Annual Performance Plan Jaarlikse ... - National Treasury

2. Improving the educational environment:
Most of the schools are subjected to the ravages of social pathology (crime, drugs, gangsterism, etc.) that impact
disastrously on schools, the learners and educators, and the educational programmes offered by them. The provincial
departments of Education, Community Safety, Social Development and Health will jointly develop and implement a
programme designed to reduce the impact of social pathology on schools.
Key priorities for the department in the period 2007/08 – 2009/10 include -
• Continued enhancement and improvement of school safety with a focus on improved physical safety facilities for
schools at risk to ensure a safe educational environment.
• Building of social capital in education through, inter alia, the provincial association of representative council of learners
(RCL's), the retired teachers association and convening an annual provincial conference for all school governing bodies
(SGBs). Training and support of SGB's and RCL's will be stepped up to enable overall improved participation and
leadership in response to various developmental challenges facing school-communities.
• Development of Care and Support strategies for vulnerable children.
Performance measures to be used:
►PM201: Percentage of learner days covered by the nutrition programme.
►PM202: Percentage of learners in public ordinary schools with special needs.
►PM401: Percentage of children with special needs of compulsory school going age not enrolled in educational
institutions.
►PPM 801:Number of educators trained to deliver HIV/AIDS and sexuality life skills education.
►PPM 802:Percentage annual delivery to schools of requested HIV/AIDS LTSM.
►PPM 803:Number of school-communities ‘trained’ and supported in the implementation of Care and Support Strategies for
vulnerable children.
►PPM 804:Number of school management teams (SMTs) and SGBs ‘trained’ and supported in the development of
HIV/AIDS policy and management plans, within the context of WSE and SIPs.
3. Improving the quality of education:
Issues of classroom activity, management and support, teacher competence and development, and relevant curriculum
packages. The national Ministry of Education has also identified this need.
Key priorities for the department in the period 2007/08 – 2009/10 include –
• Ongoing support for literacy and numeracy in primary schools through –
Testing of all Grade 6 learners in 2007 in numeracy and literacy;
Continuous training of teachers;
Continuous support; and
The continued deployment of 510 teacher assistants to assist in the Foundation Phase in the poorest primary schools.
• The implementation of the QIDS-UP targeting the poorest primary schools in national quintile 1 in 2007/08 to ensure
that these schools receive the basic minimum physical, learning and teaching, human and financial resources to make
quality learning and teaching possible.
• Further extension of Grade R with 6000 learners in approximately 200 new sites, including allocating the increased
subsidy formula to more sites in poor and rural communities, the provision of new teaching and learning kits that help
learners to meet the requirements of the national curriculum, the provision of 900 learnerships for early childhood
development (ECD) teachers and the development of an integrated approach to ECD with our sister departments of
social development, health and local government.
• Continued implementation of the NCS, especially in regard to the FET band as well as the remaining year of the general
education and training (GET) band, and preparations for the implementation of the NCS in Grade 12 in 2008.
• The implementation of the Learner Attainment Strategy (LAS) as per directive of (national) Minister of Education and the
Premier, and bringing down the number of schools achieving less than 60% in the Senior Certificate examinations.
• The professional development of 660 principals and teachers (accelerated teacher development (ACE) and National
Professional Diploma in Education (NPDE)) with 160 principals enrolled for the first-year of a two-year ACE and at least
500 teachers enrolled in other courses.
• The roll-out of computer laboratories in a further 200 schools as part of the Khanya Technology in Education Project.
Annual Performance Plan 2007/08 – 2009/10 3