamers en onderwysers, uiters kompleks.

Tabel 1 : Inskrywing in openbare gewone skole 1995 - 2004Jaar Gr 1 Gr 2 Gr 3 Gr 4 Gr 5 Gr 6 Gr 7 Gr 8 Gr 9 Gr 10 Gr 11 Gr 12 Totaal

1995 99158 84963 80921 79199 76789 72293 68795 67473 61079 50698 41124 34659 817151

1996 99998 84845 81137 79996 77673 74142 69474 72116 62696 54440 43574 36764 836855

1997 97854 84892 80608 81191 76894 74368 70967 73261 64892 57070 44586 38940 845523

1998 99380 90168 85625 85188 80881 76716 73928 76949 67644 61926 46115 40980 885500

1999 87436 92925 88613 88014 83074 78495 74661 79043 69674 63479 49247 40206 894867

2000 64844 81865 92343 91949 85766 80658 75813 80026 70634 63840 48934 40996 877668

2001 81790 62960 81832 94302 89254 83305 77778 82190 71966 67034 50206 39910 882527

2002 86969 77026 64134 83022 93188 86786 80865 75601 80450 69752 51618 40468 889879

2003 86916 82454 75931 66033 82383 92341 84514 81154 73200 81739 51746 39644 898055

2004 104105 82130 81489 76781 66060 82574 89614 85053 78964 80756 54199 39451 921176

Bron van Data: Jaarlikse oorsig vir skole (Openbare gewone skole, pre-primêr ingesluit)

Die tweede uitdaging waarmee die WKOD te kampe het, is om die opvoedingsvlakke van die burgersvan die Wes-Kaap te verhoog. Alhoewel daar 'n sekere verbetering in die vyfjaarperiode vanaf 1996 tot2001 was, is daar groot getalle mense wat nie toegang gehad het tot onderwys op die vlak wat nodig isom op waardige wyse aan die burgerlike, politieke en ekonomiese lewe van die provinsie deel te neemnie. So byvoorbeeld toon Tabel 2 hieronder dat minder as 'n kwart van die Wes-Kaap se bevolking 'nSeniorsertifikaat het. 'n Gedetailleerde ontleding van die syfers wat in Tabel 2 verskyn, toon dat diegeleenthede om te leer swaar ten gunste van witmense gelaai was, en in 'n geringer mate ten gunstevan die Kleurlingbevolking. Wat dit betref, was die Wes-Kaap nie 'n Tuiste vir Almal nie.

Tabel 2: Persentasie van bevolking op verskillende skoolvlakke in 1996 en 2001Skoolvlakke 1996 2001

Geen skoolonderrig 6,3% 5,7%Enige primêre 15,0% 15,2%Primêre voltooi 8,4% 7,9%Enige sekondêre 37,2% 36,5%Graad 12 18,0% 23,4%Hoër 10,1% 11,2%Bron: Statistiek Suid-Afrika Sensus 1996 en 2001

Huidige inskrywingsyfers vir openbare gewone skole skep die indruk dat die kommerwekkende situasiewat hierbo beskrywe is, nie in die afsienbare toekoms beduidend gaan verander nie. Dieinskrywingsyfers vir die tydperk 1999 tot 2004 toon dat slegs 50% van leerders wat vir Graad 1ingeskryf het, tot by Graad 12 gevorder het (sien Figuur 1 hieronder). Die deurvoerverhouding in skolekorreleer ook sterk met ras. Terwyl die skoolinskrywings tot by die leeftyd van 17 bykans vir 100% uitwit leerders bestaan, is inskrywings veel laer onder swart leerders, en onder Kleurling-adolessente is ditselfs laer (Seekings, 2003 en WKOD-OBIS).


Figuur 1Bron: OBIS

Onlangse studies wat in die Wes-Kaap uitgevoer is, dui daarop dat rasgebaseerde deurvoer- enuitsetsyfers in die skolestelsel na die vroeë jare van hierdie stelsel teruggevoer kan word. Die uitslaevan lees- en wiskundetoetse wat op die graad 3- en graad 6-vlakke toegepas is, dui daarop dat dieoorgrote meerderheid van leerders uit tuistes met 'n lae inkomste twee tot drie jaar benede dieverwagting op die nasionale kurrikulum gepresteer het.

Hierdie situasie kan nie toegelaat word om voort te duur nie. Die regering moet vasbeslote en strategiesin die ontwikkeling van sy menslike hulpbronne ingryp. Die Menslike Hulpbronontwikkelingstrategie(MHOS) van die Wes-Kaap beskrywe die manier waarop die Wes-Kaap Provinsiale Regering van planis om in te gryp. Met ander woorde: Die MHOS stel duidelik wat die regering se visie en prioriteite is, ditbepaal teikens en tydlyne om hierdie prioriteite te verwesenlik, en verklaar hoedat daar met hierdie doelvoor oë ingegryp sal word. Die WKOD sal die volgende beleidsprioriteite, wat in Paragraaf 7 beskryweword, opneem: Beleidsbepalings, Prioriteite, en Strategiese Doelwitte.

5.2 Opsomming van organisatoriese omgewing en uitdagings

Die WKOD bestaan uit 'n provinsiale hoofkantoor, sewe Onderwysbestuurs-en-ontwikkelingsentrums(OBOS'e), ses VOO-Kolleges, 1 459 skole, 112 Gemeenskaps-leersentrums, en verskeie anderonderwysinstansies. Vier van die OBOS'e is in die metropolitaanse gebied van Kaapstad geleë, en drieis in landelike gebiede. Die organogram van die Departement verskyn in Skedule 1, en die kaart vandie onderwysbestuurs-en-ontwikkelingsdistrikte in Skedule 2.

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WKOD-aktiwiteite – omvang en skaal

Leerders * 955 225Openbare gewone skole * 1 459Distrikte 7Skole vir leerders met spesiale behoeftes # 70Inrigtings vir Verdere Onderwys en Opleiding (tegniese kolleges) 6 (39 standplase)Gemeenskapsleersentrums vir volwassenes 112 (301 standplase)Gesubsidieerde pre-primêre skole 446Opvoeders * Poste voorsieningsmodel 30 080Staatsdienspersoneel (goedgekeurde diensstaat) 8 885

* Bron - 2004 Jaaroorsig (Alle openbare gewone skole, Grade Pre-Gr R tot Na Matriek)# Bron – 2004 Kitspeiling

5.2.1 Interne omgewing

Die provinsiale hoofkantoor is vir beleidskoördinering en -bemiddeling en vir strategiese bestuurverantwoordelik, terwyl die OBOS'e hoofsaaklik vir beleidsimplementering verantwoordelik is. Hierdie isnie 'n rigiede skeidslyn nie, aangesien OBOS'e by die ontwerp en ontwikkeling van beleid op verskeievlakke betrokke is, met inbegrip van die nasionale vlak vir sover dit kurrikulumbeleid aangaan. Dit isdus essensieel dat OBOS'e ook die nodige kapasiteit moet hê om beleid te ontleed, te bemiddel, en tefasiliteer.

Die OBOS'e bied 'n reeks dienste aan, voorsien deur spanne spesialiste, bygestaan deur die WKOD seHoofkantoor in Kaapstad. Hierdie dienste sluit die volgende in:• Kurrikulumontwikkeling en -ondersteuning• Gespesialiseerde leerder- en opvoederondersteuning• Institusionele bestuur- en beheerondersteuning• Administratiewe dienste, met inbegrip van institusionele ontwikkeling en ondersteuning vir

Artikel 21-skole en nie-Artikel 21-skole, hulp met arbeidsverhoudinge, en interneadministrasiedienste.

Die OBOS'e bevorder ook ouerbetrokkenheid by die skole deur skoolbestuur, plaaslike deelname aandie WKOD se Veiligeskoleprojek, en 'n kultuur van onderrig en leer in skole en plaaslikegemeenskappe.

Die ontsaglike omvang van die WKOD behels ook 'n reuseverantwoordelikheid om te verseker dat daaraan werknemers deurlopende en lewenslange ontwikkelings-programme gebied word. Dit geld ook virdie staatsdienssektor, waar die eise vir toereikende en doeltreffende dienslewering toeneem met elkejaar wat verbygaan, en vir die onderwyssektor waar die snelle ontwikkeling in die onderwys,kennisbestuur, en opvoedkundige tegnologie vereis dat opvoeders op die hoogte bly van nuwe vormsvan kennis en metodologie. In hierdie verband sal die WKOD se program vir die ontwikkeling vanwerkplekvaardighede, en sy program vir die indiensontwikkeling van opvoeders sleutelrolle speel. Soosdie departement se aandrang op ontwikkeling en opleiding oor die volgende tien jaar toeneem, sal syontwikkelingsbegroting ook afneem. Dit is dus essensieel dat nuwe finansiële en ander hulpbronnesoos die Onderwys en Opleiding-ontwikkelingsplan (OOOP), Sektorale Onderwys-en-opleidingsowerheid (SOOO) en die private sektor genader word om die WKOD se langtermyn-ontwikkelingstrategieë te ondersteun.


5.2.2 Organisatoriese doeltreffendheid

Administratiewe ondersteuningsdienste aan skole is vir die WKOD van die allergrootste belang.Aangesien van skole verwag word dat die meeste van hul energie aan die lewering van diekurrikulum in die klaskamer bestee sal word, sal die WKOD verseker dat die administratieweondersteuning wat aan skole gebied word, vinnig, doeltreffend en akkuraat is. Hoe minder tydskoolbestuurders hoef te bestee aan administratiewe probleme soos die aanstelling vanonderwysers, salariskwessies, en ander sake wat met diensvoorwaardes verband hou, hoe meertyd sal hulle hê om aan die organiseer van hul professionele en leerprogramme te wy. Dieimplikasie is dat die WKOD se administratiewe ondersteuningstelsels 'n hoë vlak van diens aanskole moet lewer.

Daar is verskeie dinge wat gedoen moet word, en wat wel gedoen word, om uitvoering aanhierdie doelstelling te gee. Dit sluit die volgende in:

• Die tempo waarteen skole Artikel 21-inrigtings word, sal versnel word. Dit beteken dat 'nreeks ontwikkelingsprogramme vir skoolbeheerliggame (SBL'e) en skoolbestuurders vanstapel gestuur sal word om te verseker dat daar die nodige bestuurskapasiteit is vir skole ombeheer van sekere sleutelfunksies oor te neem.

• Deur belangrike bestuursfunksies na skole af te wentel, word baie van dieverantwoordelikheid vir voorsienings- en logistiese dienste na skole verskuif, en dit stelHoofkantoor en OBOS'e in staat om op die bemiddeling, ondersteuning en monitering vanbeleid te fokus.

• Hoofkantoor sal die kliëntedienskantoor verbeter ten einde te verseker dat prinsipale enopvoeders diens van hoë gehalte sal ontvang, en dat vir sover as moontlik navraeonmiddellik aandag sal kry.

• Die WKOD se Oproepsentrum het in 2004 operasioneel geword. Hierdie Oproepsentrumvoorsien die onderwysgemeenskap, en die publiek in die algemeen met 'n wye reeks diensteen inligting wat met die bestuur van onderwys in die provinsie verband hou. Hierdie vorm vantoegang tot die departement word verder deur die WKOD se webwerf (WKOD Aanlyn)uitgebou, waar die publiek inligting kan bekom wat wissel van onlangse nuus tot eksamens,verwikkelings, en kurrikulumkwessies.

6. Wetgewende en ander mandate

6.1 Grondwetlike en ander wetgewende mandate

Die strategiese doelstellings berus op die volgende grondwetlike en ander wetgewende mandate:

Mandate Bondige beskrywingDie Grondwet van Suid-Afrika, 1996(Wet nr. 108 van 1996)

Vereis dat onderwys getransformeer en gedemokratiseer sal word in termevan die waardes van menswaardigheid, gelykheid, menseregte en vryheid,nie-rassisme,en nie-seksisme. Dit waarborg toegang tot basiese onderwysmet die voorskrif dat almal die reg het op basiese onderwys, met inbegripvan basiese onderwys vir volwassenes. Die fundamentele beleidsraamwerkvan die Ministerie van Onderwys word gestel in die Ministerie se eersteWitskrif: Onderwys en Opleiding in 'n Demokratiese Suid-Afrika: EersteStappe om 'n Nuwe Stelsel te Ontwikkel (Februarie 1995). Na wyeberaadslaging, onderhandeling en hersiening, is dit deur die Kabinetgoedgekeur, en dit het gedien as 'n fundamentele verwysingspunt virdaaropvolgende beleid- en wetgewende ontwikkeling.


Mandate Bondige beskrywingDie Grondwet van die Wes-KaapProvinsie, 1998 (Wet nr. 1 van 1998)

Onderworpe aan die nasionale Grondwet, is dit die hoogste wet in die Wes-Kaap.

Die Suid-Afrikaanse Skolewet, (SASW),1996 (Wet nr. 84 van 1996) soosgewysig

Om voorsiening te maak vir 'n uniforme stelsel vir die organisasie, beheer, enbefondsing van skole. Dit bevorder toegang, gehalte, en demokratiesebestuur in die skolestelsel. Dit verseker dat alle leerders die reg van toeganghet tot onderwys van gehalte sonder diskriminasie, en maak skoolopleidingverpligtend vir kinders vanaf 7 tot 14 jaar. Dit maak voorsiening vir tweesoorte skole – onafhanklike skole en openbare skole. Die voorsiening wat indie Wet gemaak word vir demokratiese skolebeheer deurskoolbeheerliggame word nou landwyd in openbare skole toegepas. Diebefondsingsnorme, wat in die SASW uitgestippel word, prioritiseer regstellingen teikenarmoede by die toesegging van fondse aan die openbareskolestelsel.

Die Wet op die NasionaleOnderwysbeleid, 1996 (Wet nr. 27 van1996)

Om voorsiening te maak vir die bepaling van 'n nasionale onderwysbeleid,met inbegrip van die bepaling van beleidsrigtings oor die salarisse endiensvoorwaardes van opvoeders. Dit is ontwerp om in die wet diebeleidsbepalings sowel as die wetgewende enmoniteringsverantwoordelikhede van die Minister van Onderwys vas te lê, enom die verhoudings tussen die nasionale en provinsiale owerhede teformaliseer. Dit het die fondament gelê vir die daarstel van die Raad vanOnderwysministers (ROM), sowel as die Hoofde vanOnderwysdepartemente-komitee (HODKOM), as tussenregeringsforums omsaam te werk aan die ontwikkeling van 'n nuwe onderwysstelsel. As sodanigmaak dit voorsiening vir die formulering van nasionale beleid in algemene enverdere onderwys en opleiding vir, onder andere, kurrikulum, assessering,taalbeleid, sowel as gehaltesekerheid. Die Wet beliggaam die beginsel vansamewerkende beheer, waarop daar in Skedule Drie van die Grondwetuitgebrei word.

Die Wet op Verdere Onderwys enOpleiding, 1998 (Wet nr. 98 van 1998)

Om verdere onderwys en opleiding te reguleer; om voorsiening te maak virdie daarstel, beheer en befondsing van openbare verdere onderwys enopleidingsinrigtings; om voorsiening te maak vir die registrasie van privateverdere onderwys en opleidingsinrigtings; om voorsiening te maak virgehaltesekerheid en gehaltebevordering in verdere onderwys en opleiding.Tesame met die Onderwyswitskrif 4 oor Verdere Onderwys en Opleiding(1998), en die Nasionale Strategie vir Verdere Onderwys en Opleiding(1999-2001) verskaf dit die basis vir die ontwikkeling van 'n nasionaalgekoördineerde stelsel vir verdere onderwys en opleiding, wat die seniorsekondêre komponent uitmaak van skole en tegniese kolleges. Dit vereisinrigtings vir verdere onderwys en opleiding wat ingevolge die nuwewetgewing gevestig is, om institusionele planne te ontwikkel, terwyl daarvoorsiening gemaak word program-gebaseerde befondsing en 'n nasionalekurrikulum vir leer en onderrig.

Wet op Gehaltesekerheid vanAlgemene en Verdere Onderwys enOpleiding, 2001 (Wet nr. 58 van 2001)

Om voorsiening te maak vir die daarstel, samestelling, en funksionering vandie Raad vir Gehaltesekerheid van Algemene en Verdere Onderwys enOpleiding, ten einde na die beheer oor norms en standaarde van diekurrikulum en assessering om te sien, voorsiening te maak vir die uitreikingvan sertifikate by die uitgangpunte, om vir die uitvoer van assessering tesorg, en om die Wet op die Suid-Afrikaanse Sertifiseringsraad, 1986, teherroep.

Die Wet op die Indiensneming vanOpvoeders, 1998 (Wet nr. 76 van 1998)

Om voorsiening te maak vir die indiensneming van opvoeders deur dieStaat, en vir die regulering van die diensvoorwaardes, dissipline,diensverlating, en ontslag van opvoeders. Dit reguleer die professionele,morele en etiese verantwoordelikhede van opvoeders, sowel asbevoegdheidsvereistes van onderwysers. Een Wet en een beroepsraad, dieSuid-Afrikaanse Raad van Opvoeders (SARO) beheer nou die historiesverdeelde onderwyserskorps.


Mandate Bondige beskrywingDie Wes-Kaapse ProvinsialeSkoolonder-wyswet, 1997 (Wet nr. 12van 1997)

Om voorsiening te maak vir 'n eenvormige onderwysstelsel vir dieorganiseer, beheer, en befondsing van alle skole, en om in die spesifiekeonderwysbehoeftes van die provinsie te voorsien.

Die Wet op die Bestuur van OpenbareFinansies, 1999 (Wet nr. 1 van 1999)soos gewysig..

Om finansiële bestuur in die nasionale regering en provinsiale regerings tereguleer, om te verseker dat alle inkomste, uitgawes, bates en laste vandaardie regerings doeltreffend bestuur word, en om voorsiening te maak virdie verantwoordelikhede van persone aan wie die finansiële bestuur vandaardie regerings toevertrou is.

Die Wet op die Jaarlikse Verdeling vanInkomste

Om voorsiening te maak vir die billike verdeling onder die nasionale,provinsiale en plaaslike regeringsvlakke van inkomste wat vir die boekjaarnasionaal geïn is; om voorsiening te maak vir verslagdoening oor toewysingswat ingevolge sodanige verdeling geskied het; om voorsiening te maak virdie terughouding of vertraging van uitbetalings; en om voorsiening te maakvir die aanspreeklikheid t.o.v. koste wat aangegaan word in litigasie a.g.v.skending van die beginsels van ko-operatiewe beheer entussenregeringsverhoudings.

Die Staatsdienswet, 1994 soos gewysig[Proklamasie nr. 103 van 1994].

Om voorsiening te maak vir die organisasie en administrasie van diestaatsdiens van die Republiek, sowel as die regulering van diediensvoorwaardes, ampstermyne, dissipline, diensbeëindiging en ontslagvan lede van die staatsdiens.

Die Wet op die Suid-AfrikaanseKwalifikasieowerheid, 1995 (Wet nr. 58van 1995)

Om voorsiening te maak vir die ontwikkeling en implementering van 'nNasionale Kwalifikasieraamwerk, en om met hierdie doel die Suid-AfrikaanseKwalifikasieowerheid daar te stel. Die NKR is sowel die essensiëleuitdrukking as die waarborg van 'n nasionale leerstelsel waar onderwys enopleiding van net soveel belang is as om fasette van die mens se vermoënste komplementeer. Die gesamentlike van stapel stuur van dieMensebronneontwikkelingstrategie deur die Minister van Arbeid en dieMinister van Onderwys op 23 April 2001 herbevestig die voorneme om 'ngeïntegreerde onderwys, opleiding en ontwikkelingstrategie daar te stel watdie potensiaal van ons jong en volwasse leerders sal benut.

Die Wet op Volwassene BasieseOnderwys en Opleiding, 2000 (Wet nr.52 van 2000)

Om basiese onderwys en opleiding vir volwassenes te reguleer; omvoorsiening te maak vir die daarstel, beheer, en befondsing van openbareleersentrums vir volwassenes; en om voorsiening te maak virgehaltesekerheid en gehaltebevordering in basiese onderwys en opleidingvir volwassenes.

6.2 Ander mandate

6.2.1 Provinsiale iKapa eliHlumayo -strategie6.2.2 Menslike Hulpbronontwikkelingstrategie6.2.3 Hersiene Nasionale Kurrikulumverklarings6.2.4 Witskrif 5 oor VKO6.2.5 Witskrif 6 oor Inklusiewe Onderwys

7. Breë beleidsrigtings, prioriteite, en strategiese doelwitte

Die strategiese doelwitte van die WKOD is om:

1. 'n Geïntegreerde benadering tot die fisiese, sosiale, en kognitiewe ontwikkeling van alle 0- tot 4-jariges wat in die provinsie woon, te ondersteun.

2. Graad R-onderrig van hoë gehalte aan alle 5-jariges te voorsien, sodat hulle gereed sal wees omop skool te leer.


3. Te verseker dat alle leerders vanaf Graad 1 tot Graad 6 op vlakke wat deur die nasionalekurrikulum bepaal word, kan lees, skryf, en reken.

4. Te verseker dat alle leerders in Grade 7 tot 9 van 'n algemene opvoeding van hoë gehalte voorsienword.

5. Inligting oor vakkeuse en beroepsvoorligting aan alle leerders in Graad 9 te verskaf, sodat hulletoepaslike keuses in die Verdere Onderwys en Opleiding-band sal maak.

6. Die deelname- en suksesverhouding te verhoog van leerders, veral swart leerders, wat in skolesowel as kolleges by die Verdere Onderwys en Opleiding-band betrokke is.

7. Die aantal VOO leerders te verhoog wat kwalifiseer om aan hoër onderwys deel te neem.

8. Toegang tot hoër onderwys in die provinsie te verhoog, veral vir leerders uit arm gesinne.

9. Leerlingskappe, vakleerlingskappe, internskappe, en vaardigheidsprogramme te voorsien wat bywerkgeleenthede ingeskakel is.

10. Die aantal volwasse leerders in basiese onderwysprogramme te verhoog deur middel vanekonomiese en sosiale programme soos die Uitgebreide Openbare Werke -program.

In praktiese terme beteken dit dat die WKOD, saam met sy maatskaplike vennote, 'n dramatiesetoename behoort te verseker in die aantal jongmense wat aan VOO- en Hoër-onderwysprogrammedeelneem en daarin slaag – programme wat tot groei en ontwikkeling binne die provinsie bydra. Ophierdie manier sal die WKOD die huidige uitsaksyfer in die skolestelsel aanpak, en veel hoërbyhousyfers in verdere en hoër onderwys verseker. Maar welslae in verdere en hoër onderwys hangdaarvan af dat jong kinders aan 'n gesonde, aktiewe, en stimulerende omgewing en 'n goeie algemeneopvoeding blootgestel word. Ten einde te verseker dat hierdie doelwitte bereik word, sal die WKODpoog om:

• te verseker dat elke kind in 'n veilige, behoorlik verligte, geventileerde, en gerieflike klaskamergeakkommodeer word;

• opvoeders toerus en ondersteun in hul pogings om doeltreffende onderrig te voorsien;• doeltreffende bestuur en beheer in alle leerstandplase en ondersteuningstrukture te verseker;• 'n Primêre Skool Voedingsprogram (PSVP) te lewer; en• skaars hulpmiddele so doeltreffend en so billik as moontlik aan te wend.

Daar is vyf sleutelbeleidsbepalings wat oor die bogenoemde tien prioriteite heen sny:

1. Relevante kennis, vaardighede en waardes

Alle onderwys- en opleidingsprogramme en -kursusse sal kennis, vaardighede en waardes op'n hoë vlak bevorder. Die Nasionale Kurrikulumverklaring (NKV) vir sowel die AOO- as dieVOO-kurrikulum (Algemeen) vir skole is uitdruklike waardegebaseerde kurrikulums. Hierdiebenadering sal in alle onderwys- en opleidingsprogramme bevorder word.

Terselfdertyd moet onderwys- en opleidingsprogramme vir die leerders relevante wees. Ditbeteken dat rekening gehou moet word met die konteks en omgewing waarin onderrig en leerplaasvind, en dat die mees toepaslike metodes gekies word om die kurrikulums te lewer.Algemene onderwys vir kinders wat die skoolpligtige ouderdom bereik, behoort taal,veiligheid, stedelike en landelike lewensomstandighede, en die sosio-ekonomiese omgewingin ag te neem. Verdere en hoër onderwys en opleiding, en basiese onderwys vir volwassenesmoet rekening hou met die leerders se aanleg en belangstellings. In hierdie sektore is


werkervaring dikwels die sleutel tot die leerervaring. Hier speel leerlingskappe,vakleerlingskappe, en die ontwikkeling van werkplekvaardighede 'n belangrike rol in MenslikeHulpbronontwikkeling.

2. Geletterdheid en syfergeletterdheid

Die ontwikkeling van hoë vlakke van taalgebruik en syfergeletterdheid is die sleutel tot alleleer. Daarom is taal en syfergeletterdheid/wiskunde deel van al die formele leerprogramme indie Wes-Kaap.

• Grade R tot 3: drie leerprogramme word aangebied. Geletterdheid en syfergeletterdheidbeslaan meer as 75% van die tyd wat by die skool deurgebring word.

• Grade 4 tot 9: agt leerprogramme word aangebied. Aan tale en wiskunde word weereensdie meeste tyd op die skoolrooster toegewys.

• Grade 10 tot 12: Twee tale en wiskunde of wiskundige geletterdheid is verpligtend vir alleleerders wat 'n Verdere Onderwys en Opleidingsertifi-kaat wil verwerf.

• Formele kursusse by VOO-kolleges, en kursusse in basiese onderwys vir volwassenes:almal het tale en wiskunde as fundamentele programme.

3. Toegang tot inligting

Die WKOD beplan vir:• Die invoer van Inligtings- en Kommunikasietegnologie (IKT) in alle skole en ander

leerstandplase in die strategiese tydperk 2005 tot 2010. Dit beteken dat elke opvoederen leerder in die Wes-Kaap toegang tot IKT-infrastruktuur sal hê, en ondersteuning indie onderrig- en leerproses sal ontvang.

• Hulpbronsentrums en biblioteke sal by elke skool ontwikkel word ten einde 'n wye reeksondersteuningsmateriaal vir leerders en onderwysers beskikbaar te maak, sowel as diebestuur daarvan.

• Toegang tot inligting oor, en onderrig in MIV/VIGS-lewensvaardighede.

4. Vak- en loopbaanvoorligting

Vak- en loopbaanvoorligting sal aan alle Graad 8-leerders in die skolestelsel voorsien wordsodat hulle ondersteun word by die keuse van toepaslike VOO-kursusse. Loopbaanvoorligtingsal voortgesit word, en sal in alle hoërskole, VOO-kolleges, en Gemeenskapsleersentrums(GLS'e) in die provinsie geïnstitusionaliseer word.

5. Gehaltesekerheid en Toerekenbaarheid

Die aanvraag na groter doeltreffendheid in die onderwysstelsel vereis dat 'n kragtigetoerekenbaarheidstelsel en -proses in die WKOD ingevoer word. Sistemiese Evaluering,Skoolselfevaluering (SSE) en Heelskoolevaluering (HSE), sowel as Opspoor-, Rapporteer- enToerekenbaarheidsmaatreëls is almal instrumente wat gebruik moet word om die doelstellingvan verhoogde toerekenbaarheid reg deur die stelsel te verwesenlik.

8. Inligtingstelsels om vordering te moniteer

Die WKOD benut die Onderwysbestuurs-en-inligtingstelsel (OBIS) om bestuur in te lig en te lei m.b.t.strategiese beplanning, besluitneming en beleidsontwikkeling. Die meeste van die leerder- en institusioneleinligting word d.m.v. gestruktureerde peilingsvorms ingesamel. Verskeie verifiërings- en valideringsprosesseverseker betroubare data van gehalte. Die databasisse is ook op 'n hoogs uniforme wyse gestruktureer,


sodat die verskillende sektore binne die WKOD (bv. Openbare Gewone Onderwys, BOOV, LSO, VKO)almal data het wat konsekwent gestruktureer is. Die inligting is ook deurslaggewend vir die toewysing vanhulpbronne binne die WKOD, bv. Norms en Standaarde, en Posvoorsiening. Die data wat deur die WKODingesamel word, is ook vrylik aan al die bestuurders binne die stelsel beskikbaar, en maklik bekombaarweens die verspreiding daarvan via die intranet.

Die WKOD is besig met die proses om die implementering van 'n stelsel te konseptualiseer waardeur daarmet leerders tred gehou kan word. Deur hierdie stelsel sal dit moontlik wees om alle leerders in openbaregewone skole in die skolestelsel te moniteer en op te spoor. Voordele hiervan vir die WKOD is dat akkurateinligting oor leerdergetalle beskikbaar sal wees, en dat akkurate toewysings van hulpbronne aan inrigtingsdus gemaak kan word. 'n Verdere voordeel is dat die WKOD in staat sal wees om kritiekenavorsingsprojekte te inisieer ten einde 'n beter begrip te verkry van die faktore, op leerdervlak, wat 'nuitwerking het op kwessies soos leerderprestasie, uitsakkery, leerders wat te oud is, ens.

Die WKOD het 'n bygewerkte Stelselsmeesterplan (SMP) waar al die vereistes van die IT-stelselsgeïdentifiseer en vir opgradering, verbetering en verdere ontwikkeling geprioritiseer word. Dit word dan bydie beskikbare hulpbronne binne die jaarlikse begrotingsraamwerk vir IT-kapasiteit en MUTR ingepas.

Die WKOD verbeter deurlopend sy IT-stelsels vir optimale gebruik. Dit word verder aangehelp deur diedeurlopende opleiding van gebruikers. Stelselsbeheer word ook toegepas waardeur elke stelsel 'nstelseleienaar en -administrateur vir die doeltreffende bestuur van elke stelsel het, ten einde te verseker datdit aan besigheidsvereistes gelykstaan en waarde daaraan toevoeg.

9. Beskrywing van strategiese beplanningsproses

Die departementele beplanningsproses wat tot die formulering van die nuwe bestedingsvoorstelle virdie 2005-MTUR gelei het, het rekening gehou met die beleidsprioriteite van die Uitvoerende Gesag,die iKapa eliHlumayo-doelwitte en doelstellings, sowel as die Konsep MenslikeHulpbronontwikkelingstrategie (MHOS) van die Wes-Kaap.

Vir die 2005/06-boekjaar is die strategiese beplanningsproses daarop gemik om die bestaandestrategiese plan te verfyn in lyn met die konsepweergawe van die MHOS vir die Wes-Kaap, diehulpbronbasis, en nuwe inligting oor die behoeftes van die provinsie. Die formaat wat gebruik was, isdie generiese formaat wat deur die Nasionale Tesourie en die Nasionale Departement van Onderwysvir alle provinsiale onderwysdepartemente voorgeskryf is.


DEEL B

Program- en subprogramplanne

10. Program 1: Administrasie

10.1 Programdoelstelling

Om die onderwysstelsel van oorkoepelende bestuur en ondersteuning te voorsien.

Die administrasieprogram bestaan uit die volgende subprogramme:Kantoor van die Provinsiale Ministero om vir die funksionering van die kantoor van die Lid van die Uitvoerende Raad (LUR) te

sorgKorporatiewe diensteo om bestuursdienste te voorsien wat nie onderwysspesifiek is nieOnderwysbestuuro om onderwysbestuursdienste te voorsienMenslike Hulpbronontwikkelingo om menslike hulpbronontwikkeling vir hoofkantoorpersoneel te voorsien

10.2 Standontleding

Gehaltesekerheid en Toerekenbaarheid

Die aanvraag na groter doeltreffendheid in die onderwysstelsel vereis dat 'n kragtige toerekenbaarheidstelselen -proses in die WKOD ingevoer word. Sistemiese Evaluering, Skoolselfevaluering (SSE) enHeelskoolevaluering (HSE), sowel as Opspoor-, Rapporteer- en Toerekenbaarheidsmaatreëls is almalinstrumente wat gebruik moet word om die doelstelling van verhoogde toerekenbaarheid reg deur die stelselte verwesenlik.

• Sistemiese EvalueringSistemiese evaluerings op die Graad 3- en 6-vlakke word al om die ander jaar deur die Departementvan Onderwys reg deur Suid-Afrika uitgevoer. Die doel met hierdie evaluerings is om te bepaal inwatter mate die onderwysstelsel daarin geslaag het om maatskaplike, ekonomiese, entransformasiedoelwitte te bereik d.m.v. die meting van leerderprestasie binne die konteks waarin hulleleer- en onderrigprogramme ervaar. Die uitslae van hierdie prestasiebepalings word as insette virintervensie gebruik. Die Graad 3 Sistemiese Evalueringsverslag (2002) dui op redes vir kommeraangaande die syfergeletterdheids- en geletterdheidsvaardighede van leerders, hindernisse t.o.v. volletoegang vir benadeelde leerders tot die onderwysdienste, en swak verwesenliking vangelykstellingsdoelwitte. Dan is daar ook groot kommer oor die algehele gehalte van die onderwysm.b.t. bepaalde aanwysers soos die gehalte van onderrig, oorvol klaskamers, ondoeltreffende gebruikvan kontaktyd in die klaskamer, en onveilige toestande by skole. Die Sistemiese Evaluering vir Graad6 is in 2004 uitgevoer, en die uitslae word in 2005 verwag.


• Skoolselfevaluering (SSE) en Heelskoolevaluering (HSE)Met 'n eerlike waardering van hul eie stelsels en praktyke as 'n beginpunt, sal van skole verwag wordom gefokusde en realistiese Skoolontwikkelingsplanne te ontwikkel wat die sleutelstrategieë saluitstippel waarmee hulle beoog om die geïdentifiseerde swak areas te verbeter. Die HSE-proses saldan periodiek die prestasies van skole m.b.t. hul ontwikkelingstrategieë moniteer.

• Geïntegreerde Gehaltebeheerstelsel (GGBS)Die Gesamentlike Ooreenkoms 8 van 2003, wat in Augustus 2003 onderteken is, stippel die aard enimplementeringsreëls vir die GGBS uit. Die GGBS dien as skakel tussen die Heelskoolevaluering, dieidentifisering van ontwikkelingsbehoeftes van indiwidue, en die prestasiebepaling van indiwidueleopvoeders. Luidens die gesamentlike ooreenkoms moet elke opvoeder eens in die stelsel opgeleiword.

• Werknemerswelsynprogram (WWP)'n Diensverskaffer, Careways, lewer die WWP-diens in die WKOD. Die diens is hoofsaaklik 'ntelefoniese beradingsdiens, met die moontlikheid van aangesig-tot-aangesig berading wanneer nodig.Die WWP is in die eerste plek bedoel om voorkomend te wees, wat beteken dat die personeel entoesighouers aangespoor word om van die oproepsentrum gebruik te maak wanneer problemeontstaan.

Die diensverskaffer voorsien die WKOD van 'n maandelikse verslag oor die aantal oproepe sowel asdie vernaamste kategorieë van kwessies wat die personeel pla. Daar word gehoop dat diebeskikbaarheid van so 'n professionele diens op sigself wegblyery sal verminder, aangesien personeelgehelp sal word om oplossings vir hul probleme te vind en te implementeer.

As 'n loodsprojek sal die Direktoraat: Menslike Hulpbronontwikkeling met die volgendekategorieë werk ten einde te bepaal wat die impak sal wees indien die WWP-diensgebruik word:10 personeellede met die swakste willekeurige wegblyrekord10 personeellede wat bepaalde wegblytendense vertoon (bv. Maandae, Vrydae).

Die prinsipale van hierdie skole sal in 'n spesiale opleidingsprogram geplaas word om hulle toe te rusom met hierdie personeellede te werk, en om hulle na die WWP-diens te verwys.

• Rapportenings- en Toerekenbaarheidsmaatreëls

Die WKOD is aan 'n wye reeks toerekenbaarheidsprosesse onderworpe. Dit sluit die volgende in:• Die oudit van finansiële bestuursprosesse op 'n jaarlikse grondslag d.m.v. die kantoor

van die Ouditeur-Generaal;• Gereelde bywoning van sessies van die Portefeuljekomitee vir Onderwys en die

Staande Komitee vir Openbare Rekeninge in die Provinsiale Parlement.;• Gereelde vergaderings (of road shows) met verskillende onderwys-belanghebbendes

deur die Minister en die Superintendent-Generaal, om inligting aangaande die jongsteverwikkelinge m.b.t. die onderwys te deel, of om eenvoudig kennis te neem vanprobleme waarmee opvoeders en skoolbestuurders te kampe het.; en

• Die WKOD is reeds onder 'n verpligting om 'n jaarverslag oor sy aktiwiteite aan dieWetgewer voor te lê. Die jaarverslagdokument is tot die beskikking van die breëpubliek, en dit stel die onderwysgemeenskap in staat om die prestasies of mislukkingsvan die departement in die lig van sy wetlike en beleidsmandate en sy strategieseplanne te moniteer.


Kommunikasie

'n Belangrike instrument vir bestuur en toerekenbaarheid in groot organisasies soos die WKOD issnelle en doeltreffende kommunikasie. Om dit te bereik, sal die WKOD sy Kliëntediens d.m.v. 'ndoeltreffende en gebruikersvriendelike oproepsentrum, webwerwe, en omsendbriewe uitbrei enverbeter.

Die WKOD se IKT-Strategie, Die Khanya-projek, die Dassie-projek, die Telekommunikasie-projek, en die WKOD-webwerf, wat die Kurrikulum-, Edulis- en Edumedia-subwerwe insluit, worddeur die volgende instansies beïnvloed en van inligting voorsien:• die nasionale Witskrif oor e-Onderwys;• die Provinsiale Kennisekonomie en e-Beheerstrategie ; en• die Stad Kaapstad se IKT-strategie.

Van groter belang is egter dat die WKOD sy interne kapasiteit sal ontwikkel, veral onderonderwysers, sodat hulle vir die gebruik van digitale kurrikuluminhoud voorbereid sal wees.

10.3 Beleidsbepalings, prioriteite en strategiese doelstellings

Strategiese doelstellings vir Program 1: Administrasie

Strategiese Doelwit Strategiese DoelstellingOm toerekenbaarheid op alle vlakke tebevorder, in lyn met die wetlike mandaat.

• Om beheersamewerking te bevorder.• Om beleid en praktyk in lyn te bring met die regering se strategiese

doelstellings en die wetlike mandaat.• Om doeltreffende stelsels vir evaluering en gehalteverskering te

bevorder.• Om 'n bewustheid van die regte en verantwoordelikhede van alle

rolspelers in die onderwys, met inbegrip van leerders, ouers,opvoeders, skoolbestuur, Skoolbeheerliggame en WKOD-beamptes op alle vlakke in die hand te werk.

• Om 'n kultuur van onderrig en leer in skole en kolleges, en 'nverbintenis tot lewenslange Menslike Hulpbronontwikkeling tekweek,

• Om 'n aktiewe rol te speel t.o.v. die breër behoeftes van die land,veral wanneer dit kom by dringende en doelgerigte optrede inverband met die kwessie van MIV/VIGS en Lewensvaardighede.

• Om doeltreffende bestuur op alle vlakke van die stelsel tebewerkstellig.

Om organisatoriese doeltreffendheid endoelmatigheid te bevorder.

• Om 'n kreatiewe en veerkragtige bestuurskader te ontwikkel.• Om kragtige beleidstelsels en -kapasiteit binne die WKOD te bou.• Om doeltreffende kommunikasiestelsels te ontwerp vir toegang

deur die onderwysgemeenskap (intern en ekstern).• Om distrikskapasiteit, -dienste en -ondersteuning te bou.• Om Batho Pele-beginsels te implementeer.• Om doeltreffend op kliëntebehoeftes te respondeer.• Om doeltreffende finansiële bestuurstelsels in plek te plaas.• Om deur die hele stelsel heen 'n optimale verspreiding van

finansiële, fisiese, en menslike hulpbronne te bewerkstellig.• Om te verseker dat die deurvoer van leerders deur die stelsel

optimaal is.


Strategiese Doelwit Strategiese DoelstellingOm 'n gehaltesekerheids-funksie in dieWKOD te vestig.

• Om teikens m.b.t. Menslike Hulpbronontwikkeling daar te stel, enom oor vordering t.o.v. teikens te rapporteer.

• Om sistemiese toerekenbaarheid te verseker deur die instellingvan Sistemiese Evaluering, Skoolselfevaluering (SSE),Skoolontwikkelingsplanne (SOP's), en Heelskoolevaluering (HSE).

• Om bestuurskapasiteit in kantore en skole te bou.• Om norme en standaarde vir die lewering van alle dienste daar te

stel.

10.4 Ontleding van beperkinge, en maatreëls wat beplan word om hulle te bowe te kom:

Die integrasie van die verskillende maatreëls wat vir gehaltesekerheid en toerekenbaarheidingevoer is, is vir die WKOD 'n ernstige uitdaging. Dit is belangrik om te verseker dat hierdiemaatreëls tot verbeterde onderrig en leer aanleiding sal gee, en dat hulle nie as 'n doel op sigselfbeskou sal word nie.

10.5 Beskrywing van maatreëls wat vir gehalteverbetering beplan word

Deurlopende intervensies m.b.t. die opleiding van lede van Skoolbestuurspanne (SBS'e) sluitkurrikulumbestuur, dissipline, vroue in leierskapsposisies, beleidbestuur, die jongstewetswysigings, en ondertekende resolusies in.

10.6 Hulpbroninligting

Niks in hierdie stadium nie.


11. Program 2: Openbare gewone skoolonderwys

11.1 Programdoelstellings

Om, ingevolge die Suid-Afrikaanse Skolewet, 1996, openbare gewone onderwys vanaf Graad 1 tot 12te voorsien.

Die openbare gewone skoolonderwysprogram behels die volgende subprogramme:Openbare primêre skoleo om onderwys vir die fase vanaf Graad 1 tot 7 by openbare gewone primêre skole te voorsienOpenbare sekondêre skoleo om onderwys vir die Graad 8- tot 12-vlak by openbare gewone sekondêre skole te voorsienProfessionele diensteo om openbare gewone skole te ondersteunMenslike Hulpbronontwikkelingo om in die professionele ontwikkeling van opvoeders en nie-opvoeders in openbare gewone

skole te voorsien

11.2 Standontleding

Algemene Onderwys en Opleiding (AOO) (Grade 1-9)

Data van die 2001-sensus en die WKOD se OBIS dui daarop dat daar baie hoë inskrywingsvlakke indie ouderdomsgroep 6 tot 15 (Grade 1 tot 9) is. Daarby is die mate waartoe ouderdom en graad bymekaar inpas, in die Wes-Kaap hoog. Studies wat in die afgelope vyf jaar in die Wes-Kaap gedoen is,dui egter daarop dat leerderprestasie laer is as wat in Graad 1 tot 9 verwag word. Dit geld virvergelykings met ander lande (wat ook ander ontwikkelende lande insluit) asook wat betref dieverwagtings van die Suid-Afrikaanse kurrikulum. Byvoorbeeld: in 2002 het die WKOD die uitslae virlees en syfergeletterdheid van die Graad 3-leerders in alle skole geassesseer. In hierdie studie isbevind dat slegs 36% van leerders die lees- en syfergeletterdheidsuitkomste bereik wat in Graad 3verwag word. Die oorgrote meerderheid van leerders presteer tussen twee en drie jaar benede dit watverwag word.

Om hierdie probleem die hoof te bied, sal diagnostiese toetse al om die ander jaar aan die einde vandie Grondslagfase en die Intermediêre fase, d.w.s. Graad 3 en 6 afgeneem word, met as beginpuntGraad 3 in 2002. Die diagnostiese toetse sal nie slegs gebruik word om areas vir intervensie teidentifiseer nie, maar sal ook gebruik word om vooruitgang in die stelsel oor tyd te meet. Hierdie toetsesal gebruik word om:• intervensies en strategieë te ontwikkel• teikens vir skole, distrikte, en die provinsie te stel.

Die uitslae van die diagnostiese toetse wat in 2002 en 2003 toegepas is, toon dat daar 'n hoë korrelasietussen toetsuitslae en armoede is. Om hierdie rede sal die provinsie 'n holistiese benadering beplan omsteun te verleen aan die ontwikkeling van arm leerders. Hierdie holistiese benadering sluit die PSVP in.Die administrasie van die PSVP, wat deel van die voorwaardelike toekenning vir die nasionaleskoolvoedingsprogram vorm, is gedurende 2004 van die Departement van Gesondheid verskuif.Hierdie oordrag na die departement sal beplanning en koördinering verbeter, en verder tot meerdoeltreffende voeding in skole bydra.


Graad 9 is die einde van die AOO-band. Na hierdie graad kies leerders VOO-programme. Teneinde relevante en toepaslike programkeuses vir VOO te bevorder, sal alle Graad 8 leerders elkejaar geassesseer word.

Verdere Onderwys en Opleiding (VOO) Graad 10 -12

VOO is 'n spesialiseringsfase. Dit is die eerste fase van die onderwysstelsel waarin leerders keusesmoet maak oor die vakke of programme wat hulle wil neem.

Die huidige VOO-kurrikulum is gebaseer op Verslag 550 vir Graad 10 tot 12; Verslag 191 (FormeleOnderrigprogramme vir Tegniese Kolleges in die RSA), en Verslag 190 (Norme en standaarde vironderrigprogramme en die eksaminering en sertifisering daarvan in onderwys in tegniese kolleges). Indie periode 2004 tot 2008 sal hierdie kurrikulum- en programaanbiedings deur 'n raamwerk vervangword wat aan 16- tot 20-jariges soepeler en meer deelnemende onderwys- en opleidingsprogrammebied. Die raamwerk vir VOO bied drie bane na die Verdere Onderwys en Opleidingsertifikaat (VOOS)of die Vlak 4-sertifikaat van die Nasionale Kwalifikasieraamwerk (NKR), naamlik:• Algemeen akademies• Algemeen beroeps• Beroeps – ambag, operasioneel, professioneel

Dit beteken dat Verslag 550- en Verslag 191-programme gaandeweg uitgefaseer, en relevantekwalifikasies en programme ingefaseer sal word. In skole sal die nuwe Nasionale Kurrikulum vanaf2006 tot 2008 in Graad 10 tot 12 ingevoer word. Die aantal vakke wat in die kurrikulum van VOO-skoleaangebied word, is drasties verlaag, maar die vakke is meer gefokus en relevant. Die provinsie sal 'nproses van kurrikulumherstel daadwerklik moet deurvoer ten einde te verseker dat die volle reeks vanvakke in alle distrikte aangebied word. Dit sal noukeurige beplanning en sterk hersteloptrede verg.

Die kurrikulumherstelaksie moet deur 'n stelselmatige herstelprogram ondersteun word, waardeurtoerusting (in die besonder rekenaars) en gespesialiseerde onderwysers aan benadeelde areasgelewer word. Die WKOD het reeds met hierdie herstelproses op die gebied van wiskunde enwetenskap begin, en ander 'fokusskole' sal in die VOO-band ontwikkel word.

Skoolveiligheid

Soos ook die geval elders in die wêreld is, word skoolveiligheid toenemend 'n bron van kommer vir dieregering. Die Wes-Kaap word in hierdie verband besonder erg geteister, aangesien dit met die ernstigeprobleem van bendes en bendegeweld te kampe het, sowel as met die gepaardgaande ellende vanalkohol en dwelmmisbruik. Saam met 'n reeks vennote, maar in die besonder die Departement vanGemeenskapsveiligheid, word hierdie kwessies daadwerklik die hoof gebied.

Die Veiligeskoleprogram het 'n drieledige strategie wat die volgende behels:• 'n Veiligeskole-oproepsentrum waar verskillende probleme gerapporteer kan word, en waar

geaffekteerde en getraumatiseerde indiwidue ook berading kan aanvra en ontvang.• Verskaffing van fisiese veiligheid: Hierdie program fokus op die aanbring van verskeie

beveiligingsmaatreëls, wat sekuriteitsomheining en alarmstelsels by skole met 'n hoërisikofaktor insluit. Die program sluit ook oorlewingstrategieë in.

• Opvoedkundige programme wat op waardes en houdings toegespits is, met die doel om diebelangstelling van leerders na meer positiewe strewes soos sport, die kunste, en drama teherlei, en hulle op hul toekomstige loopbane te laat konsentreer.



Strategiese doelstellings vir Subprogram 2.1: Openbare primêre fase

Strategiese Doelwit Strategiese DoelstellingOm toegang tot gehalte-onderwys teverseker vir alle kinders wat in dieprovinsie woon.

• Om leerderakkommodasie in die openbare primêre fase te voorsien,in lyn met beleid.

• Om die basiese infrastruktuur vir primêre skole ooreenkomstig beleidte voorsien

• Om toegang tot onderwys vir leerders uit voorheengemarginaliseerde groepe te verbeter.

• Om relevante en gestruktureerde opleiding oor die NasionaleKurrikulum aan onderwysers te voorsien.

• Om leerderprestasie in syfergeletterdheid en geletterdheid teverbeter

• Om doeltreffendheid in die onderwysstelsel te verbeter en om diedeurvloeikoers van leerlinge en die gehalte van onderwys in diegeheel oor tyd te verbeter.

• Om doeltreffende en inklusiewe onderwys vir Leerders met SpesialeOnderwysbehoeftes te bevorder.

• Om vervoer- en koshuisgeriewe vir behoeftige leerders te voorsien• Om 'n Primêre Skool Voedingsprogram (PSVP) te voorsien• Om skooldissipline terug te bring.

Om doeltreffende e-leer in skole teverseker.

• Om die voorsiening van IKT-infrastruktuur aan alle skole te versnel.• Om kurrikulumlewering deur die gebruik van IKT te verseker.• Om digitale inhoudontwikkeling en bestuur te verseker.• Om te verseker dat opvoeders in die gebruik van IKT opgelei is om

hul onderrigprogramme te ondersteun.Om veilige institusionele omgewings virdoeltreffende onderrig en leer teverseker

• Om 'n veilige skoolomgewing in vennootskap met gemeenskappe enander staatsdepartemente te bevorder.

• Om toestande van die fisiese verslegting van leerstandplase tebeëindig.

• Om 'n begrip van maatskaplike toestande in die provinsie, en hoedathulle skole beïnvloed, te bevorder.

Strategiese doelstellings vir Subprogram 2.2: Openbare sekondêre fase


• Om leerderakkommodasie in die openbare sekondêre fase tevoorsien in lyn met beleid.

• Om die basiese infrastruktuur vir sekondêre skoolonderrig in plek testel, ooreenkomstig beleid.

• Om die aantal VOO-leerders wat in toepaslike programme by skoleingeskryf is, en veral leerders uit voorheen gemarginaliseerdegroepe, te vermeerder.

• Om die aantal leerders wat hul opvoeding in die VOO-band metwelslae voltooi, te vermeerder.

• Om die aantal leerders te vermeerder wat 'n skoolverlater-sertifikaatverwerf wat toegang tot hoër onderwys besorg.

• Om deelname en die slaagsyfer in wiskunde en wetenskap teverhoog.



Strategiese Doelwit Strategiese DoelstellingOm doeltreffende e-leer in openbaresekondêre skole te verseker

• Om die voorsiening van IKT-infrastruktuur vir alle skole te versnel.• Om kurrikulumlewering deur die gebruik van IKT te verseker.• Om digitale inhoudsontwikkeling en bestuur te verseker.• Om te verseker dat opvoeders in die gebruik van IKT opgelei word

ter ondersteuning van hul onderrigprogramme.Om veilige institusionele omgewings virdoeltreffende onderrig en leer teverseker

• Om 'n veilige skoolomgewing in vennootskap met gemeenskappe enander staatsdepartemente te bevorder.

• Om toestande van die fisiese verslegting van leerstandplase tebeëindig.

• Om begrip van maatskaplike toestande in die provinsie, en hoedat ditskole affekteer, te bevorder.

Strategiese doelstellings vir Subprogram 2.3: Professionele dienste

Strategiese Doelwit Strategiese DoelstellingOm doeltreffende bestuur en beheerin al die leerstandplase enondersteuningstrukture te verseker

• Om ondersteuning en ontwikkeling van bestuur en beheer deur diewerk van die OBOS'e en ander professionele dienste nader aanskole te bring.

• Om kennis en vaardighede van skoolprinsipale deur geteikendeopleiding en ondersteuning te verbeter.

• Om bestuur van die kurrikulum en assesseringsprosesse te verbeter.• Om finansiële bestuur en gehalteverbetering op alle vlakke in lyn met

provinsiale beleid en die wetgewende raamwerk te verbeter.• Om professionele ondersteuning aan alle openbare gewone skole te

voorsien.

Strategiese doelstellings vir Subprogram 2.4: Menslike Hulpbronontwikkeling

Strategiese Doelwit Strategiese DoelstellingOm opvoeders toe te rus en teondersteun in hul pogings omdoeltreffende onderwys te voorsien

• Om opvoeders in die openbare primêre en sekondêre fasesooreenkomstig beleid te voorsien.

• Om te verseker dat die provinsie 'n voldoende aantal toepaslikopgeleide opvoeders in diens neem.

• Om pogings te ondersteun om onderwysstudente vir pre-diensopleidingsinstansies te werf.

• Om die professionele gehalte van die onderwyserskorps d.m.v.deurlopende professionele ondersteuning te ontwikkel.

• Om die potensiaal van media en tegnologie (e-onderwys en IKT) teontwikkel ten einde onderrig en leer te verbeter en omkurrikulumondersteuning te voorsien.

• Om opvoeders toe te rus ten einde doeltreffende kurrikulum-ontwikkeling, -lewering en -ondersteuning te verseker.

• Om gefokusde opvoederontwikkelingsprogramme deur die KaapseOnderwysinstituut (KOI) van stapel te stuur.

• Om gespesialiseerde onderwysondersteuning aan onderwysers tevoorsien.

Strategiese doelstellings vir Subprogram 2.5: Primêre Skool Voedingsprogram

Strategiese Doelwit Strategiese DoelstellingOm geïdentifiseerde arm en hongerleerders in primêre skole van dieminimum voedsel te voorsien wat hullenodig sal hê om doeltreffend in dieskool te leer.

• Om 149 000 geïdentifiseerde arm en honger leerders in 866 primêreskole met die minimum voedsel te voorsien wat hulle nodig sal hê omdoeltreffend op skool te leer.


11.4 Ontleding van beperkings, en maatreëls om hulle te bowe te kom

Die groei in die aantal sekondêre skool-leerders in die Wes-Kaap, en die gebruik as sekondêreskole van vakante primêre skool-geboue wat geen laboratoriums het nie, het die persentasiesekondêre skole sonder laboratoriums laat toeneem. Die peletonering van skole sal ook dieaantal sekondêre skole sonder laboratoriums laat toeneem.

11.5 Beskrywing van beplande gehalteverbeteringsmaatreëls

In 'n poging om verskeie aspekte van gehalteonderwys in skole aan te spreek, het die WKOD 'naantal intervensies en projekte ingevoer. Die projekte en intervensies wat in skole toegepas word,sluit die volgende in:

• Om positiewe leerdergedrag aan te moedig: Die fokus hier is omontwikkelingswerkswinkels vir onderwysers te inisieer ten einde hulle te help omleerdergedrag en portuurgroepdruk te verstaan, en op 'n nuwe manier metgedragskwessies om te gaan.

• Die identifisering van disfunksionele skole: Multifunksionele spanne identifiseer dieprobleme wat by hierdie skole ervaar word; bedink 'n strategie om die probleme onder dieleierskap van 'n projekleier die hoof te bied; waar nodig word die ondersteuning vanbuiteorganisasies ingeroep; departementele opleidingsprogramme word aan die skoolgebied; voortdurende mislukking kan tot mentorskap/kuratorskap by hierdie skole lei;indien die skool steeds faal, mag die hersamestelling daarvan geïmplementeer word.

• Multigraad intervensie: Om skole wat aan meer as een graad per klas onderrig gee, in hulonderrigmetodes te ondersteun. Klem word gelê op die benutting van IKT om doeltreffendemultigraadonderrig te ondersteun.

• Veldtog vir Vroeë Inskrywing: Dit spoor skole aan om vroeg in die jaar met dieinskrywingsproses van leerders te begin wat aan die einde van die jaar gefinaliseer moetwees; voltooiing van roosters en nominasies vir die aanstelling van onderwysers sodatskole op die eerste dag van die nuwe skooljaar met onderrig kan begin; identifisering van"probleemkolle" m.b.t. akkommodasie sodat gebeurlikheidsplanne in gereedheid gebringkan word.

• Leerders wat te oud is: Die aantal leerders in die stelsel wat te oud vir hul klasse is, wordgaandeweg verminder, aangesien geen leerders wat te oud is, in die stelsel toegelaat wordnie. Dié wat reeds in die stelsel is, word aangespoor om by BOOV-sentrums te registreer.(Let wel: hierdie is leerders wat 20 jaar en ouer is.)

• Inklusiewe onderwys: Onderwyswitskrif 6 dui aan hoedat die huidige spesialeonderwysstelsel tot 'n inklusiewe onderwys en opleidingstelsel getransformeer behoort teword. Dit spel onder meer uit hoedat hoofstroomskole in vollediensskole ontwikkel behoortte word wat in staat sal wees om leerders te akkommodeer wat matige ondersteuningbenodig; hoedat spesiale skole in hulpbronsentrums vir hoofstroomskole ontwikkel behoortte word; die ontwikkeling van distriksondersteuningspanne; en die ontwikkeling vaninstitusionele ondersteuningspanne.

• Gefokusde geletterdheid- en syfergeletterdheidstrategieë vir die Grondslagfase enIntermediêre fase wat die volgende insluit:

om 100 boeke aan elke klas in die Grondslagfase (Grade 1 - 3) en Intermediêre fase(Grade 4 - 6) in die provinsie te voorsien;om wiskundehandboeke aan alle Graad 3- tot 6-leerders te voorsien;om voorbeelde van 36-week werkskedules te voorsien;om leervordering op 'n weeklikse basis te laat moniteer deur beamptes wat aan elkeskool toegewys is wat Graad 1 tot 6 aanbied; en


om leerdertoegang tot, en leerderverwerwing van die bedoelde kurrikulum te moniteer,d.m.v. lees- en wiskundetoetsing van Graad 3 en 6.

Die OBOS'e en hul onderskeie strukture besoek alle onderwysinstansies en staan hulle by metdie bou van kapasiteit in terme van verskillende scenario's en aksies wat nodig is, bv. die aanstelvan nuwe beheerliggame, finansiële sake, kurrikulum, ens.


Die statistiese inligting aangaande die aantal leerders en opvoeders word uit die WKOD se Jaaroorsigen 10de dag-statistiek verkry.

Daar was 'n toename in migrasie na die Wes-Kaap, maar bykomstige klaskamers wat gedurende2002/03 en 2003/04 voltooi is, het gehelp om die leerder:klaskamer-verhouding wat verwag was, binneperke te hou.

Die besteding van beskikbare fondse vir nuwe konstruksieprojekte het nie verloop soos die bedoelingwas nie. Tweehonderd bykomstige instandhoudingsprojekte is egter voltooi. Dit het 'n groot impakgehad op die persentasie van die infrastruktuurbegroting wat op instandhouding bestee is.

Grade 1 tot 12 in openbare gewone skole word van opvoederpersoneel voorsien ooreenkomstig diePosvoorsieningsmodel, nie-opvoeder-personeelbefondsing sowel as nie-personeelbefondsing wordooreenkomstig die Norme en Standaarde-befondsing vir skole bepaal, albei op armoederangordeninggebaseer.


12. Program 3: Subsidies vir onafhanklike skole


Om onafhanklike skole ingevolge die Suid-Afrikaanse Skolewet, 1996 te ondersteun.

Die subsidies vir die program vir onafhanklike skole behels die volgende subprogramme:Primêre fase -o om onafhanklike skole in Graad 1 tot 7 te ondersteunSekondêre fase -o om onafhanklike skole in Graad 8 tot 12 te ondersteun

12.2 Standontleding

Daar is tans 180 onafhanklike skole in die Wes-Kaap. Hierdie skole akkommodeer 'n verskeidenheidleerders uit verskillende sosio-ekonomiese agtergronde, en is belangrike en gewaardeerde vennote indie lewering van onderwys in die provinsie.

Die WKOD voorsien subsidies aan 75 onafhanklike skole, wat leergeleenthede aan benadeeldeleerders in die provinsie verskaf.


Strategiese doelstellings vir Program 3: Subsidies vir onafhanklike skole


Om onafhanklike skole wat die armer gemeenskappe bedien, op 'n glyskaal as'n toevoeging tot openbare skole te ondersteun.


'n Paar van die onafhanklike skole het baie swak rekords in die sistemiese toetsing op die Graad3- en 6-vlak, en in Graad 12. Daar is ook gereeld klagtes van skoliere en ouers. Die WKOD is vanplan om beslis teen hierdie skole op te tree, en om te sorg dat hulle hul registrasie verloor indienhulle in gebreke bly om onderwys van gehalte te voorsien .


Die deurvoer en uitsette van onafhanklike skole wat 'n subsidie ontvang, word noukeuriggemoniteer, en subsidies word dienooreenkomstig aangepas.

12.6 Verkryging van inligting

Afhangende van die Norme en Standaarde-befondsing van Onafhanklike Skole, is alle onafhanklikeskole wat by die WKOD geregistreer is, daarop geregtig om subsidies gelyk aan 60% van die koste perleerder in die openbare skole te ontvang. Alle onafhanklike skole wat om 'n subsidie aansoek doen enwat in terme van die Norme en Standaarde-beleid vir befondsing in aanmerking kom, ontvang 'nsubsidie.


13. Program 4: Openbare spesiale skoolonderwys


Om openbare onderwys in spesiale skole te voorsien, ingevolge die Suid-Afrikaanse Skolewet, 1996,en Witskrif 6 oor inklusiewe onderwys.

Die Openbare Spesiale Skoolonderwysprogram bestaan uit die volgende subprogramme:Skoleo om onderwys by openbare spesiale skole te voorsien;Professionele diensteo om openbare spesiale skole te ondersteun;Menslike Hulpbronontwikkelingo om in die professionele ontwikkeling van opvoeders en nie-opvoeders ino openbare spesiale skole te voorsien.

13.2 Standontleding

Onderwyswitskrif 6 toon aan hoedat die huidige spesiale onderwysstelsel na 'n inklusiewe onderwys-en opleidingstelsel getransformeer behoort te word. Dit spel onder meer uit hoedat hoofstroomskole invollediensskole ontwikkel behoort te word wat in staat sal wees om leerders te akkommodeer watmatige ondersteuning benodig; hoe spesiale skole in hulpbronsentrums vir hoofstroomskole ontwikkelbehoort te word; die ontwikkeling van distriksondersteuningspanne; en die ontwikkeling vaninstitusionele ondersteuningspanne.


Strategiese doelstellings vir Subprogram 4.1: Skole


• Om plek in openbare spesiale skole te voorsien ooreenkomstigbeleid en die beginsels van inklusiewe onderwys.

• Om toegang tot openbare spesiale skoolonderwys vir leerders uitvoorheen gemarginaliseerde groepe te verbeter.

• Om psigologiese, sosiale, mediese, terapeutiese en leeronder-steuning aan leerders te voorsien.


• Om te verseker dat die deurvloei van leerders deur openbarespesiale skole optimaal is.

• Om die hoogste moontlike opvoedkundige uitkomste onder leerdersin openbare spesiale skole te verseker.


Strategiese Doelwit Strategiese DoelstellingOm doeltreffende bestuur en beheerin al die leerstandplase enondersteuningstrukture te verseker.

• Om ondersteuning en ontwikkeling van bestuur en beheer nader aanskole te bring deur die werk van die OBOS'e en ander professioneledienste.


Strategiese Doelwit Strategiese Doelstelling• Om 'n optimale en billike verspreiding van finansiële, fisiese en

menslike hulpbronne oor die stelsel heen te bereik.• Om die kennis en vaardighede van skoolprinsipale deur geteikende

opleiding en ondersteuning te verbeter.• Om kennis en vaardighede van Skoolbeheerliggame deur geteikende

opleiding en ondersteuning te verbeter.• Om bestuur van die kurrikulum en assesseringsprosesse te verbeter.• Om finansiële bestuur en gehalteverbetering op alle vlakke in lyn met

provinsiale beleid en die wetgewende raamwerk te verbeter.• Om professionele ondersteuning aan alle openbare spesiale skole te

voorsien.



• Om opvoeders by die openbare spesiale skole ooreenkomstig beleidte voorsien.




• Om die potensiaal van media en tegnologie (e-onderwys en IKT) teontwikkel ten einde onderrig en leer te verbeter, en omkurrikulumondersteuning te voorsien.

• Om opvoeders toe te rus om doeltreffende ontwikkeling, lewering enondersteuning t.o.v. die kurrikulum te verseker.

• Om gefokusde opvoederontwikkelingsprogramme deur die KaapseOnderwysinstituut (KOI) van stapel te stuur.



Daar is 'n beduidende toename in die aantal verwysings van leerders met leerbelemmernisse virplasing in spesiale skole. Die grootste behoefte is vir plasing van leerders in jeugsentrums envaardigheidskole. Aandag word aan die rasionalisering dienste gegee met die oog daarop om diebehoeftes van die WKOD te akkommodeer.


Die OBOS'e en hul onderskeie strukture besoek die spesiale skole en help hulle met die bou vankapasiteit in terme van verskillende scenario's en aksies wat uitgevoer moet word, bv. die aanstelvan 'n nuwe bestuursliggaam, finansiële sake, implementering van die GGBS, ens. Deurlopendeintervensies aangaande die opleiding van SBS-lede sluit kurrikulumbestuur, positiewegedragsverbe-tering, vroue in leierskapsposisies, beleidsbestuur, die jongste wetswysigings enondertekende resolusies in.

Die omskep van spesiale skole in hulpbronsentrums, in lyn met Onderwyswitskrif 6, dra by tot 'ntoename in die ondersteuning wat aan Leerders met Spesiale Onderwysbehoeftes inhoofstroomskole gebied word. Indiensopleiding word vir ondersteuningspersoneel by OBOS'e,GV-opvoeders by Jeugsentrums (Basiese Opleiding in Veiligheidsorg), terapeute, enmaatskaplike werkers voorsien.



Die slaagsyfer vir leerders by spesiale skole is uitstekend. Daar is vyf skole met 'n slaagsyfer van100%. Die slaagsyfer is hoër as dié vir hoofstroomskole.

Leerders van die Vaardigheidskole neig om makliker werk te kry as dié van ander spesiale skoleen selfs hoofstroomskole. Faktore soos die huidige ekonomiese klimaat en die geslotenheid vandie arbeidsmark speel egter 'n belangrike inhiberende rol.

Alle openbare spesiale skole word befonds deur 'n per capita toekenning te bepaal watleerdergetalle, en die gewigtoekenning in terme van die ongeskiktheidskategorieë in aanmerkingneem. Hierdie toekenning sluit ook befondsing vir LOSM, ondersteuningsapparaat, en dieaanpassing van fisiese geriewe in. om die beweeglikheid van leerders te akkommodeer, sowel asdie voorsiening van gespesialiseerde vervoer. Verder word befondsing vir klasassistente enbusbestuurders ook aan skole toegeken ooreenkomstig 'n per capita-subsidie in terme vanbeleid.


14. Program 5: Verdere Onderwys en Opleiding


Om VOO by openbare VOO-kolleges te voorsien ingevolge die Wet op Verdere Onderwys enOpleiding, 1998.

Die VOO program behels die volgende subprogramme:Openbare instansies -o om spesifieke openbare VOO-kolleges van hulpbronne te voorsienProfessionele dienste -o om openbare VOO-kolleges te ondersteun -Menslike Hulpbronontwikkeling -o om in die professionele ontwikkeling van opvoeders en nie-opvoeders ino openbare VOO-kolleges te voorsien

14.2 Standontleding

Dertien VOO-kolleges het saamgesmelt om ses megainrigtings te vorm. HUB's is aangestel om die sesinrigtings te bestuur. Deurlopende steun word vir die herstruktureringsproses vereis. Dit sal veral nodigwees om prosedures, programme en infrastruktuurstelsels vir die groter getalle leerders te ontwikkel.

Die VOO-kurrikulum word tans herontwerp en ontwikkel. Die invoer van die nuwe kurrikulum vereisaansienlike herontwerp van die organisasie en bestuur van VOO-inrigtings. Die inisiatiewe van dieWKOD in hierdie program is almal ontwerp om die ontwikkeling en implementering van diekurrikulum/program, sowel institusionele herstrukturering te ondersteun. Dit sluit die volgende in:

• Onderwyserontwikkeling: Ten einde relevante programme van gehaltes te voorsien, salintervensies om opvoeders te ontwikkel wiskundige geletterdheid en wiskundevaardighedeopgradeer, teorie en praktyk integreer, werkplekervaring voorsien, en akademiese enprofessionele kwalifikasies opgradeer. Die DANIDA-geborgde projek vir Steun vir Onderwys-en Vaardigheidsontwikkeling (SOVO) sal die lewering van praktiese enarbeidsmarkgeoriënteerde onderrig en vaardigheidsopleiding ondersteun. Kolleges sal diekapasiteit verwerf om geakkrediteerde en gesertifiseerde opleidingsprogramme te ontwikkel

• Fisiese hulpbronne: Beroepsonderwys en -opleiding is van nature hulpbronintensief.Gespesialiseerde werkswinkels wat bedryfsakkreditering geniet, word vir doeltreffende MHOvereis. Indien die grootte van VOO-kolleges oor die volgende sewe of agt jaar vyfvoudig soutoeneem, sal 'n geweldige belegging in geboue, toerusting en personeel vereis word.

• Leerderondersteuning: Dit behels werwing en voorspraak, die erkenning van vorige leer,programplasing, finansiële en akademiese ondersteuning, en dat indiwidue in betrekkingsgeplaas en daar met hulle tred gehou word.

• 'n Verskeidenheid leweringsmetodes soos e-leer, afstandsonderrig, leerlingskappe, envaardigheidsprogramme sal gebruik word om hierdie programme te lewer. Die DASSIE-projek is die sleutel tot die uitbreiding van hierdie leweringsmeganismes.


14.3 Beleidsbepalings, prioriteite, en strategiese doelstellings

• Om toegang tot VOO-kolleges te bevorder• Artikulering tussen AOO en Hoër onderwys• Om 'n kurrikulumstrategie en ondersteuningstrukture vir VOO-kolleges te ontwikkel en

ondersteun• Om nuwe leerprogramme te ontwikkel wat gevoelig is vir die behoeftes van die ekonomie en

die gemeenskap.

Strategiese doelstellings vir Subprogram 5.1: Openbare instansies

Strategiese Doelwit Strategiese DoelstellingOm toegang tot gehalteonderwys inVOO-kolleges aan almal in dieprovinsie te voorsien

• Om leerderakkommodasie in VOO-kolleges te voorsienooreenkomstig beleid.

• Om kennis van, en toegang tot VOO-kollegeonderrig vir leerders uitvoorheen gemarginaliseerde groepe te verbeter.

• Om die aantal VOO leerders wat in toepaslike programme bykolleges ingeskryf is te vermeerder, veral leerders uit voorheengemarginaliseerde groepe.

• Om die ontwikkeling van programme wat gevoelig is vir die sosialeen ekonomiese behoeftes van die provinsie te bevorder.

• Om lenings te voorsien aan leerders uit arm agtergronde wat byVOO-kolleges wil studeer.

• Om leerderondersteuningseenhede by elke kollege te skep om metwerwing, ondersteuning en plasing behulpsaam te wees.


Strategiese Doelwit Strategiese DoelstellingOm doeltreffende bestuur en beheerin al die leerstandplase enondersteuningstrukture te voorsien.

• Om 'n optimale en billike verspreiding van finansiële, fisiese enmenslike hulpbronne oor die stelsel heen te bereik.

• Om kennis en vaardighede van hoof uitvoerende beamptes (HUB's)van VOO-kolleges deur geteikende opleiding en ondersteuning teverbeter.

• Om kennis en vaardighede van die rade van VOO-kolleges deurgeteikende opleiding en ondersteuning te verbeter.

• Om die bestuur van kurrikulum- en assesseringsprosesse teverbeter.

• Om finansiële bestuur en gehalte op alle vlakke te verbeter in lyn metprovinsiale beleid en die wetgewende raamwerk.

• Om professionele ondersteuning aan alle openbare VOO-kolleges tevoorsien.



• Om opvoeders by VOO-kolleges te voorsien ooreenkomstig beleid.• Om die professionele gehalte van die onderwyserskorps d.m.v.

deurlopende professionele ondersteuning te ontwikkel.• Om die potensiaal van media en tegnologie (e-onderwys en IKT) te

ontwikkel ten einde onderrig en leer te verbeter en omkurrikulumondersteuning te voorsien.

• Om opvoeders toe te rus om... doeltreffende kurrikulumont-wikkeling,-lewering en -ondersteuning te verseker.



Die groeitempo van Voltydse Ekwivalente (VTE’s) in VOO-kolleges word slegs deur hulpbronne,bv. personeel, toerusting, finansies, ens. beperk. Soos bykomstige inskrywings in die 2004/05-boekjaar aangeteken word, is daar aanduidings dat teikens verwesenlik sal word. VOO-kollegesbied kursusse aan wat in terme van tydsduur vanaf 'n paar uur tot jare varieer.Leerderinskrywings vind dus deurlopend plaas. Geouditeerde VTE’s vir die voorafgaande jaar isslegs vanaf April van die volgende jaar beskikbaar, aangesien hulle aan komplekse berekeningsen ouditering deur eksterne ouditeurs onderworpe is, tesame met die finansiële state van diebetrokke kollege.


Geteikende programme sal opvoeders by kolleges in staat stel om:• Wiskundige geletterdheid en wiskundevaardighede op te gradeer• Hul akademiese en professionele kwalifikasies op te gradeer• Leer te assesseer ten einde aan Umalusi- en SOOO-standaarde te voldoen• Teen kwessies op te tree wat leer belemmer.

Kolleges sal leerderondersteuningseenhede daarstel om die groot verskeidenheid leerders metverskillende leeragtergronde te akkommodeer, en om ondersteuning aan hulle te bied. Daar salmet leerders tred gehou word ten einde hulle in die kurrikulum en in die werkplek te ondersteun.Kolleges sal ook strategieë ontwikkel om toegang tot VOO-kolleges te verbreed, byvoorbeeld:• 'n Verskeidenheid leweringsmetodes soos e-leer, afstandsonderrig,

leerlingskappe, vaardigheidsprogramme, ens.• Geriewe en opleiding wat aan die vereistes van leerders met verskillende

bekwaamhede beantwoord• Nuwe standplase vir die benadeelde en landelike gemeenskappe• Beursskemas en Erkenning van Vorige Leer (EVL).

Die geloofwaardigheid en waarde van kwalifikasies wat by VOO-kolleges verwerf is, sal van diegehalte van die programaanbod afhang. Kolleges sal gehaltebestuurskemas ontwikkel en toepasten einde die gehalte van akademiese programme en nie-akademiese programme te meet, en teverbeter.


Deelname deur volwassenes – indien aanvaar word dat volwassenes 21 jaar oud en ouer is – saltoeneem soos daar meer leerlingskappe ingestel word.

VOO-kolleges word volgens die Posvoorsieningsmodel van opvoederpersoneel, nie-opvoederpersoneel, sowel as subsidies vir belastings, die verkryging en ontwikkeling van fisieseinfrastruktuur, en ad hoc (geteikende) subsidies voorsien.


15. Program 6: Basiese Onderwys en Opleiding vir Volwassenes


Om BOOV ingevolge die Wet op Basiese Onderwys en Opleiding vir Volwassenes, 2000, tevoorsien.

Die BOOV-program behels die volgende subprogramme:Subsidies aan private sentrumso om spesifieke private BOOV-standplase d.m.v. subsidies te ondersteunProfessionele diensteo om BOOV-standplase te ondersteunMenslike Hulpbronontwikkelingo om in die professionele ontwikkeling van opvoeders en nie-opvoeders by BOOV-

standplase te voorsien

15.2 Standontleding

In 2003 was daar 10 000 leerders vir kursusse op die AOO-vlak ingeskryf. Sesduisend leerderswas vir kursusse op die BOOV-Vlak 1 en 2, en 4 000 vir kursusse op die BOOV-Vlak 3 en 4ingeskryf. Meer as 1,5 miljoen mense wat in die Wes-Kaap woon, het egter minder as 'n AOOS ofverwante kwalifikasie. Kennelik kan die WKOD nie hoop om in die onderwysbehoeftes van so 'nmenigte te voorsien nie, en sal die hulp van vennote benodig word.

Die WKOD is by 'n aantal vennootskappe met staatsdepartemente en korporasies betrokke. Deurhierdie vennootskappe word werknemers van provinsiale departemente die geleentheid gebiedom 'n AOOS te verwerf. Konsepriglyne vir die implementering van vennootskappe is in 2004ontwikkel. Hierdie riglyne sluit onder meer fases in die implementering van 'n vennootskap, rolleen verantwoordelikhede van die betrokkenes, koste, en kostedrywers in.

Verder word vennootskappe deur Verstandhoudingsmemorandums geformaliseer. Albei diepartye, d.w.s. die WKOD as die diensverskaffer en die vennoot (bv. provinsiale departement),onderteken hierdie Verstandhoudings-memorandum.

Vennootskappe maak 'n beduidende bydrae tot die aantal leerders in GLS'e. Die aanstelling van meervoltydse Sentrumbestuurders (SB's) en Standplaaskoördi-neerders (SK's) en die feit dat die kontraktevan party SB's en SK's hernubaar is, sal bestendigheid in baie GLS'e verseker. Dit verseker dan ookverbeterde beplanning, bestuur, en beheer van GLS'e. Die ondersteuning en leiding wat gebied word,in die besonder deur BOOV-beamptes in die OBOS'e, help GLS'e om meer gevoelig te word t.o.v. diebehoeftes van die gemeenskappe wat hulle bedien, en verseker 'n toename in leerdergetalle.


Daar sal voorsorg getref word vir 2 500 nuwe leerders per jaar om toegang tot BOOV te verkry.Dit sal op die volgende wyses voorsien word:

• Doelgedrewe kurrikulums vir BOOV-vlak 1, 2 en 3 – bestaande uit twee programaanbiedings,naamlik syfergeletterdheid en geletterdheid, wat in alle Gemeenskapsleersentrumsaangebied word


• Vlak 4-sentrums wat 'n verskeidenheid leerareas aanbied wat tot 'n doelbewuste AOOS-kwalifikasie vir die leerder in die konteks van die gemeenskap sal lei

• Die voorsien van fisiese en finansiële hulpbronne om die BOOV kurrikulum te ondersteun• Alle GLS'e ontvang 'n rekenaar en drukker• Alle bestaande opvoeders ontvang geteikende opleiding, en alle nuwe opvoeders ontvang

oriëntering en opleiding• Alle GLS-bestuurders ontvang toepaslike opleiding (tegniese vaardighede en persoonlike

ontwikkelingsplanne) op 'n deurlopende basis.

Strategiese doelstellings vir Subprogram 6.1: Subsidies aan openbare sentrums

Strategiese Doelwit Strategiese DoelstellingOm BOOV en vaardigheids-ontwikkeling van volwassenes teverbeter in lyn met beleid.

• Om die aantal leerders, veral vrouens, landelike, en arm leerders watvir kursusse in BOOV en Verdere Onderwys en Opleiding virVolwassenes (VOOV) by Gemeenskapsleer-sentrums (GLS'e)ingeskryf is, elke jaar met ten minste 2 500 te verhoog.

• Om doelgedrewe BOOV- en VOOV-kwalifikasies te ontwikkel en aante bied.

• Om vennootskappe met ander staatsdepartemente, sektoraleonderwys en opleidingsowerhede (SOOO's) en Nie-regeringsorganisasies (NRO's) in die lewering van BOOV- en VOOV-kursusse te ontwikkel.

• Om die aantal volwasse leerders wat hul kwalifikasies met welslae indie BOOV- en VOOV-bande verwerf, te vermeerder.



• Om ondersteuning en ontwikkeling van bestuur en beheer nader aanGLS'e te bring deur die werk van die OBOS'e en ander professioneledienste.


• Om kennis en vaardighede van GLS-bestuurders deur geteikendeopleiding en ondersteuning te verbeter.

• Om kennis en vaardighede van beheerliggame deur geteikendeopleiding en ondersteuning te verbeter.

• Om bestuur van die kurrikulum en assesseringsprosesse te verbeter.• Om finansiële bestuur te verbeter en gehalteverbetering op alle

vlakke te bewerkstellig in lyn met provinsiale beleid en diewetgewende raamwerk.

• Om professionele ondersteuning aan alle BOOV-standplase tevoorsien.


Strategiese Doelwit Strategiese DoelstellingOm opvoeders toe te rus en te ondersteunin hul pogings om doeltreffende onderwys tevoorsien.


• Om die potensiaal te ontwikkel van onderrig in media entegnologie (e-onderwys en IKT) ten einde onderrig en leer teverbeter en kurrikulumondersteuning te voorsien.

• Om opvoeders toe te rus om doeltreffende ontwikkeling, leweringen ondersteuning van die kurrikulum te verseker.



Anders as by openbare skole of hoofstroomeksamens, kan leerders in GLS'e nie 'n AOOS deureen sitting vir die BOOV se Vlak 4-eksamen verwerf nie. Leerders kry die verlangde krediete oor'n bepaalde tydsbestek van minstens twee tot drie jaar. Wanneer 'n leerder die 120 kredieteverkry het wat deur UMALUSI vereis word, kan 'n AOOS uitgereik word. Gevolglik is die aantalAOOS'e wat uitgereik word (werklike prestasie) betreklik min vergeleke met die teiken wat gestelis. Verder word daar leerareasertifikate uitgereik wanneer leerders 'n leerarea met welslaevoltooi.


• Ontwikkel 'n doelgedrewe kurrikulum vir die BOOV-Vlak 1 – 4 kurrikulum, wat gereeldegeleenthede vir assessering voorsien.

• Ontwikkel Vlak 4-sentrums om 'n seleksie van leerareas aan te bied wat tot 'n doelgerigteAOOS-kwalifikasie vir die leerder in die konteks van die gemeenskap lei.

• Programme vir VOO-kolleges, waar toepaslik, word voorsien in Gemeen-skapsleersentrumswat VOO aanbied.

• 'n Opleiding- en ontwikkelingsmodel vir personeel by BOOV-sentrums sal ingestel engeïmplementeer word. Die model sal verseker dat alle bestaande opvoeders geteikendeopleiding ontvang, en dat alle nuwe opvoeders georiënteer, opgelei, en ontwikkel word.

• Sentrums by skole het toegang tot die vereiste fisiese hulpbronne om doeltreffendekurrikulumimplementering te verseker (implementeer minimumvereistes vir 'n ooreenkomstussen die gasheerskool en die GLS).

• Elke standplaas het minstens een rekenaar, 'n modem, en 'n verbinding met die internet.• Plasingsinstrumente sal ontwikkel en gebruik word om leerders in die mees gepaste

programme te plaas. Daarbenewens sal leerders toegang tot voorligting gebied word(beroeps- sosiale en leerprobleme) sowel as EVL-stelsels wat deur leidinggewende GLS'egeïmplementeer sal word.

• Elke BOOV-Gemeenskapsleersentrum sal al om die drie jaar met die oog opgehaltesekerheid besoek word. Die fokuspunte van die gehaltesekerheid sal die gehalte enrelevansie van die vakke wees wat aangebied word, en die deurvloeikoers van leerders inBOOV-Vlak 1 en VOOS.


Finansiële steun aan BOOV GLS'e word bereken met gebruikmaking van 'n formule om dietoekennings van bestuursbenodgdhede sowel as LOSM te bepaal, met inagneming van dieaantal BOOV- en VOO-leerders in stedelike en landelike areas.


16. Program 7: Vroeëkindontwikkeling


Om onderwys op die Graad R-vlak te voorsien, ingevolge Witskrif 5.

Die VKO program behels die volgende subprogramme:Graad R in openbare skoleo om spesifieke openbare gewone skole met hulpbronne te voorsien wat vir Graad R vereis

wordGraad R in gemeenskapsentrumso om bepaalde gemeenskapsentrums op die Graad R-vlak te ondersteunProfessionele diensteo om VKO-standplase te ondersteunMenslike Hulpbronontwikkelingo om in die professionele ontwikkeling van opvoeders en nie-opvoeders by Graad R-

standplase te voorsien.

16.2 Standontleding

Alhoewel daar universele inskrywing van ses- tot vyftienjarige kinders in die Wes-Kaap is, het nie allevyfjariges toegang tot Graad R nie. Die provinsie se doel m.b.t. Graad R is om teen 2010leerprogramme van 'n hoë gehalte aan alle vyfjarige kinders in die Wes-Kaap op die eerste vlak vanformele onderwys, naamlik Graad R, te voorsien

As ons konserwatiewe skattings van deelnameverhoudings in die Wes-Kaap vir 2004 gebruik, d.w.s.45 000 uit 'n moontlike 80 000 leerders, dan moet 'n verdere 35 000 kinders in die periode 2005 – 2010bereik word. Dit beteken dat 4 000 tot 6 000 bykomstige vyfjarige kinders elke jaar in die periode 2005tot 2010 ingeskryf moet word. Maar hierdie kinders moet ook in programme van hoë gehalte ingeskryfword, want die voorsiening van Graad R-programme aan jong kinders berus op die veronderstelling dathierdie programme 'n soliede grondslag en voordeel vir leer op skool moet verskaf. Hierdieveronderstelling word deur 'n aantal studies gerugsteun, waaronder die nasionale sistemieseassesseringstudie van Graad 3-leerders wat in 2001 onderneem is. Hierdie studie toon 'n hoëkorrelasie tussen lees- en syfergeletterdheidprestasie op die Graad 3-vlak, en deelname aanvoorskoolse programme.


Die beleidsdoel van die provinsie is om Graad R-programme van gehalte aan vyfjarige kinders tevoorsien. Hierdie programme behoort die sosiale, kognitiewe, emosionele, en fisiese ontwikkeling vandie vyfjariges te bevorder, en veral te verseker dat hierdie kinders veilige en stimulerendeleeromgewings ervaar. Dit is veral belangrik in gemeenskappe waar ouers ongeletterd is en in huisewat arm aan tekste en hulpbronne is.

Die Graad R-kurrikulum van die Nasionale Kurrikulumverklaring (NKV) spel die kennis en vaardighedeuit wat vir vyfjariges geleer behoort te word. Die uitdaging vir die provinsie is om te verseker dat teen2010 die leeruitkomste van die Graad R-NKV, en veral die geletterdheids- ensyfergeletterdheidsuitkomste in Graad R-standplase onderrig, en deur alle leerders bemeester word.


Strategiese doelstellings vir Subprogram 7.1: Graad R in openbare skole


• Om Graad R-ruimte in openbare gewone skole te voorsienooreenkomstig beleid en beskikbaarheid van onderrigruimte.


• Om die aantal leerders in Graad R-programme te vermeerder sodatalle vyfjarige kinders wat in die Wes-Kaap woon, by Graad R-klasseingeskrywe is.

• Om te verseker dat die NKV-leeruitkomste in alle Graad R-klasseonderrig en bemeester word (skoolgereedheidstoetse sal gebruikword om dit te bepaal).

• Om hulpbronne te voorsien om die onderrig van die NKV Graad Rwat by elke standplaas gebied word, te ondersteun.

• Om alle Graad R-onderwysers in die NKV op te lei.• Om leerders wat gevaar loop, sowel as dit wat hul leer belemmer, te

identifiseer.

Strategiese doelstellings vir Subprogram 7.2: Graad R in gemeenskapsentrums


• Om Graad R-plekke in onderwysbefondsdegemeenskapsgebaseerde standplase ooreenkomstig beleid, maarspesifiek Witskrif 5, te voorsien.


• Om te verseker dat die NKV-leeruitkomste in alle Graad R-klasseonderrig en bemeester word (skoolgereedheidstoetse sal gebruikword om dit te bepaal)

• Om toe te sien dat hulpbronne om die onderrig van NKV Graad R teondersteun, aan elke standplaas voorsien word.

• Om alle Graad R-onderwysers in die NKV op te lei.• Om leerders wat gevaar loop, sowel as dit wat hul leer belemmer, te

identifiseer



• Om ondersteuning en ontwikkeling van bestuur en beheer nader aandie Graad R-standplase te bring, deur die werk van die OBOS'e enander professionele dienste.


• Om kennis en vaardighede van Graad R-personeel deur geteikendeopleiding en ondersteuning te verbeter.

• Om kennis en vaardighede van beheerliggame deur geteikendeopleiding en ondersteuning te verbeter.

• Om bestuur van die kurrikulum en assesseringsprosesse te verbeter.• Om finansiële bestuur te verbeter en gehalteverbetering op alle

vlakke te bewerkstellig in lyn met provinsiale beleid en diewetgewende raamwerk.

• Om professionele ondersteuning aan alle Graad R-standplase tevoorsien.




• Om die professionele gehalte van die onderwyserskorps d.m.v.deurlopende professionele ondersteuning op die HKNV te ontwikkel.


• Om opvoeders toe te rus om doeltreffende ontwikkeling, lewering enondersteuning van die kurrikulum te verseker



Die beskikbaarheid van befondsing is 'n ernstige beperking. In ander provinsies laat die afnamein die aantal leerders in die primêre skole toe dat Graad R uitgebrei word. In-migrasie na dieWes-Kaap beteken dat hierdie roete nie vir die WKOD moontlik is nie.

Toegang tot baie landelike en afgeleë standplase vly 'n uitdaging vir die OBOS'e.


In die periode 2005 – 2010 sal die WKOD:• Verseker dat alle vyfjarige kinders wat in die Wes-Kaap woon, in Graad R-klasse ingeskrywe

is.• Verseker dat die NKV-leeruitkomste in alle Graad R-klasse onderrig en bemeester word

(skoolgereedheidstoetse sal gebruik word om dit te bepaal).• Leermateriaalhulpbronne aan elke standplaas voorsien om die onderrig van die NKV Graad

R te ondersteun.• Alle VKO-opvoeders word opgelei en ondersteun om die NKV vir Graad R te lewer.• Alle leerders wat "gevaar loop" word geïdentifiseer, en dit wat hul leer en ontwikkeling

belemmer word deur skool- en distriksgebaseerde ondersteuningspanne aangespreek.• Alle standplase word al om die drie jaar besoek om veiligheid en gehaltedienslewering te

verseker.


Die voorsiening van hulpbronne vir Grade R-onderwys geskied tans op die grondslag datpersoneel befonds word en subsidies vir LOSM voorsien word. Die grondslag vir befondsing isegter besig om te verander na 'n uitsluitlik gesubsidieerde model. Op dié manier sal Graad R-onderwys voorsien word d.m.v. 'n per capita-subsidie wat volgens 'n armoedeglyskaal bepaalword. Dit sal aangewend word om onderwysers te betaal, LOSM te verkry, en om standplase tebekom.


17. Program 8: Hulp- en verwante dienste


Om die onderwysinrigtings as geheel van ondersteuning te voorsien.

Die program vir hulp- en verwante dienste behels die volgende subprogramme:Betalings aan SOOOo om aan werknemers Menslike Hulpbronontwikkeling te voorsien ingevolge die Wet op die

Ontwikkeling van VaardighedeVoorwaardelike toekenning -projekteo om vir projekte te voorsien wat deur die Nasionale Departement van Onderwys

gespesifiseer is, en wat op meer as een program toepasbaar is en uit voorwaardeliketoekennings befonds word

Eksterne eksamenso om vir departementeel-bestuurde eksamendienste te voorsienOnderwysopleidingo om te help met die voorsiening van gekwalifiseerde en bekwame opvoeders vir die

onderwysberoepiKapa eliHlumayoo om te help met die bou van menslike kapitaal

17.2 Standontleding

As die belangrikste dryfkrag agter menslike hulpbronontwikkeling in die Wes-Kaap het die WKOD 'nsleutelrol te speel in die stryd teen armoede en in die uitbreiding van die ekonomie. Hierdie uitdagingsal deur die volgende dinge ondersteun word:• die Wet op Vaardigheidsontwikkeling;• die voorwaardelike toekenning om onderrig in MIV/VIGS en Lewensvaardighede in die skole

te voorsien, en om toegang tot 'n toepaslike en doeltreffende geïntegreerde voorkoming-,versorging-, en ondersteuningstelsel te verseker (verw. die Wet op die Verdeling vanInkomste);

• die voorsiening van geldige en betroubare sertifisering d.m.v. eksamens;• die werwing van onderwysers; en• die voorsiening van die grondslag vir alle vaardigheidsontwikkeling.

17.3 Beleidsbepalings, prioriteite en strategiese doelwitte

Die WKOD het 'n sleutelrol te speel by die konseptualisering en deurdrywing van 'n MenslikeHulpbronontwikkelingstrategie (MHOS) as die hoofvoorsiener van:

AOO, wat die hoeksteen of grondslag vir alle MHO in die provinsie voorsien; enVOO, wat geleenthede bied vir die verdere ontwikkeling van die vaardighede en kennis watvir indiensneming en ekonomiese deelname benodig word.

'n Belangrike behoefte van MHOS, is vir die beskikbaarheid van goed gekwalifiseerdeonderwysers, veral dié wat wiskunde en wetenskap onderrig. Geteikende beurse word voorsienaan studente wat tot die professie wil toetree. Hierdie beurse is beskikbaar vir studente wat veldewil betree wat spesifiek deur navorsing geïdentifiseer is dié wat meer onderwysers nodig het.


Een van die ernstigste bedreigings vir die ontwikkeling van menslike hulpbronne in Suid-Afrika is dieMIV/VIGS pandemie. Die WKOD sal 'n strategiese rol speel om te verseker dat alle onderwysers enleerders bewus is van MIV/VIGS en inligting daaroor het.

Armoede is nog 'n ernstige bedreiging vir die ontwikkeling van menslike hulpbronne. In 'n pogingom party van die gevolge van armoede aan te spreek, het die WKOD 'n leningskema vir VOO-kolleges van stapel gestuur.

Strategiese doelwitte vir Subprogram 8.1: Betaling aan SOOO

Strategiese Doelwit Strategiese DoelstellingOm menslike hulpbron-ontwikkelingingevolge die Wet opVaardigheidsontwik-keling te voorsien.

Om die Sektorale en Onderwysopleidingsowerheid (SOOO) virOnderwysopleiding en Ontwikkelingspraktyke (OOOP) met betrekking tot dieadministrasie van die sektor te ondersteun.

Strategiese doelwitte vir Subprogram 8.2: Voorwaardelike toekenning-projekte

Strategiese doelwit Strategiese DoelstellingOm onderrig in MIV/VIGS enLewensvaardighede te voorsien, en omtoegang tot 'n toepaslike endoeltreffende geïntegreerde stelsel vanvoorkoming, sorg, en ondersteuning teverseker.

• Om opvoeders op te lei en te ondersteun om MIV/VIGS enLewensvaardighede in primêre en sekondêre skole via dieKurrikulum: Lewensvaardighede/Lewensoriëntering te lewer, en dietussenkulturele inspuiting van MIV/VIGS-onderrig in alleleerareas/vakke.

• Om te sorg vir die ontwikkeling, seleksie, vertaling, verkryging enverspreiding van materiaal vir die ondersteuning van onderrig en leerten einde die doeltreffende onderrig in MIV/VIGS-Lewensvaardighede in die klaskamer te bevorder.

• Om 'n doeltreffende, gestruktureerde, en gekoördineerde adolessent-tot-adolessent portuuronderriginisiatief in skole en VOO-kolleges teontwikkel.

• Om te verseker dat SBS'e, sleutelverteenwoordigers van ouers opSBL'e, en gemeenskapsverteenwoordigers van die nodige opleidingvoorsien word om 'n institusionele VIGS-respons te bestuur (metinbegrip van die ontwikkeling van 'n plaaslik toepaslike bestuursplanvir VIGS-beleid in die konteks van die SOP).

• Om te verseker dat skole aan belangrike voorspraakaksies deelneem(soos die Skole-Vigs-maand, Wêreld VIGS-dag, ens.)

• Om 'n generiese opleidingsprogram vir sorg en ondersteuning virskoolgemeenskappe te ontwikkel en te implementeer, op 'n manierwat plaaslike netwerkvorming en ondersteuning verseker.

• Om 'n doeltreffende Provinsiale MIV/VIGS Bestuurseenheid byhoofkantoor te verseker ten einde hierdie respons te koördineer,sowel as distrikgebaseerde bestuurspanne met die nodigepersoneel.

• Om die ontwikkeling en handhawing van beleid, voorspraak,meesteropleiers, opvoederontwikkeling, distriksondersteun-ing,tussensektoriale samewerking en vennootskappe, gehal-teversekering (deur monitering en evaluering), en doeltref-fende endoelmatige programlewering en finansiële bestuur te verseker.

Strategiese doelstellings vir Subprogram 8.3: Eksterne eksamens

Strategiese Doelwit Strategiese DoelstellingOm organisatoriese doeltreffendheid endoelmatigheid te bevorder.

• Om die Seniorsertifikaat- en BOOV-Vlak 4-eksamens en diesertifisering daarvan te bestuur.

Strategiese doelstellings vir Subprogram 8.4: Onderwysopleiding


Strategiese Doelwit Strategiese DoelstellingOm opvoeders toe te rus en teondersteun in hul pogings omdoeltreffende onderwys te voorsien.


• Om met die voorsiening van gekwalifiseerde en bekwameonderwysers te help.


Strategiese doelstellings vir Subprogram 8.5: iKapa eliHlumayo

Strategiese Doelwit Strategiese DoelstellingOm die provinsiale doelwitte van iKapaeliHlumayo te ondersteun:

verhoogde ekonomiese groeiverhoogde indiensneming enbetrokkenheid by die ekonomie.verminderde sosio-ekonomieseen geografiese ongelykheidinstandhouding van 'n volhoubareveiligheidsnet

• Om die vaardighede en aanleg van Graad 8-leerders te toets• Om 'n beroepsvoorligtingprogram vir Graad 9- en VOO-leerders te

ontwikkel• Om AOO- en VOO-onderwysers op te lei om loopbaanadvies te

voorsien• Om die ontwikkeling van VOO-programme te bevorder wat gevoellig

is t.o.v. die maatskaplike en ekonomiese behoeftes van die provinsie• Om lenings te voorsien aan leerders met 'n arm agtergrond wat by

VOO-kolleges wil studeer.


Dit word toenemend moeilik om toegewyde mense van gehalte na die onderwysberoep te lok.Die redes hiervoor is kompleks en verstrengel, en het betrekking op sowel die openbare sieningvan onderwys as die geleenthede wat aan jong gegradueerdes in beide Suid-Afrika en diebuiteland beskikbaar is. Die WKOD het 'n onderwyserwerwingsveldtog met die plaaslike HoërOnderwys-inrigtings van stapel gestuur. 'n Mate van welslae is hiermee behaal, en gedurende dievolgende vyf jaar sal verdere pogings in dié verband aangewend word.

Daar is baie min gekwalifiseerde voorligtingonderwysers in die WKOD oor. Dit beteken dat daarvan meet af aan in hierdie belangrike en gespesialiseerde area, onderwysers gewerf en opgeleimoet word. Dit gaan nie maklik wees nie. Die WKOD het 'n driejaarplan bedink om dievaardigheid van lewensoriënteringonderwysers m.b.t. vak- en loopbaanvoorligting te ontwikkel.

Dit was nie maklik om die nodige prosesse en kontroles vir die leningskema vir VOO-kollegesdaar te stel nie. Die WKOD het met die NSFHS saam gewerk en beraadslaag, en heelwat van hulprosesse oorgeneem. Daarbenewens het arm leerders met wantroue op die konsep van leningsgereageer. Die WKOD moes die naam van die skema na finansiële hulp verander, en dit wasnodig om aansienlike voorspraak m.b.t. die skema te doen.


Niks in hierdie stadium nie.



Onderwysopleiding:• Vergaderings word tweemaal per jaar met Hoër Onderwys-inrigtings (HOI) gehou om te

verseker dat kurrikulumprogramme wat by inrigtings aangebied word, met dieindiensnemingsbehoeftes van die WKOD strook. Beurse word aan onderwysstudentetoegeken wat in skaars vakke studeer.

IKapa Elihlumayo:• Die daarstel van 'n leningskema wat studente toelaat om toegang tot VOO-kolleges te verkry.• Die ses openbare VOO-kolleges in die provinsie het voorstelle voorgelê vir kursusse wat

ontwikkel moet word om in die behoeftes van die provinsie te voorsien. Hierdie voorstelle isbestudeer en verbeter, vir implementering in 2005.

• 'n Loopbaanvoorligtingsprogram is vir die provinsie ontwikkel. Dit is in Xhosa en Afrikaansvertaal, en die kursus sal op rekenaars in elke hoërskool in die provinsie geïnstalleer word. InFebruarie 2004 sal 800 geselekteerde onderwysers in die gebruik van die sagteware opgeleiword. Die voorligtingskursusse voorsien tendense in die provinsiale ekonomie, en bied ookbesonderhede m.b.t. bestaande VOO-programme en leerlingskappe.


18. Kapitaalbelegging, batebestuur en instandhouding

Fisiese infrastruktuur

Die stelsel waardeur die begroting vir infrastruktuurontwikkeling en geskeduleerdeinstandhouding op die boeke van die Departement van Vervoer en Openbare Werke (Werke)verskyn het, het op 31 Maart 2005 tot 'n einde gekom. Vanaf 1 April 2005 sal die WKOD-begroting die konstruksie- of instandhoudingbegroting vir die jaar weerspieël. Die WKOD salaldus volle verantwoordelikheid vir sy begroting aanvaar (met as beginpunt die onderhandelingsvir 'n begroting) en verseker dat 'n diensvlakooreenkoms onderteken word wat die aard van dieverhouding tussen die WKOD en Werke m.b.t. die gehalte van die verlangde diens, rapportering,tydskaal, en die bestuur van projekte sal bepaal.

Die Departement van Vervoer en Openbare Werke sal derhalwe 'n belangrikeimplementeringsagent van die WKOD wees (soos deur die diensvlakooreenkoms bepaal), en salvorderings- en finansiële verslae voorlê. Ander diensvlakooreenkomste kan ook met anderdiensverskaffers, soos skoolbeheerliggame, munisipaliteite, of die WNNR beding word.

Die gemiddelde leerder:klaskamer-verhouding staan tans op ongeveer 29. Hierdie laeleerder:klaskamer-verhouding dui aan dat daar 'n oormaat van klaskamers in die Wes-Kaap is.Baie van hierdie klaskamers is egter in areas geleë waar daar geen klaskamertekorte is nie, endit help niks om werklike klaskamertekorte die hoof te bied in areas wat deur migrasie geaffekteerword en waar daar geweldige groot klaskamertekorte is nie.

Met 'n geprojekteerde jaarlikse instroming van ongeveer 48 000 mense uit ander provinsies nadie Wes-Kaap, is dit duidelik dat die behoefte aan meer klaskamers in daardie areas gaantoeneem.

Dit is ook duidelik dat, tensy bykomende kapitaal in die kort termyn beskikbaar gemaak word, diestelsel sal sukkel om aan die groeiende behoeftes te voldoen.

Dit is van die grootste belang dat oortollige klaskamers uit die stelsel verwyder sal word deur diebeste gebruik van skoolakkommodasie te maak, en deur oortollige skole vir ander programmevan die WKOD, soos VKO, VOO, BOOV, en OLSO, beskikbaar te maak.

Verder moet klaskamers wat van ongeskikte boumateriaal soos hout, asbes, of spaanderbordgebou is en maklik gevandaliseer word, uit die stelsel verwyder, aan die Departement vanVervoer en Openbare Werke terugbesorg, en verkoop word. Die opbrengs moet dan vir die bouvan bykomstige infrastruktuur beskikbaar gemaak word.

Nog 'n belangrike feit, die opgradering van informele areas in die Wes-Kaap, sal in die toekomsgeweldige druk op die stelsel plaas. Die opgraderingsposes het 'n situasie tot gevolg waar 'nonontwikkelde ruimte van 10 tot 20 gesinne geakkommodeer het, en dan wanneer ditopgegradeer is, slegs een gesin terugkeer om daardie opgegradeerde ruimte te bewoon. Dieander 19 gesinne moet nou in 'n area hervestig word waar daar geen skole is nie, of waar daarreeds klaskamertekorte ervaar word. Volgens die tyd wat na verwagting nodig sal wees vir dieontwikkeling van Greenfields areas (areas waarin gesinne hervestig sal word) sal diebehuisingseenhede beskikbaar wees lank voordat die skoolgeriewe voltooi is. Daar mag dan drukop die onderwysdepartement uitgeoefen word om, teen geweldige koste, leerdervervoer tevoorsien na skole waar daar plek beskikbaar is. Terselfdertyd sal baie skole wat naby dieoorspronklike informele area geleë is. skoliere verloor en dus nie langer oorvol wees nie. Daar isegter die gevaar dat party van hulle onekonomiese entiteite sal word.


Dit is belangrik om daarop te let dat elkeen van hierdie nuwe klaskamers wat gebou word, 'noortollige klaskamer in 'n ander area sal dupliseer. Dit is dus belangrik dat skole waar moontlikgeamalgameer sal word, en dat geboue vir ander programme van die WKOD beskikbaar gemaaksal word.

Die WKOD en die Departement van Vervoer en Openbare Werke is van mening datklaskamertekorte die hoof gebied behoort te word deur slegs permanente klaskamers te bouindien die skool toegelaat word om as primêre skool tot 'n kapasiteit van 1 120 leerders, of as 'nsekondêre skool tot 1 200 leerders uit te brei. Versoeke vir goedkeuring om 'n skool toe te laatom veel groter te groei, behoort geëvalueer te word, met toepassing van die kriteria wat virmegaskole ontwikkel word.

Tussentydse tekorte, soos die tekorte wat ervaar word deur skole wat na aan informelewoongebiede is, behoort nie opgelos te word deur permanente klaskamers te bou nie, maar deurvoorafvervaardigde klaskamers van 'n goeie gehalte te bou.

Die volgende bouprojekte is in aanbou, of word voor getender, of word beplan:

Nuwe projekte 2005/06(Begroot)

2006/07(MTUR)

2007/08(MTUR)

2008/09(Geprojekteer)


Program 2 – Openbare gewone skoleSubprogram 2.1 – Openbare gewone primêre skoleVoorafvervaardigde klaskamers 50Mobile klaskamers 1 827Permanente klaskamers 270 8 000 10 000Hervestiging van klaskamers 315 750 750 1 000 1 000Nuwe skole 53 050 28 100 1 500 25 000 55 000Ablusiegeriewe 1 080 200 5 000 3 000Administrasie geriewe 8 000 4 000Uitbreidings aan bestaande geboue 10 000 10 000Forums 150 15 000 11 000Instandhouding 12 000 57 987 66 739 75 000 77 000PIT-fondseEie fondse 16 536 29 978Totaal: Primêre Skole 68 742 103 573 98 967 147 000 171 000Subprogram 2.2 - Openbare gewone sekondêre skoleVoorafvervaardigde klaskamersMobile klaskamers 3 309Permanente klaskamers 1 100Hervestiging van klaskamers 315 750 750 1 000 1 000Nuwe skole 79 716 35 184 4 200 15 000 50 000Ablusiegeriewe 15 000 13 000Administrasiegeriewe 5 000 2 000Uitbreidings aan bestaande geboueForums 450 750Instandhouding 6 000 28 993 33 369 40 000 42 000PIT-fondseEie fondse 8 268 14 989Totaal: Sekondêre Skole 90 890 73 945 53 308 76 000 108 000


Nuwe projekte 2005/06(Begroot)

2006/07(MTUR)

2007/08(MTUR)



Program 4 – Openbare spesiale skoleVoorafvervaardigde klaskamersMobile klaskamersPermanent klaskamers 500Hervestiging van klaskamersNew skole 8 000 8 883AblusiegerieweAdministrasiegerieweUitbreidings aan bestaandegeboueForumsInstandhouding 11 000 13 000PIT-fondseEie fondseTotaal:Openbare spesiale skole 500 19 000 21 883

Klaskameragterstand 20 000 40 000 40 000Tot aal: Nuwe projekte 180 132 217 518 192 265 242 000 300 883

Opgradering 2005/06(Begroot)

2006/07(MTUR)

2007/08(MTUR)



Program 2 – Openbare gewone skoleSubprogram 2.1 – Openbare gewone primêre skoleVoltooiing van forum 340 140Opgradering van klaskamers 10 000 5 000Subprogram 2.2 – Openbare gewone sekondêre skoleOpgradering van a hostel 6 500Voltooiing van forum 2 000 160Opgradering van klaskamers 10 000 3 000Program 4 – Openbare spesiale skoleOpgradering van klaskamers 6 000 2 000Totaal: Opgradering 8 840 300 26 000 10 000Totaal: Nuwe projekte enOpgradering 188 213 217 818 192 265 268 000 310 883


19. Planne vir koördinering, samewerking en uitbesteding

19.1 Interdepartementele skakels

Die WKOD sal die voortou neem in die ontwikkeling, implementering, en monitering van die provinsiese Menslike Hulpbronontwikkelingstrategie (MHOS) Die omvang van die taak vereis egter dat allestaatsdepartemente, op provinsiale sowel as plaaslike regeringsvlak, die implementering van dieStrategie ondersteun en daartoe bydra. Sleuteldepartemente sluit die volgende in: die Departementevan Gesondheid, Maatskaplike Welsyn en Armoedeverligting, Gemeenskapsveiligheid, en Vervoer enOpenbare Werke. Daarbenewens het die maatskaplike vennote, naamlik die georganiserdesakewêreld, georganiseerde arbeid, en die burgerlike samelewing, deur die ProvinsialeOntwikkelingsraad, 'n sleutelrol om te speel in die implementering van die MHOS.

Gereelde vergaderings en besprekings word met die Nasionale Departement van Onderwys en dieander provinsiale onderwysdepartemente aangaande onderwysbeleid gehou.

Besprekings met susterdepartemente oor intersektoriale samewerking vind ook op 'n gereelde basisplaas, veral met die Departemente van Gesondheid (MIV/VIGS en Lewensvaardighede),Gemeenskapsveiligheid (Veiligeskoleprojek en die projek vir Leerderondersteuningsbeamptes omwegblyery en jeugoortreding te bestry), Ekonomiese Ontwikkeling en Toerisme (die Leerkaapfees- enekonomiese groei-sektore), en Vervoer en Openbare Werke (kapitaalprojekte en instandhouding).

Kwartaallikse vergaderings met die koördineringskomitee van die Geïntegreerde DiensvoorsiendeGrondprojek vir die voorsiening van skoolgeboue in voorheen benadeelde areas.

Besprekings met susterdepartemente oor Geïntegreerde Holistiese Ontwikkeling vind ook op 'ngereelde basis plaas.

19.2 Skakeling met plaaslike regerings

Die WKOD werk met die Stad Kaapstad saam m.b.t. die Stedelike Vernuwingsprogram (SVP), enmet die Sentraal-Karoo Munisipaliteit m.b.t. die Geïntegreerde Volhoubare LandelikeOntwikkelingsprogram (GVLOP). Die doel met albei die programme is om in 'n geïntegreerdesamewerkingsprogram met ander departemente en regerings saam te werk om armoede deur dievaardigheidsontwikkeling van werklose persone te verlig.

Besprekings oor die volgende kwessies het tussen die WKOD en die Stad Kaapstad plaasgevind:• om die Program vir MIV/VIGS en Lewensvaardighede in lyn te bring.• om die WKOD se IKT-inisiatiewe met die Smart Cape-inisiatiewe in lyn te bring.• die goedkeuring van struktuurplanne (Stadsbeplanning).

19.3 Openbare entiteite

Daar is tans geen openbare entiteite waarvoor die WKOD verantwoordelik is nie.


19.4 Openbare-private vennootskappe

POV'e sal 'n sleutelarea van intervensie vir die WKOD wees, beide van die perspektief van dierasionalisering van bestaande projekte in ons skole, sowel as die mobilisering van meer hulpbronne virontplooiing in onderwysontwikkeling.

Die WKOD het 'n aantal intervensies en projekte ingevoer in 'n poging om verskeie aspekte vangehalteonderwys in skole aan te spreek. Hierdie intervensies en projekte word òf direk deur die WKOD(via die OBOS'e) bestuur, of deur etlike Nie-regeringsorganisasies (NRO's) wat met die onderwysgemoeid is.

Die WKOD werk met ses private ontwikkelaars saam in die ontwikkeling van stelsels vir gebruik in dieprojek vir Skooladministrasie en Bestuurstelsels (SABS).

Die WKOD werk ook met die volgende instansies saam:• PETRO SA – Hulle het 'n skoolgebou van R12m vir die Rietvlei Primêre Skool in

Mosselbaai voltooi, en het al vier die gewese DOO-skole in Mosselbaai ten volle met dienuutste rekenaar- en wetenskaplaboratoriums toegerus.

• Kamer van Koophandel – die Tegnopreneurkompetisie vir Graad 10• SANTAM – Befonds beste praktyke vir EBW• Kaapstadse Jodeslagtingsentrum – Ons en die Geskiedenis van Aangesig tot Aangesig, vir

Graad 9 – 12.

In die eerste konsepweergawe van die WKOD se Strategiese Akkommodasie- en Infrastruktuurplanword genoem dat die WKOD en die Departement van Vervoer en Openbare Werke 'n gekoördineerdepoging behoort aan te wend om gesamentlike ondernemings met die sakewêreld aan te gaan teneinde met die kapitaal- en instandhoudingsuitgawes by skole te help, en om sodoendeinfrastruktuurtekorte by skole te verlig. Die Departement van Vervoer en Openbare Werke soek tans na'n POV om 'n nuwe spesiale skool te bou. Die WKOD verwag dat onderhandelings gedurende die2005/06 boekjaar afgehandel sal word.


Lys van afkortings

BOOV Basiese volwassene onderwys enopleiding

LOOM Leer- enOnderrigondersteuningsmateriaal

VVOO Verdere volwassene onderwys enopleiding

SMP Stelselsmeesterplan

ROM Raad van Onderwysministers WWT Wiskunde, Wetenskap en Tegnologie

HUB Hoof Uitvoerende Beampte MTUR Mediumtermyn Uitgawesraamwerk

GLS Gemeenskapsleersentrum NKV Nasionale Kurrikulumverklaring

KOI Kaapse Onderwysinstituut NDO Nasionale Departement van OnderwysVKO Vroeëkindontwikkeling NRO Nie-regeringsorganisasie

OBOS Onderwysbestuurs-en-ontwikkelingsentrum

NKR Nasionale Kwalifikasieraamwerk

OBIS Onderwysbestuurs-en-inligtingstelsel PSVP Primêre Skool VoedingsprogramOOOP Onderwysopleidings-en-

ontwikkelingspraktykeVRL Verteenwoordigende Raad van Leerders

WWP Werknemerswelsynprogram HNKV Hersiene Nasionale Kurrikulumverklaring

VOO Verdere Onderwys en Opleiding EVL Erkenning vir Vooraf LeerVOOS Verdere Onderwys en

OpleidingsertifikaatSARO Suid-Afrikaanse Raad van Opvoeders

VTE Voltydse Ekwivalent SAKO Suid-Afrikaanse Kwalifikasiesowerheid

AOO Algemene Onderwys en Opleiding SASW Suid-Afrikaanse SkolewetAOOS Algemene Onderwys en

OpleidingsertifikaatDLVP Diensleweringsverbeteringsplan/program

HODKOM

Hoofde van Onderwysdepartemente-komitee

SOP Skoolontwikkelingsplan

HOI Hoër Onderwys-inrigting SOOO Sektorale Onderwys-en-opleidingsowerheid

MHO Menslike Hulpbronontwikkeling SBL Skoolbeheerliggame

MHOS MenslikeHulpbronontwikkelingstrategie

SBS Skoolbestuurspan

IKT Inligtings- enKommunikasietegnologie

PPBOS Personeelprestasiebestuur-en-ontwikkelingstelsel

GGBS Geïntegreerde Gehaltebeheerstelsel SSE SkoolselfevalueringLOGIS Logistiese Inligtingstelsel WKOD Wes-Kaap Onderwysdepartement

LSO Leerders met SpesialeOnderwysbehoeftes

ISEBE LEMFUNDO LENTSHONA KOLONI

______________________________

ISICWANGCISO ESILIQILI NESOKWENZIWA KOMSEBENZISEMINYAKA EMIHLANU

2005/06 UKUYA KU-2009/10

______________________________

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Om verdere afskrifte van hierdie dokument te bekom, tree asseblief in verbinding met:

Hoof:Onderwys , Privaatsak X9114, Kaapstad, 8000.Tel: 021 467 2531Faks: 021 467 2363E-pos: [email protected]



ISICWANGCISO ESILIQILI NESOKWENZIWA KOMSEBENZI SEMINYAKA EMIHLANU 2005/06 UKUYA KU-2009/10 iSigaba 1

Imbulambethe

Isebe lam liye lalwamkela uxanduva lokukhokela izicwangciso eziliqilima zokuqala zephulo leKapa elihlumayo(elithetha ukukhulisa nokuphuhlisa iPhondo leNtshona Koloni): uPhuhliso lwaBasebenzi, olugxininisangakumbi kulutsha.

Kule nkalo ke eyona nto siya kuyibeka phambili ngokubaluleka iya kuba kukuqinisekisa ukuba sibonelelangemfundo enempumelelo nozinzo kwikharityhulam zesigaba seMfundo noQeqesho Jikelele (GeneralEducation and Training (GET)) nakweyeseMfundo yaseSekondari (Further Education and Training (FET) )ezikolweni zethu nasekuqinisekiseni ukuba iziko lemfundo ngalinye lulawulwa ngempumelelo ngokuthikusoloko kuthiwe gqolo ngokulinika inkxaso yesebe eli. Into ephambili ngokubaluleka kukuba kubonelelwengezakhono, ngolwazi nangeempawu zentsulungeko, izinto ke ezo eziyimfuneko ekuphunyezweni kombonowephondo wokwenza iNtshona Koloni ibe likhaya kumntu wonke aseusebenziseni isicwangciso esiliqili sethusophuhliso lezoqoqosho, isicwangciso eso ke esiliphulo iKapa elihlumayo. Uhlengahlengiso nlungelelanisolweekholeji zethu ze-FET okujoliswe ekubeni zikwazi ngokwaneleyo ukubonelela ngezakhono eziyimfunekokuqoqosho lwephondo eli kubaluleke kakhulu kulo msebenzi. Njengokuba eyona nto iphambili ngokubalulekaikukubonelela ngeekharityhulam ze-GET neze-FET, iMfundo yaBantwana yasekuQaleni (Early ChildhoodDevelopment (ECD)) neMfundo noQeqesho lwaBantu abaDala (Adult Basic Education and Training (ABET))ibaluleke kakhulu ekusekweni kwesiseko esomeleleyo seSicwangciso esiliQili soPhuhliso lwaBasebenzi.Phezu kokuqinisekisa ukuba bonke abafundi bakwaGrade R basezikolweni ngo-2010, kukwafuneka nokubasiqinisekise ubuhlakani bethu neSebe lezeMpilo, eleeNkonzo zeNtlalo neloLawulo lweeDolophu, ndawonyenobuhlakani bethu nabhlali nemibutho yasekuhlaleni bukhokelela kwisicwangciso esiliqili esinxityelelanisiweyosokubonelela abantwana abakwiminyaka 0 ukuya ku-4 ngemfundo yabantwana. Ngoko ke ukuqeqeshwakwabalondolozi/kootittsha beMfundo yaBantwana yasekuQaleni, kunye nokuxhaswa nokuphuhliswakweekharityhulam zizinto ezintsha eziphambili ngokubaluleka ekuza kufuneka ukuba zibonelelwe ngemali.

Into ephambili ngokubaluleka kukuqinisa izakhono zokubala nezokufunda phaya kwizigaba ezisekuqalenineziphakathi kwibakala le-GET, ngelixa kuqinisekiswa ukuba siyayijika le meko ikhoyo yokuphumaokothusayo kwabantwana abangena kwiBanga 1 ezikolweni bengayanga kufika kwiBanga 12, okuphantsakufikelele kwi-50%. Isikakhulu aba bantwana baphuma esikolweni baqalela kwabebanga 9 ukunyuka.Kufuneka ke ngoko ukuba sikhe sibe ngathi siyawaqinisa siwandise amalinge ethu okucebisa abantwanangezifundo abanokuzilandela ezikhokelela kwimisebenzi ethile, size kananjalo siqinisekise ukuba liyanda inanilaba bafundi esilithundezela kwiikholeji zethu ze-. Zininzi ke izinto eziziintsiba ezifunekayo zokusenza sikwaziukuba sibhengeze siqaqambise i-FET kulutsha lwethu, kunjalo nje sinyuse nenani labafumana iimali-mbolekozokufunda.

Into ephambili ngokubaluleka kukulinyusa kakhulu inani labafundi abaNtsundu nabeBala abakwizikoloezikwezo ndawo zazifudula zisingelwe phantsi abenza baphumelele iMathematika nezeNzululwazi kuDidioluPhezulu {Higher Grade). Kwakuyo le nkalo omnye umba obalulekileyo yimfuneko yokuba siphuhliseizakhono zootitshala bethu beMathematika nezeNzululwazi, kunjalo nje siqinisekise ukuba siyalandisa innilootitshala abatsha esibagayela kwezi zifundo. Isicwangciso esiliqili semfundo sethu siseyeyona nto iphambilingokubaluleka. Sona ke kufuneka sibandakanye nezibonelelo zezifundo ze-ICT (information andcommunication technology), kuqinisekiswe kananjalo ukuba ziyahambelana nekharityhulam.

Kuninzi kakhulu ukungalingani ngokuphathelele kwizibonelelo ezizizakhiwo kwizikolo zethu esele zikho,ngelixa enqongophele kakhulu amagumbi okufundela kwiindawo eziphambili ezifanele ukukhuliswa kweliphondo. Indlela elenziwe ngayo ulwabiwo ngale njongo ayanelisi konke. Iphulo lesebe lethu lokukhangelaumhlaba wezikolo ongasetyenziswayo nongasetyenziswa ngokupheleleyo onokuthi uthathwe kufuneka ukubalinikwe inkxaso-mali, ngeenjongo zokuqinisekisa ukuba liba nezo ziphumo zifunwayo.


Ukuze sikwazi ukusifezekisa isicwangciso sethu esiliqili kukwafuneka nokuba siqwalasele nomba woqeqesholwabantu bokusebenza apha kweli candelo lezemfundo. Amaphulo okuphuhlisa ulwazi nezakhono zamalungueKhansile yabaMeli babaFundi (Representative Council of Learners (RCL's) ) nezeZigqeba zabaLawulibeZikolo (SGB's) kufuneka ukuba anikwe inkxaso-mali, khona ukuze kubekho izigqeba ezisebenzangokupheleleyo phaya ezingingqini nakwiphondo eli liphela.

CAMERON DUGMOREUMPHATHISWA WEZEMFUNDO WEPHONDO31 Matshi 2005


Iziqulatho

Isigaba A: Ushwankathelo olucwangcisekileyo .................................................................................. 31. Ushwankathelo lweSicwangciso esiliQili ........................................................................................ 32. Umbono ......................................................................................................................................... 43. Umnqophiso................................................................................................................................... 44. Iimpawu zentsulungeko.................................................................................................................. 45. Uhlahlelo lwemeko yecandelo........................................................................................................ 55.1 Isishwankathelo seemeko zokunikwa kweenkonzo nemingeni ...................................................... 55.2 Isishwankathelo semeko yesebe nemingeni .................................................................................. 7

• Imisebenzi ye-WCED - umhlaba nobungakanani (isekelwe kuVandlakanyo loNyaka luka-2004).................................................................................................................................... 7

5.2.1 Imeko yangaphakathi ..................................................................................................................... 75.2.2 Ucikizeko lomsebenzi weSebe....................................................................................................... 86. Amagunya anikwa ngumthetho namanye ...................................................................................... 97. Imigaqo-nkqubo ngokubanzi, izinto eziphambili ngokubaluleka neenjongo ezicwangcisekileyo .. 128 Iinkqubo zeekhompuyutha zokubeka iliso emsebenzini ............................................................... 149. Inkcazo yomsebenzi woqulunqo lwesicwangciso esiliqili ............................................................. 15

Part B: Izicwangciso zemisebenzi nemisetyenzana.......................................................................... 1610. Umsebenzi 1: uLawulo................................................................................................................. 1611. Umsebenzi 2: iMfundo yezikolo zikarhulumente zesiqhelo .......................................................... 2012. Umsebenzi 3: Uncediso-mali lwezikolo ezizimeleyo .................................................................... 2613. Umsebenzi 4: Imfundo yezikolo zikarhulumente ezizodwa .......................................................... 2814. Umsebenzi 5: Imfundo yeesekondari neekholeji .......................................................................... 3115. Umsebenzi 6: Imfundo noqeqesho lwabantu abadala.................................................................. 3416. Umsebenzi 7: Imfundo yabantwana yasekuqaleni ....................................................................... 3717. Umsebenzi 8: Iinkonzo zoncediso nezinxulumene nazo .............................................................. 4018. Utyalo-mali kulwakhiwo, ulawulo nolondolozo lweempahla ......................................................... 4419. Izicwangciso zonxibelelaniso, intsebenziswano nokunikelwa kwemisebenzi kwabangaphandle . 4719.1 Amakhonkoco oqhagamshelwano phakathi kwamasebe............................................................. 4719.2 Amakhonkco oqhagamshelwano noomasipala ............................................................................ 4719.3 Amaziko azizigqeba zakwarhulumente ........................................................................................ 4719.4 Ubuhlakani bukarhulumente nabecandelo lezoshishino .............................................................. 47

Uluhlu lwezishunqulelo........................................................................................................................... 49

IShedyuli 1 - Ukuma kweSebe leMfundo leNtshona KoloniIShedyuli 2 – AMaziko oLawulo noPhuhliso lweMfundo (EMDC)


Isigaba A: Ushwankathelo olucwangcisekileyo

1. Ushwankathelo lweSicwangciso esiliQili

Injongo yesicwangciso esiliqili kukwenza umzobo wendlela esiceba ukuhamba ngayo xa sisiyaekufezekisweni kweenjongo zethu. Ngelixa iinkcazo zombono wethu nezomnqophiso wethu zichazaeyona nkalo yokugqibela sijolise ukuya kuphuela kuyo, kufuneka ukuba indlela yethu simanaukuyihlaziya njengokuba simana sidibana nemingeni ngemingeni apha kuyo, size ke siqulunqe ezinyeiindlela ezisebenza ngempumelelo zukuze sikwazi ukulugqiba uhambo lwethu.

Njengokuba isithuba seminyaka elishumi yedemokhrasi saye sachithelwa ekwakheni iziseko, esisesibini siza kuchithelwa ekusukuleni nasekucikizeni umsebenzi wokwakha ikhaya lokufunda lomntuwonke. Inguqu ayizange ibe yinto elula, kodawa ke iza kuhlala ilolunye lweempawu zobomi bethu deube ufezekisiwe lo msebenzi ukubaluleka kungaka.

Nakubeni eyona njongo yethu iphambili ikukuqinisekisa ukuba wonke umfundi kweli phondo ufumanaimfundo ekumgangatho ophezulu, sikwayyigxininisa kakhulu imfuneko yokuba sixhase ukukhulakoqoqosho kwiSicwangciso esiliQili sethu sika-2005/06 ukuya ku- 2009/10.

Esi sicwangciso siyicacisa ngokucacileyyo into yokuba iinjongo zethu ezicwangcisekileyo sizing-qamanisa neenjongo zephulo lephondo, iKapa elihlumayo. Njengokuba eyona ndawo siqala kuyoingumfundi, sikwazinikezele nasekuqinisekiseni uphuhiso oluzinzileyo nokukhula kwezoqoqoshookukwanjalo ngokuthi sibe noqeqesho olucwangciseke kakuhle lwabantu bokusebenza.

Intlupheko isengomnye weyona mingeni inzima sijongene nayo, kwaye ke imfundo sesona sixhobosiphambili ngokubaluleka ekukhawulelaneni nale ngxaki yentlupheko. Kufuneka ukuba sibambisanengomsebenzi namahlakani kuwo onke amanqanaba ngeenjongo zokuqulunqa izisombululo ezingun-xazonke kwinkalo yophuhliso lwentlalo noqoqosho.

Isiphetho sona kukub abafundi bethu baya kuba nempumelelo kuphela xa ngaba iimeko abafundaphantsi kwazo ngakwinkalo yezentlalo, eyezoqoqosho neyezenkcubeko ziyabavumela ukuba benzenjalo.

Ron B SwartzINtloko yeSebe leMfundo31 Matshi 2005


2. Umbono

Ikhaya lokufunda lomntu wonke

3. Umnqophiso

Umnqophiso wethu kukuqinisekisa ukuba bonke abafundi bafumana ulwazi abalufunayo, ngookunjalonezakhono neempawu zentsulungeko:

• Baphuhlise iitalente zabo• Benze igalelo kuphuhliso lwentlalo noqoqosho• Bathathe inxaxheba ngokupheleleyo kokuqhubeka kweli lizwe• Bakwazi ukukhuphisana namanye amazwi, kananjalo• Bakhe iindawo ezihlalwa ngabahlali abakwaziyo ukulawula ubomi babo ngempumelelo

nangendlela enesidima.

4. Iimpawu zentsulungeko

• Iimpawu zentsulungeko zoMgaqo-siseko woMzantsi Afrika• Izimiselo zephulo iBatho Pele• Iziphumo ezingundoqo zeKharityhulam yeSizwe• Inguqu, ngokuqinisekisa ufikelelo, ubulungisa nolungiso (lomonakalo wangaphambili)• Ukuba phambili komfundi ngokubaluleka• Ulwabiwo lwezinto olutyekele ngasekukhawulelaneni nabahluphekileyo• Ukwamkela uxanduva lokuphendula nokwenza izinto elubal• Ukuqaqamba kuko konke esikwenzayo• Ukuzibeka phantsi kolawulo lwabahlali ngokubanzi, ukuwaxhasa amalinge okuqinisekisa

uphuhliso lwezentlalo, ezenkcubeko nezoqoqosho

Uxwebu oluyiManifesto on Values, Education and Democracy (iSebe leMfundo, 2001) ludwelisaiimpawu zentsulungeko ezilishumi (10) ezisekelwe kwiimpawu zentsulungeko zoMaqo-siseko, ezizezi:idemokhrasi, ubulungisa entlalweni, ulingano, ukungacalu-caluli ngobuhanga nangesini, Ubuntu, intlaloevulelekileyo, ukwamkela uxanduva lokuphendula, ukuthotyelwa komthetho, imbeko noxolelwano.

Le nto ithi Batho Pele ithetha “ukubeka abantu phambili”. Izimiselo ezisibhozo zephulo i Batho Pelezigxininisa ukubaluleka kothethwano, imigangatho ephezulu yokunikwa kwenkonzo, uqhuqheko,ufikeleleko, ingcaciso, ukukhululeka nokwenza izinto elubala, ukuziqwalasela izikhalazo nokwenzaizinto ngokucikizekileyo.


5. Uhlahlelo lwemeko yecandelo

5.1 Iimeko zokunikwa kweenkonzo nemingeni

Amanani oluntu lwaseNtshona Koloni enyuke ngokukhawuleza kakhulu kule minyaka mihlanuidlulileyo, kwaye asathe gqolo ngoku kunyuka. Ngo-1996 abantu baseNtshona Koloni babe zizigidi ezi-3 956 000, kwaye eli nani laye lenyuka ngaphezu kwesiqingatha sesigidi laya kutsho kwi-4 524 000ngo-2001. Ubuninzi baba bantu beza eNtshona Koloni ngabantu abamnyama abazingela imisebenzi.Le nto ke iye yakujika ukuma koluntu lwaseNtshona Koloni ngokweminyaka yobudala, ngokweentlanganangokwemeko yentlupheko.

Esinye seziphumo zoku kunyuka kwamanani oluntu kukuba uhlobo lwemfundo noqeqesho ngalunyekweli phondo luye naba nokunyukelwa ngamanani kule minyaka mihlanu idlulileyo: kwiindawozemfundo yabantwana yasekuqaleni (ECD sites), ezikolweni, kwiikholeji ze-FET, kumaziko emfundoyabadala nakwabafundela emisebenzini. Iinkcukacha ngamanani ezikolweni ukusukela ku-1995 ukuyaku-2004 zinikwe kuLudwe 1 ngezantsi apha ukubonisa ukwanda kwamanani abafundi apha eNtshonaKoloni, kwaye lubonakalisa umngeni wokuqala kwimingeni elijongene nayo iSebe leMfundo leNtshonaKoloni ngakwiicala lokunikwa kwenkonzo (WCED). Ngelixa amanye amaphondo anamanani ehlayo,iSebe leMfundo leNtshoni Koloni lona lithe gqolo ukunyukelwa ngamanani. Oku kunyuka kwamananike akucingeleki, njengoko inkulu imfuduko yabavela ngaphandle kwephondo eli naleyo yabahlalibalapha abafudukela kwiindawo ezikwalapha ngaphakathi. Le nto ke yenza ukuba kube nzima kakhuluukwenza izicwangciso zokunikwa kweenkonzo, ngakumbi ngokuphathelele kumagumbi okufundelanakootitshala.

Uludwe 1: Abafundi ezikolweni zikarhulumente zesiqhelo 1995 - 2004nyaka Gr1 Gr1 Gr1 Gr1 Gr1 Gr1 Gr1 Gr1 Gr1 Gr1 Gr1 Gr1 Iyonke

1995 99158 84963 80921 79199 76789 72293 68795 67473 61079 50698 41124 34659 817151

1996 99998 84845 81137 79996 77673 74142 69474 72116 62696 54440 43574 36764 836855

1997 97854 84892 80608 81191 76894 74368 70967 73261 64892 57070 44586 38940 845523

1998 99380 90168 85625 85188 80881 76716 73928 76949 67644 61926 46115 40980 885500

1999 87436 92925 88613 88014 83074 78495 74661 79043 69674 63479 49247 40206 894867

2000 64844 81865 92343 91949 85766 80658 75813 80026 70634 63840 48934 40996 877668

2001 81790 62960 81832 94302 89254 83305 77778 82190 71966 67034 50206 39910 882527

2002 86969 77026 64134 83022 93188 86786 80865 75601 80450 69752 51618 40468 889879

2003 86916 82454 75931 66033 82383 92341 84514 81154 73200 81739 51746 39644 898055

2004 104105 82130 81489 76781 66060 82574 89614 85053 78964 80756 54199 39451 921176

Imvelaphi yeenkcukacha: Annual survey for schools (Izikolo zikarhulumene zesiqhelo, kubandakanywanee-Pre-primary)

Umngeni wesibini elijongene nawo iSebe leMfundo leNtshona Koloni kukunyusa amazinga emfundoabemi baseNtshona Koloni. While there has been some improvement in the five-year period 1996 to2001, large numbers of people have not had access to education at the level required for dignifiedparticipation in the civic, political and economic life of the province. For example, Table 2 below showsthat less than a quarter of the Western Cape population has a Senior Certificate. Detailed analysis ofthe figures provided in Table 2 indicates that the opportunities to learn have been heavily biasedtowards white, and to a lesser extent, the coloured population. In this way the Western Cape has notbeen a Home for All.


Uludwe 2: Ipesenti yoluntu engabafundi kumanqanaba ngamanqanaba emfundo ngo-1996nango- 2001

Amanqanaba emfundo 1996 2001Abangafundiyo 6,3% 5,7%Abaseprayimari 15,0% 15,2%Abagqibileyo eprayimari 8,4% 7,9%Abasesekondari 37,2% 36,5%Grade 12 18,0% 23,4%Abakwengentla 10,1% 11,2%

Imvelaphi yeenkcukacha: Statistics South Africa Census 1996 no-2001

Amanani abafundi ababhaliswe ezikolweni zikarhulumente zesiqhelo kungoku nje abonakalisa ukubale meko ixhalabisayo ichazwe ngentla apha ayikazi kutshintsha kuya phi kwangoku. Amanani abafundiababhalisiweyo kwisithuba esisuka ku-1999 ukuya ku-2004 abonakalisa ukuba yi-50% nje kuphelayabafundi ababhalisa kuGrade 1 abaya kufika kuGrade 12 (SJonga kwiSazobe 1 ngezantsi apha).Amanani abafundi abagqibayo esikolweni angqamana kakhulu nobuhlanga. Ngelixa abantwanaabamhlophe ukuya kutsho kwiminyaka elishumi elinesixhenxe abasezikolweni bephantse bayi-100%,amanani abamnyama ababhalisiweyo angaphantsi kakhulu, aze abe phantsi ngakumbi awabebalaakwintanga yokufikisa (adolescents). (Seekings, 2003 ne-WCED EMIS)

iSazobe 1Imvelaphi yeenkcukacha: EMIS

Uphando olsandul’ ukwenziwa apha eNtshona Kkoloni lubonakalisa la manani abafundi abagqibayoezikolweni ngokweentlanga kufumaniseka ukuba aba lolu hlobo kwakwiminyaka yokuqala yemfundoyezikolo. Iziphumo zeemvavvanyo zokufunda nezemathematika ezathi zaqhutywa kwibanga 3nakwibanga 6 zibonakalisa ukuba ubuninzi babafundi abasuka kumakhaya anemivuzo ephantsibangaphantsi ngeminyaka emibini ukuya kwemithathu ngokwenkqubo elindelekileyo ngokwe-kharityhulam yesizwe.

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Le meko ke ayinakho ukuba iyekwe iqhube ilolu hlobo. Urhulumente kufuneka ukuba angenelelengokuthatha amanyathelo angqongqo nacwangcisekileyo kuphuhliso lwabasebenzi. ISicwangcisoesiliQili soPhuhliso lwaBasebenzi seNtshona Koloni (HRDS) sichaza indlela aceba ukuthathaamanyathelo ngayo uRhulumente wePHondo leNtshona Koloni. Ngamanye amazwi esi Sicwangcisosicacisa ngokuthe gca ukuba uyuintoni na umbono karhulumente, iziintoni na eziphambilingokubaluleka, sibeka iinkalo ekujoliswe ukuzifikelala namaxesha okuzifezekisa ezi ndawo ziphambilingokubaluleka, size ke sichaze nokuba uya kungenelela ngokuthatha manyathelo mani na okufezekisaezi zinto ziphambili ngokubaluleka. ISebe leMfundo leNtshona Koloni liza kuzilandela ezindawoziphambili ngokubaluleka zomgaqo-nkqubo zichazwe phaya kuMhlathi 7: Imigaqo-nkqubo, izintoeziphambili ngokubaluleka neenjongo ezicwangcisekileyo.

5.2 Isishwankathelo semeko yesebe nemingeni

ISebe leMfundo leNtshona Koloni line-ofisi elikomkhulu yephondo, aMaziko oLawulo noPhuhlisolweMfundo asixhenxe (EMDCs), 6 iikholeji ze-FET, 1 459 izikkolo, 112 aMaziko okuFundaasekuHlaleni (Community Learning Centres) namanye ke amaziko emfundo ahlukeneyo. Ezine kweziEMDC zikummandla weSixeko seKapa, zize ezintathu zibe kwimimandla esemaphandleni. UkumakweSebe eli kuboniswe phaya kuShedyuli 1 kwaye ke imephu yezithili zolawulo nophuhlisolwemfundo nantsiya kuShedyuli 2.

Imisebenzi ye-WCED - umhlaba nobungakananiAbafundi * 955 225Izikolo zikarhulumente zesiqhelo * 1 459Izithili 7Izikolo zabafundi abaneemfuno ezizodwa # 70Amaziko emfundo yasesekondari nasekholejini (iikholeji zezobugcisa) 6 (39 sites)

Amaziko asekuhlaleni emfundo yabantu abaadala 112(301 sites)

Izikolo ezandulela ezaseprayimari ezinikwa uncediso-mali 446Ootitshala* (isikhokelo esiyiPost Provisioning Model) 30 080Abasebenzi bakwarhulumente (izithuba ezamkelweyo) 8 885

* Imvelaphi yeenkcukacha - 2004 Annual Survey (Zonke izikolo zikarhulumente zesiqhelo, aMabanga Pre-Gr R ukuyakwasemva kwematriki)# Imvelaphi yeenkcukacha – 2004 Snap Survey

5.2.1 Imeko yangaphakathi

Umsebenzi we-ofisi elikomkhulu lephondo kukunxibelelanisa umgaqo-nkqubo nokulamla nolawuloolucwangcisekileyo, ngelixa zona ii-EMDC isikakhulu zinoxanduva lokujongana nokusetyenziswakomgaqo-nkqubo. Kambe ke oku akuthethi ukuba umda phakathi kwezi gqeba zomsebenzi uvalwengoqilima lodonga, njengoko ii-EMDC zinenxaxheba ekuqulunqweni nasekuphulisweni komgaqo-nkqubo kumanqanaba ngamanqanaba ngokuphathelele kumgaqo-nkqubo ochaphazela ikharityhulam.Kuyimfuneko ke ngoko ukuba ii-EMDC mazibe nezakhono eziqinileyo zokuhlalutya umgaqo-nkqubo,ezokulamla kwakunye nezokuququzelela.


Ezi EMDC zinika iinkonzo ngeenkonzo, iinkonzo ezo ezivela kumaqela eengcali, zincediswa yi-ofisielikomkhulu yeSebe leMfundo leNtshona Koloni eseKapa. Ezi nkonzo zibandakanya:• Uqulunqo nenkxaso yekharityhulam;• Inkxaso yobungcali yabafundi nootitshala;• IInkxaso kulawulo lwamaziko; kunye• neenkonzo zenkxaso kumsebenzi we-ofisi ekubandakanywa kuwo uphuhliso lwamaziko

nenkxaso yezikolo eziqhutywa ngenkqubo yeCandelo 21 nezo zingaqhutywa ngenkquboyeCandelo 21, uncediso ngemiba ephathelele kubudlelane basemsebenzini nakumsebenziwolawulo lwangaphakathi.

Ii-EMDC zikwakhuthaza nenxaxheba yabazali ezikolweni ngokubabandakanya kulawulo lwezikoloernance, ngokuthatha inxaxheba kwiphulo leSebe leMfundo leNtshona Koloni leZikolo ezinoKhuseleko(Safe Schools Project), nesiqhelo sokufundisa nokufunda ezikolweni nakwiindawo ezikuzo.

Indlela elilikhulu ngayo eli Sebe leMfundo leNtshona Koloni nayo ibeka uxanduva olukhuluemagxeni alo lokuba liqinisekise ukuba abasebenzi balo basoloko belungiselelwa amaphulookubaphuhlisa. Loo nto ke kufuneka injalo kwicala labasebenzi becandelo lakwarhulumente aphoiza kuya inyuka ngokunyuka minyaka le imfuneko yokunikwa kweenkonzo okunempumelelonocikizeko, nakwicandelo lootitshala apho kuthi ngenxa yokukhawuleza kweenguqu kwinkaloyemfundo, kulawulo lolwazi nakwitheknoloji yezemfundo, kufuneka ukuba ootitshala mabahlalebeqinisekisa ukuba abasali ngasemva bashiywe zizinto ezilulwazi olutsha naziindlela ezintshazokwenziwa komsebenzi. Iphulo leSebe leMfundo leNtshona Koloni lokuphuhlisa izakhonozabasebenzi kwakunye nemisebenzi yalo yokuqhuba ngoqeqesho lokusukula ootitshala aselebesebenza, liya kuba nenxaxheba enkulu kule nkalo. Njengokuba iimfuno zophuhliso noqeqeshozowona msebenzi uphambili weSebe eli ziza kuya zisanda ngokwanda kule minyaka ilishumiizayo, kuza kuba njalo nokushokoxeka kohlahlo-mali lwalo lokukhawulelana nophuhliso.Kuyimfuneko ke ngoko ukuba kuyiwe kwimithombo emitsha ekunokufunyanwa kuyo inkxasongemali nangezinye izinto zokusebenza, imithombo leyo ekunokubandakanywa kuyo i-EDTP ne-SETA kwakunye necandelo lezoshishino nemveliso, kucelwe ukuba mayinike iSebe leMfundoleNtshona Koloni inkxaso kwizicwangciso eziliqili zalo ezijoliswe kuphuliso.

5.2.2 Ucikizeko lomsebenzi weSebe

Ukunikwa kwezikolo inkxaso kumsebenzi we-ofisi ubaluleke kakhulu kwiSebe leMfundo leNtshonaKoloni. Njengoko izikolo kulindeleke ukuba amandla azo ziwajolise kakhulu kumsebenzi wofezekisolwekharityhulaam kumagumbi okufundisela, iSebe leMfundo leNtshona Koloni liya kuqinisekisa ukubaizikolo ziyayinikwa inkxaso ngomsebenzi we-ofisi, kwaye ziyinikwa ngokukhawuleza, ngocikizekonangokuchanekileyo.

Xa iziphathamandla zezikolo zingachithi xesha lininzi kwiingxaki zomsebenzi we-ofisi ezifananokuqeshwa kootitshala, imivuzo yootitshala neminye imicimbi ephathelele kwimiqathango yengqesho,ziya kukwazi ukuba zibe nexesha elaneleyo lokujongana nemisebenzi ephathelele ekufundiseninasezifundweni. Loo nto ke ithetha ukuthi iinkqubo zenkxaso yezikolo zeSebe eli kwinkalo yomsebenziwe-ofisi kufuneka zibe kumgangatho ophezulu kakhulu.

• I-ofisi elikomkhulu iza kuyiphucula i-ofisi yeenkonzo zoluntu ngeenjongo zokuqinisekisa ukubaiinqununu nootitshala bafumana inkonzo ekumgangatho ophezulu, nokuba imibuzoengenisiweyo iqwalaselwa ngokukhawuleza kangangoko


Kukho izinto ngezinto ekufuneka zenziwe, nezenziwayo ukuzama ukufezekisa le njongo. Ezi zinto kezibandakanya:

• Ukunyusa isantya sokujika kwezikolo zibe ngamaziko eCandelo (Section) 21 . Loo nto ke ithethaukuba kuya kusungulwa amaphulo ngamaphulo ophuhliso lweZigqeba zoLawulo lweZikolo(School Governing Bodies (SGBs) ) neziphathamandla zezikolo ngenjongo yokuqinisekisa ukubabakhona abantu abanezakhono zokulawula izikolo abaya kuthi bathathele kubo uxanduvalokulawula imisebenzi ethile ephambili

• Ngokuyisa ezikolweni imisebenzi ephambili yolawulo, ubukhulu boxanduva lokwenza iintengonolweenkonzo zezinto zokusebenza buya kuba semagxeni ezikolo, into ke leyo eya kwenzaukuba i-ofisi elikomkhulu nee-EMDC zikwazi ukuba nexesha elaneleyo lokuqwalasela imibayocaciso lomgaqo-nkqubo, eyokunikwa kwenkxaso neyokubekwa kweliso;

• I-ofisi elikomkhulu iza kuyiphucula i-ofisi yeeNkonzo zaBaxhamli ukuqinisekisa ukuba iinqununuzezikolo nootitshala bafumana inkonzo ekumgangatho ophezulu kakhulu nokuba imicimbiiqukunjelwa ngokukhawuleza kangangoko;

• IZiko leeNkonzo loqhagamshelwano leSebe leMfundo leNtshona Koloni liye laqalisa ukusebenzango-2004. Eli Ziko loQhagamshelwano libonelela abakwezemfundo noluntu ngokubanzingeenkonzo ezinabe kakhulu nangeengcaciso eziphathelele kkulawulo lwemfundo kweli phondo.Le ndlela yokwenza ukuba iSebe leMfundo leNtshona Koloni lifikeleleke iqiniswa ngakumbinangakumbi nguvimba weenkcukacha zekhompuyutha (oyiWCED Online), apho abantubanokudimbaza khona iinkcukacha, ukusukela ezindabeni ngokusandul’ ukwenzeka, ukuyakwezeemviwo nakwezekharityhulam.

6. Amagunya anikwa ngumthetho namanye

6.1 Amagunya anikwa nguMgaqo-siseko nayeminye imithetho

Iinjongo ezicwangcisekileyo zisekelwe phezu kwala magunya alandelayo anikwa ngumgaqo-siseko nayeminye imithetho:

Amagunya Inkcazelo emfutshaneuMthetho oyiConstitution of SouthAfrica, 1996 (uMthetho 108 oka-1996)

ufuna ukuba kuziswe inguqu kwimfundo nokuba imfundo mayiqhutywengedemokhrasi ngokweempawu zentsulungeko zesidima somntu,ezolingano, ezamalungelo oluntu nenkululeko, ezokungabikhokwamkhethe ngokobuhlanga nangokwesini. Uqinisekisa ukufikelelekakwemfundo yokuqala kumntu wonke ngokommiselo wokuba wonke ubaniunelungelo lokufikelela kwimfundo yokuqala, ekubandakanywa kuyoimfundo yabantu abadala. Isikhokelo somgaqo-nkqubo weSebe leMfundosicaciswe kwiPhepha leNgcaciso yoMgaqo-nkqubo wezeMfundo: iMfundonoQeqesho kuMzantsi Afrika oLawulwa ngeDemokhrasi: aManyathelookuQala oPhuhliso lweNkqubo eNtsha (Febhuwari 1995). Emvakothethwano noboniswano nohlaziyo oluthe gabalala, waye wamkelwayiKhabhinethi, kwaye ke uye wasebenza njengesiseko ekusekelwe phezukwaso uqulunqo olulandeleyo lwemigaqo-nkqubo nemithetho.

uMgaqo-siseko wePhondoleNtshona Koloni, 1998 (uMthetho 1ka-1998)

Phantsi koMgaqo-siseko wesizwe, lo ngowona mthetho ulawula yonkeimithetho kwiPhondo leNtshona Koloni


Amagunya Inkcazelo emfutshaneuMthetho oyiSouth African SchoolsAct (SASA), 1996 (uMthetho 84 ka-1996) njengoko wenziweizilungisonjengoko wenziweizilungiso.

Unika isikhokelo sendlela nenkqubo efanayo yokumiswa nokulawulwakwezikolo nokunikwa kwazo inkxaso-mali. Ukhuthaza ufikeleleko,umgangatho nolawulo lwentando yesininzi, idemokhrasi, kwinkquboyezikolo. Uqinisekisa ukuba bonke abafundi banalo ilungelo lokufikelelakwimfundo ekumgangatho ophezulu kungekho lucalu-calulo, kwayeunyanzelisa nokuba abantwana abaneminyaka esixhenxe (7) ukuyakwelishumi elinesine (14) mabaye esikolweni. Ulungiselela iintlobo ezimbinizezikolo— iizikolo ezizimeleyo nezikolo zakwarhulkumente. Isiboneleloesikulo Mthetho sokuba ulawulo lwezikolo mayibe lolwedemokhrasioluqhutywa ngezigqeba zolawulo lwezikolo sele sisebenza kwizikolozikarhulumente kulo lonke eli. Iinkqubo zokunikwa kwezikolo inkxaso-maliezityetyeshwe kulo Mthetho, i-SASA, zikhokelisa phambili umbawokulungiswa komonakalo owenzeka ngaphambili, kunjalo nje zijolisakwintlupheko xa kufikelelwa kwinkalo yokwabiwa kweemali zezikolozikarhulumente.

uMthetho oyiNational EducationPolicy Act, 1996 (uMthetho 27 ka-1996)

Ulungiselela ukubekwa komgaqo-nkqubo wesizwe wemfundo,obandakanya nowokubekwa kwemivuzo yootitshala kwakunyenemiqathango yengqesho yabo. Walungiselelwa ukumiselwa kwemithethoengomgaqo-nkqubo kwakunye nokubeka emagxeni oMphathiswawezeMfundo uxanduva lokuwisa imithetho nokubeka iliso, kwakunyenokumisela ngokusesikweni amakhonkco onxibelelwano phakathikweziphathamandla zemfundo zesizwe kwakunye nezamaphondo. Wayewabeka nesiseko sokumisela iKhansile yabaPhathiswa bezeMfundo(Council of Education Ministers (CEM)) kwakunye neKomiti yeeNtlokozezeMfundo (Heads of Education Departments Committee (HEDCOM))njengezigqeba zoqhagamshelwano loorhulumente eziya kuthi zingqubaneiintloko malunga noqulunqo lwenkqubo entsha yenfundo. Ngoko ke,ulungiselela noqulunqo lwemigaqo-nkqubo yesizwe ngokubanzi, imfundonoqeqesho, ejolise kwikharityhulam, kwiimviwo, kumgaqo-nkquboweelwimi, kanti nakuqinisekiso lomgangatho. Lo Mthetho i-NEPAukwaqulathe nesimiselo solawulo lwentsebenziswano, necaciswengakumbi kuShedyuli 3 woMgaqo-siseko.

uMthetho oyiFurther Education andTraining Act, 1998 (uMthetho 98 ka-1998)

ukulawula imfundo noqeqesho kwizikolo eziphakamileyo; ukulungiselelaukusekwa, ukulawulwa nokuxhaswa ngemali kwamaziko emfundoephakamileyo noqeqesho; ukulungiselela ubhaliso lwamaziko emfundonoqeqesho azimeleyo; ukulungiselela uqinisekiso lomgangathonokukhuthazwa komgangatho kwimfundo yamaziko emfundoephakamileyo noqeqesho. Ukunye nePhepha leNgcaciso yoMgaqo-nkqubo weMfundo 4 kwiMfundo ePhakamileyo noQeqesho (EducationWhite Paper 4 on Further Education and Training (1998) neSicwangcisoesiliQili seMfundo ePhakamileyo noQeqesho seSizwe, (National Strategyfor Further Education and Training (1999-2001)), ubeka isiseko soqulunqolwenkqubo yemfundo noqeqesho enxityelelaniswa ngurhulumentewesizwe, kubandakanywa inkqubo yezikolo zasesekondari eziphezulukunye neekholeji zezobugcisa. Ufuna ukuba amaziko emfundoephakamileyo noqeqesho asekwe phantsi kwemiqathango yemithethoemitsha, aqulunqe izicwangciso zawo, ngelixa ukwalungiselelanokubonelela ngenkxaso-mali ejoliswe kwimisebenzi ethilenangekharityhulam yesizwe yokufundisa nokufunda.

uMthetho oyiGeneral and FurtherEducation and Training QualityAssurance Act, 2001 (UMthetho 58ka-2001)

ukulungiselela ukusekwa, ukumiswa nokusebenza kweKhansileyoQinisekiso loMgangatho kwiMfundo ePhakamileyo noQeqesho (Generaland Further Education and Training Quality Assurance Council)ukuqwalasela umgangatho kwimfundo ngokubanzi nakumaziko emfundoephakamileyo; ukulungiselela ulawulo lweenkqubo nemigangathokwikharityhulam neemviwo; ukulungiselela ukukhutshwa kweziqinisekisozokuphunyelelwa kwamabanga okugqibela; ukulukngiselela iindlelazokuqhutywa kweemviwo nokutshitshisa uMthetho oyiSouth AfricanCertification Council Act ka-1986.


Amagunya Inkcazelo emfutshaneuMthetho oyi-Employment ofEducators Act, 1998 (UMthetho. 76ka-1998)

Ukulungiselela ukuqeshwa kootitshala ngurhulumente wesizwe nolawulolwemiqathango yenkonzo (yengqesho), indlela yokuziphatha, ukuthathwakomhlalaphantsi nokukhutshwa kootitshala emsebenzini. Ucacisauxanduva lootitshala ngokuphathelele kumsebenzi abawuqeqeshelweyo,kwindlela yokuziphatha ngentsulungeko kwakunye neemfuneko yocikizekololwazi lomsebenzi lootitshala. Ibutho lootitshala ebelifudula liziintsali ngokulilawulwa ngoMthetho wePalaamente omnye nangesigqebasabaqeqeshiweyo esinye esiyiKhansile yooTitshala boMzantsi Afrika(South African Council of Educators (SACE)).

uMthetho oyiWestern CapeProvincial School Education Act,1997 (UMthetho 12 ka-1997)

Ukulungiselela indlela nenkqubo efanayo yokumiswa nokulawulwakwezikolo zonke nokunikwa kwazo inkxaso-mali nokukhawulelananeemfuno zemfundo zePhondo eli.

uMthetho oyiPublic FinanceManagement Act, 1999 (UMthetho 1ka-1999) njengoko wenziweizilungiso.

Ululawula indlela yokuphathwa kwemali kurhulumente wesizwenakwabamaphondo, ukuqinisekisa ukuba zonke iimali, nenkcitho, nezintoeziziimpahla kwakunye nezo zingamatyala, zilawulwa ngendlelaefanelekileyo nenempumelelo, nokubeka imisebenzi yabo bantu bathebasingathiswa uxanduva lolawulo lwezemali kwabo rhulumente.

eeyi-Annual Division of RevenueActs

Ukulungiselela ukwabiwa ngokulinganayo kwemali efunyenwengurhulumente wesizwe phakathi kukarhulumente wesizwe, abamaphondonowolawulo lweedolophu kunyakamali ngamnye, ukulungiselela ukubekwakweemfuneko zokunikwa kweengxelo ngokuphathelele kolo lwabiwo,ukulungiselela ukubanjwa kweentlawulo okwethutyana nokulungiselelauxanduva lweendleko ekuthe kwangenwa kuzo xa bekuthathwaamanyathelo omthetho malunga notyeshelo lwezimiselo zolawulolobambiswano nobudlelane obuphakathi koorhulumente.

uMthetho oyiPublic Service Act,1994 njengoko wenziwe izilungiso[uMpoposho No 103 ka-1994]

Ukulungiselela ukumiswa nokuqhutywa kwenkonzo yakwarhulumenteweRiphablikhi kwakunye nokulawulwa kwemiqathango yengqesho, ubudebamaxesha okuhlalala ezikhundleni, indlela yokuziphatha, ukuthathwakomhlalaphantsi nokukhutshwa kwamalungu (kwabasebenzi) kwinkonzoyakwarhulumente .

uMthetho oyiSouth AfricanQualifications Authority Act, 1995(UMthetho 58 ka-1995)

ukulungiselela ukuphuhlisa nokusetyenziswa kweSikhokelo seSizwesoQinisekiso lwaManqanaba eMfundo aFikelelweyo esiyiNationalQualifications Framework, nokuthi ngale njongo kumiselwe uGunyaziwewoMzantsi Afrika woQinisekiso lwamanqanaba eMfundo aFikelelweyooyiSouth African Qualifications Authority. Esi Sikhokelo siyi-NQF yindlelaefanelekileyo yokubonisa nokuqinisekisa inkqubo yemfundo yesizwe aphoimfundo noqeqesho izizinto ezibaluleke ngokufanayo kuxhobiso loluntungezakhono. Usungulo lweSicwangciso esiliQili soPhuhliso lwaBasebenziolwaqhutywa kunye nguMphathiswa wezaBasebenzi noMphathiswawezeMfundo ngomhla wama-23 Apreli 2001 lukubethelela ngakumbiukuzimisela ekusekweni kwesicwangciso esiliqili esimanyanisiweyosemfundo, uqeqesho nophuhliso, esiya kuthi sizikhongozele izakhonoezihleli ezingqondweni zabafundi abalulutsha kwanabangabantu abadala.

uMthetho oyiAdult Basic Educationand Training Act, 2000 (UMthetho52 ka-2000)

ukulungiselela ukulawulwa kwemfundo noqeqesho lwabadala;ukulungiselela ukusekwa kwamaziko emfundo yabadala, ukulawulwakwawo nokunikwa kwawo inkxaso-mali; ukulungiselela ukubhaliswakwamaziko azimeleyo emfundo yabadala; nokulungiselela uqinisekisolomgangatho kwimfundo noqeqesho lwabadala.

6.2 Amanye amagunya

6.2.1Isicwangciso esiliqili sephondo, iKapa elihlumayo6.2.2ISicwangciso esiliQili soPhuhliso lwaBasebenzi6.2.3IiNkcazo zeKharityhulam yeSizwe eHlaziyiweyo6.2.4iPhepha leNgcaciso yoMgaqo-nkqubo 5 we-ECD6.2.5iPhepha leNgcaciso yoMgaqo-nkqubo 6 weMfundo eBandakanya Konke


7. Imigaqo-nkqubo ngokubanzi, izinto eziphambili ngokubaluleka neenjongo ezicwangcisekileyoIinkalo ekujoliswe kuzo liSebe leMfundo leNtshona Koloni zezi -

1. Ukunika bonke abafundi abahlala kweli phondo ukuya kutsho kwabaneminyaka emine inkxasongenkqubo emanyanisiweyo yokubakhulisa ngokwasemzimbeni, ngokwasentlaweninangokwasengqondweni.

2. Ukubonelela bonke abantwana abaneminyaka emihlanu ngemfundo esemgangathweniophezulu ebenza bakulungele ukuqala isikolo

3. Ukuqinisekisa ukuba bonke abafundi bebanga 1 ukuya kwele-6 bayakwazi ukufunda nokubhalanokubala ngokwemigangatho ebekwa kwiKharityhulam yeSizwe

4. Ukuqinisekisa ukuba bonke abafundi bebanga 7 ukuya kwele-9 babonelelwa ngemfundoyesiqhelo esmgangathweni ophezulu

5. Ukubonelela bonke abafundi bebanga 9 ngeengcebiso malunga nezifundo amabazikhethenangemisebenzi abanokuyilandela, khona ukuze bakhethe izifundo eziya kufaneleka kwimfundoyabo yasesekondari

6. IUkwandisa amazinga abafundi okuthatha inxaxheba nawokuphumelela, ngakumbi abafundiabamnyama, abakwinqanaba le-FET, ezikolweni nasezikholejini

7. Ukwandisa amanani abafundi be-FET abakulungeleyo ukugqithela kumaziko emfundoephakamileyo

8. Ukwandisa amathuba okufikelelwa kwemfundo yephakamileyo, ngakumbi ngabafundiabaphuma kumakhaya ahluphekileyo

9. Ukwandisa amalinge okubonelelwa kwabafundi ngoqeqesho oluqhutywa emisebenzininolungqamanayo namathuba engqesho

10. Ukwandisa amanani abafundi abangabantu abadala abakwimfundo yesiqhelo ngamaphuloezoqoqosho nezentlalo afana nephulo eliyi-Expanded Public Works Programme.

Xa sele kusetyenzwa ke yonke le nto ithetha ukuba iSebe eli kufuneka ukuba lithi libambisenenamahlakani alo asekuhlaleni, liqinisekise ukuba ayakhawuleza ukunyuka amanani abantu abatshaabafunda kwinqanaba le-FET baphumelele, bagqithele kumaziko emfundo ephakamileyo, befundaizifundo ezinegalelo ekukhuleni kweli phondo. Ngale ndlela ke iSebe eli liya kukwazi ukukhawulelananengxaki yokuphuma kwabafundi esikolweni liqinisekise ukuba ayenyuka amanani abafundi abahlalyobagqibe esikolweni, bagqithele kumaziko emfundo ephakamileyo. Kambe ke impumelelo kwimfundoyasesikolweni nakumaziko emfundo ephakamileyo ixhomekeka ekubeni abantwana abancinanebakhulela kwiimeko ezifanelekileyo nezinika umdla nenkuthazo, nakwimfundo ecikizekileyo. Ukuze keiSebe eli likwazi ukuqinisekisa ukuba ezi njongo ziyafezekiseka, liya kuzama -• ukuqinisekisa ukuba wonke umntwana ufundela kwigumbi lokufundela elinokhuseleko,

nelikhanyiswe kakuhle nekuhlaleka kakuhle kulo;• ukuxhobisa nokuxhasa ootitshala kwimizamo yabo yokunika imfundo enempumelelo;• ukuqinisekisa ukuba zonke iindawo ekufundelwa kuzo nazo zonke izigqeba ezinika inkxaso

zinolawulo olunempumelelo;• ukuqhuba iphulo lokondliwa kwabantwana kwizikolo zaseprayimari (Primary School Nutrition

Programme (PSNP));• nokusebenzisa elo gcuntswana lezinto zokusebenza likhoyo ngendlela enempumelelo

nolingano.


Imigaqo-nkqubo emihlanu ephambili iyazichaphazela zonke ezi ngongoma zilishumi zingentla apha:

1. Ulwazi olufanelekileyo, izakhono neempawu zentsulungekoYonke imisebenzi yemfundo noqeqesho kwakunye nezifundo kufuneka ukuba zikhuthaze ukufunyanwakolwazi olukumgangatho ophezulu kakhulu, izakhono neempawu zentsulungeko. INkcazoyeKharityhulam yeSizwe (National Curriculum Statement (NCS)) ye- GET nekharityhulam ye-FET(imfundo yesiqhelo) yezikolo zikharityhulam ezisekelwe kwiimpawu zentsulungeko nogkucacileyo. Lenkqubo iza kukhuthazwa kuyo yonke imisebenzi yemfundo noqeqesho.

Kananjalo imisebenzi yemfundo noqeqesho kufuneka ihambelane neemfuno zabafundi. Loo nto keithetha ukuthi kufuneka kuthathelwe ingqalelo indawo neemeko ekuqhubeka kuzo ukufundisanokufunda, kuze ke kukhethwe ezona ndlela zokufundisa iikharityhulam. Imfundo yesiqhelo yabafundiabakwiminyaka ekunyanzelekileyo kuyo ukuba bahambe isikolo kufuneka iluthathele ingqalelo ulwimi,ukhuseleko, iimeko zemimandla yasezidolophini nezemimandla yasemaphandleni neemeko zentlalonezoqoqosho. Imfundo yasezisekondari neyamaziko emfundo ephakamileyo kufuneka iwuthatheleingqalelo umba wamandla engqondo abafundi nowezinto abanomdla kuzo. Kula macandelo amavaomsebenzi adla ngokuba ngundoqo kumsebenzi wokufunda. Kule ke inkalo uphuhliso lwezakhonongoqeqesho oluqhutyelwa emisebenzini lunenxaxheba ebaluleke kakhulu ekuphuhliswenikwabasebenzi.

2. Ukufunda nokubalaUphuhliso lwamazinga aphezulu okusebenzisa ulwimi nokubala angundoqo kuzo zonke iinkalozokufunda. Ngesi sizathu ke ulwimi nokubala/nemathematika ziyinxenye yako konke ukufundakwasezikolweni apha eNtshona Koloni.

• Grades R – 3: kuqhutywa izifundo ezithathu. Ukufunda nokubala zithatha i-75% yexeshaelichithwa esikolweni

• Grades 4 – 9: kuqhutywa izifundo ezisibhozo. Kwakhona ulwimi nemathematika zzithatha elonaxesha lininzi kwitime table yesikolo

• Grades 10 – 12: Iilwimi ezimbini nemathematika okanye ulwazi lwemathematika zizifundoezinyanzelekileyo kubo bonke abafundi abanomnqweno wokufumana isiqinisekiso semfundoyasesekondari.

• Izifundo zeekholeji ze-FET nezemfundo yabantu abadala (Adult Basic Education): zonkezibandakanya ulwimi nemaathematika njengezona zifundo zingundoqo

3. Ukufikeleleka kweenkcukachaI-WCED iceba -• Ukufakwa kwezifundo ze-Information and Communication Technology (ICT) kuzo zonke izikolo

nakwezinye iindawo ezingamaziko okufunda kwesi sithuba sichongiweyo sisuka ku- 2005 ukuyaku-2010. Loo nto ke ithetha ukuba utitshala ngamnye nomfundi ngamnye apha eNtshona Kolonibaza kukwazi ukufikelela kwizibonelelo ze-ICT nakuqeqesho ngenjongo yokuxhasa umsebenziwokufundisa nokufunda

• Amaziko ezincedisi-mfundo namathala eencwadi aza kwakhiwa kwisikolo ngasinye apho kuzakufumaneka iindidi ngeendidi zezincedisi-mfundo zokuxhasa abafundi nootitshala, nolawulolwazo olunempumelelo

• Ufikeleleko lweenkcukacha nemfundo nge-HIV/AIDS-Life Skills


4. Ucebiso ngezifundo nemisebenzi

Bonke abafundi bebanga 8 ezikolweni baya kubonelelwa ngocebiso ngezifundo abanokuzithathanemisebenzi abanokuyilandela khona ukuze bakwazi ukunikwa inkxaaso ekukhetheni izifundoezifanelekileyo kwimfundo ye-FET. Ucebiso ngezifundo nemisebenzi luya kuqhuba, lubekwengokusemthethweni kuzo zonke izikolo zasesekondari nakuzo zonke iikholeji ze-FET namazikookufunda asekuhlaleni (Community Learning Centres (CLCs)) kweli phondo.

5. Uqinisekiso lomgangatho noxanduva lokuphendula

Imfuno yophuculo locikizeko lwemfundo ifuna ukuba kusungulwe komsebenzi nenkqubo eqinileyoyokwamkelwa koxanduva lokuphendula apha kwiSebe leMfundo leNtshona Koloni. Uvandlakanyoolucwangcisekileyo (Systemic Evaluation), ukuziVandlakanya kweZikolo (School Self-Evaluation (SSE))noVandlakanyo lweSikolo Sonke (Whole School Evaluation (WSE)), kwakunye naManyathelo okuGcinauMkhondo, ukuNika iNgxelo noXanduva lokuPhendula (Tracking, Reporting and Accountability Measures),zizixhobo ekufuneka zisetyenzisiwe ekukhuthazeni ufezekiso lwenjongo yokwamkelwa koxanduvalokuphendula kwimfundo le yonke.

8. IIinkqubo zeekhompuyutha zokubeka iliso emsebenzini

I-WCED isebenzisa inkqubo yeekhompuyutha yolawulo lwemfundo eyi-Education ManagementInformation System (EMIS) ekuncediseni nasekunikeni izikhokelo kuqulunqo lwezicwangciso eziliqili,ekuthathweni kwezigqibo nasekuqulunqeni umgaqo-nkqubo. Ubuninzi beenkcukacha ngabafundinamaziko iqokelelwa ngokusebenzisa iifomu zophando ezicwangciseke kakuhle. Iindlela ngeendlelazokuqinisekisa ziqinisekisa ukuba iinkcukacha ezi zisemgangathweni ophezulu kwaye zithembekile.Oovimba beenkcukacha nabo bacwangciseke ngendlela efanayo, khona ukuze amacandelongamacandelo alapha kwi-WCED (umzkl izikolo zikarhulumente zesiqhelo, ABET, LSEN, ECD) onkeaneenkcukacha ezisoloko zicwangciseke ngokufanayo. Ezi nkcukacha zikwabalulekile nakulwabiwolwezinto zokusebenza apha kwiSebe eli, umzkl iZimiselo neMigangatho nokubonelela ngezithuba.Iinkcukacha eziqokelelwe yi-WCED zenziwe ukuba zifikeleleke kubantu abaninzi, zizifikelele lula zonkeiimanejala ezikwezemfundo, ngokuthi zihanjiswe nge-intranet.

Kungoku nje iSebe leMfundo leNtshona Koloni liceba indlela yokusetyenziswa kwenkqubo yokugcinaumkhondo wabafundi eyiLearner Tracking System. Ngokusebenzisa le nkqubo kuza kukwazeka ukubakugcinwe umkhondo wabafundi, babekwe iliso kuzo zonke izikolo zikarhulumente. Indlela elizakuncedeka ngayo iSebe leMfundo leNtshona Koloni kukuba liza kuba neenkcukacha zabafundiezichanekileyo, into ke leyo eya kuthi incede nakulwabiwo lwezinto zokusebenza ezabelwa amasebe.Enye into eza kuba luncedo kukuba iSebe eli liza kukwazi bhetele ukuziqonda izinto ezinefuthe elibikubafundi kwizinto ezifana nenkqubo yabo emsebenzini, ukuyeka isikolo, ubudala obudlulileyo, njl.

I-WCED linesicwangciso esiphuculiweyo esiyiMaster Systems Plan (MSP) ekuthi ngaso kujongwezonke iimfuno zeenkqubo ze-IT, zize ke zilandelelaniswe ngokubaluleka kwazo ukulungiselelaukuziphucula, ziphuhliswe ngokutsha. Zithi ke zithelekiswe nezinto ze-IT esele zikhona kunyaka lowonesikhokelo sohlahlo-mali se-MTEF.

ISebe leMfundo leNtshona Kkoloni lisoloko liziphucula iinkqubo zalo zeekhompuyutha ukuze zilungeleukusetyenziswa kangangoko. Loo nto ke ixhaswa ngokuqhutywa koqeqesho lwabo bazisebenzisayo.Kukwaqhutywa nolawulo lwezi nkqubo ngokuthi inkqubo nganye ibe nomnini nomlawuli khona ukuzeikwazi ukulawuleka ngempumelelo ngenjongo yokuqinisekisa ukuba iyahmbelana neemfunozomsebenzi kwaye futhi iyakwazi nokuwuphucula.


9. Inkcazo yomsebenzi woqulunqo lwesicwangciso esiliqili

Umsebenzi weli Sebe woqulunqo lwesicwangciso oye wakhokelela ekuyilweni kwezindululo ezitshazokusetyenziswa kwemali kwi-2005 MTEF kwaye kwazithathela ingqalelo izinto zomgaqo-nkquboeziphambili ngokubaluleka zeSigqeba esiLawulayo (Executive Authority), iinjongo zephulo iKapaelihlumayokwakunye noMbono osiSiqulunqo ka-2020 (Draft Vision 2020) weSebe leMfundo leNtshonaKoloni (WCED) ekuye kwathethwana ngobuchulekazi ngawo nawo onke amaqela anenxaxhebanachaphazelekayo kulo lonke iPhondo eli.

Kunyakamali ka-2005/06 uqulunqo lwesicwangciso esiliqili luye lwajoliswa kakhulu ekusukuleni esi selesikho ngenjongo yokuba singqamaniseke neSiqulunqo seSicwangciso esiliQili soPhuhlisolwaBasebenzi seNtshona Koloni, nezinto zokusebenza ezikhoyo kwakunye neenkcukacha ezintshamalunga neemfuno zephondo eli. Indlela esimiswe ngayo yile imiselwe liSebe lezeMali lesizwe neSebeleMfundo lesizwe ifanayo kuwo onke amasebe emfundo amaphondo.


ISIGABA B:

Izicwangciso zemisebenzi nemisetyenzana

10. Umsebenzi 1: uLawulo

10.1 Injongo yomsebenzi

Ukubonelela ngolawulo nenkxaso yemfundo ngokubanzi.

Umsebenzi ubandakanya le Misetyenzana ilandelayo:iOfisi yoMphathiswa wePhondoo ukuqinisekisa ukuba i-ofisi yoMphathiswa wePhondo (MEC) iyasebenzaiiNkonzo eziManyanisiweyoo ukubonelela ngeenkonzo zolawulo ezingajoliswanga kwimfundo kuphelauLawulo lwemfundoo ukubonelela ngeenkonzo zolawulo lwemfundouPhuhliso lwabasebenzio ukubonelela abasebenzi abasebenza kwi-ofisi elikomkhulu ngophuhliso

10.2 Uvandlakanyo lwemeko

Uqinisekiso lomgangatho noxanduva lokuphendula

Imfuno yophuculo locikizeko lwemfundo ifuna ukuba kusungulwe komsebenzi nenkqubo eqinileyoyokwamkelwa koxanduva lokuphendula apha kwiSebe leMfundo leNtshona Koloni. Uvandlakanyoolucwangcisekileyo (Systemic Evaluation), ukuziVandlakanya kweZikolo (School Self-Evaluation (SSE))noVandlakanyo lweSikolo Sonke (Whole School Evaluation (WSE)), kwakunye naManyathelo okuGcinauMkhondo, ukuNika iNgxelo noXanduva lokuPhendula (Tracking, Reporting and Accountability Measures),zizixhobo ekufuneka zisetyenzisiwe ekukhuthazeni ufezekiso lwenjongo yokwamkelwa koxanduvalokuphendula kwimfundo le yonke.

• uVandlakanyo oluCwangcisekileyoUVandlakanyo oluCwangcisekileyo kumabanga 3 nele-6 lluqhutywa liSebe leMfundo kuMzantsi Afrikawonke emva kweminyaka emibini. Olu vavanyo lujoliswe ekukhangeleni ukuba ngaba imfundo ihambeumhlaba ongakanani na ekufezekiseni iinjongo zayo kwezentlalo, kwezoqoqosho nakwinguqu, ngokuthikuvavanywe inkqubo yomntwana emsebenzini kuloo ndawo yakhe uqhubeka kuyo umsebenziwokufundisa nokufunda. Iziphumo zolu vandlakanyo zisetyenziselwa ukuqulunqwa kwamanyathelookulungisa afanele kuthathwa. INgxelo yoVandlakanyo oluCwangcisekileyo lwebanga 3 (2002), lubonisaukungaxolisi kwezakhono zabafundi kwinkalo yokufunda nokubala, imiqobo esathintela abafundibeendawo ezihlelelekileyo ekufikeleleni kwiinkonzo zemfundo, ukuhamba kakubi kofezekiso lweenjongozolingano, nokungaxolisi okukhulu kakhulu kwinkalo yomgangatho wemfundo ngokubanzi xakuthelekiswa neziphumo zomsebenzi ezifana nomgangatho wokufundisa, ukuxinana kwamagumbiokufundela, ukungasetyenziswa ngempumelelo kwamaxesha okudibana nabafundi kumagumbiokufundela neemeko ezingenalukhuseleko ezikolweni. Uvandlakanyo olucwangcisekileyo lwebanga 6luye lwaqhutywa ngo-2004 kwaye ke iziphumo zalo zilindelekile apha ku-2005.


• Ukuzivandlakanya kwesiko (SSE) novandlakanyo lwesikolo sonke (WSE)Izikolo kuza kufunwa ukuba ziqulunqe iZicwangciso zoPhuhliso lweZikolo zazo, ziqale ngokwenzauvandlakanyo olunyanisekileyo lweenkqubo zazo neendlela zazo zokwenza umsebenzi, izicwangciso ezoeziya kuthi zichake amanyathelo aliqili eziya kuwathatha ekuphuculeni ezo ndawo zifumanisekezingamatyheneba. Umsebenzi we-WSE uya kuthi ke umana ukubeka iliso uvandlakanye impumeleloyezikolo ekufezekiseni izicwangciso zazo eziliqili zophuhliso.

• iNkqubo eManyanisiweyo yoLawulo loMgangatho (IQMS)ISivumelwano Sidityanelweyo 8 sika-2003, esatyikitywa ngoAgasti 2003, siyichaka kakuhle imithetho ye-IQMS nendlela yokusetyenziswa kwayo. I-IQMS inxibelelanisa uVandlakanyo lweSikolo Sonke,ukukhangelwa kweemfuno zophuhliso zomntu ngamnye novandlakanyo lwendlela awenza ngayoumsebenzi wakhe utitshala ngamnye. Ngokwesivumelwano esidityanelweyo kufuneka ukuba bonkeootitshala banikwe uqeqesho kule nkqubo.

• UMsebenzi weMpilontle yaBasebenzi (EWP)Abaniki-nkonzo bakwaCareways babonelela i-WCED ngenkonzo ye-EWP. Le nkonzo, isikakhulu,yinkonzo yeengcebiso ezinikwa ngefowuni, kanti ke xa umntu ecelile angazinikwa ezi ngcebiso ubusongobuso. Le nkonzo ye-EWP isikakhulu ijoliswe kuthintelo; loo nto ke ithetha ukuba abasebenzi kunyenabaphathi bakhuthazwa ukuba basebenzise inkonzo yeziko loqhagamshelwano xa kungathi kuqalaiingxaki.

Abaniki-nkonzo benzela iSebe eli ingxelo qho ngenyanga ebonisayo ukuba mingaphi na iminxebaengeneyo nokuba ngaba zeziphi na iindawo eziphambili ezikhathaza abasebenzi. IKuthenjwa ukubaubukho benkonzo elolu hlobo buya kuwacutha noko amanani abasebenzi abangeziyo emsebenzini, kubaabasebenzi baza kuncedwa ekukhangeleni izisombululo zeengxaki zabo.

Njengabasingathi iCandelo loLawulo loPhuhliso lwaBasebenzi liza kusebenza kwezi nkalo zilandelayongenjongo yokukhangela ukuba lingakanani na ifuthe lokungenelela xa kusetyenziswa inkonzo ye-:

izikolo ezilishumi (10) ezizezona zikhathazwa kakhulu yingxaki yokungaphangeli /yekhefulendubekoabasebenzi abalishumi (10) abangabona bakholisa ukungaphangeliabasebenzi abalishumi (10) abakholisa ukuba neentsuku ezithile abangaphangeli ngazo (umzklngoMvulo, ngoLwesihlanu)

Iinqununu zezi zikolo ziza kunikwa uqeqesho olulodwa oluza kuzixhobisa ngolwazi lokumelana nezingxaki, zize ke aba basebenzi zibadlulisele kwinkonzo ye-EWP.

• Amanyathelo okunika ingxelo nokwamkelwa koxanduva lokuphendulaI-WCED ineendidi ngeendidi zeenkqubo zoxanduva lokuphendula. Ezi nkqubo zibandakanya ezizilandelayo:

Uhlolo lweenkqubo zolawulo lwemali oluqhutywa qho ngonyaka, yi-Ofisi yoMhloli-zincwadiJikelele wephondoUkuya kuvela rhoqo kwiindibano eziqhutywa neKomiti yeMicimbi yeSebe leMfundo neKomitieMileyo yeeNkcitho zikaRhulumente kwiPalamente yePhondo;Iintlanganiso (okanye imijikelo) ezimana ukudityanelwa qhonguMphathiswa noNtsumpa-Jikelele (Superintendent-General) namaqela ngamaqela achaphazelekayo kwezemfundongeenjongo zokuphefumlelana ngezintsha kwezemfundo okanye yokuva nje ngeengxakiezifunyanwa ngootitshala neemanejala zezikolo


I-WCED sele kakade linalo uxanduva lokungenisa ingxelo yalo yonyaka kwiPalamenteyePhondo malunga nezinto elizenzileyo kunyaka ngamnye. Uxwebhu lweNgxelo yoNyakalungafunyanwa luluntu ngokubanzi, kwaye lunceda uluntu ekubeni lukwazi ukubeka ilisokwiindawo eliphumelela kuzo iSebe eli nakwezo lithi lisilele kuzo, ngokuphathelelekumagunya eliwanikwayo yimigaqo-nkqubo nayimithetho nazizicwangciso eziliqili zalo.

Uqhagamshelwano

Isixhobo solawulo noxanduva lokuphendula esibalulekileyo kumaziko amakhulu afana neli Sebeluqhagamshelwano olukhawulezayo nolunempumelelo. Ngale njongo ke iSebe leMfundoleNtshona Koloni liza kuyandisa liyiphucule iNkonzo yoLuntu ngokusebenzisa izikoloqhagamshelwano elisebenziseka lula, oovimba beenkcukacha zekhompuyutha neesetyhula.

Ezi ndlela zilandelayo zoqhagamshelwano: WCED's ICT Strategy, iKhanya Project, the DassieProject, iTelecomms Project novimba weenkcukacha zekhompuyutha weSebe eli, obandakanyaamagolonxa (sites) eKharityhulam, i-Edulis ne-Edumedia zisekelwe:• kwiPhepha leNgcaciso yoMgaqo-nkqubo ngeMfundo yeekhompuyutha (White Paper on e-

Education) lesizwe;• iSicwangciso esiliQili sePhondo soQoqosho noLawulo ngekhompuyutha (Provincial Knowledge

Economy and e-Governance Strategy);• nesicwangciso esiliqili se-ICT seSixeko seKapa (City of Cape Town’s ICT strategy).

Kambe ke eyona ndawo ibalulekileyo kukuba iSebe leMfundo lentshona Koloni liza kuphuhlisaulwazi apha ngaphakathi kulo, ngakumbi kootitshala, lokukwazi ukusebenzisa iziqulathozekharityhulam ekwikhompuyutha (curriculum digital content).

10.3 Imigaqo-nkqubo, izinto eziphambili ngokubaluleka neenjongo ezicwangcisekileyo

Uludwe: Iinjongo ezicwangcisekileyo zoMsebenzi 1: uLawulo

Inkalo ekujoliswe kuyo Injongo ecwangcisekileyoUkukhuthaza ukwamkelwa koxanduvalokuphendula, ngokwamagunya anikwangumthetho.

• Ukukhuthaza ulawulo lwentsebenziswano.• Ukungqamanisa umgaqo-nkqubo neenkqubo neenjongo

ezicwangcisekileyo zikarhulkumente namagunya anikwa ngumthetho.• Ukukhuthaza iinkqubo zovandlakanyo nolawulo loqinisekiso

lomgangatho ezinempumelelo.• Ukukhuthaza ulwazi lwamalungelo noxanduva lwabo bonke abo

bachaphazelekayo, ekubandakanywa kubo abafundi, abazali,ootitshala, iziphathamandla zezikolo, izigqeba zolawulo lwezikolonamagosa eSebe leMfundo leNtshona Koloni.

• Ukubethelela isiqhelo sokufundisa nokufunda ezikolweninasezikholejini, nokuzinikezela kuphuhliso lwabasebenzi.

• Ukuthatha inxaxheba ebonakalayo ekukhawulelaneni neemfunozesizwe esi ngokubanzi, ngakumbi ngokuphathelele kuqwalaseloolukhawulezileyo nolucwangcisekileyo lomba we-HIV/AIDS and LifeSkills.

• Ukusebenzisa ulawulo olunempumelelo kuwo onke amanqanabaemfundo.


Inkalo ekujoliswe kuyo Injongo ecwangcisekileyoUkukhuthaza ucikizeko nempumeleloyesebe.

• Ukuseka ibutho leziphathamandla ezinobuchule bokuyilaneziqinileyo.

• Ukuqulunqa iinkqubo zomgaqo-nkqubo eziqinileyo nolwazi aphakwiSebe eli.

• Ukuseka iinkqubo zoqhagamshelwano ezifikelelwayo ngabobasebenza kwinkalo yemfundo (abangaphakathi nabangaphandle).

• Ukuxhobisa ngolwazi olucacileyo ezithilini, ngenkonzo nangenkxaso.• Ukuqhuba iphulo leBatho Pele.• Ukukhawulelana ngempumeleloneemfuno zabaxhamli beenkonzo

zethu.• Ukuseka iinkqubo zolawulo lwemali ezinempumelelo.• Ukufezekisa ulwabiwo olunabileyo lwemali, izinto zokusebenza

nabasebenzi kwimfundo le yonke.• Ukuqinisekisa ukuba abafundi abayigqibayo imfundo yabo baninzi

kangangoko.

Ukuseka umsebenzi woqinisekisolomgangatho kwiSebe leMfundoleNtshona Koloni.

• Ukubeka iinkalo ezifanele kuphunyelwa ngokuphathelele kuphuhlisolwabasebenzi kwenziwe nengxelo ngendlela ohamba ngayoumsebenzi kwezi nkalo.

• Ukuqinisekisa ukuba luyamkelwa uxanduva lokuphendulangokusebenzisa uVandlakanyo oluCwangcisekileyo.ukuziVandlakanya kweZikolo (SSE), iZicwangciso zoPhuhlisozeZikolo (SDP) noVandlakanyo lweSikolo Sonke (WSE).

• Ukuxhobisa ii-ofisi zolawulo ezikolweni ngabantu abanolwazinezakhono zolawulo.

• Ukuqulunqa izimiselo nemigangatho yokunikwa kweenkonzo.

10.4 Uvandlakanyo lweengxaki namanyathelo acetywayo okuzisombulula

Ukumanyaniswa kwamanyathelo ngamanyathelo ekuqalisiweyo ngawo kuqinisekisolomgangatho noxanduva lokuphendula kunguwona mngeni mkhulu lijongene nawo iSebeleMfundo leNtshona Koloni. Kubalulekile ukuqinisekisa ukuba la manyathelo akhokelelakuphuculo lokufundisa nokufunda, angabonwa njengezinto eziyimfezeko yeenjongo ngobukhobawo nje.

10.5 Inkcazo yamanyathelo acetywayo okuphucula umgangatho

Amanyathelo asoloko eqhutywa ngokuphathelele kuqeqesho lwamalungelo amaqela olawulolwezikolo (SMT) abandakanya ikharityhulam, ukuziphatha, amakhosikazi akwiindawozobunkokeli, izilungiso ezisandula ukwenziwa emithethweni nezigqibo ezityikityiweyo.

10.6 Inkcazo ngoncedo olunikwayo

Akukho ikhoyo okwangoku.


11. Umsebenzi 2: Imfundo yezikolo zikarhulumente zesiqhelo

11.1 Iinjongo zomsebenzi

Ukubonelela ngemfundo karhulumente yesiqhelo ukuqalela kwibanga 1 ukuya kwele-12ngokwezikhokelo zoMthetho oyiSouth African Schools Act, 1996.

Umsebenzi wemfundo yezikolo zikarhulkumente zesiqhelo ubandakanya le misetyenzana ilandelayo:Izikolo zaseprayimari zikarhulementeo ukubonelela ngmfundo yamabanga 1 ukuya kwele-7 kwizikolo zaseprayimari zikarhulumenteIzikolo zasesekondari zikarhulumenteo ukubonelela ngmfundo yamabanga 8 ukuya kwele-12 kwizikolo zaseprayimari zikarhulumenteIinkonzo zobungcalio ukubonelela izikolo zikarhulumente zesiqhelo ngenkxasoUphuhliso lwabasebenzio ukubonelela lootitshala nabo bangezozititshala kwizikolo zikarhulumente zesiqhelo


General Education and Training (GET) (Amabanga 1-9)

Iinkcukacha ezavela noBalo (Census luka-2001 ne-WCED EMIS zibonakalisa ukuba ubuninzibabantwana ababhalisa ezikolweni ngabakwiminyaka eqalela kwemithandathu ukuya kwelishumielinesihlanu (Amabanga 1 - 9). Ngaphezulu apha eNtshona Koloni aphezulu amanani abafundingokweminyaka namabanga abakuwo. Kambe ke uphando oluqhutyiweyo apha eNtshona Koloni kuleminyaka mihlanu idlulileyo lubonakalisa ukuba impumelelo yabafundi kumabanga 1-9 iphantsi kunaleyoilindelekileyo. Loo nto injalo xa kuthelelkiswa namanye amazwe (kubandakanywa namanyeasakhasayo) naxa kuthelekiswa noko kulindelekileyo ngokwekharityhulam yoMzantsi Afrika. Umzekelo,

ngo-2002, eli /sebe laye lenza uvandlakanyo lweziphumo zokufunda nokubala kubafundi bebanga3kuzo zonke izikolo. Olu vandlakanyo lwaye lwabonisa ukuba yi-36% kuphela abafundi abafikelelayokwiziphumo ezilindelekileyo ekufundeni nasekubaleni kwibanga 3. Ubuninzi baba bafundi bafumanaiziphumo ezingaphantsi ngeminyaka emibini ukuya kwemithathu kwezo zilindelekileyo.

Ngeenjongo zokukhawulelana nale ngxaki kuza kuqhutywa uvavanyo lokubhaqa ingxaki ekuphelenikweSigaba seSiseko (Foundation Phase) neSigaba esiPhakathi (Intermediate Phase), oko kukuthikumabanga 3 nele-6 qho emva kweminyaka emibini, into leyo eyaqalwa ngebanga 3 ngo-2002. Oluvavanyo aluzi kusetyenziselwa kuphela ukukhangela iindawo ezifuna ukulungiswa, koko luzakusetyenziswa nasekujongeni inkqubo kwimfundo le ngokubanzi ekuhambeni kwexesha. Ezimvavanyo ziza kusetyenziselwa -• ukuqulunqa amanyathelo okulungisa nezicwangciso eziliqili• ukubekela izikolo, izithili nephondo iinkalo ezifanele kufikelelwa.

Imvavanyo zokukhangela ingxaki ezaqhutywa ngo-2002 nango-2003 zibonakalisa ukuba iziphumozeemvavanyo zihambelana kakhulu neemeko zentlupheko. Ngeso sizathu ke iphondo eli liza kucebainkqubo ebandakanya konke xa kunikwa abafundi abahluphekileyoinkxaso ngophuhliso. Le nkquboibandakanyayo ibandakanya i-PSNP. Ulawulo lwe-PSNP, eyinxenye yoncediso-mali olunemiqathangolwephulo lesizwe lokondliwa kwabantwana bezikolo lwaye lwathathwa kwiSebe lezeMpilo ngo-2004.Oku kuziswa kolawulo kweli Sebe kuza kuwuphucula umsebenzi wocwangciso nonxibelelaniso, kuzeke kube negalelo elikhulu kucikizeko lomsebenzi wokondliwa kwabantwana ezikolweni.


Ibanga 9 libanga lokugqibela kwinqanaba lemfundo ye-GET. Emva kweli banga abafundi bayebakhethe ke iinkalo zemfundo abaza kungena kuzo kwimfundo ye-FET. Ngeenjongo zokukhuthazaabafundi ukuba bakhethe iinkalo ezifanelekileyo phaya kwinqanaba le-FET bonke abafundi bebanga 8baza kuvavanywa yonke iminyaka.

Imfundo ye-FET Amabanga 10 -12

Inqanaba lemfundo ye-FET linqanaba lokufunda izifundo ezikhethiweyo. Lisisigaba sokuqala aphakwimfundo apho abafundi kufuneka bathathe izigqibo ngezifundo abanqwenela ukuzilandela.

Ikharityhulam ye-FET isekelwe kwiNgxelo 550 yamabanga 10 ukuya kwele-12; iNgxelo 191 (FormalTechnical College Instructional Programmes kwi-RSA) neNgxelo 190 (Izimiselo nemigangathoyemisebenzi yokufundisa neemviwo noqinisekiso lwazo kwimfundo yeekholeji zezobugcisa). Lekharityhulam nale misebenzi ziza kutshintshwa kwisithuba esiphakathi kuka-2004 no-2008, endaweniyazo kusetyenziswe isikhokelo esinika abafundi abaphakathi kweminyaka eli-16 ukuya kuma-20izifundo ezijikeka lula nezikhawulelanayo neemfuno zabo. Isikhokelo se-FET sineendlela ezintathuzokufumana isiqinisekiso se-FET esiyiFurther Education and Training Certificate (FETC) okanyeiziqinisekiso zeNqanaba 4 leNational Qualifications Framework (NQF) Level 4, ezizezi:• imfundo le yesiqhelo• limfundo yezobugcisa• ne-Occupational – trade, operational, professional

Le nto ke ithetha ukuba imisebenzi yNgxelo 550 neNgxelo 191 iza kuyekiswa ngezigaba kungeniswengezigaba imisebenzi yezifundo ezifanelekileyo. Ezikolweni iKharityhulam yeSizwe entsha izakungeniswa kumabanga 10 ukuya kwele-12 ukuqalela ngo-2006 ukuya ku-2008. Inani lezifundoezenziwayo kwikharityhulam yezikolo ze-FET liye lathotywa kakhulu, kodwa ke ezi zenziwayo izifundozizifundo ezijoliseke kakuhle nezifanelekileyo. Kuza kufuneka ukuba iphondo eli lingene kwiphulolokulungisa ikharityhulam ngeenjongo zokuqinisekisa ukuba kuzo zonke izithili kufundiswa zonkeizifundo ezikhoyo kwikharityhulam.

Umsebenzi wephulo lokulungisa ikharityhulam kufuneka uxhaswe ngumsebenzi wolungisoocwangcisekileyo nobonelela ngezinto zokusebenza (ngakumbi iikhompuyutha) nagootitshalaabanobungcali kwiindawo ezihlelelekileyo. ISebe sele liqalisile ngalo msebenzi wokulungisakwimathematika nakwezenzululwazi, kwaye ke ezinye izikolo ‘ezijolisekileyo’ ziza kuphuhliswakwinqanaba le-FET.

Izikolo ezinokhuseleko

Njengokuba kunjalo kwihlabathi lonke, umba wokhuseleko ezikolweni uya umxhalabisangokumxhalabisa urhulkumente. INtshona Koloni ibhuqwa ngakumbi yile ngxaki njengoko bugqubakakhulu ubugewu nobudlova bemigewu ezikolweni, buhamba nesihlava esibi kuneneesikukusetyenziswa kotywala neziyobisi. Ngobambiswano namanye amahlakani, ngakumbi iSebeloKhuseleko lweNtlalo, esi sihlava kuzanywa shushu ukusinyothula.

UMsebenzi weZikolo ezinoKhuseleko untlangothi-ntathu, ezibandakanya ezi zinto zilandelayo:• IZiko loQhagamshelwano ngoKhuseleko lweZikolo (Safe Schools Call Centre), apho zinokuxelwa

khona iingxaki ngeengxaki eziphathelele kukhuseleo ezikolweni nalapho abo bachaphazelekayonabaxhwalekileyo ngokwasemphefumlweni banokucela, bafumane uncedo ngeengcebiso.

• Ukubonelela ngeendawo ezikhuselekileyo: lo msebenzi ujolisa ekufakelweni kwezinto eziqinisekisaukhuseleko, ezibandakanya iingcingo zokhuseleko neentsimbi zokulumkisa (alarms) kwezo zikolozisemngciphekweni kakhulu. Lo msebenzi ukwabandakanya neendlela ezingamacebo okuzisindisa(survival strategies).


• Imisebenzi yemfundo ejolise kwiimpawu zentsulungeko neengqondo ezihluzeke kakuhle,neziinjongo zazo ikukutsalela umdla wabafundi kwezo zinto zakhayo ezifana nemidlalo, izintozobugcisa nemidlalo yeqonga, ijolise kwimisebenzi yekamva labo.


Iinjongo ezicwangcisekileyos zoMsetyenzana 2.1: Isigaba seeprayimari zikarhulumente

Inkalo ekujoliswe kuyo Injongo ecwangcisekileyoUkuqinisekisa ukuba bonke abantwanaabahlala kweli phondo bafumanaimfundo esemgangathweni.

• Ukubonelela abafundi ngeendawo ezikolweni zaseziprayimaringokomgaqo-nkqubo

• Ukubonelela izikolo zaseprayimari ngezibonelelo eziphambilingokomgaqo-nkqubo

• Ukuphucula amathuba okufikelela emfundweni amaqela ayefudulaesingelwe phantsi

• Ukubonelela ootitshala ngoqeqesho olucwangcisekileyokwiKharityhulam yeSizwe

• Ukuphucula indlela abasebenza ngayo abantwana ekubaleninasekufundeni

• Ukuphucula ucikizeko lwemfundo ngokubanzi nokuphucula amananiabafundi abagqibayo esikolweni nomgangatho wemfundo ngokubanzinje.

• Ukukhuthaza impumelelo nokubandakanyeka kwabafundiabaneemfuno zemfundo ezizodwa.

• Ukubonelela abafundi abahluphekileyo ngezinto zokuhambanangeehostele

• Ukuqhuba iphulo lokondliwa kwabantwana kwizikolo zaseprayimaari(PSNP)

• Ukubuyisela iindlela zokuziphatha kakuhle kwabafundi ezikolweni.Ukuqinisekisa ukufundaokunempumelelo ezikolweni

• Ukukhawulezisa ukubonelelwa kwezikolo zonke ngezibonelelo ze-ICT.• Ukuqinisekisa ukufundiswa kwekharityhulam ngokusebenzisa i-ICT.• Ukuqinisekisa ukuba kuqulunqwa kulawulwe iziqulatho zoovimba

beenkcukacha zekhompuyutha.• Ukuqinisekisa ukuba ootitshala bayaqeqeshwa ekusebenziseni ii- ICT

ekuncediseni imisebenzi yabo yokufundisaUkuqinisekisa iimeko zokhuselekokumaziko emfundo eziyimfunekoekufundiseni nasekufundeni

• Ukukhuthaza imeko yokhuseleko ezikolweni ngkubambisana nabahlalinamanye amasebe karhulkumente.

• Ukuphelisa iimeko zokudlakazeka kwezakhiwo ezikwiindawoekufundelwa kuzo.

• Ukukhuthaza ukuqondwa kweemeko zentlalo apha kweli phondonendlela ezizichaphazela ngayo ezikolweni.

Iinjongo ezicwangcisekileyo zoMsetyenzana 2.2: Izikolo zasesekondari zikarhulumente


• Ukubonelela abafundi ngeendawo ezikolweni zasesekondaringokomgaqo-nkqubo

• Ukubonelela izikolo zasesekondari ngezibonelelo eziphambilingokomgaqo-nkqubo

• Ukwandisa amanani abafundi be-FET ababhalise kwizifundoezifanelekileyo ngakumbi abavela kumaqela ayefudula esingelwephantsi

•


Inkalo ekujoliswe kuyo Injongo ecwangcisekileyo• Ukwandisa amanani abafundi abayigqiba ngempumelelo imfundo yabo

kwinqanaba lemfundo ye-FET.• Ukwandisa amanani abafundi abasifumanayo isiqinisekiso sokugqiba

esikolweni esibavumelayo ukuba bagqithele kwimfundo ephakamileyo• Ukwandisa amanani abafundi abafunda baphumelele imathematika

nezenzululwazi• Ukukhuthaza impumelelo nokubandakanyeka kwabafundi

abaneemfuno zemfundo ezizodwa.Ukuqinisekisa ukufundaokunempumelelo ezikolwenizasesekondari zikarhulumente

• Ukukhawulezisa ukubonelelwa kwezikolo zonke ngezibonelelo ze-ICT.• Ukuqinisekisa ukufundiswa kwekharityhulam ngokusebenzisa i-ICT.• Ukuqinisekisa ukuba kuqulunqwa kulawulwe iziqulatho zoovimba

beenkcukacha zekhompuyutha.• Ukuqinisekisa ukuba ootitshala bayaqeqeshwa ekusebenziseni ii- ICT

ekuncediseni imisebenzi yabo yokufundisaUkuqinisekisa iimeko zokhuselekokumaziko emfundo eziyimfunekoekufundiseni nasekufundeni

• Ukukhuthaza imeko yokhuseleko ezikolweni ngkubambisana nabahlalinamanye amasebe karhulkumente.

• Ukuphelisa iimeko zokudlakazeka kwezakhiwo ezikwiindawoekufundelwa kuzo.

• Ukukhuthaza ukuqondwa kweemeko zentlalo apha kweli phondonendlela ezizichaphazela ngayo ezikolweni.

Iinjongo ezicwangcisekileyo zoMsetyenzana 2.3: iiNkonzo zobungcali

Inkalo ekujoliswe kuyo Injongo ecwangcisekileyoUkuqinisekisa ulawulo olunempumelelokuzo zonke iindawo ekufundelwa kuzonakwizigqeba ezinika inkxaso

• Ukusondeza inkxaso ngolawulo nophuhliso ezikolweni ngomsebenziwee-EMDCs nangezinye iinkonzo zobungcali.

• Ukufezekisa inkqubo epheleleyo nenolingano yokwabiwa kweemali,kwezibonelelo zezakhiwo nabantu bokusebenza kuyo yonke imfundole.

• Ukuphucula ulwazi nezakhono zeenqununu zezikolo ngokusebenzisainkxaso neqeqesho olujolisekileyo.

• Ukuphucula ulwazi nezakhono zezigqeba ezilawulayo ngokusebenzisainkxaso neqeqesho olujolisekileyo.

• Ukuphucula ulawulo lwekharityhulam neenkqubo zokuvandlakanya.• Ukuphucula ulawulo lweemali nophuculo lomgangatho kuwo onke

amanqanaba ngokwezikhokelo zomgaqo-nkqubo wephondonangokwesikhokelo somthetho.

• Ukubonelela zonke izikolo zikarhulumente zesiqhelo ngenkxasoyobungcali.

Iinjongo ezicwangcisekileyo zoMsetyenzana 2.4: uPhuhliso lwabasebenzi

Inkalo ekujoliswe kuyo Injongo ecwangcisekileyoUkuxhobisa nokuxhasa

ootitshala kumalinge abo okubonelelangemfundo enempumelelo

• Ukubonelela izikolo zaseprayimari nasesekondari zikarhulumentengootitshala ngokomgaqo-nkqubo

• Ukuqinisekisa ukuba iphondo eli liqesha inani elaneleyo lootitshalaabaqeqesheke ngokufanelekileyo.

• Ukuxhasa amalinge okugaya abafundi beze kumaziko oqeqesholobutitshala.

• Ukuphuhlisa umgangatho wocikizeko lebutho lootitshala ngokusolokobenikwa inkxaso yobungcali.

• Ukuphuhlisa uncedo olunokunikwa ngamajelo eendaba nayitheknoloji(imfundo yekhompuyutha ne-ICT) ngenjongo yokuphucula umsebenziwokufundisa nokufunda nokuxhasa ikharityhulam.


Inkalo ekujoliswe kuyo Injongo ecwangcisekileyo• Ukuxhobisa ootitshala ngenjongo yokuqinisekisa uphuhliso

lwekharityhulam, imfezeko nenkxaso.• Ukusungula imisebenzi yophuhliso lootitshala ngokusebenzisa iCape

Teaching Institute (CTI)• Ukubonelela ootitshala ngenkxaso yobungcali.

Iinjongo ezicwangcisekileyo zoMsetyenzana 2.5: uMsebenzi wokondliwa kwabafundi baseziprayimaari

Inkalo ekujoliswe kuyo Injongo ecwangcisekileyoUkubonelela abafundi

ekubonwe ukuba bahluphekile,bayalamba ngento yokutyaebubuncinane obuyimfuneko ukuzebafunde ngempumelelo esikolweni

• Ukubonelela abafundi abangama-149 000 kwizikolo zaseprayimariezingama-866 ekubonwe ukuba bahluphekile, bayalamba ngentoyokutya ebubuncinane obuyimfuneko ukuze bafunde ngempumeleloesikolweni


Ukukhula kwamanani abafundi basezisekondari apha eNtshona Koloni nokusetyenziswa kwezakhiwozezikolo zaseprayimari ezingenazilabhoratri njengeesekondari, zizinto ezenze ukuba inyuke ipesentiyezikolo zasesekondari ezingenazilabhoratri. Izikolo ezibolekisanayo ngamagumbi nazo ziza kulandisainani lezikolo ezingenazilabhoratri.


ISebe leMfundo leNtshona Koloni liye lasungula amanyathelo okulungisa aliqela neeprojekthingeenjongo zokukhawulelana neenkalo ezithile zemfundo esemgangathweni. Kwizinto ezenziwayoezikolweni ngala manyathelo nezi projekthi kukho nezi zilandelayo:

• Uhlengahlengiso lweendlela zokuziphatha kwabafundi ngeenjongo zokuphucula iimekozokuziphatha kakuhle kwabafundi: i-WCED isungule iindibano zocweyo ezilungiselelweootitshala, khona ukuze bancediswe ekubeni baziqonde izimo zabafundi kwakunye nengxakiyokuminxwa ziimpembelelo zoontangandini, baze kukwazi ukubanceda kwiinzame zokutyhilakwelinye iphepha ngakwicala lezimilo

• Ukukhethwa kwezikolo ezifukamele amaqanda abolileyo: Amaqela aphuma kwiinkaloezahlukeneyo aqwalasela iingxaki ezithwaxa ezi ziko; ayile izicwangciso eziliqili zokusombululaezo ngxaki ekwenza oko phantsi kwenkokeli yeprojekthi; kuze ke apho kuyimfuneko kufunwenenkxaso yemibutho engaphandle; kuqhutywa namaphulo oqeqesho eSebe eli ezikolweni;apho usilelo luthe gqolo kunokubhenelwa kwicebo lokusebenzisa abathantamisi/abasingathikwezo ziko lwenzeka kuzo olu silelo; xa ngaba usilelo alude luyeke kunokubhenelwa kwiqhingalokuzimisa ngokutsha ezo zikolo.

• Iimeko zamagumbi adityanelwa ngamabanga ahlukeneyo: Ukunceda izikolo eezifundiselaamabanga ngamabanga kwigumbi elinye, ngeendlela ezinokuthi zizisebenzise xa zifundisa;ugxininiso olukhulu lubekwa ekusetyenzisweni kwe-ICT ekuncediseni ukufundisa amabangaamaninzi akwigumbi elinye.

• Iphulo lokubhalisa kwangethuba: Likhuthaza izikolo ukuba ziwuqale kwasekuqaleni konyakaumsebenzi wokubhaliswa kwabafundi uphele unyaka sele ziwusongile, zenziwe neetime-table,zakhethwa nezithuba zootitshala eziza kufuna ukuvalwa, khona ukuze umsebenzi wokufundisauqale kwangosuku lokuqala lokuvulwa kwezikolo, zibonwe nezo ndawo “ziyingxaki”ngokuphathelelwe ekuthathweni kwabafundi ukuze ke kubonwe izicwangciso ezinokwenziwaukukhawulelana naloo ngxaki


• Abafundi abadlulileyo kwiminyaka yokuba sesikolweni: Inani labafundi abadlulileyo kwiminyakayokuba sesikolweni liya licuthwa ngokucuthwa, njengoko kungazange kwamkelwe bafundibadlulileyo kwiminyaka yokuba sesikolweni. Abo sele bekhona ezikolweni bakhuthazwa ukubabaye kubhalisa kumaziko e- ABET. (Makuqatshelwe ukuba aba ngabafundi abaneminyakaengama-20 nangaphezulu)

• Imfundo ebandakanyayo: IPhepha leNgcaciso yoMgaqo-nkqubo 6 licacisa ukuba le nkquboyemfundo eyodwa ikhoyo ngoku ingaguqulwa njani na ibe yeyemfundo noqeqeshoolubandakanyayo. Kwizinto elizicacisayo kukwakho nendlela ezinokuhlengahlengiswa ngayoizikolo ezi zesiqhelo zibe zizikolo ezinika inkonzo epheleleyo eya kubalungiselela nabo bafundibafuna ukunikwa inkxaso noko; neyokwenziwa kwezikolo ezizodwa zibe ngamazikoezinokudimbaza kuwo izincedisi-mfundo ezi zesiqhelo izikolo; eyokuphuhliswa kwamaqelaenkxaso ezithili; neyokuphuhliswa kwamaqela enkxaso yamaziko.

• Izicwangciso eziliqili zokufunda nokubala kwiSigaba seSiseko neSigaba esiPhakathiezibandakanya -

ukubonelela igumbi leSigaba seSiseko ngasinye (Amabanga 1 - 3) neleSigaba esiPhakathingasinye (Amabanga 4 - 6) ngeencwadi ezili-100 kulo lonke eli phondo;ukubonelela bonke abafundi bamabanga 3 ukuya kwele-6 ngeencwadi zemathematika;ukubonelela ngemizekelo yeeshedyuli zomsebenzi weeveki ezingama-36;ukubeka iliso kwinkqubo yomsebenzi qho ngeveki nganye ngokusebenzisa amagosaabekelwe loo msebenzi kwisikolo ngasinye esifundisa amabanga 1ukuya kwele-6;nokubeka iliso indlela abafikelela ngayo abafundi bamabanga 3 – 6 kwikharityhulamnabayifumana ngayo ngokubavavanya ekufundeni nakwimathematika.

Ii-EMDCnezigqeba ngezigqeba zazo zityelela onke amaziko emfundo ziwancedisengokuxhotyiswa ngolwazi nezakhono kwiinkalo ngeenkalo nangezinto ezifanele kwenziwa,umzkl ukunyulwa kwezigqeba zolawulo ezitsha, imicimbi yemali, ikharityhulam, njl.


Iinkcukacha zamanani ngokuphathelele kubafundi nootitshala zifumaneka kuVandlakanyo loNyakalwe-WCED ( WCED's Annual Survey) nakumanani-nkcazo osuku lweshumi (10th day statistics).

Aye enyuka amanani abantwana abafudukela kwiphondo leNtshona Koloni, kodwa ke amagumbiokufundela ongezelelweyo agqitywe ku-2002/03 naku-2003/04 aye anceda ekuwagcineni amananiabafundi kwigumbi ngalinye ingalawa ebeqikelelwe.

Inkcitho yeemali ezikhoyo kwiiprojekthi zolwakhiwo ezintsha ayihambanga ngohlobo ebelucetyiwe.Kambe ke zingaphaya kwama-200 iiprojekthi zolondolozo olongezelelweyo ezithe zagqitywa. Le nto keiye yaba nefuthe elikhulu kwipesenti yohlahlo-mali lwezibonelelo ethe yachithelwa kulondolozo.

Amabanga 1 – 12 kwizikolo zikarhulumente zesiqhelo zibonelelwa ngootitshala abakhethwangokwesikhokelo esiyiPost Provisioning Model, nangabasebenzi abangezotitshala nabankxaso-maliyabo ibekwa ngokweZimiselo neMigangatho yokuNikwa kweZikolo iNkxaso-mali (Norms andStandards Funding for Schools), ngokusekelwe kumazinga entlupheko kuzo zombini ezi nkalo.


12. Umsebenzi 3: Uncediso-mali lwezikolo ezizimeleyo


Ukuxhasa izikolo ezizimeleyo ngokwezikhokelo zoMthetho South African Schools Act, 1996.

Umsebenzi woncediso-mali lwezikolo ezizimeleyo unale misetyenzana ilandelayo:iSigaba saseprayimario ukuxhasa izikolo kumabanga 1 ukuya kwele-7iSigaba sasekondario ukuxhasa izikolo ezizimeleyo kumabanga 8 ukuya kwele-12


Kungoku nje zili-180 izikolo ezizimeleyo apha eNtshona Koloni. Ezi zikolo zithatha abafundi ngabafundiabasuka kwiimeko zentlalo noqoqosho ezahlukeneyo, kwaye ke zingamahlakani abalulekileyonaxabisekileyo ekunikweni kwenkonzo yemfundo kwiphondo eli.

I-WCED ibonelela izikolo ezizimeleyo ezingama-75 ngoncediso-mali, ezibonelela abantwanaabahlelelekileyo ngamathuba okufunda kweli phondo. Indlela abayigqiba ngayo imfundo yaboabantwana kwezi zikolo ibekwa esweni kakhulu, luze ke noncediso-mali lulungi-lungiswengokufanelekileyo.


Injongo ecwangcisekileyos for Umsebenzi 3: Independent school subsidies

Inkalo ekujoliswe kuyo Injongo ecwangcisekileyoUkuqinisekisa ukuba bonke

abantwana abahlala kweli phondobafumana imfundo esemgangathweni.

Ukuxhasa izikolo ezizimeleyo ezikhonza iindawo ezihluphekileyozincedisa kwimfundo yezikolo zikarhulumente.


Izikolo ezizimeleyo ezimbalwa zinenkqubo embi kakhulu kuvandlakanyo olucwangisekileyokumabanga 3 ukuya kwele-6 nakwibanga le-12. Kananjalo zininzi izikhalazo ezifikayo ezivelakubafundi nakubazali. I-WCED iceba ukuba iziqwalasele ngqongqo iimeko zezi zikolo, iqinisekiseukuba ziyatshitshiswa ukuba ngaba ziyasilela ekunikeni imfundo esemgangathweni.


Ukugqiba kwabafundi imfundo yabo ezikolweni ezizimeleyo ezifumana uncediso-mali kubekwailiso elingqongqo, luze ke uncediso-mali luhlengahlengiswe ngokufanelekileyo.



Zonke izikolo ezizimeleyo ezibhaliswe kwiSebe leMfundo leNtshona Koloni zinelungelo lokufumanauncediso-mali olulingana ne-60% yendleko yomfundi ngamnye okwizikolo zikarhulkumente,ngokuxhomekeke kwiZimiselo neMigangatho yeNkxaso-maal;i yeZikolo eZizimeleyo (Norms andStandards Funding for Independent Schools). Zonke izikolo ezizimeleyo ezifaka izicelo zoncediso-malingokomgaqo-nkqubo weZimiselo neMIgangatho ziyalufumana uncediso-mali, ukuba xa ziselungelwenilokulufumana.


13. Umsebenzi 4: Izikolo zikarhulumente zemfundo eyodwa


Ukubonelela ngemfundo karhulumente kwizikolo ezizodwa ngokwezikhokelo zoMthetho oyi-SouthAfrican Schools Act, 1996 nePhepha leNgcaciso yoMgaqo-nkqubo 6 ngemfundo ebandakanyayo.

UMsebenzi wezikolo zikarhulumente zemfundo eyodwa unale misetyenzana ilandelayo:Izikoloo ukubonelela ngemfundo yezikolo zikarhulumente zemfundo eyodwaIinkonzo zobungcalio ukubonelela izikolo zikarhulumente zemfundo eyodwa ngenkxasoUphuhliso lwabasebenzio ukubonelela ngobungcali bophuhliso lootitshala nabo bangezozittishala kwizikolo

zikarhulumente zemfundo eyodwa


IPhepha leNgcaciso yoMgaqo-nkqubo weMfundo (Education White Paper) 6 liyacacisa ukuba inkquboyemfundo eyodwa ifanele kuguqulwa njani na ukuze ibe yeyemfundo noqeqesho ebandakanyayo.Enye yezinto ezicacisa ngokuthe gca yindlela ezifanele kuphuhliswa ngayo izikolo zesiqhelo zibezizikolo ezinika inkonzo epheleleyo eya kuthi ibabonelele nabafundi abafuna inkxaso ethile; nendlelaezifanele kuphuhliswa ngayo izikolo zemfundo eyodwa zibe ngamaziko ekunokudinjazwa kuwo uncedozizikolo zesiqhelo; ukusekwa kwamaqela enkxaso ezithilini; nokuphuhliswa kwamaqela enkxasokumaziko emfundo.


Iinjongo ezicwangcisekileyo zoMsetyenzana 4.1: iZikolo zikarhulumente ezizodwa


• Ukubonelela abafundi ngeendawo ezikolweni zikarhulumente ezizodwangokomgaqo-nkqubo

• Ukuphucula ukufikelelwa kwezikolo zikarhulumente ezizodwangabafundi abavela kwiindawo ezazifudula zisingelwe phantsi.

• Ukubonelela abafundi ngenkxaso ngezasemphefumlweni,ezasentlalweni, ezamayeza, ezonyango nokufunda.

• Ukukhuthaza imfundo enempumelelo nebandakanyayo kubafundiabaneemfuno zemfundo ezizodwa.

• Ukuqinisekisa ukuba liphezulu inani labafundi bezikolo zikarhulkumenteezizodwa abayigqibayo imfundo yabo.

• Ukufumana ezona ziphumo zakha zaphezulu kubafundi bezikolozikarhulumente ezizodwa.


Iinjongo ezicwangcisekileyo fzoMsetyenzana 4.2: iiNkonzo zobungcali

Inkalo ekujoliswe kuyo Injongo ecwangcisekileyoUkuqinisekisa ulawulo olunempumelelokuzo zonke iindawo ekufundelwa kuzonakwizigqeba ezinika inkxaso.

• Ukusondeza inkxaso ngolawulo nophuhliso ezikolweni ngomsebenziwee-EMDCs nangezinye iinkonzo zobungcali.


• Ukuphucula ulwazi nezakhono zeenqununu zezikolo ngokusebenzisainkxaso neqeqesho olujolisekileyo.




• Ukubonelela zonke izikolo zikarhulumente zesiqhelo ngenkxasoyobungcali


Inkalo ekujoliswe kuyo Injongo ecwangcisekileyoUkuxhobisa nokuxhasa ootitshalakumalinge abo okubonelela ngemfundoenempumelelo.

• Ukubonelela izikolo zikarhulumente ezizodwa ngootitshalangokomgaqo-nkqubo.

• Ukuqinisekisa ukuba iphondo eli liqesha inani elaneleyo lootitshalaabaqeqesheke ngokufanelekileyo.

• Ukuxhasa amalinge okugaya abafundi beze kumaziko oqeqesholobutitshala.



• Ukuxhobisa ootitshala ngenjongo yokuqinisekisa uphuhlisolwekharityhulam, imfezeko nenkxaso.

• Ukusungula imisebenzi yophuhliso lootitshala ngokusebenzisa iCapeTeaching Institute (CTI)

• Ukubonelela ootitshala ngenkxaso yobungcali.


Liya lisanda ngokwanda inani labafundi abathunyelwa kwiziko zikarhulumente ezizodwa ngenxayokuba benengxaki yezinto ezithintela ukufunda kwabo. Eyona mfuno inkulu kukubekwakwabafundi kumaziko olutsha nakwizikolo zezakhono. Kuqwalaselwa umcimbi wohlengahlengisolweenkonzo ngeenjongo zokukhawulelana neemfuno zeSebe leMfundo leNtshona Koloni.


Ii-EMDCnezigqeba ngezigqeba zazo zityelela onke amaziko emfundo ziwancedisengokuxhotyiswa ngolwazi nezakhono kwiinkalo ngeenkalo nangezinto ezifanele kwenziwa, umzklukunyulwa kwezigqeba zolawulo ezitsha, imicimbi yemali, ikharityhulam, ukusetyenziswa kwe-IQMS, njl.


Amanyathelo asoloko ethathwa ngokuphathelele kuqeqesho lwamalungu ee-SMTabandakanyaulawulo lwekharityhulam, uphuculo lweendlela zokuziphatha ezakhayo, amakhosikazikwizikhundla zobunkokeli, ulawulo lomgaqo-nkqubo, iinguqulelo ezisandula ukwenziwaemithethweni nezigqibo ezityikityiweyo.

Ukuguqulwa kwezikolo zomfundo eyodwa zibe ngamaziko oncedo, ngokwezikhokelo zePhephaleNgcaciso yoMgaqo-nkqubo weMfundo 6, kunegalelo ekwandeni kwenkxaso enikwa abafundiabaneemfuno zemfundo ezizodwa kwizikolo zesiqhelo. Abasebenzi benkxaso kwii-EMDCbabonelelwa ngoqeqesho. Ootitshala be-CS kuMaziko oLutsha (Basic Qualification in SecureCare), abonyango noonontlalontle.


Iphezulu kakhulu impumelelo yabafundi kwizikolo zemfundo eyodwa. Izikolo ezihlanu zifikelelekwizinga le-100% ngempumelelo yabafundi. Eli zinga lingaphaya kwamazinga ezikolo zesiqhelo.

Abafundi beZiko zeZakhono bakholisa ukuyifumana lula imisebenzi kunabo bakwezinye izikolozemfundo eyodwa, kanti nabo bakwizikolo zesiqhelo. Kambe ke izinto ezifana nemeko ekuyiyo ngokukwezoqoqosho nokungafumaneki kwengqesho, zinegalelo elikhulu ekudodobaliseni.

Zonke izikolo zikarhulumente ezizodwa zibonelelwa ngenkxaso-mali ngokujonga ulwabelo ngomfundingamnye oluthathela ingqalelo amanani abafundi nangobungakanani beendidi ezithile zokhubazeko.Olu lwabelo lubandakanya nenkxaso-mali ye-LTSM, izinto zoncediso kukhubazeko nokulungiswakwezakhiwo ngeenjongo zokubonelela ukuhamba kwabantu abakhubazekileyo, kwakunyenokubonelela ngezinto zothutho ezilungiselelwe abakhubazekileyo. Kananjalo inkxaso-maliyabancedisa kumagumbi okufundela nabaqhubi beebhasi yabelwa izikolo ngokoncediso-malingomfundi ngamnye ngokwemiqathango yomgaqo-nkqubo.


14. Umsebenzi 5: Imfundo ye-FET


ukubonelela nge-FET kwiikholeji ze-FET zikarhulumente ngokwezikhokelo zoMthetho oyi FurtherEducation and Training Act, 1998.

Lo Msebenzi we-FET unale misetyenzana ilandelayo:Amaziko karhulumenteo ukubonelela iikholeji ze-FET zikarhulumente ezithile ngezinto zokusebenzaIinkonzo zobungcalio ukuxhasa iikholeji ze-FET zikarhulumenteUphuhliso lwabasebenzio ukubonelela ngophuhliso lobungcali lwabo baziititshala nabangezotitshala kwiikholeji ze-FET

zikarhulumentes


Iikholeji ze-FET ezilishumi elinesithathu ziye zadityaniswa zangamaziko amakhulu amathandathukwaza kwaqeshwa namagosa alawulayo aziintloko (CEOs) okuba alawule la maziko mathandathu.Kufuneka kunikwa inkxaso okoko kumsebenzi wohlengahlengiso. Kuza kufuneka ngakumbi ukubakuqulunqwe iinkqubo neendlela zokwenziwa komsebenzi nemisebenzi, kwandiswe neziboneleloukulungiselela ukunyuka kwamanani abafundi.

Ikharityhulam yeekholeji ze-FET iqulunqwa ngokutsha. Ukusetyenziswa kwekharityhulam entshakufuna uhlengahlengiso olukhulu kwindlela amiswe ngayo nalawulwa ngayo amaziko e-FET. Amalingee-WCED kule nkalo onke ajoliswe ekuxhaseni umsebenzi woqulunqo lwekharityhulamnokukusetyenziswa kwayo nohlengahlengiso lwamaziko. Loo malinge ke abandakanya -• Uphuhliso lootitshala: Ukuze kubonelelwe ngezifundo ezikumgangatho ophezulu kufuneka

uphuhliso lootitshala oluya kuphucula ulwazi nezakhono kwimathematika, kunxityelelanisweulwazi lweenkcukacha zobungcali nemakwenziwe, kubonelelwe ngamathuba okuya kufumanaamava emsebenzini, kuphuculwe amazinga emfundo ephunyelelweyo nobungcali boqeqesho.Iprojekthi eyiSupport to Education and Skills Development (SESD) Project exhaswa yiDANIDAiya kunika inkxaso kwimfundo noqeqesho olungqamene nemisebenzi. Iikholeji ziya kufumanaulwazi nezakhono zokuqulunqa izifundo eziqinisekisiweyo.

• Izibonelelo ezilulwakhiwo: Uqeqesho kwezobugcisa ngumsebenzi ozifuna kakhulu izintozokusebenza, ngokohlobo olu lwawo. Iindibano zocweyo ezizodwa ekukhutshwa uqinisekisongazo ziyimfuneko enkulu kakhulu kuqeqesho lwabasebenzi oluyimpumelelo. IUkuze iikholejize-FET zikwazi ukukhula ngokuphinda-phindeke kahlanu kule minyaka isixhenxe okanyeisibhozo izayo, kuya kufuneka lube lukhulu utyalomali kwizakhiwo, kwizinto zokusebenzanakubasebenzi.

• Inkxaso yabafundi: lo msebenzi ubandakanya ugayo nobhengezo nokuthathelwa ingqalelokwamava emfundo yangaphambili, umsebenzi wokufakwa ezikholejini, inkxaso-mali nekxasoezifundweni nokubekwa emisebenzini nokugcina umkhondo.

• Ekufezekisweni kwale misebenzi kuya kusetyenziswa iindlela ngeendlela zokunika iinkonzoezifana nemfundo yeekhompuyutha, imfundo ngembalelwano, uqeqesho oluqhutyelwaemisebenzini, imisebenzi yezakhono Iprojekthi iDASSIE sisixhobo esingundoqo ekwandiseniukusetyenziswa kwezi ndlela.



• Ukukhuthaza ufikeleleko lweekholeji ze-FET• Unxibelelwano phakathi kwemfundo ye-GET neMfundo ePHakamileyo (Higher Education)• �Ukuqulkunqa isicwangciso esiliqili sekharityhulam yeekholeji ze-FET nezigqeba zenkxaso• Ukuqulunqa imisebenzi yokufunda emitsha ehambelanayo neemfuno zoqoqosho

nezabahlali.

Injongo ecwangcisekileyos for Umsetyenzana 5.1: Public institutions

Inkalo ekujoliswe kuyo Injongo ecwangcisekileyoUkuqinisekisa ukuba bonke abahlalakweli phondo bafumana imfundo ye-FET esemgangathweni.

• Ukubonelela abafundi ngendawo kwiikholeji ze-FET ngokomgaqo-nkqubo.

• Ukuphucula ufikeleleko nolwazi ngemfundo yeekholeji ze-FETkubafundi abavela kumaqela awayefudula esingelwe phantsi.

• Ukwandisa amanani abafundi ababhalise kwiikholeji ze-FET kwizifundoezifanelekileyo, ngakumbi abo bafundi bavela kumaqela awayefudulaesingelwe phantsi.

• Ukukhuthaza uphuhliso lwezifundo ezihambelanayo neemfunozephondo eli kwezoqoqosho nakwezentlalo.

• Ukubonelela abafundi abavela kwiimeko zentlupheko ngemali-mbolekoyokufunda kwiikholeji ze-FET.

• Ukuseka iiyunithi xenkxaso yabafundi kuzo zonke iikholeji, zize zincedeekugayweni, ekuxhasweni nasekuthathweni kwabafundi

Iinjongo ezicwangcisekileyo zoMsetyenzana 5.2: Iinkonzo zobungcali



• Ukuphucula ulwazi nezakhono zamagosa olawulo aziintlokongokusebenzisa inkxaso neqeqesho olujolisekileyo.

• Ukuphucula ulwazi nezakhono zekhansile zeekholeji ze-FETngokusebenzisa inkxaso neqeqesho olujolisekileyo.



• Ukubonelela zonke iikholeji ze-FET zikarhulumente ngenkxasoyobungcali

Iinjongo ezicwangcisekileyo zoMsetyenzana 5.3: Uphuhliso lwabasebenzi


• Ukubonelela iikholeji ze-FET zikarhulumente ngootitshalangokomgaqo-nkqubo.






Isantya sokukhula kwamanani abafundi abafunda isigxina (FTE’s) kwiikholeji ze-FET silityaziswakuphela yingxaki yezinto nabantu bokusebenza, umzkl abasebenzi, izixhobo zokusebenza, imali, njl.Ubungqina obubonakalayo buxela ukuba amanani ekujoliswe kuwo aza kufikelela xa kudityaniswaabafundi abaye babhalisa kunyakamali ka-2004/05. Iikholeji ze-FET ziqhuba izifundo eziqalelakweeyurana ezimbalwa nje ukuya kwezithatha iminyaka, ngokwexesha lokuzigqiba ezilithayo. Ubhalisolwabafundi ke ngoko luqhuba okoko. Ubalo lwee-FTE zonyaka owandulelayo lufumaneka kuphelangoApreli wonyaka olandelayo, njengoko olu balo lusenziwa ngeendlela ezingekho lula ngabantuabangabhloli bangaphandle, xa kusenziwa uhlolo lweengxelo zemali zekholeji leyo.


IMisebenzi ekujoliswe kuyoiza kubenza ootitshala basekholejini bakwazi:• Ukuphucula izakhono zemathematika nokuqonda imathematika• Ukuphucula amazinga emfundo abayiphumeleleyo• Ukuvandlakanya ukufunda kwabafundi okuyifezekisayo imigantho ebekwa yi-Umalusi ne-SETA .• Ukujongana nemiqobo ethintela ukufunda.

Iikholeji ziza kuseka iiyunithi zokuxhasa abafundi abaninzi abaphuma kwiimeko ngeemekoezahlukeneyo zokufunda namava ahlukeneyo. Ukugcina umkhondo wabafundi kuza kuqhutywangenjongo yokuxhasa abafundi ekukhetheni izifundo abafuna ukuzithatha. Iikholeji ziza kuthi kananjaloziqulunqe izicwangciso eziliqili zokwenza ukuba imfundo yeekholeji ze-FET, izicwangciso ezo ezifana• neendlela ngeendlela zokufundisa (ukufunda ngeekhomppuyutha, ukufunda ngembalelwano,

ukufunda ngoqeqesho lwasemisebenzini, amaphulo ophuhliso lwezakhono, njl.)• Izibonelelo noqeqesho olukhawulelanayo neemfuno zabafundi abahlukeneyo ngezakhono• Iindawo ezintsha zokufundela kwiindawo ezihlelekileyo nezisemaphandleni• Izikim zeebhasari nokuthathelwa ingqalelo yamava okufunda angaphambili (Recognition of Prior

Learning (RPL))

Ukwamkeleka nexabiso lezifundo ezigqitywe kwiikholeji ze-FET kuya kuxhomekeka kumgangathowezifundo ezo ziqhutywayo. Iikholji ziya kuqulunqa zisebenzise iinkqubo zolawulo lomgangathongeenjongo zokuvavanya nokuphucula umgangatho wezifundo ezifundiswayo nowezinye izintoeziqhutywayo ezingezozifundo.


Ukuthabatha kwabantu abadala inxaxheba kuza kwanda njengokuba kusiya kuqaliswangoqeqesho lwasemsebenzini olongezelelekileyo nje, xa kuthathwa ukuba wonke umntuongaphezu kweminyaka yobudala engama-21 ngumntu omdala.

Iikholeji ze-FET zibonelelwa ngokunikwa ootitshala abakhethwa ngokwesikhokelo esiyiPostProvisioning Model, abasebenzi abangezotitshala nangoncediso-mali lweentlawulo zobuhlalineerhafu, ngokwuthengwa nokuphuhliswa kwezibonelelo ezilulwakhiwo kwakunye nolunyeuncediso-mali nje olujoliswe kwizinto (ezithile).


15. Umsebenzi 6: iMfundo noqeqesho lwabadala


Ukubonelela ngemfundo ye-ABET ngokwezikhokelozoMthetho oyi-Adult Basic Education and TrainingAct, 2000.

Umsebenzi we-ABET unale misetyenzana ilandelayo:Uncediso-mali lwamaziko azimeleyoo ukuxhasa amazikoathile azimeleyo e-ABET ngoncediso-miiNkonzo zobungcalio ukuxhasa iindawo eziqhuba imfundo ye-ABETuPhuhliso lwabasebenzio ukubonelela ngobungcali bophuhliso lootitshala nabo bangezozittishala kwiindawo zemfundo

ye-ABET


Ngo-2003 bebengama-10 000 abafundi ababhalise kwizifundo zenqanaba le-GET. Abafundiabangama-6 000 babebhalise kwizifundo ze-ABET zamanqanaba 1 nele-2, abangama-4 000kwezamanqanaba 3 nele-4. Kambe ke abantu abangaphaya kwe-1,5 million abahlala apha eNtshonaKoloni banemfundo engaphantsi kune-GETC okanye inqanaba elilingana nayo. Ngokucacileyo keiSebe leMfundo leNtshona Koloni alingekhe likwazi ukukhawulelana neemfuno zemfundo zabantuabangaka lilodwa nje, into ke leyo eethetha ukuthi kuza kufuneka lifune amahlakani.

I-WCED linobuhlakani namasebe nezigqeba zikarhulumente ezahlukeneyo. Ngobu buhlakaniabasebenzi bamasebe karhulumente wephondo banikwa amathuba okuba bafumane iziqinisekiso ze-GETC. Izikhokelo eziziqulunqo zokusetyenziswa kobu buhlakani zaye zaqulunqwa ngo-2004.Kwezinye zezinto ezibandakanywa zezi zikhokelo kukho izigaba zokusetyenziswa kobuhlakani,iinxaxheba noxanduva lwabo bababandakanyekayo, iindleko nabasingathi bezo ndleko.

Kananjalo ubuhlakani buye babethelelwa njengobusesikweni ngeZiivumelwano zokuQondana(Memorandums of Understandings). Omabini la maqela, oko kukuthi iSebe leMfundo leNtshona Koloninjengomniki-nkonzo nehlakani (umzkl. isebe likarhulumente wephondo), ayasityikitya esi SivumelwanosokuQondana.

Ubuhlakani bunegalelo elikhulu kakhulu kwinani labafundi kwii-CLC. Ukuqeshwa kweemanejalazamaziko ezisebenza isigxina (full-time Centre Managers (CM)) nabanxibelelanisi beendawozokufundela (Site Co-ordinators (SC)) nento yokuba iikhontrakthi zezinye iiManejala zaMazikonezabaNxibelelanisi beeNdawo zokuFundela ziyahlaziyeka, iya kuqinisekisa uzinzo kwii-CLC ezininzi.Le nto iqinisekisa uphuculo locwangciso, nolawulo lwee-CLC. Inkxaso nesikhokelo esinikwa ngakumbingamagosa e- ABET kwii-EMDC ziyazinceda ii-CLC ekubeni zikwazi ukukhawulelana neemfunozabahlali beendawo ezikuzo nokuqinisekisa ukuba amanani abafundi ayenyuka.


Kuza kubonelelwa abafundi abangama-2 500 abatsha ngonyaka ukuba babhalise kwimfundo ye-ABET. Loo nto iza kwenziwa ngokubonelela ngezi zinto zilandelayo:• Iikharityhulam zamanqanaba 1, 2 nele-3 e-ABET – ezibandakanya imisebenzi emibini, ukubala

nokufunda, eziqhutywa kuwo onke amaziko okufunda asekuhlaleni


• Amaziko eNqanaba 4 asekelwe ukuba abonelele ngeenkalo ngeenkalo ezahlukeneyozokufunda ezikhokelela ekufunyanweni kwe-GETC ngumfundi kuloo ndawo ahlala kuyo

• Ukubonelela ngezakhiwo neemali zokuxhasa ikharityhulam ye-ABET• Zonke ii-CLC zifumana ikhompuyutha neprinta• Bonke ootitshala abakhoyo bayalufumana uqeqesho ekujoliswe kulo nokuba bonke ootitshala

abatsha bafumana uqeqesho loqhelaniso, uqeqesho nophuhliso• Bonke oomanejala bee-CLC bafumana uqeqesho olufanelekileyo (izakhono zobungcali

nezicwangciso zokuziphuhlisa) noluqhutywa okoko

Iinjongo ezicwangcisekileyo zoMsetyenzana 6.1: uNcediso-mali lwamaziko oluntu

Inkalo ekujoliswe kuyo Injongo ecwangcisekileyoUkuphucula ufikeleleko lwe-ABETnophuhliso lwezakhono zabantuabadala ngokomgaqo-nkqubo.

• Ukwandisa amanani abafundi, ngakumbi ababhinqileyo, abafundibasemaphandleni, ababhalise kwizifundo ze-ABET neze-AFET kwii-CLC ngama-2 500 ubuncinane ngonyaka ngamnye.

• Ukuqulunqa imfundo ye-ABET ne-AFET esekelwe kwiinjongo ezithile.• Ukuseka ubuhlakani namanye amasebe karhulumente, izigqeba

zemfundo noqoqosho (ii-SETA) nemibutho engeyoyakwarhulumente(NGOs) ekuqhutyweni kwezifundo ze-ABET ne-AFET.

• Ukunyusa amanani aabafundi abangabantu abadala abazigqibangempumelelo izifundo izifundo zabo kumanqanba e-ABET nawe-FET.

Iinjongo ezicwangcisekileyo zoMsetyenzana 6.2: iiNkonzo zobungcali


• Ukusondeza inkxaso ngolawulo nophuhliso kwii-CLC ngomsebenziwee-EMDCs nangezinye iinkonzo zobungcali.


• Ukuphucula ulwazi nezakhono zeemanejala zee-CLC ngokusebenzisainkxaso neqeqesho olujolisekileyo.




• Ukubonelela onke amaziko e-ABET ngenkxaso yobungcali.








Abafundi bee-CLC abafani nabafundi abasezikolweni okanye ababhala iimviwo zesiqhelo kubabona abakwazi ukuba bafumane iziqinisekiso ze-GETC ngokuhlalela uviwo olunye nje kuphelakwinqanaba 4 le-ABET. Abafundi baye baqinisekiswe impumelelo kwizifundo abazigqibileyokwisithuba esiyiminyaka emibini ukuya kwemithathu ubuncinane. Uthi ke umfundi asakubaezifezekisekile iimfuno ezili-120 abe nokukwazi ukunikwa i-GETC sisigqeba UMALUSI. Ngeso sizathuke amanani eziqinisekiso ze- GETC ezikhutshiweyo (abona bagqibileyo) aphantsi xa kuthelekiswaneenkalo ebekujoliswe kuzo. Kananjalo, iziqinisekiso zokuphumelela izifundo ezithile zikhutshwakuphela basakuba abafundi bezigqibile ezo zifundo.


• Ukuqulunqa ikharityhulam yamanqanaba 1 – 4 e-ABET esekelwe kwiinjongo ezithile nenikaamathuba okuvavanywa rhoqo.

• Amaziko eNqanaba 4 asekelwe ukuba abonelele ngeenkalo ngeenkalo ezahlukeneyo zokufundaezikhokelela ekufunyanweni kwe-GETC ngumfundi kuloo ndawo ahlala kuyo.

• Imisebenzi yeekholeji ze-FET, ngokufanelekileyo, iyenziwa kuMaziko okuFunda asekuHlaleniaqhuba imfundo ye-FET.

• Isikhokelo soqeqesho nophuhliso blwabasebenzi bamaziko e-ABET siza kuqulunqwasisetyenziswe. Esi sikhokelo siza kuqinisekisa ukuba bonke ootitshala abakhoyo bayalufumanauqeqesho ekujoliswe kulo nokuba bonke ootitshala abatsha bafumana uqeqesho loqhelaniso,uqeqesho nophuhliso.

• Amaziko asezikolweni ayafikelela kwizibonelelo zezakhiwo eziyimfuneko ekuqinisekiseniukuqhutywa kwekharityhulam ngempumelelo (makuqulunqwe ubuncinane bemiqathangoyesivumelwano phakaathi kwesikolo eso ne-CLC leyo).

• Indawo yokufundisela nganye inayo ikhompuyutha enye ubuncinane, enemodem nekwaziyoukuqhagamshelwa emnxebeni.

• Kuza kuqulunqwa iindlela ezifanelekileyo zokubeka abafundi kwizifundo ezibafaneleyo zize kezisetyenziswe. Kananjalo, abafundi baza kunikwa amathuba okufumana iingcebiso (imisebenziabanokuyilandela, iinzima zasekuhlaleni nezokufunda) neenkqubo ze-RPL ziza kusetyenziswangee-CLC eziphambili.

• I-CLC ye-ABET nganye iza kutyelelwa ngeenjongo zokuya kuqinisekisa umgangatho qho emvakweminyaka emithathu. Ujoliso lwalo msebenzi woqinisekiso lomgangatho luya kubasemgangathweni nasekufanelekeni kwezifundo eziqhutywayo, nakumazinga okugqitywakwezifundo zamanqanaba 1 – 4 e-ABET nawokufunyanwa kwe-FETC.


Inkxaso-mali enikwa amaziko okufunda asekuhlaleni emfundo noqeqesho lwabadala (ABETCLCs) ibalwa ngokusebenzisa indlela yokubekwa kweemfuno zolawulo nolwabelo lwe-LTSM,kuthathelwa ingqalelo amanani abafundi benqanaba le-ABET nele-FET kwimimandlayasezidolophini nakwimimandla yasemaphandleni.


16. Umsebenzi 7: iMfundo yabaNtwana yasekuQaleni (Early childhood development)


Ukubonelela nge-ECD kwiBanga R ngokwezikhokelo zePhepha leNgcaciso yoMgaqo-nkqubo 5.

Umsebenzi we-ECD unale misetyenzana ilandelayo:iBanga R kwizikolo zikarhulumenteo ukubonelela izikolo zikarhulumente ezithile ngezincedisi-mfundo eziyimfuneko kwiBanga RiBanga R kumaziko asekuhlalenio ukuxhasa amaziko asekuhlaleni athile kwinqanaba leBanga RIinkonzo zobungcalio ukuxhasa izikolo ze-ECDUphuhliso lwabasebenzio ukubonelela ngophuhliso lootitshala nabo bangezotitshala kwizikolo ze-ECD


Nangona bebaninzi apha eNtshona Koloni abantwana abaphakathi kweminyaka 6 ukuya kwi-15abasezikolweni, asingabo bonke abantwana abaneminyaka emihlanu abakwaziyo ukufikelelakwimfundo yakwaGrade R. Injongo yephondo eli ngokuphathelele kuGrade R kukuba afike u-2010bonke abantwana abaneminyaka emihlanu kwiPhondo leNtshona Koloni bebonelelwe ngemisebenziyemfundo ekumgangatho ophezulu kwaphaya kwinqanaba lokuqala lemfundo yasesikolweni, kwaGrade R.

Xa kunokusetyenziswa uqikelelo olungekho phezulu lwamanqanaba enxaxheba ango-2004 eNtshonaKoloni, olungama-45 000 kubafundi abangama-80 000, oko kungaxela ukuba kungalindeleka ukubakongongezeleka abafundi abangama-35 000 kwisithuba esiphakathi kuka-2005 no-2010. Loo nto keithetha ukubhaliswa kwabantwana abaneminyaka emihlanu abangama-4 000 ukuya kuma-6 000ngonyaka ngamnye kwisithuba esiphakathi kuka-2005 no-2010. Kambe ke aba bafundi kufunekaukuba babhaliswe kwizifundo ezikumgangatho ophezulu, kuba kaloku ukubonelelwa kwabantwanaabancinane ngemfundo yakwa Grade R kusekelwe kwinkolelo yokuba le mfundo ibeka isisekoesiqinileyo nesiluncedo ekufundeni esikolweni. Le nkkolelo ixhaswa ziziphumo ngeziphumo zophandoolwenziweyo, ekubandakanywa kuzo uphando ngovavanyo lwabafundi bakwaGrade 3 olwaqhutywango-2001. Olu phando lubonisa ukuhambelana okukhulu phakathi kolwazi lokufunda nokubalakwaGrade 3 namathuba okufikelela kwizifundo ezandulela imfundo yaseprayimari.


Umgaqo-nkqubo wephondo eli kukubonelela abantwana ukuya kwabaneminyaka emihlanu ngemfundoyeBanga R esemgangathweni ophezulu. Le mfundo kufuneka ikhuthaze ukukhula kwabantwanaabaneminyaka emihlanu ngokwasentlalweni, engqondweni, emphefumlweni nasemzimbeni, iqinisekisengakumbi ukuba aba bantwana bakwiindawo zemfundo ezikhuselekileyo nezinika umdla. Le ndawo keibaluleke kakhulu kwezo ndawo apho abazali bangafundanga namakhaya engenazo izinto zokufundanezokuncedisa izifundo.

Ikharityhulam yeBanga R yeNkcazo yeKharityhulam yeSizwe (National Curriculum Statement (NCS)izicacisa ngokuthe gca izakhono nolwazi elufanele kufunikwa abantwana abaneminyaka emihlanu.


Umngeni elijongene nawo ke iphondo eli kukuba liqinisekise ukuba iziphumo zemfundo yebanga RNCS, ngakumbi ekufundeni nasekubaleni ziyagxininiswa zifunyanwe ngabo bonke abafundiekwiindawo ezinebanga R ngo-2010.

Iinjongo ezicwangcisekileyo zoMsetyenzana 7.1: iBanga R kwizikolo zikarhulumente

Inkalo ekujoliswe kuyo Injongo ecwangcisekileyoUkuqinisekisa ukuba bonke abahlalakweli phondo bafumana imfundoesemgangathweni

• Ukubonelela ngendawo yamabanga R kwizikolo zikarhulumentezesiqhelo ngokomgaqo-nkqubo nobukho bendawo yokufundayokufundisa.

• Ukuphucula ufikeleleko lwemfundo kubanfundi abavela kumaqelaawayefudula esingelwe phantsi.

• Ukwandisa amanani abafundi abakwizifundo zebanga R khona ukuzebonke abafundi abaneminyaka emihlanu abahlala eNtshona Kolonibabhaliswe kwizifundo zebanga R.

• Ukuqinisekisa ukuba iziphumo zemfundo ze-NCS ziyafundiswa kwayeziyafikelelwa kuwo onke amabanga R (kuya kuqhutywa iimvavanyozokukhangela ukukulungela kwabantwana ukuya kuqala isiko)

• Ukubonelelwa kweendawo zonke ngezincedisi-mfundo zokuxhasaukufundiswa kwe-NCS kwibanga R

• Ukuqeqesha bonke ootitshala bebanga R kwi-NCS• Ukukhangela abantwana abasokolayo nokuqwalasela ezo zinto

zizizithintelo kwimfundo yabo.

Iinjongo ezicwangcisekileyo zoMsetyenzana 7.2: iBanga kumaziko asekuhlaleni

Inkalo ekujoliswe kuyo Injongo ecwangcisekileyoUkuqinisekisa ukuba bonke abahlalakweli phondo bafumana imfundoesemgangathwen

• Ukubonelela ngendawo yebanga R kumaziko asekuhlaleni axhaswangurhu lumente ngokwezikhokelo zomgaqo-nkqubo, kodwa isikakhulungokwezePhepha leNgcaciso yoMgaqo-nkqubo 5 (White Paper)

• Ukuphucula ufikeleleko lwemfundo kubanfundi abavela kumaqelaawayefudula esingelwe phantsi.

• Ukuqinisekisa ukuba iziphumo zemfundo ze-NCS ziyafundiswa kwayeziyafikelelwa kuwo onke amabanga R (kuya kuqhutywa iimvavanyozokukhangela ukukulungela kwabantwana ukuya kuqala isikolo)

• Ukubonelelwa kweendawo zonke ngezincedisi-mfundo zokuxhasaukufundiswa kwe-NCS kwibanga R

• Ukuqeqesha bonke ootitshala bebanga R kwi-NCS• Ukukhangela abantwana abasokolayo nokuqwalasela ezo zinto

zizizithintelo kwimfundo yabo.

Injongo ecwangcisekileyos for Umsetyenzana 7.3: Professional services


• Ukusondeza inkxaso ngolawulo nophuhliso kwiindawo zebanga Rngomsebenzi wee-EMDCs nangezinye iinkonzo zobungcali.


• Ukuphucula ulwazi nezakhono zootitshala bebanga R ngokusebenzisainkxaso neqeqesho olujolisekileyo.



Inkalo ekujoliswe kuyo Injongo ecwangcisekileyo• Ukuphucula ulawulo lwekharityhulam neenkqubo zokuvandlakanya.• Ukuphucula ulawulo lweemali nophuculo lomgangatho kuwo onke


• Ukubonelela zonke iindawo zebanga R ngenkxaso yobungcali.

Injongo ezicwangcisekileyo zoMsetyenzana 7.4: Uphuhliso lwabasebenzi


• Ukuqinisekisa ukuba iphondo eli liqesha inani elaneleyo lootitshalaabaqeqeshwe ngokufanelekileyo.

• Ukuphuhlisa umgangatho wocikizeko lebutho lootitshala ngokusolokobenikwa inkxaso yobungcali kwi-RNCS.


• Ukubonelela ootitshala ngenkxaso yemfundo eyodwa.

16.4 Uvandlakanyo lweengxaki namanyathelo acetywayo okuzisombululaUkunqongophala kwemali yeyona ngxaki inkulu. Kwamanye amaphondo ukuhla kwamananiabafundi baseziprayimari aza kuvumela ukuba ukunyuka kwamanan kwibanga R. Ukufudukelakwabantu kwiPhondo leNtshona Koloni kuthetha ukuba eli Sebe lona alinakuba nakho ukuthathale ndlela.

Ukufikeleleka kweendawo ezisemaphandleni nezikude kuseyingumngeni ezijongene nawo ii-EMDCs.

16.5 Inkcazo yamanyathelo acetywayo okuphucula umgangathoUrhulumente wephondo, kwisithuba esiphakathi kuka-2005 – 2010 uza -• kuqinisekisa ukuba bonke abantwana abaneminyaka emihlanu kweli phondo leNtshona Koloni

babhalisile kwiBanga R• kuqinisekisa ukuba iziphumo zemfundo ze-NCS ziyafundiswa kwaye ziyafikelelwa kuwo onke

amabanga R (kuya kuqhutywa iimvavanyo zokukhangela ukukulungela kwabantwana ukuyakuqala isikolo)

• kubonelela ngezincedisi-mfundo zokuxhasa ukufundisa amabanga R e-NCS kuzo zonkeiindawo ezinebanga R

• kuqinisekisa ukuba bonke ootitshala be-ECD bayaqeqeshwa banikwe nenkxaso ekufundiseniibanga R le-NCS

• kuqinisekisa ukuba bonke abafundi “abasokolayo” bayabonwa, zize nezo zinto zizizithintelozemfundo yabo zinikwe ingqwalaselo ngamaqela enkxaso asezikolweni nasezithilini

• kuqinisekisa ukuba zonke iindawo ziza kutyelela kuqinisekiswe ukhuseleko lwabafundinomgangatho wenkonzo abayinikwa, qho emva kweminyaka emithathu

16.6 Inkcazelo Inkcazo ngoncedo olunikwayo

Ukubonelelwa kwemfundo yakwaGrade R ngezinto zokusebenza kungoku nje kwenziwangokobonelelo kwabasebenzi ngenkxaso-mali nangokobonelelo ngoncediso-mali lwe-LTSM. Kambeke indlela esekelwa kuyo inkxaso-mali iguqulelwa kwisikhokelo soncediso-mali kuphela. Ngale ndlelaimfundo yakwaGrade R iza kubonelelwa ngokukhupha uncediso-mali ngokomfundi ngamnye, olubalwangokokushiyana kwamazinga entlupheko. Olu ke luza kusetyenziselwa ukuhlawula ootitshalanokuthenga izincedisi zokufundisa nokufunda (LTSM) nokufuna iindawo zokufundisela.


17. Umsebenzi 8: Iinkonzo zoncediso nezinxulumene nazo


Ukubonelela amaziko emfundo ngokubanzi ngenkxaso.

Umsebenzi weenkonzo zoncediso nezinxulumene nazo unale misetyenzana:iiNtlawulo ze-SETAo ukubonelela ngophuhliso lwabasebenzi ngokwemiqathango yoMthetho oyiSkills Development

ActiiProjekthi zoncediso-mali olunemiqathangoo ukubonelela ngeeprojekthi ezichongwe liSebe leMfundo lesizwe ezichaphazela imisebenzi

engaphezulu kumsebenzi omnye nezinikwa inkxaso-mali ngoncediso-mali olunemiqathangoiiMviwo zangaPhandleo ukubonelela ngeenkonzo zeemviwo ezilawulwa liSebe eliuQeqesho lootitshalao ukuncedisa ngootitshala abaqeqesheke ngokufanelekileyo nabawaziyo umsebenzi waboiKapa elihlumayoo ukuncedisa ekusekeni ibutho labantu bokusebenza


Inkulu kakhulu inxaxheba negalelo le-WCED kwidabi lokulwa nentlupheko nasekwandiseni uqoqosho,njengoko iyiyo ehamba phambili kuphuhliso lwabasebenzi apha eNtshona Koloni. Lo mngeni ke uyakuxhaswa zezi zinto zilandelayo:

• uMthetho oyiSkills Development Act;• uNcediso-mali olunemiqathango lwe-HIV/AIDS lokubonelela ngenkxaso yemfundo ye-HIV/AIDS

Life Skills ezikolweni, nokuqinisekisa ufikeleleko olufanelekileyo kwinkqubo emanyanisiweyoefanelekileyo nenempumelelo yothintelo, ulondolozo nenkxaso (jonga kuMthetho oyiDivision ofRevenue Act);

• ukubonelela ngoqinisekiso olugunyazisiweyo noluthembekileyo ngokusebenzisa iimviwo;• ukugaywa kootitshala;• nokubonelela ngesiseko sophuhliso lwazo zonke izakhono

17.3 Imigaqo-nkqubo, iindawo eziphambili ngokubaluleka neenjongo ecwangcisekileyo

Inkulu kakhulu inxaxheba negalelo le-WCED ekucebeni nasekuqhubeni iSicwangciso esiliQilisoPhuhliso lwaBasebenzi, njengoko libonelela ngale misebenzi mibini:

I-GET esisiseko ekumiselwa phezu kwaso lonke uphuhliso lwabasebenzi (HRD) kweliphondo; kunyene-FET ebonelela ngamathuba okuphucula izakhono nolwazi oluyimfuneko yomsebenzinokuthatha inxaxheba kuqoqosho.

Imfuno ephambili yeSicwangciso esiliQili soPhuhliso lwaBasebenzi (HRDS) bubukho bootitshalaabaqeqesheke ngokupheleleyo nangokufanelekileyo, ngakumbi abo bafundisa imathematikanezenzululwazi. Abafundi abanqwenela ukungena kulo msebenzi wobutitshala bayazinikwa iibhasariezichongiweyo zokuqhuba izifundo zabo. Ezo bhasari ke zinikwa abafundi abanqwenela ukungenakwezo nkalo zithe zafunyaniswa ngophando ukuba zezona zifuna ukongezelwa ootitshala.


Enye yezinto eziyimiqobo emibi kuphuhliso lwabasebenzi apha eMzantsi Afrika ngubhubhani i-HIV/AIDS pandemic. I-WCED iya kuthi ithathe inxaxheba ebaluleke kakhulu ekuqinisekiseni ukuba bonkeootitshala nabafundi banalo ulwazi neenkcukacha nge-HIV/AIDS.

Intlupheko ngomnye umqobo ombi olubeka emngciphekweni uphuhliso lwabasebenzi.Ngenjongo yokukhawulelana nezinye zeziphumo zentlupheko i-WCED iye yasungula isikimsmali-mboleko yemfundo yeekholeji ze-FET (FETCollege Loan Scheme).

Iinjongo ezicwangcisekileyo zoMsetyenzana 8.1: iiNtlawulo ze-SETA

Inkalo ekujoliswe kuyo Injongo ecwangcisekileyoUkubonelela ngophuhliso lwabasebenzingokwezikhokelo zoMthetho oyiSkillsDevelopment Act.

Ukuxhasa iphulo eliyi- Education Training and Development Practices (ETDP)ne-SETA ngokuphathelele kulawulo lwecandelo eli.

Iinjongo ezicwangcisekileyo zoMsetyenzana 8.2: iiProjekthi zoncedo-mali olunemiqathango

Inkalo ekujoliswe kuyo Injongo ecwangcisekileyoUkubonelela ngemfundo ye-HIV/AIDSLife Skills ezikolweni ngenjongoyokuqinisekisa ukuba inkquboenxityelelanisiweyoyothinteloulondolozo nenkxasoiyafikeleleka kwaye inempumelelo

• Ukuqeqesha nokuxhasa ootitshala khona ukuze bakwazi ukufundisange-HIV/AIDS Life Skills kwizikolo zaseprayimari nezasesekondaringokusebenzisa iKharityhulam: Life Skills/Life Orientationnokubandakanywa kwemfundo nge-HIV/AIDS kuzo zonke izifundo.

• Ukubonelela ngoqulunqo, ukhetho, uguqulo, ukuthengwanokuhanjiswwa kwezincedisi-zifundo zokunika inkxaso ekufundiseninge-HIV/AIDS kumagumbi okufundela.

• Ukuqulunqa nokuqhuba umsebenzi wokufundisana onempumelelonocwangciseke kakuhle wanxityelelaniswa phakathi kolutshaezikolweni nakwiikholeji ze-FET

• Ukuqinisekisa ukuba amaqela olawulo lwezikolo (SMTs) nezigqebazolawulo lwezikolo (SGB) nabameli babahlali banikwa uqeqeshoolufanelekileyo lokulawula indlela akhawulelana ngayo amazikonengxaki ye- AIDS (indlela leyo ebandakanya uqulunqo lomgaqo-nkqubo we- AIDS ofanelekileyo kwakunye neSicwangciso soLawulo(Management Plan) – xa kuquluknqwa iSicwangciso soPhuhlisolweSikolo - SDP).

• Ukuqinisekisa ukuba izikolo zithatha inxaxheba kwiziyungumazokwandisa ulwazi (ezifana neSchool AIDS Month, World AIDS Day,njl.)

• Ukuqulunqa nokusebenzisa iphulo lolondolozo nenkxaso elifanayokwizikolo zonke, kubekho nezincedisi-mfundo ezifanelekileyo,ngendlela eqinisekisa ukuba abantu beendawo bayaxhasana kwayebayaphefumlelana.

• Ukuqinisekisa ukuba iphondo eli lineYunithi yePhondo yoLawulo lwe-HIV/AIDS (Provincial HIV/AIDS Management Unit) esebenzangempumelelo phaya kwi-ofisi elikomkhulu, kwakunye namaqelaolawulo ezithili anabantu bokusebenza.

• Ukuqinisekisa uqulunqo lomgaqo-nkqubo wolondolozo, ubhengezo,abaqeqeshi, uphuhliso lootishala, inkxaso yezithili, intsebenziswanonobuhlakani phakathi kwamacandelo, uqinisekiso lomgangatho(ngokubeka iliso nangokwenza uvandlakannyo), ukuqhutywakwemisebenzi enempumelelo nocikizeko nolawulo lwezemali.


Iinjongo ezicwangcisekileyo zoMsetyenzana 8.3: Iimviwo zangaphandle

Inkalo ekujoliswe kuyo Injongo ecwangcisekileyoUkukhuthaza impumelelo nocikizekokumaziko

Ukulawula iimviwo zeMatriki nezeNqanaba 4 le- ABET kwakunyenokukhutshwa kweziqinisekiso zazo.

Iinjongo ezicwangcisekileyo for zoMsetyenzana 8.4: Uqeqesho lootitshala

Inkalo ekujoliswe kuyo Injongo ecwangcisekileyoUkuxhobisa nokuxhasa

ootitshala kwiinzame zabozokunikaiimfundo enempumelelo

• Ukuqinisekisa ukuba iphondo eli liqesha ootitshala abaneleyoabaqeqesheke ngokuqokoshekileyo.

• Ukuncedisa ngokubonelela ngootitshala abaqeqeshiweyo nabawaziyoumsebenzi wabo.

• Ukuxhasa amalinge okugaya abafundi bokufundela ubutitshala bayekumaziko okuqeqeshela lo msebenzi.

Iinjongo ezicwangcisekileyo zoMsetyenzana 8.5: iKapa elihlumayo

Inkalo ekujoliswe kuyo Injongo ecwangcisekileyoUkuzhasa iinjongo zephulo lephondoiKapa elihlumayo:

ukwanda kokukhula koqoqoshoiukwanda kwamathubaemisebenzi nokuthathwakwenxaxheba kuqoqoshoukucuthwa kokungalinganiokukhoyo kwezentlalonoqoqosho nangokweendawoekuhlalwa kuzoukuqhutywa komsebenziwokhuseleko olunozinzo

• Ukuvavanya izakhono nengqondo yabafundi bebanga 8• Ukuqulunqa izifundo zocebiso ngemisebenzi nezifundo ezinokulandelwa

zabafundi bebanga Grade 9 nabe-FET• Ukuqeqesha ootitshala be-GET nabe-FET bokuqhuba izifundo zocebiso• Ukukhuthaza uqulunqo lwezifundo ze-FET ezihambelanayo neemfuno

zephondo kwezoqoqosho nakwezentlalo.• Ukubonelela abafundi abaphuma kwiindawo ezihluphekileyo ngemali-

mboleko yokufunda xa befuna ukuya kufunda kwiikholeji ze-FET.


Kuya kusiba nzima ngokuba nzima ukutsala ootitshala abasemgangathweni ophezulunaabazinikelayo emsebenzini wabo ukuba bangene kulo msebenzi wobutitshala. Izizathu zalemeko akukho lula ukuzichaza kwaye zidibanisa izinto ezininzi eziphathelele kwindlela ebonwangayo imfundo nakumathuba elunawo ulutsha olugqibileyo ukufunda, apha eMzantsi Afrikanakwamanye amazwe. ISebe eli liye lasungula iphulo lokugaya ootitshala ngobambiswanonaMaziko eMfundo ePhakamileyo alapha. Eli phumelelo liye laba nempumelelo, kwaye ke kuleminyaka mihlanu izayo aza kuqiniswa amalinge eli phulo.

Bambalwa kakhulu ootitshala bezifundo zocebiso ngemisebenzi nezifundo ezinokulandelwaabaseleyo kweli Sebe. Loo nto ke ithetha ukuba kufuneka kuqalwe ekuqaleni ukugaya ootitshalaukuba bangene kulo msebenzi ubaluleke kangaka ufuna abantu abanezakhono. Akuzi kuba lulaukuyenza le nto. ISebe leMfundo leNtshona Koloni liye laqulunqa iphulo leminyaka emithathulokuphuhlisa izakhono zootitshala bokufundisa ngeendlela zokuziphilela kwizifundo zocebisongemisebenzi nezifundo ezinokulandelwa.

IAkubanga lula ukusekwa kweenkqubo ezifanelekileyo nolawulo lwesikim semali-mbolekoyokufunda kwiikholeji ze-FET (FET College Loan Scheme). ISebe eli liye laba nothethwanonentsebenziswano ne-NSFAS, kwaye sele libusebenzisa ubuninzi bezi nkqubo. Kananjalo,abafundi abahluphekileyo baye baba nokuyikrokrela le nto yokukhutshwa kwemali-mboleko


yokufunda. ISebe eli ke liye lanyanzeleka ukuba lilijike igama lesi sikim lithi sisikim soncedisongemali ngemali, nokuba lingene kwiphulo eliqinileyo lokwazisa nokucacisa ngesi sikim.

17.5 Inkcazo yamanyathelo acetywayo ophuculo lomgangatho

Akukho akhoyo okwangoku.

17.6 Inkcazo ngoncediso olunikwayo

Imfundo yobutitshala:• Kubanjwa iintlanganiso naMaziko eMfundo ePhakamileyo (Higher Education Institutions (HEI))

kabini ngonyaka ngenjongo yokuqinisekisa ukuba iikharityhulam zezifundo eziqhutywa kulamaziko ziyahambelana neemfuno zeSebe leMfundo leNtshona Koloni. Abafundi abafundelaubutitshala banikwa iibhasari zezo zifundo zinokunqongopphala kootitshala.

IKapa Elihlumayo:• Ukusekwa kwesikim semboleko-mali yabafundi ukwenzela ukuba bakwazi ukuya kwiikholeji ze-

FET .• Iikholeji ze-FET ezintandathu ziye zangenisa izindululo malunga nezifundo ezifanele

kuqulunqwa ezizifezekisayo iimfuno zephondo eli. Ezi zindululo ziye zaqwalaselwa zaphicothwazaphuculelwa ukusetyenziswa ngo-2005.

• Kweli phondo kuye kwaqulunqwa isifundo socebiso ngemisebenzi nezifundo ezinokulandelwa.Esi sifundo siye saguqulelwa esiXhoseni nasesiBhulwini, kwaye siza kufakwa ezikhompuyuthenikwisikolo saasesekondari ngasinye apha kweli phondo. NgoFebhuwari 2005 kuza kuqeqeshwaootitshala abangama-800 abakhethiweyo ekusebenziseni iimpokhwe (software) zesi sifundo.The Esi sifundo sibonisa indlela eluhamba ngayo uqoqosho kweli phondo sinike neenkcukachamalunga ngezifundo esele zikhona kwi-FET.


18. Utyalo-mali kulwakhiwo, ulawulo nolondolozo lweempahla

Izibonelelo ezizizakhiwo

Ngomhla wama-31 Matshi 2005 laa nkqubo yokuba uhlahlo-mali lolwakhiwo lwezibonelelo nolondolozoolucetyiweyo luvele kwiincwadi zeSebe lezoThutho neMisebenzi yakwaRhulumente iye yafikelelaesiphelweni. Ukusukela kumhla we-1 Apreli 2005 uhlahlo-mali lweSebe leMfundo leNtshona Koloniluza kubonakalisa nohlahlo-mali lolwakhiwo okanye lolondolozo lwalo nyaka. Ngoko ke iSebe eli lizakuthwalela emagxeni alo ngokupheleleyo lonke uxanduva lohlahlo-mali lwalo (ukuqalela kuthethwanongohlahlo-mali nokuqinisekisa ukutyikitywa kwesivumelwano somgangatho wokunikwa kweenkonzoesiya kucacisa uhlobo lobudlelane phakathi kweli Sebe neleMisebenzi yakwaRhulumente,ngokuphathelele kumgangatho wokunikwa kweenkonzo ofunwayo, ukunikwa kweengxelo, amaxeshaokugqitywa kwemisebenzi nolawulo lweeprojekthi.

ISebe lezoThutho neMisebenzi yakwaRhulumente, ngoko ke, liya kuba ngumgunyaziswa obaluleke1akhulu ekuqhutyweni kwemisebenzi ye-WCED (ngokulawulwa sisivumelwano somgangathowokunikwa kweenkonzo), kwaye ke liya kungenisa neengxelo zokuqhuba komsebenzi nezemali.Kusenokuthi kungenwe kuthethwano nangezinye izivumelwano zomgangatho wokunikwa kweenkonzonamanye amaqela aneenkonzo azinikayo, afana nezigqeba zolawulo lwezikolo, oomasipala okanye i-CSIR.

Umyinge wabantwana kumagumbi okufundela umalunga ne-27,3% kungoku nje. Ukuba sezantsikwalo myinge bubonakalisa ukuba apha eNtshona Koloni amagumbi okufundela agqithisile. Kambe keubuninzi bala magumbi okufundela akwiindawo apho kungekho kunqongophala kwamagumbiokufundela kwaye ke akaloncedo ekukhawulelaneni nengxaki yokunqongophala kwamgumbiokufundela kwezo ndawo zinengxaki enkulu yokunqongophala kwamagumbi okufundela okubangwakukufika kwabantu abavela kwezinye iindawo.

Njengokuba kuqikelelwa ukuba ngama-48 000 abantu abeza kweli phondo leNtshona Koloni ngonyakabevela kwamanye amaphondo, kucacile ukuba imfuneko yolongezo lwamagumbi okufundela iza kuyaisiba nkulu kwezi ndawo.

Kucacile futhi nokuba icandelo lemfundo eli liza kusokola ekukhawulelaneni nezi mfunozongezelelekileyo, ngaphandle kokuba kunokongezwa imali kwixeshana elikufutshane.

Kubaluleke kakhulu ukuba amagumbi okufundela agqithisileyo kwimfuneko makapheliswe ngokuthingokuthi indawo ezikolweni isetyenziswe ngobuchule kangangoko nangokuthi ezo zikolozingasetyenziswayo zisetyenziselw eminye imisebenzi yeSebe leMfundo leNtshona Koloni, efana na:ECD, FET, ABET, ELSEN.

Kananjalo amagumbi okufundela akhiwe ngezinto zokwakha ezingafanelekanga ezifana namaplanga,i-asbestos okanye ichipboard, onakaliswa lula, kwaye kufuneka atshitshiswe nawo, abuyiselwekwiSebe lezoThutho neMisebenzi yakwaRhulumente, athengiswe. Imali efunyenweyo ngawo kufunekaukuba isetyenziselwe ukwakha ezinye izibonelelo.

Enye indawo ebalulekileyo, ukuphuculwa kweendawo zasematyotyombeni eNtshona Koloni, kuzakubeka umthwalo onzima kakhulu emagxeni eli Sebe kwixa elizayo. Umsebenzi wophuclo ubanesiphumo sokuba xa sele luqhutyiwe uphuculo lomhlaba obuhlala iintsapho ezilishumi ukuyakwezingamashumi amabini, kuye kubuyele kuwo usapho olunye nje kuphela ukuza kuhlala kuwo.Ezinye ezi iintsapho zilishumi elineethoba zingabuyelanga kuwo kuza kufuneka ukuba ziye kuhlaliswakwindawo engenazikolo okanye kwindawo esele inengxaki yokunqongophala kwamagumbi


okufundisela. Ngokwexesha eliqikelelwayo lokuphuhliswa kweengingqi zeGreenfields (iingingqi ezizakusiwa kuzo iintsapho), izindlu ziya kugqitywa ukwakhiwa kwangaphambili kakhulu kokuba zigqitywezona izibonelelo zezikolo. Loo nto ke ingenza ukuba ube mkhulu kakhulu umthwalo emagxeni eSebeleMfundo wokuba lithi, ngendleko enkulu, libonelele abafundi ngezinto zokuhamba ukuya kwezo zikolozinayo indawo. Kananjalo izikolo ezikufuphi neendawo zasematyotyombeni ziza kulahlekelwangabafundi, zingaxinani. Kambe ke kukho ingozi yokuba ezinye zazo zingaba zizikolo ekuyinkcitha-maliukuziqhuba.

Kubalulekile ukuba kuqatshelwe ukuba igumbi lokufundela ngalinye kula magumbi okufundela matshaliya kuba liphinda-phinda igumbi lokufundela elinye elidlulileyo elikwenye indawo. Kubalulekile ke ngokoukuba apho kunokwenzeka oko, izikolo zidityaniswe, zize izakhiwo zisetyenziselwe eminye imisebenziye-WCED.

I-WCED kunye neSebe lezoThutho neMisebenzi yakwaRhulumente zinembono yokubaukunqongophala kwamagumbi okufundela kufuneka kukhawulelwane nayo ngokuthi kwakhiweamagumbi okufundela asisigxina kuphela xa ngaba isikolo sivumelekile ukuba sande siye kutshokubafundi abali-1 120 esaseprayimari okanye abali-1 200 esasesekondari. Imvume yokuba isikolosingayekwa singakhula ngaphezu koku kufuneka ukuba ivandlakanywe, kusetyenziswa imiqathangoequlunqwayo yezikolo ezingoobhaza-bhaza.

Ukunqongophala kwexeshana, okufana nokunqongophala okufunyanwa zizikolo ezikufuphi neendawozasematyotyombeni, akufuneki ukuba kusonjululwe ngokwakha amagumbi okufundela asisigxina, kokongokuzibonelela ngamagumbi okufundela aziiprefab ezisemgangathweni.

Ezi zilandelayo ziiprojekthi eziqhutywayo okanye esezifakelwe izicelo zongcethezelo okanyeezicetywayo:

Iiprojekthi ezintsha 2005/06(Ezabiweyo)

2006/07(MTEF)

2007/08(MTEF)

2008/09(Eqikelelwayo)


Umsebenzi 2 – Izikolo zikarhulumente zesiqheloUmsetyenzana 2.1 – Izikolo zaseprayimari zikarhulumente zesiqheloAmagumbi okufundela aziiprifebhu 50Amagumbi okufundela angoonosukehlala 530 Amagumbi okufundela asisigxina 270 8 000 10 000 Ukuthathwa kwamagumbi okufundelaasiwe kwezinye iindawo 750 750 750 1 000 1 000

Izikolo ezitsha 49 950 28 100 1 500 25 000 55 000Amagumbi angasese 1 900 200 5 000 3 000Izibonelelo zolawulo (zomsebenzi we-ofisi) 8 000 4 000Ulwandiso lwezakhiwo esele zikhona 10 000 10 000iiForum 150 15 000 11 000Ulondolozo 42 051 57 987 66 739 75 000 77 000Iimali ze-PIT 10 829 39 381Iimali ezizezeSebe eli 15 402 22 483Iyonke eyezikolo zaseprayimari 95 651 113 268 130 853 147 000 171 000Umsetyenzana 2.2 –Izikolo zasesekondari zikarhulumente zesiqheloAmagumbi okufundela aziiprifebhuAmagumbi okufundela angoonosukehlala 471Amagumbi okufundela asisigxina 1 000


Iiprojekthi ezintsha 2005/06(Ezabiweyo)

2006/07(MTEF)

2007/08(MTEF)



Ukuthathwa kwamagumbi okufundelaasiwe kwezinye iindawo 750 750 750 1 000 1000

Izikolo ezitsha 37 716 29 184 4 200 15 000 50 000Amagumbi angasese 1 200 750 15 000 13 000Izibonelelo zolawulo (zomsebenzi we-ofisi) 5 000 2 000Ulwandiso lwezakhiwo esele zikhonaiiForumUlondolozo 21 025 28 993 33 369 40 000 42 000Iimali ze-PIT 10 829 39 381Iimali ezizezeSebe eli 15 402 22 484Iyonke eyezikolo zasesekondari 62 162 85 908 100 184 76 000 108 000Umsebenzi 4 –Izikolo zikarhulumente ezizodwaAmagumbi okufundela aziiprifebhuAmagumbi okufundela angoonosukehlala Amagumbi okufundela asisigxina 500 Ukuthathwa kwamagumbi okufundelaasiwe kwezinye iindawoIzikolo ezitsha 8 000 8 883Amagumbi angaseseIzibonelelo zolawulo (zomsebenzi we-ofisi)Ulwandiso lwezakhiwo esele zikhonaiiForumUlondolozo 11 000 13 000Iimali ze-PITIimali ezizezeSebe eliIyonke eyezikolo zikarhulumenteezizodwa 500 19 000 21 883

Amagumbi okufundela asemvangolwakhiwo 20 000 40 000 40 000

Iyonke eyeeprojekthi ezintsha 178 313 239 176 271 037 242 000 300 883

Imisebenzi yophuculo 2005/06(Voted)

2006/07(MTEF)

2007/08(MTEF)

2008/09(Projected)

2009/10(Projected)

Umsebenzi 2 – Izikolo zikarhulumente zesiqheloUmsetyenzana 2.1 – Izikolo zaseprayimari zikarhulumente zesiqheloUkugqitywa kweforum 670 140Uphuculo lwamagumbi okufundela 10 000 5 000Umsetyenzana 2.2 – Izikolo zasesekondari zikarhulumente zesiqheloUphuculo lwehosteli 6 500Ukugqitywa kweforum 2 730 160Uphuculo lwamagumbi okufundela 10 000 3 000Umsebenzi 4 –Izikolo zikarhulumente ezizodwaUphuculo lwamagumbi okufundela 6 000 2 000Iyonke eyomsebenzi wophuculo 9 900 300 26 000 10 000Iyonke eyeeprojekthi ezintshanemisebenzi yophuculo 188 213 237 476 271 037 268 000 310 883


19. Izicwangciso zonxibelelaniso, intsebenziswano nokunikelwa kwemisebenzi kwabangaphandle

19.1 Amakhonkoco oqhagamshelwano phakathi kwamasebe

ISebe leMfundo leNtshona Koloni liza kukhokela kuxanduva lokuqulunqwa, ukusetyenziswanokubekwa iliso kweSicwangciso esiliQili soPhuhliso lwaBasebenzi sephondo. Kambe ke indlelaomkhulu ngayo lo msebenzi ifuna ukuba onke amasebe karhulumente, kumaphondo nakulawulolweedolophu, akuxhase, afake igxalaba ekusetyenzisweni kwesi Sicwangciso siliQili. AMasebeaphambili abandakanya iSebe lezeMpilo, iSebe lezeNtlalo noNciphiso lweNtlupheko,uKhuselekoloLuntu neSebe lezoThutho neMisebenzi yakwaRhulumente. Ngaphezulu, amahlakaniasekuhlaleni, ayimibutho yabezoshishino neyasekuhlaleni, ngeKhansile yoPhuhliso yePhondo(Provincial Development Council), anenxaxheba enkulu kakhulu ekusukulweni nasekusetyenziswenikwe-HRDS.

Zibanjwa qho iintlanganiso neengxoxo neSebe lezeMfundo leSizwe kwakunye namanye amasebeemfundo amanye amaphondo ngokuphathelele kumba womgaqo-nkqubo wemfundo.

Zikwaqhutywa qho iingxoxo namanye amasebe karhulumente (angengowemfundo) kuxulushwaumcimbi wentsebenziswano, ngakumbi neSebe lezeMpilo (HIV/AIDS and lifeskills), eloKhuselekoloLuntu (iProjekthi yeZikolo Ezinokhuseleko neProjekthi yaMagosa Okuxhasa Abafundi yokunciphisaukungayiwa kwesikolo nezenzo zobunjubaqa), eloPhuhliso loQoqosho noKhenketho (ifestivali eyiLearning Cape Festival namacandelo okukhuliswa koqoqosho) elezoThutho neMisebenziyakwaRhulumente (iiprojekthi zolwakhiwo ezinkulu nolondolozo).

Qho ngekota kuhlalwa iintlanganiso nekomiti yonxibelelaniso ye-ISLP malunga nokubonelelwakwezikolo ngezakhiwo kwezo ndawo zazifudula zisingelwe phantsi.

Kananjalo zihlalwa qho iintlanganiso namanye amasebe akwarhulumente malunga nomba woPhuhlisooluNabileyo oluManyanisiweyo ( Integrated Holistic Development).

19.2 Amakhonkco oqhagamshelwano noomasipala

I-WCED iyasebenzisana neSixeko seKapa ngokuphathelele kuMsebenzi woPhuculo lweMimandlayaseZidolophini (Urban Renewal Programme (URP)) noMasipala woMbindi Karoo malunganoMsebenzi woPhuhliso oluManyanisiweyo lweMimandla yaseMaphandleni (Integrated SustainableRural Development Umsebenzi (ISRDP)). Injongo yayo yomibini le misebenzi kukusebenzangobambiswano nangendlela enxibelelanisiweyo namanye amasebe karhulumente noerhulumentekwiphulo lokulwa nentlupheko ngokuthi kuphuhliswe kuphuculwe izakhono zabantu abangaphangeliyo.

Ziye zaqhutywa iingxoxo phakathi kwe-WCED neSixeko seKapa ngokuphathelele kule miba –ungqamaniso lwephulo le-HIV/AIDS and Lifeskills.ungqamaniso lwamalinge eli Sebe e-ICT namalinge eSmart Cape.ukwamkelwa kwezicwangciso zozinziso (iCandelo loCwangciso lweeDolophu -Town Planning).

19.3 Amaziko azizigqeba zakqwarhulumente

Kungoku nje akukho maziko azizigqeba zakwarhulumente asingathwe liSebe leMfundo leNtshonaKoloni.


19.4 Ubuhlakani bukarhulumente nabecandelo lezoshishino

Ubuhlakani bukarhulumente naabecandelo lezoshishino (PPPs) iya kuba yinkalo engundoqokumanyathelo ongenelelo e-WCED, ngakwicala lohlengahlengiso lweeprojekthi esele ziqhubakwizikolo zethu nasekugayeni ezinye izinto zoncediso zokuba zinqwnqwadelwe kwicala lophuhlisolwemfundo.

ISebe leMfundo leNtshona Koloni lisungule amanyathelo ngamanyathelo neeprojekthi ngeenjongozokukhawulelana neenkalo ngeenkalo zemfundo esemgangathweni ezikolweni. Ezi projekthi nalalmanyathelo alawulwa ngqo liSebe eli (ngee-EMDCs) okanye ngemibutho engeyoyakwarhulumente(NGOs) ejongene nezemfundo.ISebe eli likwasebenzisana nabaphuhlisi abazimeleyo abathandathu (6) ekuqulunqweni kweenkquboezinokusetyenziswa kwiprojekthi yeenkqubo zolawulo lwezikolo (School Administration andManagement Systems (SAMS) Project).

Kananjalo iSebe eli likwasebenzisana nala maqela alandelayo –• PETRO SA – Baye bagqiba isikolo esidle i-R12m, iRietvlei Primary School, eMossel Bay, kwaye

babonelela zonke izikolo ezine ezazifudula ziphantsi kwe-DET eMossel Bay ngeekhompuyuthazale mihla neelabhoratri zezenzululwazi

• Chamber of Commerce – ukhuphiswano lwakwa- Grade 10 oluyiTechnopreneur Competition• SANTAM – Ukunika inkxaso-mali yeenkqubo zolawulo lwemfundo eziqaqambileyo (EMS)• Cape Town Holocaust Centre – Kumabanga 9 – 12 kumsebenzi wezeembali oyiFacing History

and Ourselves.

Isiqulunqo sokuqala seSicwangciso seNdawo zokuHlala neZibonelelo (Strategic Accommodation andInfrastructure Plan) se-WCED sikhankanya into yokuba i-WCED kunye neSebe lezoThuthoneMisebenzi yakwaRhulumente kufuneka enze iinzame ezinxityelelanisiweyo zokudala amaphuloadityanelwe nabecandelo loshishino ajoliswe ekuncediseni kwiindleko zolwakhiwo nolondolozoezikolweni, ukuze ke njalo kukhawulelwane nale ngxaki yokunqongophala kwezibonelelo ezikolweni.ISebe lezoThutho neMisebenzi yakwaRhulumente kungoku nje likhangela i-PPP yokwakha isikoloesisodwa esitsha. ISebe leMfundo leNtshona Koloni liqikelela ukuba uthethwano luya kuqukunjelwaappha kunyakamali ka-2005/06.


Uluhlu lwezishunqulelo

ABET Adult basic education and training LTSM Learning and teaching support materialsAFET Adult further education and training MSP Master systems planCEM Council of Education Ministers MST Maths, science and technologyCEO Chief Executive Officer MTEF Medium-term expenditure frameworkCLC Community learning centre NCS National Curriculum StatementsCTI Cape Teaching Institute NDE National Department of EducationECD Early childhood development NGO Non-governmental organisationEMDC Education Management and

Development CentreNQF National qualifications framework

EMIS Education Management InformationSystem

PSNP Primary school nutrition programme

ETDP Education, training and developmentpractices

RCL Representative Council of Learners

EWP Employee Wellness Programme RNCS Revised National Curriculum StatementsFET Further education and training RPL Recognition for Prior LearningFETC Further education and training certificate SACE South African Council of EducatorsFTE Full-time equivalent SAQA South African Qualifications AuthorityGET General education and training SASA South African Schools ActGETC General education and training certificate SDIP Service delivery improvement

plan/programmeHEDCOM

Heads of Education Departments’Committee

SDP School development plan

HEI Higher education institution SETA Sectoral Education and Training AuthorityHRD Human resource development SGB School governing bodyHRDS Human Resource Development Strategy SMT School management teamICT Information and communication

technologySPMS Staff performance management and

development systemIQMS Integrated Quality Management System SSE School self evaluationLOGIS Logistics Information System WCED Western Cape Education DepartmentLSEN Learners with special education needs WSE Whole school evaluation

Director:Metropole

South EMDCMr Eugene

Daniels

Director:Metropole East

EMDC

Mr MelvynCaroline

Director:Metropole

CentralEMDC

Mr AnthonyPietersen

Director:Metropole

NorthEMDC

Mr BarryVolschenk

Director:South Cape/

KarooEMDC

Ms BonnieSesenyamotse

Director:Breede River/

OverbergEMDC

Mr CliftonFrolick

Director:West Coast/Winelands

EMDCMr Jannie

Beukes

Director:Further

Education andTraining

Mr ZozoSiyengo

Director:Institutional

Management &Governance

PlanningMr DaveShepherd

Director:Curriculum

Development

Mrs JennyRault-Smith

Director:Examinations

Mr AndréClausen

Director:SpecialisedEducationSupportServices

Dr MatthiTheron

Director:Physical

ResourcePlanning

Mr NatKaschula

Director:Information &Technological

ServicesMr MikeChiles

Director:Research

Mr PeterPresent

Director:Personnel

Management(Public Service)

Mr GeraldElliott

Director:Personnel

Management(CS Educators)

Mr NormanDaniels

Director:Human

ResourceDevelopmentMrs Linda

Rose

Director:Labour

Relations

Vacant

Director:Accounting

Services

Mr Viv Viviers

Director:Budget

Administration

Mr EugeneMeyer

Director:Provisioning

Administration& Logistical

ServicesMr WillieCarelse

Chief Director:RegionalServices

(MetropoleEMDCs)

Mr Ndo Miti

Chief Director:RegionalServices(Rural

EMDCs)Ms Sindi Shayi

Chief Director:Education

Support andDevelopment

Dr FransBooyse

Chief Director:EducationPlanning

Ms PennyVinjevold

Chief Director:Human

ResourceManagement

Mr Jan Hurter

Chief Director:Finance

Management

Mr Leon Ely

Superintendent-GeneralMr Ron Swartz

Deputy Director-General:Operational Education

ManagementMr John Lyners

Deputy Director-General:Education Planning and

DevelopmentMr Brian Schreuder

Deputy Director-General:Corporate Management

Mr Johan Fourie

Director:Communication

Mr Paddy Attwell

Director:Quality Assurance

Vacant

The Minister of Education(Western Cape)

Mr Cameron Dugmore

Direkteur:Metropool Suid

OBOSMnr. Eugene

Daniels

Direkteur:Metropool Oos

OBOS

Mnr. MelvynCaroline

Direkteur:MetropoolSentraal OBOS

Mnr. AnthonyPietersen

Direkteur:Metropool

Noord OBOS

Mnr. BarryVolschenk

Direkteur:Suid-Kaap /

Karoo OBOS

Me. BonnySesenyamotse

Direkteur:Breederivier /

Overberg OBOS

Mnr. CliftonFrolick

Direkteur:Weskus /Wynland OBOS

Mnr. JannieBeukes

Direkteur:Verdere

Onderwys enOpleidingMnr. ZozoSiyengo

Direkteur:Inrigtingsbestuur

en Beheer-beplanning

Mnr. DaveShepherd

Direkteur:Kurrikulum-ontwikkeling

Mev. JennyRault-Smith

Director:Eksamens

Mnr. AndréClausen

Direkteur:Spesiale

Onderwys-ondersteunings-

diensteDr. Matthi

Theron

Direkteur:Fisiese

Hulpbron-beplanning

Mnr. NatKaschula

Direkteur:Inligting en

TegnologieseDienste

Mnr. Mike Chiles

Direkteur:Navorsing

Mnr. PeterPresent

Direkteur:Personeelbestuur

(Staatsdiens)

Mnr. GeraldElliott

Director:Personnel

Management (CS Educators)

Mnr. NormanDaniels

Direkteur:Menslike

Hulpbron-ontwikkeling

Mev. Linda Rose

Direkteur:Arbeids-

verhoudinge

Vakant

Direkteur:Rekeningkundige

Dienste

Mnr. Viv Viviers

Direkteur:Begrotings-

administrasie

Mnr. EugeneMeyer

Direkteur:Voorsienings-

administrasie enLogistiekeDienste

Mnr. WillieCarelse

Hoofdirekteur:Streekdienste(MetropoolOBOSSE)

Mnr. Ndo Miti

Hoofdirekteur:Streekdienste

(LandelikOBOSSE)

Me. Sindi Shayi

Hoofdirekteur:Onderwys-

ondersteuningen Ontwikkeling-

beplanningDr Frans Booyse

Hoofdirekteur:Onderwys-beplanning

Me. PennyVinjevold

Hoofdirekteur:Menslike

Hulpbronbestuur

Mnr. Jan Hurter

Hoofdirekteur:FinansiëleBestuur

Mnr. Leon Ely

Superintendent-generaalMnr. Ron Swartz

Adjunk Direkteur-generaal:Operasionele

OnderwysbestuurMnr. John Lyners

Adjunk Direkteur-generaal:Onderwysbeplanning en

OntwikkelingMnr. Brian Schreuder

Adjunk Direkteur-generaal:Korporatiewe Bestuur

Mnr. Johan Fourie

Direkteur:Kommunikasie

Mnr. Paddy Attwell

Direkteur:Gehaltebestuur

Vakant

Minister van Onderwys(Wes-Kaap)

Mnr. Cameron Dugmore

UMlawuli:KwiMetropoli ye-EMDC eseMzantsi

Mnu. EugeneDaniels

UMlawuli:KwiMetropoli

ye-EMDCeseMpuma

Mnu. MelvynCaroline


ye-EMDCeseMbindini

Mnu. AnthonyPietersen


ye-EMDCeseMntla

Mnu. BarryVolschenk

UMlawuli:Kwi-EMDCkwiKarooeseMzantsi

Nks. BonnySesenyamotse

UMlawuli:Kwi-EMDC

ekwiBreede River/kwi-Overberg

Mnu. CliftonFrolick

UMlawuli: Kwi-EMDC ekuNxweme

lwaseNtshona /KwiMimandla

yeeDiliyaMnu. Jannie

Beukes

UMlawuli:WezeMfundonoQeqesho

oluQhubelekayoMnu. ZozoSiyengo

UMlawuli:WezoLawulonoCwangciso

lweZiko

Mnu. DaveShepherd

Direkteur:Kurrikulum-ontwikkeling

Mev. JennyRault-Smith

UMlawuli:WezeeMviwo

Mnu. AndréClausen

UMlawuli:WeeNkonzo

zeNkxaso yeMfundoeneeMfunoeziZodwa

Gqr MatthiTheron

UMthetho:WezoCwangciso

lweZakhiwo

Mnu. NatKaschula

UMlawuli:WezeNgcaciso

neeNkonzozeThekhinolojiMnu. Mike

Chiles

UMlawuli:WezoPhando

Mnu. PeterPresent

UMlawuli:WezoLawulolwaBasebenzi(beNkonzo

kaRhulumente)Mnu. Gerald

Elliott

UMlawuli:WezoLawulolwaBasebenzi

(Ootitshala be-CS)

Mnu. NormanDaniels

UMlawuli:WezoPhuhlisolwaBasebenzi

Nkskz. LindaRose

UMlawuli:WezoBudlelane

eMsebenzini

asinamntu

UMlawuli:WeeNkonzo

zeAkhawuntingi

Mnu.Viv Viviers

UMlawuli:WezoLawulolweBhajethi

Mnu. EugeneMeyer

UMlawuli:WezoLawulolweziBonelelonoKwenziwakweeNkonzoMnu.Willie

Carelse

UMlawuli oyiNtloko:WeeNkonzozeeNgingqi

(Kwii-EMDCzeMetropoli)

Mnr. Ndo Miti

UMlawuli oyiNtloko:WeeNkonzozeeNgingqi

(Kwii-EMDCeziseMaphandleni)Nks. Sindi Shayi

UMlawuli oyiNtloko:WeNkxasoyezeMfundonoCwangcisolwezoPhuhliso

Gqr. Frans Booyse

UMlawuli oyiNtloko:WezoCwangciso

lweMfundo

Nks. PennyVinjevold

UMlawuli oyiNtloko:WezoPhuhlisolwaBasebenzi

Mnu. Jan Hurter

UMlawuli oyiNtloko:WezoLawulo

lweMali

Mnu. Leon Ely

INtsumpa JikeleleMnu. Ron Swartz

USekela-Mlawuli Jikelele:WezoLawulo lweeNkqubo

zeMfundoMnu. John Lyners

USekela-Mlawuli Jikelele:WoCwangciso noPhuhliso

lweMfundoMnu. Brian Schreuder

USekela-Mlawuli Jikelele:WezoLawulo leSebe

leMfundoMnu. Johan Fourie

UMlawuli:WezoNxibelelwanoMnu. Paddy Attwell

UMlawuli:WokuGcinwakwemMigangatho

asinamntu

UMphathiswa weMfundo,uGqw. Cameron Dugmore

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Documents

WESTERN CAPE EDUCATION DEPARTMENT - National … budget/2005/Provincial... · Our department’s programme to identify unused and under-utilised school land for possible alienation