MPUMALANGA DEPARTMENT OF EDUCATION
DEPARTMENTAL STRATEGIC PLAN
2004/2005 – 2006/2007
CONTENTS PAGEFOREWORD
PART A: STRATEGIC OVERVIEW
1. FOREWORD BY THE MEC …………………………………………………………………. 3
1.1 OVERVIEW BY THE DEPUTY DIRECTOR-GENERAL ………………………………………. 4
2. VISION ……………………………………………………………………………………... 5
3. MISSION …………………………………………………………………………………… 5
4. VALUES ……………………………………………………………………………………. 5
5. SECTORAL SITUATION ANALYSIS
5.1 SUMMARY OF SERVICE DELIVERY ENVIRONMENT AND CHALLENGES …………………….. 5
5.2 SUMMARY OF ORGANISATIONAL ENVIRONMENT AND CHALLENGES ………………………. 5
6. LEGISLATIVE AND OTHER MANDATES ……………………………………………………… 6
7. BROAD POLICIES, PRIORITIES AND STRATEGIC GOALS ……………………………………. 9
8. INFORMATION SYSTEMS TO MONITOR PROGRESS ………………………………………… 9
9. DESCRIPTION OF STRATEGIC PROCESS …………………………………………………… 10
PART B: BUDGET PROGRAMME AND SUB-PROGRAMME PLANS
10. BUDGET PROGRAMME AND SUB-PROGRAMME PLANS
PROVINCIAL VOTE 7: EDUCATION …………………………………………………………. 11
PROGRAMME 1: ADMINISTRATION ………………………………………………………… 12
PROGRAMME 2: PUBLIC ORDINARY SCHOOL EDUCATION ………………………………… 17
PROGRAMME 3: INDEPENDENT SCHOOL SUBSIDIES ……………………………………… 21
PROGRAMME 4: PUBLIC SPECIAL EDUCATION …………………………………………….. 23
PROGRAMME 5: FURTHER EDUCATION AND TRAINING ……………………………………. 24
PROGRAMME 6: ADULT BASIC EDUCATION AND TRAINING ………………………………… 25
PROGRAMME 7: ECD ……………………………………………………………………… 29
PROGRAMME 8: QUALITY ASSURANCE AND SYSTEMS EVALUATION ………………………. 32
TABLE A.2: DEFINITION OF PERFORMANCE MEASURES
PROVINCIAL VOTE: EDUCATION ……………………………………………………………. 33
PROGRAMME 1: ADMINISTRATION …………………………………………………………. 34
PROGRAMME 2: PUBLIC ORDINARY SCHOOL EDUCATION ………………………………… 35
PROGRAMME 3: INDEPENDENT SCHOOLS SUBSIDIES …………………………………….. 38
PROGRAMME 4: PUBLIC SPECIAL EDUCATION …………………………………………….. 38
PROGRAMME 5: FURTHER EDUCATION AND TRAINING ……………………………………. 39
PROGRAMME 6: ADULT BASIC EDUCATION AND TRAINING ………………………………… 39
PROGRAMME 7: EARLY CHILDHOOD DEVELOPMENT ……………………………………… 40
TABLE A.3: PERFORMANCE TARGETS
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 1
PROVINCIAL VOTE: EDUCATION ………………………………………………………….. 40
PROGRAMME 1: ADMINISTRATION ……………………………………………………….. 41
PROGRAMME 2: PUBLIC ORDINARY SCHOOL EDUCATION ………………………………. 45
PROGRAMME 3: INDEPENDENT SCHOOLS SUBSIDIES …………………………………… 51
PROGRAMME 4: PUBLIC SPECIAL EDUCATION …………………………………………... 52
PROGRAMME 5: FURTHER EDUCATION AND TRAINING ………………………………….. 53
PROGRAMME 6: ADULT BASIC EDUCATION AND TRAINING ……………………………… 55
PROGRAMME 7: ECD …………………………………………………………………… 55
PROGRAMME 8: AUXILIARY AND ASSOCIATED SERVICES ……………………………….. 57
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 2
1.1 FOREWORD
Mpumalanga Department of Education has always committed itself, its human resources to work diligently and purposefully to provide quality education to all communities within its area of influence.
The above commitment is based on our understanding of challenges facing the Department and this Country.
It is on that basis that our initiatives and programmes seek to redress and advocate for skills development and equity such that an enabling environment can be created to produce learners who will adapt and fit into the socio-economic of this Country.
All these initiatives and programmes including Infrastructure development, provisioning of scholar transport to the needy learners, supplying of learner support material promptly, list endless are implemented to ensure the realization of our set goals.
The Department is always mindful of the Constitutional Mandate to refer all our implementation strategies that seek to make education accessible and developmental to all.
It is on that basis that all efforts should be on creating safe school environment and to ensure that school become centres of community development.
There must be no learner who may be denied access to quality education on the basis that the parents are unable to afford.
In the spirit of Tirisano, communities must rally side by side with officials of the Department to build public confidence in public education including Adult Basic Education [ABET]
There has to be collaboration in order to push back the frontiers of poverty by providing education, which meet the needs and demands of our communities. The Food and Nutrition Programme must be managed in such a manner that no learner enters into the class hungry. Equally, where possible, unused school grounds should be available for gardening in the spirit of Letsema.
This Strategic Plan seeks to develop principles of hard word, diligence and commitment to service delivery. It promotes clean governance and transparent administration and upholds the principles of Batho Pele.
CNM PadayacheeMPL, MEC for Education
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1.2 OVERVIEW BY THE DEPUTY DIRECTOR-GENERAL
The Mpumalanga Department of Education seeks to develop the citizens of this Province by providing quality learning, teaching and service at all educational institutions within its jurisdiction. It is our belief that this will lead to a well skilled, knowledgeable and progressive citizenry.
A number of educational policies have been introduced so as to open the doors of learning to all and to address the educational backlogs. It is now the right time for the Department to monitor and support the implementation of these policies. In this way educators, learners, parents and all stakeholders will be motivated to participate and provide the required support.
Besides embarking on policy implementation and actionable educational programmes, the Department has openly declared its resolve to be responsive to its clients and to uphold the principles of Batho Pele which echo our core business of providing quality education; through developing an education system that will capacitate, develop and empower humanity in all respects.
The recipe for achieving a better life for all is by investing in the education of our present and future generations. As a State Institution we once commit ourselves to be true servants of the citizens of this country by carrying out mandates and policies of the government and by providing the necessary advice and support to the Member of the Executive Council (MEC) for Education in this Province.
I therefore wish to recommit myself, my colleagues and the entire Department to this Strategic Plan which will culminate in the delivery of a highly professional, efficient, effective service and the provisioning of a lifelong quality education for all.
Dr. MT MashininiDeputy Director General for Education
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2. VISION
Providing quality education for all.
3. MISSION
The Mpumalanga Department of Education is committed to render quality education for all, through effective teaching and learning, skills development, involvement of stakeholders and maximum utilization of resources for socio-economic enhancement of all citizens.
1. VALUES
Uphold the Constitution of the RSA Promote the Vision and Mission of the Department Promote stakeholders participation Uphold Batho Pele Principles Promote skills development and equity Uphold professionalism and acceptable work ethos Ensure that all services are rendered effectively and efficiently
2. SECTORAL SITUATION ANALYSIS
2.1 Summary of service delivery environment and challenges
Within the system of education there are a number of problem areas peculiar in their nature that are based on the provisioning of infrastructure, human resources, financial and technological aspects. The budget vote of the department is further augmented by the collection of revenue, conditional grants and donor funding.
The Department currently deals with numerous disciplinary cases from the school to Head Office level, and we manage to resolve disputes. The relations between the employer and employee organizations are sound and we manage to have agreements that are implemented, which are with accordance to Chamber Resolutions.
This year has been dramatic because all schools have elected their school governing bodies; to promote good governance and management at schools, albeit the fact that the greatest challenge remains the one of having representative School Governing Bodies.
The challenges we are faced with are enormous, because we need to translate our planning processes into pragmatic delivery service mechanisms for that child that cannot still afford a meal at home, cannot afford a uniform and cannot afford a school fund, whose parents are part of the bulk of the estimated 10m adults who remain illiterate.
Clear focus on the implementation of our strategic plans, monitoring and evaluation are critical and constitutes a cornerstone for efficient and effective education system that translates into an economically vibrant citizens.
It is therefore vital that our project management plans on Curriculum 2005, FET, Skills Development Act, Risk Management Plans and others be put in place and be reviewed on a quarterly basis. To drive this process ownership of the plans, leadership, commitment and dedication remain the basic ingredients for senior management members.
5.2 Summary of organisational environment and challenges
With regard to the support we obtain from business the Department has managed to deal with a huge backlog on infrastructure development, skills development and a range of other issues. The Department alone cannot address the above challenges. It is on this basis that business is called to support in our endeavour to redress the past imbalances.
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In order to achieve this, the following measures are considered:
Youth Contractors are encouraged to participate in our Youth Empowerment initiative - HRM
Learners to be exposed to different careers – GET
To engage business to support on infrastructure development – Corporate Service
There are lot of learners from farms who are being assisted through the scholar transport system. The budget for this particular item has since being increased ± 300%. The Department is intending to cluster all farm schools within an intension to do away with one-teacher schools. This may impact the walking distances of learners.
To provide scholar transport to those needy learners – Resource Planning
The Department is contracting various consultancies for school plans, and it has being discovered that at most the plans obtain from various agencies are repeatedly used. Above all it has been noted that the outsourcing of this initiative leads to lack of management control and monitoring and above all this leads to huge spending.
The Mission and Vision statement of the Department promotes the inducement of stakeholders. The Department has committed itself to work in partnership with stakeholders to achieve its desired goal.
The environment between the Department and the media is hostile. The Department is faced with the challenge of changing the attitude of the media in reporting negative things about the Department. Good things are not making headlines.
The community does not know tender Board process.
The Department is judged by the way they offer tenders. Is the process of allocation of tenders transparent to the community?
Is the community educated about the process?
This can be achieved through inviting the community when the board meet. Workshops need be held by the Department to educate the community.
Learner support material forms the basic of ingredient to effective teaching and learning. Last year before the schools closed, most of the schools never received the LSM. Lack of supply of LSM in time hampers the mental development of the learners.
6. LEGISLATIVE AND OTHER MANDATES
6.1 The Department derives its Core mandate from the Constitution. The Department is currently guided by over nine (9) pieces of legislation.
Section 29 of the Constitution of the RSA states:
6.1.1 Everyone has the right:-
to a basic education, including adult basic education; and to further education, which the state, through reasonable measures, must make progressively available and accessible.
6.1.2 Everyone has the right:-
to receive education in the official language or languages of their choice in public educational institutions where that education is reasonably practicable. In order to ensure the effective access to, and implementation a) equity;b) practicability; andc) the need to redress the results of past racially discriminatory laws and practices.
6.1.3 Everyone has the right:-
to establish and maintain, at their own expense, independent educational institutions that do not discriminate on the basis of race; are registered with the state; and maintain standards that are not inferior to standards at comparable public educational institutions.
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6.1.4 The following list of Acts further elaborates the legislative mandate of the Department. National Education Policy Act (No. 27 of 1996):
It provides for the determination of National Policy for education, determine policy on salaries and principles that govern education.
South African Schools Act (No. 84 of 1996):To provide for a uniform system, for the organisation governance and funding of schools, to amend and repeal certain laws to schools, and to provide for matters connected therewith.
Mpumalanga School Education Act, 1995:It provides for development of regulations and policies within the province and it is in line with the South African Schools Act No. 84 of 1996.
South African Qualifications Authority Act No. 58 of 1995:It provides for development and implementation of a National Qualification Framework and for this purpose to establish the South African Qualifications Authority, and to provide for matters connected therewith.
The General and Further Education and Training Quality Assurance Act (No. 58 pf 2001):To provide for the establishment, composition and functioning of the General and Further Education and Training Quality Assurance Council; to provide for Quality Assurance in General and Further Education and Training.
Further Education and Training Act (No. 98 of 1998):To regulate Further Education and Training and provide for the establishment, governance and funding of Public Further Education and Training institutions.
Public Service Act of 1994: The Public Service Regulations of 2001 set up a regulatory framework underpinning the operations of the department in the discharge of its mandate.
Public Finance Management Act: To regulate financial management in the national government and provincial governments; to ensure that all revenue, expenditure, assets and liabilities of those governments are managed effectively and efficiently.
Employment of Educators Act (No. 76 of 1998): To provide for the employment of educators by the state and for the regulation of the conditions of service, discipline, retirement and discharge of educators.
Employment Equity Act (No. 55 of 1998): It provides for the redress on the discriminatory laws and practices, disparities in employment occupation and income within the National Labour Market.
Skills Development Act (No. 97 of 1998): It provides an institutional framework to devise and implement national; sector and workplace strategies; to develop and improve the skills of the South African workforce; to integrate those strategies within the National Qualifications Framework contemplated in the South African Qualifications Authority Act 1995; to provide for learnerships that lead to recognised occupational qualifications; to provide for the financing of skills development by means of a levy grant scheme and a National Skills Fund; to provide for and regulate employment services; and to provide for matters connected therewith.
Adults Basic Education Act (Act 52 of 2000:To regulate adult basic education and training; to provide for the establishment, governance and funding of public adult learning centres.
6.2 Core Business
To provide an education of progressively high quality for all learners and so doing lay a strong foundation for the development of all our people talents and capabilities and advance the democratic transformation of society.
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7. BROAD POLICIES, PRIORITIES AND STRATEGIC GOALS
7.1 Strategic goals
7.1.1 To make our provincial systems work by making co-operative governance work
7.1.2 Breaking the back of illiteracy between adult and youth in five years
7.1.3 Developing schools as centres of community life
7.1.4 Ending conditions of physical degradation in South Africa’s schools
7.1.5 Developing the professional quality of our teaching force
7.1.6 Ensuring the success of active learning through outcomes based education
7.1.7 Creating a vibrant further education and training system to equip youth and adults to meet the social and economic needs of the 21st century
7.1.8 Dealing urgently and purposefully with HIV/AIDS emergency in and through the Education and Training System
7.2 Strategic objectives
7.2.1 To develop planning tools to support the policy and budget process
To improve the credibility of the budget
All learning institutions should have properly constituted and effectively functioning governing bodies
Making the national associations of governing body effective and represent all the voices of all communities
7.2.2 Creation of vibrant further education to equip youth and adult
7.2.3 Develop the professional quality of schools
Strengthen the relationship among the stakeholders
Ensure that the School Governing Bodies play their role as stipulated in the South African’s Schools Act
7.2.4 Community involvement and participation in schools to ensure safe and secure environment
Improve the physical conditions schools particularly the previously disadvantaged
7.2.5 To develop a framework for educator development that promotes and enhance the competence and professional skills of all educators
To ensure the development of South African Council for Educators [SACE] as a professional body for educators
To implement in partnership with SACE, the Code of Conduct that guides the standard of practice and ethics of educators
7.2.6 Classroom learning time be efficient and effective
Educators and learners be effectively trained particularly on outcome-based education
Other stakeholders be capacitated on the outcome-based education
7.2.7 All stakeholders should be trainers about the HIV/AIDS
Popular material on HIV/AIDS be readily available
Life skills and HIV/AIDS education be integrated across the curriculum
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Reduction in HIV/AIDS among learners
8. INFORMATION SYSTEMS TO MONITOR PROGRESS
8.1 LOGIS
Requisition completed by chief user for either service or purchase order generated by Logis system supported by delivery notes, invoices and tender board approval letters/ quotes.
(i) Requisitioning for stores, standard services by chief users by generated orders on Logis System.
(ii) Supplier payments supported by orders, delivery notes, invoices and approval letters.
(iii) Providing Pro-active Supplier Management.
(iv) Optimising stock and moveable asset levels.
(v) Grants and Donations Matters.
(vi) Inventing control and inspection services.
(vii) Moveable Asset Register and Financial Statement.
(viii) Disposals, surpluses, shortages, losses and redundant stock.
(ix) Labour saving devises.
8.2 PERSAL
Subsistence and Transport claims supported by invitations, receipts and certified be supervisor
Salary related transactions which includes bonuses, cell phone subsidies, senior management scheme claims, leave gratuity, housing subsidy
Other salary related matters effected from personnel
8.3 BAS
Supplier payments supported by requisition, order, delivery notes, invoices and tender board approval letters/ quotes
Subsistence & Transport claims – Conditional Grants and interview claims Services accounts which includes Telkom and municipality accounts Advances and leave gratuity for out of service personnel Transfer payments to schools and colleges Suspense account payments Salary related matter for out of service personnel e.g. assessment Fringe benefits like medical and housing subsidies for all personnel within the system
8.4 ACCOUNTING INFORMATION SYSTEM
Basic Accounting System Generate reports an income and expenditure transactions Reconcile accounts
8.5 INTERNAL AUDIT SYSTEM
The Internal Audit System is not in place, appointment of personnel is in progress and the system will be in place by December 2003 system will be in place by end of December 2003
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8.6 OPERATIONAL INFORMATION SYSTEMS
None
8.7 INFORMATION REPORTING SYSTEM
Vulindlela Interface of Persal, BAS and Logis systems supplying management information.
9. DESCRIPTION OF STRATEGIC PLANNING PROCESS
This year’s strategic planning process was preceded by the departmental education Conference, which took place from 29-31 January 2003, which focused on the theme “SCHOOL EFFECTIVENESS AND LEARNER EXCELLENCE”
It was through this process that the central issues on how to improve school effectiveness and learner excellence was discussed.
Because of the poor matric results of 2001, the MEC for Education in the province, through the Premier, appointed a Task Team to probe the cause, and various consultations were made with parents, learners, educators, officials, community members, unions and other stakeholders.
Subsequent to these developments, a comprehensive feedback was presented by the Task Team on “Report on the Assessment of the 2001 Mpumalanga Matric Results.” The study that was conducted also covered other management and educational matters of the schools.
On the basis of the input from the MEC for Education and the Head of Department in this particular conference key issues that inhibit service delivery were identified:
insufficient classroom space; shortage of learner support materials; poor management of schools; lack of clear monitoring and evaluation mechanisms by the departmental officials.
When the strategic planning was conducted for this particular MTEF cycle, other issues pertaining to improvement on access to quality education were considered and it also happened after the MEC had already presented his budget speech policy in the legislature, where issues were raised pertaining to the current vision and mission, and also the representativity of SGBs at schools.
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THREE-YEAR STRATEGIC PLAN
TABLE A.1: PROGRAMMES, MEASURABLE OBJECTIVES, ACTIVITIES AND PERFORMANCE MEASURES
Provincial Vote 7: Education (R4 522 763 000)Aim of vote: To provide education in the province to people whose education is the responsibility of the departmentMeasurable Objectives Activities Performance MeasuresTo ensure that the population of compulsory school-going age in the province attends schools.
Introducing Radio Programmes where we inform parents about the right to learnExpansion of the community based ECD ProgrammeIntroduction of scholar transport in rural areas Advocacy Campaign through Circulars and the media.
Striving for 100% of the population aged 6 to 14 attending schoolsIncreased percentage of population aged 6 – 14 attending schoolsCurrent 94,6%
To make FET progressively available to youth and adults above compulsory school-going age.
Expanding and introducing satellite campuses in communities which are far from FET CentresPrioritise other secondary schools to offer FET related Programmes
Increased percentage of learners attending FET Phase
To provide overall Management of the Education system in accordance with the National Education Policy Act, the South African Schools Act, the Public Finance Management Act, Employment of Educators Act, the Public Service Act, FET Act Regulation and Policies
Provide political vision direction and leadership Well managed educationPass rateDrop-out rateRepeating rate
To build a society that is well educated in the Province in the different fields of education.
Implement stringent measures for school going age learners to attend school and assists adults.
Average highest GET or FET level attained by adults in the population Some Secondary Schooling – Grade 9
To ensure accountability Monitoring, research and evaluation of programmes and projects
The extend to which principles of accountability are prioritised and reports are submitted in a timely manner
To ensure the MDoE is kept abreast with international developments
Liaison and consultation The extend to which partnership are established with international stakeholders. 100% of donor funded projects are implemented on schedule
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Programme 1: Administration (R354 971 000)Programme objective: To render an effective and efficient administration service to the Mpumalanga Education DepartmentMeasurable Objectives Activities Performance MeasuresTo bring about effective management at all levels of the system.
To conduct training to principals, school clerks and treasurer of SGBs in Financial Management
To realise an optimal distribution of financial, physical and human resources across the system.To ensure that the flow of learners through the system is optimal.
Performance in Senior Certificate and FET levels
Programme 2: Public ordinary school education (R3 843 702 000)Programme objective: To provide public ordinary education from Grades 1 to 12 in accordance with the South African Schools Act.
Sub-programme 2.1: Public primary phase (R2 490 693 000)Programme objective: To provide specific public primary ordinary schools with resources required for the Grades 1 to 7 phase.Measurable Objectives Activities Performance MeasuresTo provide public ordinary education from grades R-7 in accordance with the South African Schools Act.
Campaigning for early registering of learners. Distribution of approved Post Provisioning lists
609946 spaces provided in the Public Primary Phase
To provide educators at the public primary phase in accordance with policy
Implement Provincial ELRC Resolution No 1 of 2001 as amended, which provides for a process whereby all professionally qualified temporary contract teachers who have completed 2 years of service, will be permanently appointed in substantive vacant teacher posts
± 800 temporary contract teachers to be considered and dealt with in terms of Provincial ELRC Resolution No 1 of 2001 as amended
Deal with the transfer of educators additional to the establishment on post level 1 and higher in institutions, in terms of operational requirements.
70% of identified educators in addition to be transferred
Fill approved vacant principal posts in schools through prescribed advertising and selection processes
All approved vacant approved vacant principal posts in schools as identified in June 2003 and again in January 2004, to be filled
Curriculum supports this by means of national and provincial policy initiatives, thorough circulars, newsletters and guidelines in terms of updated teaching methodologies
Decrease drop out rate
Introduce learning support programmesLearning support programmes
Improve 100% of learners in Grade 6 attaining acceptable outcomes in numeracy, literacy and life skillsCriteria to be established by June 2003
To make schools centres of community life To organise Choral Eisteddfod ProgrammesImprove gardens and engage in church, Sport & recreation community meetings
Strive to have 100% of parents/community involved in school/community related activitiesCommunity members of the sampled schools interviewed
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Measurable Objectives Activities Performance MeasuresIntroduce Community based projectCampaigns for community participationInterview community members on the participation of parents and report on that
To put the basic infrastructure for primary schooling in place in accordance with policy
Implement priority list for 2004/5 after approval by Cabinet Preparation of tender documents Advertising on the tender bulletin Appointment of contractors by Tender Board Exception by contractors Progress payments Final site hand over Evaluating and reporting on the infrastructure
with regards its appropriateness
Provide the following infrastructure
26 Administration Blocks442 Classrooms515 C/R Renovations475 Toilets429 Fence99 Water40 ElectricityReport on the state of infrastructure of the schoolShould include enlarging classroom doors so that wheelchairs can easily enter the classroom
Planning for 2005/2006 Identification of Physical Resource need and
prioritisation as determined by the MTEF Inter-act with the IDPs of the respective
municipalities Appointment for planning Briefing sessions of consultance Inter-act with town planners appointed by
the respective municipalities
Readily available projects specification and tender documents for the respective projects
A research is conducted to establish proximity of all schools
The extent to which new schools are provided within a 15 km accessibility radius in rural areas and 1,5 km accessibility radius in urban areas
To improve access in information, communication and technology
Provide with specialistOrganise exhibitions to screen, select and evaluate relevant resourcesProcess stock for the schoolsMarket the school library serviceDeliver stock to schoolTrain educators on basic library skills [to set up libraries]Organise exhibitions to screen, select and evaluate relevant resourcesMarket the school library service
Provided core school library resources in 96 schoolsExhibitions organised
50% of educators Library based resources are integrated into classroom practice
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Measurable Objectives Activities Performance MeasuresProcess stock for the schools The extent to which public ordinary schools are provided with school
library core collections to increase access to information is improved and enhances
Deliver stock to school Provided core school library resources in 96 schoolsTrain educators on basic library skills [to set up libraries]
Training programmes
Curriculum update on selection criteriaUpdate selection criteria LSMLSM and resource catalogues are produced and approvedDistribution of catalogues for ordering
Learning resources are screened, evaluated for inclusion in the resource catalogueNew selection criteria usedRequisition madeMaterial delivered
To foster a culture of effective learning and teaching To conduct schools self-evaluation training
Observation of educators in practice
School self-evaluation training conducted
External evaluation conductedTo provide departmental services for the professional and other development of educators and non-educators in public ordinary schools
Monitor the status of DAS in schools
Training of new supervisors
Training of schools on school self evaluation and the development of school improvement plans
Report on the status of DAS in the schools
To improve effectiveness of governance and management in educational institutions at all levels of the system
Monitor and evaluate the effectiveness of governance, leadership and management of school
Conduct external evaluation
To bring about effective management at all levels of system assessment in
Register learners for external examination Number in level 4 and Grade 9-registeredPrint preliminary schedule and dispatch them to school
Number registered per certificate certificate e.g. senior certificate/endorsement
Corrections of entries effected Percentage drop-out before writing examinationsPrint admission letters to all learners writing external examination
Percentage writing examination
To provide classroom facilities to schools which have not classroom facilities
Enter into an agreement with the property owners to acquire accommodation for the schools in the farm areas
Schools were provided with classroom facilities in rural and farm areas
To provide scholar transport to learners in rural and farm areas
Appoint contractors through Tender Board to provide scholar transport services
Scholar transport were provided to learners in rural and farm areas
Implement Provincial Priority list on capital projects Appoint consultants and contractors through Tender Board to prepare tender documents and build prioritised classroom facilities for schools
The prioritised capital projects were implemented
Renovate prioritised priority list on capital projects Appoint consultants and contractors through Tender Board to prepare tender documents and build prioritised classroom facilities for schools
The prioritised capital projects were implemented
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Measurable Objectives Activities Performance MeasuresRenovate prioritised classroom facilities for schools Appoint consultants and contractors through Tender
Board to prepare tender documents and renovate prioritised classroom facilities for schools
Prioritised schools for renovation were implemented
Appoint day-to-day maintenance contractors to maintain public schools
Appoint day-to-day contractors through Tender Board Day-to-day maintenance contractors appointed through Tender Board
To provide text and prescribed books to the learners in schools
Tenders to procure and delivered text and prescribed books to schools will be appointed through Tender Board
Learners provided with text and prescribe books
To provide school stationery to all learners in schools
Tenders to procure and deliver school stationery will be appointed through Tender Board
All learners provided with school stationery in the public schools
To provide computers to all schools with electricity To appoint tenders through Tender Board to provide computers to all schools with electricity
Schools with electricity provided with computers
To provide furniture to needy schools To appoint tenders through Tender Board to provide furniture to needy schools
New schools were provided with furniture
To improve access to and quality of formal education at learning institutions in terms of school effectiveness and educator professionalism in the secondary school [grades 8-12]
Curriculum support in terms of subject package redress, assistance with study methods, classroom management, methodologies, etc
Develop and re-skill all grade 9 educators to follow appropriate assessment procedures and process
Participate in the national bench-marking process of external assessment tools
Establish a databank with information on the performance of Grade 9 learners
Improvement for Grade 9 through the application of CTA
Sub-programme 2.2: Public secondary phase (R1 254 083 000)Programme objective: To provide specific public secondary ordinary schools with resources required for the Grades 8 to 12 levels.
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Measurable Objectives Activities Performance MeasuresTo improve access to information, communication and technology
Organise exhibitions to screen, select and evaluate relevant resources
Market the school library service
Process stock for the schools
Deliver stock to school
Train educators on basic library skills (to set up libraries)
Requisition of printed and electronic resources
Exhibitions organised
The extent to which public ordinary schools are provided with school library core collections to increase access to information is improved and enhanced
Provided core school library resources in 96 schools
Training programmes
Electronic and printed resources delivered
Curriculum update on selection criteria
Update selection criteria LSM LSM and resource catalogues are produced and
approved Distribution of catalogues for ordering
Learning resources are screened, evaluated for inclusion in the resource catalogue
New selection criteria used Requisition made
Material deliveredTo improve access to and quality of formal education at learning institutions in terms of school effectiveness and educator professionalism in the secondary school (grades 8-12)
Curriculum support in terms of subject package redress, assistance with study methods, classroom management, methodologies, etc.
Develop and re-skill all grade 9 educators to follow appropriate assessment procedures and process
Participate in the national bench-marking process of external assessment tools
Establish a databank with information on the performance of Grade 9 learners
Workshop/support programmes
CTA workshops organised
Improvement for Grade 9 through the application of CTA
Records of performance
To put the basic infrastructure for Secondary Schools in place with accordance with policy
Production of resource catalogues
Distribution of catalogues for ordering
Training of educators on information and
The extent to which multi-media resources are screened, evaluated and selected number of multimedia resources
Requisitions made
The extent to which library based resources are integrated into
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Measurable Objectives Activities Performance Measuresresearch skills
Training of educators on reading skills Training of educators on computer skills
classroom practice
To foster a culture of effective learning and teaching Safe Schools ProjectVisit Schools by Circuit Manager (CM) and Curriculum implementers
Learner days lost due to Learner absenteeism in the Secondary Phase reducedPercentage of working days lost due to Educator absenteeism in the Secondary Phase reduced to 0 school performance improvesVandalism and crime reduced to 0%School visit programmes
To develop the Educator Corps Provision of Workshops Seminars and Bursaries plus Skills Development programmes
Average hours of development activities per Educator in the Secondary Phase increase
To bring about effective management at all levels of system assessment in:
Register learners for external examination Examination, supplementary and common examinations, ABET level 4 and GETC are conducted according to relevant national policy and provincial guidelines in terms of entries, timetabling, distribution, marking, re-marking moderation, certification and payment
Print preliminary schedule and dispatch them to schoolCorrections of entries effectedPrint admission letters to all learners writing external examinationPrint CASS and oral mark sheets and distribute to schoolsPrint question papers Grade 12Package question papers and dispatchCapturing CASS and oral marksTyping of question papersEditing of question papersModeration of question papers scriptsMarking of question papersAppointment of markers and examinersDistribute results to schools Support learning and teaching FET schools with special focus on poorly
performing schools by training and informing educators in specific assessment issues
Sub-programme 2.3: Professional services (R81 826 000)Programme objective: To provide educators and learners in public ordinary schools with departmentally managed support services.Measurable Objectives Activities Performance MeasuresTo improve access to Information, Communication and Technology
Re-skilling of educators and learners Computer resource centres established for identified clusters of districts
To improve access to quality education and training Curriculum support in terms of the identification of Education resources centres established and equipped [5 b 2005]
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 18
Measurable Objectives Activities Performance Measuresin urban and rural areas through infrastructure development
needs and thus the planning of courses Courses organised
To provide professional support to all educators in schools
Support learning facilitation with guidelines, circulars and newsletters in curriculum specific issues (including aspects such as assessment, methodologies and classrooms management
CIs visit schools regularly
Train educators on RNCS
Register all grade 9 educators per LA they present to establish a well trained core educator group
Information sessions on all curriculum matters in all districts regularly
RNCS implementation programmes drawn up
Support learning and teaching in GET and FET [all schools] with special focus on poorly performing schools by training and informing educators in curriculum specific issues [including aspects such as assessment, methodologies and classroom management]
School support programme developed.
RNCS is intrudes in phases
All educators registered
Improved percentage of schools monitored and supported by officials
Report on RNCS monitoring and implementation
To improve access to and quality of formal education at learning institutions in terms of school effectiveness and educator professionalism
Advocacy campaign for language policy held in all districts
Criteria for monitoring drawn up Explain Language policy and registration of
learners in LLC Monitor the implementation Mpumalanga
language policy Criteria for monitoring drawn up
Implementation of national guidelines on language policy monitored in all public schools
Learning facilitation supported with assessment guidelines and circulars, as well as methodologies and classroom practice for all phases and FET band
Guidelines and circulars issued
Targets established Improve the average hours of developmental activity per educator in primary and secondary phases
Sub-Programme 2.4: Human Resource Development – To provide departmental services for the professional and other development of educators and non-educators in public ordinary schools (R17 100 000)
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 19
Measurable Objectives Activities Performance MeasuresTo provide departmental services for the professional and other development programmes of educators and non educators in public ordinary schools
Allocate bursaries for un- and under qualified educators to become qualified
Allocate bursaries for re-skilling in scarce subjects, OBE Learning Areas, OBE Methodology, Art and Music and Remedial Education
Allocate bursaries for performance enhancement in scarce subjects, OBE Learning areas, OBE Methodology, ART and Music and Remedial
The extend to which educator corps in the public primary “phase”, secondary schools and special schools are developed through the offering of:Bursaries
Offer skills programmes in Management and Governance, Curriculum Delivery and Assessment in scarce subjects and OBE learning areas, Assessor, moderator, verifier, Sport Development Programmes, IT, Inclusive/specialised education
Skills programs and the utilisation of the 80 hours professional development per educators
Establish School Development Teams [SDTs] Train SDTs and other educators in the
Developmental Appraisal System [ DAS] Monitor the implementation of DAS
DAS is implemented and the educators Training needs are addressed by implementing DAS
Develop and Implement Human Resources Plan Develop and Implement Employment Equity Plan
Human Resources Plan and Employment Equity Plan
Develop job descriptions framework Maintain job description data base Support the implementation of performance work
plans through training
Job descriptions and performance work plans
Develop and implement appropriate wellness programmes, including HIV/AIDS in the workplace
Employee wellness programs
Offer skills programmes in Financial Management,
Resource Management, Management and Administration Project Management, IT, Line Function Management and ABET
Improved management skills
Develop and Implement Human Resource Plan Develop and Implement Employment Equity Plan
Human Resources Plan and Employment Equity Plan
Develop job descriptions framework Maintain job description data base Support the implementation of performance work
plans through training
Job descriptions and performance work plans
Develop and Implement appropriate wellness Employee wellness programs
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 20
Measurable Objectives Activities Performance Measuresprogrammes, including HIV/AIDS in the workplace
Programme 3: Independent school subsidies (R8 956 000)Programme objective: To support independent schools in accordance with the South African Schools Act.
Sub-programme 3.1: Primary Schools – To support independent schools in grades 1-7 (R4 926 000)
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 21
Measurable Objectives Activities Performance Measures To support independent schooling especially if
they are catering for poor communities as a complement to public schooling
Training of educators on RNCS /OBE, Information and research kills and computer skills.
Training programmes School support programmes Percentage improvement of schools monitored and supported by
officials in the phasing in of OBE and the maintenance of subjects The extent to which Implementation of national guidelines on
language policy are monitored in all public schools The extent to which systems and procedures for the early
identification and addressing of barriers to learning in the Foundation Phase are established
Guidelines are available for RNCS implementation Assessment and all other relevant aspects of the curriculum are
adjusted and training provided where necessary Library based resources are integrated into classroom practice Curriculum in RNCS policies are implemented in GET Learning and teaching are supported in GET [all schools] with
special focus on poorly performing schools by training and informing educators in curriculum specific issues [including aspects such as assessment, methodologies and classroom management]
Pass rate increase
Render support to independent schools in accordance with SASA and the norms and standards
Determining subsidy in line with norms and standards 67,44% of independent schools receiving state subsidyImplementation of national policies are monitored in terms of GETC in all independent schools
Sub-programme 3.2: Secondary Schools – To support independent schools in grades 8-12 (R4 030 000)
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 22
Measurable Objectives Activities Performance MeasuresTo support independent schools especially if catering for poor communities as a complement to public schooling
Training of educators on RNCS /OBE, Information and research kills and computer skills.
Training programmes School support programmes Percentage improvement of schools monitored and supported by
officials in the phasing in of OBE and the maintenance of subjects The extent to which Implementation of national guidelines on
language policy are monitored in all public schools The extent to which systems and procedures for the early
identification and addressing of barriers to learning in the FET are established
Guidelines are available for RNCS implementation Assessment and all other relevant aspects of the curriculum are
adjusted and training provided where necessary Library based resources are integrated into classroom practice Curriculum RNCS policies are implemented in FET [Secondary
Schools] Learning and teaching are supported in FET [all schools] with
special focus on poorly performing schools by training and informing educators in curriculum specific issues [including aspects such as assessment, methodologies and classroom management]
Pass rate increase
Render support to independent schools in accordance with SASA and the norms and standards
Determining subsidy in line with the norms and standards
67,44% of independent schools receiving state subsidyImplementation of national policies are monitored in terms of FETC in all independent schools
Programme 4: Public special school education (R68 924 000)
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 23
Programme objective: To provide compulsory public education in special schools in accordance with the South African Schools Act and White Paper 6 on inclusive education
Sub-Programme 4.3: Human Resource Development – To provide departmental services for the professional and other development of educators and non-educators in public special schools (R600 000)Measurable Objectives Activities Performance MeasuresTo provide departmental services for the professional and other development programmes of educators and non-educators in public special schools.
Allocate bursaries for performance enhancement in special education
Bursaries
Offer skills programmes in Management and Governance, Curriculum delivery and assessment, Assessors, moderators and verifiers, sport development programmes, youth development programmes and IT.
Offer skills programmes in Financial Management, Project Management, IT, Line functions and ABET
Appropriate skills developed
Establish SDTs Train SDTs and other educators in DAS Monitor the implementation of DAS
Effective implementation of DAS
Develop and implement Human Resource Plan Develop and implement Employment Equity Plan
Human Resources Plan and Employment Equity Plan
Develop job descriptions framework Maintain job description data base Support and implementation of performance work
plans through training
Job descriptions and Performance Work Plans
Develop and implement appropriate wellness programmes, including HIV/AIDS in the workplace
Employee wellness programs
Programme 5: Further Education and Training (R97 762 000)Programme objective: To provide Further Education and Training (FET) at public FET colleges in accordance with the Further Education and Training Act.
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 24
Sub-programme 5.1: Public institutions (R97 262 000)Programme objective: To provide specific public FET colleges with resources.Measurable Objectives Activities Performance MeasuresTo provide spaces in FET institutions in accordance with policy.
Establishing three (3) responsive FET Colleges. Providing relevant and accessible FET
programmes in line with the needs of the communities as well as labour market
Establishing sub-campuses in towns where there is no FET College Campuses
Improved skills for learners and adults enrolled in FET Colleges
To promote the participation by historically marginalised groups in public FET institutions.
Advocacy campaign for recruitment. High rate skills for the previously disadvantaged sectors
To provide overall management support to the FET College management system in line with FET Act of 1998.
Curriculum support service for 3 FET Colleges. Provide a subsidy to 3 FET Colleges.
New curriculum in collegesNew funding formula in place for 3 colleges
5.4 – Human Resource Development - To provide departmental services for the professional development of educators and non-educators in public Measurable Objectives Activities Performance MeasuresTo provide departmental services for the professional and development programmes of educators and non-educators in public FET Colleges
Allocate bursaries for re-skilling FET Colleges personnel
Offer skills programmes in Financial Management, Human Resources Management, OHRD, Psychological services – counselling, Information Management, Library Science, Project Management, Administration, IT, Labour Relations and Curriculum Specifies
The extent to which educators and public servants at FET Colleges are capacitated and developed
Introduce Inclusive Education, good governance and management
Percentage of educators/non-educators to be trainedImproved implementation of Inclusive Education, good governance and management
Facilitate short courses, seminars and conferences in line function
Improved skills for FET Institutions personnel
Develop and Implement Human Resource Plan Develop and Implement Employment equity Plan
Short courses and seminars
Develop job descriptions framework Maintain job description data base Support the implementation of performance work
plans through training
Human Resource Plan and Employment Equity Plan implemented
Develop and implement appropriate wellness programmes, including HIV/AIDS in the
Job description and Performance Work PlansEmployee wellness programs
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 25
Measurable Objectives Activities Performance Measuresworkplace
Programme 6: Adult Basic Education and Training (R47 200 000)Programme objective: To provide Adult Basic Education and Training (ABET) in accordance with the Adult Basic Education Act.
Sub-programme 6.1: Public centres (R46 000 000)Programme objective: To provide specific public ABET sites with resources
Measurable Objectives Activities Performance MeasuresBreaking the back of illiteracy Establish and expand centres in accordance with
ABET Act, Act No 52/2000 Reduction in illiteracy rate
Newly established centresTo develop improved ABET system Phasing in electives in all the centres
To adapt and change the ABET payment system
Skills related programmes implemented
Empowered learners in SMME & AAT
New payment system in place [salary based on tariff system]To provide space in Public Adult centres in accordance with policy
Expand ABET centres where needed in line with regulatory Framework & the ABET Act, Act No 52/2002
Existing resources shared
To ensure effective teaching and learning in ABET centres
Training of ABET practitioners on the implementation of Unit Standards in various learning areas
Learning programmes for various learning Areas
Improvement of learner performance Providing ongoing support
Make follow-up visits, on Formative & Summative assessment
Completed learner portfolios
Programmes
Stakeholders co-ordination Organise forums and meetings
Submitting the MABET constitution to the MPTC
MABET as sub-committee of the MPTC
Co-ordinated ABET SectorRaising ABET profile and increase enrolment through Advocacy campaigns
Staging and celebrating Adult Learners’ Week and International Literacy day
Well-organised campaigns
Participation of ABET stakeholders
Improved learners enrolmentTo provide departmental services for ABET practitioners educators in public ABET sites
Organise training and support programmes The extent to which the educator corps at ABET centres are capacitated and developed
Allocate bursaries for re-skilling in scarce subjects and ABET
Funded programme
Offer skills programmes in Management and Improved skills for educators
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 26
Measurable Objectives Activities Performance MeasuresGovernance, Curriculum delivery and Assessment in scarce subjects and OBE learning areas, Inclusive Education
Establish SDTs Train SDTs and other educators in DAS Monitor and implementation of DAS
Training needs analysis
Develop and implement Human Resource Plan Develop and implement Employment Equity Plan
Implement Human Resources Plan and Employment Equity Plan
Develop job descriptions framework Maintain job descriptions data base Support the implementation of performance work
plans through training
Well developed job descriptions and performance work plans
Develop and implement appropriate wellness programmes, including HIV/AIDS in the workplace
Employee wellness programs
Sub-Programme 6.4 – Human Resource Development - To provide departmental services for the professional development of educators and non-educators in public FET colleges (R1 200 000)Measurable Objectives Activities Performance MeasuresTo provide departmental services for the professional and other development of educators and non-educators in public ABET sites.
The extent to which the educator corps at ABET centres are capacitated and developed
Allocate bursaries for re-skilling in to scarce fields of study
Funded programmes
Offer skills programmes in Management and Governance, Curriculum delivery and Assessment, OBE Methodology and Inclusive Education
Improved skills for educators
Establish SDTs Train SDTs and other educators in DAS Monitor and implementation of DAS
Training needs analysisImplementation of DAS
Develop and implement Human Resource Plan Develop and implement Employment Equity Plan
Implement Human Resources Plan and Employment Equity Plan
Develop job descriptions framework Maintain job descriptions data base Support the implementation of performance work
plans through training
Well developed jog descriptions and performances work plans
Develop and implement appropriate wellness programmes, including HIV AIDS in the workplace
Employee wellness programmes
Fill all vacant posts Advertise vacant posts All vacant posts are filled by suitable qualified personnel
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 27
Measurable Objectives Activities Performance Measures Conduct interviews Make appointments
Orientation of newcomers Assess training needs Conduct workshops
Report of workshopsAttendance registers
Implement in-service training policy Get policy approval Conduct workshops on the policy Set up training programmes for educators
Approved policy framework for in-service training in the provinceReports of workshop and attendance registers
Develop data base for FET teacher training needs Design instrument for data collection Collect data Analysis data Develop and maintain data base
Data base of FET teacher training needs Report on measures to maintain the data base
Promote the optimal utilisation of financial resources Create additional cash offices Assign debt accounts to individual officials Directing a bigger share of the budget towards
capital expenditure and learner support materials
Raise the collection of debtRaise own revenue collectionReduce personnel expenditure and increase average real per learner allocation for recurrent non-personnel expenditure supplied via school funding norms
Intervention to improve performance of Grade 12 learners
Analyse results Compile intervention guides Conduct workshops on the above Support under performing schools Conduct June exams Planning of winter schools Winter school LSM Conduct winter schools Plan preparatory exams Conduct preparatory exams
Analysis of Grade 12 resultsIntervention guides for all subjectsReports of intervention workshopsReports of school visits to under performing schoolWinter school intervention documentsWinter school reportsPreparatory examsReports on trial exams and mark lists
Phasing in National Curriculum Statements [NCS] in FET Schools
Contract service providers to prepare training manuals for all fields
Prepare training programmes Print documents Conduct training of educators Monitor implementation Give ongoing development and support Evaluate LSM for Grade 10 Publish catalogue
Copies of training manualTraining programmesAttendance registers of training sessionsLSMEvaluation reportsProvincial catalogue for Grade 10 LSM
Implementation of assessment policy in FET-Curriculum
Train educators on assessment policy Monitor implementation Give support
Assessment workshop reportsAttendance registersReports of school visits
Improvement of learner performance in Maths, Science and Technology
Compile list of consumables and chemicals Supply consumables and chemicals to do
List of consumables and chemicalsList of needy schools
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 28
Measurable Objectives Activities Performance Measurespractical work to all needy schools
Supply LSM and consumables to all Dinaledi schools
Contract service provider to train all Maths and Science teachers to practice OBE approach
Give support to talented learners of Maths and Science – conduct a Science camp
List of LSM supplied to Dinaledi Schools
Training documents for teachersWorkshop reportsAttendance of science camp for learnersReport of Science camp
To make FET progressively available to youth and adults above compulsory school-going age
Develop unit standards relevant to market needs
Investigate use of distance education
Completed standards and increased enrolment
To build a society that is well educated in the different fields of education
Advocacy on available college offerings Guidance on career choices
Balance enrolment in all fields
To ensure that the flow of learners through the systems is optimal
Develop support programmes to increase pass rate
Intake equal to FET
To initiate, develop and co-ordinate all educational projects
Design, plan and implement curriculum projects
Attainment of project goals
Develop a policy on classroom support Appoint a committee to have a draft policy on support
Consult stakeholders Approve the policy Give classroom support according to policy Submit reports
All learners in all schools participate equally in all learning programs and assessment
Set in place effective reporting mechanism Submit reports Give feedback to all stakeholders
Conduct advocacy campaign for NCS for FET Colleges
Prepare documents Prepare advocacy programmes Conduct advocacy for campus principals and
councilsConduct advocacy campaign for NCS for FET schools
Prepare documents Prepare advocacy programmes Conduct advocacy for principals, SGBs and
managers
Report on the advocacy conducted
Conduct advocacy campaign for FET colleges Prepare documents Prepare advocacy programmes Conduct advocacy for campus principals and
councils
Report on the conducted advocacy
Programme 7: ECD (R61 209 000)
Sub-programme 7.1: Grade R in public schools (R29 400 000)
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Programme objective: To provide specific public ordinary schools with resources required for Grade RMeasurable Objectives Activities Performance MeasuresTo provide Grade R spaces in public ordinary schools in accordance with policy, but specifically White Paper 5.
Include additional Grade R classes each year depending on approved
Establish records of all ECD school-based sites
Establish needs for classroom resources for Grade R at public schools
Number of ECD sites at primary school increased Policy and implementation workshops and meetings
Records submitted
List of needs compiled
To provide Grade R spaces in education-funded community based sites in accordance with policy, but specifically White Paper 5.
Identify and include community-based site in the system
Collection of relevant data
Establish records of all ECD community-based sites
Provide community-based centres with resources for the classroom
Number of learners in education-funded community-based ECD sites
The extent to which the number of ECD sites at community based sited are increased
The extent to which the Number of learners in education funded community based ECD sites increased
Basic resources required in community based ECD sites are provided
Sub-programme 7.2: Professional Services – To provide educators and learners at ECD sites with departmental management support (R31 609 000)Measurable Objectives Activities Performance MeasuresTo improve access to qualify access to quality education and training in urban and rural areas through infrastructure development
Design funding mechanisms in consultation with Human Resources and Financial Management
Monitor all qualifying ECD sites
Funding mechanism finalised by December 2003
All qualifying ECD sites are monitored for subsidy payment
Finalised curriculum delivery models for grade R, including assessment
Develop norms and standards for basic resources required in community based ECD sites.
Delivery models finalized
Norms and standards developed
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Measurable Objectives Activities Performance MeasuresTo improve access to quality education and training in urban and rural areas through infra structure development
Register all school-based sites, Independent sites and community based sites
Develop guidelines for RNCS implementation
Collaborative development of national and provincial curriculum policies
All ECD sites and home based sites are correctly registered according to set criteria and monitored where relevant
RNCS guidelines developed
Policies developed national and provincial
Sub-programme 7.3: Human Resource Development – To provide departmental services for the professional and other development of educators in ECD sites (200 000)Measurable Objectives Activities Performance MeasuresTo develop the educator corps in the ECD sector Training of ECD practitioners to NQF level 4
Identify training needs of educators and implement training
Identify training needs and implement training
Community based practitioners trained to NQF level 4
Free standing educators reskilled or trained
School based educators reskilled or trained
To improve effectiveness of governance and management in educational institutions at all levels of the system
ECD managers trained on ECD matters
Management committees trained for effective site management
Training of officials
Increase the number of ECD managers qualified in leadership and management
To improve access to quality education and training in urban and rural areas through infra structure development
Develop implementation guidelines
One workshop in each district per term
Conduct one workshop in each region per term
Well supported ECD sector by training and informing educators in curriculum specific issues
Procurement of external evaluation(s)
Comprehensive evaluation of:- Current status of activities / programmes in schools- Materials
- Quality of Educator training - Cascading of training - Quality of implementation in the classroom
Comprehensive Evaluation – of current status of activities/programmes in schools
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 31
Measurable Objectives Activities Performance Measures - Documentation of models of best practice - Identification of needs
To provide employee human resource development in accordance with the Skills Development Act
Provide relevant short courses and skills programmes pertaining to ECD development
Provision of accredited programmesTo utilise the 1% skills levy effectively and efficiently
To provide for departmentally managed examination servicesTo improve access to and quality of formal education at learning institutions in terms of school effectiveness and Educator professionalism
Capturing of entries Determination of timetable Distribution of examination papers Marking of examination scripts & re-marking of
examination scripts Moderation of examination papers and scripts
Examinations [including Grade 12 end of year, supplementary and common examinations, ABET level 4 and the GETC] are conducted according to relevant national policy and provincial guidelines in terms of entries, timetabling, distribution, marking, re-marking, moderation, certification and payment
Appoint examiners and moderators for period of three years
Follow up on paper progress
To develop provincial examination papers for Grade 12 November and supplementary examinations 3 months prior to commencement of the examinations
To ensure that schools and candidates receive recognition for their performance at a successful well-done function
Ensure that enough money is budgeted for the task
Write necessary submission concerning all expenditure
Regular committee meetings are held to ensure progress
Nominees should be invited as soon as possible to ensure attendance
Schools and candidates receive recognition for their performance at an award function for best performing learners, schools and regions
Programme 8: Auxiliary and Associated Services
Sub-programme 8.1: AdministrationProgramme objective: To provide departmentally managed examination services [R29 069 000]
Measurable Objectives Activities Performance MeasuresTo ensure accountability Monitoring research and systemic evaluation
programmes To administer systemic evaluation in Grade
6 and pilot Grade 9
The extent to which principles of accountability are prioritised and reports are submitted in a timely manner
To improve communication with stakeholders To establish PQACC [Provincial Quality Assurance Co-ordinator Committee]
Implementation of communication strategy
SE holds regular meetings with PQACCLiaison with Regular Support Teams
To improve access to quality and training in urban and rural areas
Participate in National Systemic Evaluation Committees to develop policy and guidelines related to SE in GET
Assist with training of CM, CIs and Principals
Collaborative development of national and provincial SE policiesThe extent to which assessment and all other relevant aspect of SE are other adjusted for LSEN learners
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 32
Measurable Objectives Activities Performance MeasuresTo evaluate the performance of the education system at Grade 3, 6 and 9 in order to inform interventions for continuous improvement in teaching and learning
Print, discuss and disseminate the findings of the Foundation Intermediate and senior phase main studies
Conduct Systemic Evaluation pilot study in the intermediate phase
Conducting the Systemic evaluation main study in the Intermediate and Senior phase
Developing of instruments for the systemic evaluation pilot study in Grade 9
Copies of reports, produced and distributed, feedback discussions sessions held including provincial colloquium and clear interventions plans crafted in collaboration with relevant role playersAvailability of refined investments and trained personnel for main study data collectionCopies of reports produced and distributedAvailability for refined instruments and trained personnel for main study in preparation for main surveyCoding and scoring of administered SE instruments and translation
Sub-programme 8.2: Public Ordinary School EducationProgramme objective: To render an effective and efficient administration service to Mpumalanga Department of EducationMeasurable Objectives Activities Performance MeasuresTo improve access to quality of formal education at learning institutions in terms of school effectiveness and educator professionalism in GET
Administer Systemic Evaluation in Grade 3, 6 and 9 main study
Production of SE evaluation report both nationally and Mpumalanga nodal zones
To conduct Systemic Evaluation in Grade 3, 6 and 9
Improved quality of the education system provisionImplementation of national and provincial guidelines on SE frameworkTo reduce the repletion and drop out rate
TABLE A.2: DEFINITION OF PERFORMANCE MEASURESProvincial Vote: Education
Performance measure Informationsources
Detailed description
PM 0.A: Percentage of the population aged 6-14 attending schools.
EMIS stats SA95.90%
X/Y, Where:X=Population aged 6-14.Y=Learners aged 6-14 enrolled in schools.
PM 0.B: Percentage of the population aged 15 to 17 attending schools and other educational institutions.
EMIS stats SA92.1%
X/Y, Where :X=Population aged 15-17.Y=Learners aged 15-17 attending schools and other educational institutions.
PM 0.C.a: Average highest GET or FET level attained by adults in the population.
Stats SAGrade 9
Census 2001X/Y, Where:X=Sum of all highest grades in the population.Y=Total population..
PM 0.C.b: Adults with at least six years of schooling.
X/Y Where:X=Number of adults with at least 6 years of schooling.Y=Total population.
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Programme 1: Administration
Performance measure Information sources
Detailed description
PM 1.A.a: Percentage of schools with Section 21 Status
EMIS9%
X/Y, Where:X=Number of Public schools with section 21 status.Y= Total number of Public schools in Province.
PM 1.A.b: Percentage of recurrent non-personnel funding being channelled through the School Funding Norms.
Expenditure reports14%.
X/Y, Where:X=Rands flowing through the School Funding Norms to public ordinary schools.Y=Rand expenditure on non-personnel current items in program 2.
PM 1.B.a: Average real per learner allocation for recurrent non-personnel items using funding supplied via the School Funding Norms.
Expenditure reports; National TreasuryR665.00
X/Y, Where:X= Rands flowing through the School Funding Norms to public ordinary schools.Y= Learners in public ordinary schools.
PM 1.B.b: Percentage of non-Section 21 Schools with all LSMs and other required materials delivered on day one of the school year.
Logistics reports
PM 1.C: Years input per Senior Certificate / FETC graduate.
EMIS
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Programme 2: Public ordinary school education
Sub-programme 2.1: Public primary phase
Performance measure Information sources
Detailed description
PM 2.1.A: Number of spaces provided in the public primary phase
EMIS Learners in public ordinary primary schools.482621
PM 2.1.B.a: Number of educators provided at the public primary phase.
Persal Publicly employed educators working in public ordinary primary schools.16471
PM 2.1.B.b: L:E ratio in the public primary phase.
EMIS; PersalX/Y, Where:X=Number of learners 1:30.Y=Publicly employed educators.
PM 2.1.C.a: Number of new classrooms built.
Physical planning reports
PM 2.1.C.b: L:C ratio in the public primary phase.
EMIS; Physical planning reports
PM 2.1.C.c: Number of new toilets built
Physical planning reports
PM 2.1.C.d: Percentage of schools with water supply
EMIS; Physical planning
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 35
Performance measure Information sources
Detailed description
reports PM 2.1.C.e: Percentage of capex budget spent on maintenance.
FMS reports
PM 2.1.D.a: Gender parity index in public primary schools.
EMIS1,012
(X/Y)/(W/Z), Where:X=Girls enrolled in public primary schools.Y=Girls aged 6-12 in the population.W=Boys enrolled in public primary schools.Z=Boys aged 6-12 in the population.
PM 2.1.D.b: Percentage of learners in public primary schools who are disabled.
EMIS2,1%
X/Y, Where:X=Number of disabled learners in public primary schools.Y=Learners in public ordinary primary schools.
PM 2.1.D.c: Number of ordinary full-service schools per 100,000 learners at the primary phase.
EMIS244.4
X/(Y/100 000), Where:X=Number of ordinary full-service schools in the province.Y=Learners in public ordinary primary schools.
PM 2.1.E.a: Percentage of learner days lost due to learner absenteeism in the primary phase.
EMIS5.9
X/(YxZ), Where:X=Learner days lost in public primary schools.Y=Learners in public ordinary primary schools.Z=Total school days in the year.
PM 2.1.E.b: Percentage of working days lost due to educator absenteeism in the primary phase.
EMIS; Persal4.2
X/(YxZ), Where:X=Educator days lost in public primary schools.Y=Educators in public ordinary primary schools.Z=Total school days in the year.
PM 2.1.F: Average hours of development activities per educator in the primary phase.
EMIS
PM 2.1.G.a: Repetition rate in the primary phase.
EMIS6.92
X/Y, Where:X=Number of repeaters in grades 1-7 in public ordinary schools.Y=Total number of learners in grades 1-7 in public ordinary schools in the previous year.
PM 2.1.G.b: Dropout rate in the primary
EMIS3.26
1-(X-Y+W)/Z, Where:X=Enrolment grades 2-8 in public ordinary schools in the current year.
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 36
Performance measure Information sources
Detailed description
phase. Y=Repeaters in grades 2-8 in public ordinary schools in the current year.Y=Repeaters in grades 1-7 in public ordinary schools in the previous year.Z=Enrolment in grades 1-7 in public ordinary schools in the previous year.
PM 2.1.H.a: Percentage of learners in grade 3 attaining acceptable outcomes in numeracy, literacy and life skills.
EMIS
PM 2.1.H.b: Percentage of learners in grade 6 attaining acceptable outcomes in numeracy, literacy and life skills.
EMIS
Sub-programme 2.2: Public secondary phase
The performance measure for this sub-programme are very similar to those in sub-programme 2.1. Where the methodology is similar, specifications are not repeated below. Specifications are only given for performance measures where no equivalents exist in sub-programme 2.1.
Performance measure Information sources
Detailed description
PM 2.2.C.f: Percentage of secondary schools with functioning science laboratories.
EMIS; Physical planning reports42%
X/Y, Where:X=Number of public secondary schools with functioning laboratories.Y=Number of public secondary schools.
PM 2.2.H.c: Percentage of over-aged learners in the secondary phase.
EMIS7.9%
X/Y, Where:X=Number of over-aged learners in grades 8-12.Y=Number of learners in grades 8-12.
PM 2.1.H.a: Percentage of learners in grade 9 attaining acceptable educational outcomes.
Exams data; EMIS
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 37
Performance measure Information sources
Detailed description
PM 2.1.H.b: Pass ratio in grade 12 examinations.
Exams data; Stats SA
PM 2.1.H.c: Percentage of schools with a grade 12 pass rate of less than 40%.
Exams data
Sub-programme 2.3: Professional services
Performance measure Information sources
Detailed description
PM 2.3.A: Hours of training and other support provided to schools-based educators.
Training data
Programme 3: Independent school subsidies
Performance measure Information sources
Detailed description
PM 3.A.a: Average real per learner subsidy.
FMS; EMIS X/Y,Where: R864.00X=Rands flowing to subsidies of independent schools.Y=Number of learners in independent schools receiving state subsidies.
PM 3.A.b: Percentage of independent school learners receiving a state subsidy.
FMS; EMIS X/Y, Where:X=Number of learners in independent schools which do receive subsidies.Y=Number of learners in all independent schools.67%
Programme 4: Public special school education
Sub-programme 4.1: Schools
Performance measure Information sources
Detailed description
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 38
PM 4.1.A: Number of learners in special schools.
EMIS Number of learners enrolled full-time in public special schools.3265
Programme 5: Further Education and Training
Sub-programme 5.1: Public institutions
Performance measure Information sources
Detailed description
PM 5.1.A.a: Percentage of adults enrolled in FET institutions.
EMIS
PM 5.1.A.b: Number of full-time equivalent enrolments in FET institutions.
EMIS
PM 5.1.B.a: Percentage of students who are girls or women
EMIS
PM 5.1.B.b: Percentage of educators who are African.
EMIS
Programme 6: Adult Basic Education and Training
Sub-programme 6.1: Public centres
Performance measure Information sources
Detailed description
PM 6.1.A.b: Number EMIS
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 39
of full-time equivalent enrolments in ABET centres.PM 6.1.A.b: Percentage of illiterate adults in the province enrolled in public ABET centre programmes.
EMIS; Stats SA
Programme 7: Early Childhood Development
Performance measure Information sources
Detailed description
PM 7.1.A: Percentage of learners in grade 1 who have received some formal pre-grade 1 education.
EMIS; Stats SA26%
X/Y, Where :X=Number of grade 1 learners in ordinary schools who received some educational care of a formal nature.Y=Number of grade 1 learners in public ordinary primary schools.
Sub-programme 7.1: Grade R in public schools
Performance measure Information sources
Detailed description
PM 7.1.A: Percentage of 5 year olds in publicly funded school grade R.
EMIS
Sub-programme 7.2: Grade R in community centres
Performance measure Information sources
Detailed description
PM 7.2.A: Number of learners in education-funded community-based sites.
EMIS
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 40
TABLE A.3: PERFORMANCE TARGETS
Provincial Vote …: Education (R4 522 763 000)Aim of vote: To provide education in the province to people whose education is the responsibility of the department
Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 targetPercentage of the population aged 6 to 14 attending schools.
93,8% 94,6% 98,6% 99% 100%
Percentage of the population aged 15 to 17 attending schools and other educational institutions.
78% 89,8% 90% 100% 100%
Average highest GET or FET level attained by adults in the population.Adult literacy rate.
Some Secondary
Grade 9-10
42,2%
Grade 9-10
44&
Grade 10
60%
Grade 11
75%
Grade 12
80%
Programme 1: Administration (R 354 971 000)Programme objective: To provide overall management of the education system in accordance with the National Education Policy Act., the Public Finance Management Act, and other policies.
Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 targetPercentage of schools with Section 21 status. 9% 100% 100% 100% 100%
Average real per learner allocation for recurrent non-personnel items using funding supplied via the School Funding Norms.Percentage of non-Section 21 schools with all LSMs and other required materials delivered on day one of the school year.
R239
100%
R479
100%
R631
100%
R631
100%
R631
100%
Sub- Programme 1.1: Office of the MEC (R2 294 000)Sub-Programme objective: To provide for the functioning of the office of the MEC for education
Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 targetThe extent to which Batho Pele principles are prioritised
Service standards
100%
Service standards
100%
Service standards
100%
Service standards
100%
Service standards
100%
The extent to which the quality of education provided is improved
60% achievement of strategic targets
70% achievement of strategic targets
80% achievement of strategic targets
100% achievement of strategic targets
100% achievement of strategic targets
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 41
Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 targetThe extent to which interaction with SGB’s and communities is effected
80%
75%
75%
50%
Conduct meetings with SGB’s 90%
Analyse and respond to situational reports 90%
Provide support on identified capacity building needs
Conduct road shows and radio talk shows 90%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
The extent to which public queries and concerns are addressed, by the Department, in a timely manner
80% 90% 100% 100% 100%
The extent to which partnerships are established with international stakeholders
45% Partnerships established on
technology projects building and construction.
Maths and Science Intervention
As determined by new developments, such as
new curriculum
Roll out of Maths and Science Project
As determined by new developments, such as
new curriculum
Roll out of Maths and Science Project
As determined by new developments, such as
new curriculum
Sub-Programme 1.2 to provide management services that is not education specific for the education system (R146 862 000)Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 target
The extent to which all circuits/directorates/schools are linked electronically to all regions, relevant systems and/or programs: e.g. LOGIS/Vulindela.
10% 50% 55% 60% 60%
The extent to which asset registers are accurate, complete and updated.
100% 100% 100% 100% 100%
Extent to which communication with stakeholders take place.
Communication 80% implemented 100% implemented 100% implemented
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 42
Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 targetstrategy is in place
The extent to which the average number of fraud cases in the department are reduced
Strengthening Risk Management Plan
Strengthening Risk Management Plan
Reduced cases Reduced cases
The extent to which the average fraud case value in schools decrease
Establishment of Risk Management Plan and
quantification processes
Reduced number of cases and financial
loss.
Minimal cases Minimal cases Minimal cases
The extent to which the fraud prevention plan is rolled out.
100% 100% 100% 100% 100%
The extent to which Responsibility Managers provide a representation letter on compliance to the Chief Financial Officer by 31 March per annum (Adherence to Risk Management Policy)
100% 100% 100% 100% 100%
The extent to which all vacant funded educator and public servants posts are permanently filled in a timely manner within budget limitations
Filled within six months for non-educators and within three months for
educators
Filled within six months for non-
educators and within three months for
educators
Filled within six months for non-educators and within three months for
educators
Filled within six months for non-educators and within three months for
educators
Filled within six months for non-educators and within three months for
educators
The extent to which the Human Resources Plan are updated
Programme developed Implementation of the human resource plan
Implementation of the human resource plan
Review of the human resource plan
Review of the human resource plan
The extent to which a strategy has been developed for the prioritisation of appointment of educators who have completed there studies and remain unemployed
Strategy being developed
Implementation by sending students to tertiary institutions
Employment of educators on scarce subjects.
Employment of educators.
Employment of educators.
The extent of adherence to all statutory requirements
100% 100% 100% 100%
Personnel Cost: Current cost split 85/18 82/18 88/18 82/18 82/18
The extent to which internal disciplinary hearings are Finalised within three Finalised within two Finalised within two Finalised within two Finalised within two
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 43
Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 targetfinalised timeously months months months months months
Sub-programme1.3 – Education ManagementProgramme objective: To provide education management services for the education system (203 815 000)
Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 targetThe extent to which learning programmes are developed including HIV/AIDS, environment and values in education with inputs from all relevant projects
1 period / class / per schools / per week
1 period / class / per schools / per week
1 period / class / per schools / per week
1 period / class / per schools / per week
1 period / class / per schools / per week
The extent to which guidelines developed for C2005 implementation
Inclusive education piloted in 10 schools through the scope
project
Inclusive education piloted in 10 schools through the scope
project
Inclusive education piloted in 10 schools through the scope
project
Inclusive education piloted in 10 schools through the scope
project
Inclusive education piloted in 10 schools through the scope
project
The extent to which assessment and all other relevant aspects of the curriculum are adjusted where necessary for ELSEN learners
100% 100% 100% 100%
The extent to which collaborative development of national and provincial curriculum policies occur.
Necessary policies developed100%
Necessary policies developed100%
Necessary policies developed100%
Necessary policies developed100%
Necessary policies developed100%
The extent to which cumulative record cards (profiles) are designed and produced for all learners in the system
Design finalized by March 2003
Grade 1 supplied with profiles
Grade 1, 2 and 3 Grade 1 and Intermediate Phase supplied
Grade 1 and Intermediate Phase supplied
The extent to which the number of poor performing schools are decreased through Development Strategy Intervention.
By 50% By 50% 70% By 50%(new criteria)
By 70%(new criteria)
Sub-Programme 1.4 - Human Resource Development Programme objective: To provide human resource development for office based staff (R2 000 000)
Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 targetBursaries 120 150 204 300 300
Skills Programs 960 1100 1100 1100 1100
Short courses, seminars and conferences in line function delivery
20 30 30 30 30
The extent to which a training needs analyses Database is available Implementation Training programmes Review of the training Review of the training
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 44
Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 targetcompleted
mechanisms developed facilitated programme programme
The extent to which an Employee wellness program (HIV/AIDS in the workplace) is developed.
Continuously Continuously Continuously Continuously
The extent to which an Employee wellness program (HIV/AIDS in the workplace) is implemented.
100% 100% 100% 100%
The extend to which the workplace skills plan is developed and implemented for office based public servants (including SMS)
60% 80% 100% 100% 100%
Bursaries 114 286 286 286 286
Learnerships: Financial Management 60 80 100% 100% 100%
Skills programs 150 180 200 250 250
Short courses, conferences and seminars +50 +60 80 90 90Human Resources Plan and employment Equity Plan
80% 90% 100% Review of the plan Review of the plan
Job Descriptions and Performance Work plans 80% 100% 100% 100% 100%
Employee wellness programs 80% 100% 100% 100% 100%
Programme 2: Public ordinary school education (R3 843 702 000)Programme objective: To provide public ordinary education from Grades 1 to 12 in accordance with the South African Schools Act.
Sub-programme 2.1: Public primary and combined phase (R2 490 693 000)Programme objective: To provide specific public primary ordinary schools with resources required for the Grades 1 to 7 phase.
Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 targetNumber of educators provided at the public primary phase.L:E ration in the public primary phase. 1:37
16471
1:37 1:35 1:35 1:35
Number of new classrooms built.L:C ratio in the public primary phase.
318 315 331 347 347
Number of new toilets built. 485 803 844 886 886
Percentage of schools with a water supply. 93,2%
Percentage of capex budget spent on maintenance.
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 45
Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 targetGender parity index in public primary schools. Collecting relevant
data
1012
Collecting relevant data
1034
Percentage of learners in public primary schools who are challenged
10% 20% 30% 50% 70%
Number of ordinary full-service schools per 100,000 learners at the primary phase.
244.4 251.33 260 280 300
Percentage of working days lost due to educator absenteeism in the primary phase.
4,2% 3,5% 2,5% 1% 1%
Average hours of development activities per educator in the primary phase.
? 80 Hours 80 Hours 80 Hours 80 Hours
Repetition rate in the primary phase 7,2% 7% 6,5% 5% 3%
Dropout rate in the primary phase. 3,3% 3% 2% 1% 0%
Percentage of learners in Grade 3 attaining acceptable outcomes in numeracy, literacy and life skills.
70% 80% 90% 90%
Percentage of learners in Grade 6 attaining acceptable outcomes in numeracy, literacy and life skills.
50% 70% 80% 80%
The extent to which the number of schools with two computers are increased
526
The extent to which basic ICT facilities and resources are provided in newly built schools The extent to which public primary ordinary schools are provided with school library core collections
749 600 1000 1000 1000
The extent to which LSM and multi-media resources are screened, evaluated and selected
100% 100% 100% 100% 100%
The extent to which hostels are provided for primary farm school learners
N/a N/a N/a N/a N/a
The extent to which schools / educational institutions / offices are upgraded:Security at head office
N/a N/a N/a N/a N/a
Media, schools libraries, laboratories, halls, etc. for
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 46
Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 targetboth primary and secondary schools.
Appropriate new equipment provided (excluding halls and administration blocks)
N/a N/a N/a N/a
The extent to which Facilities are provided in terms of:
Water
Electricity
Solar power
Sanitation
Telephone lines
Administration blocks (Secondaries, primaries & combined)
15
-
27
Not available
Not available
97
82
29
Not available
Not available
102
86
30
Not available
Not available
107
90
32
Not available
Not available
107
90
32
Not available
Not available
Conversion of pit latrines to waterborne systems Not available Not available Not available Not available Not available
The extent to which schools are accessible for the physically challenged
1 school per district 1 school per district 2 schools per district 3 schools per district 3 schools per district
The extent to which new schools are provided within a 15 km accessibility radius in rural areas and a 5 km accessibility radius in urban areas
A comprehensive resource plan is in
place
Sub-programme 2.2: Public secondary phase (1 254 083 000)Programme objective: To provide specific public secondary ordinary schools with resources required for the Grades 8 to 12 levels.
Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 targetNumber of spaces provided in the public secondary phase.
287996 286408 290000 295000 300000
Number of educators provided at the public secondary phase.L:E ratio in the public secondary phase.
8649
33.3
8829
1:32
Number of new classrooms built.L:C ratio in the public secondary phase.
102 124 276 264 239
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 47
Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 targetNumber of new toilets built. 159 198 590 588 574
Percentage of schools with a water supply. 68% 80% 86% 88% 90%
Percentage of capex budget spent on maintenance.
Percentage of secondary schools with functioning science laboratories.
42% 50% 55%
Gender parity index in public ordinary schools. 1,234 1,269
Percentage of learners in public ordinary schools who are disabled.
1,8% 1,93% 2% 4% 6%
Percentage of working days lost due to educator absenteeism in the secondary phase.
3,4% 3% 2% 1% 0%
Average hours of development activities per educator in the secondary phase.Repetition rate in the secondary phase. 13,1% 12,7% 10% 5% 1%
Dropout rate in the secondary phase. 8,6% 7% 5% 3% 1%
Percentage of over-aged learners in the secondary phase.
26% 18% 15% 10% 0%
Percentage of learners in Grade 9 attaining acceptable educational outcomes.
50% 60% 70% 80% 90%
Pass ratio in Grade 12 examinations. 56% 66% 82%
Percentage of schools with a Grade 12 pass rate of less than 40%.
10% - - -
Improved Grade 12 endorsement rate (school based) from 14.5% to 26.5%
10% 15% 20% 25%
The extent to which the number of schools with two computers are increasedThe extent to which basic ICT facilities and resources are provided in newly built schools The extent to which LSM and multi-media resources are screened, evaluated and selected
65% 75% 85% 95% 100%
The extent to which library based resources are integrated into classroom practice
50% 60% 70% 80% 90%
The extent to which hostels are provided for secondary farm school learners
N/a N/a N/a N/a
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 48
Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 targetThe extent to which schools / educational institutions / offices are upgraded (for both primary and secondary)Media, school libraries, laboratories, halls, etc. (special rooms) for both primary and secondary schools.The extent to which Appropriate new equipment are provided (excluding halls and administration blocks)Water
Electricity
Solar Power
Sanitation
Telephone lines
Administration blocks (primary and secondary)
Fencing
Special Rooms
14
Not available
Not available
362
Collecting of data
97
82
Not available
667
Collecting of data
48
43
-
700
Collecting of data
16
30
25
45
46
-
735
Collecting of data
12
32
22
44
44
-
735
Collecting of data
11
32
22
The extent to which facilities are renovated and maintained
Renovated
Conversion of pit latrines to waterborne systems
Fencing
82
-
36
74
-
56
78
294c/r
59
82
316c/r
62
82
324c/r
62
The extent to which schools are to be accessible for the physically challenged
1 school per district 1 school per district 1 school per district 2 school per district 2 school per district
Sub-programme 2.3: Professional services (R81 826 000)Programme objective: To provide educators and learners in public ordinary schools with departmentally managed support services.
Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 targetPM 2.3.A: Hours of training and other support 80 hours 80 hours 80 hours 80 hours
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 49
Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 targetprovided to schools-based educators.Ten Teacher Resource Centres are established and equipped.
Functional Functional Improvement on teacher development
Maintenance and support
Review policy
Support learning and teaching in GET and FET (all schools) with special focus on poorly performing schools by training and informing educators in curriculum specific issues (including aspects such as assessment, methodologies and classroom management)
All sites visited or workshops on a quarterly basis
All sites visited or workshops on a quarterly basis
All sites visited or workshops on a quarterly basis
All sites visited or workshops on a quarterly basis
All sites visited or workshops on a quarterly basis
Improved percentage of schools monitored and supported by officials
100% 100% 100% 100% 100%
Quarterly monitoring of OBE implementation in all schools
100% 100% 100% 100% 100%
Implementation of national guidelines on language policy monitored in all public schools
100% 100% 100% 100% 100%
Implementation of national policies in terms of GETC and FETC monitored in all public schools
100% 100% 100% 100%
Support schools with Guidelines for C2005 implementation
100% 100% 100% 100% 100%
Assessment and all other relevant aspects of the curriculum adjusted and trained where necessary for ELSEN learners
100% 100% 100% 100%
Improve the average hours of developmental activity per educator in primary and secondary phases (a vast data-base is essential here for this to be possible)
Collection of relevant data and establishment of database to be established.
50% of 80 hours 60% of 80 hours 70% of 80 hours 70% of 80 hours
Sub-Programme 2.4: Human Resource Development (R17 100 000)Programme Objective: To provide departmental services for the professional and other development of educators and non-educators in public ordinary schools
Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 targetBursaries 1000 1 500 2 000 2 000 2 000The extent to which a Training needs analyses is completed:DAS
50% 40% 60% 100%
The extend to which the public servants at primary schools is developed through the offering of Skills Programs: 71 2336 2 500 3 000 3 500
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 50
Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 targetTraining needs analyses:Developing Job Descriptions Framework
60% 80% 100% 100% 100%
Skills Programs @ 80 hours per educator: 2132 2 500 2500 2 500 2 500Youth Development Programs for members of RCL
50 75 100 120 150The extend to which public servants in ordinary secondary schools are developed through the offering of:
70% 80% 90% 100% 100%
Programme 3: Independent school subsidies (R 8 956 000)Programme objective: To support independent schools in accordance with the South African Schools Act.
Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 targetPM 3.A.a: Average real per learner subsidy R882 R864 R825 R700 R670
PM 3.A.b: Percentage of independent school learners receiving a state subsidy
74% 79% 80% 85% 90%
Sub-programme 3.1: Primary Schools – To support independent schools in grades 1-7 (R4 926 000)Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 target
The extent to which LSM and multi-media resources are screened, evaluated and selectedThe extent to which library based resources are integrated into classroom practice
50% 50% of educators 70% of educators 90% of educators 90% of educators
The extent to which learning and teaching are supported in GET with special focus on poorly performing schools by training and informing educators in curriculum specific issues (including aspects such as assessment, methodologies and classroom management)
All sites visited or workshops on a quarterly basis
All sites visited or workshops on a quarterly basis
All sites visited or workshops on a quarterly basis
All sites visited or workshops on a quarterly basis
All sites visited or workshops on a quarterly basis
Percentage improvement of schools monitored and supported by officials in the phasing in of OBE and the maintenance of subjects
50% 75% 100% 100% 100%
The extent to which systems and procedures for the early identification and addressing of barriers to learning in the Foundation Phase are established.
Systems establishedBarriers addressed 100%
Barriers addressed 100%
Barriers addressed 100%
Barriers addressed 100%
Barriers addressed 100%
Sub-programme 3.2: Secondary Schools – To support independent schools in grades 8-12 (R4 030 000)
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 51
Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 targetThe extent to which LSM and multi-media resources are screened, evaluated and selected
70% 80% 90% 100% 100%
The extent to which library based resources are integrated into classroom practice
50% of educators 70% of educators 90% of educators 90% of educators
Programme 4: Public special school education (R68 924 000)Programme objective: To provide compulsory public education in special schools in accordance with the South African Schools Act and White Paper 6 on inclusive educationProgramme objective: To provide specific public special schools with resources
Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 targetPM 4.1.A: Number of learners in special schools 3265 3700 4000 3840 3840The extent to which special schools are converted to resource centres
70% 80% 90% 100% 100%
The extent to which primary schools are converted to full service schools
70% 80% 90% 100% 100%
The extent to which public special schools are provided with school library core collections
55% 65% 75% 85% 95%
The extent to which LSM and multi-media resources are screened, evaluated and selected
70% 80% 90% 100% 100%
The extent to which library based resources are integrated into classroom practice
60% 70% 80% 90% 100%
Sub-programme 4.2 Professional Services – To provide educators and learners in public special schools with departmentally managed support services (R2 000 000)Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target 2006/07 target
The extent to which learning and teaching are supported in GET and FET by training and informing educators in curriculum specific issues (including aspects such as assessment, methodologies and classroom management)
All sites visited on a regular basis
All sites visited on a regular basis
All sites visited on a regular basis
All sites visited on a regular basis
All sites visited on a regular basis
Percentage improvement of schools monitored and supported by officials
55% 75% 80% 100% 100%
The extent to which Quarterly monitoring of OBE implementation takes place in all special schools
40% 75% 80% 100% 100%
The extent to which Implementation of national guidelines on language policy are monitored in all special schools
40% 75% 80% 100% 100%
The extent to which Implementation of national policies in terms of GETC and FETC are monitored in all public special schools
50% 75% 80% 100% 100%
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 52
Sub-Programme 4.3: Human Resource Development – To provide departmental services for the professional and other development of educators and non-educators in public special schools (R600 000)
Performance measure 2002/03 actual 2003/04 estimated 2004/05 target 2005/06 target
The extend to which the educator corps in special schools is developed
Schools: 18Educators: 256
Schools: 18Educators: 270
Schools: 18Educators: 285
Schools: 18Educators: 300
Schools: 18Educators: 300
Bursaries 100 50 25 25 50Skills Programs @ 80 hours per educator: - 22 660 660 700
The extent to which the public servants corps in special schools are developed throughSkills Programs: 70 80 80 80 100The extent to which a Training needs analyses is completed:
Resourcing Quality Assurance Inclusive Education
Promotion of inclusive education Introduction: OBE
Developing job descriptions Framework
Curriculum adaptation policy and programme development
Curriculum adaptation policy and programme development
Programme 5: Further Education and Training (R97 762 000)Programme objective: To provide Further Education and Training (FET) at public FET colleges in accordance with the Further Education and Training Act.
Sub-programme 5.1: Public institutions (R97 262 000)Programme objective: To provide specific public FET colleges with resources.
Measurable objective 2002/2003 2003/2004 2004/2005 2005/2006 2006/2007PM 5.1.B.a: Percentage of students who are girls or women.PM 5.1.B.b: Percentage of educators who are African.
10%10%
20%30%
30%40%
30%40%
The extent to which learnerships are provided to learners, including out-of-school youth
Sub-Programme 5.4 – Human Resource Development - To provide departmental services for the professional development of educators and non-educators in public FET colleges (R500 000)
Measurable objective 2002/2003 2003/2004 2004/2005 2005/2006 2006/2007Bursaries 282 390 430 430 430Skills programs 178 720 805 805 805The extent to which a Training needs analyses is completed through:Developing job description framework 50 Educators 75 Educators 100 Educators 220 Educators 150 Educators
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 53
Measurable objective 2002/2003 2003/2004 2004/2005 2005/2006 2006/2007Developing a Performance Work plan Framework.DAS or self-development plan framework.
220 educators
The extent to which a Quality Assurance of training programs system developed
- - March 2005
The extent to which a Quality Assurance of training programs system implemented
- - March 2006
The extent to which a Impact assessment of training on service delivery system implemented
Instrument researched and developed
Piloting Implement Review
The extent to which a Employee wellness (HIV/AIDS in the workplace) program developed
- - March 2005
The extend to which the public servants at FET Colleges are developed through Bursaries 15 210 266 266 266Skills programs 181 198 240 240 240The extent to which a Quality Assurance of training programs system is developed
- - March 2005
The extent to which a Quality Assurance of training programs system is implemented
- - March 2006
The extent to which an Impact assessment of training on service delivery system is developed
- - March 2005
The extent to which an Impact assessment of training on service delivery system is implemented
- - March 2006
The extent to which an Employee wellness (HIV/AIDS in the workplace) program is developed
- - March 2005
The extent to which an Employee wellness (HIV/AIDS in the workplace) program is implemented
- - March 2006
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 54
Programme 6: Adult Basic Education and Training (R47 200 000)Programme objective: To provide Adult Basic Education and Training (ABET) in accordance with the Adult Basic Education Act.Sub-programme 6.1: Public centres (R46 000 000)Programme objective: To provide specific public ABET sites with resources.
Measurable objective 2002/2003 2003/2004 2004/2005 2005/2006 2006/2007Number of full-time equivalent enrolments in public ABET centres.Percentage of illiterate adults in the province enrolled in public ABET centre programmes.
15% 25% 35%4.3%
The extent to which Learning Centres are provided to villages currently without such facilities
The extent to which Learner dropout rate is reduced.The extent to which Learners achieving General Education and Training Certificate in ABET are increased
20% 30% 40% 60% 80%
Sub-Programme 6.2 – Human Resource Development - To provide departmental services for the professional development of educators and non-educators in public FET colleges Sub-Programme 6.4 – Human Resource Development - To provide departmental services for the professional development of educators and non-educators in public FET colleges (R1 200 000)
Measurable objective 2002/2003 2003/2004 2004/2005 2005/2006 2006/2007Bursaries The extend to which the educator corps (1 528)
at ABET (247) centres are developed through50 1640 1640 1640 1640
Skills Pr Programs @ 80 hours per educator = 5 days 3712 3712 3712 3712
Programme 7: Early Childhood Development (R61 209 000)Programme objective: To provide Early Childhood Education (ECD) at the Grade R and earlier levels in accordance with White Paper 5.
Measurable objective 2002/2003 2003/2004 2004/2005 2005/2006 2006/2007Percentage of learners in Grade 1 who have received some formal pre-Grade 1 education. 19% 26% 35% 45% 55%
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 55
Sub-programme 7.1: Grade R in public schools (R29 400 000)Programme objective: To provide specific public ordinary schools with resources required for Grade R.
Measurable objective 2002/2003 2003/2004 2004/2005 2005/2006 2006/2007The extent to which the Number of ECD sites at primary schools is increased
227 227 427 774 774
The extent to which basic resources required in ECD sites at Primary Schools (not responsibility of this branch but needs to be included for budgeting purposes) is provided.
25% 30% 40% 45% 50%
The extent to which the Number of ECD sites at community based sites are increased
285 additional sites (conditional grant)
Maximum of 100 additional Practitioners
Maximum of 100 additional practitioners 465 sites in total
Completed (15% of total number of sites for community based sites
Completed (15% of total number of sites for community based sites
The extent to which the number of learners in education funded community based ECD sites are increased
15% 20% 35% 40% 50%
The extent to which basic resources required in community based ECD sites (not responsibility of this branch but needs inclusion for budgeting purposes) are provided
10% 30% 40% 50% 55%
Sub-programme 7.2: Professional Services – To provide educators and learners at ECD sites with departmental management support services (R31 809 000)
Measurable objective 2002/2003 2003/2004 2004/2005 2005/2006 2006/2007The extent to which All qualifying ECD sites are monitored for subsidy payment
100% 100% 100% 100% 100%
The extent to which norms and standards for basic resources required in community based ECD sites are determined
Finalise December 2003
Completed
Sub-programme 7.3: Human Resource development – To provide departmental services for the professional and other development of educators in ECD sites (200 000)
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 56
Measurable objective 2002/2003 2003/2004 2004/2005 2005/2006 2006/2007
The extend to which the educator corps at the following ECD sites 180 X free standing280 community based sites300 school based Grade R independent and home based Grade R – n/aare developed through:
60160210
50110160
55120250
4080350
Programme 8: Auxiliary and Associated Services (R40 039 000)To provide the education institutions as a whole with training and support
Sub-programme 8.1: To provide for special departmentally managed intervention projects in the education system as a wholeMeasurable objective 2002/2003 2003/2004 2004/2005 2005/2006 2006/2007
To improve access to and quality of formal education at learning institutions in terms of school effectiveness and educator professionalism
- Fully linked relevant services delivered - 100% against business plan
- Fully linked relevant services delivered - 100% against business plan
- Fully linked relevant services delivered - 100% against business plan
- Fully linked relevant services delivered - 100% against business plan
- Fully linked relevant services delivered - 100% against business plan
Sub-programme 8.2: To provide for departmentally managed examination services (R29 069 000)
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 57
Measurable objective 2002/2003 2003/2004 2004/2005 2005/2006 2006/2007The extent to which Examinations (including Grade 12 end of year, supplementary and common examinations, ABET level 4 and the GETC) are conducted according to relevant national policy and provincial guidelines in terms of entries, timetabling, distribution, marking, remarking, moderation, certification and payment.
100% 100% 100% 100% 100%
The extent to which Provincial examination papers for Grade 12 and Grade 12 supplementary examinations are developed 3 months prior to commencement of examinations
100% 100% 100% 100% 100%
The extent to which schools and candidates receive recognition for their performance at a successful well done function
TABLE 1: ENROLMENT AND POPULATION STATISTICSProgramme Enrolment % of population
Aged 6-14 Total Of age 6-14 Of total2. Public ordinary school education 2.1 Public primary phase 472 969 482 621 94.6 508 683 Total Grades 1 to 7 2.2 Public secondary phase Total Grades 8 to 123. Independent school subsidies4. Public special school educationTotal for all schools
FETs5. Further Education and Training 5.1 Public institutions 5.2 Youth colleges6. Adult Basic Education and Training 6.1 Public centres 249 6.2 Subsidies to private centres7. Early Childhood DevelopmentAge 5 4815 7.1 Schools (Age 6 & 7) 330 0.65 7.2 Gr R in community centres 3161 0.49
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 58
Programme Enrolment % of population 7.1 Pre-Grade R 7933Total for all programmes
TABLE 2: NUMBER OF INSTITUTIONSProgramme Public institutions Subsidised private institutions Non-subsidised private
institutionsTotal institutions
2. Public ordinary school education 2.1 Public primary phase 1230 1230 2.2 Public secondary phase 351 351 Combined schools 247 2473. Independent school subsidies 57 28 854. Public special school education 17 1 175. Further Education and Training 5.1 Public institutions 3 3 5.2 Youth colleges6. Adult Basic Education and Training 6.1 Public centres 247 2477. Early Childhood Development 7.1 Schools 332 332 7.2 Gr R in community centres 80 80 7.1 Pre-Grade R 286 286Total for all programmes
TABLE 3: RESOURCING EFFECTED VIA THE POST PROVISIONING NORMS
Programmes/Purpose of posts PL1 PL2 PL3 PL4 Total educator posts
Learners/ FTEs L:E ratio
Posts top-sliced before model is runPosts distributed by model 2. Public ordinary school education
903116 35,7
2.1 Public primary phase Posts attached to schools 12844 2133 1154 340 16471 Posts not attached to schools Curriculum redress posts …
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 59
Programmes/Purpose of posts PL1 PL2 PL3 PL4 Total educator posts
Learners/ FTEs L:E ratio
2.2 Public secondary phase Posts attached to schools 6914 1271 422 222 8829 Posts not attached to schools Curriculum redress posts … 4. Public special school education
126 25 15 2 168 2478 1:14175
5. Further Education and Training
276 44 20 9 349 13216 1:37
TABLE 4: NUMBER OF EMPLOYEES
Programme Educators Public Servants Other public employees Total employees
1.Administration1.1 Management Services 380 285 0 6651.2 Corporate Services 10 452 0 4621.3 MEC For Education 0 0 1 12. Public Ordinary School Education2.1 Public Primary Phase 16774 1297 0 180712.2 Public Secondary Phase 8738 1269 0 100074. Public Special School Education 4.1 Special Schools 224 289 0 5135. Further Education and Training5.1 FET Public Institutions 341 128 0 4696. Adult Basic Education and Training6.1 ABET Public Centres 3 9 0 127. Early Childhood Development7.1 Grade R in Public Schools 179 35 0 214TOTAL FOR ALL PROGRAMMES 26649 3764 1 30414
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 60
TABLE 5: RESOURCING EFFECTED VIA THE SCHOOL FUNDING NORMS
Programme/Legal status / Poverty quintiles
Schools Total inclusive expenditure Learners Expenditure per Learner
2. Public ordinary schooling education
1863 271 192 000 896 611
Section 21 schoolsQuintile 1 (poorest) 558 13 780 970 179 149 82.46Quintile 2 412 9 855 238 179 353 50.45Quintile 3 333 7 877 148 179 437 38.96Quintile 4 285 5 946 029 179 288 35.27Quintile 5 (least poor) 275 2 138 610 179 384 13.92Total for public quintile 1 558 13 780 970 179 149 82.46Total for public quintile 2 412 9 855 238 179 353 50.45Total for public quintile 3 333 7 877 148 179 437 38.96Total for public quintile 4 285 5 946 029 179 288 35.27Total for public quintile 5 275 2 138 610 179 384 13.923. Independent School SubsidiesGRAND TOTAL 39 597 995
FOOTNOTES:All figures represent the situation in the school year 2003, with the exception of Central Budget (if there are exceptions)In the row 2. Public ordinary school education, financial figures should reflect only rands flowing through the funding model of the School Funding Norms, and should be the sum of the figure in Non-Section 21 schools and Section 21 schools.The row ‘Total for public quintile 1’ must contain the sum of the previous two references to quintile 1. The same applies to ‘Total for public quintile 2’, etc.In the row ‘3. Independent school subsidies financial figures should refer to rands distributed via the funding model of the School funding Norms.Financial figures represent actual expenditure, and not budgeted amounts.‘Expenditure per learner’ is ‘total expenditure’ divided by ‘Learners’.The financial figure under ‘Grand total’ represents value of all funds distributed via the funding model of the School funding Norms. This would in other words be the sum of the figures for programmes 2 and 3.
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 61
TABLE 6: ABSOLUTE SPREAD ACROSS ECONOMIC CATEGORIES
Programme Current expenditure(R 000)
Capital exp.(R 000)
Total(R 000)
Personnel Non-personnel TotalEducators Non-
educators1. Administration 1.1 Office of the MEC
…all programmes and sub-programmes to be included…
8.3 Special projects 8.4 External examinationsTotal for all programmes
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 62
TABLE 7: PROPORTIONAL SPREAD ACROSS ECONOMIC CATEGORIES
Programme % current expenditure % capital exp. % total% personnel % non-personnel % total
% educators % non-educators1. Administration 100% 1.1 Office of the MEC 100%
…all programmes and sub-programmes to be included…
8.3 Special projects 100% 8.4 External examinations 100%Total for all programmes 100%
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 63
TABLE 8: AGE-SPECIFIC ENROLMENT RATES FOR SCHOOLS
Learners Population Age-specificEnrolment rate
Public ordinary Schools (PR 2)
IndependentOrdinary
Schools (PR 3)
Special schools(PR 4)
Age 6 36 347 848 } }Age 7 74 131 669 } }Age 8 75 042 663 } 291685 } 89,90%Age 9 76 708 668 } }Age 10 78 087 675 } }Age 11 78 304 704 } }
Learners Population Age-specificEnrolment rate
384403 97,30%
Public ordinary Schools (PR 2)
IndependentOrdinary
Schools (PR 3)
Special schools(PR 4)
Age 14 73 415 631 } }Age 15 71 199 544 } }Age 16 68 608 522 } 296289 } 85,71Age 17 62 146 524 } }Age 18 51 993 368 }TOTAL 897 942 10 691 3 265
FOOTNOTES: All figures represent the situation in the school year 2003 with the exception of ….. (if there are exceptions) Learner figures for ‘Independent ordinary schools’ include all learners in all independent schools, whether they receive a subsidy or not. Population figures are derived from Census 2001 in 5 year age groups ‘Age-specific enrolment rate’ is the sum of all the ‘Learners’ figures divided by ‘Population’. Age is as at 1 January in the school year in question. The bold line represents the break between compulsory school-going ages and higher ages.
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 64
TABLE 9: CLASSROOMS AVAILABLE FOR PROGRAMME 2
Programme Learners Classrooms L:C ratio Classroom backlog
2.1 Public primary phase 616 708 10476 582.2 Public secondary phase 286 408 5490 52Total for public ordinary schools
903 116 15966 37
Footnotes: All figures represent the situation in the school year 2003 with the exception of … (if there are exceptions) ‘Classrooms’ includes all functional classrooms within public ordinary schools, including instructional rooms like laboratories. ‘Classroom backlog’ figures are derived from…….
TABLE 10: PROGRAMME 2 ENROLMENT AND FLOW RATE DETAILS
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 65
Learners Repeaters Repeater rate Dropouts Dropout rateGrade 1 90 784 8 180 9,01 3 384 3,72Grade 2 77 011 4 848 6,29 1 362 1,77
Grade 3 75 214 4 155 5,52 1 351 1,79Grade 4 77 533 6 190 7,98 2 349 3,03Grade 5 84 814 8 109 4,56 3 182 3,75Grade 6 78 308 5 629 7,19 4 476 5,72Grade 7 71 322 2 066 2,89 2 166 3,04Grade 8 71 835 3 954 5,50 3 822 5,32Grade 9 87 550 12 433 14,20 4 070 4,65Grade 10 67 340 14 130 20,37 10 054 14,5Grade 11 59 728 10 675 17,87 10 449 17,5Grade 12 42 263 829 1,96 1089 2,57TOTAL 885 702 31 798 3,59 47754 5,39
FOOTNOTES: All figures represent the situation in the school year 2003 with the exception of …. (if there are exceptions) ‘Repeater rate’ is ‘Repeaters’ divided by the enrolment for that grade in the previous year. ‘Dropouts’ is the number of learners who dropped out of that grade during the previous year. It is calculated as enrolment in that grade in the previous year, minus enrolment in
the next grade in the current year, minus repeaters in the same grade in the current year, plus the repeaters in the next grade in the current year. Statistics were obtained from the Annual Survey of Schools for the year 2001/2002
TABLE 11: EDUCATOR ATTENDANCE INDICATORS FOR PROGRAMME 2
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 66
Programme Educator working daysLearners Potential
Working daysLearner days
Lost% days lost
2.1 Public primary phase 13 685 2 737 000 114 954 4.22.2 Public secondary phase 8 211 1 642 200 55 835 3.4Total for public ordinary schools
21 896 4 379 200 170 789 7.6
FOOTNOTES: All figures represent the situation in the school year 2002 with the exception of … (if there are exceptions) ‘Potential working days’ is the number of educators multiplied by 200 school days in the year. Working days lost is derived from … This figure reflects the total number of workings days when the educator was absent from work due to leave of any sort, either approved or
unapproved. % days lost’ is ‘Learner days lost’ divided by ‘Potential learner days.’
TABLE 12: LEARNER ATTENDANCE INDICATORS FOR PROGRAMME 2
Programme Educator working daysLearners Potential
Working daysLearner days
Lost% days lost
2.1 Public primary phase 554 986 108 777 256 6 417 858 5.92.2 Public secondary phase 330 716 64 820 336 3 435 478 5.3Total for public ordinary schools
885 702 173 597 592 9 853 336 11.2
FOOTNOTES: All figures represent the situation in the school year 2002 with the exception of … (if there are exceptions) ‘Potential working days’ is the number of educators multiplied by 196 school days in the year. Learner days lost is derived from … This figure reflects days lost due to the absence of enrolled learners from school, for whatever reason, for full days. Absence from part of a
day is not captured in this figure. % days lost’ is ‘Learner days lost’ divided by ‘Potential learner days.’
TABLE 13: RESOURCING EFFECTED VIA THE POST PROVISIONING NORMSProgrammes/Purpose of posts PL1 PL2 PL3 PL4 Total educator
postsLearners/ FTEs L:E ratio
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 67
Posts top-sliced before model is runPosts distributed by model 2. Public ordinary school education
903116 35,7
2.1 Public primary phase Posts attached to schools 12844 2133 1154 340 16471 Posts not attached to schools Curriculum redress posts … 2.2 Public secondary phase Posts attached to schools 6914 1271 422 222 8829 Posts not attached to schools Curriculum redress posts … 4. Public special school education
126 25 15 2 168 2478 14.75
5. Further Education and Training
276 44 20 9 349 13216 1:37
TABLE 14: HRP EMPLOYMENT AND VACANCIES BY PROGRAMME
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 68
Programme Approved Establishment Number of Employees Vacancy Rate Additional (-)PROGRAMME 1 1 915 1 125 790
PROGRAMME 2 29 442 - 1 299
PROGRAMME 3 - - -
PROGRAMME 4 762 516 246
PROGRAMME 5 71 58 13
PROGRAMME 6 533 294 239
PROGRAMME 7 14 14 0
SUBSTITUTE EDUCATOR 33 33 0
32 770 30 183 2 587
15. FINANCIAL MANAGEMENT
15.1 STRATEGIES TO ADDRESS AUDIT QUERIES
15.2 IMPLEMENTATION OF PFMA
REPORTING FUNCTIONReporting systems will be put in place.
BUDGETING FUNCTIONRetraining of officials on budgets.
REVENUE COLLECTIONIdentification of revenue generating state properties.Supporting cash offices through training of cashiers.Promoting the payment of private calls.Introducing targets per cash office and revising collection trends.
STAFFINGStaffing of finance directorates including circuits.
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 69
Training of officials.
ACCOUNTABILITYPolicies in place.
SUBDIRECTORATE: HUMAN RESOURCE PROVISIONING
TABLE A.1
Sub-programme 2.2: Public secondary Phase
MEASURABLE OBJECTIVES ACTIVITIES PERFORMANCE MEASURE
To provide educators at the public secondary phase in accordance with policy
Implement Provincial ELRC Resolution No 1 of 2001 as amended, which provides for a process whereby all professionally qualified temporary contract teachers who have completed 2 years of service, will be permanently appointed in substantive vacant teacher posts
± 500 temporary contract teachers to be considered and dealt with in terms of Provincial ELRC Resolution No 1 of 2001 as amended
Deal with the transfer of educators additional to the establishment on post level 1 and higher in institutions, in terms of operational requirements.
70% of identified educators in addition to be transferred
Fill approved vacant principal posts in schools through prescribed advertising and selection processes
All approved vacant approved vacant principal posts in schools as identified in June 2003 and again in January 2004, to be filled
11.3.2 Employees
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 70
MDE MANAGERS: HEAD OFFICE
OFFICE ORG COMPONENT POST INCUMBENT
Head Office Office Of The HOD – Education Head Of Department Dr Mt Mashinini
Head Office MEC Support Office Office Manager Mr Me Zwane
Head Office C/D GET, FET & Quality Assurance Chief Director Mr Cm Mashaba
Head Office Dir:General Ed And Training Director Mr Jr Molai
Head Office S/Dir:Intermediate And Senior Phase Chief Ed Specialist Mr S Radebe
Head Office S/Dir:Ecd, Abet And Ed Support Services Chief Ed Specialist Ms Sn Molemane
Head Office S/Dir:Special Educational Needs Chief Ed Specialist Ms Mn Lekgau
Head Office Dir: FET Director Dr H Van Zyl
Head Office S/Dir:Fet Planning And Research Chief Ed Specialist Mr Aj Sibande
Head Office S/Dir:Fet Curriculum Chief Ed Specialist Mr Sj Mkhwanazi
Head Office S/Dir:Fet Support Chief Ed Specialist Mr Ms Msibi
Head Office Dir:Quality Assurance Director Ms Ne Hlophe
Head Office S/Dir:Systemic Evaluation Chief Ed Specialist Mr Mi Tlou
Head Office S/Dir:Learning Sites Audit Chief Ed Specialist Mr Sa Sukati
Head Office S/Dir:Public Examinations Chief Ed Specialist Ms Tb Nkosi
Head Office C/D: Systems And Planning Chief Director Ms Dd Mashego
Head Office Dir:Strategic Planning And Coordination Director Mr Ss Motshana
Head Office S/Dir:Strat Planning & Legislative Services Deputy Director Mr Et Radebe
Head Office Dir:Resource Planning Director Mr Pj Masilela
Head Office S/Dir:Physical Resource Planning Deputy Director Vacant
Head Office S/Dir:Ed Mgmt Information Systems Chief Ed Specialist Mr Wa Barnard
Head Office Dir: Hr Development Director Mr Se Sukati
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 71
OFFICE ORG COMPONENT POST INCUMBENT
Head Office S/Dir:Ed Mgmt & Governance Development Chief Ed Specialist Vacant
Head Office S/Dir:Public Service Staff Development Deputy Director Vacant
Head Office S/Dir:Communications Deputy Director Mr Ji Zwane
Head Office C/D: Corporate Services Chief Director Mr Jgh Kriel
Head Office Dir:Hr Management Director Mr Jr Nkosi
Head Office S/Dir:Hr Planning And Provisioning Deputy Director Ms E De Bruin
Head Office S/Dir:Hr Remuneration And Performance Deputy Director Mr Wn Khoza
Head Office S/Dir:Labour Relations And Misconduct Chief Ed Specialist Mr Aw Kutumela
Head Office Dir:Provisioning And Logistical Mgmt Director Mr Dz Makhubela
Head Office S/Dir:Provisioning Deputy Director Mr Jj Reyneke
Head Office S/Dir:Physical Facilities Deputy Director Vacant
Head Office S/Dir:Office Auxiliary Services Deputy Director Mr Wjp Kotze
Head Office S/Dir:Information Technology Deputy Director Vacant
Head Office S/Dir:Legal Services Sr Legal Adm Officer Mr Rj Smith
Head Office C/Dir:Financial Management Chief Financial Officer Mr Mt Maputle
Head Office Dir: Management Accounting Director Mr Gr Lubbe
Head Office S/Dir:Budget And Revenue Deputy Director Mr Ka Diphofa
Head Office S/Dir:Bookkeeping Deputy Director Ms Me Massyn
Head Office Dir:Financial Accounting Director Mr Ma Sekgota
Head Office S/Dir:General Expenditure Deputy Director Ms Dd Mlangeni
Head Office S/Dir:Salaries & Salary Accounts Deputy Director Vacant
MDE MANAGERS: REGIONS AND FET COLLEGES
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 72
Gert Sibande Region Regional Management (Gert Sibande Region) Director Dr Lh Mathunyane
Gert Sibande Region S/Dir:Get And FET (G/S) Chief Ed Specialist Mr At Msiza
Gert Sibande Region S/Dir:Systems And Planning (G/S) Chief Ed Specialist Mr J Sibiya
Gert Sibande Region S/Dir:Corporate Services (G/S) Deputy Director Ms M Botha
Gert Sibande Region S/Dir:Circuit & T/Centre Co-Ord (G/S) Chief Ed Specialist Mr Mj Malaza
Gert Sibande Region Mgmt: Gert Sibande FET College Director Mr E Hawthorn
Nkangala Region Regional Mgmt (Nkangala Region) Director Mr Jj Mabena
Nkangala Region S/Dir:Get And FET (Nka) Chief Ed Specialist Ms Gm Ditshego
Nkangala Region S/Dir:Systems And Planning (Nka) Chief Ed Specialist Mr Ml Shaku
Nkangala Region S/Dir:Corporate Services (Nka) Deputy Director Vacant
Nkangala Region S/Dir:Circuit & T/Centre Co-Ord (Nka) Chief Ed Specialist Ms Ck Masango
Nkangala Region Mgmt: Nkangala FET College Director Mr Sp Qwabe
Ehlanzeni Region Regional Mgmt (Ehlanzeni Region) Director Mr Mj Lushaba
Ehlanzeni Region S/Dir:S/Dir:Get And FET (Ehl) Chief Ed Specialist Mr Jc Khoza
Ehlanzeni Region S/Dir:Systems And Planning (Ehl) Chief Ed Specialist Ms Pn Mbatsane
Ehlanzeni Region S/Dir:Corporate Services (Ehl) Deputy Director Mr Ow Nyambi
Ehlanzeni Region S/Dir:Circuit & T/Centre Co-Ord (Ehl) Chief Ed Specialist Mr Ss Mahlalela
Ehlanzeni Region Mgmt: Ehlanzeni FET College Director Mr Ps Zwane
13. MEDIUM-TERM REVENUE
13.1 SUMMARY OF REVENUE
TABLE 13: SUMMARY OF REVENUE
1999/2000 2000/2001 2001/2002 2002/2003 2003/2004 2004/2005 R' 000 ACTUAL ACTUAL ACTUAL ESTIMATE MTEF MTEF
Voted by legislature 2,795,345 2,965,591 3,248,152 3,717,495 4,306,643 4,695,286 Conditional grants 14,016 31,044 59,250 98,924 112,356 116,488
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 73
Own Revenue - - 23,531 70,000 103,764 107,755 Total Revenue 2,809,361 2,996,635 3,330,933 3,886,419 4,522,763 4,919,529
13.2 DEPARTMENTAL REVENUE COLLECTION
TABLE 14: DEPARTMENTAL REVENUE COLLECTION
1999/2000 2000/2001 2001/2002 2002/2003 2003/2004 2004/2005 R' 000 ACTUAL ACTUAL ACTUAL ESTIMATE MTEF MTEF
Current RevenueTax Revenue - - - - - -
Non-tax Revenue 8,246 4,184 19,637 11,200 14,350 16,400 Capital Revenue - - - - - -
Departmental Revenue 8,246 4,184 19,637 11,200 14,350 16,400
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 74
13.3 Conditional Grants
Name of the Project
Description Funder PartnershipYes/No
Start Date End Date Budget
Financial Management & Quality Enhancement
Education Management & Leadership Development at Circuit & School level2. Governance: The improvement of School Governance in the Province3. Whole School Evaluation4. Systemic Evaluation5. Promoting Safe Schools6. Enhancing the Teaching and Learning Physical Environment7. GETC8. LSEN: Enhancing the Capacity of Special Needs Schools & Inclusive Ed.9. GET: Improvement of Math's, Science & Technology Teaching and Learning10. Teacher Development: DAS implementation11. GET: Teacher Development12. Transformation of FET Institutions13. FET: Improve Effective Teaching in Math's, Science & Technology14. FET: Improving Grade 12 Results15. FET: Teacher Development16. EMIS: Improving Information Systems for planning & management purpose17. Improving Financial Management Systems18. Values in Education: Religion in Education & Indigenous games19. Values in Education: School Music Eisteddfod20. Values in Education: History and Values
Government Conditional Grant
No April 2003 March 2005 R35 251 000
HIV/AIDS Promote awareness of HIV/AIDS in schools Government Conditional Grant
No April 2003 March 2004 R8 794 000
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 75
Name of the Project
Description Funder PartnershipYes/No
Start Date End Date Budget
ECD Training 330 ECD practitioners by the national office.Granting a once off allocation for resources to the 110 centres. Allocation for resources of these sites to be financed by the National office. Supporting and skilling the ECD officialsEnsuring that ECD sites offer quality care and education to learners catered for at these centres through training, monitoring and evaluation. Taking responsibility of the curriculum for the 3-4 year olds.Ongoing process of the allocation of subsidies beyond the conditional grant by the provincial departments.
No April 2003 March 2005 R31 609 000
Flood Damages Flood Damages Government Conditional Grant
No April 2003 March 2004 R8 000 000
Infrastructure Development
Renovations to schools, supply fences and erection of toilets
Government Conditional Grant
No April 2003 March 2004 R72 026 000
13.4 Donor Funding
Project name External donorsMonetary Contributions Project Outcomes Departmental reporting
2004 2005 2006 2007 2008Mpumalanga Secondary Science Initiative (MSSI)
Japanese Government
Unspecified Unspecified Unspecified The improvement of secondary school teachers’ operational knowledge of Mathematics and Science so that they can assist learners to attain predetermined learning outcomes. It seeks to establish a school-based model of educator development and support. The project sends administrators to Japan on administrators’ course.
Mr Jan Mkhwanazi013766 5379
The Japanese Overseas Corporation
Japanese Government
Unspecified Unspecified Provision of support to Grade 8 – 12 Maths and Science teachers receiving training in the MSSI projects.
Mr Ken Mohan
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 76
Project name External donorsMonetary Contributions Project Outcomes Departmental reporting
The Japanese School building project
Japanese Government
50mil The building of 20 Primary and Secondary schools:232 Classrooms20 Administrative blocks4 special rooms194 Learners’ toilets54 Toilets (teachers)
Mr D.Z. Makhubela
Canada South African Teacher Development Project (CSATDP
Canadian Government
465 000 INSET Management at provincial, regional and school level using the implementation of OBE at the Foundation Phase and Inclusive Education as focus. The project is piloted at Standerton and 80 schools are involved in the project.
Ms P. Sibiya(017) 819 5303
South African-Finnish Co-operation Programme in the Education Sector (SCOPE)
Finland Government
4,75 mil Outcome 1: Making Ndebele College of Education a fully functional Institution of Higher EducationThe establishment of the Mpumalanga National Institute of Higher Education (NIHE).Outcome 2: Enhancement of learning and teaching using Information and Communication Technology (ICT) at the 10 Teachers’ Centres and 5 pilot schools. Outcome 3: Introducing Inclusive Education at 10 pilot schools
N.V. Mthethwa(013) 766 5436
USA Peace Corps Volunteers
United States of America (USA)
Unspecified Unspecified UnspecifiedUnspecifiedUnspecifiedThis is a co-operation between the RSA and the USA whereby volunteers are deployed to schools communities in the three regions to render support in OBE implementation, management and HIV/AIDS education and projects.
Mr S. Radebe(013) 766 5376
Mpumalanga Education Development Trust (MEDT)
Business Enterprise
2mil Depends on money raised by partners
Depends on money raised by partners
Depends on money raised by partners
Depends on money raised by partners
The main purpose of MEDT is to assist the MDE to implement prioritised projects in capacity building and infrastructure development.
N.V. Mthethwa(013) 766 5436
The READ Project Business Trust 1,02mil 1,02mil Project purpose is to support the N.V. Mthethwa
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 77
Project name External donorsMonetary Contributions Project Outcomes Departmental reporting
implementation of C2005 through the provision of books, teaching resources and teacher training in how to use the resources
(013) 766 5436
The Kwena Basin Johannesburg College of Education Project
Johannesburg College of Education
In kind(book donations, time spent with educators, technical assistance rendered to teachers)
In kind(book donations, time spent with educators and learners, technical assistance rendered to teachers)
This project involves the deployment of an average of 20 Johannesburg College of Education students to five farm schools in the Lydenburg area. The purpose of the project is to render support in resources, improvement of teaching instruction as well as implementation of OBE approaches. The programme activities include donating books to learners at these schools, working with teachers to implement prepared lessons and working like volunteers to uplift the standard of education at these schools for ± three weeks while staying with communities around that area.
J.H. Moya(013) 766 5436
The Quality Learning Project (QLP)
Business Trust R1,024mil The project operates in Moretele District and is aimed at:Helping the district to provide quality educational leadership and support to schoolsHelping schools to provide leadership and strong management so that they can offer quality learning.To monitor teaching, learning, reading, writing, and mathematics To improve the quality of teaching and learning in mathematics, reading and writing in Grades 8 to 12
Mr J.J. Mabena(013) 947 3892
Shoma Project M-Web, Orbicom, MultiChoice and M-Net.
250 000 250 000 The project has a centre in Nelspruit at Mgwenya College where there are 12 computers set up to train teachers in OBE through satellite technology
J.H. Moya(013) 766 5436
The Open Learning Department for OLSET is a Radio Learning Programme Ms D. Simelane
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 78
Project name External donorsMonetary Contributions Project Outcomes Departmental reporting
Systems Educational Trust (Olset)
International Development (DFID)
that supports the province in its implementation of C2005 by the provision of classroom-based support for junior primary teachers in teaching English language. Learning support material consisting of radios and teachers’ guides is distributed to schools as part of the project.
(013) 766 5261
14.3 PUBLIC ENTITY: MPUMALANGA REGIONAL TRAINING TRUST [MRTT]
The implementation of the SKILLS DEVELOPMENT ACT during 1999/2000 is introducing a paradigm shift for training provision within the RSA. Training providers such as the Mpumalanga Regional Training Trust is now challenged to deliver training within a new national training policy framework, a new institutional environment for training management, and a new training financing model.
The Mpumalanga Regional Training Trust is a parastatal reporting to the Department of Education on a provincial level.
CONCLUSION
This strategic business plan was drafted for the period 2002/2003, 2003/2004 and 2004/2005 and is revised on an annual basis due to changes in training needs.
SERVICE DELIVERY PLAN
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 79
Programme: Public Ordinary School Programme Objective: To provide classroom facilities to schoolsAccountable Officer: Mr. M.S. Nkuna and Mr. D.Z. Makhubela
MO : To provide classroom facilities to schoolsPM : Prioritised classroom facilities will have been builtPM : Responsibility Manager/Accountable Officer: Mr. M.S. Nkuna and Mr. D.Z. MakhubelaWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterTo Build Build Build Build690 Classrooms Appointment of contractors through
Tender Board will be done200 Classrooms 400 Classrooms 90 Classrooms
40 Admin. Blocks 10 Admin. Blocks 25 Admin. Blocks 5 Admin. Blocks25 Special Rooms 5 Special rooms 15 Special rooms 5 Special rooms800 Toilets 200 Toilets 450 Toilets 150 Toilets
Programme: 02Programme Objective: To renovate existing classroom facilitiesAccountable Officer: Mr. M.S. Nkuna and Mr. D.Z. Makhubela
MO : To renovate existing classroom facilitiesPM : Prioritised existing classroom facilities will have been renovatedPM : Accountable Officer: Mr. M.S. Nkuna and Mr. D.Z. Makhubela
1st Quarter 2nd Quarter 3rd Quarter 4th Quarter
To renovate
Appointment of contractors through Tender Board to renovate prioritized classroom facilities to be done
20 Schools Renovation of 5 schools to be completed
Renovation of 15 schools to be completed
Retention to 20 schools to be paid out
25 Schools to be provided with water 5 Schools to be provided with water
15 Schools to be provided with water
Provision of water to 5 schools to be finalized
15 Schools to be fenced Fencing to 5 schools to be finalized
Fencing to 10 schools to be finalized
Retention to the 15 schools for fencing to be paid
14 Schools will be provided with electricity 7 Schools Electrification to be completed
7 Schools Electrification to be completed
Retention fees for fencing to the 14 schools to be paid out
676 toilets to be built 276 Toilets to be completed 400 Toilets to be completed
Final hand over to all facilities to be done
Programme: 02
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Programme Objective: To Provide public ordinary schools with resourcesAccountable Officer:
MO : To provide classroom facilities to schools, which have no classrooms facilitiesPM : Schools will be provided with classroom facilities in rural and farm areasPM : Accountable Officer: Mr. W.J.P. Kotze and Mr. D.Z. MakhubelaWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterSchools provided with facilities in rural and farm areas
Ensure that agreements are concluded with property owners
Process payments to all approved agreements
Process payments to all approved agreements
Process payments to all approved agreements
Programme: 02 Programme Objective: To Provide public ordinary schools with resourcesAccountable Officer:
MO : To provide classroom facilities to schools, which have no classrooms facilitiesPM : Schools will be provided with classroom facilities in rural and farm areasPM : Accountable Officer: Mr. W.J.P. Kotze and Mr. D.Z. MakhubelaWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterScholar transport will be proved to learners in rural and farm areas
25 000 Rural learners will be provided with scholar transport to enable them to attend school
25 000 Rural learners will be provided with scholar transport to enable them to attend school
25 000 Rural learners will be provided with scholar transport to enable them to attend school
25 000 Rural learners will be provided with scholar transport to enable them to attend school
Programme: Independent Schools Program 3 Programme Objective: To provide Independent Schools with resources
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Accountable Officer: Mr. W.J.P. Kotze and Mr. D.Z. Makhubela
MO : To pay subsidies to special and private schoolsPM : Provide school facilities in areas where there are a lack of public ordinary schoolsPM : Accountable Officer: Mr. W.J.P. Kotze and Mr. D.Z. Makhubela
1st Quarter 2nd Quarter 3rd Quarter 4th QuarterAdminister and process payments for subsidies to special and private schools
60 private schools that quality will received their subsidies in accordance with the Norms and Standards
60 private schools that quality will received their subsidies in accordance with the Norms and Standards
60 private schools that quality will received their subsidies in accordance with the Norms and Standards
60 private schools that quality will received their subsidies in accordance with the Norms and Standards
Programme: 2 Programme Objective: Accountable Officer: Mr. W.J.P. Kotze and Mr. D.Z. Makhubela
MO : To provide schools with text and prescribed books to all schoolsPM : Schools will have text and prescribed booksPM : Accountable Officer: Mr. W.J.P. Kotze and Mr. D.Z. Makhubela
1st Quarter 2nd Quarter 3rd Quarter 4th QuarterFocus on the procurement and delivery of text and prescribed books for Grade 1,2,3,6, 11 and 12
Grade 1,2,3,6,11 and 12 will have text and prescribed books
Grade 1,2,3,6,11 and 12 will have text and prescribed books
Grade 1,2,3,6,11 and 12 will have text and prescribed books
Grade 1,2,3,6,11 and 12 will have text and prescribed books
Programme: 2 Programme Objective: Accountable Officer: Mr. D.Z. Makhubela and Mr. J.J. Reyneke
MO : To provide all learners with school stationery PM : All learners will have school stationeryPM : Accountable Officer: Mr. D.Z. Makhubela and Mr. J.J. ReynekeWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterFocus on the procurement and delivery of school stationery for all learners
All learners will have school stationery
All learners will have school stationery
All learners will have school stationery
All learners will have school stationery
Programme: 2 Programme Objective: To provide 774 schools with electricity with computersAccountable Officer: Mr. D.Z. Makhubela and Mr. J.J. Reyneke
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MO : 744 Schools will be provided with computersPM : 744 Schools will have computersPM : Accountable Officer: Mr. D.Z. Makhubela and Mr. J.J. Reynek eWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterTo procure and deliver computers to 744 schools
744 schools will have computers
744 schools will have computers
744 schools will have computers 744 schools will have computers
Programme: 2 Programme Objective: To provide furniture to 451 built classroomsAccountable Officer: Mr. D.Z. Makhubela and Mr. J.J. Reyneke
MO : 451 New classrooms will be provided with furniturePM : 451 New classrooms will have furniturePM : Accountable Officer: Mr. D.Z. Makhubela and Mr. J.J. ReynekeWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterTo provide and deliver furniture to 451 newly built classroom
To provide and deliver furniture to 690 newly built classrooms, 40 admin. Blocks and 25 special rooms
451 New classrooms will have furniture
690 New classrooms, 40 new administration blocks and 25 special rooms will have furniture
451 New classrooms will have furniture
690 New classrooms, 40 new administration blocks and 25 special rooms will have furniture
451 New classrooms will have furniture
690 New classrooms, 40 new administration blocks and 25 special rooms will have furniture
451 New classrooms will have furniture
690 New classrooms, 40 new administration blocks and 25 special rooms will have furniture
QUALITY ASSURANCE
SYSTEMIC EVALUATION DELIVERY PLAN
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 83
Programme: Quality Assurance Programme Objective: To render effective and efficient administration service to the Mpumalanga Education Dept.Accountable Officer: Ms. N.E. Hlophe and Mr. M.I. Tlou
MO : To develop the performance of the education system at Grade 3,6 and 9 in order to inform interventions for continuous improvement in teaching and learning
PM : Copies of reports produced and distributed, feedback discussions sessions held, including Provincial colloquium/clear intervention provisioning plans crafted
PM : Accountable Officer: Ms. N.E. Hlophe and Mr. M.I. TlouWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterDevelop SE instruments, refine instruments Grade 6 and 9 coding and scoring and report writing, disseminate information and hold colloquium
Develop and refine instruments for Grade 9
Advocacy with Regional Support Team
Coding and Scoring Report printing presentation and in contribution to stakeholders (Colloquium)
Programme: Quality Assurance Programme Objective: To provide education management service for the education systemAccountable Officer: Ms. N.E. Hlophe and Mr. M.I. Tlou
MO : To evaluate the performance of the education system at Grade 3, 6 and 9PM : Copies of reports, produced and distributed, feedback discussion session heldPM : Accountable Officer: Ms. N.E. Hlophe and Mr. M.I. TlouWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterEvaluation of the performance of the education on system at Grade 3, 6 and 9
Print, discuss and disseminate findings (colloquium)
Conduct systemic evaluation main study senior phase (pilot study)
Scoring and coding of the pilot study
Report writing
Collaborate report writing
Printing of report
Programme: Quality Assurance Programme Objective: To provide public ordinary schools from Grade 1 – 9 in accordance with NEPAAccountable Officer: Ms. N.E. Hlophe and Mr. M.I. Tlou
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 84
MO : To improve access to quality of formal education at learning institutions in term of school effectiveness and education and Professionalism in GET
PM : To improve quality of education system provision
Accountable Officer: Ms. N.E. Hlophe and Mr. M.I. TlouWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterTo administer SE Grade 9 in (main study) Hold colloquium- intermediate
and senior phaseImplementation of national and provincial guidelines on SE
Ongoing Ongoing
Programme: Public Ordinary Schools Programme Objective: To manage the appointment of temporary educatorsAccountable Officer: Mr. J.R. Nkosi
MO : Terminate or renew the contract of 594 temporary educatorsPM : Manage the appointment of 594 temporary educators
Accountable Officer: Mr. J.R. NkosiWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterManage the appointment of temporary educators
Implement the extension of the temporary appointments
Monitoring Monitoring Receive requests for extension of temporary contract from schools to extend the contracts for the following year
Programme: 4 Specialised SchoolsProgramme Objective: To ensure speedy payments of pension benefitsAccountable Officer: Mr. J.R. Nkosi
MO : To improve the speedy payments of pension benefits
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PM : The rate of the processing of pension documents is currently 60%PM :Accountable Officer: Mr. J.R. NkosiWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterEnsuring a speedy processing of pension documents for the speedy payment of pension benefits for resigned, retired or deceased government employees in public ordinary schools
Design a comprehensive procedure manual and conduct workshops for officials responsible for pension benefits
Monitoring Monitoring Monitoring
Programme: 2 Public ordinary schools educationProgramme Objective: To ensure speedy payments of pension benefitsAccountable Officer: Mr. J.R. Nkosi
MO : To improve the speedy payments of pension benefitsPM : The rate of the processing of pension documents is currently 60%PM :Accountable Officer: Mr. J.R. NkosiWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterEnsuring a speedy processing of pension documents for the speedy payment of pension benefits for resigned, retired or deceased government employees in public ordinary schools
Design a comprehensive procedure manual and conduct workshops for officials responsible for pension benefits
Monitoring Monitoring Monitoring
Programme: 5 Further Education and TrainingProgramme Objective: To ensure speedy payments of pension benefitsAccountable Officer: Mr. J.R. Nkosi
MO : To improve the speedy payments of pension benefitsPM : The rate of the processing of pension documents is currently 60%
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PM :Accountable Officer: Mr. W.H. KhozaWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterEnsuring a speedy processing of pension documents for the speedy payment of pension benefits for resigned, retired or deceased government employees in public ordinary schools
Design a comprehensive procedure manual and conduct workshops for officials responsible for pension benefits
Monitoring Monitoring Monitoring
Programme: 4 Further Education in specialized schoolsProgramme Objective: To assess public servants for pay progressionAccountable Officer: Mr. J.R. Nkosi
MO : To manage performance of 289 public servantsPM : The assessment of public servants is currently 70% (Old system)PM : The assessment of public servants is currently 0% (New PDMS)Accountable Officer: Mr. W.H. KhozaWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterManage performance by assessing public servants
Issue job descriptions and performance agreements to supervisors
Review performance Review performance Review performance and assess for pay progression
Programme: 2 Public ordinary school educationProgramme Objective: To assess public servants for pay progressionAccountable Officer: Mr. J.R. Nkosi
MO : To manage performance of 2563 public servantsPM : The assessment of public servants is currently 70% (Old system)PM : The assessment of public servants is currently 0% (New PDMS)Accountable Officer: Mr. W.H. KhozaWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterManage performance by assessing public servants
Issue job descriptions and performance agreements to supervisors
Review performance Review performance Review performance and assess for pay progression
Programme: 6 ABETProgramme Objective: Manage recruitment and payment of ABET practitionersAccountable Officer: Mr. J.R. Nkosi
MO : To recruit and pay ABET practitionersPM : Currently there are 2080 ABET practitioners
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PM :Accountable Officer: Mr. W.N. KhozaWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterManage the recruitment and payment of ABET practitioners
Monitoring Monitoring Monitoring Review the proceedings for recruitment and payment of ABET practitioners
Programme: Public Ordinary School EducationProgramme Objective: To provide public ordinary education from Grade 1 to 12 in accordance with the SASAAccountable Officer: Ms. N.E. Hlophe
MO : To improve quality of educationPM : Conduct internal and external evaluationPM :Accountable Officer: Mr. S.A. SukatiWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterAdvocacy and Training of School Management Teams on School Self Evaluation and development of school improvement plans
140 Schools 160 Schools 100 Schools 5 Schools
Conduct external evaluation 32 Schools 32 Schools 32 Schools 2 SchoolsReport to schools, circuits, regions and senior management on evaluation
32 Reports 32 Reports 32 Reports 2 Reports
Monitoring the process of whole school evaluation
10 Evaluations 10 Evaluations 10 Evaluations 2 Schools
Programme:Programme Objective: To ensure that the human resources are developedAccountable Officer: Mr. S.E. Sukati
MO : Promote professional and skills developmentPM : Conduct skills audit including office based staffPM : Compile Workplace Skills Plan (WSP) embracing office based staff needsPM : Conduct customised training course including learnerships
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PM : Award bursariesAccountable Officer: Mr. S.E. Sukati
Whole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterConduct skills audit Identify relevant service
providers for conducting skills auditRaise awareness among staff and encourage participation
Evaluate in-puts from service providers and contract most appropriate presentation
Carry out the exercise of skills audit
Prioritise the skills needs according to overall departmental objectives
Compile Workplace Skills Plan (WSP) Conduct Provincial Skills Development Committee meetingsCome up with five focus areas as derived from prioritised skills needs
Develop the WSP
Solicit assistance from accredited service providers to run identified skills programmes
Implement the WSP
Draw-up an implementation report of the previous year
Monitor the implementation of the WSP
Liaise with ETDP-SETA regarding discretionary funds
Conduct customised training courses Implement the training scheduleParticipate in the committee pertaining to establishing PSETA driven learnerships programmes
Monitoring the training and payment of service providers
Develop training database
Conduct training needs identification
Draw up training schedule
Identify suitable training service providers
Co-ordinate training
Collect nominations of participants for training including regions and circuit offices
Award bursaries Liaise with bursary holders pertaining to their actual fields of study and payment of feesDisburse bursary payments to the relevant institutions
Monitor the bursary payment
Consult the bursary holders regarding their studies and assist where possible
Receipt of bursary applications and schedule them accordingly
Conduct the selection of successful applicants
Dispatch confirmation letters to successful applicants
Verify registration details with tertiary institutions
Conduct the signing of the contract formsRenew bursaries of old bursary holders after receiving the examination results
Programme: AdministrationProgramme Objective: To render an effective and efficient administration service to the MDE DepartmentAccountable Officer: Ms. N.E. Hlophe
MO : To bring about effective management at all levels of the systemPM : Conduct internal and external evaluationPM :Accountable Officer: Mr. S.A. Sukati
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Whole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterMonitor and evaluate the effectiveness of governance, leadership and management of schools
Training of SMT’s Training of SMT’s Training of SMT’s Training of SMT’sExternal evaluation External evaluation External evaluation External evaluationPreliminary schedulesPrint question papers Print final schedule and submit
to schoolsExaminations commence National standardisation
Package of question papers Receive scripts Printing of resultsIdentify the marking centres Examination completed Distribution of results to schools
RemarkingConducting irregularities interview
Programme: 2.4/4.3/5.4/6.4/7.3Programme Objective: To ensure that the human resources are developedAccountable Officer: Mr. S.E. Sukati
MO : Promote professional and skills developmentPM : Conduct skills audit including educators and non-educators in public ordinary schoolsPM : Conduct customised training course including learnershipsPM : Compile workplace Skills Plan (WSP) embracing educators and non-educators in public ordinary schoolsPM : Award bursariesPM : Conduct professional and other development for educatorsPM : Conduct capacity building around Education Management and Governance Development
Accountable Officer: Mr. S.E. SukatiWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterConduct skills audit Identify relevant service
providers for conducting skills auditRaise awareness among staff and encourage participation
Evaluate in-puts from service providers and contract most appropriate presentation
Carry out the exercise of skills audit
Prioritise the skills needs according to overall departmental objectives
Compile Workplace Skills Plan (WSP) Conduct Provincial Skills Development Committee meetingsCome up with five focus areas as derived from prioritised skills needs
Develop the WSP
Solicit assistance from accredited service providers to run identified skills programmes
Implement the WSP
Draw-up an implementation report of the previous year
Monitor the implementation of the WSP
Liaise with ETDP-SETA regarding discretionary funds
Conduct customised training courses Implement the training scheduleParticipate in the committee pertaining to establishing PSETA driven learnerships programmes
Monitoring the training and payment of service providers
Develop training database
Conduct training needs identification
Draw up training schedule
Co-ordinate training
Collect nominations of participants for training
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 90
Whole year 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter
Identify suitable training service providers
including regions and circuit offices
Award bursaries Liaise with bursary holders pertaining to their actual fields of study and payment of feesDisburse bursary payments to the relevant institutions
Monitor the bursary payment
Consult the bursary holders regarding their studies and assist where possible
Receipt of bursary applications and schedule them accordingly
Conduct the selection of successful applicants
Dispatch confirmation letters to successful applicants
Verify registration details with tertiary institutions
Conduct the signing of the contract forms
Renew bursaries of old bursary holders after receiving the examination results
Whole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterImplement the professional and other development for educators and non-educators
Monitor the training about DAS at school level
Ensure that DAS is implemented
Raise awareness of the NTA educators
Increase the educators participation into the South African council of Educators (SACE) derived
Performance Management Development System (PMDS)
Monitor the implementation of DAS and PMDS
Collect and process forms for the NTA from the educators
Visit the centres where NPDE programme is run
Monitor the Professional Portfolio Development process
Training of PAT’s and SDT’s about the Developmental Appraisal System (DAS)
Participate in the National Teaching Awards (NTA)
Participate in the Education Labour Relations Council (ERLC) Task Team
Establish and maintain the Provincial Appraisal Team (PAT)
Establish and maintain Staff Development Teams at schools
Monitor the running of the National Professional Diploma in Education (NPDE) for under qualified educators
Recruit more educators into NPDE
Conduct the provincial NTA competition
Implement the Education Management and Governance Development
Monitor the INSET programme
Train Circuit Managers in EMGD and Leadership matters
Evaluate the impact of the INSET programme
Liaise with Circuit Managers about the schools leadership
Identify the managerial needs of educational managers
Develop and implement a comprehensive In-Service
Establish and train regional HRD teams about EMGD directives
Co-ordinate the INSET
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Whole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterTrain School Management Teams (SMT’s) including principals of schools on Education Management and Development
Support the regional SGB’s co-ordinators training activities
Provide training of RCL’s
situational reports and render assistance
Monitor the training of SGB’s
Identify RCL’s training needs
Training (INSET) programme
Evaluate the impact of SGB’s training
Develop Representative Council of Learners (RCL’s) leadership training materials
programme
Establish and train regional School Governing Bodies (SGB’s) co-ordinators
Hold annual SGB’s conference
Hold annual RCL’s summit
Programme: FET DirectorateProgramme Objective: Maintain curriculum in FET and improve grade 12 resultsAccountable Officer: Dr. H. van Zyl
MO : To maintain FET curriculum and improve grade 12 resultsPM : Matric Pass Rate, Current Target : 65%:PM : Matric Exemption Rate, Current Target : 40%Accountable Officer: Dr. H. van ZylWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterDevelop a data base for FET teacher training needs
Design instrument for data collection Collect data
Analyse data Develop and maintain database
Report on measures to maintain the database
Audit the database
Improve communication with stakeholders Design a communication strategyHold meeting with Regions, Unions and School Governing Bodies
Implementation of communication strategy
Monitoring of communication strategy
Monitoring of communication strategy
Provide Human Resource Development for office-based staff
Facilitate the attendance of short courses, seminars and conferences in line with function deliveryDevelop Human Resource Plan Develop Employment Equity Plan
Maximize advocacy campaign on WorkplaceSkills PlanOffer skills programme in Management, Governance & Leadership, Curriculum delivery and Assessment , Youth Development, IT, Inclusive Education and line functionsImplement Human Resource PlanImplement Employment Equity
Implement the Workplace Skills Plan Develop and implement appropriate wellness programmes, including HIV/AIDS in the workplace
Report on Human Resource Development policies
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Whole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterPlanDevelop job descriptions frameworkMaintain job description data baseSupport the implementation of work plan through training
Improve access to and quality of formal education at learning institutions in terms of school effectiveness and educator professionalism
Hold advocacy campaign for language policy in all districtsDraw criteria for monitoringSupport learning facilitation with guidelines, circulars and newsletters (OBE INFO) in curriculum specific issues
Explain Language policy and registration of learners in LLCLearning facilitation supported with assessment guidelines and circulars as well as methodologies and classroom practice for all phases and FET band
Implementation of Mpumalanga language policy
Report on the implementation of Mpumalanga language policy
Improve access to and quality of formal education at learning institutions in terms of school effectiveness and educator professionalism in the secondary school (grades 10 – 12)
Curriculum support in terms of subject package redress, assistance with study methods, classroom management, methodologies, etc.
Develop and re-skill all grade 10 educators to follow appropriate OBE assessment procedures and processes
Participate in the national bench-marking process of external assessment tools
Intervention to improve performance of Grade 12 learners
Analyse resultsCompile intervention guidesConduct workshops on aboveSupport under performing schoolsPurchase study guides for teachers
Conduct June examsConduct winter schoolsOrganise specialized training on study methodsSupport under performing schools
Support under performing schoolsConduct preparatory Exams
Monitor grade 12 exams
Co-ordinate the exhibition of products under Services, Agriculture and Arts and culture
Set up structures for organizing exhibitions Secure funding
Organise exhibitions in all regions
Develop clusters and cluster leaders Set up clusters and select leaders
Train cluster leaders Clusters leaders are utilized as CASS moderators
Ensure accountability Monitoring and research Monitoring, research and evaluation of programmes and projectsEnsuring that reports are submitted in a timely manner
Monitoring, research and evaluation of programmes and projectsEnsuring that reports are submitted in a timely manner
Evaluation of programmes and projectsEnsuring that reports are submitted in a timely manner
Improve access to Information, Communication and Technology
Supply equipmentTrain centre managers
Ensure that computer resource centres are functional and actively used by identified
Monitoring of centres Monitoring of centres
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Whole year 1st Quarter 2nd Quarter 3rd Quarter 4th Quarterclusters of districts
Develop expertise of CI’s in their fields Training arranged on content and methodology
Training conducted Training continued Training evaluated
Train enough teachers for school Maths literacy
Determine the needs for the number of teachers that need training
Training conducted Complete programme for re-training
Compilation of training report
Phasing in National Curriculum Statements (NCS)
Prepare training manuals Prepare training programmesPrint documentsEvaluate LSM for grade 10Publish catalogue
Conduct training of educatorsMonitor implementationGive ongoing development and support
Monitor implementationGive ongoing development and support
Report on the phasing in of NCS
Implementation of assessment policy in FET
Train educators on assessment policy
Monitor implementation Give support
Monitor implementationGive support
Improvement of learner performance in Maths, Science and Technology
Supply consumables and chemicals to do practical work to all needy schoolsSupply LSM and consumables to all Dinaledi schoolsPrepare training documents for teachers
Train all maths and science teachers to practice OBE approachGive support to talented learners of maths and science
Monitor and give ongoing support to teachers and learners
Make FET progressively available to youth and adults above compulsory school-going age
Develop unit standards relevant to market needs
Investigate use of distance education
Audit on the developed unit standards
Build a society that is well educated in the different fields of education
Advocacy on available college offeringsGuidance on career choices
Guidance on career choices Give ongoing support Give ongoing support
Ensure the MdoE is kept abreast with international developments
Liaison and consultation with international partners
Establish partnerships with international stakeholders
Initiate, develop and coordinate all educational projects
Design, plan and implement curriculum projects
Monitor curriculum projectsGive ongoing support
Monitor learning programmesGive ongoing support to teachers and learners
Measure the extent in attainment of project goals
Provide education for learners with special needs
Plan on learning conditions and design assessment to accommodate learners with special needs
Ensure that all learners in all schools participate equally in all learning programmes and assessment
Training of principals on NATED 550 Draw training programme Implement programme
Conduct workshops for principals/SMTs
Development and offering of short courses Development of Learning programmes from unit standardsTraining of college staff
Registration of learners for the short courses
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Whole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterDevelop and offer learnerships Develop LPs from unit standards Registration of learners for the
short coursesDevelop a policy on classroom support Appoint a committee to have a
draft policy on classroom supportConsult stakeholdersSubmit policy for approval
Give classroom support according to policyMonitor the implementation of policy
Monitor the implementation of classroom support policyGive ongoing support
Submit reports on implementation of classroom support policy
Develop a strategy to evaluate all training programmes
Formulate strategy Prepare evaluation instrumentsSubmit evaluation policy for approval
Conduct evaluation Monitor the implementation of evaluation policy
Submit reports on implementation of evaluation policy
Set in place effective reporting mechanism Design a framework, guideline for effective reportingConsult all stakeholdersImplement the reporting system
Collect and file reports Collect and file reports Collect and file reports
Conduct advocacy campaign for NCS for FET schools
Prepare documentsPrepare advocacy programmesConduct advocacy for principals, SGBs and managers
Conduct advocacy for principals/SMTs
Submit reports on conducted advocacy
Conduct advocacy campaign for NCS and FET colleges
Prepare documentsPrepare advocacy programmesConduct advocacy for campus principals and councils
Conduct advocacy for principals and councils
Submit reports on conducted advocacy
Selection of new curriculum by schools and colleges
Design selection formsCollect completed forms from institutionsAnalyse choices
Redress curriculum according to the vocational subjects per sub region
Monitor the implementation of the curriculum redress plan
Report on curriculum redress by schools and colleges
Programme: Quality Assurance Programme Objective: To provide Department service for the professional and other development of educators in ECD, Foundation Phase Intermediate and
Senior PhaseAccountable Officer: Ms. N.E. Hlophe and Mr. M.I. Tlou
MO : To develop educator corps in all phasesPM : Development of skilled and well trained educator corpsPM : Accountable Officer: Ms. N.E. Hlophe and Mr. M.I. Tlou
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Whole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterTraining of Foundation Intermediate and Senior phase SE practitioners
Training Foundation phase practitioners, SMT and Regional Support Teams.
Training Senior phase practitioners SMT and Regional Support Teams
Training Senior phase practitioners SMT and Regional Support Teams
Training CM and CI’s
Programme: Administration : Public Secondary Schools Programme Objective: To provide specific public primary schools with resources required for the Grade 1 to 7 phaseAccountable Officer: Mr. S. Radebe
MO : To make schools centres of community lifePM : Music competition programPM : Workshop program for adjudicators and conductorsAccountable Officer: Mr. S. RadebeWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterTirisano Schools Choral Eisteddfod. Competitions for cluster circuits National competitions Planning continues Workshops for adjudicators
and conductors
Tirisano promotional events Competitions for the ff -Sub-regions-Regions-Provincial
National Creative Arts Youth Festival
Planning for 2004
SERVICE DELIVERY PLAN FOR GET
Programme: Public Ordinary school education from grade 1 – 12 according to SASA Programme Objective: To render an effective and efficient administration service to the department of education
To provide specific public secondary ordinary schools with resources required for grades 10 - 12Accountable Officer: Ms. N.E. Hlophe
MO : To bring about effective management at all levels of the system (assessment in level 4, Grade 9 and Grade 12)
PM : Effective management of external PM :
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Accountable Officer: Ms. T.B. NkosiWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterEnsure that all learners are registered for external examinations
Registrations of learners-level 4, Grade 9, Grade 12
Print and distribute class mark sheetsPrint and distribute timetables to learners
Capturing CASS marks Marking starts
Supplementary examinations, capturing entries, print
Appoint markers Dispatch question papers to region Capturing of marks
Programme: 7 - ECD Programme Objective: To provide specific public ordinary schools with resources required for Grade RAccountable Officer: Mr. S. Radebe
MO : To provide Grade R spaces in public ordinary schools in accord with policy, but specifically White Paper 5
PM : Records of new learners (increased learner enrolment)
MO : To provide Grade R spaces in education-funded community based sites in accordance with policy, but specifically White Paper 5.
PM : Records of new learners (increased learner enrolment)
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MO : To provide access to quality education and training in urban and rural areas through infrastructure.PM : Ongoing support programs
Basic resources providedRequisition madeLearner support material delivered
MO : To develop the educator corps in the ECD sector.PM : Clusters formed in both rural and urban schools.
MO : To improve access to quality education and training in urban and rural areas through infrastructure development.
PM : Ongoing support programsBasic resources providedRequisition madeLearner support material delivered
Accountable officer: Ms. N. Molemane and Ms. N LekgauWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterProvisioning, teacher development and data compilation for ECD.
Put systems and structures in place for subsidy paymentPay subsidies to registered sitesMonitoring and evaluation in subsidized schools
Training of ECD practitioners
Supply sites with LSM
Training continues
Monitoring and evaluation
Registration of new sites
Supply EMIS numbers
Verification process
Program 2: Public ordinary school education
PO: To provide specific public primary schools with resources required for the Grade 1 to 7 phase.To provide educators and learners in public ordinary schools with departmentally managed support services.
MO: To improve access to quality of formal education at learning institutions in terms of school effectiveness and educator professionalism in the primary school (Grade 1 – 9).
PM: Training programsSupport and monitoring programsSchools implement CTA’sReport cards issued quarterly
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 98
Early registration of all learnersSchools implement RNCSParents meetings are organized
MO: To improve access to information communication and technology
PM: Material evaluatedCatalogue for the LSM producedMaterial delivered
Accountable officer: Mr. S. Radebe and Ms. N. LekgauWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterCurriculum development, assessment and implementation.
Train CI’s on RNCS for intermediate phase provincial core team.
School support programs
Develop grade 7 and 8 CTA’s with educators
Monitor the implementation of Rncs in foundation phase
Organise parents meetings to brief them about new curriculum changes
Train intermediate teacher and SMT’s and RNCS
CASS moderation for grade 9 & 8
School support programs
Material 9LSM) evaluation
Grade 8 and 9 learners write CTA
Issue reports cards quarterly
Registration of learners for the following year
Planning meetings for the following year
Material (LSM) distribution for the following year
Publication of the new catalogue for new LSM
Review meetings for previous years work including learner performance
Implementation of RNCS in intermediate phase
School support programs
Monitor RNCS implementation
Register learners for grade 9 CTA’s
Programme: 3 Independent school subsidies Programme Objective: To support independent schools I accordance with SASAAccountable Officer: Ms. N.E. Hlophe
MO : To support independent schooling especially if catering for the poor community as complement of public schooling
PM : Support programs under wayPM : Learners write CTA’s
Review meetings organized (year plan is produced)Early registration of learners with learning barriers
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 99
Report cards are given to learnersRNCS is implemented in those schoolsParents meetings are organised
Accountable Officer: Mr. S. Radebe & Ms. N. LekgauWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterMonitoring and evaluation of programmes Continuously support those
schools
Organise workshops for teachers
Organise meetings for parents
Moderation of CTA’s
Educator RNCS training
Ongoing support
Writing of CTA’s
Reports compilation
LSM supply
Ongoing support
Register learners with various learning barriers
Review meetings
Implementation of RNCS
Programme: 6 Adult Basic Education and Training (R47 200 0000 Programme Objective: To provide Adult Basic Education and Training (ABET) in accordance with the Adult Basic
Education ActAccountable Officer: Ms. N. Molemane
MO : Stakeholder coordinationPM : Coordinated ABET sectorPM : MABET as sub-committee of the MPTC
Raising ABET profile and increase enrolment through advocacy campaignsWell organized campaignsParticipation of ABET stakeholdersImproved learner enrolment
Accountable Officer: Ms. N. MolemaneWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterAdvocacy and Social mobilisation. Sector meetings to analyse
learner performance
Discuss possible solutions
Meetings on new sector development
Plan for ABET campaign
Invitation of guests
Compile campaign programs
Radio talk shows
Staging and celebrating national and international campaigns
Planning ABET activities for the following year
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 100
Programme: 6 Adult Basic Education and Training (R47 200 0000 Programme Objective: To provide Adult Basic Education and Training (ABET) in accordance with the Adult Basic
Education ActAccountable Officer: Ms. N. Molemane
MO : Stakeholder coordinationPM : Reduction of illiteracy ratePM : New established centres
Accountable Officer: Ms. N. MolemaneWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterRecruitment and placement.Teacher development
Recruitment of learners through various strategies
Conduct placement test
Train educators on Adult approach and OBE
Register new students
Educators complete new contract forms
Supply LSM
Ongoing support Assessment
Programme: 2 – Public Ordinary School Education Programme Objective: To obtain information from Public Ordinary Schools for Planning and Decision-making purposesAccountable Officer: Mr. W.A. Barnard (Chief Education Specialist – EMIS)
MO : Gathering of Information from schoolsPM : PM : Accountable Officer: Mr. W.A. Barnard (Chief Education Specialist – EMIS)Whole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterGenerating of informationSurvey finalisationPrintingDistributionGathering of surveys
3rd Quarter attendance 2004 4th Quarter attendance 2004 1st Quarter attendance 2005Snap Survey 2005Annual Survey 2005(ABET & ASS)Donations to schools (2004 academic year)
2nd Quarter attendance 2005
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Whole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterAnnual Survey 2004 (ABET, ECD, LEN, ASS)3rd Quarter attendance 2004
4th Quarter attendance 2004 1st Quarter attendance 2005Snap Survey 2005Donations to schools (2004 – academic year)
Annual Survey 2005(ABET,ECD,LSEN,ASS)
Annual Survey 2004(ABET,ECD,LSEN,ASS)1st Quarter attendance 2004
2nd Quarter attendance 2004 3rd Quarter attendance 20044th Quarter attendance 2004
Snap Survey 2005Donations to schools (2004 academic year)
Processing of information, including capturing and verification
Annual Survey 2004(ABET,ECD,LSEN,ASS)1st Quarter attendance 2004
Annual Survey 2004(ABET,ECD,LSEN,ASS)2nd Quarter attendance 2004
3rd Quarter attendance 20044th Quarter attendance 2004
Snap Survey 2005Donations to schools (2004 academic year)
Dissemination of information 1st Quarter attendance 2004Ad-Hoc SurveysInternal & External queries
2nd Quarter attendance 2004Annual Survey 2004(ABET,ECD,LSEN,ASS)Ad-Hoc SurveysInternal & External queries
3rd Quarter attendance 20044th Quarter attendance 2004Ad-Hoc SurveysInternal & External queries
Snap Survey 2005Donations to schools (2004 academic year)Ad-Hoc SurveysInternal & External queries
School Establishments through post provisioning model
Updating 2004 Determine Post Establishment 2005Updating 2004
Updating 2004 Updating 2005
Determination of paper budget through poverty ranking
Revised poverty ranking 2005 Determine paper budget 2005Distribute paper budget 2005 to public schools
Updating 2005 Revise 2006 poverty ranking
Determination of independent school subsidies
Determine subsidies (2nd Term)
Determine subsidies (3rd Term)
Determine subsidies (4th Term) Determine subsidies (1st Term 2005)
Development of new information systems and applications, which includes internal support to other Directorates
System for transport section System for transport section Implementation Testing
Other:Implementation of FET-schoolsFETMIS
Compile Statistics Planning with Curriculum Planning with Curriculum Planning with Curriculum
Training: Regional OfficesCircuit OfficialsSub-ordinates
Regional officialsCircuit officialsSub-ordinates
Regional officialsCircuit officialsSub-ordinates
Regional officialsCircuit officialsSub-ordinates
Wide Area Network Develop material Develop material Publish material Develop material
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MO : Develop and improve ABET systemPM : Skill related programs implemented
Empowered learners in SMME and AAT
MO : Ensure effective teaching and learning in ABETPM : Learner program for various learning areas
MO : Improve learner performanceMP : Compiled learner portfolios
Whole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterTransformation of ABET curriculum. Needs analysis and audit of
required skill
Train on new elective and top up on existing elective
Supply LSM and equipments in new registered centres and top up existing centres
Support implementation of formative and summative assessment
Monitor the implementation of ABET programs
Portfolio moderation
Summative assessment
Support verification process
Collecting assessment report and data
Programme : 6 ABETProgramme Objective : Manage recruitment and payment of ABET practitionersAccountable Officer : Mr J R Nkosi
MO : To recruit and pay ABET practitionersPM : Currently there are 2080 ABET practitioners
Accountable Officer: W N Khoza
Whole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterManage the recruitment and payment of ABET practitioners
Monitoring Monitoring Monitoring Review the proceedings for recruitment and payment of ABET practitioners
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Programme : 2 Public ordinary school educationProgramme Objective : To assess public servants for pay progressionAccountable Officer : Mr J R Nkosi
MO : To manage performance of 2563 public servantsPM : The assessment of public servants is currently 70% [Old system]
Accountable Officer: W N Khoza
Whole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterManage performance by assessing public servants
Issue job descriptions and performance agreements to supervisors
Review performance Review performance Review performance and assess for pay progression
Programme : 4 Education in specialised schoolsProgramme Objective : To assess public servants for pay progressionAccountable Officer : Mr J R Nkosi
MO : To manage performance of 289 public servantsPM : The assessment of public servants is currently 70% [Old system]PM : The assessment of public servants is currently 0% [New PDMS]
Accountable Officer: W N KhozaWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterManage performance by assessing public servants
Issue job descriptions and performance agreements to supervisors
Review performance Review performance Review performance and assess for pay progression
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Programme : 5 Further Education and TrainingProgramme Objective : To ensure speedy payments of pension benefitsAccountable Officer : Mr J R Nkosi
MO : To improve speedy payments of pension benefitsPM : The rate of the processing of pension documents is currently 60%
Accountable Officer: W N KhozaWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterEnsuring a speedy processing of pension documents for the speedy payment of pension benefits for resigned, retired or deceased government employees in public ordinary schools
Design a comprehensive procedure manual and conduct workshops for officials responsible for pension benefits
Monitoring Monitoring Monitoring
Programme : 2 Public ordinary school educationProgramme Objective : To ensure speedy payments of pension benefitsAccountable Officer : Mr J R Nkosi
MO : To improve the speedy payments of pension benefitsPM : The rate of the processing of pension documents is currently 60%
Accountable Officer: W N KhozaWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterEnsuring a speedy processing of pension documents for the speedy payment of pension benefits for resigned, retired or deceased employees in public ordinary schools
Design a comprehensive procedure manual and conduct workshops for officials responsible for pension benefits
Monitoring Monitoring Monitoring
EDUCATION STRATEGIC PLANNING 2004/2005–- 2006/2007 105
Programme : 4 Specialised schoolsProgramme Objective : To ensure speedy payments of pension benefitsAccountable Officer : Mr J R Nkosi
MO : To improve the speedy payments of pension benefitsPM : The rate of the processing of pension documents is currently 60%
Accountable Officer: W N KhozaWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterEnsuring a speedy processing of pension documents for the speedy payment of pension benefits for resigned, retired or deceased employees in public ordinary schools
Design a comprehensive procedure manual and conduct workshops for officials responsible for pension benefits
Monitoring Monitoring Monitoring
Programme : 2 Public ordinary schoolsProgramme Objective : To manage the appointment of temporary educatorsAccountable Officer : Mr J R Nkosi
MO : Terminate or renew the contract of 594 temporary educatorsPM : Manage the appointment of 594 temporary educators
Accountable Officer: W N KhozaWhole year 1st Quarter 2nd Quarter 3rd Quarter 4th QuarterManage the appointment of temporary educators
Implement the extension of the temporary appointments
Monitoring Monitoring Receive requests for extension of temporary contract from schools to extend the contracts for the following year
____________________________ _____________________EXECUTIVE AUTHORITY ACCOUNTING OFFICERMR C N M PADAYACHEE DR M T MASHININI
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