Annual Performance Plan Jaarlikse ... - National Treasury

B.4 Public special school education
The following are the measurable objectives (▲) relating to programme 4, and their performance measures (►):
Measurable objectives Performance measures
Access ▲ To provide access in special schools in
accordance with policy and the principles
of inclusive education
Specified policies, priorities and strategic objectives
• Strategic goals and objectives:
Annual Performance Plan 2007/08 – 2009/10
► PM401: Percentage of children with special needs of
compulsory school going age not enrolled in
educational institutions
To ensure access to quality education for all children living in the province
• To provide spaces in public special schools in accordance with policy and the principles of inclusive education
• To improve access to public special school education for learners from previously marginalised groups
• To provide psychological, social, medical, therapeutic and learning support to learners requiring high level of
support as well as learners in mainstream schools.
• To promote effective and inclusive education for learners experiencing barriers to learning
• To ensure that the flow of learners through public special schools is optimal
• To attain the highest possible educational outcomes amongst public special school learners
To ensure effective management and governance in all the learning sites and support structures
• To bring management and governance support and development closer to schools through the work of the district
offices and other professional services
• To achieve an optimal and equitable distribution of financial, physical and human resources across the system
• To improve management of the curriculum and assessment processes
• To improve financial management and quality enhancement at all levels in line with provincial policy and the
legislative framework
• To provide professional support to all public special schools
To equip and support educators in their efforts to provide effective education
• To provide educators at the public special schools in accordance with policy
• To develop the professional quality of the teaching force, through ongoing professional support
• To develop the potential of media and technology (e-education and ICT) so as to enhance teaching and learning
and to provide curriculum support
• To equip educators to ensure effective curriculum development, delivery and support
• To launch focused educator development programmes through the Cape Teaching Institute (CTI)
• To provide specialised education support to teachers
• To provide human resource development in accordance with the Skills Development Act
• To implement the minimum standards for special education services for learners manifesting, or at risk of
experiencing emotional and/or behavioural difficulties
• Policies and priorities:
Transfer payments to special schools are determined according to the number of learners as well as the learner
weightings based on the various barriers to learning, as is stipulated in the Employment of Educators Act, 1998. The
transfer payments include subsidies for remuneration of bus drivers and class assistants, transport, hostel
accommodation, LTSM, professional and special services and administrative costs. School-based Management Teams
at EMDCs and SGBs monitor expenditure and quarterly financial reports are provided to the WCED. Audited statements
are submitted to the WCED before 30 June of the following year.
Staff establishments for special schools are determined according to the number of learners and the weightings based
on the various barriers to learning, within the allocated posts, as determined by the Post Provisioning Norms, for special
schools.
58