Annual Performance Plan Jaarlikse ... - National Treasury

• Building of Social Capital within the education sector, through, inter alia, forums for RCLs, retired teachers and
SGBs as well as other co-operative and partnership-based initiatives.
• Improving all aspects of financial management and accounting responsibilities to eventually move to a Level 4
auditable organisation.
Progress analysis
• Social capital
The WCED already has a range of programmes in place that contribute to the development of social capital. High levels
of experience and expertise are vested in human beings. In order to maximize this pool of knowledge, networks are
created to share and disseminate such ‘capital’. To capitalize on such a wealth of human experience, forums for
discussion and problem solving are being created, such as SGBs, RCLs and Retired Teachers –
• SGBs from across the spectrum of communities and society are brought together, to be consulted on issues facing
schools and communities. These include the Safe Schools and HIV/AIDS Life-skills programmes and National School
Nutrition Programme (NSNP).
• RCLs at schools become involved in issues of leadership and afforded opportunities to impact on or influence
management issues such as discipline, conflict resolution and role modelling. The meeting of RCL members of
schools are afforded the opportunity of interacting at District and Provincial Level and a Provincial Structure was
launched on 15 June 2006.
• The SGBs and RCLs are empowered to work in collaboration on issues facing the school and the community. The
improved co-ordination of social capital development programmes and projects will be addressed as part of the
WCEDs Re-design process.
• A Retired Teachers database is being compiled so that vital knowledge and expertise is not lost but made available
for mentorship and guidance in the schools of the Western Cape.
• The development of strategic partnerships at provincial and community level to support initiatives such as the
development of whole school education (community school concept), peer education (healthy lifestyle / prevention
strategy) and the promotion of schools as nodes of care and support.
• Cape Teaching Institute (CTI)
The CTI has successfully delivered on the annual training and development programme for educators at Foundation
Phase, Intermediate Phase, Senior Phase as well as school management and leadership development. Impact
assessment of training interventions confirmed the high level of efficiency of the interventions in the classroom and also
identified areas for improvement and the need for additional support. The CTI has effectively presented seminars and
conferences for educators on a range of topical areas.
• Physical Infrastructure Planning
The approved 2006 Infrastructure Plan indicates a backlog of 104 new schools of which 20 had been completed by
February 2006, 13 are presently under construction and 12 are still being planned. Thus 59 schools are still to receive
attention. It is anticipated that the 13 under construction and the 12 being planned will be completed within the next 5
years.
This function is of crucial importance to the WCED and its stakeholders. Apart from the fact that building projects have
been identified, prioritised and planned for until 2014, it is more important that a Physical Infrastructure Provisioning
Strategy consider new school designs, pursue the mobilization of Public-Private Partnerships (PPPs) to fast-track
delivery of our required infra-structure needs, and develop an intervention that will enable the utilisation of existing
structures to maximum capacity. Accessibility to buildings for learners, especially for learners experiencing mobility
barriers or who are wheel-chair bound, should be incorporated in the planning of physical infrastructure by constructing
ramps. Key will be to initiate programmes of community-managed minor works (upgrading, rehabilitation, beautifying,
etc) programmes at their schools. It is envisioned that such programmes could enhance community ownership of
schools and more importantly, provide economic benefit for those communities.
• Learner tracking system (CEMIS)
A comprehensive learner tracking system was introduced into all public schools in the Western Cape in 2006. This
tracking system has improved the information base of the province, allowing for improved efficiency and planning to
ensure that learners do not go missing from the social system. This also enables the introduction of a learner
intervention and support programme.
Annual Performance Plan 2007/08 – 2009/10
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