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Annual Performance Plan 2013/14 - Department of Education

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3.3.3.9 Determination in respect <strong>of</strong> Councils, Academic Boards and Student Representative Councils at Public<br />

Further <strong>Education</strong> and Training Institutions: Eastern Cape Government (ECG) Gazette 875 <strong>of</strong> 2002.<br />

3.3.3.10 Adult Basic <strong>Education</strong> and Training Regulations: Eastern Cape Government (ECG) Gazette 2 Eastern Cape<br />

Government (ECG) Gazette 917 <strong>of</strong> 2002.<br />

3.3.3.11 Regulations on Misconduct: Eastern Cape Government (ECG) Gazette 978 <strong>of</strong> 2003.<br />

3.3.3.12 Regulations relating to the Governing Bodies <strong>of</strong> Public Schools (Excluding Schools for learners with Special <strong>Education</strong><br />

Needs).Eastern Cape Government (ECG) Gazette 1072 <strong>of</strong> 2003.<br />

3.3.3.13 Determination <strong>of</strong> policy relating to scholar transport: Eastern Cape Government (ECG) Gazette 1010 <strong>of</strong> 2003.<br />

3.3.3.<strong>14</strong> Determination <strong>of</strong> Policy relating to the Framework for Provincial, District and School-based Educators (pr<strong>of</strong>essional<br />

development INSET) policy: Eastern Cape Government (ECG) Gazette 1015 <strong>of</strong> 2003.<br />

3.3.3.15 Regulations on the Eastern Cape <strong>Education</strong> Advisory Council: (ECG) Gazette 2096 <strong>of</strong> 2009.<br />

3.3.3.16 Strategy for Provincial Legislation in <strong>Education</strong>.The Member <strong>of</strong> the Executive Council is envisaging a review <strong>of</strong> all<br />

Provincial legislation.<br />

3.3.4 Policy Mandates<br />

3.3.4.1 <strong>Education</strong> White Paper 6 on Inclusive <strong>Education</strong>, 2001<br />

The White Paper on Inclusive <strong>Education</strong> explains the intention <strong>of</strong> the <strong>Department</strong> <strong>of</strong> <strong>Education</strong> to implement inclusive education at all<br />

levels in the system by 2020. Such a system will allow for the inclusion <strong>of</strong> vulnerable learners and reduce the barriers to learning by<br />

means <strong>of</strong> targeted support structures and mechanisms. This, in turn, will improve the participation and retention levels <strong>of</strong> learners in<br />

the education system, particularly with regard to those learners who are prone to dropping out.<br />

3.3.4.2 The National Curriculum Statement (NCS) (Grades R- 12)<br />

This policy framework embodies the vision for general education to move away from a racist, apartheid, rote model <strong>of</strong> learning and<br />

teaching, to a liberating, nation-building and learner-centred outcomes-based initiative. In line with training strategies, the<br />

reformulation is intended to allow greater mobility between different levels and between institutional sites as well as to promote the<br />

integration <strong>of</strong> knowledge and skills through learning pathways. Its assessment, qualifications, competency and skills-based<br />

framework encourage the development <strong>of</strong> curriculum models that are aligned to the NQF in theory and practice.<br />

3.3.4.3 <strong>Education</strong> White Paper on Early Childhood Development, (2000)<br />

The White Paper provides for the expansion and full participation <strong>of</strong> 5-year olds in reception grade education by 2010, as well as for<br />

improvement in the quality <strong>of</strong> programmes, curricula and teacher development for 0 – 4 year olds, and 6 to 9 year olds.<br />

3.3.4.4 Transforming Public Service Delivery (Batho Pele) White Paper<br />

This policy document is based on eight transformation principles and service standards which guide the <strong>Department</strong> in becoming<br />

more effective in improving its service delivery. Due to the high levels <strong>of</strong> poverty in the Province Programmes in the <strong>Department</strong> are<br />

redirecting resources to previously under-resourced groups, defining service standards by using outputs, targets and performance<br />

indicators, human resource development and organisational capacity to support service delivery needs, seeking partnerships with<br />

the private sector, non-governmental organisations (NGO’s) and community based organisations (CBOS) and the development <strong>of</strong><br />

customer care that is sensitive to issues <strong>of</strong> race, gender and disability.<br />

<strong>Annual</strong> <strong>Performance</strong> <strong>Plan</strong> <strong>2013</strong>/<strong>14</strong><br />

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