Output to Purpose Review Report - Department of Education

IMBEWU 2 Programme
of the Eastern Cape Department of Education
OUTPUT to PURPOSE ANNUAL REVIEW REPORTS 2003-7
incorporating Aide Memoires and Prisms
November 2007
The documents compiled in this report provide a cumulative record of the
annual reviews undertaken during the course of the DFID funded ECDoE
Imbewu 2 Programme from 2002-2007
Province of the
EASTERN CAPE
DEPARTMENT OF EDUCATION

CONTENTS
OUTPUT to PURPOSE ANNUAL REVIEW REPORTS 2003 – 7
incorporating Aide Memoires and Prism Reports
A (i) Aide Memoire for the First Output to Purpose Review (OPR) of Imbewu 2
3 – 14 March 2003
(ii) OPR PRISM, March 2003
B (i) Aide Memoire for the Second OPR, 23 March – 2 April 2004
(ii) OPR PRISM, April 2004
C (i) Aide Memoire for the Third OPR, 17 – 22 April 2005
(ii) OPR PRISM, April 2005
D (i) Follow Up: Imbewu 2005 Annual Review, 21 - 22 June 2005
E (i) Aide Memoire for the Fourth OPR, 9 – 11 October 2006
(ii) OPR PRISM, October 2006
F (i) Aide Memoire for the Project Completion Report (PCR), 2 – 5 October
2007
(ii) OPR PRISM, October 2007

DRAFT-Aide Memoire for the First Output to Purpose Review
of Imbewu 2 March 3-14th 2003
( this document should be read in conjunction with the OPR PRISM
document)
EXECUTIVE SUMMARY
The OPR review took place at a particularly challenging time for the province
when the President had sent an Interim Management Team to Eastern Cape
to assist the province resolve some fundamental delivery constraints in the
social cluster. Despite the fractured context in which Imbewu has been
operating, the Review found significant progress was being made.
This OPR report, and the related PRISM document, will need to be
considered by the Education Department alongside the findings and action
plan of the Joint Management Team which has been set up to improve the
management of Education services in the province.
The consensus at the moment is that while the Joint Management team
concentrate on finance and governance issues at the macro/ strategic level,
the Imbewu focus for the year ahead should concentrate on “bottom up”
approaches , particularly those which involve learners, educators, support
systems to schools at the district level, School Governing Bodies and cross
sector activity eg HIV/Aids Strategies and Community-run feeding
programmes.
It will be important over the next six months to work closely with the JMT
and, if necessary, revisit Imbewu priorities.
The Education Department needs to include in the budgetary process the
Imbewu funding contribution to the implementation of their Strategic plan.
A successful school transformation has been developed. This is owned by the
Department. It has been tested, deepened and it works. It is now being
rolled out to a new 1500 school group and it will continue to evolve, iteratively,
on the basis of experience.
At Imbewu’s instigation a Policy Planning and Research Unit is being put in
place in the Department which will assist with more evidence- based policy
planning and monitoring, utilising more fully the well developed and
accessible EMIS system.
A comprehensive Evaluation Framework has been developed which will be
tracking public perceptions of the education service delivery as well as
learning outcomes and completion rates.
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There has been significant progress in developing a Departmental
Infrastructure and Asset Management strategy which is directly attributable to
Imbewu inputs.
A Curriculum Directorate has been established and a framework developed
for delivering training and capacity building on an ambitious time table, by the
National Department of Education. Imbewu is playing a supportive role.
District development has not yet taken off significantly. Due to many
constraints, Districts are not yet in a position to provide effective education
support processes. This needs to be a major focus in the year ahead.
The Education Department needs to play a more proactive role in social
cluster planning, especially around cross sectoral issues like HIV/Aids and the
Community run feeding programme.
There is little evidence of development partner integration around educational
issues and much is still to be done to integrate DFID’s interventions in the
Eastern Cape.
The Programme Management of Imbewu, in a complex and volatile context,
has been sound and effective.
Expenditure against programme budget up till the end of March is £1.75
million with 38% having been spent against Output One.
The Recommendations of the Review team are as follows
i) That the Directorate for Corporate Services includes Imbewu
funding in an integrated budgetary process so that there is
transparency and understanding of the purpose and additionality of
Imbewu funds. (This will enable the Department to monitor how
Imbewu is assisting in delivering their strategic plan)
ii)
That the Imbewu programme concentrates on district development
in the year ahead and particularly the following activities;
‣ vision crafting for districts within the whole district development
framework, involving staff and school principals within their
jurisdiction.
‣ An intensive capacity building for Education Development
Officers ( EDOS) to enhance their competencies and capabilities
in terms of supporting and developing schools
‣ mobile resource packs to enable EDOs to provide outreach for
their schools.
‣ Emphasis on the development of a core team to facilitate the
process of support to teaching and learning
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iii)
iv)
That the roll out of the school transformation model to schools be
given top priority in terms of resources and attention during the next
year with an emphasis on providing resources to the poorest
schools. This should happen in parallel to the move to section 21
status but not at the same pace
That the teacher development strategy gives attention to the need
to focus more on how learning takes place and on the learning
process (see Annex Four)
v) The Review team fully endorse the priority being, following
completion of the planning and design cycle, to the building of eight
prototype constructions.
vi)
vii)
viii)
ix)
The Education Department should make every effort at all levels of
the system to engage in social cluster activities and planning and
that in this context Imbewu focus on assisting the integrated
planning and implementation of school based HIV/Aids Strategies
and SGB/Community run feeding programmes.
The TA strategy for Imbewu should include an affirmative action
policy that actively seeks to ensure gender and racial diversity.
Letters of appointment for the members of the PSC to be issued by
the Department before the end of the first quarter of next year.
Plans for the formation of the Executive Management Committee
and the Advisory Board should be included in the activity plans for
the coming year.
1.Introduction
1. 1. The Output to Purpose Review ( OPR) of Imbewu 2 took place from
March 3-14th. Terms of Reference for this Review are at Annex One. The
Review involved an initial briefing by the Eastern Cape Department of
Education against the programme outputs, visits to eight of the twenty four
districts, (see Programme at Annex Two ) meetings with a comprehensive
range of stakeholders, including the MECs Education and Arts and Culture,
the Speaker of the Legislature and the Director General in the Premier’s
office, The Director General DPSA, The Vice Chancellor Fort Hare and other
University representatives from Rhodes and Fort Hare.
( see PRISM document for details).
1.2. The Review was undertaken in as fully participative and consultative
fashion as was possible, during a period when the DPSA led Task Team was
completing their Interim work plan with the Department, the MECs Finance
and Education were presenting their Budgets to the Legislature, delegations
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from USAID and Sida were visiting and DFID Nigeria, (unknown to
DFIDSA!) had sent a large team of Nigerian teachers to look at schools in
the province on a study tour arranged by British Council.
1.3. The team comprised; Barbara Payne, DFIDSA Senior Education Adviser
and Review coordinator, Lusungu Kanchenche DFIDSA Deputy Programme
Manager and Project Officer, Mokgapi Maleka, DFIDSA Education Adviser,
Heather Garner, social development consultant, Chris Heymans, governance
consultant, Rosaline Ntshingila-Khosa, planning and management
consultant, Mareka Monyokolo evaluation consultant, Trevor Taft,
decentralisation consultant, Nick Smart financial consultant, Brigid Smith,
teaching and learning consultant. Bob Blakelock DFIDSA engineering adviser
and Richard Thomas DFIDSA Senior Governance adviser, Bas Kotterink
Imfundo spent some time contributing to the review. Paul Barbour DFIDSA
economist and Brigid Dillon, Senior Social Development Adviser and Jim
McAlpine, DFIDSA programme manager briefed the team before departure to
Eastern Cape. The Review team would like to thank the Education
Department, the Imbewu team and key stakeholders in the Eastern Cape for
giving of their time and hospitality which made the review process such an
enjoyable learning experience.
1.4. This is a particularly challenging and critical time in Eastern Cape. There
are serious capacity, governance and delivery problems in the province,
especially in the Education department. It is also estimated that 64% of
middle management posts are vacant.
1.5. The President in late 2002 appointed an Interim Management Team
( IMT) supported by technical Joint Management Teams (JMT) to analyse and
investigate the problems in the Eastern Cape and recommend interventions
to deal with issues of operational and financial management, service delivery,
human resource management and reform of the organisational culture,
especially in the social cluster of Health, Education and Welfare.
1.6 . In Education, there is an overspend on the personnel budget of R750
million and a consequent freeze on posts. This overspend will effectively
reduce the availability of the recently announced R9.9 billion for education
(MEC’s Budget speech March 13 th 2003).
1.7. The OPR team decided therefore, because of the fractured context in
which the Review was carried out that it would be wise to defer making any
firm decisions concerning the strategic thrust of the programme until the full
IMT Assessment and Plan of action is fully known. It is however unlikely, in
view of the focus areas of the Imbewu programme, that outputs related to
district and school development will be substantially affected by the JMT
action plans and therefore the Team makes a number of recommendations
regarding these outputs now. It may however be necessary to revisit all the
recommendations of this OPR in six months time to ensure that they
synergise with the action plan of the JMT.
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1.8. Another factor which might impact upon the priorities within the Imbewu
planning framework is the imminent appointment of a new SG to act for the
next six months while a long term SG is selected. Both will have their own
perceptions about priorities. So there will be a need for the Programme to be
flexible within the clear policy framework for Imbewu.
1.9. This OPR is recommending that the year ahead is spent concentrating on
building capacity which impacts directly and favourably on schools,
especially the poorest schools. In effect, while top down problems are being
addressed by top down solutions, the Imbewu programme will concentrate on
“bottom up” approaches , particularly those that involve learners, educators,
support systems for schools and cross social sector activities.
2. Programme achievement
2.1. In spite of the tensions and apprehension caused in a Department
braced for radical changes, there are some positive things to report. As one of
the short term consultants working for Imbewu has already said; “ The
atmosphere of siege and crisis needs to be tempered through an
understanding both of the complexities of the policy environment and the
progress being achieved”.
2.2. The Review team were impressed with the well developed and
accessible Education Management System (EMIS) which provides rich
potential for more evidence-based planning. The EMIS makes it possible to
track aspects of poverty in local schools according to the social dependency
indicator. This calculates average family income and numbers of people
dependent on that income. Random examples shown, ranged from R3300 for
1.4 people to R104 for 47 people) which clearly demonstrates the unequal
nature of Eastern Cape society. EMIS makes it possible to ensure that
Imbewu targets the poorest schools and communities. The OPR team has
concluded that the focus for the year ahead should be on these schools and
districts and on support systems and capacity building to improve the quality
of teaching and learning.
2.3. At the end of the first year of Imbewu 2 the impact of the programme
appears, as one would expect, to be most apparent at the school level. The
visits to 8 of the 24 districts confirmed the view that there is a striking
difference between Imbewu and non Imbewu schools. People in the original
Imbewu schools have been empowered and energised into helping
themselves resolve the issues and challenges with which they are faced.
Non Imbewu schools also recognise that something desirable has happened
in those schools who have to date benefited from the programme and
therefore there is a growing demand to be involved in Imbewu. There is
evidence of Community mobilisation around schools and generally recognition
that this is a key factor in the transformation process. There was also
evidence from the three vision crafting training sessions observed, that some
key district and provincial officials have been well capacitated to deliver the
training programme. There is a general understanding of the philosophy and
methodology of transformation to be used. Vision crafting (which is the first of
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the five transformation modules) will have been completed in 1500 schools in
the province by the end of April 2003 which is an enormous achievement,
given the context in which the programme has been working.
2.4. Another important achievement is the Department’s agreement to the
establishment of the Policy Planning and Research Unit (PPRU) within the
Education Department. The proposition and rationale for the Unit has evolved
as a result of a collaborative dialogue with many stakeholders within and
outside the Department who are committed to the development of better,
evidence planning methods and recognise the many benefits this will bring to
the policy work of ECED. It is also accepted that this unit will have a finite life
as the management culture and ethos of ECED evolves and changes over the
next few years. It is therefore perceived as a product of and response to, the
existing context.
2.5. The establishment of a Curriculum Directorate and a clear framework for
advocacy and training delivery ( though there are some questions around
whether the Department is in a position to fund full roll out training to all,) is
also a key step forward.
2.6. The development of a fully formative and summative, quantitative and
qualitative evaluation framework, to be the responsibility of the Quality
Assurance Directorate is a further substantial achievement, which will
enable the programme to track public perceptions of the education system,
as well as tracking learning outcomes and completion rates.
2.7. There has also been significant progress in setting up a Departmental
system for infrastructure and asset management which will enable the
development, in the next financial year, of a community -involved low cost
technology system for school building, demonstrated through eight prototype
construction activities in the different geo-physical climate areas of the
Eastern Cape.( this is fully outlined in a report which became available on the
last day of the Review) This system will become the basis for the ECED
infrastructure strategy, which has been widely discussed with a range of
stakeholders, including Public Works, The National Business Initiative( NBI,)
Border Technikon, and a range of service providers and is already being
institutionalised into the appropriate director’s performance agreement.
2.8. Another key achievements of the programme so far, is its ability to
market itself among the various stakeholders within the education sector in
the province. One can cite the example of the role that the programme played
in setting up the Provincial Education and Training Council in 2002, and also
the District Education forums. These are critical social formations which are
central to community mobilisation and participation, as all forms of social
groupings are represented in these structures.
2.9. However regular feedback and exchanges of ideas sessions with
stakeholders need to be held to ensure that they remain informed as far as
programme activities are concerned. It is certainly not enough to leave this
issue to programme launches and orientation only. The launch of the new
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Education department newsletter is a step in the right direction but there is
need for a forum for wider “outside” stakeholder participation.
2.10. Communication within the programme appears not to be as effective as
would be expected in a programme of this magnitude. While many officials
within the provincial department, district offices and educators in schools
know about the programme, not all of them know that it is now a departmental
programme. This raises critical questions about ownership.
2.11. The programme has done well in assisting the department establish the
Communications Directorate. However, there seems to be an impression that
this directorate has a narrow focus in terms of its mission. That is, paying
more attention to Head Office matters, at the expense of much broader and
interesting issues like school and district achievement etc. The
communication’s directorate has a crucial role to play in assisting a smooth
transition from project to programme.
2.12. The challenges for the Provincial Department have been outlined above
and will be addressed by the Interim Management Team over the next six
months.
2.13. In the Review Team’s view, District development needs more support
and focus. The District Improvement Office is severely under capacitated and
yet is responsible for simultaneous roll out of decentralisation to districts.
District managers were appointed some time ago but the development and
resourcing of their offices is not yet visible. This appears to be in part due to
constraints around the flow of funds. It is understood that after problems
loading the Education budget in May 2002, Districts only actually received
their budgets for 2002-2003 in February 2003 and then were required to
spend their allocations by the end of February. However the Team was
surprised that even in the more advantaged districts where infrastructure,
electricity and sanitation are not in question, there seems to be no greater
level of resources and activity than in districts where there are manifest
infrastructural challenges. This bears out the theory that districts have not yet
been allocated the funds to develop their systems and capacities.
2.14. Another key area for future development is the harmonisation of
Imbewu with other programmes. The different education programmes have
regular meetings but this has not really brought about integration. Other
projects see themselves as separate, with their own identity and impetus.
There is no sense either in which Imbewu and IPSP have more than
occasional informal contact. Relationships with other DFID funded
programmes is tenuous or non existent. This may improve with the
appointment of the DFID representative in the Premier’s office but requires
substantial rethinking.
2.15. It is very early to assess the extent to which there has been general
progress towards achieving outputs, purpose and goal as much of this first
year has been at the activity level of the log frame and taken up in
establishing an iterative, integrated work plan and planning framework.
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However it is generally felt that after something of a slow start, in complex
and volatile circumstances, the programme is now on track. There are some
changes to the logframe in terms of assumptions and OVIs which are
reflected in the PRISM document. These will be considered by the Project
Steering Committee (PSC) on the 26 th March 2003.
2.16. Expenditure to date against programme budget is estimated, up until
the end of March 2003 as £1.75million. Of this 38 % has been disbursed
against output 1, 9% against output 2, 23% against output 3, 5% against
output 4 and less than 2% against output 5. A further 3% has been provided
as budgetary support for the ECED. Overheads including long term
management support, office costs and utilities accounts for 23% of the
expenditure. The strong weighting towards Output 1 can be expected in
Programme Year 1 but this needs to be monitored carefully in relation to the
anticipated ratio of expenditure in the total programme budget.
3. Programme progress by output
3.1. Output one – Provincial Department
(The caveat here is that the IMT will be dealing with a wide range of issues affecting the
provincial department and their recommendations will take precedence. However the one
recommendation this OPR is making in relation to Output one is one the IMT is likely to
endorse.)
3.1.1. Education is the major provincial budget item accounting for 40% of
total expenditure. The ratio of expenditure on education is declining but still
remains about the national average.
3.1.2. In 2002/2003 the pattern of recent years with over-expenditure against
personnel (R750 million) and under-expenditure against non-personnel items
(R200 million) is anticipated.
3.1.3. It is against this background of continuing pressure on the provincial
budget, and the need for more accurate forecasting of budgetary
requirements that the macro budget for the Education Department is being
negotiated. Until systemic errors in the provincial PERSAL system are
corrected the patterns of expenditure will continue to inhibit effective
mobilisation and planning for operational budgets.
3.1.4. At present the budgetary planning process for the education
Department does not reflect Imbewu expenditure. It is therefore seen as an
add-on. This may also contribute to the misunderstanding in some
directorates of the nature of the Imbewu funding framework.
Recommendation
That the Directorate for Corporate services includes and acknowledges
Imbewu funding in an integrated budgetary process so that there is
transparency and understanding of the purpose and additionality of
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Imbewu funds . This will enable the Department to monitor how Imbewu
is assisting in delivering their Strategic plan.
3.1.5. At the strategic level, linkages between the Education Department (ED)
and provincial initiatives, especially around the social clusters, are variable.
The ED representation on the provincial task teams considering critical issues
for district development such as infrastructure, HR and finance has been
inconsistent and unpredictable. The Department should be encouraged to
take a more active role in the social cluster.
3.1.6. Operationally the ECED has chosen not to participate in provincial
initiatives such as “Getting the Records Straight” which is aimed at cleaning
personnel registry files. It has also adopted its own model for performance
management rather than the provincial model.
3.1.7. The reasons for this lack of active participation are understandable and
relate, in some part, to the ECED’s desire to move ahead with delivery
quickly. In the long term, however, this may have a negative impact on
interaction with provincial plans around provincial growth and poverty
alleviation.
3.1.8. Whilst the ECED is no longer subject to the conditions of Section 100,
the Treasury still requires that all expenditure receives pre-audit approval.
This slows down systems of payment and introduces delays in the application
of resources. This creates additional barriers to ensuring planned expenditure
against non-personnel budgets and conditional grant funds.
3.1.9. In relation to achieving the programme purpose, the ECED has made
progress with the introduction of critical systems and processes in respect of
financial management. The department recognises that the lack of planning,
analytical and implementation capacity still inhibits the closer integration of
planning and budgeting with expenditure.
3.1.10. Technical assistance has supported improved functioning of finance
systems, addressing some of the critical issues such as preparing end of year
financial statements and assisting with the payments backlogs.
3.1.11. Whilst many of the systemic issues in budgeting, financial planning
and accounting have not been addressed, there is evidence that managers
are more readily identifying challenges and the programme has probably had
a positive impact in this regard by focusing attention on some of the key
problem areas.
3.1.12. The assessment of the extent and size of the financial backlogs is an
ongoing problem that has a deleterious impact on financial planning and
budgeting. Since the September 2002 moratorium on personnel payments
against leave, bonuses, promotion payments and new appointments the
backlog has probably grown.
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3.1.13. The cleaning of personnel files and files for other creditors is
essential. This has included the preparation of essential accounting and
financial returns such as the annual financial statements and the monthly
reconciliation of the bank account. There is evidence that this is building
capacity, especially in the Directorate for Accounting Services.
3.1.14. Five projects are now in the planning stages to support the
preparation of the end of year statements for 2002/2003 and to improve
financial management systems and personnel payment records. This is
aligned with the provincial Treasury intervention programme.
3.1.15. Many of the initiatives supported have had an impact but are not
being delivered as part of a strategic systemic intervention. They are reactive
to meet imperatives such as the provision of the skills for the Chief Financial
Officer (CFO) oversight function and the outsourcing contract for delivery of
Learning Support Materials (LSM) materials in 2002. In many instances the
planning of activities has not allowed a sufficient timeframe to access
departmental resources. This is often because of limitations imposed by
procurement timeframes.
3.1.16. The overspend against personnel budgets is a characteristic of all
departments in the province. It relates from systematic errors in the way that
the personnel budget is set based on the main PERSAL run in November
each year. The main PERSAL run omits many staff related payments which
are held on sub-systems of PERSAL. These include gratuities, grants, leave
allowances, subsistence, training allowances, temporary staff etc. As a result
underestimates of personnel expenditure are introduced year on year. This
has two main budgetary impacts. Firstly the over expenditure runs over to the
next financial year and secondly in order to meet the additional monthly needs
for personnel, departments have to use allocations budgeted for operational
activity. This budgeting anomaly is impacting directly on operational
effectiveness and can only be addressed at the provincial level.
3.1.17. The DPSA IMT intervention in the province seeks to address all these
issues.
3.2. Output two- District Development
3.2.1. The Chief Directorate District Improvement has received a directive to
rollout the district development model to all 24 districts simultaneously. (This
was a Cabinet decision which now seems under renewed discussion within
the JMT) Currently the Chief Directorate does not have the capacity in terms
of staff and other resources to rollout such a huge task. The Chief Director
charged with driving and championing this task also seems quite snowed
under by a number of other responsibilities ( He is also Imbewu Programme
Manager, in charge of other external programmes, on the Tender Board and
member of the JMT). This is an impossible position for him. He urgently
needs more staff to support him. It is quite clear also that this Directorate is
going to need the support of other components within the Department to
successfully implement the decentralisation initiative.
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3.2.2. There is a need to develop a comprehensive framework for the
delegation, in terms of allocation of management, functions, organisational
structuring arrangements, roles and relationship arrangements, responsibility
and accountability arrangements etc
3.2.3. There is also a need to develop a platform to share problems and
experiences associated with the decentralisation initiative. That is, an
effective two-way communication strategy which will build cooperation and
commitment. Within the new evaluation framework there will be a need to
develop appropriate instruments to track the decentralisation process.
3.2.4. Currently a large number of districts are under-capacitated in terms of
staffing, infrastructure, systems and resources. Districts at this stage feel
quite over loaded and overwhelmed, with sparse technological support and
few resources for outreach to schools, limited transport to visit schools,
critical posts (professional and administrative) still remain largely unfilled etc.
The lack of professional skills, knowledge and expertise has also impacted
negatively on support and develop schools. This situation has particular
implications for the Imbewu programme in terms of integration and ownership,
capacity building initiatives and the overall impact and sustainability of the
programme especially in relation to output four.
3.2.5. The team have recorded comments and impressions from the specific
district and school visits (which are detailed at Annex Four)
3.2.6. District Managers agree that the establishment of Education
Development Centres( EDC) – which will house, in some cases, The
Education Resource Centres (ERC) will greatly reinforce schools access to
education resources, provided that these centres are well managed and that
the necessary security arrangements are in place. (In some cases where
infrastructure is a challenge, some ERCs may well be attached to schools in
key positions in clusters.) Imbewu can help with this development.
3.2.7. Generally, District managers, EDOs and Subject Advisors who were
involved in the Imbewu initiatives feel very positive about the training
intervention and the resources provided by Imbewu. District managers also
see the need to develop a more comprehensive capacity building programme
for themselves, which will develop their own competencies and capability of
managing their districts more effectively, and support schools. Both districts
officials and schools principals acknowledged the positive impact of the
Imbewu training on their schools. Schools who were not involved in the
training also acknowledge that they could clearly see the positive effect of the
training was having on “Imbewu schools”. However, there was a need
expressed to develop training that was sustainable and not just once off.
There is also a need to develop a sharing culture amongst those who have
undergone the training with their colleagues and neighbouring schools.
3.2.8. Advisors, with solid intensive training and access to appropriate
resources, can act as critical agents for transforming schools. Investment in
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developing the capacity of these district officials with cross social
responsibility and resourcing to do their jobs, will go a long way towards
providing qualitative, consistent support to schools.
3.2.9. There are more EDOs in the system than there are subject advisors
and other categories of professional district officials. Generally, these officials
come into districts at different times, given the (unsystematic) nature of the
migration process. This has the potential of having a negative effect on the
coherence of the programme. Induction needs to take place in a vigorous,
iterative and intensive way. It is suggested that capacity building should
target all the district officials eventually, but concentration on the EDOs
Subject advisers and cross social specialist in the District office is an
important first step.
3.2.10. Currently the various districts are at various levels of development,
capacity, resourcing and infrastructure. Rollout to all 24 districts will need a
comprehensive incremental action plan.
3.2.11. Districts are operating on paper budgets at the present time. The full
devolution of funding is inhibited by; the lack of capacity, both in terms of skills
and posts vacant; the inadequate access to management information,
especially the PERSAL system; and poor communications with the provincial
office.
3.2.12. Assistance has been provided to improve basic office systems and
procedures. Currently staff from the district offices are undergoing training in
finance and ICT as part of devolving responsibilities to the district level.
However, it appears that this is not being undertaken as part of a broader, coordinated
training programme for departmental staff, either at the functional
skills level or as part of wider professional development. The Imbewu
programme has been supporting work in Human Resource management and
development which will address some of these concerns.
3..2.13. The Review team have concluded that this output should be a key
focus in Year two of the programme and this should be reflected in budgetary
allocations and the following activities;
I
Recommendations
‣ Vision drafting for districts within the whole district development
framework involving all staff and school principals within their
jurisdiction.
‣ An intensive capacity building programme for Education
Development Officers (EDOs) to enhance their competencies and
capabilities in terms of supporting and developing schools.
‣ “mobile” resource packs to be developed for the EDOs in terms
of their outreach to schools.
‣ Emphasis to be placed on the development of a core team of
professionals (EDOs and Subject Advisors) to facilitate the
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process of support and development in terms of teaching and
learning.
3.3. Output Three - Schools
3.3.1. The school transformation model was developed during Imbewu1 and
proved to be very successful. It involves fundamental elements of vision
crafting, community involvement, reflective practice, management and
Inservice training and institutional self management capability. The conceptual
framework, has evolved and deepened. It has now been adopted by the
Department as the Eastern Cape model.
3.3.2. Schools are encouraged to be innovative. The new emphasis is to
create an enabling environment for schools to adapt the model to meet their
needs. The schools are thus given necessary training and materials to
support their transformation process. It is also envisaged that the district
offices will play a critical role in providing ongoing support to and monitoring
of, the schools as they transform themselves.
3.3.3. Within Imbewu, schools clusters are formed and the schools
themselves run the cluster activities. These clusters bring a number of
schools in the same area together to identify issues affecting them, share
experiences and find common solutions. School clusters have the potential
to be critical entry points for interventions aimed at providing schools with
ongoing support, particularly in the context of the enormous staff shortages of
EDOs and Subject Advisors, and the inability of existing EDOs to reach (all)
the schools and provide them with ongoing and qualitative support.
3.3.4. Imbewu trains provincial trainers located in various affected
directorates, namely Curriculum, Adult Basic Education and Training(ABET),
Human Resource Development(HRD), General Education and Training
(GET) and Further Education and training( FET). These officials play a critical
role in cascading the training down to district officials. The ability for Imbewu
to draw on these resources for purposes of taking forward the training
initiative is a positive development and a significant step towards the
integration of the programme into the department. Evidence seems to suggest
that this aspect of capacity building has been quite successful. There are still
some challenges around filling of posts and thus the availability of more
officials to undertake this critical work.
3.3.5. There are a number of other challenges facing this component of the
programme: Imbewu is still seen by some as a project, separate from
departmental initiatives. In instances where people are aware that it is
supposed to be the programme of the department, there is lack of clarity
about how to go about integrating (aspects of) the programme into the district
initiatives and activities.
3.3.6. Districts seem to be waiting for either guidelines or a directive from
head office about integration of the Imbewu programme. Also, strategies
need to be put into place to get all EDOs and subject advisors, not only the
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Imbewu coordinators, to buy into and develop a sense of ownership of the
Imbewu programme. The challenge is to help them to make the mind shift to
school development and support.
3.3.7. The training received by district officials is relatively generic, theoretical
and inadequate. This is particularly the case with the OBE training that subject
advisors receive. The Imbewu focus on methodology is seen as invaluable.
However, it only addresses one part of a bigger problem. They express a
desperate need for more practical, in-depth, and learning area-specific
training.
3.3.8. This will go a long way in terms of enabling them to provide qualitative
classroom support to teachers who have to grapple with the complex
curriculum changes in the context of a dearth of basic educational resources.
In interviews with teachers, they concur with this. They also feel district
officials need more training aimed at improving their conceptual
understanding of the learning areas for which they are responsible.
( Learning and learning process issues are detailed at Annex Five)
3.3.9. Through the school transformation model, Imbewu has made good inroads
concerning community awareness and involvement in education. The
training of School Management Teams (SMTs) and School Governing
Bodies (SGBs) has gone a long way in improving the relationship between
the schools and the parent community and in getting parents involved in the
running of the schools. Consequently, Imbewu training has added value to the
improved functioning of the schools. The school visited indicated that since
participating in the Imbewu project, the school managers, teachers, parents
have worked together to undertake the crafting of their vision development
plans, and are confident that they now know where they are heading.
3.3.10. Various factors were identified by schools as barriers to the
realization of their visions, including the dearth of basic educational resources
such as LSMs, poor infrastructure such as classrooms, and high levels of
illiteracy within school communities.
3.3.11. Further and more targeted training aimed at deepening levels of
understanding and the strengthening of the capacity of SMTs and SGBs to be
able to run their schools effectively is critical and should be a key Imbewu
focus area.
3.3.12. Historically, these two layers have been the most neglected when
educational changes are introduced. International evidence suggests that
strong leadership and governance (community involvement) are amongst the
critical determining factors for school effectiveness.
3.3.13. The provision of basic educational resources is another key area
where Imbewu will provide tangible support.
3.3.14. The schools could be given these resources directly and not through
department channels. Also, the establishment of ERCs which should be
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accessible to a cluster of schools, could be a cost effective way of going about
dealing with this. They could also act as hubs for a whole range of activity
such a professional development initiatives, as well as provide the space for
teachers from various schools to share resources, experiences and find ways
of collaborating amongst each other.
3.3.15. South African national curriculum initiatives are exciting, ambitious
challenges, not just in terms of the redressing of social balance but also in
educational terms, especially in the way they have addressed curriculum
development as a coherent philosophical and sociological framework for the
development of pedagogy. This rarely occurs in systems of developing
education where most frequently the rhetoric of ‘child centred’ and ‘joyful
learning’ replaces the intellectual effort of situating the school practices in a
proper context. As more schools become involved in the transformation
process and whole school management initiatives gain ground and
communities become involved with their children’s education, the seedbed for
learning improvement becomes more viable.
3.3.16. Reports and reflections on IMBEWU I indicate how important
concentration on this area is going to be if the outputs of the programme are
to go any way towards their ultimate goal. There are many indications that
insufficient training, confused agendas and time constraints have so far
militated against learning improvement to any distinctive extent. It may be that
both the project took too wide a view of learning and need now to focus down
on specific areas of classroom practice that will impact on the learners’
achievements. This was clearly stated by a senior manager, ”the debate
about the place of content in the curriculum needs to be reopened on the
basis of the notion that ‘competence precedes commitment’. This access to
content knowledge will need to be integrated through workshops with
appropriate facilitation and materials.
3.3.17. Imbewu is clearly focused on issues related to poverty alleviation and
the empowering of a previously dispossessed and uneducated population.
Historically, across the world, access to literacy has been the means by which
the oppressed have liberated themselves and taken control of their own lives.
Competence in literacy allows people to make choices, to solve problems and
to be free from manipulation and bias. This fact is acknowledged in all the
documents but the means of achieving it is not clearly spelled out. Without
such clarity it will be difficult to plan effective interventions to bring about the
required change in the learners.
3.3.18. However, the improved access to schooling and the optimism of
policy makers is not matched by the local capacity to plan, train for and
implement quality learning in the Early Years of education. The Foundation
Years, particularly Grade 1 and 2 are the critical years for ensuring the
poorest and neediest children are included in the education process. Yet in
many schools these grades are placed in the largest classes, with the least
experienced or qualified teachers, with few resources and little space in
overcrowded classrooms for the active and participatory learning that is
necessary as a foundation for the rest of their education. It is in Grade 1 and
15

2 that they should learn to read and write, to problem solve and interact, to
become confident and independent learners. Concentrating resources and
training on initial literacy provides the foundation for later learning. Such
resources and training need to be based on practical and experiential learning
by the educator so that they can confidently implement sound literacy learning
in their classroom.
3.3.19. Educators are being moved, from rote learning, textbook based
content and factual recall tests that have mainly been their practice to date.
There remains still however a confused and empty ‘gap’ which is framed by
the excellent intentions and sound theory of OBE but where actual learning
and learning processes have not yet been addressed. In this gap the
educators flounder with poorly assimilated ideas of an ideal education – many
of which require highly competent educators, excellent resources and
frequent classroom support and supervision. The acquisition of sound literacy
can be framed by these methodologies but needs a clearly articulated
learning continuum, clearly stated learning outcomes and an understanding of
the processes and strategies necessary for acquiring literacy. These very
specific understandings need to be embedded in the school transformation
process.
3.3.20. The problem could be briefly summarized as; insufficient
understanding of how children learn; insufficient understanding of the
processes involved in learning to read and write; the need for educators to
have a repertoire of methodologies and classroom management strategies
that relate to learning outcomes; the need to understand that starting where
the learner is, using the previous experience of the learner and helping the
learner to be independent and enquiring, requires careful planning, sequential
and incremental learning and plenty of practice of reading and writing for real
purposes.
3.3.21. In order to achieve success in these areas carefully planned training,
using the materials that will be used in the classroom, and delivered by
trainers who have a good theoretical and practical understanding of literacy is
necessary. Teachers further need to be helped towards becoming reflective
practitioners by involving them in the action research process focused on their
own classrooms and learners and mentored and supported by trainers and
supervisors who make regular classroom follow-up visits. The expenditure of
time and resources on achieving quality education in the early years, focused
on literacy and numeracy pays off later when learners develop the ability to
learn for themselves and learn faster and more efficiently because they are
good readers and writers. It needs to be stressed that just the delivery of a
short training and putting resources in the classroom will not result in
improvement in learning quality.
3.3.22. The 1500 schools initiative is the Department’s response to the fact
it is lagging behind with regards to the implementation of the two major
education pieces of legislation, the SASA (South African Schools Act) and the
Norms and Standard for Funding. These two laws aim to achieve, among
other things, the realization of self-managed schools. Part of the context of
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these (sudden) developments is that in recent months some of the provincial
education departments have been giving schools, en masse, a section 21
status. The Department of Education in Mpumalanga, which recent declared
all its schools as section 21 schools, is a case in point. The rationale or
benefits of these sudden developments are not entirely clear.
3.3.23. Schools on the other hand view this as the opportunity to have
control of their own resources. They feel they will be able to undertake a wide
range of projects and initiate activities that they would not otherwise be able to
do as section 20 schools. They also feel section 21 status epitomizes growth
on their part. Schools that haven’t been identified are unhappy about this
because they feel they also deserve to enjoy the benefits of self-management.
3.3.24. In Eastern Cape, as part of its endeavour to speed up the
implementation of two above-mentioned laws, the department has identified
1500 schools (plus the 750 project schools which were originally omitted by
district offices) for possible self-management. The same number of schools
will be identified annually until all the 6500 school in the province become selfmanaging.
They include all the secondary schools in the province and the
project schools, and others, which have no intervention. The quintile ranking
of these schools varies. It was suggested by many people interviewed that
most of them fall within the quintile 1,2 and 3 ranking, namely the poorer and
needy schools. There are even suggestions that 90% of the current tranche of
schools fall within this category or quintile. However, it is clear that there were
not clear and systematic criteria used to identify the schools. Also the schools
could not apply in their own right. They were simply told they are part of the
1500 that the department had identified, and therefore needed to go through
the motions of preparing to be declared section 21 schools. There is indeed
clearly a need for a systematic and conscious focus on poorer schools in the
future for this process to be strategic.
3.3.25. In terms of the law the pre-requisite for the section 21 status is that
the school should demonstrate its financial management capacity. The other,
more professional development related aspects that are embodied in the
Imbewu school management model are seen as secondary or additional
requirements. Actually, Departmental officials described them as ‘add-ons’. All
schools need to demonstrate is its school management capacity.
3.3.26. In contrast, the Imbewu model is based on the assumption that the
schools need to go through the programme first before they become selfmanaging
schools. There is no doubt that the recent and sudden
developments have overtaken the Imbewu model. Actually they have turned
the model ‘up-side-down’. The Department’s expectation, as articulated by
many senior officials interviewed, is that Imbewu should play a critical role in
supporting the 1500 before and after their declaration. Some people even
suggest that the 1500 schools are providing Imbewu with the vehicle to
achieve its objective of supporting poorer schools and that of going to scale.
3.3.27. However, the other view is that this development will have a negative
effect on the rollout of the Imbewu school transformation model, partly due to
17

the ‘rough and tumble’ manner in which it is managed. One of the key
concerns is that the department does not have a clear plan of action in terms
of how these schools are going to be supported, post declaration.
3.3.28. The 1500 schools have apparently been going through typical onceoff
financial management training plus Imbewu’s vision crafting. Evidence
seems to suggest that the rollout of the training was not closely monitored or
followed up. The schools are being evaluated, through use of an instrument,
to assess whether or not they are ready to be declared section 21 schools.
3.3.29. The Education Department appears confident that most if not all
these schools will qualify to be declared section 21 schools. There is no
evidence of a plan for schools that do not qualify. What is likely to happen is
that the department will declare most schools and others will be give declared
conditional section 21 status. This distinction would make very little difference
post the declaration given that there is no plan to support the schools on an
ongoing basis. The next pre-occupation will be the next 1500 schools that
also need to be identified for this self-management.
3.3.29. Imbewu’s response to this development is critical and closely
watched. Its ability to respond positively to the expectations of the
Department could be the test case for the integration of the programme.
There are various possible scenarios. The preferred option for the Review
team is to run the transformation model along side self managing school
initiative at a slower, more developmental pace.
3.3.30. It is critical to note the sense of doubt, amongst some senior
managers, about the success of this 1500 schools per year rollout plan of the
Department. It is seen as a simply a legal exercise that is driven by political
imperatives, and may not make any significant changes to the schools. In this
context the Transformation model is key to bringing about systematic and
fundamental change.
3.3.31. The 1500 schools per year Section 21 initiative could impact
negatively on Imbewu’s programme rollout. Some careful, realistic and
collaborative planning has to take place around this matter. It is critical that
this dialogue and planning starts soon. The options available to Imbewu are
limited and may have serious implications about its integration into the
Department. It is also clear that Imbewu will have to support either some or all
of these schools both before and after their declaration.
Recommendations
‣ That the roll out of the Transformation Model to schools is given
top priority in terms of resources and attention during the next
year of the programme with an emphasis also in providing
resources to schools but that this should happen at a slower pace
and in parallel to plans to give section 21 status to schools, with
the criteria for selection of Imbewu schools being more
transparent and addressing the poorest schools first.
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‣ That the teacher development strategy and the roll out of training
to teachers give attention to the need to focus more on how
children learn and on the learning processes. ( see Annex Four)
Output four - Asset Management , Infrastructure development,
3.4.1.There has been very positive progress in relation to Output four. The
relevant directorate are confident that they have a clear plan ”and know
where they are going “with their Strategy for asset management and
Infrastructure development. This is fully laid out in the consultants report
“Community-Centred Cost Effective, Environment Friendly Approaches to
infrastructure which Creates High Quality learning Environments,” and is not
repeated here.
3.4.2. The success of the strategy has been built in to the Directorates own
performance agreements. The Imbewu intervention has already been subject
to wide consultation and will impact upon the whole infrastructure system for
the Education Department.( It may well have influence on housing etc. )
Discussions are underway not only with Public Works and the National
Business Initiative but with a range of service providers who will be
undertaking the resource mapping and skills audit which is an essential part
of the design cycle.
3.4.3. A key factor which should have an influential role on planning in other
directorates, is the way that this Directorate is using key EMIS data and
already have a significant amount of information concerning schools and their
localities which is now being grown and elaborated and will be available to
other directorates to inform more integrated planning.
3.4.4. The additional information generated will be added to the GIS platform
developed by Africon, which will allow for accurate physical planning in the
eight identified geophysical climate areas of the province. It is the intention of
the department to involve other departments ( economic and labour) as the
results of this mapping process and the related skills audit will provide the
basis for small scale economic opportunities.( brick building etc).
Recommendation
The Review team fully endorse the priority that is being given to
expedite, following completion of the planning and design cycle, the
building of the eight prototype constructions, as soon as practicable.
3.5. Output five- community mobilisation
:
3.5.1. This Output should ideally reflect the Department of Education’s
integration of delivery to the community with the Social Needs Cluster
partners, ensuring a systemic approach from community ownership and
access to resources through to effective “one stop” centres at the district level
19

and joint planning for social needs and poverty targeting from the Provincial
level. The current plan is for this to happen in ten of the districts where the
infrastructure to do so exists ( former Colleges of education). However this is
a major challenge elsewhere, especially in six districts where infrastructure is
non existent.
3.5.2. There is in existence a somewhat unrealistic plan to build one stop
centres in the remaining fourteen districts at the cost of R 50million each .
Educationalists are cynical about this ever happening and anxious to find
solutions now, rather than wait up to ten years for the plan to materialise,
given the pressure the Department is under to improve service delivery,
especially in the rural areas
3.5.3. Imbewu has plans for a pilot community development scheme in 30
schools which will test a wider development model than the orthodox school
transformation model but this is yet to start. Schools have been identified and
this may well provide convergence with similar plans being conceptualised by
the Nelson Mandela Foundation, with a proposed Centre for Rural Schools at
Fort Hare to act as a resource support. This development envisages far wider
community mobilisation than the empowerment of School Governing Bodies
(SGBs) around schools and should involve much more integrated planning
than is so far visible at the provincial or district level, centre in the community
around schools. This proposal will develop and implement school HIV/Aids
Strategies, take responsibility for the school feeding programme, develop
support systems for orphans and vulnerable children and start some
economic activities within communities.
3.5.4. The Review team thought this was a vital development which should
influence how schools transform them selves into hubs for the social cluster.
Next years OPR should take a close look at how this pilot develops.
3.5.5. Although there is clear government commitment in Eastern Cape to
poverty eradication, ( see Premier’s speech to the Legislature etc) Neither the
Province nor the Education Department appear to have yet a Poverty
Targeting Strategy. Provincially this is being developed through work in
progress on the Provincial Growth and Development Plan with the assistance
of ECCSEC and the RDP Standing Committee work on developing a Poverty
Index. It is anticipated that these processes will further inform the targeting of
poverty over and above the previously selected 4 Integrated Sustainable
Rural Development Strategy (ISRDS) rural nodes in the Eastern
municipalities. Key issues that are arising are the social protection strategy of
targeting poor households with child support grants, maintenance grants for
orphans, pensions and food parcels complimented with agricultural livelihoods
projects. These are all issues that genuine community schools would want to
take an interest in. Unfortunately the schools pilot will not directly benefit from
integrating their planning with the economic growth strategy as they have
different time frames. It will be important however to keep communications
lines open to see how the two activities can influence each other.
20

3.5.6. The Community – School Pilot Project is currently being designed and
is intended to be implemented during 2003. The pilot is designed from the
level of needs identified at the community level. This provides the opportunity
however to demonstrate the linkages from micro through meso to macro level
planning, integration and delivery. This will be a challenge to all line
departments.
3.5.7. It will be important to target the right level and interest of staff to
participate and to integrate planning . One suggestions is that there could be
a design advisory group to include the involvement of Social Needs Cluster
partners and Economic Development and Agriculture Department, NGOs . It
could also be beneficial to formalise linkage with a Tertiary Institution and to
explore the possibility of the pilot being a ‘Service Level Agreement’ type
programme so that integration is built in from the outset.
3.5.8. This community pilot programme, like all others in the Department
(selection of schools for introduction of Grade R), claim to use poverty
targeting as a key criteria for selection. However, the application and design
of criteria is inconsistent, there is no framework for poverty indicators across
the department, and no monitoring and evaluation framework that reveals and
assesses the assumptions behind the poverty targeting.
3.5.9. The EMIS system analyses poverty using 6 indicators, including social
dependence indicators which enable poverty analysis and targeting. It would
be important to ensure that the indicators and data collection enable an
analysis of the impact of the social grants on children and the correlation to
attendance and performance. This will also need to be linked to the School
Nutrition programme, as when the Education takes the scheme over from the
Department of Health it will not inherit a database, as there is no collated
information, post 2000.
3.5.10. The EMIS information is disaggregated according to gender and there
is a significant trend of higher dropout of girls than boys at all age groups, this
requires some careful analysis to understand the causes.
3.5.11. The proposed Policy Planning and Research Unit will be tasked with
issues like: investigating the implications of the PGDP for the Department; to
assess the trends identified in the EMIS data and to create systems in the
department for informing poverty targeting.
3.5.12. The Team concluded that Social development issues are best located
within the Social Needs Cluster. The clusters are the strategy used by
government to enable planning and linkages across departments with a view
to integrating delivery. All departments are expected to work together in
clusters planning structures and processes and to implement social
programmes agreed to, through service level agreements.
3.5.13. The Social Cluster programmes include: HIV/AIDS, Poverty
Eradication (includes the School Nutrition Programme), District Development,
Victim Empowerment, and Social Infrastructure. The Department addresses
21

each of these programmes and plans range from detailed business plans with
budgets eg HIV/AIDS and District Development to minimal engagement.
3.5.14. As has already been mentioned, The Education Department’s
participation in the cluster planning and implementation processes are
reportedly limited and inconsistent and vary from implementation plans
complying with the agreed provincial strategy eg. the current need for the
department to take over the school nutrition scheme from Health; no inputs
eg. development of the frameworks for the ‘HIV/AIDS Workplace programme’,
to non compliance or developing a different strategy or response because of
access to resources outside of provincial allocations eg. District Development
plan, especially in relation to infrastructure roll out.
3.5.15. The Department is aware of its roles and responsibilities and has
appointed a Chief Director to be responsible for participation in cluster
activities and staff are appointed at different levels of cluster planning,
however current staff shortage results in inconsistent participation.
3.5.16. The Provincial Growth and Development Plan (PGDP) process is
underway and there is a Social Needs sub-group that is undertaking a Social
Needs assessment, funded by UNDP and DFID. Among other things it will
inform the setting of priorities and strategies for social protection strategies
including social grants and stimulating local economy. The Department of
Education together with other social cluster departments, NGOs(civil society)
and business, is required to participate, to inform the process. In turn, the plan
will inform the Department’s plans. The Department is reportedly not
participating fully in the reference group. The outcome will require an
engagement on issues of joint planning for targeting of the poorest
communities, implications for infrastructure, health and other economic
strategies and service level agreements.
3.5.17. The Social Needs Cluster departments will, by the end of March, have
developed an integrated plan for the role out of the provincial HIV/AIDS
strategy. The development of integrated HIV/AIDS programmes plans has
been slow, however the process is now receiving strong political backing in
the province.
3.5.18. Currently the Senior Management Team (SMT) has an appointed
arepresentative to represent them in the Social Cluster, however it needs to
take a proactive leadership role. This would require the development of a
framework and strategy for its participation in the Cluster processes, together
with systems for integration and adaptation of plans and budgets.
Representation of key Social Cluster members and the IPSP on the Imbewu
PSC would enable synergy between the departmental planning priorities and
the provincial cluster agendas.
3.5.19.. Somehow The Department will need to be supported ( By the JMT?)
to ensure it has staff capacity at the management level to provide the
leadership for both engagement in planning at the Provincial level and to
inform and adjust Education Department plans to ensure full cooperation and
22

participation. If this requires providing capacity at other levels to release a
senior manager to take these responsibilities on, this should be considered.
3.5.20. Social issues and programmes in the Department are located in
different directorates according to areas of responsibility and accountability.
The Social Programmes Unit focuses on the cross cutting issues located in
the DGs office viz HIV/AIDS, disability, gender and equity and is responsible
for the oversight of the social transformation agenda in the department. No
detailed information was made available to the Review team, therefore there
are gaps in information on equity and disability targeting, integration of the
HIV/AIDS planning facilitated by HEARD.
3.5.21. The unit is responsible for the oversight of the implementation of the
DPSA Workplace programme. A strategic plan for role out of the HIV/AIDS
Workplace programme is being developed in conjunction with HEARD.
It was noted by the Review team that individual staff members in the District
Offices, when asked, were not aware of any programme for themselves as
employees. This is a serious indictment, given the growing number of deaths
and illness in the Department.
3.5.22. The Special Needs Department has run two successful ‘Inclusive
Education’ pilot projects funded by national and the Danish Government.
Both have been completed and the department is meant to implement White
Paper 6. The framework, strategy, business plan for the integration of
Inclusive Education, drawing on the lessons from the pilot, needs to take
place.
3.5.23. The process of planning and designing for this is a requirement for
the Department and it would be an appropriate use of Imbewu funding to
support the development of the strategy and medium to long term plans.
3.5.24. The Education Department is due to take over responsibility for the
programme in 2004 and has set up joint planning process with the
Department of Health during 2003. The management of the scheme is
targeted at SGBs which will require a major training roll-out.
3.5.25. Given the importance of this programme in targeting poverty, the
structuring of the programme, the training of SGBs and planning for takeover
during 2003, should be a high, immediate priority for Imbewu support.
3.5.26. The Life Orientation programme for Schools is essential for the
reduction of HIV /Aids. This programme has a detailed plan for 2003 with
budget. The main concern and need is competence and capacity of the
District Offices to implement the programme.
3.5.27. It is recommended that Imbewu can play a key role here in
providing support, utilising experience in rollout of programmes in the
department and ensuring that the plan is synchronised and integrated into the
EDO training and the Vision Crafting training and manuals.
23

3.5.28. There are 3 programmes in Early Childhood Development (ECD).
There are 3 Chief Education Specialists in the Provincial Office and an ECD
coordinator in every district with an anticipated 2 First Education Specialist to
be appointed in each district, in the future. The programmes are:The
Conditional Grant support to 825 Community Based Centres in informal
settlements in the poverty nodal points - Motherwell, Mdantsane and
Lusikisiki due to be taken over by the department in March 2004.
3.5.29. The Grade R attachment to schools 475 selected in 2002 and 500 in
2003, (delivery to be comprehensive by 2010). The training has been put out
to tender. (Note: The Departmental budget will not cover the package:
subsidy for practitioners, learner nutrition, practitioner training, site
management training (parent committees), furniture, learner packs.)
3.5.30. The 0-5 National Skills pilot is intended to be implemented as a
Social Needs Cluster ‘Service Level Agreement’ programme intended to
involve Health, Public Works, Water Affairs, Social Development and
Education. The pilot of the National Skills Fund training will be in Qumbu for
20 learnerships.
3.5.31. It would be helpful if Imbewu their training modules with the ECD
training modules in terms of additional modules and integration into the Vision
Crafting and SGB training. (Note the tender has already gone out for the
Grade R training and therefore assessment of the need and level of
integration required is urgent.)
3.5.32. Imbewu’s Vision Crafting is the key to community involvement. All
Imbewu 1 schools that went through the Vision Crafting process have
achieved active community involvement and ownership of the school. This
ownership is being affirmed by the department, by inviting the schools to
apply for Self Governing Section 21 status. To deepen and strengthen the
SGBs through this process, will take an estimated two years. However The
budgeting and planning for this process is not in place and should be
structured and built into the forward plan.
3.5.33. The Adult Basic Education and Training (ABET) department have
limited capacity to support the progression of the UNISA ABET level 1
programme which is reaching 40 000 learners in the Eastern Cape. The
ABET departmental team have not facilitated the process, however educators
and EDOs at the District level have provided training support. The UNISA
/SANLI ABET programme was not designed to move beyond Level One. It
was envisaged that Provincial departments would take learners through ABET
level Two- level Four. To date Provincial Departments have shrunk ABET
budgets throughout South Africa in favour of schools. The Department needs
to be aware of the extent of the ground swell of demand which will inevitably
come from those 40,000 adult learners currently completing Level One.
3.5.34. Currently only a limited numbers of ABET classes are in Schools;
they are making do in all kinds of premises. One problem is schools
requesting payment for use of the school premises. If schools genuinely
24

want to develop as community resources this policy will need revisiting. The
Department could take the lead on this..
Recommendation
That the Department make every effort at all levels in the system to
engage in social cluster activities and planning and that in this context
Imbewu focus on assisting the integrated planning and implementation
of school based HIV/Aids strategies and the SGB/community run
feeding programme
4. The Impact of technical assistance on the Imbewu Programme
4.1.The Imbewu programme was designed to build capacity. One of the
techniques to be used to achieve this was through a technical assistance
strategy. Due in part to design but also to increased demand for assistance to
assist with staff shortages and lack of capacity technical assistance is being
used assist the key directorates.
4.2. The need for TAs is first identified by directorates who then approach
Arcadis, to assist with TORS, advertisements and recruitment. Individual
Department representatives are involved in short-listing candidates,
interviewing and selecting the suitable candidates. Arcadis is responsible for
contracting. TAs are where possible matched with relevant counterparts. The
net effect of current policy for recruitment is that TAs are predominantly white
and male. There are few TAs from other groups, particularly the previously
disadvantaged groups. The response to adverts is very small and largely from
white TAs. This may be more perception than fact, but it is still an important
issue when trying to integrate a programme like Imbewu into the culture of the
Eastern cape.
4.3. Factors which appear to have contributed to poor response or
recruitment of non-white TAs seem to include; the short-term nature of
contracts,the lack of relevant expertise in province and local HEI, previous
experiences (possibly negative) within the Department..
4.4 . However it is felt by the Review team that there needs to be a more
holistic recruitment strategy which makes a conscious effort to create
opportunities for a more diverse range of people to be brought into the
programme. Other possibilities which act as constraints may be; specifications
on adverts which act as a deterrent by raising barriers/requirements of entry.
It is suggested that Imbewu needs a more “nuanced” policy on
Technicalassistance.
4.5. It is also clear that Directorates’ focus on urgent delivery and solutions
as opposed to long-term and ‘big picture’ goal of developing provincial
capacity
25

Recommendation
Continue the development of a TA strategy for Imbewu but ensure it
includes an affirmative action policy that actively seek to ensure
gender and racial diversity .
5. Relationship with other programmes
5.1. There are a number of much smaller, somewhat similar, education
projects in Eastern Cape, funded by other donors and there have been efforts
by the Department to coordinate them.
5.2. Ikhwezi is funded by the Swiss and managed by Media in Education
Trust (MIET) . This is located in Kokstad and Lusikisiki. Isithole is funded by
USAID ( due to end December 2003) and operates through a variety of
service providers mainly in the Queenstown area. The Quality learning project
(QLP) is funded by the National Business Trust and managed by the Joint
education Trust (JET) This promotes a transformation model in 85 targetted
Secondary schools.Phakama is based in the Umtata area and implemented
by Link Community Development.(LCD)
5.3 . Coordination of these projects is managed by the District Development
Directorate. There is a Project Coordination Committee/Forum which acts as
a forum for donors, service providers, managing agents and representatives
from the department to share ideas. The MEC, Head of Department and two
director generals attend the meeting. The PCF meets once per quarter. The
purpose of the Forum is to allow partners to share information, ideas, and
modules. The Department is also able to coordinate ongoing activities in order
to avoid duplication and waste of resources. The Forum has been successful
in terms of information sharing, guidance and coordination. However, too
much time is spent on reporting past activity. Very little time is dedicated
towards strengthening cooperation or coordination of activities.
5.4. The timing and phasing of projects or programmes in the province is a
major contributing factor towards the lack of coordination among projects. Not
all projects are introduced at the same time. As such, projects are at different
phases of development. For example, Ikhwezi will be phased out at the end
of 2004. The Imbewu 2 programme has just been introduced and will
continue for the next seven years. It is thus challenging for various projects to
coordinate their activities and align their programmes with the department’s
newly adopted school transformation model.
5.5. The Department held a Stakeholders/Service Provider conference: (July
2002) Building partnerships for Education tTansformation. The purpose of this
conference was to allow the Department to provide its strategy and approach
to partners and allow for sharing of ideas. A database of all service providers
was developed.
26

5.7. The fact that Sida wants to start a new programme in the Eastern Cape
offers an opportunity to bring a new donor into co-operation around the
Department Strategic plan in collaboration with Imbewu.
5.8. The project which has worked most closely with Imbewu is Ikhwezi.
Ikhwezi focuses on supporting primary schools in four districts. The focus is
on schools and not the districts. By the end of 2004, Ikhwezi would have
reached 180 schools. Ikhwezi’s understanding is that Imbewu will incorporate
district training in its school transformation model. The district training will
overlap with the school based training in the districts serviced by Ikhwezi.
Their concern is that Imbewu has not started providing training at district level.
5.9. Ikhwezi uses the Imbewu module for school training. Ikhwezi also
contracts the same service provider to provide training for Imbewu.. Ikhwezi
has adapted the Imbewu modules by providing additional supplementary
materials to schools. Ikhwezi personnel feel that the Imbewu modules are
inadequate in terms of guiding teachers about how to implement ideas in the
classrooms and lacked exemplars. They provide supplementary materials
provided include readers, newspaper supplements. Ikhwezi also claims to
provide 3 support visits per month and the Imbewu model only provides one
support visit per year.
5.10. Ikhwezi planning meetings with districts for 2003 have been postponed
due to confusion around the 1500 schools. Ikhwezi was informed by district
coordinators that all the Ikhwezi schools will fall under Imbewu as of 2003
(under the new Section 21 schools). The District Development Directorate had
no knowledge of such information while district coordinators insist that Ikhwezi
schools will fall under Imbewu. So there is clearly a specific policy and
communications challenge to be resolved here.
5.11. the DFID funded Open Systems Education Trust (OLSET) works in
certain districts in the Eastern Cape to develop educator capacity through
radio, but is not yet integrated into Imbewu programme. There were attempts
by the TA in the curriculum directorate to incorporate OLSET into the
Curriculum Development Strategy. Discussions were held with OLSET which
gave input into the distance education strategy but the outcome was not
conclusive.
5.12.It has not been possible for the Review Team to ascertain the state of
the ABET strategy in Eastern Cape. The ABET directorate has not appeared
to collaborate or coordinate with the SANLI partnership with UNISA/ABET
which has 40,000 learners in the province, despite several overtures from
Unisa. However there is co-operation at the district and sub district level and
the UNISA/ABET facilitators have agreed to participate in generating the
Imbewu Evaluation Framework.
5.13. There is clearly a pressing need for more dialogue, clear communication
pathways and coordination around the education development partner
activities and this is a critical issue as another donor Sida, comes into the
arena.
27

5.14. The other major DFID funded initiative in Eastern Cape is the Integrated
Provincial Support Programme.(IPSP) There appears to be no way yet where
their agendas and activities converge meaning full
5.15. IPSP meets with Imbewu through the donor-initiated breakfast meetings
where different donor representatives discuss their projects and explore
possibilities of collaboration.
5.16. SIPU: the Swedish Institute for Public Administration has collaborated
with IPSP and was provided funding by IPSP for TAs in the Getting the
Record Straight project. The collaboration was successful. The only
constraining factor was the reporting requirements given by IPSP to SIPU.
SIPU conveyed the fact they found the report requirements as time
consuming, complicated and rigid.
5.17. The Review team felt that it was a matter for DFID Southern Africa to
explore possibilities of fast tracking better collaboration of DFID funded
projects in the Eastern Cape. The appointment of the local DFID
representative in the Eastern Cape will assist but there needs to be more
clarity about an integration strategy which would work at a systemic and
fundamental level.
6. Programme management issues
6.1. Given the fractured and volatile context in which the Managing
Consultants have been working since the start of the programme in January
2002, the general impression of the Review team is that programme
management has been sound and effective.
6.2. The Managing Consultants, Arcadis BMB, who commenced work in
January 2002, have performed their duties satisfactorily and in accordance
with their terms of reference. Financial and progress reports have been
provided to both the PSC and to DFID in accordance with requirements. The
secondment of two departmental members of staff to the Imbewu programme
office has enhanced the overall management and implementation of the
programme.
6.3.Programme management arrangements are set out in the Imbewu Project
Memorandum and outlined further, in more detail, in a Programme
Management Manual (PMM). A Project Steering Committee (PSC), that
meets on a monthly basis, is in place. Formal appointment of departmental
members of the PSC is yet to be made.
Action required: letters of appointment be issued by the end of the first
quarter of the year ahead.
6.4. It was formally agreed in the Project Memorandum that programme
management arrangements would include the formation of an Executive
28

Management Committee and an Advisory Board. These two structures are
yet to be formed.
Recommendation
That plans for formation of the Advisory Board and the Executive
Management Committee be included in the activity plans for coming
project year.
6.5. The Imbewu extranet offers a highly effective information sharing
platform for planning and coordination. This was demonstrated by its recent
use in providing briefing and documentation for the Output to Purpose
Review. The extranet should continue to be used for information sharing and
planning and coordination and general documentation of key programme and
other documentation. It should also provide a source of information for all
stakeholder, regarding the progress on work in progress such as the
evaluation framework.
6.6. Guidelines and principles for procurement of both goods and services
have been agreed by the programme partners and are being implemented by
the Managing Consultants satisfactorily. These are outlined in the PMM.
6.7. The Programme Management Manual (PMM) sets out principles,
systems, procedures for managing the programme. It also includes roles and
responsibilities of structures and individuals. It will be important that the PMM
is formally owned by the PSC and other managers and disseminated as
necessary. The PMM is however still in draft and has not been formally
endorsed and agreed by the partnership. The Review recommends that the
PMM be formally approved at the next PSC meeting whilst recognizing that
the PMM be seen as a living document. Refinements and amendments to the
PMM will be made as necessary over the duration of the programme and
agreed by the PSC.
6.8. The following specific additions and inclusions to the PMM are proposed:
Clarify further parameters and any necessary exceptions and/or eligibility
regarding access to Imbewu funds; Include DFID financial reporting
arrangements; Agree and include auditing arrangements;Include progress
reporting arrangements to PSC and to DFID; A statement needs to be
included on affirmative action policy and promoting access by previously
disadvantaged individuals and black owned companies to contracts,
consultancies and outsourcing opportunities provided through the programme.
6.9. It is also proposed that a summarized, more accessible version of the
PMM be prepared for dissemination to all key stakeholders.
6.10. In terms of monitoring and reporting, the financial information on
expenditure and disbursements is flexible and detailed allowing extremely
accurate reporting that suits programme requirements. The first audit of
programme funds is now due.
29

6.11. the Review team felt that the application of the Imbewu programme
resources need to be brought closer to planning decisions around the
application of the departmental budget. At present the Imbewu programme
funds do not appear on the Departmental Budget. This means that funding
decisions are made in isolation from the wider financial planning exercises of
the department.
6.12. Consideration could be given to more closely integrating Imbewu
funding decisions with departmental financial planning. Imbewu can be
treated as an above the line resource which can be applied in specified
programmes against agreed priorities and criteria.
6.13. Planning of activity under the programme has been driven in some
instances by immediate needs or delivering against perceived imperatives for
support.
6.14. To promote more strategic planning the membership of the PSC needs
to be consolidated, and the proposed Executive Management Team brought
into operation. This will assist in the development of frameworks for deciding
the broad priorities for funding. Using this framework the PSC can then
consider proposals for approval on a more informed basis and in relation to
the ECED’s strategic objectives.
6.15. It is clear that the Departmental programme manager for Imbewu is
totally overloaded and is unable to give the time to Imbewu he would like. This
situation has been alleviated by the use of Department secondments which
have also assisted in deepening the understanding of the Imbewu team of the
complexity of challenges and imperatives which the department face.
7.Conclusions and the way forward.
7.1. The OPR Review team have tried to concentrate on a few key
recommendations. In some cases these represent endorsement of what is
already planned, but in others new effort and action are required.
7.2. A report back session to DFIDSA arranged for the 17 th March 2003 has
been deferred. . The document will be circulated within DFIDSA for
information and comment and may be discussed by the DFIDSA Policy
Board.
7.3.The draft Aide Memoire and the related PRISM document will be
presented to the Project Steering Committee on the 26 th March. It will also be
presented to the MEC for her consideration. Additionally its findings will be
disseminated widely among stakeholders. It will also be discussed around
that date of the PSC with key officials in the Eastern Cape who assisted with
its development and findings.
30

7.4 . The Aide Memoire also needs to be shared and discussed with the JMT
working within the Education Department and the National Department of
Education.
7.5. It is suggested that there will need to be a special planning workshop to
see how best the recommendations of this OPR review can be implemented
Barbara Payne
Senior Education Adviser
March 18th 2003
31

Annex 1
TERMS OF REFERENCE FOR THE FIRST OUTPUT TO PURPOSE
REVIEW (OPR) OF IMBEWU 2, SCHEDULED TO TAKE PLACE MARCH
3-14 TH 2003
Background
Imbewu (meaning seeds in Xhosa ) was a significant project which ran for
three years in the Eastern Cape and which developed a successful model for
school transformation which was implemented in 523 schools.
When an extension of the project was envisaged, it was jointly determined,
by the Eastern Cape Department of Education and DFID, that it would be
more appropriate to develop a longer term, more systemic programme, which
would keep school transformation at the heart of the design but would also
assist the transformation of the entire education system. It would be based
within the Eastern Cape Department of Education and would enable the
department to roll out its strategic plan. The design of the programme was
developed collaboratively to encompass five outputs. ( see Programme
Memorandum)
Imbewu 2 (£22million over seven years) was approved by the Development
Committee in (?) Interim arrangements were made so that impetus
generated in Phase one was not lost. There was in effect a Transition year
during which a considerable number of activities were carried out. The
selected Managing Agent, Arcadis BMB was appointed in November 2001
and the Programme Co-ordinator and Financial Officer took up post on the
14 th January 2002.
Terms of reference
The overall purpose of the review will be to report on and make
recommendations on the following issues:
Wider strategic issues;
1. How budgeting and public service management issues are working.
2. What the implications of the politics of the province on public services
and the poverty agenda
3. What is happening to poor people in the province? Where are children
turning up hungry to school? How do social problems vary across the
province?
4. What is HIV/Aids doing to the education system?
Specific programme issues
5. To assess progress towards achieving programme Outputs, Purpose and
Goal. And to consider the validity of assumptions made in the Logical
Framework.

6. To assess the efficiency and effectiveness of the management of Imbewu
2 by the Management Consultants Arcadis.
7. To assess the quality of the programme in all its aspects, especially its
governance and social aspects and to establish what lessons can be learned
from the first year of implementation.
8. To assess the extent to which this programme has linked with other DFID
funded and other donor initiatives in the Province.
9. Programme achievements
Assess progress towards individual Outputs against stated
OVIs.
Assess progress towards Programme Purpose. Consider the
extent to which planned programme Outputs are contributing to
the Purpose and whether they are still relevant and realistic.
Consider the validity of Risks/Assumptions identified during the
design phase, how they are impacting on the programme
Purpose, how they are being managed and whether any new
risks or assumptions have been identified.
Even though this is only the first year of a seven year
programme, assess the likelihood of the programme achieving
its objective and make recommendations accordingly.
10. Programme management
Review the effectiveness of programme monitoring and
reporting.
Review the arrangements for the control of expenditure and
procurement.
Review expenditure to date against the programme budget.
Review programme management arrangements and
effectiveness.
Review individual’s roles and responsibilities and strategic
effectiveness.
Review the level of co-ordination within the programme team.
Assess the extent to which the programme management has
become integral to/ or harmonised with, the management
arrangements of the Eastern Cape Department of Education
and make recommendations accordingly.

11. Quality assurance
Assess the extent to which the quality achieved in Imbewu 1 has
been replicated and maintained in Imbewu 2, in relation to
philosophy, materials development , training and relationships.
Review the extent to which the school transformation model “at
the heart of” Imbewu 1 has deepened and still remains at the
heart of Imbewu 2.
Assess the extent to which integrated, evidenced based
planning has been introduced within the Department of
Education, based on information generating from the EMIS
system.
Comment on the use of Technical Assistance to date and the
extent to which TA’s recommendations have been implemented.
Indicate what lessons have been learned which have application
in Year two of the programme and which might have wider
applicability.
Comment on the challenges the programme has faced moving
from project to programme and how these are being addressed .
12. Integration with other programmes
The Integrated Provincial Support Programme ( IPSP) is a key
DFID funded initiative in Eastern Cape to which Imbewu needs
to be closely allied. Also OLSET and the UNISA/SANLI/ABET
projects are highly visible in Eastern Cape. The Review team
will need to assess the extent to which there is linkage and
coordination between these projects .
It will also be important for Imbewu to work closely with other
donor funded initiatives to ensure harmonisation. The review
team will need to assess the extent to which this is happening.
13. Timing and Programme for the Review
The review will take place during the two weeks March 3-14 th 2003
The Review Team will comprise the following people ( the Review team
represents a mix of international and South African experience)
Barbara Payne DFIDSA Senior Education Adviser; will facilitate team
conclusions and recommendations and co-ordinate the Aide Memoire.

1. Lusungu Kanchenche DFIDSA Deputy Programme Manager; will
provide advice on administrative issues and co-ordinate and complete
the PRISM documentation.
2. Brigid Dillon DFIDSA Senior Social Development Adviser: will provide
strategic advice and briefing at key points of the review
3. Heather Garner ; Social Development Consultant will cover social
issues, HIV/Aids , Community Involvement, Early childhood, Farm
Schools feeding schemes and the poverty agenda etc
4. Richard Thomas DFIDSA Senior Governance Adviser will provide
strategic inputs and recommendations on Programme Management
issues and input on public service management issues (see TORs 1.)
5. Chris Heymans Former DFIDSA governance adviser and now
consultant; will cover the governance issues and the relationship
between Imbewu and IPSP and other key DFID initiatives in the
Eastern Cape. And comment on the politics issue( see TORS 2)
6. Bob Blakelock DIFDSA Engineering Adviser; will cover Asset
Management and Infrastructural issues.
7. Rosaline Ntshingila- Khosa; consultant, will cover relationships with
other donor projects , the use of consultants to date and their
effectiveness, the development of the PPRU.
8. Mareka Monyokolo; consultant will cover The school transformation
model and its planned roll out including closer working with the Nelson
Mandela Foundation, the Evaluation Framework and the
Communications strategy.
9. Trevor Taft; consultant, will look at decentralisation and district
development issues.
10. Bas Kotterink ( to be confirmed) Imfundo specialist, will advise on
ICT/EMIS issues
11. Nick Smart ( to be confirmed) consultant, will look at the relationship
between the Imbewu budget and the Eastern Cape Education Budget
and procedures for decision making around disbursement and
contribute re TORS 1.
12. Brigid Smith consultant; will cover teaching and learning- training and
materials ( she will also look at READ and other project materials and
methodology and assess how READ and other development partners
and Imbewu could work more closely together in the area of
pedagogy.) )
13. Reporting
The main output of the review will be the completion of the Output to
Purpose review report in the PRISM format and an Aide Memoire.
Barbara Payne
Senior Education Adviser.
DFIDSA
February 24 th 2003

ANNEX TWO : PROGRAMME SCHEDULE FOR THE IMBEWU OPR
Monday March 3 rd - briefing Meeting at DFIDSA
Travel to Eastern Cape
Booked into Regent Hotel
Tuesday March 4 th
Meeting with MEC. Presentations by the Deaprtment of Education. Extranet
interrogations
Wednesday March 5 th
Individual meetings and appojntments
Team split into four groups to travel to districts, one group to PE and Grahamstown, one group
to Encobo and Cofimvaba, one group to Umtata and Libode, one group to Idutwa and Maluti
Thursday March 6 th
District office and schools visits
Friday March 7th
Continued district visits and return to Regent hotel East London
Saturday March 8th
Team debriefing from district visits
Sunday March 9 th
Individual reading and reflection
Monday March 10 th
Individual meetings on focus areas
Tuesday March 11 th
Continued meetings
Wednesday March 12 th
Team meeting to discuss findings recommendations and drafting for the Aide Memoire
Thursday March 13 th
Meeting with the Department and PSc to discuss logframe modifications,PRISM scoring and
lessons learned
Friday March 14 th
Final team meeting, writing, debrief and return to Johannesburg

ANNEX THREE
Decentralisation and District Development.
Introduction
This brief paper seeks to reflect on the visits and interviews conducted at head
office and districts. When faced with major challenges of resource shortages,
poor performance and capacity problems coupled with high expectations and
external pressure for change many organisations move too quickly to change the
structure of the organisation. Organisational change needs to solve problems
not symptoms. It is far too easy, it seems, to purchase wholesale a notion like
decentralisation and fall into the false dichotomy of central versus de-central
decision making, rather than going ‘deeper’ regarding the analysis of all the
complicated issues of moving power closer to the ultimate client, in this case, the
learners. Doing change poorly leaves the organisation with change fatigue, less
able to respond even when the leadership finally get it right. Moving power
closer to the client and effectively decentralising key decisions directly affecting
learners, and those who directly serve learners, is a desirable objective.
Generic Issues:
District Managers are located in a variety of different offices, some are adequate
spaces but some are in very overcrowded and unsuitable buildings. Offices have
not developed a positive and attractive ‘face’ of education to attract the educators
and public although there is potential in some premises.
The decentralisation process is starting to settle down but the change from
having a regional office has created some instability – chasing up issues, salaries
etc. This is particularly so in more remote areas.
The decentralization of funds, decision making and locally defined priorities has
yet to take place and there is a sense that Districts are being micro-managed
from the centre and that Districts have to respond to downward pressures and
urgent demands from both centre and national imperatives. District Managers
are often called to the Centre for meetings, some of which could be dealt with by
efficient email communications. Meetings often clash because of lack of coordination
between different departments.
Decentralisation also implies that more resources and infrastructure may be
needed in some Districts to support the schooling, health expectations and
general living standards of sector managers who have been moved out to
Districts. Particularly in remote districts it is problematical that District Managers
do not live in the location and this maybe should be a condition of service;
however since movement of managers has already taken place since the recent
appointments more stability will need to be created if they are to feel committed
to their task and their Districts.
District Managers and District Teams.

A general picture has emerged from all the Districts of harassed and overloaded
managers who are struggling to come to terms with their important jobs without
adequate resources, training or support. Many managers do not have
experience or expertise in administration or office management skills, they do
not necessarily train and delegate to their administrative team, if they have one,
their filing and documentation systems are confused and most of them do not
have the ability to use their ICT equipment this increases the load of demands
and decreases their efficiency. The Development Plan largely remains a paper
exercise. They have received training in Financial Management using
Management Training Materials (updating needs to be done).
The appointment of the CES should help alleviate some of these pressures but
only if they take up the challenge of managing the educational inputs in the
District rather than becoming another administrative assistant. This will be a
good opportunity to initiate one of the critical functions of District Managers; to
build teams in which there are designated roles and responsibilities for all
players. Team building needs to be included in the management training. At
present difficulties in functioning in schools and communities are seen as the
result of unfilled posts. In fact if teams are well chosen and trained the number
question is much less relevant. EDO’s do not seem to be taking on the role of
educational experts leading innovation and planning for educational inputs.
EDOs are rarely in school and when they do visit it is for administrative rather
than support purposes. They mostly seem to function as an extension of the
DM’s administrative needs. Subject Advisors and Special Educational Needs
teams remain problematical in many districts; working in a new context and
dealing with different demands they remain an unused potential in the districts.
They do remain a potential source of strength for developing quality education
through training, classroom support and monitoring in the field. In order to fulfil
these important functions they require specialist training, particularly in how to be
a good trainer, in modern primary methodology, in curriculum development. At
present schools do not receive in-school support from them, largely due to lack of
funds for transport, and teachers are critical of the training because it is not
grounded in the reality of the classroom. Where training has been effective
teachers are highly appreciative. Building a team with particular educational
specialisms would create a dynamic District educational resource.
For the District Managers there is little time for reflection or sustained planning as
they are constantly responding to the urgent but unimportant and having to
shelve the less urgent long term development. The dichotomy between central
and district decision making inculcates a culture of distrust and a fear of real
delegation and real communication. District Managers appear energetic and
keen to do well but they need training and support to enable them to take up their
critical role as head of a dynamic and innovative district education team. In such
a new situation it is likely that occasional mistakes will be made but this is part of
development and learning and adequate support from the centre and high quality

management training will minimise the risks. The District Forum/Monthly Meeting
is a possible source of sustained communication and quality interaction and
should not degenerate into responses to urgent directives. Planned Agendas,
planned document reading and planned quality external inputs would give
continued support and capacity building. As educational improvement will be
largely up to the District team it might be good to have some kind of incentive or
celebration of excellence that would acknowledge the work done at District level.
Increased communication between sectors at District level would enable joint
functions such as HIV Aids education and the feeding programme to be better
co-ordinated.
IMBEWU II might consider supporting the development of the District by
enabling high quality training of District teams to take place. Having some kind of
accreditation for such training would motivate district staff and also ensure that
the training was good.
The Department needs to constantly ask itself key questions and attempt to
justify their importance. Some of these are:
• What are the desired outcomes for the District?
• How will the proposed changes improve learner success?
• How will this success be measured?
It is easy to say ‘lets decentralise power to the classroom’. But what new skills
will be required? What kind of people do we need if there are 24 Districts? What
does this mean for skills sets of principals, district managers, education
development officers, subject advisors and head office personnel? What are the
new roles and skills of senior managers?
Undertaking major structural change can be done well and indeed, it is a tall
order. But asking and answering the right questions and doing it through a
systemic and integrated approach will get the job done.

Notes from particular Districts
MALUTI
5 schools are self managing
53 included in the 1500 schools
48 schools to be declared Section 21 schools
Consider the setting up of School Governing Bodies a key issue.
53 schools have used the school transformation model. Almost all had contact
with Imbewu I or with Sakizizwe
School A:
Environment: about 35km off road. Large village – very poor houses, no
agricultural or economic activity apparent. Children largely in care of
grandparents. Small pre-school in a hut near the school.
983 children from Grade 1-9
26 educators
No administrative or support staff.
2 language streams from Grade 1-4
Accommodation:
5 permanent classrooms – solar paneling (Imbewu)
5 prefabricated classrooms
8 self made (crumbling) mud brick rooms.
No furniture provision for Grades 1-3
Some children have been to pre-school. No way of sorting out children in terms
of whether they have learned anything before they come to school.
Feeding Programme (has stopped drop out from Grade 1,2).
Administered by Health Department – school doesn’t know anything about it.
Food is made up in the corner of a classroom (this room accommodates Class
1,2 children 110 plus as well as the principal’s office and the store for stationery
etc.)
Imbewu was very helpful.
Benefits:
Resources
Training for SMT
Improved communication with parents
Teachers helping each other
Cluster Forum for Principals and teachers is helpful.
School Management Team – articulate
Comments on training: ‘Teachers could do this better because the trainers don’t
know anything about the schools or the problems.’ Learn from each other in the
cluster group meetings. Trainers they ‘don’t know a thing about it!’

Try to be involved in welfare, counseling. Visit parents and sometimes support
children with clothes.’
School Governing Board:
Has helped a lot in bringing the community in. e.g. ‘A wall fell down and I called
the parents. Next day they put the wall back up again. Now they own the
school.’ (Principal)
Mostly they are illiterate. There were problems communicating with them but
now they are co-operative.
School has had a Parent’s Day to tell the parents about how they are teaching
now.
Going to have a day event about HIV Aids.
Comment:
Impossible conditions for teaching and learning in Class 1 and 2. All in one
room. Blackboard propped up at side. Room used for lots of other things. 7
children to one fixed desk. No space for moving. No space for sitting on the
ground and listening to stories or talking and listening activities. No display work
on the wall.
Children sang an English song about days of the week enthusiastically and
beautifully.
Lesson content : Class 1 – copying picture of bucket and word off the board.
Lots of children without pencils.
Class 5 using English book for Geography lesson. Copying maps and names out
of the book. Couldn’t read any of the names.
Older classes children couldn’t communicate in English.
Self made buildings very bleak.
Classes seemed small compared to the roll numbers higher up the school.
Educators of Foundation Year finding OBE difficult. Not time for entrepreneurial
activities. Teacher wanted to know ‘how to teach reading’. Educators need help
to know how to raise issues, suggest subjects.
Need a scheme of work that tells them what they need to teach – there is no
uniformity in the books.
Need to know how to do assessment – what are they supposed to assess?
Need to know how to make teaching learning materials.
School very limited by material resources, parents can’t contribute.
All classes being taught from the front, in silence, teacher sitting at table.
Copying work from books or blackboard.
School B: (no intervention)
519 learners and 15 educators. Some classes 65, all over 50. Grades 1-12
SMT functioning

SGB functiong – 2 days training. No follow up.
Need for development particularly in financial matters.
School to achieve Section 21 status – no discussion about this with anyone.
School needs more capacity and resources.
Poor learners and parents who cannot contribute.
Educators need to know how to develop TLM
Hard to get parents involved ‘they are illiterate’.
Comment:
Staff room board well organized and some targets and ideas related to OBE and
school transformation model in the posters etc.
School looking to be part of a project so it can access resources. Some implicit
resentment of Imbewu schools.
Environment closer to road, not so poor looking.
IDUTWYA DISTRICT:
School A.
20 km off road (1 hour plus journey)
Although remote there are many nearby communities which also have schools.
Several of the nearby communities have newly built schools – some children
leave to attend school therefore the attendance is patchy. Poor community 95%
unemployed or retired. Many children live with grandparents. HIV Aids is a
‘hidden’ problem.
The school had just received the learning materials ordered for start of school in
January. There were not enough copies of the books.
Accommodation
The school is spread over three sites.
Site 1, self built mud brick building built by the community when the concrete
block construction ‘fell down’. Roof and windows incorporated. Half built mud
brick construction attached. Already huge split in the wall caused by the rain –
community tried to use some of the concrete blocks to tie it together.
Second building, windowless and doorless roundeval – cool and quite good size
but dark inside. Belongs to a community member who is not using it at the
moment.
Two rooms about 11feet square. Doors but inadequate light. Belongs to the
community who may want it back any time. Community have become
disheartened after their efforts have failed to provide the children with an
adequate learning space. Members of the community visit the school regularly
and SG leader says teachers are dedicated and work hard. Theft is a problem in
the community. On day of visit (Friday) all the children have brought cans of
water and bags of cow dung. Furniture is put outside and the children are going
to re-floor the classrooms. This is a weekly routine. Total children enrolled 163

(discrepancy in numbers explained by absenteeism and migration to other
schools)
Number of educators 5.
Lesson of Grade One observed.
Children are sitting in groups at tables. Two classes share the room. Maybe
there would not be enough chairs when the other class is also there. About 24
children present. Many look much younger than seven.
Counting lesson. Done by teacher questions and children answering to show
‘how many fingers’.
Board used to draw the numbers as sets.
Then children wrote on a piece of paper.
Positive points: Active, children enjoyed, teacher enthusiastic. All children took
part. Teacher moved from concrete to ‘doing’ to individual work.
Potential development points: could have led to computation if linked to how
many objects. Feeling this was a demonstration lesson!
Paper used for writing down was large – what was it going to be used for in a
resource short school?
Portfolios were on the wall for the older class – rather dusty envelopes with very
little in them. There were shoe boxes for collecting activity and work but they
were just named so far.
Some nice pictures of children with their names on the wall.
No opportunity to try out any reading assessment.
All the other children were just sitting outside in the sun not doing anything
waiting for the cow dunging of the floor to begin. Teachers were not visible – in
another room?
The Principal found the cluster forum useful.
Dedicated to the school and the children.
It was very hard to get a sense of learning going on.
Children were a bit squabbly and undisciplined but maybe that was because of
our interruption. They sang beautifully.
They knew in advance of our visit. What was the purpose of the cow dung?
They were maybe more concerned to show the appalling state of the school than
the learning going on. Feeding was done by the woman from the village going to
the town three times a week in a buggie to fetch the bread. This was also
happening individually in all the close by schools. On the way she probably
passed at least a dozen schools.
Comment:
• There are minimal levels of human and physical resources that are
needed before a school can function as a learning institution. Here the
class sizes were very favourable but the learning environment seemed to
have overwhelmed educators and the community.

• What is a viable unit for a school? If there are better resources close by is
there more sense in consolidating resources? However if this happened it
would of course be the poorest children who had to walk a long way.
• How can educators be helped to see that learning is the central fact of
schooling?

SCHOOL B: 10 –12 Grade SS.
35 km off road. One of the 1500 schools.
410 students and 20 educators. 1 administrator.
5 classrooms being refurbished so not usable on the day of visit.
5 prefabricated classrooms also being prefabricated.
Solar panels (4 stolen that week)
No staff room, office. (Teachers sat under shadow of solar panels)
TV given by another project.
Watchman employed and paid for by school.
Staff hostile and unfriendly.
Turned children out of the room when we asked for somewhere to meet with
the Principal.
All the school milling around outside in the sun until 3pm.
Appalling furniture – graffiti everywhere, broken and cut chairs.
110 children taught in one room without a blackboard.
EDO visits 4 or 5 times a year.
Have been allocated 26,000 rand for renovation. A consultant had visited
them.
Trained in May in financial management of school.
Didn’t seem very clear about what the money was going to be used for.
Didn’t know anything much about being one of the 1500 schools.
Claimed that the learners achieved well, almost 100% pass this year
anticipated and many at a high enough level to gain a place in higher
education but the resources for this not possible in this poverty area.
Learners almost all migrated to the city on completion of their schooling to
look for jobs.
Parents, mostly grandparents, made sacrifices for children to attend school –
sometimes children didn’t even have shoes. Staff tried to help where
possible.
One teacher has been to training.
HIUV Aids – clinic has promised to visit with a programme.
Not possible to see any teaching because of the renovations.
Comparison with EMIS data shows that the situation is not nearly as dire as it
was presented to us.
Grahamstown:
School A IMBEWU
In fifth year. Impressive school. Has a strategy on HIV Aids. Health worker
is a parent who is also on the SGB. IMBEWU ‘taught them to properly!’ it

added value to what they had already done. Parental involvement in school
improved after vision crafting workshop. They have now got partnership with
other organisations.
There are improved relationships with the staff.
The school is developing links with other schools,
There is now a more democratic leadership in the school.
Working well at the school level.
Umtata:
3 schools visited.
2 out of the 3 had experienced significant transformation. One had a
problematic principal.
Being part of IMBEWU II was sensed as an imposition. The schools had no
say, it was not a personal selection. It was seen as part of the Section 21
exercise. There was no transparency in the selection procedure.
HIV Aids education varied considerably. One head was anti the idea. The
others want a strategy. There was a sense of nervousness around the issue.
SGB present.
Teachers had received an input from union SADTU in 2001 a pamphlet and a
meeting. Selective involvement in the HIV Aids programme.
Delivery of learning materials is much improved but the numbers are wrong
(e.g. 70 maths books for 105 learners).
EMIS form took two full working days to complete but it was manageable. No
feedback was given about he information and they did not know how it was
used. There had not been a validity check.
In the IBEWU 1 school there was management capacity. They could talk
confidently. There is a high level of expectation about IMBEWU II.
The attitude of the community to the school; need to have an admissions
policy because of severe overcrowding and also to plan for how many
classrooms are needed.
Difference between IMBEWU and non IMBEWU schools was startling – the
room was full of things.
Section 21 Status. Regarded as a ‘magic wand’ without understanding what
powers would be delegated.
Policy on exemption of school fees was not clear.

IMBEWU II OPR Annexe 4 March 2003
ANNEX FOUR
REFLECTIONS ON LEARNING ACHIEVEMENT AND IMBEWU II
This short report might be considered a possible working paper for consideration
for the coming months in IMBEWU II. It is focused on the goal of IMBEWU II
‘To significantly increase the learning achievement of children from the Eastern
Cape Province’
and Output 3 of the Logical Framework ‘Schools which having undergone a
whole school effectiveness process are better able to provide improved learning
opportunities for their learners.’
The context for the current OPR indicates a number of constraints and pressures
on both administrators and practitioners. These include multiple changes
through the restructuring process and decentralization procedures, executive
directives from National level requiring immediate response and interrupting and
sometimes distorting local level initiatives, restructuring of Colleges of Education
resulting in demoralisation amongst staff who do not have skills and experience
necessary for new roles and responsibilities and Education Development Officers
overloaded with administrative tasks. These and other constraints have made it
difficult for ECDOE and District officers to take up the challenges relating to the
improvement of learning and classroom practices which the evaluation and final
reports on IMBEWU I indicated as being of critical importance in the second
phase. An all embracing context is the national and provincial level work on
reviewing Curriculum 2005.
The curriculum initiatives of the NEC are ambitious but laudable. Not just in
terms of the redressing of social balance but also in educational terms; the way
they have addressed curriculum development as a coherent philosophical and
sociological framework for the development of pedagogy. This rarely occurs in
systems of developing education where most frequently the rhetoric of ‘child
centred’ and ‘joyful learning’ replaces the intellectual effort of situating the school
practices in a proper context 1 . As more schools become involved in the
transformation process and whole school management initiatives gain ground
and communities become involved with their children’s education the seedbed for
learning improvement becomes more viable. Reports and reflections on
IMBEWU I indicate how important concentration on this area is going to be if the
outputs of the programme are to go any way towards their ultimate goal. There
are many indications that insufficient training, confused agendas and time
constraints have so far militated against learning improvement to any distinctive
extent. It may be that both the project and the programme took too wide a view of
learning and need now to focus down on specific areas of classroom practice
that will impact on the learners’ achievements. This was clearly stated by Ray
Tywakadi 2 , ‘the debate about the place of content in the curriculum needs to be
1 See e.g. Dankar.R (2002) Seeking Quality Education: In the Arena of Fun and Rhetoric. Delhi:
Occasional Paper, European Commission.
2 In H.Perrold Refelections on the IMBEWU project. October 1999. Page 39
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IMBEWU II OPR Annexe 4 March 2003
reopened on the basis of the notion that ‘competence precedes commitment’.
And later the point is made that this access to content knowledge will need to be
integrated through workshops with materials. 3
The programme is clearly focused on issues related to poverty alleviation and the
empowering of a previously dispossessed and uneducated population.
Historically across the world access to literacy has been the means by which the
oppressed have liberated themselves and taken control of their own lives.
Competence in literacy allows people to make choices, to solve problems and to
be free from manipulation and bias. This fact is acknowledged in all the
documents but the means of achieving it is not clearly spelled out. Without such
clarity it will be difficult to plan effective interventions to bring about the required
change in the learners.
The improved access to schooling and the optimism of leaders is not matched by
the local capacity to plan, train for and implement quality learning in the Early
Years of education. The Foundation Years, particularly Grade 1 and 2 are the
critical years for ensuring the poorest and neediest children are included in the
education process. Yet in many schools these grades are placed in the largest
classes, with the least experienced or qualified teachers, with few resources and
little space in overcrowded classrooms for the active and participatory learning
that is necessary as a foundation for the rest of their education. It is in Grade 1
and 2 that they should learn to read and write, to problem solve and interact, to
become confident and independent learners. Concentrating resources and
training on initial literacy provides the foundation for later learning. Such
resources and training need to be based on practical and experiential learning by
the educator so that they can confidently implement sound literacy learning in
their classroom.
Educators are being moved, through the ECDOE initiatives, from the rote
learning, textbook based content and factual recall tests that have mainly been
their practice to date. There remains still however a confused and empty ‘gap’
which is framed by the excellent intentions and sound theory of OBE but where
actual learning and learning processes have not yet been addressed. In this gap
the educators flounder with poorly assimilated ideas of an ideal education –
many of which require highly competent educators, excellent resources and
frequent classroom support and supervision. The acquisition of sound literacy
can be framed by these methodologies but needs a clearly articulated learning
continuum, clearly stated learning outcomes and an understanding of the
processes and strategies necessary for acquiring literacy. These very specific
understandings need to be embedded in the school transformation process.
The problem could be briefly summarized as:
• Insufficient understanding of how children learn
• Insufficient understanding of the processes involved in learning to read
and write
3 ibid. P.49
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IMBEWU II OPR Annexe 4 March 2003
• The need for educators to have a repertoire of methodologies and
classroom management strategies that relate to learning outcomes
• The need to understand that starting where the learner is, using the
previous experience of the learner and helping the learner to be
independent and enquiring requires careful planning, sequential and
incremental learning and plenty of practice of reading and writing for real
purposes.
In order to achieve success in these areas carefully planned training, using the
materials that will be used in the classroom, and delivered by trainers who have a
good theoretical and practical understanding of literacy is necessary. Teachers
further need to be helped towards becoming reflective practitioners by involving
them in the action research process focused on their own classrooms and
learners and mentored and supported by trainers and supervisors who make
regular classroom follow-up visits. The expenditure of time and resources on
achieving quality education in the early years, focused on literacy and numeracy
pays off later when learners develop the ability to learn for themselves and learn
faster and more efficiently because they are good readers and writers. It needs
to be stressed that just the delivery of a short training and putting resources in
the classroom will not result in improvement in learning quality.
In field visits I visited a well resourced, IMBEWU I school which exemplifies some
of the problems.
School 1. Peri-urban. Quite well resourced. Some children with pre-school
experience.
Provided with Reading Scheme and many Big Books and story books. These
were well kept in the library used by the children and their educator once a week
for story time.
In the classroom (Grade 1 – 3 classes) I observed good, committed teachers
teaching phonics. They were relating the letters being learned to the words in
the family thatha, umama. Children were pointing to the letters on the wall,
repeating them out loud and then writing them under a picture in their writing
books. Each class was doing the same. Some children did not join in and were
not noticed by the teacher but later were ‘helped’ by another child. In all three
classes one or two children didn’t have a book or a pencil but again were not
noticed. Previous work on the wall consisted of a photocopied frame by the
teacher on which the children had cut out and stuck pictures of mother, father
and siblings. Many of the pictures were of white models or film stars, presumably
all the children could find. All the pictures had a mother, father and two children.
There were a majority of children living with grandparents and at least three or
four orphans in the class.
An analysis of the lesson and learning outcomes shows:
• Basic rote learning techniques
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IMBEWU II OPR Annexe 4 March 2003
• Isolated letters not learned in the context of a word with no strategy for
teaching shape
• No use of children’s own experience to draw their own real families
• No use of a number of Big Books, individual story and picture books which
were locked up in the library although they are designed as literacy
artifacts for shared reading and would have stimulated writing
• No differentiated learning – all doing the same thing although some
children already knew all their letters and others had difficulty holding a
pencil
• No use of spelling strategies to teach children letters and phonics within
the context of what they may be going to write (e.g. Look, cover, write ,
check can be used for names and single words by most five year olds)
• No use of sentence maker or word building materials although these were
there in the classroom
• Although children sat in groups they were being taught as a whole class
This is no criticism of the teachers; within what they had learned they were trying
hard to implement and their children were interested and well behaved. However
teaching literacy well requires long enough training, with time for school work in
between and feedback at a second workshop, for teachers to begin to internalise
the ideas. It also requires an understanding of how to use literacy artifacts and
resources in a systematic and effective way. Continuous classroom based
assessment implies that the teacher has a well articulated learning plan,
observable outcomes, remedial strategies and a means of differentiating the
learners so that they are learning at their own level. Group work is a way of
helping children to work up to and beyond their capacity by ensuring that
activities engage all the group in a joint activity. Facilitating means knowing what
you want to do, how you are going to do it, the means of achieving the outcomes
that you want, knowing when learners have achieved and understanding the
way to support and extend all the learners in the class. This requires training,
materials and support.
For example a teacher who does not understand that the reading process
consists of three strategies – grapho-phonemic (the look and sound of the
letters), syntactic (the way the wentence hangs together grammatically) and
semantic (the meaning in the sentence) - is unable to assess the reading of the
learner and is unable to know what further learning they require in order to be
able to use all three cueing strategies efficiently. A teacher who does not
understand that writing consists of two separate activities – authorial, creative
and communicative writing and then revision for technical accuracy, will impose
unrealistic demands on their learners for getting writing correct first time or else
just stick to copying. Once teachers grasp the processes and understand how
they work in the classroom they can swiftly progress and start to create their own
materials.
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IMBEWU II OPR Annexe 4 March 2003
Experience in many countries, with far less educated teachers than South Africa,
shows that once trained and given time and support to internalise the processes
teachers enthusiastically teach literacy and their learners become very good
readers and writers. It is generally agreed that if a child can be retained in school
and can learn effectively up to Grade 2 then they are far more likely to finish at
least basic schooling. Presently the feeding programme is ensuring the
attendance of even the poorest Foundation Phase children; now is the optimal
time to ensure that they are given quality education in the early years.
Possible ways forward:
• Emphasising the training of early years educators and giving them
structured materials to work with e.g. READ’s Outcome Based
Assessment contains not only a structured learning continuum for
teaching reading but also outlines simply the processes underlying
reading. READ materials have already been put into IMBEWU I schools
but need the structured training in the use of the materials to make them
effective.
• Training two Subject Advisors in each District to become specialists in
early year’s education. They could then head up the training and
supervision in the schools in their district and give additional training to
identified Grade 1 and 2 educators who show interest and promise.
• Implement the proposed development of Educational Resource Centres
by locating them in a school where good early year’s education is taking
place and resourcing them with additional literacy materials as a first step.
Once this area is consolidated then the language and content support of
other grades and learning areas will be simple.
• Equip teachers with the understanding of the multiple low cost/no cost
materials and activities that can support effective literacy and numeracy
• Consider whether teachers, at least in the first instance, need teacher
guides that structure the literacy process in ten day cycles with learning
outcomes linked to practical activities and learning
ASSESSMENT OF THE WORK OF READ NGO.
READ is currently working in 186 schools in the Eastern Cape under the
Business Trust: Learning for Living Project. The project has been developed in
consultation with the Department of Education and designed to encompass OBE
principles. Interventions include:
• Training and Training modules and notes which link the methodology to
OBE
• Checklists
• Charts
• Educator Workbooks including lesson plan outlines
• Action research activities linked to the training
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IMBEWU II OPR Annexe 4 March 2003
The Project provides Big Books and their sets of small books for group and
individual reading in English and all 11 languages of Southern Africa. Sets of
books in both local language and English, story sets, reference books, individual
readers and information activity books and packs. They also provide a
classroom library ‘box’ incorporating a display and support for using Big Books.
The methodology used is very sound and derives in part from Australia where the
most effective and thorough early years government language programme has
been implemented. All the methodology, materials and assessment is in accord
with best practice for literacy teaching as accepted in most Northern countries
and an increasing number of Southern countries.
The training and materials are based on sound Early Years’ Education and
reflect the findings of research and the experience of effective Early Years’
practice. The emphasis in training and in classroom follow-up is to support the
educator in becoming a reflective practitioner.
The evaluation reports show significant increases in learning achievement in
literacy and numeracy and a significant but not necessarily linked reduction in
retention rates. The display of children’s work and the use of books in the
classroom has also increased.
READ works through training local facilitators who will ensure the sustainability of
the programme. They have used some Subject Specialists as trainers.
Classroom follow-up to training courses is considered an essential element in
improving the practice of the educators.
The literacy programme is embedded in a whole school effectiveness
programme that is almost identical to the IMBEWU model.
READ calculates that it can provide the full resources for every classroom in the
school, training and the cost of supervision for R.59 per learner.
Some of the READ book packs, which include Big Books, have been produced
in Black and White and children have coloured the illustrations. They represent a
very cheap resource with quality stories and poems.
Writing practices may lag behind the reading in terms of modern and effective
classroom strategies. No evidence in the school of using a visual spelling
strategy such as Look, Cover, Write, Check – very important in learning English
and no evidence of using re-drafting and engaging children in the authorial and
technical redrafting of their work. This might be an area that needs developing.
Interestingly the evaluation reports all refer to writing as not being as effective in
terms of learning achievement as reading.
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IMBEWU II OPR Annexe 4 March 2003
Field Visit. READ school.
Rural school in Peddie. Small school, off track. Clean and neat. Cow dung
floors. Very poor neighbourhood. Large number of children without shoes. All
materials stored correctly. Up to date children’s work displayed in all classrooms.
School had no prior notice of visit. Principal was absent.
One teacher absent, not noticeable as the children working at an assignment and
those who had finished were reading books from the library box.
Children in Grade 5 could tell the story of the last book they read. Many of them
had taken books home to read.
Grade 1,2 and 3 were using Big Books related to different aspects of reading and
writing.
Grade 1 were reading a iXoxha story called Run. They could read the story
together, predict from the pictures what would happen next, identify individual
words. They were writing the key words down in their notebooks. Notebooks
contained drawings, letters, words and sentences.
Grade 2 children were working in both English and iXoxha using small books in
groups. They demonstrated their reading with a shared Big Book TOPSY . The
small books in this class were well thumbed and obviously well used.
Grade 3 children were reading My Sister’s Wedding a very funny book which
they were thoroughly enjoying. They had written in groups different parts of the
story – deciding which to write and then doing the writing individually. It was
displayed on the wall.
Grade 4 children were preparing a play based on a story that they had read. It
had a song which they demonstrated as an action song. They could talk, in
English, about the details of the story.
Generally work on the wall in the school was imaginative, individual and creative
– not copied or coloured in pictures. The books were all in use in some way or
other in all of the classrooms. Class 7 were doing the project based book about
the Post Office You have Mail!
General impression – happy and well focused children. All outcomes seemed
to be related tolearning achieved and teachers were aware and had planned
what outcomes they wanted using the 10 day planning grid. Level of display was
very high and reflected the children’s current work. Children could all sing and
say poems. All children joined in and teachers were able to identify the learning
levels of the children – in one class the children needing more support were
grouped together on one table. English started in Grade 2 in a functional way,
often using both languages, using English and mother tongue in Big Books.
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IMBEWU II OPR Annexe 4 March 2003
Functional charts – weather, date, monitor charts were all in English from Grade
1.
Page 8 of 8

IMBEWU Eastern Cape Provincial District and School Development Programme: PRISM FORMAT
DFID PROJECT PROGRESS REPORT
OUTPUT TO PURPOSE ANNUAL REVIEW Report
Type of Report: OPR
PART A.
Country: South Africa, Republic of Project: IMBEWU II Contract No: 001962
Project Officer
Ms Lusungu
Kanchenche
Start Date:
End Date:
12 January 2002
January 2009
Date of Visit:
March 2003
Date of Report:
MIS Code: 059-550-097
Risk Category:
Project Budget Spend in period under
review
Cumulative spend Forecast for current financial year
£22m £1,932,600 (est) £1,932,600 (est) £1,932,600 (est)
Goal Statement OVIs
To increase significantly the learning achievement of children from Eastern
Cape Province.
• Significantly increased numbers of pupils completing primary school within 7
year cycle (5% pa).
Purpose Statement OVIs
Purpose: To develop an effective, efficient and affordable
decentralised education system
• Measurable improvement in classroom practice.
• Whole school development model processed in Eastern Cape schools.
• District offices providing effective and timely educational advice and support to
schools.
• ECED allocating an increased % of their budget to non-personnel expenditure.
Page 1 of 21

IMBEWU Eastern Cape Provincial District and School Development Programme: PRISM FORMAT
• ECED meet service delivery targets for schools as agreed with communities
and planned for in the MTEF.
Page 2 of 21

IMBEWU Eastern Cape Provincial District and School Development Programme: PRISM FORMAT
Outputs/OVIs Progress Comments and outputs for
next period
Planned (period under
review)
Actual (including comments
if required)
1. A provincial department of
education, with an enhanced
strategic role.
• Organogram finalised and critical
posts filled in PY1.
• 50 % of admin backlogs cleared by
PY1 and completed by PY2
• All key management systems and
procedures in place by end of PY1.
• All critical processes documented
and implemented by the end of
PY1.
• Specific policy guidelines completed
by end of PY1
• Comprehensive Provincial INSET
programme operationalised by PY1.
• All managers have personnel
development plans by PY2.
• INSET recorded and certificated in
terms of skills and competencies by
PY4.
• National ‘Tirisano’ policy on HIV
mitigation is reflected in Provincial
Policy Development by PY1
• A programme for HIV/AIDS
education in schools from Age 7
developed and training
implemented.
• Preparation by departmental
players of an integrated and
comprehensive annual workplan
which reflects their strategic
priorities and would form the
basis for allocating IMBEWU
resources around logframe
outputs.
• Continuing series of
programmme planning reviews
and direct engagement with
departmental planning cycle to
ensure maximum integration of
programme into strategic plans
and directorate budgets.
• Initial work planning for Outputs
2 and 3 carried out in March but
not linked to resource base nor
integrated with (revised) ECED
strategic plan. Limited
participation in subsequent
planning events leading
incomplete plans
• An effective TA support model is
emerging in 5 Chief Directorates
which enables them to access
IMBEWU funding and facilitate
project implementation through
identifying priorities for
management and admin systems
improvements.
Introduction of completely new staffing
organogram coincided with Imbewu II
start up in Jan 2002. Most managers
without complete job descriptions/
performance targets and many placed
into new positions without adequate
preparation. Admin backlogs have
caused serious problems and resulted in
disruptive industrial action. No agreed
baseline figures for admin backlogs from
which to measure progress. Many
departmental positions remain unfilled
(e.g. 64% of middle management) so
additional longer term TAs required
across most Chief Directorates to
support development of effective
planning and management systems and
use of IMBEWU funds.
The establishment of an IMBEWU
Programme Executive Management
Team (EMT), as specified in the funding
agreement is still outstanding. This
would help the Programme’s integrated
work plan become fully integrated with
the Department’s plans and facilitate the
use of IMBEWU funds to complement
priority strategic activities. The PPRU
will assist with planning cycle and
integrate IMBEWU plans and inputs.
Page 3 of 21

IMBEWU Eastern Cape Provincial District and School Development Programme: PRISM FORMAT
A Management development
programme for all senior managers set
as priority by IMT. Will have a strong
focus on personal transformation, team
building and organisational culture and
ethics. R11m investment in the
University of Fort Hare’s new Education
Leadership and Management and
Development Programme targeted at
district staff.
• Organise workshops for senior
managers to integrate ECED
transformation strategy into
objectives and performance
indicators to determine use of
IMBEWU resources.
• Use of activity-based work
planning tool provided to
structure funding proposals and
forecast IMBEWU programme
expenditure leading to improving
quality of proposals for Imbewu
funding.
Reflection and planning day scheduled
in January not convened making it
difficult to develop and agree IMBEWU
integrated work plan for 2003-04.
• Departmental counterpart to
Programme Co-ordinator to be
identified
• Counterpart took up appointment
in January 2003.
Will take a leading role in embedding
Imbewu into the ECED.
• Recruit TAs to increase finance
directorates’ capacity to
improve all financial and
management systems.
• TAs contributed to improved
functioning of finance systems
and reducing backlogs and
assisted with the preparation of
proposals for 5 projects (R7m) to
improve financial management
systems and personnel/payment
records and which are aligned
with the Provincial Treasury
intervention programme.
• Technical assistance has
contributed to improved functions
of finance systems and support.
Substantial proposals that were put
forward for IMBEWU funding (R27m) by
Corporate Services were withdrawn as a
result of the Treasury intervention
programme. The limited capacity within
the financial services directorates to
plan and manage approved projects has
meant delays in implementation. A
‘generic’ longer term specialist TA
needed to facilitate programme delivery
and develop capacity; and work with
JMT to identify priorities.
Page 4 of 21

IMBEWU Eastern Cape Provincial District and School Development Programme: PRISM FORMAT
• Recruit TA to review LSM
Integrated Supply Chain
Management process and
prepare design proposals for
improved/cost effective LSM
(learner support material)
procurement/ delivery/local
materials production for 2003/4.
• TA to work with SG to develop
Policy and Planning Unit (PPU)
concept paper.
• TA to establish reporting systems
for all managers and
departmental annual report;
support for establishing
communications
• Establishing new ECED head
office complex and upgrading
ICT systems (R5m)
• Development of an integrated
framework for HRM; establishing
a training and development
reference group.
• Crises with LSM procurement
meant direct sourcing but has led
to the development of a
management information system
for district directors to monitor
deliveries
• TOR for review prepared and
project approved, TA contracted.
• Agreed concept and
development plan for
establishing unit from 1/4/03.
• TA support to SG’s office to plan
and implement formal
management reporting systems.
Annual report prepared and
reporting manual produced.
• New modern office environment
created equipped with electronic
communications for all HQ staff
• TA appointed to assist with ICT
policy development and skills
training/development.
• TA assisted with preparation of
framework for the organisational
development and training of the
HRM Directorate at HQ and
district level as well as
strengthening admin and
performance management
systems. 7 sub-projects with a
budget of R7.1m approved by
PSC. School transformation
training programme also training
selected staff
Department will need to urgently put out
to tender LSM procurement to ensure
timely delivery for 2004 and avoid the
2002 contracting problems. LSM budget
represents 20% of ECED non personnel
budget. TA to assist with project
managing the ISC and service
providers.
Full endorsement from new MEC to
establish the new PPU.
Fully functioning PPRU established; and
possibly with responsibility for donor coordination.
New communications directorate
established and contributing to improved
internal/external reporting and image
building; building knowledge base.
Limited use by staff (survey indicated
83% of staff cannot use computers and
only 12% use emails).. Intensive training
and technical support to HQ/districts
planned.
Substantial training activity for provincial
and district staff throughout 2003 is
proposed – will need to be carefully coordinated
with the demands of other
departmental training and professional
development programmes.
The review of departmental staffing by
JMT may have an impact on HR/
performance management priorities.
Page 5 of 21

IMBEWU Eastern Cape Provincial District and School Development Programme: PRISM FORMAT
Review of role of Department’s
Information & Resource Centre
• Support to 1500 schools project
team through external
comprehensive project
management support team to
assist with roll out of project and
co-ordinating additional service
provider inputs.
• Work with 1500 schools team
project manager (TA) to
maximise opportunities for links
with IMBEWU school
transformation training
programme and utilise media to
support campaign.
• IMBEWU Programme Advisory
Board meeting
• TA completed review of role of
Information & Resource Centre
and prepared draft development
plan.
• Extranet developed further and
initial staff training undertaken.
• Initial recruitment of service
provider not successful as
requirements changed to include
managing disbursement of R40
maintenance grants: TA
appointed to assist with
preparation of comprehensive
project management proposal to
include TA.
• Collaboration between IMBEWU
training programme team with
planning training events –
support for financial
management training in all
districts.
• No meeting - Advisory Board not
in place.
Second TA visit to progress plans,
elaborate EDC plans and support
strategies to districts. New staff
positions for Centre not
established/approved yet although
department responsible for costs from
April. Links established with new
Directorate of Communications and
Liaison and development strategy
agreed.
1500 project management funding
proposal to PSC withdrawn. Unclear
how the 1500 schools project is being
developed to support the next cohort of
1500 schools in 2003-04.
Availability of GET Directorate staffing to
project manage is limited. Targets for
schools achieving conditional Section 21
status not achieved.
Set date and terms of reference for
Advisory Board
Page 6 of 21

IMBEWU Eastern Cape Provincial District and School Development Programme: PRISM FORMAT
• TAs to assist with establishing
new Curriculum Management
and Professional Development
Chief Directorate.
• Recruitment of 3 long term TAs
and service providers to support
Chief Directorate with planning
and implementing Foundation
Phase teacher training
programme (advocacy, materials
development, training delivery).
• UFH scoping study for curriculum
leadership programme
• HR directorate established and
process of filling posts started.
• Strategy and policy framework
for INSET endorsed and
embedded
• Development of delivery strategy
and action plan for the roll out
plan of the Foundation Phase
Training Programme (18000
educators)
• Provisional design of FD INSET
training programme agreed and
planning continuing for
implementation of the action plan
to train and prepare 18,000
Foundation Phase educators in,
2003 to use National Curriculum
Statements in 2004.
• Training model and FP training
materials development budget
developed and approved.
• Service provider for
advocacy/awareness raising
programme approved by PSC
(R9.7m) and contracted.
Constraints continue to include serious
staffing shortages in provincial and
district offices. This also affects the
working of effective counterpart
arrangements for TAs.
Two long-term TAs support CD to roll
out FP Training Programme and coordinate
inputs from several service
providers.
Additional service providers selected
and ready to be contracted from 1 April
when c. R35m will available from DoE
funds.
Study tour for curriculum
management/leaders to be conducted.
Delivery of Foundation Phase training
.
• Quality assurance system for
IMBEWU Programme activities to
be agreed and put in place
• ECED system not yet developed Critical need to obtain departmental
guidelines to provide base for design
and implementation of system to
actualise planned activity.
• Put in place baseline evaluation
design and appoint evaluation
team
• Consultation meetings with
stakeholders – approach will be
participatory including using
practitioners for monitoring and
data collection
Evaluation programme agreed and
commissioned.
• Draft Programme Management
manual
• Version 2 circulated in January. Formal endorsement of PMM and
dissemination.
Page 7 of 21

2. A fully functioning and selfmanaging
district structure providing
quality support to schools.
(See Strategic Plan Focus 7).
• All critical posts filled by end of PY1.
• EDOs more effectively involved in
service of schools.
• Administrative systems operational
IMBEWU Eastern Cape Provincial District and School Development Programme: PRISM FORMAT
• Development of
provincial/national/regional
consultant data base and audit of
existing
provincial/national/regional
resources which can be utilised
by the Programme
• Advertisements resulted in very
poor response.
• Data base of consultants/service
providers registered with
Programme now operational.
• TA assistance with establishing
new Departmental annual report
format and preparation of annual
report; and development
provincial quarterly reporting
format and assistance with
producing management reports.
Recruitment of PDI/empowerment
individual consultants and service
providers proving difficult – will require
ECED to be more proactive in
developing consultant base.
Annual report published.
Need continuing support to ensure
regular reporting and analysis is
embedded into department.
• TA assistance with developing
longer term strategies for MIP
Further strategic development work
required and earlier implementation in
2003 needed if matric. results are to be
improved
• Information and Resource Centre:
upgrading of ICT and related
resources; development of first
phase short course programme
for ECED staff
TA required to formulate a development
plan and budget in preparation for
departmental management/resourcing of
centre in next financial year.
• Technical assistance support to
HIV/AIDS education programme
funded through a conditional grant
• No HIV/AIDS dimension to any of
the projects funded by IMBEWU
(except IMBEWU training
programme)
PSC must require that all future project
proposals have a HIV/AIDS
awareness/education component
Delays in finalising migration
programme still creating uncertainty
amongst staff – disproportionate impact
on districts in North East of Province
with many unfilled posts and some staff
placed in posts where they do not have
recent relevant technical expertise.
Newly appointed CES/DCESs, subject
advisers beginning to contribute to
Page 8 of 21

to promote effectiveness and
efficiency in bridging gap between
province and schools.
• EMIS PERSAL and FMS operating
in target districts by PY2
• All EDCs operating effectively as
Education Resource Centres by
end of PY3.
• Build capacity of schools towards
self-generating state.
IMBEWU Eastern Cape Provincial District and School Development Programme: PRISM FORMAT
improved school support. Still many
positions unfilled.
Freeze on Departmental staff
appointments as a result of overspend
on salaries. Capacity of many districts to
support roll-out of the 2003 plans for
training of 18000 Foundation Phase
educators and 3000 schools under the
Section 21 initiative will be restricted.
Improved co-operation to release district
staff to assist with the IMBEWU School
Transformation Training Programme.
Ad hoc closure of Processing centres
has had adverse impact on districts
‘causing paralysis of service delivery’
(from proceedings of District
Development Planning Event).
Agreement reached with IPSP to
participate in each other’s Steering
Committee meetings and share
documentation; and to collaborate on
roll out of social needs cluster concept.
However impact of large numbers of
provincial govt. staff on small district
towns not fully appreciated.
• Establish district development
support team to operationalise
implementation/rollout of new
model in phase I priority district
offices(6).
• District Education Forums
established.
• District Development Technical
Task Team Manager (12 month
TA) recruited and operational
from Jan 2003.
Delays in recruitment process.
Implementation of plan to action
recommendations from survey of 6 most
disadvantaged district offices to identify
immediate remedial action to improve
infrastructure/services will commence.
Service providers contracted to carry out
infrastructure and services
improvement.
Recruitment of further 4 TAs to provide
Page 9 of 21

3. Schools which, having undergone
a whole school effectiveness
process, are better able to provide
improved learning opportunities for
their learners.
(See Strategic Plan Focus 1)
• Pupil/teacher contact time increased
by 5% pa.
• Functional school management
teams, school governing bodies, and
Learner Representative Councils in
place in all schools.
• Negotiated code of conduct in place
and disciplinary problems handled
procedurally.
• In the majority of schools there is
IMBEWU Eastern Cape Provincial District and School Development Programme: PRISM FORMAT
direct support to district managers.
Further development of EDC model and
plans to establish first group of
functioning EDCs in 6 priority districts.
• Facilitate development of robust
Education Development Centre
design for districts.
• Equipping of 14 district offices
with additional ICT equipment
and ongoing technical support
1. Secure high level commitment to
appointing IMBEWU network of
staff (training co-coordinators) at
district level.
• TA completed contract to assist
with improving basic office
systems procedures in provincial
department.
• DMs supported to use email as
key means of communications
with provincial office.
• Concept design for multipurpose
resource centres to
support school clusters put
forward as basic building block to
link with District EDC
• Delayed due to many of these
district offices needing
security/services upgrading
before ICT equipment can be
installed.
2. Migration programme and other
factors mitigate against release
of staff by directorates and
district offices. Improving
collaboration on the release of
district staff.
Priority for new district development
technical task team to assist with the
introduction of standardised
development planning and admin
systems and procedures.
Further ICT training required to support
use by DMs.
EDC not yet established in great
majority of districts. No budget available
for this level of investment.
Better co-ordination with other ICT
initiatives still required. 10 districts being
wired by USAID.
Policy decision needed to guide
departmental/district directors on
release of staff to work in the School
Transformation Training Programme
teams.
Page 10 of 21

evidence on the walls of classrooms
etc. Of an HIV/AIDS awareness
campaign.
IMBEWU Eastern Cape Provincial District and School Development Programme: PRISM FORMAT
3. Planning and design of detailed
and comprehensive school
transformation training workshop
and materials development
programme for 1500 schools to
March 2003
• District orientation events
launched
• Media/PR programme
• Advocacy/Publicity and
information packs including radio
promotion
• TA to support logistics
• Preparation for vision crafting
training of trainers events
(including printing of modules)
• Introduction to OBE
• modules for Grade 10 educators;
supply of materials.
• Production of IMBEWU exhibition
materials
• Reporting on GET process
4. TA support for longer term
planning in 2003 to ensure Matric
Intervention Programme
interventions are introduced early
in academic year
• Imbewu Training Programme
Retreat
• Detailed programme prepared
and budgeted. R5.4m budget
approved at 30 October PSC
meeting.
• Vision Crafting TOT and district
workshops: Meetings to review
and improve Vision Crafting
Module and new video
• TOT workshops for district
orientation launches
• District Orientation meetings in
each district
• Media coverage for launches
(radio slots, newspaper district
publicity)
• New publicity materials
• Collaborative/coordination/planning
meetings
with other departmental staff
• Printing and delivery of Grade 10
Introduction to OBE modules
5. Strategy review of MIP and
revised programme for 2003
developed.
• Successful 2 ½ day programme
with full record and outcomes;
included sessions for some
senior staff to identify
programme priorities to be
included in the IMBEWU
integrated work plan for 2002-03.
Preparation and Delivery of Resource
Packs into targeted schools
Extensive programme of vision crafting
events, training of District Training
Teams and Education Development
Officers, new module/materials
development planned for 2003 with a
budget of R11m.
Curriculum Directorate responsible
follow-up training throughout province
Other priorities meant that attendance
by senior staff was limited.
Page 11 of 21

4. Improved asset management and
lower cost school buildings
(See Strategic Plan Focus 4 and 3)
• Break-in and damage to schools
reduced by 5% pa.
• Reduction in need for school
transport
• Reduction in platooning/ double
shifts
• Increased number of school
buildings completed each year.
5. Communities sufficiently
motivated to become critically
engaged with education decisionmakers.(See
Strategic Plan Focus 3)
• Increased use of schools for ABET,
health education and other
IMBEWU Eastern Cape Provincial District and School Development Programme: PRISM FORMAT
• SDSS training in districts
6. TA support to physical resource
planning and design
• School Development Support
System: district workshops for
2205 participants.
TA report recommendation for 3 TAs
to support development of physical
resource planning (social interaction,
skills audit, HIV/AIDS & disabilities)
Detailed district reports prepared and
will be used to plan future training. Will
be handed over to DMs at IMBEWU
retreat.
Increased crime rate threatens security
of school buildings and communities.
7. Recruitment of TAs (project
manager and appropriate
technology school building
expert) to assist Directorate
with implementing two major
project initiatives: 1500 schools
project - financial management
of R40m grant disbursement to
1500 schools (80m in 2003) and
pilot low cost technology school
building programme
• Appropriate technology TA
recruited
• Short term TA to assist with EMIS
mapping and identification of pilot
sites
Delay with setting up 1500 project and
financial system means increasing
likelihood that there will a serious underspend
with consequences for next
year’s budgetary allocation.
Under staffing in this directorate means
that the officers find it difficult to access
IMBEWU programme funding. Interim
arrangements may include a short-term
TA. One TA (project manager) to be
appointed.
Selection of 8 pilot areas to build
demonstration low cost schools and
carry out mapping and community
consultations for design stage in
these areas.
• Baseline mapping exercise
project not yet completed from
first consultancy visit in April
2002.
Proposed second short-term TA visit
deferred to February 2003
• Terms Of Reference for work on
the Community – School
Integration Pilot Project:
• TOR and indicative work plan
and budget for Phase 1 – 4
prepared. TAs identified.
• Working group contributing to
• Pilot launched in selected schools.
Collaboration with existing
community-based projects (microenterprise,
socio-economic
development, eco-tourism etc).
Page 12 of 21

IMBEWU Eastern Cape Provincial District and School Development Programme: PRISM FORMAT
community activities.
• Links formed with community fora.
• Increased level of community
involvement, more new people
involved each year.
• Implementation of outreach and
community service learning projects
at school.
Learners involved in school mapping -
related to security and safety of schools.
• Joint working with other agencies
working in the community
enterprise arena
planning of pilot project
• Research study on existing
community-based projects and
into identifying local projects to
collaborate with.
• Study on existing community-based
projects.
• More emphasis on links with
HIV/AIDS programmes needs to be
made.
General/overall progress assessment – Project Purpose X – too early to judge extent of achievement
Justification
Although there is evidence of progress towards achievement of
project outputs, particularly the school transformation output, it is
too early to judge the extent to which the project purpose will be
achieved. Fine-tuned OVIs (see revised logframe) and the
evaluation framework should be able to inform this assessment at
the next review.
General/overall progress assessment – Project Outputs 4 – only likely to be achieved to a very limited extent
Justification
There is evidence of progress towards achievement of project
outputs. The score of 4 reflects a rounded off average figure of
the output scores for 4 of the 5 project outputs. It is too early to
indicate likelihood of achievement of one of the outputs at this
Page 13 of 21

IMBEWU Eastern Cape Provincial District and School Development Programme: PRISM FORMAT
time.
Log Frame Level
Inputs/activities Performance ratings Comments
(a) Appropriateness (quality) (a) DFID Rating Personnel & TA?
(b) Partner Rating
(b) Efficiency (quantity) (a) DFID Rating Funds? Personnel & TA?
Engagement?
(b) Partner Rating Personnel? Engagement? Re
undertakings/conditionalities
(c) Sufficiency (timeliness) (a) DFID Rating Speed? Re planning,
implementation
(b) Partner Rating
Overall Assessment* Rating
*Including conditionality aspects where relevant
PART B
Purpose/OVIs Progress Comments
1. Measurable improvement in classroom practice.
2. Whole school development model processed in
1. The extent of improvement in classroom practice
is currently not known in the absence of baseline
1. An evaluation framework has been developed
Page 14 of 21

IMBEWU Eastern Cape Provincial District and School Development Programme: PRISM FORMAT
Eastern Cape schools.
3. District offices providing effective and timely
educational advice and support to schools.
4. ECED allocating an increased % of their budget
to non-personnel expenditure.
5. ECED meet service delivery targets for schools
as agreed with communities and planned for in the
MTEF.
information and an evaluation framework.
2. The review and reports presented to the PSC
indicate that the implementation of the school
transformation model is going well. Vision crafting
workshops for principals, educators and SGB
members is underway and found to be effectively
undertaken with no dilution of quality by district
officials.
3. There has been little progress against this OVI.
4. Spend on the non-personnel allocation has eaten
into allocations for non-personnel expenditure.
5.
and is awaiting approval.
2. The Imbewu school transformation model has
been adopted by the Department. This was
successfully implemented in the 523 Imbewu
Schools under Imbewu Phase I. The model is now
being rolled out to the poorest first 1500 schools.
3. Districts are currently not operating as they
should. There is need to strengthen structures and
infrastructure in the districts. District managers
currently provide mostly administrative support and
little educational advice to schools.
4. This OVI has been dropped at the
recommendation of the review (see revised
logframe).
5. This OVI has been dropped at the
recommendation of the review (see revised
logframe)
Attribution
It is too early to judge the extent to which planned outputs have contributed to the achievement of the project purpose. Planned projects
outputs are necessary and sufficient to achieve the project purpose. The review has recommended some fine-tuning to some purpose
OVIs as well as added a project assumption.
Purpose to Goal
The implementation of an evaluation framework currently under development is envisaged to give incremental indications of achievement
of the goal OVI.
Page 15 of 21

IMBEWU Eastern Cape Provincial District and School Development Programme: PRISM FORMAT
DOES LOGFRAME REQUIRE REVISION? YES
Old version and agreed revised version attached as Annex 1 and 2 respectively.
Do PIMS markers require revision? NO
Quality of scoring
The multi-disciplinary 13-person review team visited a sample of districts (9) and schools (>35) schools in the Eastern Cape. These
visits enabled the team to see and assess the impact and progress of Imbewu through meetings and observation. The review team met
with and interviewed more than 60 people including the Department of Education including districts and schools, Department of
Economic Affairs and Environment, Office of the Premier, National Treasury, the Managing Consultants, external donors and donor
funded projects, Imbewu managers, IMT/Department for Public Administration, Universities, the Provincial Legislature, DFID-funded
technical assistants, and the IPSP programme. The review team was provided with enough materials on the Imbewu programme itself
as well as the Department of Education including a budget speech (the review also coincided with the provincial budget speech). In
addition, the review has coincided with the presence of National Governments Interim Management Team/Joint Management Team in
the Eastern Cape. Final review recommendations, forward programme workplans and recommended logframe revisions expect to
complement and/or support IMT/JMT imperatives.
The only important officials that the review team was unable to meet were from the Human Resources directorate.
Lessons learned and suggested dissemination
• People need space to internalise training - attitude change takes longer.
• The structured transformation model works – When you concentrate on the school, it makes a significant impact.
• Moving from project to programme requires high level integrated strategic planning.
Page 16 of 21

IMBEWU Eastern Cape Provincial District and School Development Programme: PRISM FORMAT
• Need for clear policy framework within which programmes operate.
• The PSC role is key and needs to become more emphasised.
• In change management, the TA strategy needs to change and reflect cultural diversity and equity.
• Evidence based planning is critical in a fraught situation.
• Structural problems can inhibit the focus on pro-poor programmes.
• It is important to have agreement of systems and procedures early in the programme.
Part C
Key issues/points of information
1. The President appointed an Interim Management Team (IMT) supported by sectoral technical Joint Management Team (JMT) to
analyse and investigate the problems in the Eastern Cape and recommend interventions.
2. Up to ?% of posts are vacant. These include the critical post of Superintend General. The recruitment and selection of this post is
currently under way.
3. The Provincial Growth and Development Strategy is currently under review and scheduled to be completed in April 2003.
4. The Eastern Cape Department of Education has been allocated a budget of R9.9 million (MEC’s Budget Speech, March 2003).
5. In the Eastern Cape 1500 schools were identified by the former MEC to be given Section 21 status. The process of preparing these
schools for Section 21 status is currently under way. A second cohort of 1500 schools is soon to be selected.
6. Other key issues and points of information are contained in a detailed Aide Memoire prepared for the review.
Page 17 of 21

IMBEWU Eastern Cape Provincial District and School Development Programme: PRISM FORMAT
Recommendations Responsibility Date for completion
1. That the Directorate for Corporate
services includes and acknowledges
Imbewu funding in an integrated budgetary
process so that there is transparency and
understanding of the purpose and
additionality of Imbewu funds. This will
enable the Department to monitor how
Imbewu is assisting in delivering their
Strategic Plan.
Corporate Services
2. An intensive capacity building
programme for Education Development
Officers (EDOs) to enhance their
competencies and capabilities to enhance
their own responsibility and accountability in
terms of supporting and developing schools.
District Development
3. That the Executive Management Team
and the Advisory Board be formed during
the coming project year.
DoE and PSC June 2003?
4. That the roll out of the Transformation
Model to schools is given top priority in
terms of resources and attention during the
next year of the programme with an
emphasis also in providing resources to
schools but that this should happen at a
slower pace and in parallel to plans to give
section “1 status to schools, with the criteria
for selection of Imbewu schools being more
transparent and addressing the poorest
schools first.
Page 18 of 21

IMBEWU Eastern Cape Provincial District and School Development Programme: PRISM FORMAT
5. Vision crafting for districts within the
whole district development framework
involving all staff and school principals
within their jurisdiction.
District Development
6. That the teacher development strategy
and the roll out of training to teachers give
attention to the need to focus more on how
children learn and on the learning
processes.
7. Endorsement of the priority that is being
given to expedite, following completion of
the planning and design cycle, the building
of the eight prototype constructions, as soon
as practicable.
PSC
8. Continue the development of a TA
strategy for Imbewu but ensure that it
includes an affirmative action policy that
actively seek to ensure gender and racial
diversity.
PSC
9. That the logframe be amended. Arcadis/PSC Logframe revised. Next PSC to agree
revised version.
10. That the Department make every effort
at all levels in the system to engage in
social cluster activities and planning and
that in this context Imbewu focus on
assisting the integrated planning and
implementation of school based HIV/AIDS
strategies and the SGB/community run
feeding programme.
Page 19 of 21

IMBEWU Eastern Cape Provincial District and School Development Programme: PRISM FORMAT
11. “Mobile” resource packs to be
developed for the EDOs in terms of
supporting and developing schools.
District Development
12. Emphasis is placed in the development
of a core team of professionals (EDOs &
Subject Advisors) to facilitate the process of
support and development in terms of
teaching and learning.
13. That the Programme Management
Manual be formally endorsed.
PSC 26 March 2003
14. That the role of the PSC be clarified
and membership formalised.
DFID (Clarity)
PSC (Endorsement)
DoE (Formalisation of membership)
Review team: Barbara Payne; Richard Thomas; Brigid Smith; Mareka Monyokolo; Rosaline Ntshingila-Khosa;
Mokgapi Maleka; Chris Heymans; Heather Garner; Trevor Taft; Nick Smart; Bob Blakelock; Lusungu
Kanchenche; Bas Kotterink. Briefing at DFID : Paul Barbour; Bridget Dillon; and Jim McAlpine.
People met: Odette Ramsingh; Barry Reeves; John Andrew Murray; Tony Wadsworth; Noxy Gwarube; Zola
Ntsimango; Bill Davies; Gavin Stuart; Reg Berry; Valerie Moeler; Peter Vale; Robinson Ramaite;
Susan Boeysen; Sibongile Mutwa; Lungisa Zuzile; Speaker (legislature); Valerie Moller; Collin Allen &
Research Team; Mrs Nondiyebo Tyapolwana; Noxy Gwarube; Dr Tom; Mrs Zibi; Ms Kumbaca; Mrs
Mabe; Lorraine Lawrence; Belinda Smit; Miles Ritchie; Richard Noble; Ray Tywakadi; Professor
Danie Breytenbach; Noleen Barry; Shotton; Brian Williams; Ewan Harris; John Bartlett; Robinson
Ramaite; Mr Zibi; Mr Mathonda; Ms N M Tunzelana; Lyn Knight; Richard Ngcobo; Bo Synnerholm;
Henry Aspeqvist; Kevin Lillis; B T Mfenyana; Mr Khumalo; Mr Boesak; Mr Siphunzi; Gavin Stuart;
Reg Berry; Peter Vale; Ewan Harris.
Page 20 of 21

IMBEWU Eastern Cape Provincial District and School Development Programme: PRISM FORMAT
Districts & Schools:
Grahamstown – Mr A Fetsha, Mr Mantsane; Mr Maselane; Mr Mqingwane; Ms Hanise; Mr Koliti; Mrs
Saule; SGB members; Subject Adviser
Port Elizabeth – Mr S Snayer; Mr D Grove (Principal); Mr M Lampretch (EDO); Ms B Bolosha
(Coordinator); Ms Mabunzi ; Mr Bartman (Principal); Mr Nyati; Ms J Sauer;
Idutya & Maluti – Mr Sokutu (District Manager); EDOs; School Principals; Mr Z Loni (District
Manager); Mr Barry Greville-Eyves; Mr Miles; Mr R M Ngolodela; School Management Committee;
Subject Advisers.
Butterworth – Mr Kanyi (District Manager); EDO; School Principals
Umtata – Pat Tyebileyo; Siphiwe Goqwana; Ms K D Gilman; Mrs Machube; Mr Ngwenya; SMT
members; Educators
Libode – Mr A S Nuku; Ms Mandisa Dinga; Mr Nyabali; Mrs Ndndiyebo Tyapolwana; SGB members
Encobe –
Cofimvaba-
Scoring system:
1. = likely to be completely achieved
2. = likely to be largely achieved
3. = likely to be partly achieved
4. = only likely to be achieved to a very limited extent
5. = unlikely to be realised
X = too early to judge extent of achievement
Page 21 of 21

IMBEWU OPR
MARCH-APRIL 2004
AIDE MEMOIRE
DFID
&
ECED
1

Contents
Page
Section 1 3
Introduction, Overview and Recommendations
Section 2 7
Responses to OPR 2003 recommendations
Section 3 11
Report on Outputs :
Output 1 11
Output 2 14
Output 3 17
Output 4 20
Output 5 22
Revisions to the Logframe 23
Section 4 24
Programme Management Issues
Section 5 26
Lessons learnt and wider context
ANNEXES
1 Terms of Reference
2 PRISM document
3 Revisions to the Logframe
4 Table of linkages between Imbewu and other programmes
5 Output 1 – further detail
Output-Indicators document
2

Section 1
Introduction, Overview and Recommendations
This is the report of the second annual OPR of the Imbewu 2 programme in
the Eastern Cape. The review was carried out by a team of 10 DFID and
DFID-sponsored personnel, assisted by Eastern Cape Education Department
staff. The model of this OPR was new : the first week of the review was spent
reading documents available on the ‘Imbewu Extranet’ (see below) and
formulating questions and issues to be raised in Eastern Cape during the
second week. The conclusions, PRISM document and scoring, and
recommendations were agreed with the Imbewu Programme Steering
Committee in East London, and disseminated to DFID staff in Pretoria.
Since the first OPR, there have been a number of changes to the programme,
and within the Eastern Cape education context, which have had an impact on
Imbewu, either positively or negatively. (These are also indicated in the
responses to some of the previous OPR recommendations – see below.)
Firstly, DFID has significantly reduced its contribution to Imbewu (from £22m
to £17m over 7 years) which has resulted in the need for the Eastern Cape
Education Department (ECED) to re-prioritise its programme focus and
activities. This was undertaken during a Strategic Realignment Workshop
attended by ECED senior officials, DFID representatives and Imbewu staff, on
11-13 February 2004. This OPR endorses the percentage budget
reallocations for programme outputs adopted at that workshop (see Annex). It
is to the credit of the ECED that the spirit in which they addressed the issue of
a severe cutback in funding enabled the good relationship with DFID’s
Education Adviser and colleagues to survive, even while the programme was
curtailed.
Secondly, recognising departmental need, a National Department-established
Joint Monitoring Team (JMT) was set up in the Province to assist ECED with
various management decisions, including the development of an agreed
organogram. This intervention resulted in a 12-programme ‘Turnaround Plan’
involving the following administrative areas :
• Rationalisation of schools
• Professionalisation of District Offices
• Learner support material
• Matriculation readiness
• School nutrition
• Human resources
• Corporate services
• Systems and procedures
• Discipline and Labour relations
• Financial services
• Physical facilities
3

All the programmes are included in the ECED Strategic Plan 2004-2007.
Thirdly, in response to leadership and administrative instability over recent
months, a number of key appointments have been made to top level positions,
which will stabilise the management of ECED and enable the Turnaround and
Strategic Plans to be more effectively implemented. These include the Head
of Department (Superintendent-General – Dr D Edley) and Chief Financial
Officer – Ms T Cumming).
These changes, including the appointment of two additional Chief Directors
under the new organogram, have resulted in a gradual change in culture to
include more reporting and accountability, tighter control of finances, and
greater focus on the ECED’s ‘core business’.
The Imbewu programme has also faced some upheaval over the last year,
with the original Programme Coordinator leaving, and difficulties in appointing
a Financial Manager. Imbewu also had to face the sharp reduction in its
budget caused by the DFID cuts.
Nonetheless, Imbewu has remained stable as a programme. The Programme
Coordinator has been replaced by a South African national with good
knowledge of education work in the Eastern Cape. A new Financial Manager
has been appointed, and will start work in April. Imbewu has managed the resizing
of the programme, negotiating it successfully with the ECED. It has kept
to its agreed spending levels, maintained the training programme, and
undertaken many output-focussed activities during the year (see PRISM
document).
An important innovation instituted in time for the current OPR, is the
establishment of an ‘Imbewu Extranet’ accessible to team members with
passwords, which holds electronic copies of all key documents relating to
Imbewu. In response to a request from the OPR team, Imbewu staff produced
an additional document (the Output-Indicators document – see Annex) which
demonstrates clearly how activities relate to the various output indicators. This
will prove a useful tool for future monitoring and matching of activity against
outputs and should be made available on the Extranet and provided in
updated form for future OPRs.
Other positive outcomes include the fact that the Imbewu ‘school
transformation model’ has now been gazetted by the Department, so it
becomes Province-wide policy for improving schools. This represents a great
achievement for the programme. There is also evidence that the energy
(‘electricity’) generated by Imbewu activities among District officials and
schools – including non-Imbewu schools – has resulted in a wide-ranging
series of productive activities being undertaken, and a sense of pride in the
education being provided to Eastern Cape children, sometimes in very difficult
and poorly resourced circumstances. A further positive outcome in relation to
skills acquisition is reported under Output 4.
4

The management of the project has been assessed as sound and effective,
even when facing challenges in terms of personnel and the budget cut.
Overall, the OPR Team endorses the ECED approach to and support of
Imbewu, and suggests that Imbewu should move to become more fully a
programme of the Department in the next year (and no longer be thought of
as a ‘project’).
The first OPR in March 2003 made a total of 10 recommendations for the
future operation and improvement of the programme. These are reported on
in Section 2 below.
Recommendations of the 2004 OPR
Output 1
i) The OPR team endorses the plan of the ECED to hold a workshop in
June to plan for the remaining years of the project. It is recommended that
the programme staff work closely with the relevant Chief Directorates of the
ECED to ensure that its funds and plans are integrated with those of the
department in the 2005-2008 Strategic Plan.
ii) It is recommended that Imbewu provide technical and management
support in 2004/05 to records management initiatives and consider providing
support in other areas (eg anti-corruption strategy, performance appraisal,
internal audit, basic financial management training, integration of personnel
and payroll systems procurement, capacity building to use evaluation
material) which would improve the environment in which the ECED operates
and help it shift from short-term crisis management towards a more ordered
longer-term focus.
iii) With regard to HIV/AIDS it will be critically important for the Imbewu
programme to begin to play a proactive role on HIV/Aids issues within ECED
by :
• assisting the ECED to develop action plans on its workplace policy and
implement these in accordance with DPSA policies;
• assisting ECED to develop an overarching plan that will address the
needs of orphans and vulnerable children (OVCs), incorporates
initiatives of other social partners, and integrates the school nutrition
programme.
Output 2
iv) There is a need for clarity regarding whether or not corporate service
centres are going to be permanent features of the district landscape but there
is also an urgent need to provide professional support to schools in those
districts where no infrastructure exists This appears to be a unique problem
facing Eastern Cape. It is recommended that Imbewu assist the Department
in resolving the issue regarding the provision of district infrastructure in the six
most disadvantaged districts through advocacy, and technical assistance.
5

Output 3
Regarding the school transformation programme -
v) Ongoing support to schools should be prioritized, both in terms of
governance and curriculum aspects. In order to achieve this, innovative
strategies and mechanisms such as school clusters, learning areas
committees and the use of lead teachers, should be promoted across the
province and be enhanced;
vi) The in-depth training of all EDOs and Subject advisors should continue,
it should be deepened, and they should be provided with appropriate tools to
be able to support schools;
vii) The curriculum aspects of school transformation model should be
integrated into the INSET programme of the ECED. The INSET programme
should have clear and achievable strategies and objectives.
viii) A comprehensive programme for rolling out the school transformation
model to the rest of the schools in the province should be developed,
budgeted for, and implemented.
Output 4
ix) It is recommended that as soon as practicable a strategy is developed
to ensure the two way communication flow of data and that managers be
given the relevant data relating to their schools and districts which they can
reflect in their development plans.
Output 5
x) It is recommended that Output 5 be integrated into Output 3 and that
unallocated aspects of this budget for Output 5 be reallocated to Output 1.
6

Section 2
The OPR team requested the Imbewu team to review the recommendations
from the previous OPR and indicate how the programme has responded to
them over the past year.
Response to 2003 OPR recommendations
Recommendation (i)
That the Directorate for Corporate Services includes Imbewu funding in an
integrated budgetary process so that there is transparency and understanding
of the purpose and additionality of Imbewu funds. (This will enable the
Department to monitor how Imbewu is assisting in delivering their strategic
plan)
Response 1
The Departmental Strategic and Budget planning processes are being aligned
from this financial year so that the strategic planning process now fully
precedes the budget cycle planning process (scheduled and co-ordinated
through the Provincial Treasury). The new Departmental organisational
structure also now incorporates a new Branch focussing on Planning &
Monitoring. Within this Branch there is a Directorate for Strategic Management
Support, within which co-ordination & liaison with donor-funded projects also
resides; hence all structures are now being put in place for more integrated
budget planning from 2004/05. In addition, a Chief Financial Officer has
recently been appointed, who will also be a full member of the PSC.
Recommendation (ii)
That the Imbewu programme concentrates on district development in the year
ahead and particularly the following activities:-
• Vision-crafting for districts within the whole district development
framework, involving staff and school principals within their jurisdiction.
• An intensive capacity building for Education Development Officers
(EDOs) to enhance their competencies and capabilities in terms of
supporting and developing schools
• Mobile resource packs to enable EDOs to provide outreach for their
schools.
• Emphasis on the development of a core team to facilitate the process
of support to teaching and learning
7

Response 2
a) More than 90% of the 24 Districts have undergone a process of crafting
visions, missions & district development plans
b)
• At least 1 EDO per district has been involved in Training Teams
delivering School Transformation Programme modules and/or
Orientation Training of Foundation Phase teachers
• 25% of District Management teams were empowered around
mentorship
• 2 EDOs per district participated in workshops around conceptualisation
& planning of EDCs (Education Development Centres)
• EDOs are also included in the 4 district teams presently participating in
the ELMD programme being conducted through Univ of Fort Hare
c) & d) : budget restructuring, inter alia, has resulted in these not being
implemented at this stage; a core team was developed in Chief Directorate :
District Development, but has had to focus on various other functions at this
stage.
Recommendation (iii)
That the roll-out of the school transformation model to schools be given top
priority in terms of resources and attention during the next year with an
emphasis on providing resources to the poorest schools. This should happen
in parallel to the move to Section 21 status but not at the same pace.
Response 3
Being implemented, and budget spending patterns also indicate this. The
provision of material resources, beyond the reading packs being supplied to
all 1500 schools for Reading Week programme, will take place during the
INSET & EMD module training phase. The School Training Programme is
being ‘delinked’ from the Section 21 process.
Recommendation (iv)
That the teacher development strategy gives attention to the need to focus
more on how learning takes place and on the learning process (Annex Four
of 2003 OPR)
Response 4
This is being taken into account, and particularly in the revision of the INSET
modules.
8

Recommendation (v)
The programme should support the development of a strategy for the longer
term roll-out of Inclusive education and Early Childhood Education
Response 5
Implementation of Inclusive Education policy and processes is still awaiting
the outcomes of the pilot operating in 12 schools in the province
Recommendation (vi)
The Review team fully endorse the priority being given, following completion
of the planning and design cycle, to the building of eight prototype
constructions.
Response 6
Accepted; however, budgetary constraints will affect the final number.
Recommendation (vii)
The Education Department should make every effort at all levels of the
system to engage in social cluster activities and planning and that in this
context Imbewu should focus on assisting the integrated planning and
implementation of school based HIV/Aids Strategies and SGB/Communityrun
feeding programmes.
Response 7
In the social cluster, the MEC : Education now chairs the Provincial Aids
Council; a new Directorate for HIV/Aids has been created in the new
organisational structure being implemented in the Department, and Imbewu
will provide strategic support to the planning and co-ordination of the activities
within this structure. The School Nutrition Programme will become the
competence of the Department of Education as from 1 April 2004. SGBs will
now oversee the delivery of this programme at school level.
Recommendation (viii)
The TA strategy for Imbewu should include an affirmative action policy that
actively seeks to ensure gender and racial diversity.
Response 8
Being implemented
9

Recommendation (ix)
Letters of appointment for the members of the PSC to be issued by the
Department before the end of the first quarter of next year.
Response 9
The new organisational structure has resulted in a delay in formalising this; a
proposal relating to composition of PSC accommodating the new organogram
is currently under consideration by ECED Management.
Recommendation (x)
Plans for the formation of the Executive Management Committee and the
Advisory Board should be included in the activity plans for the coming year.
Response 10
PSC has shelved the formation of the Advisory Board at this stage; the
mandate of the PSC, and its relationship to Executive Management, is being
addressed in the proposal referred to in (9) above.
10

Section 3
Reports on Programme Outputs
3.1
Output 1 - A provincial department of education, with an enhanced strategic
role
Summary of Key Findings of the Review of Output 1 (see Annex 5 for further
details)
Evidence on ECED expenditures suggests that the department has improved
its personnel:non-personnel expenditure ratio over the past few years and that
its non-personnel resources are increasingly being allocated to favour those
districts where poverty is most acute.
Imbewu expenditures follow similar patterns to ECED’s voted funds ie they
are largely spent at school level and in districts where they are likely to have
the biggest impact on reducing poverty. They are also being used, however,
to fill gaps in non-school expenditures, where funding has been low. It is
essential that Imbewu and other donor funds be integrated in future Strategic
Plans to ensure that these activities are not underfunded in years when donor
funds are unavailable and to ensure the sustainability of activities funded by
Imbewu. The creation of a new Planning and Monitoring Branch should help
achieve this aim.
Integration of sources of funds would also ensure that Imbewu is seen as a
departmental programme (and not a project) and that performance measures
apply to all activities regardless of the source of funds. In addition greater
transparency on the activities being funded by donors provides the data for
greater coordination between donor activities, including monitoring and
reviews.
The Planning and Monitoring Branch is also responsible for quality assurance.
It is anticipated that placing planning and monitoring in the same branch will
raise the profile of learning from past experience when forming and
implementing policies. Imbewu’s innovative Evaluation Framework which is
now in place should in time assist planning at all levels, and provide the
vehicle for capacity building in the Department in terms of evaluation skills and
research- and evidence-based planning.
The appointment of a new Head of Department (SG) and Chief Finance
Officer (CFO) on secure contracts (rather than having these posts filled on an
“acting” basis) has provided much needed stability in the department and
helped improve the relationship with the Treasury. This is helping to change
the culture in ED towards one of greater compliance with procedures and
increased accountability for actions.
The ECED still faces major problems of payment backlogs and poor records
management. The new Chief Financial Officer and staff in the newly created
11

Office of the CFO have made some progress in reducing these, but technical
and staff constraints mean that this will take some time to complete.
Poor records management continues to be a major constraint on the
effectiveness of the Department and the main reason why it has had eight
consecutive years of disclaimers from the Provincial Auditor General on its
accounts.
A post provisioning survey has not been undertaken since 1998 and there is
now a great variation in learner:educator ratios throughout the province, with
the result that an estimated 6900 teachers need to be redeployed. In the
meantime, a large number of contract staff are being employed to reduce
ratios in those areas which are negatively affected. This, in turn, reduces the
funds available for non-personnel expenditures and to fill vacancies of noneducator
staff.
A number of these key vacancies are at Headquarters, particularly in the
newly created Office of the Chief Finance Officer. Filling these with
competent staff could have a major impact on the effectiveness of the ECED.
In its short life the new Office of the Chief Financial Officer has already made
great strides towards restoring financial controls and eliminating financial
indiscipline. Measures to reduce the scope for discretion in procurement and
appointment of staff have been introduced. These have been reinforced by
changes in management structures which have increased the accountability of
senior managers for expenditures in their branches.
The Department continues to have an overspend on its personnel budget.
There are a number of factors causing this, some within the Department’s
control and related to problems listed above, but many beyond it. However, to
convince the Provincial Treasury to grant it more funds, the onus is on the
ECED to demonstrate that its personnel records are in order, that it has
cleared backlogs and that it is allocating personnel resources efficiently.
HIV/AIDS
The 2003 Imbewu OPR highlighted the importance of integrating/
mainstreaming HIV/Aids within the programme (and the ECED) together with
other key cross-cutting social issues. Institutional and policy frameworks exist
within the ECED to tackle the challenges of HIV/Aids. The department, like
other provincial departments, developed a workplace policy to feed into the
provincial HIV/Aids policy. Also, the newly approved ECED Strategic Plan of
2004-2007 incorporates broad HIV/Aids mitigation strategies. However, the
implementation of these strategies remains a challenge as systems and/or
programme are yet to be developed in this regard. For instance a post at
Director level has been created in the new organisational structure .It is
expected that the incumbent of this post will lead the HIV/Aids Unit. However,
at the moment it is not clear when this post will be filled. Ironically, the MEC
for Education chairs the Provincial HIV/Aids Council.
12

Nonetheless the review was pleased to note that the ECED has made some
significant strides at district and school levels, where it was reported that
policies and strategies have been developed to mitigate the impact of
HIV/Aids. District officials reported that they work with other social partners,
and in some instances as is the case with Cofimvaba, have in fact set up
multi-sectoral structures in order to respond comprehensively to the
challenge. Such approaches are underlined by the fact that as research
shows, most people affected and infected belong to the 15-24 age group.
The review noted also that the Imbewu programme has managed to
mainstream HIV/Aids in its training materials. Whilst it was reported that there
is some work in progress, especially in the area of curriculum and in schools,
the programme could still play a more focused, strategic, and influential role
by partnering the department in formulating a comprehensive response to
mitigate the impact of HIV/Aids. This could be in a form of a programme of
action to deal with the issue of implementing policies. Such a response could
then be filtered down to districts and then ultimately to schools. In this way the
programme will continue playing an influencing and catalytic role within the
ECED.
One of the key challenges faced by the ECED, as indicated by the officials
interviewed, including the SG, was to move beyond advocacy. There is a
general feeling that enough advocacy has been done, and that what is
needed now is to implement practical programmes in offices, schools and in
communities. It was reported that one of the strategic areas where Imbewu
could assist the department is in simplifying some aspects the complex
procurement process. Some officials indicated that R12m and R26 m for 2002
and 2003 respectively in conditional grants had to be returned to Treasury
because the tender specifications submitted did not meet the required
procurement standards. It would seem that there are no existing guidelines to
help officials submit proper tender specifications.
Output 1 Recommendations
The OPR team endorses the plan of the ECED to hold a workshop in
June to plan for the remaining years of the project. It is recommended
that the programme staff work closely with the relevant Chief
Directorates of the ECED to ensure that its funds and plans are
integrated with those of the department in the 2005-2008 Strategic Plan.
It is recommended that Imbewu provide technical and management
support in 2004/05 to records management initiatives and consider
providing support in other areas (eg anti-corruption strategy,
performance appraisal, internal audit, basic financial management
training, integration of personnel and payroll systems procurement,
capacity building to use evaluation material) which would improve the
environment in which the ECED operates and help it shift from shortterm
crisis management towards a more ordered longer-term focus.
13

It will be critically important for the Imbewu programme to begin to play
a proactive role on HIV/Aids issues within ECED by :
• assisting the ECED to develop action plans on its workplace
policy and implement these in accordance with DPSA policies;
• assisting ECED to develop an overarching plan that addresses the
needs of orphans and vulnerable children (OVCs), incorporates
initiatives of other social partners, and integrates the school
nutrition programme
3.2
Output 2 - A fully functioning and self-managing district structure providing
quality support to schools
This output shows significant development strides since the last OPR. This is
amidst the ongoing resourcing challenges in respect to the unavailability of
office space, transport and key human resources such as Subject Advisors. A
positive development with respect to institutional development is that districts
have introduced circuits for which managers have been employed. Districts
such as Cofimbvaba have identified their core programmes and strategies for
supporting schools. These include strategies for replicating the transformation
model from 36 participating schools to 120 non-participating schools, and
analysis of the different interventions in the districts to establish and
mainstream them.
The provision, in the new organogram, of three chief directorates responsible
for the districts has released capacity for these senior managers to do more
than maintenance work. While the creation of the three chief directorates has
the potential to cause unhealthy competition, provisions are made for tight
coordination among them through a standing weekly meeting with their
respective DDG, common development and monitoring frameworks. Within
the chief directorate coordination of district activity is done through monthly
meetings. This reconfiguration can only add to the effectiveness of the
districts in supporting and monitoring schools.
The restructuring process led to the conclusion that district corporate services
have not been functioning to expectations due to the shortage of skilled staff.
To address this inadequacy a decision has been taken to create four
corporate service centres that will serve the 24 districts. The service centres
will be headed by chief directors supported by HR and Finance directors,
respectively. Each corporate service centre would be responsible for six
districts, and one of the centres would also cater for the head office. The
corporate service centres will have dual accounting lines: formally to a DDG at
provincial level and through Service Level Agreement (SLA) to the districts. It
is the contention of the department that such corporate centres will relieve the
district professional staff of peripheral administrative responsibilities. In
addition, the creation of these centres will foster capacity building among the
staff who will be drawn from the respective districts. It is still to be decided
whether to retain the corporate centres as permanent structures or to dissolve
them once the necessary capacity is built among the corporate staff corps.
14

It is clear that District Managers and EDOs from the districts are receiving
training that is developing their capabilities and competences of managing
their districts such that they would in turn be able to support schools. The
Education Leadership and Management Development (ELMD) programme
offered by the University of Fort Hare (see below) is targeting officials in four
districts amongst whom the EDOs are participating. Approximately 25% of the
District Managers have received training in mentoring, the rest of them still
need to be capacitated in this area. The main purpose of such training is to
enable the district officials to develop and support schools even beyond the
Imbewu schools. When master trainers train EDOs, they always make sure
that at the end of the workshop an implementation plan is jointly developed so
that further training can be rolled out to the other EDOs immediately. District
officials felt that they need training on financial management, so that they can
handle the needs of their schools.
In the case of corporate services some districts have attempted to get their
few staff trained to become multi-skilled personnel in order to do more than
one person’s function. This initiative has assisted such districts to be able to
attend to the corporate services functions.
District managers have indicated their intention to harmonize other
programmes and/or projects such as Isithole, READ, RUMEP and Thuthuka in
order to make sure that they complement each other. Imbewu’s support has
provided districts and schools with the confidence and capability to reach out
for more resources beyond those Imbewu offers. In some districts the District
Managers have recruited volunteers through the municipalities who became
the support staff of the EDOs in each circuit. They have already started to
replicate Imbewu activities in other non-Imbewu schools within their own
districts without any additional resources from the provincial headquarters.
The ECED is still facing the challenge of a large number of districts that are
under-capacitated in terms of staffing, resources, infrastructure and other
systems. Some of the critical posts have not as yet been filled, and as a result
many of the few staff available are over-burdened and cannot provide the
necessary support to schools. Some of the EDOs who are permanently
appointed have subsidized vehicles and are making an effort to provide
support to schools. Such support is currently not adequate because there are
lots of schools that cannot be visited regularly, due to unfilled EDO posts.
In many districts, cluster meetings are held where schools report to the
collective group what they have been doing after receiving training in their
respective circuits. Principals also expressed the positive gains from the
training workshops, but they still need “in school support” for them to
successfully implement what they have learned. During cluster meetings their
trainers, in this case EDOs, attend such meetings in order to support them
and also identify areas that need further training and support. The
appointment of additional staff would facilitate proper monitoring, mentoring
and tutoring.
15

One of the remarkable areas of progress since the last Imbewu OPR is the
way in which District Managers have gained confidence and taken charge in
their districts, developed district plans and encouraged the development of
school development plans. The Review Team were given the opportunity to
hear from three of the district managers how they had utilised the limited
resources they have to great effect. Many of the districts are widely dispersed
with responsibility for 300-plus schools and approximately 4000 educators.
Circumstances have forced some creative solutions : lack of infrastructure in
one instance has led to decentralisation to circuit level of all professional
services.
There is clear understanding among District Managers that the key core
functions of the newly articulated “professional” districts are (with back office
support from 4 Corporate Service centres) are:
• the effective management and governance of schools,
• the establishment of teaching and learning support in classrooms and
• support to Values education, HIV/Aids, Human Rights and Inclusive
Education
although in some instances they lack the human resources to carry out all
these activities.
Initially it was envisaged that two courses developed and run by Fort Hare
University would support capacity development at the district level. The
much-needed Curriculum Leadership Course has had to be put on hold
because of the cuts in DFID funding.
However the OPR team were able to meet the Department of Education at
Fort Hare and receive a report on the cutting edge development of an
Education Leadership and Management Development course which is
continuing with restricted funding. This course is currently developing the skills
and capacities of 130 district stakeholders, SGBs, principals, lead teachers
and District officials engaged in the same course, as part of a new holistic
development paradigm which will provide interesting research material for the
new action research network of teachers, 200 of whom were to meet the week
of the OPR at the launch of an action research network.
The major constraint to district development in six of the districts remains the
lack of infrastructure to provide district office space. This was an issue which
the 2003 OPR thought long and hard about and recommended that DFID
would provide funding for two of these offices. Protracted discussions have
taken place during the year regarding the appropriateness of utilising DFID
funds for this purpose. Two new issues have arisen since the initial
discussions took place. One is that the department have decided with the JMT
to separate financial and educational management, which means that district
offices will only need to provide professional core functions, ie. support to
teaching and learning. The second issue is that DFID funding has been cut
significantly.
16

The OPR team feels that there needs to be further discussion with the SG and
Senior Management regarding this issue. There are procurement questions to
be explored. This is a provincial responsibility but there may well be a role for
DFID to provide a prototype model in one district (presumed to be Cofimvaba)
possibly along the lines of the school construction process. If this suggestion
is not practicable there needs at least to be a review of the design being
proposed, in the light of the above changes.
Output 2 Recommendation
There is a need for clarity regarding whether or not corporate service
centres are going to be permanent features of the district landscape. But
there is an urgent need to provide professional support to schools in
those districts where no infrastructure exists. This appears to be a
unique problem facing Eastern Cape. It is recommended that Imbewu
assist the department in resolving the issue regarding the provision of
district infrastructure in the six most disadvantaged districts through
advocacy and technical assistance.
3.3
Output 3 - Schools which, having undergone a whole school effectiveness
process, are better able to provide improved learning opportunities for their
learners
School Transformation Programme
The school transformation programme continues to be the driving lever of the
Imbewu Programme. Evidence all around, and without exception, suggests
that the programme is very successful. Its adoption and gazetting as policy by
the Eastern Cape Department of Education is a significant development and
will go a long way to ensure its sustainability. The key challenge is to develop
a programme for rolling out of the School Transformation Model to the rest of
the schools in the province.
There has been a great deal of success in some aspects of the model. There
is consensus that a great deal has been achieved in terms of such elements
of the programme as vision crafting, community involvement, and reflective
practice. However, a lot still has to be done in terms of in-service training and
curriculum aspects.
The respondents to the OPR have witnessed marked improvements in the
learning environment of the schools. This has included, amongst others, the
following achievements:
• Vision crafting and the development school development plans in many
schools
• Active participation of communities in these processes and other school
activities, and thus the improvement of the relationship between schools
and their communities
• The working together of school managers, teachers and learners to
achieve educational goals
17

• Most schools have SGBs that are functional to a greater degree
• The development of sense of responsibility and pride amongst school
communities
Further, evidence shows that non-Imbewu schools are also beginning to
benefit from the programme. Many of the districts are initiating various
innovative strategies aimed at ensuring that best practices emerging from
Imbewu are shared amongst ALL the schools. For instance, in Covimvaba,
the district has developed what they refer to as the ‘Replication Model’. This
involves partnering Imbewu schools with two or three other schools around
them, for purposes of creating opportunities for sharing of experiences,
practices and resources from the Imbewu Programme, and also finding
common solutions to the schools’ problems. Other strategies include utilizing
teachers from Imbewu schools as lead teachers who assist districts with the
training of teachers in non-Imbewu schools.
The rolling out of the training on the STP has undoubtedly been going very
well, particularly when one takes into account the sheer numbers of people
who have gone through it, (in the thousands). The training is cascaded from
head office to districts and then to schools. Evidence shows that the impact of
the training has been positive. Those who have received it have a good
understanding of the content of the programme and have developed a great
deal of confidence to train others on it, and have also been able to implement
it. However, the greatest challenge remains the provision of ongoing support
to schools.
Curriculum support to schools on an ongoing basis remains a critical
challenge – although training has been rolled out to some 25 thousand
teachers. The lack of resources and capacity within districts are some of the
factors that are attributable to the lack of such support. Generic training in
RNCS continues to be rolled out under difficult circumstances. However, there
is consensus that the training needs to go beyond the cascade model, which
tends to be generic in nature and inadequate. There is a need for intensive
and comprehensive in-service training of teachers as well as district officials
such as subject advisors. This training should focus on providing teachers and
subject advisors with critical skills and knowledge in subject content,
innovative teaching methodologies, as well as provide school managers skills
to manage curriculum implementation.
It is important to point out that the education department recently gazetted a
policy on INSET. It is also interesting to note that this Province is probably one
of the few provincial departments that have such a policy in place. This
development is welcomed by all. However, the key challenge is how the policy
will be implemented to address the legacy of very poor teacher education in
the province.
At present, a wide range of strategies are employed to provide classroom
support to schools, and these should be enhanced and promoted by the
department:
18

• School clusters, which are currently one of the most effective strategies to
provide opportunities for teachers to share ideas and find common
solutions the challenges facing them;
• The establishment of learning area committees, aimed at proving support
around subject area-specific matters;
• Utilizing lead teachers as a resource to the district and other schools
The implementation of the INSET policy will hopefully recognize these
strategies and strengthen them through making available basic resources and
providing coordination to their work. The department will certainly need to
partner with other key players such as higher education institutions and NGOs
to successfully implement the INSET policy. The policy will need to be
translated into concrete programmes and resources will need to be leveraged
to implement it.
Lastly, there are strong perceptions amongst many interviewees that schools
have experienced significant improvement in the performance of the learners
since they started implementing the school transformation model. They testify
to the fact that the STP has brought about, stability, an environment that is
conducive to learning, fresh commitment from teachers to their work, and thus
more contact time with learners. Although there is no clear linear relationship
between the programme and learner performance, evidence shows that the
programme is a necessary but not sufficient condition for improved learner
performance and school effectiveness.
HIV/AIDS
At school level it was reported that most schools have strategies in place in
dealing with issues relating to HIV/AIDS. Schools which do not have such
strategies are assisted to develop such strategies. Schools are also provided
with safety and first aid kits, and also given some training on handling
emergencies, including sports injuries, to minimise chances of accidental
infections.
It was also reported that most schools have dedicated life-skills educators
whose function includes among other things counselling. Learners are also
encouraged to volunteer to be trained as peer counsellors. District officials
and principals attributed their ability to respond positively to HIV/Aids issues to
the on-going training and support from the Imbewu programme since as they
put it, the programme has “empowered them to deal effectively and
proactively with different kinds of challenges rather than wait for the
department”.
The provincial strategic plan also commits the ECED to increase awareness
about the management HIV/Aids by the schools and communities. This is
aimed at encouraging schools to develop their own HIV/Aids policies and
strategies in line with the National HIV/Aids Policies
19

Output 3 Recommendations
Regarding the school transformation programme -
• Ongoing support to schools should be prioritized, both in terms of
governance and curriculum aspects. In order to achieve this,
innovative strategies and mechanisms such as school clusters,
learning areas committees and the use of lead teachers, should be
promoted across the province and be enhanced;
• The in-depth training of all EDOs and Subject advisors should
continue, it should be deepened, and they should be provided with
appropriate tools to be able to support schools;
• The curriculum aspects of school transformation model should be
integrated into the INSET programme of the ECED. The INSET
programme should have clear and achievable strategies and
objectives.
• A comprehensive programme for rolling out the school
transformation model to the rest of the schools in the province
should be developed, budgeted for, and implemented.
3.4
Output 4 - Improved asset management in place and cost effective school
buildings constructed
There are two aspects to Out put four. One is the development of an asset
management system and the other is to demonstrate by the development of a
process for the development of Community based Cost effective technology.
The JMT Turnaround plan refers to improved infrastructure planning with a
sharper focus on poorer areas. And the Imbewu objectives are directly in line
with the Education Department objectives to initiate and implement a medium
term plan to address infrastructure backlogs, to improve collaboration with
Public works and to align donor funding with Departmental priorities. Output
Four has directly assisted the Department in meeting these objectives by
assisting the development of a comprehensive Asset Management system.
All schools have been visited and assessed. There is a full knowledge base
of the condition of schools and their geophysical locations on a GIS platform
which enables the department to look at where new classrooms and schools
are needed and where rationalisation could take place. This knowledge base
is being developed further to include a wide bank of information related to
schools and their communities , which will provide a key planning tool at all
levels of the system, especially for the new Policy, Planning and Research
Chief Directorate. During the review it became obvious that District Managers
and School Principals could provide the system with feedback of what
information would be useful for their needs and there is an urgency, if the
Department is to develop an evidenced planning culture for the further
development of this knowledge base to be a participative process and not a
top down one.
20

It is recommended that as soon as practicable a strategy is developed to
ensure two way communication flow of data and that managers be given the
relevant data relating to their schools and districts which they an reflect in their
development plans.
Over the past year the process to build extra class rooms at the Bantwanana
school has been successfully initiated with the full cooperation and agreement
of public works and the local community. This has involved skills and resource
mapping in the local area, much negotiation with Border Training Centre and
other technical agencies. There has been an accredited 45 day painting
programme for 6 members of the community funded by the Ministry of labour.
Electrical trainees have also been sent on courses with one woman
community member receiving extended electrical leadership training. Fifteen
unemployed youth from the local community have also been accredited by
the Training Centre in brick making and laying. A new building technique as
been quality approved called Afribond, which involves laying bricks on their
sides to reduce the number of bricks laid with consequent significant cost
reduction.
Construction is underway and it is envisaged that a second process of
resource mapping and skills audit will begin in a second geophysical area,
Maluti, a mountainous and remote area where it is likely that other local
materials and technologies will be engaged. This second enterprise should be
completed by the end of 2004.
The Physical Planning Directorate have been fully empowered to develop this
process further. The TA has left and on going support will be provided by
occasional visits from the original TA who introduced the overall concept to
the province. It is clear that the use of this technology will be most appropriate
in the remotest parts of the province with the added benefit that local people
develop skills which will enable them be productive beyond the construction
period. Thus this output is providing a small but significant contribution to the
EGDP. It is widely applauded by the Department and the opening of
Bantwanana School keenly anticipated. The OPR team feel that this is a
critical success story of the Imbewu programme and should continue to be
encouraged and supported. Given the cuts in DFID support to the Eastern
cape it would be helpful if some of the new support to be provided by the
European Commission should be used to produce the demonstration schools
in those areas where DFID has had to cut back. (The original intention was to
provide 8 schools in the different geophysical areas.)
21

Output 4 Recommendation
It is recommended that as soon as practicable a strategy is developed to
ensure the two way communication flow of data and that managers be
given the relevant data relating to their schools and districts which they
can reflect in their development plans.
3.5
Output 5 - Communities sufficiently motivated to become critically engaged
with education decision-makers and other community level service providers
The Education Department’s Strategic plan indicates that planning has been
influenced by the Provincial Growth and Development Plan (PGDP), the
Millennium Development Goals and the National Department’s ‘Tirisano’
Framework. There is emphasis on integrated holistic planning which
concentrates on mobilising local communities around schools. In 2004 the
Eastern Cape Education department will take over 1140 Community based
sites from the Social Development Department with an allocated budget of
R39,245,000 (over the next three years). Responsibility for the Food and
Nutrition Programme will also transfer from Health to Education. The MEC
states in the foreword to the Strategic Plan that she regards the nutrition
programme as an opportunity for making PGDP objectives a reality biased
towards rural women. There are plans to increase literacy programmes, to
develop skills programmes and to increase the number of Health-promoting
schools.
The School Transformation model (see Output 3) is founded on the principle
of mobilising communities and drawing on the wisdom of the community, to
create a spirit of self-sufficiency.
Reviewing Imbewu’s contribution to mobilising communities around schools
the OPR team noted that the model is being rolled out to 1734 schools and
165 district officials will have fully mobilised their communities within the next
year. The team were told that many of the original 527 Imbewu schools were
now Health-promoting schools, utilising volunteers from the communities to
nurture poor children, especially orphans and vulnerable children, assisting
them with washing and laundry, providing food and clothing and waiving
school fees. In Cofimvaba district the District Director is rolling out the
transformation model to all his schools. Many schools are developing gardens
and developing community programmes, irrespective of whether they have
been through the STP.
Imbewu set up a separate pilot scheme, the School Community Improvement
Pilot Programme (SCIPP) to deepen the involvement of communities . This
has to date worked in 28 schools and encouraged entrepreneurial activity
where there was an existing spirit of self-help. What has been achieved to
date in the pilot programme is encouraging, but the OPR have come to the
conclusion that it is not productive to separate out the community aspect of
22

transformation in this way, especially when the PGDP is encouraging all
schools and communities to address the social as well as educational needs
of the learners.
It is recommended that Output 5 be integrated into Output 3 and
unallocated aspects of this budget be reallocated to Output One.
3.6
Revisions to the Logframe
The OPR makes several suggestions for revisions to the logframe, in
particular in respect of the Outputs and their OVIs. These will be discussed at
the OPR PSC meeting, and agreed with output managers before the next
PSC in May. The draft amendments are included as an Annex to this OPR.
23

Section 4
Programme Management Issues
Programme management of IMBEWU II has been generally sound and
effective, even though the programme experienced challenges with respect to
the positions of Programme Co-ordinator and Finance Manager. The
Departmental counterpart temporarily assumed the role of the Programme coordinator
for few months whilst the Managing Consultants (MC) were busy
with the process of recruiting the new Co-ordinator. During that time, both the
Managing Director and the Senior Education Specialist based in the
Netherlands periodically visited the programme and provided technical and
management support to ensure the smooth running of the programme. The
Managing Consultants also provided temporary cover for the Finance
Manager. The Programme Co-ordinator has since been appointed by the
programme (in January 2004) and the Finance Manager with effect from 1
April 2004.
In their response to the recommendations of the 2003 OPR Aide Memoire
recommendations, the Programme Office informed the Review team that the
Departmental Strategic and Budget planning processes are being aligned
from this financial year to ensure that the planning process now fully precedes
the budget cycle planning process (scheduled and co-ordinated through the
Provincial Treasury). The new organizational structure also now incorporates
a new unit focusing on Planning & Monitoring. This unit has incorporated a
Directorate for Strategic Management Support, which among others, is
charged with the responsibility of co-ordination and liaison with donor funded
projects and programmes. This has led to a change of Departmental
leadership of the programme : the Director of Strategic Management Support
and Monitoring has assumed the responsibility of Programme Manager of the
programme, and the current manager is therefore an ordinary member of the
PSC.
The Managing Consultants raised concern that although DFIDSA has verbally
informed both the programme and themselves about the reduction on the
overall financial commitment of the programme, to date no formal notification
has been received either by the Managing Consultants or the Department of
Education.
The second concern raised was that the implications of the cumulative
£100,000 sterling threshold on the procurement of goods was not fully
explained to the MC, and this has major financial implications both on the
contract and programme funds and on implementation processes. This should
be clarified by the DFIDSA Education team with DFIDSA management and
contracts branch on return from this OPR.
Arcadis (the Managing Consultants) have agreed to arrange to have their
financial accounts externally audited, and also that key people in the
programme should have permanent access to Extranet.
24

Financial and progress reports are submitted timeously to the monthly
Programme Steering Committee in accordance with the requirement of the
Programme Management Manual. PRISM reports are also produced on a
quarterly basis.
Financial reports and invoices are sent to contracts branch who check that
expenditure is line with the contract . The reports are then sent to the
spending department (DFIDSA) for verification and authorization. The
programme has, however indicated that they have spent approximately
£1million in March. This may have implications for the 2004/05 financial
budget, and the situation will have to be closely monitored.
Arcadis Advisers based in the Netherlands provide constant support to the
management of the programme. There are clear roles and responsibilities for
the management of the programme , PSC and the other key partners, and
these are clearly set out in the Programme Management Manual. The
Programme Steering Committee still meets on a monthly basis. A decision
now needs to be taken on the frequency of the meetings in future, and who
should chair these meetings. This should be discussed and agreed at the next
PSC meeting (in May 2004).
25

Section 5
Lessons learnt and wider context
The Imbewu Programme offers an opportunity to the ECED to link up DFIDand
other donor-funded initiatives in the Province. This would not only
ensures operational leverage but also provides opportunities and the means
for ensuring best practices and a continuous improvement culture. The
previous OPR highlighted the need for the department to work closely with
other departments in the provincial administration, particularly those that fall
within the Social Needs Cluster. Although this Cluster has not been
functioning optimally, it is encouraging to see that the department now
participates in its activities. The MEC for Education currently chairs the
Eastern Cape AIDS Council, which falls under the Social Needs Cluster. The
participation is further demonstrated by the improved relationship between the
department and the Treasury. The PGDP (Provincial Growth and
Development Plan) provides an added platform for better coordination and
integrated planning between ECED and other departments.
The Integrated Provincial Support Programme (IPSP) could offer technical
support to the Education Department as well evidence of best practices, within
the province. For example the file documentation project of the Department of
Social Development provides a good learning opportunity for the department
to deal with the filing and documentation challenge of the Education
Department. The HIV/AIDS Multi-Sector Programme could also give meaning
to the comprehensive HIV/AIDS strategy of the department, as it also focuses
on building capacity in various provincial departments including the ECED.
Further linkages between the Imbewu Programme and other DFID initiatives
are reflected in a Table – see Annex 4.
There are further opportunities that could be explored with other donors
currently operating within the Eastern Cape such as EU, USAID, DBSA, NDA
etc. Some of these organizations may not be necessarily operating in the
education sector, but could link perfectly with some of the departmental
programmes. It is important to note that the support from these donor
organizations should be to support strategic and catalytic interventions that
ensure successful implementation of the outputs of the Imbewu Programme
and the Strategic Plan.
26

ANNEXE 1
TORS FOR THE IMBEWU OUTPUT TO PURPOSE REVIEW
( MARCH 23 rd – 2 nd April 2004)
BACKGROUND
Last years OPR involved complicated field visits and a lot of snapshot
judgements. Time was very pressured and the completion of the Aide
Memoire somewhat stressful. I am proposing a slightly different approach to
the Imbewu OPR this year which will rely on a more evidence based approach
and would require by in to play an active role and to undertake some
preliminary work by all team members. It would also involve lateral so that we
can articulate DFIDs contribution to development in the Eastern Cape in a
more coherent manner.
OUTCOMES
The outcomes of the OPR would be;
A completed PRISM Document
An Aide Memoire
A revised logframe
A visual presentation of the linkages and potential for increased linkages with
other programmes.
THE EVIDENCE BASE
Arcadis have set up an Intranet. All team members will have access to this
well in advance of the OPR.
Key documents which will be available on the Intranet include;
The draft PRIM report
An issues paper specially prepared for the OPR.
Report on the outcomes of the Strategic Realignment Workshop ( Feb
10-12 th )
Evaluation Report- baseline will have been completed
Report on the special School Community Improvement Project
Progress rolling out the Imbewu School transformation model to more
than 1700 schools ( the model has been gazetted and is now the
official Eastern Cape model)
Reports on each Output
A report on gender equity within the programme
2. General Terms of Reference
The overall purpose of the review is to take a strategic look at the achievements of the
project against the targets as outlined in the logical framework and considering
progress against outputs including any constraints the project has come across.
(i) Project Impact
· Assess the appropriateness, effectiveness and relevance of programme
content.
· Assess the impact of the programme on the department
27

(iv) Project Achievements
• Assess progress towards the Outputs against the OVIs;
• Assess progress towards project Purpose. Consider the extent to which
planned project Outputs are contributing to the Purpose and whether they
are still relevant and realistic.
• Consider contribution to Purpose to project Goal.
• Consider validity of Risks/Assumptions identified during project design are
impacting on the project Purpose; How they are being managed and
whether any new Risks/Assumptions have been identified.
• Assess the likelihood of the project achieving its objective, and ,make
recommendations accordingly.
• Assess the progress on integrating the programme with the education
system at local level.
(ii) Project Management
• Review the effectiveness of project monitoring and reporting;
• Review the arrangements for the control of expenditure and procurement;
• Review expenditure to date against the project’s budget;
• Review project management arrangements and effectiveness;
• Review individual’s roles, responsibilities and level of co-ordination within
the project team.
(iii) Lessons Learnt and Wider Context
• Assess what linkages exist and their contribution to the achievement of the
project purpose.
QUESTIONS WHICH NEED SPECIAL CONSIDERATION
The Team will need to look at how the management of the programme in its
new structure complies with DFID requirements in terms of strategic thrust,
transition from project to programme , financial management and
procurement.
How is the Imbewu programme mainstreaming work on HIV/Aids
and how could this be improved?
How can the sustainability of the programme be ensured?
How can the programme generate more employment opportunities for
communities around schools?
3. Team composition
External inputs
The OPR will be led by Myra Harrison ex Chief Education Adviser for DFID
who will lead the team and coordinate the outputs It is further suggested that
one other external consultant who was part of last years review, Mareka
Monyokolo, be contracted to be able to give and external view of progress,
especially in relation to the teacher training programme and its integration
into the departments own training programme. ( 2)
28

DFID inputs
It is hoped that the following advisers will be able to participate in the Review
process; Richard Thomas, ( governance) David Pedley,( economist) Paula
Chalinder ( Livelihoods adviser) Barbara Payne( Education adviser) Mokgapi
Maleka ( Education adviser) Bob Blakelock ( engineering Adviser) and that
Pinky Pheeloane ( Programme Officer) and Mzu Bushet ( DFID EC rep) will
also be part of the team ( 8)
National and Provincial inputs
It is hoped that the National and Provincial Department will nominate
members to participate in the review as part of the OPR team ( to be advised)
INDIVIDUAL TORs
I am suggesting the following responsibilities within the DFID team . When we
know who the other participants will be, there can be adjustments, but the
important issue is that all the themes are covered.
Procurement and Financial management –Pinky Pheeloane
Roll Out of Training programme and School transformation model, materials-
Mareka Monyokolo.
Deepening Community involvement/ SCIP project- linkages with livelihoods
issues- Paula Chalinder
Progress mainstreaming HIV Aids work within Imbewu- Mokgapi Maleka
Imbewu’s contribution to Eastern Cape’s economic growth and development
strategy and programme evaluation - David Pedley
Progress towards Cost Effective Construction Asset Management and Skills
development – Bob Blakelock
How IPSP, Imbewu, Fort Hare can work together towards addressing
concerns about Public Sector reforms and sustainability – Richard Thomas
Producing a matrix of DFID Eastern Cape activities and how they interlink-
Mzu Bushet (with inputs from the whole team)
The movement from project to programme , decentralisation and district
development- Barbara Payne
Progress against outputs interrelatedness of outputs and the bigger picture –
Myra Harrison (with inputs from other members of the team) Myra will also
be the team leader
THE PROCESS
The team will meet in the DFID office in Pretoria on Tuesday 23 rd March at
11 am for a full briefing and role and responsibility assignments (with the SA
Programme Manager Jim McAlpine) The work during this week will be desk
29

esearch on the documents on the Intranet, culminating with brief Task
reports to be available at a meeting to be held on Friday 26 th at 10 am to
establish what the key issues are for interaction with the Imbewu team during
the subsequent week.
The team will travel to the Eastern Cape on Sunday 28 th March late pm.
Monday 29 th March
Meeting with the MEC and SG in Eastern Cape and other senior officials
Reports on outputs and the issues raised above, with members of the team
acting as” respondents” and leading on questions which have arisen as a
result of their preparation.
This is also the suggested format for Tuesday 30 th March, with Wednesday
31 st being a day for follow up meetings with individual key member of the
department in the morning as and if necessary, and then a full OPR team in
the afternoon meeting to draw together conclusions and recommendations for
discussion the following day.
It is hoped that there can be a full meeting on Thursday April 1 st at 8 30 am
with the PSC and other senior members of the Department to finalise the
PRISM document, undertake scoring of the programme, agree the Log Frame
changes, assess lessons learnt, and discuss recommendations contained in
an Executive Summary of the Aide Memoire .
The team will leave for Johannesburg on the last flight to Joburg 19 30 pm on
Thursday 1 st April
Friday 2 nd April at 10am a meeting in the DFIDSA office to report back on the
OPR process to the full DFIDSA office. Finalisation of documentation etc .
4. Reporting
The main output of the review will be the completion of the Output to Purpose
review report in the PRISM format and an Aide Memoire. All team members
will be required to contribute towards the main reports by producing mini
reports on the areas they have been allocated to review, and Myra Harrison
(team leader will be required to produce the final documents.
Barbara Payne
Senior Education Adviser.
February 9 th 2004
30

ANNEX 3
PROJECT LOGICAL FRAMEWORK
Amended after the First Output to Purpose Review in March 2003 and
including proposed amendments to date of the OPR 2004
(The original logframe used the ECED’s 2001 Strategic Plan Performance
Indicators and revisions to the same have been used in amending the
logframe)
Narrative
Summary
Goal: To increase
significantly the
learning achievement
of children from
Eastern Cape
Province.
Purpose: To develop
an effective, efficient
and affordable
decentralised
education system.
Outputs:
1. An effective,
efficient and
appropriately staffed
provincial Department
of Education, fulfilling
a strategic role.
OVIs MoV Assumptions
• 25% improvement in
completion rates over the
baseline by the end of the
Programme
• District offices providing
effective and timely
educational services and
support to schools
• Whole school
development model
processed in Eastern
Cape schools.
• Increased number of
transformed and selfmanaged
schools in the
Eastern Cape
• Departmental audit
improves to ‘qualified’ by
end FY 2004/5 and to
‘unqualified’ by 2005/6.
• ECED Procurement Board
established and
operational by end 2004.
• Anti-corruption strategy
written and being
implemented by end
2004.
• All managers in SMS to
have agreed personnel
development plans by end
2004 and all above grade
9 to have pdps in place by
end 2005.
• Audit committee
• Baseline
measurements
through EMIS
and associated
Cohort Study
• Provincial Annual
Reports
• Evaluation
Framework
Reports
• Above baseline
measurements
e.g. EMIS
• Provincial Annual
Reports
• Evaluation
Framework
Reports
• Approved
organogram
published
• Evaluation
Framework
Reports
• Transformation
unit established
• Reports from HR
and Finance
• Performance
management
contracts for
senior officers
• Strategy in place
with resources
and materials to
support WSD
• Sufficient resources
are provided to
schools after
rationalisation and
migration have been
completed and in the
context of mitigating
the effects of
HIV/AIDS
• Provincial initiative to
address continued
over-expenditure on
personnel budgets is
effective
• High level political
commitment to
decentralisation policy
is maintained and
implemented
• Provincial office to
maintain clear lines of
co-ordinating the
programme
• JMT Action Plan
implemented and
efffective
• Provincial planning
appropriately factors
in HIV/AIDS
pandemic
• Senior ECED staff
develop skills and
competencies to drive
transformation
• EMIS system reports
are utilised in
planning and
prioritising
• Continued political
support for recently
appointed SG and
31

Narrative
Summary
2. A fully functioning
and self-managing
district structure
providing quality
support to schools.
OVIs MoV Assumptions
established by mid 2004
and internal audit office
fully operational by end
2004.
• HR plans in place during
PY3 and critical posts
(Director and upwards)
filled by PY4.
• ECED actively
participating in the
planning and
implementation process of
the Provincial Social
Needs and Economic
Clusters.
• Departmental HIV/Aids
strategy implemented by
PY4 for staff and for
schools/learners.
• Payment backlogs
reduced by 50% in PY4
and 80% by PY5 in
relation to March 2004
positions.
• Performance
Management Systems in
place at all level by PY3
(IQMS during PY4).
• Functioning Monitoring
and Reporting systems
connecting province,
districts and schools in
place by PY5.
• Persal system cleaned,
maintained and available
as part of the
management information
systems by end 2005.
• HR and leave records,
cleaned maintained and
available as part of the
management information
systems by end 2005.
• All critical posts filled by
PY2
• EDOs and subject
advisers more effectively
involved in service of
schools
• 50% of administrative
systems operational to
promote effectiveness and
efficiency in bridging gap
between province and
schools by PY2 and the
reminder by PY 4
• Evaluation
directed by
Tirisano policy
• HR plans are
produced
incorporating
predicted HIV
attrition rates
• Key reports on
costs,
infrastructure
and staffing
• District reports
• Performance
contracts of
District Directors
• ECED and
programme
reports
• Evaluation
reports
Senior managers.
• DFID funding remains
at promised level.
• Improved relations
with social partners.
• Sufficient resources
are available and
allocated to schools
• Suitably qualified and
skilled personnel ,
with awareness of
gender balance, are
appointed to key
district posts
• Recruitment of
suitably qualified and
skilled personnel, with
awareness of gender
32

Narrative
Summary
3. Schools which,
having undergone a
whole school
effectiveness process,
are better able to
provide improved
learning opportunities
for their learners
4. Improved asset
management in place
and cost effective
school buildings
constructed
OVIs MoV Assumptions
• EMIS PERSAL and FMS
phased into districts by
PY3
• All EDCs established and
functional by PY3
• Elected, inducted and
trained School Governing
Bodies (and Learner
Representative Councils
in secondary schools) in
place with approved
constitutions
• School Governing Bodies
managing feeding
programmes where
appropriate
• Communities mobilised to
become critically engaged
with education decision
makers and community
level service providers
• ,generation of community
projects which enhance
learning environment
• Negotiated code of
conduct in place and
disciplinary problems
handled procedurally.
• All schools to have
developed HIV/AIDS
strategy
• Learner/educator contact
time increased
• Marked improvements in
the learning environment
in schools
• Learners, carers and
community members
testify to improved
learning opportunities by
Programme end
• Improvements in learning
achievement above
baseline by programme
end
• Break-in and damage to
schools reduced
• FMIS used in school
rationalisation and
selection of new schools
sites
• Reports from the
Office of the
Premier
• Statistics on
implementation
and
consolidation of
norms and
standards for
schools funding
in the Province
• Whole School
Evaluation
Reports
• Evaluation
Framework
Reports
• District reporting
and monitoring
• SCIPP project
reports
• Provincial and
District reporting
and monitoring
balance, to key posts
• Effective
management of
supernumerary posts
and personnel
• District prioritisation is
consistent with
provincial policy
• SGBs are functional
• Whole School
Evaluation Policy
implemented
• Teachers are
sufficiently motivated
to engage in
continuing
professional support
• Teachers, especially
women, are willing to
be deployed to
remote areas
• Strategic partnerships
33

Narrative
Summary
OVIs MoV Assumptions
built between community ,
the ECED and service
providers
• Prototype schools built
and replicated by other
donors
• All quintile 1 & 2 schools
raised to levels 3 and
above
• Accredited relevant skills
course provided to
community members
engaged in construction
activities
• Learnerships in
construction and
maintenance completed.
• •
34

Imbewu Output 1:
Strategic role of
Provincial
Department
Imbewu Output 2:
District
Development
ANNEXE 4
IMBEWU PROGRAMME LINKAGES WITH OTHER DFID INITIATIVES IN THE EASTERN CAPE
IPSP MSF CMTP SCAPE SCLP CONMARK/
FINMARK
• Lessons from the
HR update
conducted in
other
departments.
• Programme
Management
(through
Technical
support).
• Provincial
Lessons Learning
network (IPSP
provides
benchmarking
good practices
through this
programme)
• Direct linkages
with Output 2 of
IPSP (Improved
resource
utilisation). Ex
colleges of
education has
been renovated
to house district
offices for
education, health
• Programme
Management of
the department’s
HIV/AIDS
• Development
integrated
HIV/AIDS
programme, with
links to PGDP &
EC AIDS Council
• Strengthening of
the district health
services – better
co-ordination and
integration
between the
depts, as they
fall under the
same Social
Needs Cluster
• HIV/AIDS in the
• Links IDP, re:
provision of
infrastructure
(roads) that lead
to schools.
• Participation in
planning
processes at
district level
• Institutionalised
relationship
through IDP
forums to include
needs of district
in municipal
planning. This is
particularly
important in view
of delegation of
more
• Partnership
with Civil
Society
organisation
through
Eastern Cape
NGO Coalition.
• Participation of
civil society
organisations
at district level
on issues
service
delivery,
resource
planning,
HIV/AIDS, LED
(re: School
• No direct
linkages
• No direct
linkages
• No direct
linkages
• No direct
linkages
36

Imbewu Output 3:
School
Transformation
Imbewu Output 4:
Strategic Asset
Management
Imbewu Output 5:
Community
Integration
IPSP MSF CMTP SCAPE SCLP CONMARK/
FINMARK
& social dev. workplace responsibilities to
districts.
• No direct linkages • Technical support
to the department
of education in
strengthening its
capacity on
HIV/AIDS
• Asset
management is
the responsibility
of Dept of Public
Works, there are
linkages with
current processes
supported by
IPSP for
rationalisation of
provincial
property portfolio
• Links with output
that deals with
transparency and
accountability of
government
• No direct
linkages
• Community
mobilisation and
participation &
partnerships
• Awareness &
Prevention
• Capacity building
initiatives
• Linkages can be
explored with the
department’s
School Nutrition
Programme
which can be
integrated as part
of municipality’s
Local Economic
Development
(LED) initiatives
• Development of
prototypes
schools could be
linked to LED and
expanded public
works
programme.
• Links with
governance
component of the
CMTP (e.g. Ward
Committees)
Nutrition
Programme)
• Linkages with
education
sector NGOs/
CBOs such as
Early
Childhood
Centres etc.
• Linkages with
management
and protection
of school
buildings and
district offices.
• Participation of
communities in
management
and protection
and use of
school facilities
for community
initiatives.
• Integration of
sustainable
livelihoods
practices into
the school
curriculum.
No direct
linkages
• Engaging
and
supporting
sustainable
livelihoods
activities at
schools
through the
• No direct
linkages
• No direct
linkages
There are
possibilities of
linkages with
CONMARK around
access excess
production of crops to
local markets. This
project could provide
37

IPSP MSF CMTP SCAPE SCLP CONMARK/
FINMARK
SGBs and capacity building
learners. opportunities to
schools/communities
38

Annex: 5 The Broader Environment In Which the Education Department
Operates and the Implications For Imbewu
Education Budgeting and Monitoring
The Strategic Plan 2004-2007 represents an improvement on the previous
year’s plan. Budgets are listed in detail and are supported by objectives,
activities and performance measures. Funds voted by provincial legislature
and conditional grants have been allocated to programmes, but donor funds
are merely listed in a table towards the end of the document (it is
acknowledged that this format is currently prescribed at the National level.
Thus one of the recommendations of the 2003 OPR, that Imbewu funds be
integrated with ones from the National and Provincial Governments has not
been acted upon, as least in the published budget documents.
However, institutional changes have been introduced which should make it
easier for government and donor funds to be integrated into next year’s
strategic plan. The Departmental strategic and budget planning processes
have been aligned so that the strategic planning process now fully precedes
the budget cycle planning process. The new Departmental organisational
structure also now incorporates a new Planning and Monitoring Branch.
Within this Branch there is a Directorate for Strategic Management Support,
within which coordination and liaison with donor-funded projects also resides.
The appointment of a new Chief Financial Officer with a supporting branch
monitoring expenditures will put pressure on spenders to allocate
expenditures efficiently and to bring all sources of finance within the budget
envelope.
The integration of donor funds and the activities they finance in the Strategic
Plan is important for ensuring the sustainability of activities funded by Imbewu
and other donor projects. Integration would also ensure that performance
measures listed in the Strategic Plan apply to all activities regardless of the
source of funds. In addition greater transparency on the activities being
funded by donors provides the data for the greater coordination between
donor activities, including monitoring and reviews.
The Planning and Monitoring Branch is also responsible for quality
assurance. It is anticipated that placing planning and monitoring in the
same branch will raise the profile of learning from past experience when
forming and implementing policies. The Imbewu Evaluation Framework
is now in place and should, in time, assist planning at all levels.
Education Expenditures
The ED receives the majority of its funds from the Provincial government: over
96% of the 2004/05 budget is expected to come from this source, the rest
coming from conditional grants and donors. Whilst small, these latter funds
are important at the margins since the large majority of Provincially voted
funds are spent on personnel. The ED has had difficulty in spending
conditional grants owing to difficulties in meeting the bureaucratic
39

equirements of the National Department, unclear management
responsibilities for their implementation and limited management
capacity.
National norms specify a 85:15 split between personnel and non-personnel
expenditure and that the personnel budget is split the same ratio between
educators and non-educator expenditures. Eastern Cape Province has
always exceeded the first ratio, but the trend is an improving one. In 2001/02
91.2% of expenditure was on personnel, but this was less than in the years of
financial crisis in the late 1990s when personnel expenditure was as high as
97% of the budget. The downward trend for personnel expenditures has
continued and was 88% of expenditures in 2003/04.
About 86% of expenditures in 2002/03 were on Programme 2, “Public
Schools”. Of this over 80% was on pre-primary, primary and secondary
schools. The increased expenditure on non-personnel items is reflected in
increases in expenditures in learner materials and infrastructure. In 2002/03
expenditure per learner on learning materials was R101, a major increase on
the late 1990s period of financial crisis when such expenditure was below R20
per learner. For 2002/03 higher expenditure per learner is generally
concentrated in the former Transkei and Ciskei districts where poverty is most
acute.
Non-school expenditures have been low. Expenditure on teacher training,
technical education and adult education came to about 4% of provincial
government expenditures in 2002/03. Further education and training
expenditure has grown at a lower rate than all other non-school education
programmes. Whilst expenditure on teacher training was low, there was,
however, additional funding for teacher training from conditional grants linked
to the introduction of the new curriculum and donors (DFID, Swiss
government and USAID).
Implications for Imbewu
Imbewu expenditures are focused in similar ways to ED expenditures from
voted funds: on public schools and in the poorest areas. Funds from Imbewu
and other donors’ funds are also being used, however, to cover for low nonschool
allocations. It is, perhaps, fortuitous that Imbewu funds are available
at a time when the ED is facing the major financial commitment of training and
preparation for the introduction of the new RNCS curriculum. This may reflect
a low level of priority placed by the ED on these areas, or else a rational
response to the availability of donor funds in such areas. However, the risk is
that if donor funds do not come through, non-school expenditures will be
underfunded.
The significant cuts to Imbewu funds announced in the last quarter of 2003
have necessarily meant that expenditure planning has had to focus largely on
the year ahead. Once this exercise has been completed, Imbewu will need to
engage in indicative planning for the rest of the project, both to assist the
department in resource planning for the next 3 year strategic plan and to
40

ensure that all activities necessary for achieving the project Purpose and
securing the sustainability of the project will be funded.
Recommendation – The OPR team endorses the plan of the ED to hold a
workshop in June to plan for the remaining years of the project. It is
recommended that the programme staff work closely with the relevant
Directorates of the ED to ensure that its funds and plans are integrated
with those of the department in the 2005-2008 Strategic Plan.
Other Factors Affecting the Environment in which Imbewu operates
In spite of the improvements in resource allocation documented above, The
ED still has faces problems which impinge on its effectiveness and its
capacity to implement Imbewu at the pace envisaged in the Project
Memorandum. Whilst there are signs of improvement, a number of people
the OPR team met mentioned that crisis management is the norm throughout
much of the department.
One outcome of the March 2003 OPR was to refocus the Imbewu
programme on the educational issues involving learners, schools support
services, HIV/AIDS strategies etc. Meanwhile the “output 1” issues of
planning, finance, expenditure management and the broader governance
questions were left to the Pretoria-supported Joint Management Team (JMT)
which was set up to improve the management performance of the ED.
It was agreed that progress on these issues would be reviewed at the next
OPR. Progress has been mixed and the general view is that the intervention,
while promising much, has achieved little. However, in late 2003 the JMT
recommended 12 technical development programmes. These have been
accepted by the ED and integrated into the departmental strategic plan for
2004/05.
The ED still has a lot of payment backlogs. Some have been reduced (staff
payments and payment of goods) but many remain because of lack of
managerial and technical capacity, problems with PERSAL, as well as poor
records keeping. The lack of available records means that a lot of payments
are in suspense and that payments are rolled over from year to year. The
inability to produce documents is the main reason why the Provincial Auditor
General has issued a disclaimer for the ED’s accounts for eight years running.
The Department continues to overspend on its personnel budget. There are a
number of factors causing this, some within the Department’s control, but
many beyond it. Relationships with the Provincial Treasury have been poor
during the past few years. The appointment of a new SC and Chief Finance
Officer on secure contracts (rather than having these posts filling on an
“acting” basis) has provided much needed stability in the department and
helped improve the relationship with the Treasury. The fact that the Treasury
no longer has to pre-approve expenditures has also helped. Nevertheless, to
convince the Provincial Treasury to grant it more funds, the onus is on the ED
41

to demonstrate that its personnel records are in order, that it has cleared
backlogs and that it is allocating personnel resources efficiently.
One way in which it could do this is to improve the allocation of teachers
within the province. A post provisioning survey has not been undertaken
since 1998 and there is now a great variation in learner:educator ratios
throughout the province, with the result that an estimated 6900 teachers need
to be redeployed. In the meantime, a large number of contract staff are being
employed to reduce ratios in those districts which are negatively affected.
This, in turn reduces the funds available for non-personnel expenditures and
to fill vacancies of non-educator staff.
A number of these key vacancies are at Head Quarters, particularly in the
newly created Office of the Chief Finance Officer. Filling these with
competent staff could have a major impact on the effectiveness of the ED. In
its short life the new Office of the Chief Financial Officer has already made
great strides towards restoring financial controls and eliminating financial
indiscipline. Measures to reduce the scope for discretion in procurement and
appointment of staff have been introduced. Consistency between EMIS and
PERSAL databases has also been improved. A major weakness in the
department is that there is limited understanding amongst staff of basic
financial management concepts (eg the difference between recurrent and
non-recurrent expenditures, the need to secure authority to vire funds etc)
There have improvements in the management of the ED. DDGs have now
been made Programme Managers (previously this was delegated to Chief
Director and Director level) and hence are now accountable for expenditures
in their Branches. Monthly senior management meetings on expenditures
have been introduced and more frequent ones for more general operations of
the department.
There are a number of areas where Imbewu could support this positive trend.
The most urgent need is for problems of records management to be tackled.
Other departments which have tackled this problem have improved their
Auditor General’s audit opinion. The JMT estimates that this would require R
11 million. Possible sources of funding outside Imbewu have been identified.
Otherwise it would need to come either from reduced expenditures elsewhere
or from outside resources, notably Imbewu and/or IPSP
Other areas where Imbewu may be able to provide support are:
• In the production of the Anti-Corruption strategy;
• In the establishment of and effective use of a staff performance
management system;
• In the establishment of and functioning of an internal audit office.
• Training of staff in basic financial management concepts and
undertaking an evaluation of existing training provision.
42

• Integration of Personnel and Payroll systems
• Developing an effective supply chain management (procurement)
process at HQ and the Corporate Service Centres.
• Extending the support to the development of an Evaluation Framework
to include building capacity
Recommendation
It is recommended that Imbewu provide technical and management
support in 2004/05 to records management initiatives and consider
providing support in other areas (eg anti-corruption strategy,
performance appraisal, internal audit, basic financial management
training, integration of personnel and payroll systems procurement,
capacity building to use evaluation material) which would improve the
environment in which the ED operates and help it shift from short-term
crisis management towards a more ordered longer-term focus.
43

Version 0.6
DFID PROJECT PROGRESS REPORT - Annex D
Type of Report:OPR
Load Review
For quarterly monitoring, complete Part A and C; for annual review complete Parts A, B and C
For Project Completion Reports complete Parts A, B and C but it is not necessary to complete the Outputs/OVI field in Part A.
PART A.
Country: South Africa, Republic of Project: Provincial, District & School Dev Prog Eastern Cape (IMBEWU)
Project Officer
Date of Visit:
Date of Report:
Ms Pinky Pheeloane
23/3/2004
Start Date:
End Date:
MIS Code:
Risk Category:
19/04/2001
01/12/2007
059550097
Medium
Project Budget Spend in period under review Cumulative spend Forecast for current financial year
£22,000,000 £3,425,488 £5,642,626 £4,500,000
Goal Statement OVIs
To increase significantly the learning achievement of children 25% improvement in completion rates over the baseline by the end of
from Eastern Cape Province.
the Programme
Purpose Statement OVIs
To develop an effective, efficient and affordable decentralised • District offices providing effective and timely educational
education system
services and support to schools
• Whole school development model processed in Eastern Cape
schools.
Deleted: Monitoring ID :

Version 0.6
• Increased number of transformed and self-managed schools
in the Eastern Cape
Outputs /OVIs Progress Comments
Planned (period under review) Actual (including comments if Planned for next period
required)
1. A provincial
department of education,
with an enhanced
strategic role.
• All critical processes
documented and
implemented by the end of
PY1
• Specific policy
guidelines completed by
end of PY1
• Comprehensive
Provincial INSET
programme
operationalised by PY1
• National ‘Tirisano’
policy on HIV mitigation is
reflected in Provincial
Policy Development by
1. Departmental counterpart to
Programme Co-ordinator to
take up post during quarter
2. Implementation of 4
Corporate Services Projects to
improve financial management
and accounting services.
3. TA support for completion of
Departmental Annual Report:
in compliance with national &
provincial norms
1. Completed with significant
positive implications for sustaining
programme gains in the
Department.
2. I project completed vis. TA
assisted in preparation of Dept
Annual Financial Statements
which were submitted to Prov
Treasury by 31 May with Other 3
projects shelved -- awaiting IMT
Plan implementation -- 1 project
(clearing of suspense a/cs & bank
recon. implemented in second
semester of 2003
3. Completed
a. Preparation of Department
Annual Financial Statements
according to Treasury norms.
b. Provision of support to
development of Integrated Quality
Management System.
c. Continued support to ELMD
Deleted: Measurable
improvement in classroom
practice.· Whole school
development model processed
in Eastern Cape
schools.· District offices
providing effective and timely
educational advice and support
to schools.· ECED allocating
an increased % of their budget
to non-personnel
expenditure.· ECED meet
service delivery targets for
schools as agreed with
communities and planned for
in the MTEF.

PY1
• ECED fully functional
within the Provincial Social
Needs and Economic
Development Clusters
planning and
implementation processes
by PY2
• The DPSA HIV/AIDS
Workplace programme
fully functional by PY2
• A programme for
HIV/AIDS education in
schools from Age 7
developed and training
implemented by PY2
• Backlogs cleared and
completed by PY2
• All managers have
personnel development
plans by PY2
• INSET recorded and
certificated in terms of
skills and competencies by
PY4
• All key management
systems and procedures in
place by end of the
Programme
4. Engagement of serv
provider for LSM
procurement/Integrated Supply
Chain Management (ISCM)
contract
5. LSM Review: Research team
to carry out work on
costing model, review of LSM
selection; change management
and ISCM process
6. Support new Communications
Directorate to produce quarterly
management reports and
newsletter
7. Operationalisation of Phase II
of programme evaluation; to be
directed through Chief Director
Quality Assurance.
8. Recruitment of TA project
manager to rollout the suite of
7 HRD projects
9. Bursary application
management project (HRM) –
(service provider direct sourced
Version 0.6
4. Completed
5. Completed with potential for
Department to sustain this
Programme contribution
6. Completed and operational with
Department to take responsibility
for newsletter in 2004-5
7. In operation and currently
finalising baseline. Critical to the
sustainability of the Porgramme.
8. Shelved pending IMT decision
but DFID budget cuts imply no
possibilities for action
9. Completed

due to urgent need to process
13000 applications within
3-week payment deadliines
10. ICT Systems: SITA
Integration.
11. Plan and implement IT
literacy training course for
District Managers.
12. Filling of posts in ICT
Directorate.
13. Creation of Electronic
Document Management System
(EDMS).
14. Schools Strategic ICT Plan
15. University of Fort Hare’s
ELMD Programme contract
negotiated & finalised
16. Assist with finalisation of
Phase 1 of USAID Connectivity
project.
17. Chief Director Curriculum
Management to prepare a
Version 0.6
10. Completed
11. Shelved
12. Posts created but not all filled.
13. Completed
14. In progress
15. Completed
16. Completed
17. Proposal in progress

2. A fully functioning and
self-managing district
structure providing quality
support to schools.
• All critical posts filled by
PY2
• EDOs and subject
advisers more effectively
involved in service of
schools
• 50% of administrative
systems operational to
promote effectiveness and
efficiency in bridging gap
between province and
schools by PY2 and the
reminder by PY 4
• EMIS PERSAL and
FMS phased into districts
by PY3
• All EDCs established
and functionnal by PY3
proposal for integrating the
Resource Centre into
departmental budgets
1. Develop detailed
infrastructure & service
development plans for 6
identified priority districts
culminating in a fully functioning
operational base consisting of
flexible office space, ICT
services and an educational
development centr
2. Establish a team of TAs,
including HRD TA
3. Facilitate development of
robust Education Development
Version 0.6
1. Appointed specialist TA :
infrastructure. Engaged extensively
with relevant stakeholders including
Dept of Public Works around
preparation of a development plan
and necessary tender
documentation. Completed plan /
tender documentation submitted to
DFID for approval & actioning Aug
2003. DFID instituted process to
determine appropriate procurement
mechanisms/implementing agents.
Portable toilets have been hired
and funded through Imbewu 2 at
these 6 sites
2. Recruitment process entered
into for HRD TA, but received
directive from ECED & JMT/IMT to
shelve this at this stage
Short term IT support TAs engaged
3. * Organised & conducted a
national EDC conference/workshop
a. Need for infrastructure remains
dire & immediate. Numerous
expectations around such facilities
have been raised and lack of
delivery has had a significant
impact (negative) on district
officials and rural impoverished
communities they serve. R5m set
aside in 2004/2005 FY for
construction of 2 district offices
b. Recommended that toilet hire
costs currently covered by
IMBEWU in the other 4 sites be
phased out in the 2004/2005 FY &
agreement that ECED will provide
adequate toilet facilities at these
sites
c. Strong emphasis placed on
focussed TA (mainly short term - 6
mths & less) across suite of
specialisation areas -- ICT, HRD,
QS, systems development (incl

Centre design for districts.
4. Critical training &
development needs will be
addressed within envisaged
leadership and management
development programme for
district managers
Version 0.6
* Ran district-based EDC
information/planning sessions --
culminating in nomination of EDC
co-ordinators in districts
* concept design for multipurpose
resource centres to
support sch clusters as EDC
satellites in some districts
4. * TA : Dist Dev assisted with the
development of a management
development module --
"Mentorships - dynamic human
resource dev interventions.."
* All Dist Managers underwent
Certificate in Organisational
Leadership training (thro' Rhodes
Univ's J & J Leadership Dev
Institute
* Six dist office management
teams (approx 240 officials)
attended 1-day seminar on theory
& practice of Mentorships
* Identified critical dist office
training requirements depite
numerous dist office staff
vacancies
* provided critical link & support
between ECED H/Office, UFH &
districts participating in ELMD
dev of operations manual) --
particularly in context of
decentralisation & new
Organisational Structure.
d. Departmental task team
consisting of 8 members to shortly
undertake a study tour to KZN
EDCs
e. Phased operationalisation of
EDCs in districts
f. Create a dedicated ICT support
platform designed to interface
between HQ DDG, Cluster
Managers, Dist Managers & their
teams, with an emphasis on 2-way
communication i.r.o reporting,
monitoring & info management
g. Extend RU : J&JLD training to
2nd tier of district management
h. Roll out this training seminar on
Mentorships to remaining district
offices

3. . Schools which, having
undergone a whole school
effectiveness process, are
better able to provide
improved learning
opportunities for their
learners.
• Elected, inducted and
trained School Governing
Bodies (and Learner
5. ICT Tech Support to district
offices
6. Produce standardised ditrict
operations manual & parallel
ODL-based skills dev prog
Planning and design of detailed
and comprehensive School
Transformation Training and
Materials Development
Programme for 1500 schools to
March 2005
School Transformation
Programme:
1. Engage TA and establish
Reference Group to review and
Version 0.6
programme being run by UFH
5. * 2 short term (3-month) TAs
appointed - dedicated to ICT
support & training in districts
* Approx 200 district-based
officials received basic computer
literacy training
6. Not implemented due to lack of
capacity & recommendation by
JMT/IMT to shelve engagement of
HRD TA
School Transformation Model
gazetted ( Volume 10 No. 1015 -
Extraordinary ) : 19 May 2003.
Logframes for Training Programme
completed. Reprioritization &
budget cuts affect rollout of
planned activities:
1. Completed : Local TA's
contracted.
i. Training & dev interventions for
admin staff in districts
j. Produce & help disseminate
quarterly newsletter for districts
k. Continue with dedicated ITC
support & training in computer
literacy for office management
teams
a. Complete development & print
5000 ISPD training modules & 200
Facilitator's Guides
b. Complete development & print
2000 GUIDES TO ISPD
c. Complete development & print
2000 ISPD activity files for 1500
schools
d. Train & support 4500

Representative Councils in
secondary schools) in
place with approved
constitutions
• School Governing
Bodies managing feeding
programmes where
appropriate
• Negotiated code of
conduct in place and
disciplinary problems
handled procedurally.
• All schools to have
devloped HIV/AIDS
strategy
• Learner/educator
contact time increased
• Marked improvments in
the learning environment
in schools
• Learners, carers and
community members
testify to improved learning
opportunities by
Programme end
• Improvements in
learning achievement
above baseline by
programme end
rewrite Whole School
Development ( WSD ) Pilot
Module
1.1 Presentation of finalised
WSD module to DoE and PSC
1.2 Print 6500 WSD Modules
and 200 Facilitators Guides
1.3 Conduct WSD Training of
Trainers workshop for 165
district training officials ( 24
district training teams )
1.4 3 day Radio Slot to
advocate WSD and district
training
1.5 Conduct WSD training
workshops in 24 districts for
1500 schools and 6000 schoolcommunity
participants
1.6 Provincial Facilitators to
provide support to 24 district
training teams
1.7 24 District WSD reports
produced by district training
Version 0.6
1.1 Completed. Presented at PSC
meeting.
1.2 Completed. Local
empowerment company contracted
1.3 Completed. Training
contributes to building capacity in
district.
1.4 Completed. Advocacy of WSD
amongst school communities in the
Eastern Cape
1.5 Completed. Contributes to
community particpation in schools.
1.6 Completed. Enhances
sustainability and builds capacity in
districts.
1.7 24 Draft reports obtained. To
be finalised.
participants in 1500 schools on
ISPD
e. Finalise and Complete 8
Foundation Phase INSET
Modules
f. Print Foundation Phase INSET
Modules for Imbewu 2 Programme
Schools
g. Constitute Foundation Phase
Training Teams for delivery of
INSET to Programme schools
h. Delivery of Foundation Phase
INSET (Module 1& 2) in district
cluster workshops
i. Develop provincial rollout plan
for Intermediate Phase RNCS
Orientation training of schools
j. Develop & print Intermediate
Phase RNCS training materials
k.Engage service providers to
develop 15 Intermediate Phase
RNCS INSET Modules
l. Engage TA to assist DoE to

teams.
2. Engage TA Logistical
support to Imbewu Training
Programme
3. Standard Bank Financial
Literacy Programme introduced
to 1515 schools
3.1 Economic and
Management Sciences Financial
Literacy packs provided to 1515
teachers
3.2 160 EMS Financial
Literacy learner guides supplied
to each of the 1515 schools
3.3 Stand Bank Financial
Literacy Training of Trainers
workshop conducted for 30 EMS
Subject Advisors
3.4 Standard Bank Finanical
Literacy Programme workshops
conducted across 24 districts in
cluster
Version 0.6
2. TA contracted 01 April 2003 to
21 November 2003
3. Completed. Build capacity
among district subject advisors and
school particpants in critical
learning area.
3.1 Completed. Contribution to
TLSM in 1515 schools.
3.2 Completed. Value
R1,151,400.00. Contribution to
TLSM in 1515 schools.
3.3 Completed. Build capacity
amongst district subject advisors
and school particpants in critical
learning area
3.4 Completed. Reports and
attendance registers available.
develop FET provincial rollout plan
and NCS Orientation & INSET
materials
m. Extend contracts for 2 existing
Field Coordinators
n. Extend secondment of 2
existing departmental Imbewu
Field Coordinators
o. Extend contracts of SCIPP
writer & Training, support &
development TA
p. Engage / appoint Data Capturer
for Imbewu 2 Training programme
database
q. Conduct Planning workshops to
plan rollout of Imbewu Training
programme & develop plans for
2004/5 financial year
r. Coordinate rollout of Financial
Literacy Programme to 1000
additional Eastern Cape schools
(Grades 7-9)
s. Conduct Annual Report Writing

3.5 24 District Financial
Literacy reports produced by
EMS Subject Advisors
3.6 Standard Bank Financial
Literacy Annual Report for 2002
produced
4. Appointment of 4 Imbewu II
Field Coordinators ( Umtata,
Kokstad, Port Elizabeth and
Queenstown ) & Assistant
Training Programme
Coordinator
4.1 Assumption of duties by 4
field coordinators
4.2 Assuption of duties by
assistant training programme
coordinator
5. Establishment of training
programme database
5.1 Request for proposals for
design and establishment of
training programme database by
programme coordinator
Version 0.6
3.5 Completed.
3.6 Completed. Report on
Extranet.
4. Completed. Sustainability could
be enhanced with further
secondements from department
staff
4.1 Completed. Assumed duties 1
August 2003.
4.2 Completed. Assuption of
duties 1 February 2004.
5. Completed.
5.1 Completed: May 2003
Workshop & produce 2004 Annual
Report
t. Develop / design Imbewu 2
materials for 2005
u. Engage additional trainers for
support to Imbewu 2 Training
Programme (INSET & EMD)
v. Print EMD training materials for
Imbewu 2 Training Programme
Schools
w. Conduct Training of Trainers
for Foundation Phase INSET
x.Conduct Training of Trainers for
Intermediate Phase RNCS
Orientation training
y. Print & deliver Intermediate
Phase RNCS Orientation training
materials
z. Conduct Training of Trainers
workshops for EMD (24 District
Training Teams)
aa. Secondment of additional 4

5.2 4 Proposals obtained by
programme coordinator
5.3 Proposals scored and
adjudicated by programme
coordinator
5.4 Service provider contracted
to design and develop database
5.5 Training programme
database to be installed
5.6 Training programme
personnel trained on database
5.7 Database maintained
6. Planning and Refinement
Workshops to finalise Training
Programme activities
( Logframes ) to March 2005
6.1 Departmental officials
invited ( provincial and district )
6.2 Workshop programme and
workbook developed and printed
Version 0.6
5.2 Completed: May 2003
5.3 Completed: June 2003
5.4 Completed: September/August
2003
5.5 Completed: November 2003
5.6 Not started: Data Capturer not
appointed in the period
5.7 Not started: Awaiting data
capturer
6. Completed: 80 Departmental
officials attend workshop
6.1 Completed: 80 Provincial and
District officials attend
6.2 Completed: 100 workbooks and
files produced
Field Coordinators from DoE to
Imbewu 2 Training Programme

6.3 Planning workshops
conducted and logframes
developed and refined to March
2005 ( in all training programme
areas )
6.4 Training programme plans
budgeted for and presented to
PSC
7. Departmental newsletter :
Umdibanisi
7.1 Training Programme
articles placed in monthly
editions
8. Engage TA and establish
Reference Group to review and
rewrite School Development
Support ( SDS ) Pilot module
8.1 Presentation of final SDS
module to DoE and PSC
8.2 Print 6500 SDS modules
and 200 facilitators guides
Version 0.6
6.3 Completed: Logframes printed
and produced at PSC meeting
6.4 Completed: Reprioritization and
budget cuts mitigate against rollout
of planned activities
7. Completed: Articles serve as
institutional memory of Training
Programme activities
7.1 Completed: Articles available at
Training Programme Offices
8. Completed: Local TA contracted.
Capacity for materials development
build amongst DoE officials
8.1 Completed: Final versions of
SDS materials agreed and
approved
8.2 Completed: Local
empowerment company contrated

8.3 Print 3000 SDS Planning
Guides for 1500 schools
8.4 Print 2500 Standards
Reference Guides for 1500
schools
8.5 Conduct SDS Training of
Trainers workshop for 165
district training officials ( 24
district training teams )
8.6 3 day radio slots to
advocate SDS and district
training
8.7 Conduct SDS training
workshops in 24 districts for
1500 schools in clusters by end
of September 2003
8.8 Provincial and field
coordinators provide support to
24 district training teams
8.9 24 District SDS reports
produced by District Training
Teams
Version 0.6
8.3 Completed
8.4 Completed
8.5 Completed: Builds capacity
amongst officials in 24 district
offices
8.6 Completed: Advocacy to
Eastern Cape school communities
on School Development
8.7 Completed: Build capacity
amongst school-community
participants; pportunities for local
employment of caterers; Emphasis
on development of plans to include
HIV/AIDS, Food Gardens, etc.
8.8 Completed: Sustainability
enhanced
8.9 Draft reports submitted for
editing. To be finalised

8.10 Monitor development of
1500 School Development
Plans ( SDP )
8.11 Schools submit SDP's to
District offices / Circuit
managers
8.12 Field coordinators plan
and conduct cluster support
meetings and school support
visits
9. Reading Week for 1500
Imbewu 2 schools
9.1 Conduct coordination
meeting with Education
Resource and Information
Services ( ERIS )
9.2 Plan and host book
selection exhibition with
publishers associated with
PASA
9.3 Develop book selection
workbook
9.4 District librarians and
Version 0.6
8.10 Completed: Field, District
Coordinators and EDO's monitor
progress
8.11 In progress: 65% submissions
to date
8.12 Ongoing: Cluster meeting
after each training module
conducted; schools at risk selected
for visits
9. In progress: Completed by 19
March 2004
9.1 Completed
9.2 Completed: August 2003
9.3 Completed: August 2003
9.4 Completed: August 2003

esource centre personnel
select literacy materials for all
levels ( Foundation phase,
Intermediate Phase, Senior
Phase and Grade 10 )
9.5 Finalise selection of literacy
materials
9.6 Procure literacy materials
9.7 Distribute literacy materials
to 1500 schools in 24 districts
9.8 1500 Schools develop
reading week programmes
9.9 Host reading week
programmes
9.10 District training teams and
field coordinators support
Reading Week in 24 districts
9.11 24 District Reports on
Reading week completed
10. Engage TA and Reference
Group to review and rewrite
Managing Change in Education
( MC ) Pilot module
Version 0.6
9.5 Completed: October 2003
9.6 Completed: December 2003
9.7 Completed: 12 March 2004
9.8 Completed: end February/
beginning March 2004
9.9 In progress: 15 - 19 March
2004
9.10 In progress
9.11 To be completed by mid-April
2004
10. Completed: Local TA engaged.
Capacity built for materials
development amongst DoE officials

10.1 Presentation of finalised
MC module to DoE and PSC
10.2 Print 5000 MC modules
and 200 Facilitators Guides
10.3 Conduct MC Training of
trainers workshop for 165 district
officials ( 24 district trainign
teams )
10.4 4 day Radio Slot to
advocate MC training and
Reading Week
10.5 Conduct MC training
workshops in districts for 1500
schools and 4500 schoolcommunity
participants
10.6 Provincial facilitators and
field co-ordinators support
Version 0.6
10.1 Completed
10.2 Completed: Local
empowerment company contracted
10.3 Completed by January 2004:
capacity built amongst EDO's &
Subject Advisors in 24 districts
10.4 Completed: Advocacy of
educational change and Reading
Week amongst Eastern Cape
communities
10.5 In Progress: Building capacity
amongst school communities to
manage change and transformation
processes in education.
Employment opportunities created
for communities for catering. Links
with HIV/AIDS in managing change
in health status of learners and
teachers
10.6 In progress: Sustainability
enhanced

district training teams
10.7 24 District training reports
produced by 24 district training
teams
10.8 Field coordinators plan
and conduct cluster support
meetings and school support
visits
11. Production and distribution
of Imbewu 2 Promotional
Materials including 2004 wall
calendars, pocket diaries and
Christmas cards
12. Annual Report Writing
Workshop
12.1 Develop workbook to
report on Imbewu 2 Training
Programme activities for 2003
12.2 Conduct report writing
workshop with 24 district
coordinators, field coordinators
and team members
12.3 Produce Imbewu Training
Version 0.6
10.7 To be completed by end of
May 2004
10.8 To be completed by end June
2004
11. Completed: Completed by end
November 2004
12. Completed by December 2003
12.1 Completed by end November
2003
12.2 Completed by 11 December
2003
12.3 In progress: Final report ready

Programme annual report for
2003
13. Engage TA's and reference
group for revision and rewriting
of In School Professional
Development ( ISPD ) modules,
facilitators guide, A Guide to
ISPD and ISPD activities /
resource file
13.1 Develop framework for
ISPD materials
13.2 Develop ISPD module and
facilitators guide
13.3 Develop A Guide to ISPD
in schools
13.4 Develop ISPD WSD
Activity resource file
13.5 Conduct 2 workshops with
TA's, departmental reference
group, principals, teachers and
SGB members to write ISPD
activities
13.6 Conduct briefing meeting
Version 0.6
by end March 2004
13. TA's contracted & reference
Group members engaged for ISPD
revision and writing/ materials
development process
13.1 In progress
13.2 In progress
13.3 In progress
13.4 In progress
13.5 Completed: Drafted and
developed 75 WSD activities
13.6 Completed on 09 March 2003

with printers on specifications
for ISPD materials
13.7 Print and produce 6500
ISPD modules and 200
facilitators guides
13.8 Print and produce 2000
ISPD Activity Files
13.9 Print and produce 2000
Guides to ISPD in schools
14. Revision and development
of INSET and EMD materials for
Imbewu 2 Training Programme
14.1 Advertise Expressions of
Interest for placement on
Training Programme database
to assist in delivery of INSET
and EMD to Education
Department / Imbewu 2 Schools
14.2 Advertise Expressions of
Interest for revising and
commissioning of INSET and
EMD modules for Education
Department / Imbewu 2 Training
Programme
Version 0.6
13.7 Planned for next quarter
13.8 Planned for next quarter
13.9 Planned for next quarter
14. In progress
14.1 Completed by November 2003
14.2 Completed by November 2003

14.3 Engage service providers
for writing and revising INSET
and EMD materials
14.4 Establish departmental
reference groups as critical
readers of INSET and EMD
manuscripts
14.5 Finalise INSET and EMD
modules and present to DoE /
PSC
15. Roll out of Revised National
Curriculum Statements ( RNCS
) for Foundation Phase in the
Province
15.1 Comprehensive Multilevel
Advocacy Programme for
RNCS targetting entire school
communities across the
Province (including press
supplements, regular radio slots,
information brochures, road
shows, drama presentations,
school advocacy packs, phoneins
15.2 Foundation Phase RNCS
Version 0.6
14.3 In progress: January -
February 2004
14.4 In progress
14.5 In progress
15.1 Completed by September
2003
15.2 Completed: August to

Orientation Training
15.2.1 Roll out plan for
orientation training programme
developed
15.2.2 Training of 200 Trainers
in conjunction with National
Department
15.2.3 Development of
orientation training
materials/modules (4)
15.2.4 70 service providers
contracted to assist district
training teams in delivery of
programme
15.2.5 District roll out of
orientation traIning programme
to 25,000 teachers
15.2.6 Monitoring and
evaluaiton process (service
provider contracted) put in place
Version 0.6
November 2003
15.2.1 Completed by March 2003
15.2.2 Completed by August 2003
15.2.3 Completed May-July 2003
15.2.4 Contracted beginning of
August 2003
15.2.5 Mainly IMBEWU 2 funding
utilised August - November 2003
contrary to initial expectation that
Department would fully fund this in
line with principle that IMBEWU 2
operates as strategic
lever
15.2.6 November 2003

15.2.7 Cluster support
programme
15.2.8 Develop data base for
RNCS training programme (25
000 teachers)
15.3 Development of RNCS
training materials
15.4 Rollout plan for Training
Foundation Phase teachers
developed
15.5 Departmental budget
sourced for rollout of RNCS
Foundation Phase training to
districts
15.6 Additional service
providers recruited to assist
rollout
15.7 External evaluation of
training conducted
15.8 Developed database for
Version 0.6
15.2.7 November 2003
15.2.8 Completed September -
December 2003
15.3 May - July 2003
15.4 Completed: January to March
2003
15.5 Imbewu 2 Programme
funding utilized for this purpose
(except catering). Sustainability to
be addressed, since Imbewu
resources to be utelised as a
strategic lever and not for funding
major rollout of DoE programmes
15.6 Completed: Imbewu Funding
utilized for payment of additional
trainers for RNCS training
15. 7 Completed: September to
November 2003
15.8 Completed: September to

4. . Improved asset
management and lower
cost school buildings
• Break-in and damage to
schools reduced by 5%
pa.
• Break-in and damage to
schools reduced
• Reduction in need for
school transport
• Reduction in
platooning/double shifts
• Strategic partnerships
built between community ,
the ECED and service
providers
• Increased number of
cost effective school
buildings completed each
year
• All quintile 1 & 2
schools have been raised
to levels 3 and above
• Learnerships in
RNCS training for 25 000
teachers .
1. Work schedule for 12 months
ending 31 March 2004 to be
prepared by TA
2. Soil samples taken at
identified site and laboratory
tests in progress.
3. Workshops with community
to set up selection process
4. Laboratory tests to be
completed
5. Block manufacturing yard to
be set up at Bantwanana site
6. PK Das (TA from India) to
personally input during the
whole month of August.
7. Brick/blocklaying training to
start at end of July though
August.
Version 0.6
November 2003
1. Completed
2. Completed
3. Completed
4. Completed
5. Completed. Only local labour
utilized
6. Completed
7. Completed.
a. Bantwanana building continues:
walls, roof, toilets, external works
b. Rondavel Drawings completed
c. PK Das (TA) to complete draft
Procedure & Design Manual
d. Resource Mapping (RM)
Consolidation Workshop
e. Begin Maluti School Training
and work
f. RM Procedure Manual finalized
and published
g. Bantwanana school completed
h. Resource Mapping for
remaining prototype schools
1. Maluti school completed

construction and
maintenance completed
5. . Communities
sufficiently motivated to
become critically engaged
with education decisionmakers.
8. Blockmaking training to be
given on site through August.
9. Blocklaying to start on
site early September
10. Complete Phase 1 of
Resource mapping
11. Complete all
contract/service level agreement
documentation & contract
drawings
12. Skills Training of 14
Blockmakers; 12 Bricklayers; 8
Carpenters; 8 Electricians; 6
Painters
13. Manufacture sufficient
cement stabiliser blocks
1. Engagement of TA for
materials development, field
work and programme support
2. Development of training
Version 0.6
8. Completed
9. Delayed. Waited for SABS
approval of Compressed Earth
Block. Implementation March 2004
10. Completed
11. Only Rondavel Drawings
outstanding
12. Completed. Trained labourers
now being 'poached'/employed by
other businesses
13. Blocks manufactured (17,000)
1. Completed: Contracte in place
to March 2004]
2. In progress: Orientation
a. Finalize & print 1000 School
Community Relations module
b. Conduct Training of Trainers'
Workshop for 3 SCIPP District

• Increased use of
schools for ABET, health
education and other
community activities.
• Links formed with
community fora.
• Increased level of
community involvement,
more new people involved
each year.
• Implementation of
outreach and community
service learning projects at
school.
• Learners involved in
school mapping - related
to security and safety of
schools.
materials for capacity building
programme
3. Production of SCIPP training
video for capacity building
programme
4. SCIPP School Assessment
conducted
5. SCIPP Community Project
Verification conducted
6. SCIPP school assessment
and project verification data
analysed
7. Bookmarks,Posters (English
& Xhosa), and brochures to be
developed for commencing of
pilot projects.
8. Resourcing the 28 projects
with necessary implements /
tools, seeds, etc.
9. Training on sourcing and
Version 0.6
Workbooks and Community
Mapping Modules completed and
printed
3. Completed: Video produced and
utilized during Community Mapping
Workshops
4. Completed: School Assessment
visits conducted and forms
completed
5. Completed: Community Project
Verification conducted and forms
completed
6. Completed: Information not
captured into database formats
7. Completed: SCIPP promotional
materials printed and distributed
8. Not started. Orientation and
Stage 1 training to be conducted
first
9. Not yet started
Teams
c. Conduct School Community
Relations workshops in 7 SCIPP
cluster for 700 participants
d. Plan & conduct SCIPP Indabas
in 3 SCIPP districts & 7 SCIPP
clusters
e. Produce end of Stage 1& 2
reports
f. Plan and conduct SCIPP
Planning Workshop / Retreat for
defining & planning Stage 2 of the
SCIPP capacity building
programme & embark on SCIPP
Stage 2 programme to March
2005
g. Engage government and NGO's
in rollout & delivery of integrated
services, training & skills
development programmes to to
SCIPP school communities
h. Identify & procure resources for
28 school communities (projects)
i. Conduct school community

maintaining resources issued to
28 school communities
10. Establishment of SCIPP
structures:
10.1 Provincial Reference
Group
10.2 District Coordinating
Committees
10.3 Cluster Coordinating
Committees
12. District and Cluster
Orientation Workshops planned
and held
13. Dev of Community Mapping
material
14. SCIPP Retreat for
developing Capacity Building
Version 0.6
10. In progresss
10.1In progress: Difficulties
experienced in engaging
commitment of provincial officials
from various departments
10.2: In progress: Libode DCC &
Idutywa formed: Umtata DCC to be
finalized
10.3 Completed in all 3 districts
12. Completed: Orientation
workshops held for 3 DCC's & 7
CCC's
13. Completed: Community
Mapping Module developed and
1000 copies printed for district and
school commjunity workshop
participants
14. Completed: Conceptual
framework and capacity building
support visits to 28 school
community projects
j. Conduct assessment of 624
Imbewu 1, Ikhwezi, Isithole, Read
and other programme schools for
further support through resourcing
k. Training for 624 schools on
developing WSD business plans
for sustaining school
transformation
l. Adjudicate school business
plans, procure & train schools on
resource management &
development
m. Identify intake of additional
schools by end of FY for
commencement in SCIP in April
2005
n. Locate SCIPP in Department by
March 2005
o. Evaluation of SCIPP by
Evaluation Team

6.
7.
8.
9.
10.
11.
12.
Framework for schoolscommunities
i.r.o project
development & management
15 School Community Relations
Modules designed
16. SCIPP Information Booklet,
School Assessment Booklet &
Project Verification booklets
designed
17. School Community Indabas
planned
18. SCIPP planning workshop /
retreat planned
19. SCIPP 2003 Report
produced
Version 0.6
framework developed in October
2003
15. In progress
16. Completed: To be edited for
printing in March 2004
17. In progress
18. Planned for next period
19. Completed. To be posted on
Extranet

Version 0.6
13.
14.
15.
General /Overall progress assessment - Project
Purpose
Justification
3 - Likely to be partially achieved
Evidence of progress towards purpose from ECED organogram, Strategic Plan; also District officials showing energy and enterprise.
Not full-scale decentralisation as yet.
General /Overall progress assessment - Project
Outputs
Justification
3 - Likely to be partially achieved
Some evidence of progress in Output 1, though perhaps a little patchy. Outputs 2-4 showing good work and real impact. Output 5 is
pilot-level and can contribute more if integrated into Output 3.
Log Frame Level
INPUTS/ACTIVITIES PERFORMANCE RATING COMMENTS
(a) Appropriateness (quality): (a) DFID 2 Likely to be largely achieved Some questions on the
relevance of some
activities under Output 1
(b) Partner 2 Likely to be largely achieved
(b) Efficiency (quantity): (a) DFID 3 Likely to be partially achieved Budget cut has had
impact on work in year

Version 0.6
03/04, resulting in
spending over revised
budget - not originally
agreed budget - because
of earlier commitments.
NB. Formal instruction of
cut not yet received by
either ECED or Managing
Consultants
(b) Partner 3 Likely to be partially achieved
(c) Sufficiency (timeliness): (a) DFID 3 Likely to be partially achieved
(b) Partner 3 Likely to be partially achieved Timely inputs at activity
level
OVERALL ASSESSMENT*: 3 Likely to be partially achieved Agreed by OPR Team
and Programme Steering
Committee, including S-G
of Dept, as projection at
present moment over the
life of the programme, ie
a further 5 years.
(*) Including conditionality aspects where relevant

Version 0.6
PART B.
Purpose /OVIs Progress Comments
Progress recorded and acknowledged against all OVIs, especially OVIs 2 and 3. School
transformation model now gazetted as ECED policy for whole Province; evidence that other schools already adopting STM outside Imbewu cadre
Support for District offices and their work from
ECED is urgent need, and Imbewu could
assist with advocacy and encouragement in
this respect.
Attribution
Policy on STM and Prov. policy on INSET. Numbers of transformed achools. Discussions with District offices indicate need for support
from ECED.
Purpose to Goal
There are strong perceptions that Imbewu transformation and inset support are already showing positive impacts on learning
achievements of children, due to a number of factors including increased commitment by teachers, more contact time, better learning
environments.
DOES LOGFRAME REQUIRE REVISION?
Yes. Proposed changes will be agreed through iteration between DFIDSA, Imbewu and ECED, before final agreement at Programme
Steering Committee in mid-May 2004.
DO PIMS MARKERS REQUIRE REVISION [ Mandatory for projects approved prior to 1.4.98 ]
n/a
Quality of Scoring
The OPR has based its scoring on evidence gathered through discussions with various levels of stakeholders and participants, and
from documentation. High levels of skills and expereince have been utilised in the make-up of the OPR team, both from DFID and
ECED.
Deleted:

Version 0.6
Lessons learned, and suggested dissemination. For PCRs please comment on (i) Project/Programme Level Lessons, (ii) Sector Level or
Thematic Lessons, and (iii) General Development Lessons
i) The importance of working closely Dept, and of the Dept absorbing programme activity has been demonstrated in terms of fruitful
outcomes fromprogramme activity.
ii) There are unanticipated spin-offs, especially in terms of the Infrastructure-related Output (4) in training and skills development
leading to employment and income generation by trainees - this shoujld be highlighted and further built upon.
iii) In a complex multi-year programme a well-developed and innovative Evaluation framework can capture both baseline and
developmental data, and provide the basis for further lesson learning and dissemination. It should be built in from the start of the
programme and sustained throughout its life.
iv) Dissemination of the OPR findings should be broad-based and include (eg) the MEC, participants and respondents, and District
personnel.

Version 0.6
Part C
Key Issues / Points of information. For PCRs please comment on Sustainability
Key issue - District developmen as points of delivery and contact between the Dept and Schools.
Points of information - the development of the Extranet is a good innovation and could be replicated in other programmes. Gazetting of
the Imbewu model is key information about the success being built up by Imbewu. Stable management is key to both programme and
Dept - these now seem to be in place.
Recommendations Responsibility Date for completion
1. Output 1 The OPR team endorses the plan of the ECED to
hold a workshop in June to plan for the remaining years of the
project. It is recommended that the programme staff work
closely with the relevant Chief Directorates of the ECED to
ensure that its funds and plans are integrated with those of
the department in the 2005-2008 Strategic Plan.
2. It is recommended that Imbewu provide technical and
management support in 2004/05 to records management
initiatives and consider providing support in other areas (eg
anti-corruption strategy, performance appraisal, internal audit,
basic financial management training, integration of personnel
and payroll systems procurement, capacity building to use
evaluation material) which would improve the environment in
which the ECED operates and help it shift from short-term
crisis management towards a more ordered longer-term
focus.
3. With regard to HIV/AIDS it will be critically important for the
Imbewu programme to begin to play a proactive role on
HIV/Aids issues within ECED by : (a) assisting the ECED to
Imbewu and ECED Chief
Directors/staff
DFIDSA and ECED
Imbewu programme staff and
ECED
All to be decided at or prior to next
PSC in mid-May.

Version 0.6
develop action plans on its workplace policy and implement
these in accordance with DPSA policies; (b) assisting ECED
to develop an overarching plan that will address the needs of
orphans and vulnerable children (OVCs), incorporates
initiatives of other social partners, and integrates the school
nutrition programme.
4. Output 2 There is a need for clarity regarding whether or not
corporate service centres are going to be permanent features
of the district landscape. It is recommended that plans for the
provision of infrastructure be finalized as soon as possible –
see also report on Output 4.
5. Output 3 - Regarding the school transformation programme -
Ongoing support to schools should be prioritized, both in
terms of governance and curriculum aspects. In order to
achieve this, innovative strategies and mechanisms such as
school clusters, learning areas committees and the use of
lead teachers, should be promoted across the province and
be enhanced
6. The in-depth training of all EDOs and Subject advisors should
continue, it should be deepened, and they should be provided
with appropriate tools to be able to support schools
7. The curriculum aspects of school transformation model
should be integrated into the INSET programme of the ECED.
The INSET programme should have clear and achievable
strategies and objectives
8. A comprehensive programme for rolling out the school
transformation model to the rest of the schools in the province
should be developed, budgeted for, and implemented
ECED to clarify and discuss
with Imbewu staff and DFIDSA
ECED relevant C Directorates
and District Managers, in
discussion with Imbewu staff
ECED with Imbewu support
ECED with Imbewu support
ECED with Imbewu support
9. Output 4 It is recommended that as soon as practicable a ECED EMIS and Imbewu
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Version 0.6
strategy is developed to ensure the two way communication
flow of data and that managers be given the relevant data
relating to their schools and districts which they can reflect in
their development plans.
10.Output 5 It is recommended that Output 5 be integrated into
Output 3 and that the budget for Output 5 be reallocated to
Output 1 specifically for the Evaluation Framework (to make
up the shortfall created by the DFID cut in funding.) (The
latter subject to commitments under Output 5, and to further
discussion and agreement)
11.
12.
DFIDSA in collaboration with
ECED and Imbewu
Review team: (DFID) Myra Harrison, Barbara Payne, Pinky Pheeloane, Makgapi Maleka, Mareka Monyokolo,
Godwin Khosa, Matthew Mhlongo, Richard Thomas, David Pedley, Mzu Bishet.
(ECED) :
People met: (To be included)
Scoring system:
1 = likely to be completely achieved 4 = only likely to be achieved to a very limited extent
2 = likely to be largely achieved 5 = unlikely to be realised
3 = likely to be partially achieved x = too early to judge extent of achievement
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Numbering
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AIDE MEMOIRE
2005 IMBEWU ANNUAL REVIEW
25/APRIL/2005
1

AIDE MEMOIRE TO THE 2005 ANNUAL REVIEW OF IMBEWU
1. Introduction
This is an Aide Memoire to the third Annual Review of Imbewu Schools
Improvement Program that took place from the 17 th April to 22 nd April 2005.
The review was carried out as part of DFID Southern Africa (DFIDSA)
assessment of Imbewu progress towards the achievement of Outputs to
Purpose, as well as progress made towards achievement of the project goal.
(See Terms of Reference in Annex 1.)
The methodology included on-site visits to six schools in the four Districts of
King Williams Town, Dutywa, Umtata and Libode, as part of assessing impact
at both District and classroom levels, as well as meetings with a
comprehensive range of stakeholders, including; the MEC Education, The
Superintendent General for Education, District Managers and the Director
General in the Premier’s office.
(See PRISM document for details).
The team was lead by Ray Tywakadi, the Education Advisor, assisted by
three DFIDSA advisors, namely:
Kemi William: Social Development
Angela Bester: Governance
Mzu Bushet: Eastern Cape attaché
The head of DFIDSA, Sue Wardell, joined the team.
1.1. Overview and context
The rollout of Imbewu Program in the Eastern Cape is taking place against a
backdrop of complex socio-political and economic challenges, characterised
in the main by:
An under-developed economy with high unemployment rates
A dynamic and fluid political landscape
Administrative and management capacity challenges
High profile Presidential and Premier level interventions.
However, the project is making great strides in meeting its objectives.
2

1.2. Impressions and observations
The team’s impression and observation of progress is that Imbewu is
definitely one of the most successful models of school transformation and
whole school development in the Eastern Cape, with an approach that is
working very well. Progress made by Imbewu schools is all the more
commendable in the light of extremely difficult conditions of poor
infrastructure, overcrowded classrooms and lack of basic amenities.
The model, anchored in the three pillars of vision crafting, professional
development and management support has taken root in most schools, with
both schools and their communities singing praise of its progress.
Schools have become hubs of school-community integration, with impressive
and high levels of community involvement in the life of schools, giving rise to
notable educative processes such as establishment of community-school
garden projects, infusion of traditional craft-work into school curriculum and
general life-skills education interventions derived from the community.
Most project schools have demonstrated outstanding models of well-managed
and well-run schools, with outstanding teaching and management capabilities.
Worth noting is the observation that the well-run schools were headed by
excellent Principals and Headmasters, and therefore, the Department should
consider giving priority to the training and mentoring of school principals and
leadership.
The ownership levels of the program by managers, by both District and Head
Offices, are highly commendable. The number of senior officials, particularly
the Education Development Officers, involved in both design and delivery
phases of the program, is quite impressive.
However, a number of crosscutting and recurrent themes point to a need for a
deeper strategic review of priorities accorded to the last two years of the
project.
1.3.Cross-cutting themes
The implementation of the Provincial HIV/AIDS strategy has not as yet
exploited the opportunities presented by the multi-entry points of the whole
school transformation model. Schools visited had no coherent HIV/AIDS
education integration strategy that could successfully exploit the social
grounding and sociological basis of the model.
The 2004 Output to Purpose Review made a compelling recommendation in
this regard. The team recommends that the Project Office and the
Department must design and deliver an HIV/AIDS integration strategy in
a manner that fully utilises the benefits of the Whole School
Development model.
3

Learning experiences and lessons from the program are of creditable and
admirable standard, both nationally and internationally, but no demonstrated
instances of cross-province and cross-border sharing of these successes.
The project should begin a process of packaging of these into models of
learnings and invaluable experiences.
The shift from a resource intensive pilot into a full scale implementation by the
Department will require a clear strategic plan, articulating what to scale up
and the full implications of such choices. The Project Office should start
developing a strategy think piece to serve as a planning basis.
Infrastructure and schools building remain a daunting challenge for the
Eastern Cape, particularly in far-flung and rural communities. There are good
and well-run schools, under very difficult and challenging physical conditions.
The Department should consider prioritising infrastructure development
where there are good practices.
4

2. RECOMMENDATIONS
2.1. Most Project schools have demonstrated how excellent and outstanding
schooling can be under capable leadership and effective management. The
Team recommends that Imbewu Project Office assist the Department in
conceptualising and developing a comprehensive School Leadership &
Mentoring programme for all school Principals in the Province, as part of the
envisaged professional development program of the Department.
2.2. The non-integration of HIV/AIDS education into the school transformation
program was a missed opportunity, given success rates of the program in
uniting parents, community leaders and teachers around the development of a
child. The Team recommends that the Project Office urgently designs an
HIV/Aids Education Strategy that will be integrated into the School
Transformation Programme roll-out.
2.3. The quality of learning experiences and lessons of the program are of
creditable and admirable standard, and therefore worth sharing with the
National Ministry of Education and other Provinces. The Team recommends
that the Project Office, with assistance from Education Advisor, start
packaging learnings of national and international value and share these
across institutions, Provinces and national borders.
2.4. The Imbewu successes were quite impressive, given the amount
resources and energies dedicated to a pilot. The Team recommends that
Imbewu Project Office should develop a strategy think piece on how the
project will shift from a resource-intensive pilot phase to a full-blown
implementation, with clear strategic choices on what should be scaled up, as
part of the Project’s exit strategy.
2.5. The Program has recommended the establishment of a Provincial
Institute for Educational Leadership, as one pillar of the sustainability strategy
beyond DFID funding. The Team noted and applauded the proposal, but
raised concerns about establishment of an Institute towards a project close
down period, when there are no firm budgetary commitments from the
Department. However, the Team recommends that DFID and the Project
Office must discuss the implications of the rollout before any further
commitment of DFID funds.
2.6. The team noted and recognised the value of activities currently being
carried out under Outputs 1 and 2, but concerned with lack of strategy to build
Head Office and District capacity as part of the sustainability strategy. The
Team recommends that the Project Office design a 2-year capacity-enhancing
support strategy to both Districts and Head Office to sustain the model
beyond DFID funding. The Governance and Education Advisors would follow
up and assist with the design.
2.7. The team noted strides made in the design and delivery of the two lowcost
schools building models at Bantwanana and Mavundleni, and therefore
recommends that the pilot phase be limited to the 2 sites, and the Department
5

find ways of integrating the model into the Government’s EPWP (Expanded
Public Works Programme)
3. PROGRAM PROGRESS AGAINST OUTPUTS
3.1. Output 1.
The ownership levels of the program at Head Office are highly commendable,
with a number of senior officials, particularly the Chief Directors and Directors,
leading in integration of Outputs into their work-plans. A strong and
strategically focussed Department of Education will be necessary to sustain
this momentum beyond the official ‘end date’ of DFID support. Current
activities undertaken in Output 1, though have been of value, could be more
focussed on building the strategic capacity of the Department.
Recommendation
The program must consider providing technical and strategic inputs that will
enable Head Office to manage and sustain the impact Imbewu. The DFIDSA
Governance and Education Advisors should assist with this process.
3.1. Output 2.
District support to the program rollout of the program to schools was quite
good and impressive, with EDOs actively engaged in training and
implementation. However, support to the District Office has been minimal.
Districts have noted a decline in the support levels of Phase 2, except for an
ICDL training course, which they feel has been delivered at too rapid a pace
for their level of development. The challenge of scaling up the program in
Phase 2 will fall largely on the shoulders of a District Office.
Recommendation.
A District Support Strategy over the next two years will be extremely
invaluable to ensure program sustainability. The Project Office might have to
prioritise resources to meet this objective. The DFIDSA Governance and
Education Advisors will assist with the process.
DFIDSA notes the proposal for the establishment of an Institute for
Professional Development, as part of sustainability strategy. The MEC gave
assurances that the Department will provide full funding in its 2006/2007
budget allocation, however DFIDSA would request for a full discussion before
any funds are committed further.
3.2. Output 3
A great deal of progress has been made to advance the objectives of Output
3, and evidence at school level bears testimony to that. The model has taken
root in most schools, with both schools and their communities singing praise
of its achievements and successes.
6

Schools have become hubs of school-community integration, with impressive
and high levels of community involvement in the life of schools, giving rise to
notable educative processes such as establishment of community-school
garden projects, infusion of traditional craft-work forms into school curriculum
and general life-skills education interventions derived from the community.
Most project schools have demonstrated outstanding models of well-managed
and well-run schools, with outstanding teaching and management capabilities.
The results of piloting the School Community Integration Pilot Project are
phenomenal, with unprecedented levels of community involvement.
However, the Whole School Development model rollout has neglected
HIV/AIDS education and its integration into the model.
Recommendations
The project should consider packaging working models and pilots into national
learning experiences that could be shared nationally and internationally.
However, all of the well-run schools were headed by excellent Principals and
Headmasters, and therefore a dire need to train and mentor good school
leaders.
The project must design an integration strategy that will embed HIV/AIDS
education into Whole School Development program
3.3.Output 4.
The low cost schools construction model piloted in Bantwanana is sufficient to
demonstrate the point. Work is in progress on the second pilot.
Recommendation
The team recommends that the pilot be limited to the two models constructed,
and the Department of Education should find ways of integrating the model
into the Expanded Public Works Program of government.
4. PROGRAMME MANAGEMENT ISSUES
7

4.1.The impression of the Review Team is that programme management has
been sound and effective.
4.2. The Managing Consultants, Arcadis BMB, who commenced work in
January 2002, have performed their duties satisfactorily and in accordance
with their terms of reference. Financial and progress reports have been
provided to both the PSC and DFID in accordance with requirements. The
secondment of one departmental member of staff to the Imbewu programme
office has enhanced the overall management and implementation of the
programme.
4.3. Programme management arrangements are set out in the Imbewu
Project Memorandum and outlined further, in more detail, in a Programme
Management Manual (PMM). A Project Steering Committee (PSC) that
meets on a monthly basis is in place. Formal appointment of departmental
members of the PSC has been concluded.
Recommendation
The Project Office raised concerns about contractual obligations
beyond 2006, and the Education Advisor was requested to look into the
matter.
5. CONCLUSIONS AND THE WAY FORWARD.
5.1. The Annual Review team have tried to concentrate on a few key
recommendations. In some cases these represent endorsement of what is
already planned, but in others new effort and action is required.
5.2. A report back session to DFIDSA has been arranged for 09 th May 2005.
The document will be circulated within DFIDSA for information and comment.
5.3. The draft Aide Memoire and the related PRISM document will be
presented to the Project Steering Committee meeting scheduled for the 12 th
May 2005, and the MEC for his consideration, as well as disseminated widely
among stakeholders.
5.4. The Governance and Education Advisors will soon visit the Eastern Cape
to take forward recommendations around Outputs 1 and 2.
Ray Tywakadi
Senior Education Adviser
25 th April 2005
8

Imbewu 2005 Annual Review: Follow-up
IMBEWU 2005 ANNUAL REVIEW:
FOLLOW UP 21-22 JUNE 2005
1. INTRODUCTION
1.1 DFIDSA conducted an Annual Review of the Imbewu Schools
Improvement Programme from 17-22 April 2005. The review found
that although the Imbewu programme demonstrated success at the
schools level, the sustainability of the schools transformation model
was in question. The review team therefore recommended that:
(a)
(b)
The Project Office develop a Think Piece on how Imbewu will
shift from a resource-intensive pilot phase to a full-scale
implementation, with clear strategic choices on what should be
scaled up; and
The Project Office design a 2 year capacity enhancing support
strategy to both Districts and Head Office to sustain the schools
transformation model beyond DFID funding.
1.2 Ray Tywakadi (Education Adviser) and Angela Bester (Governance
Adviser) from DFIDSA were tasked to follow-up and assist the Project
Office with taking these recommendations forward. The two Advisers
visited the Eastern Cape from 21-22 June 2005 to assess the current
and proposed activities under Output 1 and Output 2 (as these pertain
to capacity of Head Office and Districts respectively) and assist the
Project Office to identify key considerations in developing the strategy.
1.3 The Advisory Team met with the following individuals:
• Allan Zinn: Imbewu Programme Co-ordinator
• John Bartlett: Departmental secondee to Imbewu
• Ms Rowan Bruce: Imbewu Financial Manager
• Ms Tracy Cumming: Chief Financial Officer
• Greg McMaster: Chief Director: Education Planning & Monitoring
• Mr W M Ngwanya; Director, East London District
• Ms Thoko Moniwa: Imbewu District Coordinator, East London
1.4 The Advisory Team had access to key Departmental documents,
namely, Strategic Plan for 2005/2006 to 2009/2010; Annual
Performance Plan 2005/2006 and the Human Resource Development
Strategy. The Imbewu Project Office provided a spreadsheet of
proposed activities and budget for 2005/2006.
1

Imbewu 2005 Annual Review: Follow-up
2. MAIN OBSERVATIONS
Commitment and capacity of Department
2.1 Discussions with the Chief Financial Officer and the Chief Director:
Education Planning & Monitoring were encouraging. They revealed a
firm commitment on the part of the Education Department to take
forward the work of Imbewu post- DFID funding. There is also
acknowledgement that some of the work being done by Imbewu should
be part of the normal business of the Department. Actions by the
Department to date include the following:
(a)
(b)
(c)
(d)
The Department is taking positive steps to address the high
level of vacancies – the filling of 250 posts (mainly middle
management) has been prioritised within a constrained
personnel budget. Funds for filling of posts will double next
year, with the objective of filling 60% of the current organogram
over the period of the Medium Term Expenditure Framework.
The long-overdue placement of ex-college lecturers is about to
be completed, redirecting human resources to areas of need.
The strategic management capacity of the Department has been
limited as a result of critical vacancies at senior management
level. The recent appointment of the Chief Directors for
Education Planning & Monitoring, Curriculum and Clusters will
go some way towards addressing this capacity constraint.
The option of setting aside departmental funds (between R15
million and R20 million) to cover funding for the first year
following DFID exit has been presented to the MEC for
consideration. The Department is awaiting a decision on this.
The Office of the MEC is leading the development a
transformation agenda for the next 10 years. The vision
document is to be discussed at the Education Summit
scheduled for July 2005. The Imbewu Project Office anticipates
that the outcomes of the July Summit will have a bearing on the
future of the Imbweu Programme.
2.2 The discussions at District level confirm observations of the Annual
Review that there is a high level of enthusiasm and commitment to
Imbewu as a model of schools transformation. The discussions also
confirm concerns raised by other districts that there may not be
sufficient resources (materials, staff and training) to sustain Imbewu
beyond DFID funding. Although East London is one of the betterresourced
districts, it is experiencing gaps in support provided by Head
Office, particularly in the area of In-service Training and learning
materials.
2

Imbewu 2005 Annual Review: Follow-up
2.3 Without diminishing the positive developments within the Department,
the environment is likely to remain a challenging one for the next two to
three years. The underlying structural problems associated with the
budget; the problems associated with the size of schools; and building
the skills base in the educator and non-educator sectors of the
Department will take time to resolve. These realities need to be taken
into consideration in taking Imbewu beyond 2007.
2.4 There appears to be a disjuncture between the Imbewu Project Office,
the Education Department and the Office of the MEC. Whilst it is
appropriate for the Imbewu office to be responsive to the Office of the
MEC, it is essential that the Senior Management of the Department be
“on board” and champion key developments being supported by
Imbewu. The appointment of the Chief Directors provides the Imbewu
Project Office with a good opportunity to institutionalise Imbewu at the
Senior Management level.
Review of Output 1 and Output 2 activities:
2.5 The Imbewu Project Office provided a schedule of activities and budget
for 2005/2006. The Advisory Team relied on verbal information from
the Project Office about the nature of these activities as there was no
brief explanatory note to accompany the schedule.
2.6 Some activities in Output 1 and Output 2 though they may have been
relevant at the time of the October 2004 planning workshop, are
questionable within the context of the sustainability imperative. Other
activities though relevant, need to be adjusted to ensure that they focus
on the core issue, namely, strategic support to Head Office and
Districts. The Advisory Team noted that District office infrastructure
planning and the EMIS survey will be discontinued as the Department
will be funding these.
2.7 Output 1:
(a)
(b)
The Project Office should consider dropping activities relating to
ABET and ECD as they do not deal with the strengthening the
strategic role of the Department or supporting the Districts.
The Advisory Team has strong reservations about the activity of
Intra-departmental communication. This activity, which forms
the largest single budget item under Output 1, is primarily to
cover the production costs of the Departmental newsletter.
Though the Advisory Team is sympathetic to the capacity
constraints within the Departmental Communication Directorate,
Imbewu should not be funding the newsletter. The Advisory
Team recommends that this component of the activity be
discontinued.
3

Imbewu 2005 Annual Review: Follow-up
(c)
The Advisory Team has reservations about the allocation and
the proposed ‘projects’ funded under the HIV/AIDS activity. The
funding of R100,000 is to be used for integrating HIV/AIDS in
the Department and for team building in the HIV/AIDS
Directorate. The amount of allocated is clearly insufficient for a
serious mainstreaming of HIV/AIDS in the Department. There is
also no mention of the Annual Review recommendation that the
Imbewu Project Office urgently designs an HIV/AIDS Education
Strategy that will be integrated into the schools transformation
rollout. The HIV/AIDS activity should be changed to respond to
adequately to the HIV/AIDS agenda.
2.8 Output 2:
(a)
(b)
(c)
Activities in Output 2 are generally in the right direction and
elements of a support strategy are beginning to take shape. The
Department and the Imbewu Project Office recognise Districts
as critical vehicles for sustainability of schools transformation.
The profiling of districts and prioritising them for additional
training support is a positive initiative by the Imbewu Project
Office.
The proposed Eastern Cape Institute for Educational Leadership
is emerging as the centrepiece of the sustainability strategy.
The Chief Financial Officer confirmed that the Institute would be
fully funded by the Department from 2006/2007 and that she
would be requesting inputs to the budget process in July. The
Imbewu Project Office has committed R3 million for 2005/2006
covering just under 50% of the Institute’s operational budget.
From discussions with the Imbewu Project Office, it appears that
a number of issues need to be addressed before the Institute
can become operational. The discussion on the Institute
between DFIDSA and the Department, as requested by the
Head of DFIDSA, has not yet taken place.
The Advisory Team has reservations about the value of the
ICDL programme. Discussions during the April review as well
as in this follow-up suggest that the necessary IT infrastructure
in the Districts is inadequate or unstable, thus limiting the
application of the training in the workplace. Continuing with the
ICDL programme while the basic IT infrastructure problems are
not resolved may result in wasted expenditure.
4

Imbewu 2005 Annual Review: Follow-up
3. RECOMMENDED ACTIONS
3.1 The Advisory Team proposes that the recommendations of the Annual
Review that relate to the issue of sustainability be consolidated to
develop a single Sustainability Strategy. The development of the
Sustainability Strategy should be the responsibility of the Imbewu
Project Office in consultation with the Education Department and
should be completed by 31 July 2005. The Imbewu Project Office
should building on the work it has already done on sustainability.
3.2 The Advisory Team recommends that the Sustainability Strategy
addresses the key considerations set out below. The list is not
exhaustive and can be amended.
1. How the current resource-intensive schools transformation model can be modified to
rollout to all schools, within the Department’s capacity and budgetary limits.
2. The projected state of Outputs and Activities by 30 November 2007 (End date of
DFID funded project). Activities in Output 1 and Output 2 would need revision as
indicated in paragraphs 2.7 and 2.8 in this report, to focus on strategic support
geared towards sustainability of schools transformation.
3. Identification of activities that can realistically be carried by the Education
Department after November 2007, both in terms of budget and capacity. Identifying
linkages with the Department’s Ten Year transformation agenda would facilitate
institutionalisation.
4. As the proposed Institute is likely to form a key part of the Sustainability Strategy,
discussion on how the Institute will be operationalised should be included. Pertinent
issues here include funding, structure, target groups for training and indicative
content of training.
5. The current risk analysis is outdated. A thorough risk analysis should be included,
with an indication of how these risks are to be mitigated.
6. What governance structures are envisaged to support the process of institutionalising
Imbewu in the Department, for example, where in the Department can Imbewu-type
activities be located once the Imbewu Project Office ceases to exist.
7. How lessons from Imbewu can be captured and shared with other education
departments in South Africa and in the Southern Africa Region.
8. A detailed implementation plan will not be feasible at this stage. The strategy should
however provide a high level mapping of the key stages of the transition, indicative
time frames and who is responsible for delivery on these.
9. The strategy should include an indication of how the transition will be communicated
to all stakeholders.
5

Imbewu 2005 Annual Review: Follow-up
3.3 The Imbewu Project budget should be revised, as activities are likely to
change. A firm budget should be prepared for 2005/2006 and
indicative budgets prepared for the remainder of the project (to 30
November 2007).
3.4 The discussion on the Institute between DFIDSA and the Department,
as requested by the Head of DFIDSA, should be expedited by mid-
July 2005. The Imbewu Project Office should facilitate the meeting
between the DFIDSA team and the appropriate officials in the
Department to discuss the issue of DFID funding for the Institute.
4. CONCLUDING REMARKS
4.1 The concept of Imbewu is well embedded in the participating schools
and the developments that are taking place in the Education
Department Head Office bode well for the sustaining the concept and
spirit of Imbewu beyond November 2007. The forthcoming Education
Summit, the appointment of senior managers and the forthcoming
strategic planning and MTEF cycle offer a window of opportunity to
institutionalise Imbewu in the Department. DFIDSA will continue to
work with the Imbewu Project Office and the Education Department to
realise the ambitions of the Imbewu Programme.
Angela Bester
Governance Adviser
Ray Tywakadi
Education Adviser
27 June 2005
6

Annual Review
o This document is the new template for the Annual Review. It is not protected in any way so may be used
as different departments see fit. It is divided into five parts. (There is a separate form for Budgetary
Support / SWAPS).
o For a full explanation of information required please read Guidance on Scoring Projects & Programmes
in PRISM.
o See also notes for completion at end of this form.
Annual Review V1.1

Annual Review
Part A - Project Data
Project
Short Title
IMBEWU EDUCATION SUPPORT II
Benefiting Country / Region South Africa MIS code 059-550-097
Current Project Officer Name Pinky Pheeloane Approved Commitment £17,000,000
Actual Start Date
(dd/mm/yyyy)
Planned End Date
(dd/mm/yyyy)
19/04/2001 Spend To Date £10,401,407
01/12/2007 Date of Review £4,909,849
Annual Review V1.1 Page 1

Part B - Recommendations
Summary of Recommendations Responsibility
1. Most Project schools have demonstrated how outstanding schooling can be under capable ECDoE
leadership -- the Team recommends the development of a school leadership & mentoring
programme for school Principals in the E Cape
2. Urgent need for the design and integration of a coherent HIV/Aids strategy into the School
Transformation Programme
3. Learning experience and lessons are of creditable and admirable standard; it is recommended
that the Project packages all national and international learnings for cross-border sharing,
4. The Project should start developing a strategic think-piece on how to shift from a resourceintensive
pilot phase to a full-blown implementation as part of the Project’s exit strategy
5. Having noted the proposal for the establishment of an Educational leadership Institute, the
Team recommends that DFID and Project discuss the implications of the rollout before
committing any funds
6. Whilst recognising the value of the current activities under Outputs 1 and 2, the team
recommends that more focus be given to the design of a 2-year capacity-enhancing support
strategy to both Districts and head Office to sustain the model beyond DFID funding
Project Office
Project Office & Education
Advisor
Project Office
DFID & Project Office
Education & Governance
Advisors & Project Office
Annual Review V1.1 Page 2

Part C – Project Scoring Assessment
Goal Statement Objectively Verifiable Indicators (OVIs)
To increase significantly the learning achievement of children 25% improvement in completion rates over the baseline by the end
from Eastern Cape Province.
of the Programme
Purpose Statement Objectively Verifiable Indicators
(OVIs )
To develop an effective,
efficient and affordable
decentralised education
system
• District offices providing effective
and timely educational services
and support to schools
• Whole school development
model processed in Eastern Cape
schools.
• Increased number of
transformed and self-managed
schools in the Eastern Cape
Measurable improvement in
classroom practice.
* ECED allocating an increased %
of their budget to non-personnel
expenditure.
* ECED meet service delivery
targets for schools as agreed with
communities and planned for in
the MTEF.
Progress Recomme
ndations/C
• Technical Support to establishment of 24 Districts
& provisioning of relief structures to 4 of the
severely disadvantaged districts to improve
service delivery
• School transformation programme has been
gazetted & rolled-out in 1700 schools in E Cape
• 2222 schools now declared as Section 21 ( as
defined in SASA) schools .
• Improved ratio now down to 88.1% spent on
Personnel
Improvement noted
omments
Review &
strengthen
focus on
support to
Districts
Target for
nonpersonnel
funding is
85%
More
improveme
nt expected
Annual Review V1.1 Page 3

Purpose to Goal The Eastern Cape Department of Education has taken significant strides in:
• Implementing a clearly agreed strategy to address & contain over-expenditure on Personnel (e.g. Declaration of a
reduced Post-provisioning educator ‘basket’)
• Clear political commitment to decentralisation & devolution of responsibility
• Embedding the Programme into the Department
Project Purpose Rating - General / Overall progress assessment 2
Justification Good progress towards integration of the school transformation framework.
Institutionalisation of the model into Departmental policy. The exit strategy will focus on
building capacity of the Department at Provincial and District level to sustain the Programme.
State how far the project has helped to deliver the objectives of the Country Assistance Plan (where appropriate)
The Imbewu Programme is specifically addressing the issue of strengthening service delivery in the education sector, which in the long
run will also address the legacy of apartheid in terms of inequality of access to education and also to jobs.
Outputs Objectively Verifiable
Indicators (OVIs)
1. A provincial department of
education,
with an enhanced strategic
role.
• Departmental audit improves
to ‘qualified’ by end FY
2004/5 and to ‘unqualified’ by
2005/6.
• ECED Procurement Board
established and operational
by end 2004.
• Anti-corruption strategy
written and being
implemented by end 2004.
Progress Recommendations/
Comments
Ownership levels of
Programme at Head Office
level are highly commendable,
with a number of Senior
Officials leading in integration
of Outputs into their Work
Plans
A strong strategically
focussed Dept Of Education
is necessary for the
sustainability of Imbewu
beyond DFID support, &
therefore a need for a
focussed support in Output
1 in order to build strategic
capacity of the Dept.
Score
3
Annual Review V1.1 Page 4

• All managers in SMS to have
agreed personnel
development plans by end
2004 and all above grade 9 to
have pdps in place by end
2005.
• Audit committee established
by mid 2004 and internal
audit office fully operational
by end 2004.
• HR plans in place during PY3
and critical posts (Director
and upwards) filled by PY4.
• ECED actively participating in
the planning and
implementation process of
the Provincial Social Needs
and Economic Clusters.
• Departmental HIV/Aids
strategy implemented by PY4
for staff and for
schools/learners.
• Payment backlogs reduced
by 50% in PY4 and 80% by
PY5 in relation to March 2004
positions.
• Performance Management
Systems in place at all level
by PY3 (IQMS during PY4).
• Functioning Monitoring and
Reporting systems
connecting province, districts
and schools in place by PY5.
• Persal system cleaned,
maintained and available as
part of the management
information systems by end
2005.
The DFID Governance &
Education Advisors will
assist in this regard
Annual Review V1.1 Page 5

2. A fully functioning and selfmanaging
district structure
providing quality
support to schools.
HR and leave records, cleaned
maintained and available as part
of the management information
• All critical posts filled by end
PY3
• Trained district staff more
effectively involved in service
of schools
• All administrative systems to
promote effectiveness and
efficiency in bridging gap
between province and
schools operational by PY 4
• EMIS PERSAL and BASS
phased into districts by PY3
• 10 EDCs established and
functional by end of PY3
District support to the rollout of
Imbewu programmes is
impressive, with EDOs actively
engaged in training and
implementation; however,
districts are noting a decline in
support levels in Phase 2
The establishment of an
Educational Leadership
Institute is a significant
development
The Project office has been
tasked to design a District
Support strategy for the
next 2 years.
DFID Education and
Governance Advisors will
assist in this process.
The Department needs to
accept full responsibility for
the operation of the
Institute.
3. Schools which, having
undergone a whole school
effectiveness process, are
better able to provide improved
learning opportunities for their
learners.
• Trained curriculum support
structures/teams operational
at district level
• Trained management support
structures/teams operational
at district level
• School Governing Bodies
managing feeding
programmes where
appropriate
• Communities mobilised to
become critically engaged
with education decision
makers and community level
service providers
• Negotiated code of conduct in
place and disciplinary
problems handled
A great deal of progress has
been made in implementation
of this Output. Of note are the
following :
* the model has taken root in
most of the Project schools,
with both schools and
communities praising its
achievements
* schools have become hubs
of community life with notable
educative processes, such as
establishment of community
garden projects, craft work &
life skills education
The Project should consider
packaging working models
of school management &
leadership for sharing at
local and international
levels
Annual Review V1.1 Page 6
3
1

procedurally.
• Schools to have developed
HIV/AIDS strategy
• Learner/educator contact time
increased
• Marked improvements in the
learning environment in
schools
• Learners, carers and
community members testify to
improved learning
opportunities by Programme
end
• Improvements in learning
achievement above baseline
by programme end
* outstanding models of wellrun
& well-managed schools,
with outstanding teaching &
management capabilities
* results of piloting SCIPP are
phenomenal with
unprecedented levels of
community involvement in
school life
•Communities sufficiently
motivated to become critically
engaged with education
decision-makers.
4. Improved asset
management and lower cost
school buildings
• Buy-in and ownership of
assets and processes by
communities
• Break-in and damage to
schools reduced
• EFMIS and EMIS used in
school rationalization,
prioritization of
maintenance & new
school
The low cost construction
models, piloted at Bantwanana
and Mavundleni, have been
adopted by the Department
The team recommends that
the pilot phase be limited to
the 2 sites, and the
Department find ways of
integrating the model into
the Government’s EPWP
(Expanded Public Works
Programme)
• Strategic partnerships
built between community,
Annual Review V1.1 Page 7
2

local government
structures, ECED and
service providers
• Prototype schools built
and replicated (possibly
by other Donors) for
small rural schools
• All current (baseline)
quintile 1 & 2 schools
raised to levels 3 and
above
Accredited relevant skills course
provided to community members
engaged in construction activities
Project Outputs Rating - General / Overall progress assessment 2
Justification The average of the above ratings used. The last 2 years of the programme will focus on output 1 &2 and as
the major part of the programme, being output 3, has already been achieved, there is now an opportunity to achieve
sustainability of the Programme by focusing on output 1&2.
Purpose Attribution Clear evidence exists that the successful delivery of outputs is significantly
contributing to ultimately achieving the Project purpose.
Annual Review V1.1 Page 8

Part D – Risk Management
The risk level for the project should be reassessed during Annual / Output-to-Purpose Reviews.
Risk Category Low-medium
Has the Risk Category changed since the last review? If so explain why. No
New risks identified No new risk identified
Action being taken to monitor / manage risks C & E remain valid and need to be monitored, however Imbewu has had
proactive involvement in the HIV/AIDS strategy.
Recommended changes to plans or management strategies in respect of project associated risks
Focus on sustainability and exit strategy.
Does the Logframe Require Revision? Yes
Do the PIMS Markers Require Revision? [Mandatory for projects approved prior to 01/04/1998]
No
Method of Scoring – state the team composition, the methods used to conduct the review, how the scoring was agreed upon,
and whether partners and stakeholders were involved. Team composed of :
* R Tywakadi (Educ Advisor - Team Leader)
* K Williams (Soc Dev Advisor)
* A Bester (Gov Advisor)
* M Bushet (DFID Attache’, E Cape)
* S Wardell (Head of DFIDSA)
Annual Review V1.1 Page 9

METHODOLOGY : On-site visits to 4 Districts (K.W.T, Dutywa, Mthatha, Libode) & 6 schools
in these districts; Review of Programme Documentation & Reports; Interviews with
Programme Staff and Departmental Officials, over a period of 4 days (17 – 21 April 2005).
An Aide Memoire was generated and scoring was collectively agreed
Scoring was then collectively agreed upon by the Review Team together with the Programme
Office and the Department.
Annual Review V1.1 Page 10

Part E – Lessons Learned
You can no longer input general lessons learned. You need to specify at least one of the categories of lessons learned in sections
1,2 and 3 below.
Lessons learned, and suggested dissemination.
1. Working with Partners Importance of having Departmental counterparts and including transfer of skills/mentoring
in all TA assignments
2. Best Practice / Innovation Involving other key Departments & social partners in development programmes; using
community/school projects as catalysts and levers in organically promoting schoolcommunity
integration; integrating the Evaluation Component with Quality Assurance
structures in the Department has reaped rich dividends
3. Project / Programme Management Collaborative management involving Departmental and Managing Agent representatives
Key Issues / Points of information There appears to be general agreement on the value of smaller, more interactive annual
reviews, with one full-scale OPR in the life of a Project
If appropriate, please comment on the effectiveness of the institutional relationships involved with the project
(e.g. comment on processes and how relationships have evolved) Refer to ‘Lessons Learned’ above
What key documentary evidence is available to support the conclusions of this report? List any supporting documents
annexed to this report. Quarterly Reports; 2004 OPR; Departmental Newsletters; Training Modules; Scoping & other Research
Reports; Evaluation Reports.
Annual Review V1.1 Page 11

Notes for completion
o Where ratings are required please consider the following:
1. = Likely to be completely achieved. The outputs /purpose are well on the way to completion (or completed)
2. = Likely to be largely achieved. There is good progress towards purpose completion and most outputs have been
achieved, particularly the most important ones.
3. = Likely to be partly achieved. Only partial achievement of the purpose is likely and/or achievement of some
outputs.
4. = Only likely to be achieved to a very limited extent. Purpose unlikely to be achieved but a few outputs likely to
be achieved.
5. = Unlikely to be achieved. No progress on outputs or purpose
X. = It is impossible to say whether there has been any progress towards the final achievement of outputs or
purpose. This score should not be used unless they meet at least one of the following criteria:
• Project is postponed because of conflict
• External Constraints
• Recruitment delays
Other reasons: contact PRISM support
Note for subsequent annual reviews you should not be using X unless you can justify using this X rating, it is unusual for
projects running for 3 years or more to be scored X.
Annual Review V1.1 Page 12

o Once the review is completed a small subset of the data gathered must be entered into PRISM for analysis
purposes. There is an online form within PRISM for entering this data. Under the Enter a Review screen /
link click the ‘Add Performance Review Online’ link. The mandatory parts required on the Online screen
are marked on this form with an asterisk *.
o Dates should be entered in the format dd/mm/yyyy e.g. 24/08/2004 .
Annual Review V1.1 Page 13

AIDE MEMOIRE TO THE 2006 ANNUAL REVIEW OF IMBEWU
1. Introduction
This is an Aide Memoire to the fourth Annual Review of Imbewu Programme
that took place from the 9 th to 11 th October 2006. The objective of the review
was to assess the progress to, and likelihood of, the programme achieving its
purpose and outputs and make recommendations to ensure the achievement
of the project goal (see terms of reference attached). Lesson learning was
also a focus of the review given that the programme is to end in November
2007.
The methodology included meetings with the MEC for Education, the newly
appointed Superintendent General for Education, senior departmental officials
and Imbewu staff (see attached TOR’s). A site meeting was held with the
Confimvaba District Director and his team, and two school principals from
within that District.
The team also reviewed key documents from both the Department and
Imbewu (see annex attached).
The team was led by Subethri Naidoo, the Governance Advisor, assisted by
Melanie Abrahams-Sher, the Education programme officer within DFIDSA.
1.1 Overview and Context
Provincial Context
The Eastern Cape Department of Education is the largest provincial education
department in the country in terms of the number of schools to be
administered. It has over 2 million learners and the census in 2004 indicated
the number of educators as being 65 043. The 2004/5 budget expenditure for
the Province was in excess of R10.8 billion. The scope of the system, coupled
with the historical legacy of disadvantage, deprivation and marginalisation,
presents a significant challenge to leaders in education to transform the
systems to achieve a transformed system of education. 1
Many rural schools lack running water and electricity; 87% of the education
budget is absorbed by personnel costs with half of the remaining 13% spent
on non-recurrent non-personnel school related costs. The provincial matric
results indicate that performance of students remains a challenge. In addition,
the provincial education department has suffered negatively from prolonged
political and administrative instability, and antagonistic labour union activity
which has impacted negatively on organisational effectiveness.
Despite this situation however, the Department is in its best position since
1994: the leadership cadre has expanded ten-fold; hundreds of Education
1 A Concept paper: the development of the Institute for Educational leadership, March 2006,
p10
1

Development Officers and Subject Advisors have been hired (and will
continue to be hired) in the upcoming months; the MEC is a strong, visionary
leader undeterred by the many management challenges; a new SG has been
appointed, a new organogram has been approved paving the way for a new
period of growth and stability, and a ten year strategic Transformation Agenda
has been approved that will usher in a new era of development. 2
Move from Project to Programme
In responding to these complexities and with a view to building sustainability
so that development continues beyond DFIDSA funding, Imbewu 2 has
shifted focus to programme support (where Imbewu 1 was more project
driven). A conference to be held in June 2007 will share lessons learnt and
discuss the impact of, among other things, this shift from ‘project to
programme’.
1.2 Main Observations
1.2.1 Shift from project to strategic focus (from Imbewu 1 to Imbewu 2)
In 2004, DFIDSA led a reprioritisation process as a result of budget cuts to the
Imbewu programme. While this was challenging at the time, the project team
are now convinced that the exercise helped them to focus, clarify and plan for
Imbewu 2 more coherently. The shift from resource intensive to scaling down
meant making more strategic choices focused on improving systems, training
and development, a skills strategy targeted at building capacity within the
Department and effective decentralisation to District level (outputs 1 and 2). It
also necessitated a conscious choice to re-brand Imbewu as part of the
Whole School Transformation process driven by the Department.
1.2.2 Commitment and Leadership Capacity
1. Political
The interview held with the MEC for Education was extremely positive and
highlighted the vision, commitment and strong political leadership now driving
the transformation agenda within the Department. He has been
uncompromising in dealing with any reluctance to buy into the Department’s
vision and credited Imbewu with supporting much of the change management
processes currently under way. He also emphasized the importance of
bringing the community into the planning and management of schools. He has
had a review summit which included visiting communities, traditional leaders,
and has managed relations with the Unions very effectively.
2. Administration and Imbewu staff
The Superintendent-General has been in post only a few weeks, but
demonstrated a keen interest in and detailed knowledge of the programme.
2 A Concept paper: The Development of the Institute for Educational Leadership, March 2006,
p 10
2

The Deputy Director –General (Operations) was appointed in September last
year and the Acting DDG for Planning is someone who has had a long history
with Imbewu (1 and 2) and provides an important link between the
Programme and its integration into the Department. Many of the other
individuals interviewed highlighted that the Department is finally able to
respond efficiently and build capacity as its staffing at strategic management
level is almost at full complement. Hundreds of EDO’s and Subject advisors
are being employed and will provide much needed capacity and support to the
Districts.
The Imbewu Team demonstrate an impressive range of skills, institutional
memory and capacity that is critical to ensuring the programme’s integration
into the Department. They have established networks with Higher education
institutions, civil society organisations and are intricately woven into the broad
fabric of transforming education and building capacity within the province and
Department.
3. Shift in emphasis from Imbewu 1 to Imbewu 2
The Imbewu team are consciously beginning to scale down their own lead
role in implementation and are increasingly integrating Imbewu activities with
the work being done within the Department. While this development is
something which DFIDSA has encouraged, and in fact is central to the goal of
the programme, it will make it less easy to attribute the impact of DFID’s role
in the future.
The programme team has responded to the need to leave a footprint in a
number of ways: inter alia, through supporting the MEC’s vision of
establishing a community/business/ government Trust, through a lesson
learning conference scheduled for June 2007, through the concept paper for
the development of an Institute for Educational Leadership, as well as various
other studies and surveys (particularly those comprising the comprehensive
evaluation programme).
4. The Institute for Educational Leadership
The idea of the Institute has been brewing for a long time, and there is great
support and excitement both within the Department and the MEC’s office to
see progress with it. Imbewu has provided the resources to refurbish and
establish the East London campus, and two additional campuses (in Port
Elizabeth and Mthatha) are at various stages of readiness. The Institute will
focus on management coaching and mentoring for principals and other
supervisory level staff (eg.EDOs and Subject Advisors); conduct innovative
research on ways to deal with whole school effectiveness; revise, develop
training material and train on effective school management; and consolidate
and keep updated a School Management Manual. These are just some ideas
which the Head of the Institute shared with the review team, and the approved
concept paper provides further detail on how the Institute will work. It is clear
that much progress has been made in operationalising the Institute as part of
the broader sustainability strategy.
3

5. Integrated, Evidence-based planning within the Department
Institutional
The Department earlier this year approved a new organogram which includes
for the first time a Planning branch (attached for reference). The branch is
currently headed in an Acting capacity by a consultant who has been involved
with Imbewu since inception. The branch will be responsible for EMIS, quality
assurance, Strategic Planning & Monitoring, Research, Curriculum
Management, and, importantly, manage the Institute for Educational
Leadership. This demonstrates the commitment by the Department to
integrating the Institute into the internal reporting structures and in so doing,
ensuring sustainability of Imbewu learning beyond DFIDSA funding. The
programme team work closely with counterparts in the department, although it
should be noted that there are still sections within the department that are not
completely on board.
At a political level, the portfolio committee is pushing departmental officials to
engage and respond effectively to recommendations around improved
planning.
6. Conclusions
• It can be concluded that there has been extremely good progress in
meeting the new focus of output 1 (building an effective, efficient, well
staffed provincial education department).
• However, there is acknowledgement by both the Department and the
programme team that there is still some way to go towards fully
achieving the goals the Department has set for itself in its
Transformation Agenda. Much of the progress in the future will depend
on consistent, visionary leadership, hard work, commitment to the 10
year transformation strategy and stability (politically and within the
administration).
• The issue of absorption of the Imbewu programme into the Department
has begun and a clear strategy is in place to ‘handover’ key areas of
work through mentoring and coaching and ‘shifting’ of key
responsibilities
• The Institute is likely to face some initial operational and management
challenges while the department finalises how it will be run within the
current roles and responsibilities as defined in the new organogram.
1.2.3 Decentralisation process
The second focus of the programme has been to effectively provide a fully
functioning and self-managing district structure providing quality support to
schools.
It has been acknowledged that there are vast differences in the operation,
capacity and systems at a District level. The modus operandi to date pursued
a ‘one size fits all’ approach and the programme team has identified the need
to change the approach to support Districts in the ways that respond to their
4

specific challenges. This has to be done within the confines of shrinking
resources: the main thrust of such an approach has to focus on improved
strategic planning. A District colloquium was recently held with the National
Department of Education and there has been agreement on building bottomup
capacity to making decentralisation effective. A number of approaches are
being implemented and while some are in their infancy, there is evidence of
support from all sectors (educators, district and provincial officials,
communities, and politicians) to making this work.
7. There is great political interest in resurrecting the School Community
Integration Pilot Project (SCIPP), piloted in Imbewu 2, to ensure community
engagement and participation at schools. The MEC is very enthusiastic about
this approach and has begun to root the idea with communities, the
department and districts/ schools with great success. He has met with local
traditional leaders and business and is also talking about the establishment of
a Trust as a means of driving a vision of community-school integration, with
the school becoming one of the centres of community life.
8. The impact of poverty on early childhood development (ECD) and Grade
R have until recently, not been included in the decentralisation planning
processes within the Department. The issue of access to schools has been
hampered by the system of inefficient clustering, (where grades R/O through
to grade 9 have been in one school, and grades 10 – 12 in another). This has
impacted negatively on the availability of classroom space. The Department
has begun to review and discuss aligning the processes with Districts.
Quantitative research has been conducted to determine a baseline of
information which will inform planning decisions and the Department is also
beginning to reflect for the first time global targets like the MDG’s in its
information analysis.
9. A system of establishing circuit managers, building the cadre of EDO’s
and subject advisors as foot soldiers to support educators and district teams
is underway. The institutionalization of this approach speaks to the recognition
within the Department of the need to plan inclusively and consult with those in
the field.
10. The development of appropriate policy, curriculum and training continues
to be the focus of much of the programme team’s efforts with a clear strategy
to implement at the District level. Curriculum development is setting the pace
for the broader enhancement of district delivery.
11. The review team’s visit to the Cofimvaba district was extremely valuable
in demonstrating the extent to which decentralisation is being effectively
managed by the provincial department and being driven by the District itself. It
has to be said, though, that the visionary leadership of the District director in
keeping his team motivated is an obvious factor in this successful example of
decentralisation. This raises the issue of the importance of leadership in
driving transformation at the district level and the question of how to ensure
that an absence of good leadership doesn’t hamper change.
5

Conclusions
• The decentralisation process is well underway with great progress
being made in providing a supportive environment to districts.
• The biggest challenge is going to be managing this initiative from within
the department and providing the resources to maintain achievements
made to date. It relates directly to the sustained capacity required
within the department which is being developed, but is not yet at full
strength.
• The question of whether this support could come from within the
Imbewu programme was raised, but the reviewer believes that it would
really only be delaying a longer term process which ultimately would
require the Department’s management.
• The many infrastructure, resource and management challenges facing
the department will only be dealt with once the ownership and
responsibility are entrenched within the department itself. These
challenges are not unique to the programme, but rather reflective of a
much broader transformation challenge within this and many other,
provinces.
1.2.4 HIV/AIDS
The programme team highlighted what they saw as inaccuracies in the last
review report on HIV/AIDS. They argued that the relatively small amount of
funding spent on developing an HIV/AIDS strategy was all that was actually
required, in terms of actual funds, from IMBEWU. The Department receives
an annual conditional grant (R23m in 2004/05), which is intended to fund all
school-related activities, including curriculum and materials development,
peer group training, advocacy work and some work place issues. There was
an initial under-spend which Imbewu assisted in unblocking, resulting in 100%
expenditure in 2004/05 and 2005/06. Imbewu helped facilitate, in collaboration
with some members of the MTT (an HIV&Aids task team funded by USAID),
the development of the HIV & Aids Strategy (also incorporating workplacebased
action plans) and Policy for the Department. The Directorate for
HIV&Aids & Social Planning Programmes has now been populated and is
actively engaged in proactively driving this multi-sectoral programme, as well
as engaging and collaborating with other Departments in an attempt to deal
holistically with the many facets of this pandemic.
These views were reinforced by the Chief Director responsible for HIV&IDs
who discussed the varied approaches being rolled out at district level to deal
with the pandemic. The advocacy work continues to focus on abstinence, and
there is collaboration with faith based organisations to work at school level.
2. RECOMMENDATIONS
2.1 All interviewees demonstrated an enthusiasm for and commitment to
internalising the Imbewu approach into the Department. They also
demonstrated a keen understanding of the challenges of whole school
6

transformation, particularly around the time it takes to institutionalise
change.
• The team recommends that the Imbewu philosophy be consciously
branded and driven as part of a broader communications strategy
within the context of the Department’s ten year transformation agenda
2.2 The programme team has been instrumental in developing a number of
sustainability strategies to support the exit of Imbewu next year. Among
others, materials have been developed, mentoring is currently underway,
an effective monitoring and quality assurance process has been
developed and is integrated into the department’s own processes, the
Institute for Educational Leadership is well on its way to being integrated
into the department’s structures. But important strategic lessons which
have been learnt in this process are currently not yet captured.
• It is recommended that the programme team, as part of developing the
lesson learning component for the Conference next year, write up the
lessons learnt in managing this programme and include it as a part of
the final programme report.
2.3 The review and programme team worked on refining the OVI’s of the
Logframe as presented by the last review team. Agreement was reached
on the changes to be made that would appropriately reflect a measure of
progress to date. The programme Goal and OVI remains relevant, but the
review team felt that the Purpose OVI was much too broad and could
jeopardise reaching a reliable score which measured the extent to which
this outcome had been achieved.
• It is recommended that the purpose OVI be amended to be ‘SMART’
as this would provide a clearer picture of what had been achieved.
2.4 The Department has developed a 10 year transformation agenda; a 5 year
strategic plan, annual performance plans in compliance with the PFMA for
the first time in the province’s history. While this is highly commendable,
care should be taken to include monitoring and tracking mechanisms to
ensure not only compliance but systemic inclusion into the various
branches of the Department.
• It is recommended that the programme team assist the department in
building in the necessary institutional and structural processes to track
progress against the strategic and transformation plans.
2.5 The Institute is an idea that has now been embedded within the
Department. In December a budget will be finalised within the Department
and Dave Edley, the previous SG, will take this forward and integrate it
into the Department’s budget cycle. However, it would be short-sighted not
to acknowledge that the institute could be (mis)perceived by some within
the Department as constituting some sort of threat to their span of control,
and consequently not receive universal support.
• It is recommended that an overall communications strategy is
developed to ensure that all within the department understand the
7

context of the Institute and see it as a resource to be utilised (and not
as a threat)
2.6 The objectives of the review focused on assessing the extent to which
outputs 1 and 2 are being achieved. This meant an emphasis on building
management capacity and strengthening the institutional support to
districts which is undoubtedly successfully underway. The Department has
lagged somewhat in developing a long-term comprehensive INSET (inservice
training) strategy. Without a parallel process focused on
developing teachers to respond to the new policy and management
models, it is very likely that the progress made to date would be
unsustainable. Developing an appropriate training strategy for teachers
would allow for the bottom-up pressure referred to by some in the
interviews.
• It is recommended that the programme team support the department in
developing an INSET strategy as a part of the broader support to
management at provincial level.
2.7 The last two Imbewu reviews highlighted the need to capture lessons
learnt specifically in working with partners, sharing best practice models
and programme management. While discussions with the Team are rich
with anecdotal evidence of these lessons, there is very little which has
been documented outside of the quarterly formal reports. The University of
Fort Hare is planning to publish a book, sharing various transformation
strategies that have been piloted. The book is an exciting initiative and will
include a range of case studies in which the University has been involved
– including the Imbewu project. However, it would still be useful to capture
the programme management of specifically Imbewu, as a donor driven
initiative.
• It is recommended that the team develop a comprehensive lesson
learning ‘kit’ to include possibly some case studies, as well as other
innovative communication tools to be shared both within the donor
community as well as more broadly on the three areas identified.
3. CONCLUSIONS AND WAY FORWARD
3.1 The contextual challenges facing the Eastern Cape Province are not likely
to disappear in the near future. What this means for a programme that has
been as evidently successful as Imbewu is that it will be difficult to attribute
longer term success to work done over the last nine years once the
programme has closed. The programme team has certainly exceeded
achievements against planned outputs.
But broader contextual challenges of development and change cannot be
dealt with from outside of government forever and therefore it is the opinion of
the review team that it is really Government’s role to make a substantive
difference to dealing with these challenges. The programme has had impact,
it has been incredibly successful, but it is time to allow the department to take
full responsibility for making this work beyond external funding.
8

The Department, MEC and all those interviewed were very clear in their
praise of DFIDSA’s support to date in making a real impact on the
transformation of the department. There is much commitment to the
philosophy of Imbewu and this is acknowledged as part of DFID’s heritage to
the Province. Much anecdotal evidence was shared and it is worth noting that
this should be captured and shared as an example of what is possible with
consistent, long-term support driven by excellent programme management
3.2 The report will be circulated to the Programme team for comment and will
be finalised and tabled for approval at the next Project Steering Committee to
be held in December 2006.
3.3 Preparation for the planned International Conference in June 2007 is
underway. The Programme team will work closely with DFIDSA to ensure that
the conference is planned as a high profile event which will ensure that the
successes achieved in Imbewu are shared as widely as possible.
Subethri Naidoo
Governance Advisor
12 th October 2006
9

Annual Review
o This document is the new template for the Annual Review. It is not protected in any way so may be used
as different departments see fit. It is divided into five parts. (There is a separate form for Budgetary
Support / SWAPS).
o For a full explanation of information required please read Guidance on Scoring Projects & Programmes
in PRISM.
o See also notes for completion at end of this form.
Annual Review V1.1

Annual Review
Part A - Project Data
Project
Short Title
Imbewu II
Benefiting Country / Region South Africa MIS code 059-550-097
Current Project Officer Name Mel Abrahams-Sher Approved Commitment £17,000,000
Actual Start Date
(dd/mm/yyyy)
Planned End Date
(dd/mm/yyyy)
19/04/2001 Spend To Date £13,726,251
30/11/2007 Date of Review 9 – 11 October 2006
Part B - Recommendations
Summary of Recommendations Responsibility
1. The Imbewu philosophy be consciously branded and driven as part of a broader
communications strategy within the context of the Department’s ten year transformation agenda Eastern Cape Department of
Education (ECDE)
2. Amend the purpose OVI’s so that progress can be more measurable. Programme Office & DFIDSA
3. Develop a Monitoring & Evaluation process to track progress against the strategic &
transformation plans
ECDE & Programme Office
4. Develop a communications strategy to promote the Institute as an important resource to ECDE ECDE, the Institute & Programme
Office
5. Develop an INSET (in-service training) strategy to support management at provincial level ECDE & Programme Office
6. Develop a comprehensive lesson learning ‘kit’ that can be shared with the donor community and Programme Office
Annual Review V1.1 Page 1

7.
8.
9.
10.
more broadly
Annual Review V1.1 Page 2

Part C – Project Scoring Assessment
Goal Statement Objectively Verifiable Indicators (OVIs)
To increase significantly the learning achievement of children 25% improvement in completion rates over the baseline by the end
from Eastern Cape Province.
of the Programme
Purpose Statement Objectively Verifiable Indicators
(OVIs )
Progress Recommendations/Comments
• Amend the OVI’s so that progress can
be more meaurable.
To develop an effective,
efficient and affordable
decentralised education
system
• District offices providing effective and
timely educational services and support
to schools
• All district, middle management &
EDO posts filled. Many Subject
Adviser posts filled with
recruitment continuing.
• Imbewu & Institute have/are
providing training to district offices.
• Whole school development model
processed in Eastern Cape schools.
• Trained management & curriculum
support structures/teams
operational at district level.
• Increased number of transformed and
self-managed schools in the Eastern
Cape Measurable improvement in
classroom practice.
* ECED allocating an increased % of
their budget to non-personnel
expenditure.
* ECED meet service delivery targets for
schools as agreed with communities and
planned for in the MTEF.
• 13% of budget spent on nonpersonnel
school related costs.
• School Community Integration
Pilot (SCIP) in 28 schoolcommunities
completed with follow
– up review.
• MEC planning on forming a trust as a
mean of driving a vision of community
involvement in education.
Annual Review V1.1 Page 3

Purpose to Goal
Project Purpose Rating - General / Overall progress assessment 2
Justification
State how far the project has helped to deliver the objectives of the Country Assistance Plan (where appropriate)
The programme specifically addresses the issue of strengthening service delivery in the education sector, which in the long run
addresses the apartheid legacy in terms of inequality of education access and also to jobs.
Outputs Objectively Verifiable
Indicators (OVIs)
Progress Recommendations/
Comments
Comment for ALL outputs: There
is some confusion as to when the
programme actually started -
DFID says 2001 & ECED says
2002. For this reason the OVI’s
referring to PY? has caused
confusion and progress against
deadlines may be inaccurate. It is
recommended that all PY be
shown as a year to avoid
confusion.
1. A provincial department of
education, with an enhanced
strategic role.
• Departmental audit improves
to ‘qualified’ by end FY
2004/5 and to ‘unqualified’ by
2005/6.
•
•
• Although audit has not yet
reached ‘qualified’ status, some
progress has been noted :
findings have progressed from the
level of actually locating
documents to process and
content-based issues. Further
significant improvement expected
now that HR Registry System in
place
Annual Review V1.1 Page 4
Score
2

•
• ECED Procurement Board
established and operational
by end 2004.
• Established in line with PFMA
• Anti-corruption strategy
written and being
implemented by end 2004.
• Chief Finance Officer only
appointed in 2004. Draft
completed and tabled at Top
Management; awaiting final
approval and structural location
within Department
• All managers in SMS to have
agreed personnel
development plans by end
2004 and all above grade 9 to
have pdps in place by end
2005.
• Yes, done
• Yes, including educators through
IQMS
• Audit committee established
by mid 2004 and internal
audit office fully operational
by end 2004.
• Done, internal audit function
outsourced (to Ernst & Young)
• HR plans in place during PY3
and critical posts (Director
and upwards) filled by PY4.
• Yes, in place. Critical posts filled
except recent vacancies (attrition)
• ECED actively participating in
the planning and
implementation process of
the Provincial Social Needs
and Economic Clusters.
• The MEC, SG and ECED (through
the Strategic Planning Division) all
actively participate.
• Departmental HIV/Aids
strategy implemented by PY4
for staff and for
schools/learners.
• Strategy developed in 2005 &
parts of it are being rolled out.
Plse see output 3 point 6.
Annual Review V1.1 Page 5

• Payment backlogs reduced
by 50% in PY4 and 80% by
PY5 in relation to March 2004
positions.
• Targets super-ceded. Payments
Service Directorate set up & there
is a 4-day turn around on
payments.
• Performance Management
Systems in place at all level
by PY3 (IQMS during PY4).
• Performance Management
Systems in place at all levels, but
there is inconsistent enforcement.
• Functioning Monitoring and
Reporting systems
connecting province, districts
and schools in place by PY5.
• System 80% effective with plans
in place to move to electronic
system. At present there is both a
paper & electronic system.
• Persal system cleaned,
maintained and available as
part of the management
information systems by end
2005.
• 95% complete
• HR and leave records,
cleaned maintained and
available as part of the
management information
• In process; critical posts identified
to be filled in districts to maintain
the records. Leave capping
process fully completed by end
2005
2. A fully functioning and selfmanaging
district structure providing
quality
support to schools.
• All critical posts filled by end
PY3
•
•
•
• Trained district staff more
effectively involved in service
• All District and Corporate Services
Middle Management posts filled.
All EDO posts filled end 2005.
Phased filling of greatly increased
(relative to baseline) nos. of
Subject Advisor posts (340 in post
-- no. of posts to be doubled and
filled in next 3 years)
• Significant progress made with
EDO’s & Subject Advisers
Annual Review V1.1 Page 6
1

of schools
•
•
• All administrative systems to
promote effectiveness and
efficiency in bridging gap
between province and
schools operational by PY 4
• EMIS PERSAL and BASS
phased into districts by PY3
receiving training and induction.
More training planned through
Institute. Much higher level of
visibility in schools . Induction and
initial training has been
undertaken.
• Significant progress made.
Systems in place.
• Fully achieved
• EDCs are no longer relevant
& the OVI has been amended
in the new logframe.
• 10 EDCs established and
functional by end of PY3
• Institute + 2 satellites presently
mapping out comprehensive
INSET policy including “EDC’s”.
Various District “EDC” pilot
models in progress.
3. Schools which, having undergone
a whole school effectiveness
process, are better able to provide
improved learning opportunities for
their learners.
• Trained curriculum support
structures/teams operational
at district level
•
• Trained management support
structures/teams operational
at district level
•
• School Governing Bodies
managing feeding
programmes where
appropriate
• Yes. Provincial & District
Curriculum Co-ordinating
structures established, with
detailed guidelines in place.
• Cluster Chief Directors driving
process with CES + EDOs to
ensure training. New appointees
undergoing induction.
• MEC’s new Co-operative Feeding
scheme being rolled out by the
ECDE
•
•
• School Governing Bodies
play a supporting role not a
management one.
• Communities mobilised to
• SCIP Pilot in 28 School-
Annual Review V1.1 Page 7
1

ecome critically engaged
with education decision
makers and community level
service providers
•
•
• Negotiated code of conduct in
place and disciplinary
problems handled
procedurally.
• Schools to have developed
HIV/AIDS strategy
•
• Learner/educator contact time
increased
•
• Marked improvements in the
learning environment in
schools
•
• Learners, carers and
community members testify to
Communities completed with
follow-up review. MEC planning
on forming a trust to take this
forward. SGB organisations fully
engaged in Prov Summits; a Prov
Educ Advisory Council currently
being established.
• Clear code of conduct in place.
Significant improvement in
handling disciplinary procedures.
Some problems with
implementation. Staff still needed
in some of the districts.
• 1259 schools trained to develop
strategy. 927 schools have 10
learners each trained as Peer
Educators. 1710 Primary School
Teachers have been trained to
promote Abstinence programme.
600 master trainers rolling out
integration of HIV & AIDS across
the curriculum in GET schools in
districts
• Quantitative data from various
sources still being analyzed.
Baseline data available.
• No fee schools rolled out with
minimum per learner funding re:
norms & standards. Work
continues on eradication of mud
schools. Given very low baseline
level, steady progress noted.
• At the end of 2006 another Public
•
•
•
• Advocacy work has been
done; however, there is a
challenge in developing
workplace skills plans.
Annual Review V1.1 Page 8

improved learning
opportunities by Programme
end
Perception Survey (part of
comprehensive, longitudinal
evaluation) will be available
• Improvements in learning
achievement above baseline
by programme end
• Baseline studies done
4. Improved asset management and
lower cost school buildings
• Buy-in and ownership of
assets and processes by
communities
• Break-in and damage to
schools reduced
• Output 4 was judged to have
been completed in the 2005
review. The log frame has
been amended accordingly.
• EFMIS and EMIS used in
school rationalization,
prioritization of
maintenance & new
school
• Strategic partnerships
built between community,
local government
structures, ECED and
service providers
• Prototype schools built
and replicated (possibly
by other Donors) for
small rural schools
• All current (baseline)
quintile 1 & 2 schools
raised to levels 3 and
above
Annual Review V1.1 Page 9

5.
6.
7.
8.
• Accredited relevant skills
course provided to
community members
engaged in construction
activities
Project Outputs Rating - General / Overall progress assessment 1
Justification
Purpose Attribution
Clear evidence exists that the successful delivery of outputs is significantly contributing to ultimately achieving the project purpose.
Annual Review V1.1 Page 10

Part D – Risk Management
The risk level for the project should be reassessed during Annual Reviews.
Risk Category Low-Medium
Has the Risk Category changed since the last review? If so explain why.
No
New risks identified
Action being taken to monitor / manage risks
Recommended changes to plans or management strategies in respect of project associated risks
Does the Logframe Require Revision?
The logframe was supposed to be amended following the 2005 review as it was felt the OVI’s did not reflect how far the programme
had progressed & changed since the budget cuts. This was not done. OVI’s for outputs have now been revised and the purpose OVI’s
will be revised by the end of October 2006.
Do the PIMS Markers Require Revision? [Mandatory for projects approved prior to 01/04/1998]
No
Method of Scoring – state the team composition, the methods used to conduct the review, how the scoring was agreed upon,
and whether partners and stakeholders were involved.
Team: Subethri Naidoo (DFID Governance Adviser); Mel Abrahams-Sher (DFID Programme Officer); Zama Tom (ECED Programme
Manager & PSC Chairperson); and John Bartlett (ECED IMBEWU Programme Co-ordinator)
Method: On-site visit to Cofimvaba District Office; Review of Programme Documentation & Reports; Interviews with Departmental
Officials & Programme Staff, over a period of 3 days. An Aide Memoire has been generated and scoring collectively agreed upon by
the review team together with the Programme Office & the Department.
Annual Review V1.1 Page 11

Part E – Lessons Learned
You can no longer input general lessons learned. You need to specify at least one of the categories of lessons learned in sections
1,2 and 3 below.
Lessons learned, and suggested dissemination.
1. Working with Partners • The buy in and commitment from the ECED to the Imbewu programme is directly
responsible for its success.
• ECED appreciates DFID being involved in the programme over an extended period
of time (1997 – 2007 Imbewu I & II). It has allowed for innovation & taken into
consideration that it takes time to ensure sustainability of the programme within the
Eastern Cape.
• Although the programme has managed to continue with it’s success, the absence of
an Education Adviser within DFID-SA has been felt.
2. Best Practice / Innovation • Imbewu has assisted the ECED to institutionalise & embed the gains made from the
programme within the department. The Imbewu name is referred to mainly by top
management within the ECED and the Imbewu principles/modules are thought of as
being ECED principles/modules.
• An International Review Conference of Imbewu is planned for June 2007. It is
intended that it be the primary means for the development of the dissemination
strategy. The conference is an opportunity to discuss and thereafter publish &
disseminate what are the key lessons learned from the programme.
3. Project / Programme Management • The flexibility to respond to requests from the ECED and the trust DFID has shown
in the management agent to deal with these requests has contributed to the
success of the programme.
• The PSC meetings are well attended, showing the commitment of the ECED, with
good discussion and decision-making taking place.
Key Issues / Points of information
Please see comments within the report.
Annual Review V1.1 Page 12

If appropriate, please comment on the effectiveness of the institutional relationships involved with the project
(eg comment on processes and how relationships have evolved)
What key documentary evidence is available to support the conclusions of this report? List any supporting documents
annexed to this report.
Quarterly Reports, 2005 OPR, Scoping & Other Research Reports, Evaluation Reports, Finance Documentation & Minutes from PSC’s
Notes for completion
o Where ratings are required please consider the following:
1. = Likely to be completely achieved. The outputs /purpose are well on the way to completion (or completed)
2. = Likely to be largely achieved. There is good progress towards purpose completion and most outputs have been
achieved, particularly the most important ones.
3. = Likely to be partly achieved. Only partial achievement of the purpose is likely and/or achievement of some
outputs.
Annual Review V1.1 Page 13

4. = Only likely to be achieved to a very limited extent. Purpose unlikely to be achieved but a few outputs likely to
be achieved.
5. = Unlikely to be achieved. No progress on outputs or purpose
X. = It is impossible to say whether there has been any progress towards the final achievement of outputs or
purpose. This score should not be used unless they meet at least one of the following criteria:
• Project is postponed because of conflict
• External Constraints
• Recruitment delays
Other reasons: contact PRISM support
Note for subsequent annual reviews you should not be using X unless you can justify using this X rating, it is unusual for
projects running for 3 years or more to be scored X.
o Once the review is completed a small subset of the data gathered must be entered into PRISM for analysis
purposes. There is an online form within PRISM for entering this data. Under the Enter a Review screen /
link click the ‘Add Performance Review Online’ link. The mandatory parts required on the Online screen
are marked on this form with an asterisk *.
o Dates should be entered in the format dd/mm/yyyy e.g. 24/08/2004 .
Annual Review V1.1 Page 14

DRAFT
AIDE MEMOIRE
IMBEWU II
PROJECT COMPLETION REPORT (PCR)
October 2- 5 th 2007.
1. Introduction
1.1. Terms of Reference for the Project Completion Report (PCR) Mission for
Imbewu are detailed at Annex 1. The team comprised Barbara Payne, Senior
Education Adviser DFID Bangladesh, John Bartlett representing, the Eastern
Cape Department of Education and Kate English Programme Manager, DFID
Southern Africa, who was able to join the team for the final 3 days.
1.2. A Final Evaluation Report (FER) of the Imbewu programme, written by
Professor Roy Carr-Hill and Dr Saloshini Muthayan, was submitted to the
Imbewu project team in September 2007. The FER is a long report (some
274 pages, plus annexes) but in the view of the PCR team leader, it fails to
provide a sufficiently coherent and comprehensive analysis of programme
impact. It contradicts itself, and makes controversial personal remarks. In the
view of the PCR Team Leader it is not a robust evaluation report. Therefore
the PCR team has relied heavily on other sources of evidence to complete the
PCR. These are detailed at Annex 2.
2. Contextual Background
2.1. One important contextual factor, which is underplayed in the FER, is the
way in which provincial politics has constrained the potential effectiveness of
Imbewu.
2.2. The Eastern Cape Department of Education (ECoD) has been in a state
of continual flux during the life of the programme. This is reflected in the
turnover of education leadership in the Province. There have been seven
Members of the Executive Council (MECs) and 12 Superintendent Generals
(SGs) for Education, with an average tenure of 22.7 months and 13.2 months
respectively, since 1994. There has never been a fully staffed Executive in
place (i.e. MEC, SG and full complement of Deputy Director Generals
(DDGs) as represented in the official organogram) The many instances of
change involving other key senior officials; some transferred, sacked or
suspended, has also impacted seriously on the progress of the Imbewu
programme (when one person is suspended in a Department it creates a kind
of paralysis of fear and has an impact on the productivity of the rest).
2.3. Had the ECDoE remained stable and had staff been retained in post,
during the life of Imbewu, it is likely that there would have been even higher
levels of impact. Given the prevailing circumstances, it is a matter for
congratulation that so much has been achieved.
2.4. The Imbewu programme budget, (£22 m reduced to £17 million in 2004)
appears quite insignificant when measured against the total Education budget
Draft PCR Aide Memoire: 19 October 2007
1

for Eastern Cape (approx. £1000 million per annum), though Imbewu funding,
at the start of Phase 2, represented a high percentage of the disposable funds
available to the Department.
2.5. At that time, (before budget allocations recognised norms and standards
and weighted deprivation), Eastern Cape was faced with an alleged 1 billion
rand overspend, which put the Department into negative budgeting and
made it impossible to recruit staff to fill key vacant posts - posts that were
vital for reform and to take other remedial measures. It also meant that so
called “turn around plans” were under funded and destined to fail.
2.6. Eastern Cape was subject to a number of interventions by the National
Education Ministry, which sent in teams to sort out Provincial education
problems. These missions failed to understand the complexity of the problems
facing ECDoE and were eventually withdrawn. These missions used up
precious time, energy and resources which could perhaps have been utilised
more beneficially to bring about systems reform and transformation.
2.7. Imbewu was designed to impact upon primary education. It was decided
early on in Phase II, that Imbewu should extend its reach to secondary, by
assisting the Province transform 1500 schools, so they could be designated
Section 21(self governing) schools. Later, Imbewu was tasked with the Matric
Improvement Project (MIP) and a further remedial project for failing schools.
These new priorities inevitably diluted the original primary education focus.
Requests from the Department were difficult to resist and were justified as
ways of embedding Imbewu within the policy priorities of the ECDoE. These
changing priorities also demonstrated the fact that moving from project to
programme, had unforeseen implications.
2.8. As the programme progressed, the Department took more and more
ownership and control of decision making, through the modality of the
Programme Steering Committee (PSC). This created some tensions between
the programme framework and emerging, different priorities within ECDoE.
These tensions were always resolved through the collaborative partnership of
the ECDoE, the Managing Consultant and DFID-SA, which was built on
mutual trust and respect. For a time the Imbewu office became the virtual
Policy and Planning Unit on which the Department relied. Now there is a fully
fledged integrated Planning, Monitoring and Evaluation Branch, under a Chief
Director.
2.9. Before Imbewu began, there was a very basic organogram in place.
There was no budget to pay for appointments and huge numbers of key posts
lay vacant. There was no Directorate responsible for the Curriculum, no
Evaluation & Monitoring Section, no Planning Unit, no Quality Assurance nor
Communications Unit, and a weak Educational Management Information
System (EMIS) A major impact of the Imbewu programme has been the
establishment of fully functional units in all these areas.
2.10. Little consideration has been given till now to the fact that Imbewu II did
not just take Imbewu I to scale, but became something of a mini Sector Wide
Draft PCR Aide Memoire: 19 October 2007
2

Approach Programme (SWAP) and faced many of the challenges SWAPs
face.
2.11. DFID’s involvement with Imbewu changed over time. At the outset, DFID
was heavily engaged in the design and implementation of both Phases I and
II, and were active participants in the PSC and in implementation, using
influence and leverage, at the political level, to keep Imbewu on the radar
screen of the Eastern Cape. However, due to changing political imperatives
and reduced staffing levels (including the removal of the Education Adviser
post), DFID’s involvement with Imbewu has reduced over time. This has lead
to a perceptible loss of corporate reputation in the Eastern Cape.
2.12. It is also timely to remember that most education systems take a long
time to reform themselves. In both New Zealand and the UK it took 20 years
to reform primary education and even now, systems in both countries are
under constant review and change. Imbewu has been operating for much less
time and in far less conducive circumstances.
2.13. Finally, as this PCR is completed, it is important to note that attribution is
always a complicated issue, especially to track attribution in an intervention
this complex and in an ever-shifting, volatile context. The Imbewu programme
became a story of challenges, set backs and achievements . It become less a
“brand” and over the past 3 years has embedded itself in to the Education
Department. It remains quite clear however that Imbewu has been a
significant driving force/catalyst in the many reforms, taking place within the
Eastern Cape Education system.(see para 2.9 )
2.14. It is against this background that this assessment is made, as to how far
Imbewu has succeeded in meeting its Purpose and contributed to the Goal,
within the revised log frame (2006).
3.1 The Review
Summary
3.1.1 Overall the Programme has been assessed to have been largely
achieved and has therefore scored an overall 2 for performance against the
Purpose.
3.1.2. The 2005 OPR judged Output 3 to have been fully achieved at pilot
level, appreciating that budget cuts would affect the Provincial wide roll outs.
As a result the review recommended that the Programme focus on Outputs 1
& 2 for the final 2 years. Outputs 1 & 2 subsequently focussed on developing
capacity in the system to ensure the process would continue post Imbewu.
(Prism Doc 2005: Pg 9).
3.1.3 Output 2 is judged to have been largely achieved but there are still some
concerns remaining about Output 1 regarding the efficiency deficits in
financial management, procurement and governance at the Provincial
Department which prevent the programme from scoring a 1. There is
documented evidence of significant and fundamental reform of the system
which justifies the 2 rating. However, the extent of the challenge means that
Draft PCR Aide Memoire: 19 October 2007
3

y the end of Imbewu there will still be unmet targets, which is not surprising
,given how long whole system change has taken even in developed countries.
Detail:
3.2. How far have project Outputs made a contribution to the
achievement of the Purpose?
3.2.1. The Outputs have contributed significantly to meeting the project
Purpose. Imbewu has rolled out a huge training programme for people at all
levels and functions of the system and concentrated on transferring skills and
building organisational capacity
3.3. Output 1: “to provide an efficient and appropriately staffed
provincial Department of Education fulfilling a strategic role”.
3.3.1. A significant amount of work has been done within the Provincial
Headquarters to achieve this Output. Four areas of particular achievements,
worth highlighting are:
• Curriculum,
• HIV/ Aids,
• Monitoring and Evaluation merged with Quality Promotion and
Standards and Evidenced based planning.
• Communications
Curriculum:
3.3.2. Imbewu assisted in the scoping and establishment of the new
Directorate for the Curriculum which is at the core of education
transformation. From being a mere unit, Curriculum became a Directorate,
which was then subsequently upgraded to a full Chief Directorate. A decision
is also pending, to make Curriculum a stand alone Branch, with its own
Deputy Director General. This is a highly significant organisational
development. It clearly indicates the recognition ECDoE has given to the
centrality of the Curriculum Management function, which Imbewu was
striving for from the beginning of the programme. As Imbewu funding
comes to an end ECDoE has underwritten the importance of the
curriculum, by increasing the curriculum budget from R3 million to R31
million annually plus, over the past 3 years.
3.3.3. Imbewu also helped the ECoDE develop teaching and learning
materials for the curriculum, through effective technical assistance. These
materials have achieved national and international recognition and
approbation. Few provinces have such a rich range of materials. Foundation
phase materials are being used by other provinces, including Western Cape.
The current Chief Director acknowledges how vital Imbewu’s part was in
establishing Curriculum work in the Department and building this high
level of success.
HIV and Aids
Draft PCR Aide Memoire: 19 October 2007
4

3.3.4. Imbewu encouraged the transition of the HIV and Aids Unit in the
Provincial Education Department to full Directorate status. No other province
has elevated HIV and Aids to this level of importance within the
Education system. There is a provincial HIV and Aids strategy and each
district and every school now has a strategy in place. In some schools these
strategies are complemented by health promotion activities (It is estimated
that some 7,346 educators and learners died of illness last year in the
province)
Monitoring and Evaluation merged with Quality Promotion and Standards and
Evidence-Based Planning.
3.3.5. The Comprehensive Evaluation Programme, involving 25 baseline
surveys, was a further successful Imbewu intervention. Initially there was
some incredulity that the Imbewu programme design had insisted on 5% of
the budget being allocated to evaluation. However this has clearly paid
dividends. The province was able for the first time this year to publish a
statistical profile at the Departmental Strategic Planning Session for the
development of the 2006/2007 Annual Operating Plan.
3.3.6. The evaluation and assessment instruments developed by Imbewu and
being used by ECDoE are widely sought after. Many Universities, the Nelson
Mandela Foundation and a range of national and international entities have
been asking permission to use the instruments (See the Imbewu visitors
request book used at the Commonwealth Minister’s Conference of December
2006).
3.3.7. These evaluation and assessment instruments also enabled:
1. merging and integration of evaluation and monitoring with the new
Quality Promotion and Standards Directorate.(QPS) which is now
integrated within the Planning Branch under its own Chief Director;
2. an annual quantitative survey to be undertaken which is fully owned by
ECDoE.
3.3.8. As a result, progress is now being monitored and analysed in a
comprehensive way. Cohorts of learners are being tracked from grade 1 up
wards and annual assessments of all grades are taking place. A challenge for
the future is to examine literacy standards in Grades 1-3 which give cause for
concern. This is another area where ECDoE has recognised the
importance of evaluation , research and quality promotion and has
increased the budget for this work from R2 million to R15 million
annually in line with Imbewu’s drive towards evidence-based planning
and budgeting, indicating another important programme impact.
Communication:
3.3.9. Imbewu also played a key role in bringing about more integrated
planning within ECDoE and closer links between communications, monitoring
evaluation, research and policy and planning. This sounds like a smooth
transition, but when Imbewu started each directorate was working in a ‘silo’
and in a state of crisis. One comment made to the PCR review team was
that, “planning has been taken to a higher level in the Department”. This
has been exemplified by the fact that the 2006 Budget was generated
Draft PCR Aide Memoire: 19 October 2007
5

through an evidence-based strategic planning and costing process
which was extended to district planning for the 2007 budget exercise.
This also involves a drilling down to District and School level to inform
planning and the initiation of research to provide feedback loops to track
progress.
3.3.10. One of the best pieces of evidence as to how systems improvement
has taken place is to witness the manner in which management decision -
making now operates. The minutes of the Programme Steering Committee
(PSC) on June 21 st 2007 (annex 2) exemplifies how much progress has been
made. The PSC has been a training ground for effective management
protocols. Agendas and files were sent out 3 days before the meeting.
Members brought their files to the meeting and each argued their own case
for funding. This simple modality has played a significant role in
establishing management accountability and has now been adopted by
Top Management in the Department. This is a further important example
of the influence and impact of the programme.
3.3.11. Despite the efforts of the Imbewu work, there are 3 key areas where
challenges still remain. They are recognised by the ECDoE as critical areas
for reform, but the reform is still “in process”, rather than completed. The
areas of concern are:
• the distribution of Learning Support Materials, (LSM)
• procurement,
• financial management.
LSM
3.3.12. A full LSM Unit has been formed and intensive data capture is
underway to inform distribution processes; a number of successful “out
sourced” processes have been used, in previous years, but the ECDoE has
not yet finally resolved how best to provide this vital service efficiently and
cost effectively to schools.
Procurement
3.2.13. Although the necessary procurement structures have now been
established, various issues still inhibit efficiency in this area, resulting in
inordinate turnaround times. These include;-
1. High vacancy rates in the procurement section (at both provincial and
district offices)
2. Lack of the necessary skills at various levels as well as lack of clear
procedure manuals
3. Withdrawal of delegations or the lowering of some delegation ceilings
at various levels (eg: Procurement above R200,000 requires full tender
processes to be followed and also the approval of Provincial Treasury)
All of these issues are in the process of being addressed by ECDoE and a
comprehensive procurement tracking system is under discussion (Another
example where institutional instability is impacting on expediting reform –
Acting CFO & acting chief director of supply chain management).
Financial Management:
Draft PCR Aide Memoire: 19 October 2007
6

3.3.14. There is now a much healthier budgeting process in place than there
was at the start of the programme (see para 3.12.1); for example, there is now
a 4 day payment turn around, which represents an enormous improvement on
past record where the turn around was in excess of 30 days. It is also
significant that the recent audit opinion has been raised from” disclaimer” to
“adverse”, which at least means that the auditors had sufficient information to
make a judgement, which they did not have in the past. This is partly due to
the improvement in information and document management in both the Head
Office and Districts. This has taken the form of improved systems and
employment of registry personnel. Although there is tangible improvement
there is still much more work to be done before ECDoE’s financial
management processes could be described as a fully effective, functioning
financial system. However, it needs to be acknowledged that any audit report
is essentially a reflection of the ‘fair presentation’ of the financial statements of
an entity and not intended as an indication of performance – hence this OVI
statement possibly not fully appropriate to assess performance of the financial
management systems of the Department.
3.3.15. It is not possible to verify that fully effective systems are in place,
as these key areas identified above (ref: 3.3.11) are fundamental to an
effective education system. The gains of any educational transformation
programme such as Imbewu, would be negatively impacted upon if problems
such as these persist. This output is therefore judged to have been partly
achieved, and merits a score of 3.
3.4 Output 2: “A fully functioning and self managing district structure
providing quality support quality schools”.
3.4.1. ECDoE gave priority to decentralisation through the appointment of
District Managers for each District. As part of that commitment, a decision
was taken to appoint the District Managers at Director Level, in order to
ensure the posts attracted high calibre staff. Imbewu played a significant part
in the recruitment and induction of the 23 (originally 24) District Directors,
through an assessment centre process. Many of the poorest Districts lacked
any place from which to operate and Imbewu assisted by providing some
temporary infrastructure in four of the poorest districts in the province (six
originally planned but reduced to four as a result of DFID budget reduction.)
This provided professional working space and enhanced service delivery to
schools.
3.4.2. Eastern Cape received an increased proportion of national education
budget over the past few years (mainly as a result of the improved equitable
share formula which only recently received redress), as a result the budget for
the districts has improved. Formally there was no money with which to fill
vacancies. Now sufficient funds have been provided which have allowed the
filling of vacancies and the provision of much needed curriculum and subject
adviser posts. It is a major achievement that all of the Education
Development Officer (EDO) posts have been filled, and that there have
been significant recent new appointments of subject advisers.
Draft PCR Aide Memoire: 19 October 2007
7

3.4.3. Much of the emphasis of the programme has been to build capacity at
the District level through extensive training programmes for District staff and
for School Governing Bodies. As a result, there is now better understanding of
roles and responsibilities at the District level, and how important it is for
teachers to be supported in their classrooms, in order to improve learning.
3.4.4.One empowering initiative has been to front load laptop computers of
the EDOs and key subject trainers with all the education documentation they
need to carry out their responsibilities and also to provide them with a
CORETALK SMS package which enables them to be in close contact with
their schools. 3G cards have also been provided to enable internet
connection. It is significant that ECDoE have appointed 10 people in the
Information Technology Directorate and are proposing appointments at
District level to provide technical back up to sustain these initiatives and
have allocated the budget required for this purpose. This is another
important example of the influence and impact of the programme.
3.4.5. Members of the Imbewu team have recently paid extensive District
visits and reported back that the Imbewu Conference, held in Port Elizabeth in
June 2007, succeeded in energising and mobilising District personnel. These
personnel had never before had the opportunity to share the corporate vision
of effective schooling or to participate in shaping the future for the Education
Department and to celebrate the successes to date. This has led to increased
levels of motivation and energy at all levels.
3.4.6. District management has been given increased focus. Formerly there
was one District Chief Director responsible for all Districts. Now Three Cluster
Chief Directors are mandated to monitor and support their cluster of Districts.
3.4.7. All this signifies that this Output has been highly successful, though
there are regional variations and progress is not evenly distributed. It has also
to be remembered that despite provincial progress 20% of people still have no
running water and 30% are without electricity, so great inequalities still exist
and are being addressed. This output is estimated to be 75% achieved
and therefore justifies a score of 2.
3.5. Output 3: “Schools, which having undergone whole school
effectiveness process, are better able to provide improved learning
opportunities for their learners”.
3.5.1. This Output has been extremely successful. School transformation is at
the core of the Imbewu design and is the element of the whole programme
which has most influenced international thinking. The Imbewu School
Transformation model is detailed at Annex 3 for ease of reference.
3.5.2. A major triumph for Imbewu was the way in which the Transformation
Model, developed in Imbewu Phase 1, was modified, institutionalised and
“gazetted”. A modified version of the original Imbewu model became the
official Eastern Cape provincial school effectiveness model. Other donor
projects, funded by the Swiss, the Americans and the Swedes, use both the
Draft PCR Aide Memoire: 19 October 2007
8

model and materials in all their schools. This gazetting or institutionalising
is an excellent example of how Imbewu impacted on the education
system and how this Output contributes to the Purpose of the
programme.
3.5.3. Management of schools has also been strengthened and support for
schools increased. Extensive training has taken place. School Governing
Bodies (SGBs) have been trained, and some are assuming responsibility for
pedagogy in addition to their more traditionally recognised role. Codes of
conduct are in place in schools. Each school has an HIV and Aids strategy in
place. There is a clear increase in learner/teacher attendance, a significant,
but patchy, improvement in both the learning environment and learning
outcomes and a decrease in dropout and repetition rates.
3.5.6. The most significant achievement for the Province (which is still lagging
in the Provincial leagues tables) but from which much comfort can be taken is
the significant improvement in Grade 12 pass rates. There has been a 12%
increase in the number of entrants and a 15% increase in pass rate from
2001-2006. In Eastern Cape where poverty levels remain high, 1 in 3 children
(645,060) are in receipt of social grants and there remain wide regional
inequalities. There is now a database for schools which enables the
Department to track under performing schools and seek to give them extra
attention.
3.5.7. This Output is judged to have been fully achieved and merits a
score of 1.
3.6. Output 4: “Improved Asset Management & Lower Cost School
Buildings
3.6.1. One of the achievements totally ignored by the Final Evaluation Report
is the extent to which the infrastructure component brought about whole
systems change. This component developed a needs assessment framework
which developed the Education Facilities Management Information System
(EFMS) platform and improved data collection for school buildings. Schools
were separated into quintiles of need, in order to identify repair and new
building priorities. Community-centred construction was introduced and a
modality for skills and resource mapping was introduced and demonstration
models completed. The ramifications of how community skills were developed
and how the celebrated ‘Bantwanana school’ came to be built are of
significance for economic rural growth. Infrastructure systems and financing
was under scrutiny at the time of this PCR, but this in no way detracts from
significant outcomes in this area, from which international learning is taking
place. The 2005 OPR judged that the Bantwanana model was sufficient
to demonstrate that Output 4 had been fully achieved and recommended
that no further resources be spent on this Output; it was consequently
subsequently removed from the logframe.
3.7. The extent to which the Goal has been achieved?
Draft PCR Aide Memoire: 19 October 2007
9

The Goal of the programme was “to increase significantly the learning
achievement of children from the Eastern Cape Province”
3.7.1 By using the examinations results as a benchmark the Goal has clearly
been achieved, though exam results are only ever an unsatisfactory proxy
indicator. Eastern Cape still has much to do to catch up with other Provinces.
Other ways in which it can be demonstrated that Imbewu contributes to the
Goal include the already mentioned emphasis on the curriculum, on standards
and on evidence-based planning and budgeting, which address inequity of
service provision in the Province. These areas are being further strengthened
through institutionalising knowledge products and learning in the Leadership
Institutes and Teacher Resource Centres.
3.8 Positive and negative impacts?
3.8.1. Most of what can be said about the impact of Imbewu is positive.
Repeatedly, existing and new members of the ECDoE and outsiders in the
educational constituency remark on how Imbewu galvanised and supported
activity and created “innovative space” which was then translated into action.
3.8.2. The FER suggests that the Imbewu intervention may have prevented
the Department from taking full ownership. It is the PCR team’s view that this
is not the case. Given the lack of capacity and lack of actual people on task at
the beginning of Imbewu, no reforms would have taken place without the
programme. A seamless transfer of power and responsibility to the
Department has occurred during the Imbewu lifespan. This was cleverly
managed by the Managing Consultants’ local representatives based in the
Imbewu Office. It did not just happen; it was carefully orchestrated. An
example of the success of the transfer is the fact that the Technical Assistant
(TA) for Curriculum initially produced 7 curriculum guidelines, but since the
appointment of the new Chief Director Curriculum in 2005 and the
development and acquisition of “in house“ expertise, the TA’s role for the 4
latest guidelines has been purely advisory.
3.9. Successes and challenges and lessons from the project that can be
used to inform future activities
3.9.1. Moving from project (Phase 1) to programme (Phase 2) requires a long
preparation phase and careful, realistic design, which takes account of
prevailing ground realities. There will always be un-anticipated challenges and
the important thing is to remain focussed, flexible and responsive. It is also
important to recognise that the path from project to programme is not a linear
development and may not always take you in the original direction of travel.
3.9.2. Had there been more understanding at the beginning of Imbewu Phase
II of what moving from project to programme actually implied, it would have
been important to insist on aligning Imbewu funding with the ECDoE budget
so that Imbewu was reflected as a supplementary budget.
Draft PCR Aide Memoire: 19 October 2007
10

3.9.3. Successful skills transfer is not easy to achieve and normally involves
skilful local people working steadily over time alongside others, rather than
international expertise, which has its place, but is not best suited for skills
transfer activities which take time and effort and deep contextual
understanding.
3.9.4. The importance of building teams and relationships is an obvious aim of
any project, but does not always happen and requires a considerable
investment of time and energy by all partners if a sufficient level of trust, open
dialogue and genuine partnership is to occur.
3.9.5. The development of the PSC is a qualitative story of how people got
better and better at estimating how much could be done and at what cost. It
was a measure of how the PSC matured and how DFID and Arcadis BMB
began to hand over responsibility, that these meetings which had been
monthly, moved to two monthly and then to quarterly.
3.9.6. This is a good moment to commend Imbewu management, for its
organisational commitment to the transfer of skills which has underpinned the
whole impetus of the programme and has been firmly built into all technical
assistance and characterises the success of this programme. One of the
lessons to learn from successful skills transfer is the need to insist on named
individuals to whom skills will be transferred. This represents another example
of the important human resource commitment made by ECDoE to Imbewu
which paid tremendous dividends.
3.9.7. The development of an international network which was brought
together for the highly acclaimed Imbewu Conference at Port Elizabeth is also
of significance. The visits by teams from Bangladesh and Pakistan , Nigeria,
China etc. and the subsequent visit by Eastern Cape to Kenya after the June
2007 Conference, have been a lasting engagement, which may well
continue beyond Imbewu’s life span. It demonstrates the importance of south
to south dialogue in empowering people to take charge of their own reform
processes. DFID can play a key role as an enabler of these kinds of activities
which enrich programmes and understanding across the globe.
3.9.8. One of the remaining curriculum challenges for the province will be the
rollout of e-learning and multi media for which the ECDoE has indicated it will
need external assistance. This was supposed to have been mediated through
a national initiative which has been put on hold. Hopefully ECDoE will be able
to source its own technical assistance in future on a specific needs basis.
3.9.9. The 4 Higher Education Institutions; (ie; Fort Hare, Walter Sisulu,
Rhodes, and Nelson Mandela Universities) have played a significant part in
design, research and evaluation of Imbewu. The Imbewu Programme Coordinator
is meeting all the Deans of Education as part of the sustainability
strategy. The Universities will play an important role in carrying the Imbewu
legacy forward. Other programmes can learn from the importance of involving
all the surrounding education institutions, in ambitious reform processes.
Draft PCR Aide Memoire: 19 October 2007
11

3.10. What are the lessons that should be learnt regarding design and
implementation, including aspects of programme management, working
with partner’s best practice and innovation?
3.10.1. At the end of a programme it is easy to critique the logframe and find it
over-ambitious. The lesson to learn is to keep design realistic and achievable
and to realise how long things take to happen (this is very difficult for DFID
programme staff, when arguing for funding in a policy environment where
swift and visible results are required)
3.10.2. Imbewu demonstrates how much successful outcomes depend on
quality individuals, effective management, communications and exemplary
standards. Personalities do matter. Imbewu has had outstanding people
driving the transformation process, who have worked tirelessly and way
beyond what would normally be expected.
3.10.3. The work of other donors (though they are few and with small funding
in Eastern Cape) has always been valued and incorporated into Imbewu
thinking and activity. It is generally acknowledged that a degree of donor
coordination is desirable but it is not necessary to set up cumbersome
coordination committees, if informal systems work effectively.
3.10.4 Creating” innovative space” within programme design is essential for
quality to emerge. For Imbewu this allowed both the school transformation
and school community construction models to develop, but this concept has
also resulted in other creative outputs.
3.10.5. In the move to decentralisation it might have been politic to harness
political leadership and the local municipality level to champion the
transformation process and also to involve the teacher unions more
proactively as they are a particularly powerful force in Eastern Cape.
3.11. Has the programme been institutionalised?
3.11.1. There is plenty of evidence that Imbewu has been mainstreamed.
One piece of evidence is the willingness with which ECDoE has identified
significant budget lines, which Imbewu has supported during the life of the
programme, to ensure the work continues. These have already been
mentioned in relation to the Curriculum and to Quality Promotion, Standards
and IT.
3.11.2. Much has been done to preserve the substantial Imbewu programme
archive both in hard and soft copies (on the Website). This will ensure that the
institutional memory and story line of how Imbewu unfolded [showing how
things can be done and the materials with which to do them] is being written
up and preserved.
3.11.3. One of the most important legacies will be the Leadership Centres in
East London, Mthatha and Port Elizabeth and the District resources centres
Draft PCR Aide Memoire: 19 October 2007
12

which are already being fully utilised and have already become dynamic
centres for mutual learning and exchange.
3.11.4. A question which has arisen is whether the values and relationships
which Imbewu nurtured, will be maintained in the difficult political context,
without specifically designated champions. Many of those interviewed spoke
of their own personal and professional growth through the Imbewu
experience. The PCR team felt that sufficient champions now exist
throughout the education system, and beyond, to ensure that the very culture
which has characterised Imbewu will live on.
3.12. How successfully were risks managed and what has been the
impact on the programme?
3.12.1. At the beginning of Imbewu the Education Department was in crisis.
The Eastern Cape is now getting more money from national level. Valuable
lessons were learned by the ECDoE in the area of planning and
budgeting, particularly in the area of Activity Based Costing/Budgeting,
which was also exemplified in PSC financial reports.
3.12.2. Some of the risks related to this programme have been managed
particularly effectively, for example:
• Bringing the budget within control and allocating funding, post Imbewu,
to activities which are key for sustainability.
• Provincial HIV & Aids Strategy is now in place and being implemented
in Districts and schools.
• Increased budget allocation has enabled vacancies and new
appointments to be made at Provincial and District level.
• Capacity has been built and a skills and empowerment programme has
ensured that people are in place to drive the transformation agenda
forward.
• Due to unforeseen, unplanned budget cuts in 2004, DFID’s funding
was reduced from the original allocation of £22 million to £17 million.
This required sensitive management and significant reprioritisation,
which unfortunately meant there were some aspects of the original
programme that could not be undertaken. Some examples of planned
activities which were cut as a result of the budget reduction were:
o Maintaining the high intensity level of the School Transformation
Programme roll-out
o Reduction from 6 to 4 of relief district office infrastructure
3.12.3. Political and institutional instability was always going to be a risk,
outside of the Imbewu domain of influence. This has resulted, as already
indicated in suspensions, transfers etc of key people. It would have been
Draft PCR Aide Memoire: 19 October 2007
13

helpful if the ECDoE had used its own performance monitoring system to
better effect in this regard so that drastic action was kept to a minimum. This
risk has been somewhat mitigated by keeping the Imbewu focus, whatever
challenges were being faced, strictly on programme outcomes, through the
regular and balanced steer of the Programme Steering Committee.
3.13. What is the likelihood of the sustainability of programme
achievements beyond DFID support?
3.13.1. There is overwhelming evidence that Imbewu has achieved a level of
such fundamental transformation, and significant impact, as indicated, that
programme gains will be maintained. The best evidence for this is in the way
in which post-Imbewu budget allocations have been made, and Outputs
institutionalised. The fundamental transformation is also evident in the fact
that the ECDoE is now an integrated planning organisation which utilises
evidence for long term strategic planning and budgeting and uses systemic
evaluation, quality promotion, standards and research.
3.13.2. The ECDoE should be congratulated for the way in which it has
committed human resources to the Imbewu office from the outset, and to
many other initiatives that Imbewu started. ECDoE should also be
congratulated for how, during the exit strategy, some of the necessary
budgetary commitments have been made to specific key areas which are
crucial for sustainability. In this sense the partnership with the Department
over time has grown into a mature and genuinely equal relationship.
3.14. Implementation of the recommendations of the 2006 Annual
Review;
Unqualified audit status
3.14.1. An audit opinion alone is a poor indicator of performance. The current
audit opinion of ECDoE is an “adverse” opinion which means that the auditors
have decided that the Annual Financial Statement (AFS) is materially
inaccurate. This can be viewed both positively and negatively in that clearly it
is negative that the AFS is considered wrong, but positive that the auditors
were given sufficient information and documentation to enable them to reach
an opinion. In previous years the audit opinion was a “disclaimer” which
meant they were given insufficient evidence on which to form an opinion. So
this could be interpreted as progress. However, the suspension of the Chief
Financial Officer and other key officials, alongside recent changes in
management styles, has left the ECDoE unprepared to adequately manage
audit processes. Many of the items in the current audit report can be easily
addressed but there are also valid audit remarks where ECDoE have fallen
short of the required legislated mark. Without the necessary experienced and
qualified staff it will be difficult for the Department to fully address the
concerns raised.
Communications strategy
3.14.2. Imbewu assisted in the production of approximately ten issues per
annum, of the Newsletter Umdibanisi, which is sent to all schools, District
offices and Departments, within the Provincial Headquarters, and has proved
Draft PCR Aide Memoire: 19 October 2007
14

a useful vehicle for celebrating success. The newsletter was re-launched in
June 2007 in new corporate colours to present ECDoE as part of the
Provincial corporate brand image. This is part of a move by the new Director,
to get people to understand their role as part of a whole system.
3.14.3. A sister publication, showcasing all the new appointments, has also
been published and circulated. The communication strategy has been
integrated with concern for customer care, which is being informed by public
perception surveys. A remaining challenge for Communications is to develop
a more proactive style and more positive relations with the media, to promote
Education success stories. It is well known in Eastern Cape, how ready the
media is to criticise and damage.
3.14.4. The highly successful International Imbewu Review Conference in
June 2007 was part of the Imbewu dissemination and communications
strategy, which ensured wide distribution of knowledge and materials relating
to Imbewu. The Conference left an impressive national and international
footprint. Many of those who attended have since attested that this was one of
the best ever International events they had ever attended.
The Communications Strategy to promote the Leadership Institute
3.14.5. Three booklets have been published about programmes available at
the Leadership Institute in East London and its two satellite centres at
Mthatha and Port Elizabeth. There is attractive, institutional colour branding
which includes the district Resource Centres. They are vibrant, enabling
environments. A special ECDoE strategic planning session on the role and
functioning of the Institutes was held and an important decision taken to place
key people from particular wings of ECDoE at the Institute, to give gravitas
and significance to the organisation. At present the Chief Director of the East
London Institute is a secondee from South African Development Institute
(SAMDI), with an appointment to a permanent post pending.
3.14.6. The Institute will house the considerable archive of materials produced
by Imbewu, including more than ten evaluation studies of aspects of the
programme, the training modules and is currently involved in providing
resources for the district centres. In many senses these Institutes are seen as
a significant part of the Imbewu legacy and as centres for formal and informal
innovative and reflective educational space, as well as key training and
capacity building centres. It is significant that ECDoE Top Management are
already utilising this space.
Amendment of purpose OVI
3.14.7. The amendment of the OVI was agreed in November 2006 when the
numbers relating to District offices was reduced to 60% and whole school
development was modified from all schools to a 300% increase in number of
schools going through the transformation process.
Monitoring and Evaluation
3.14.8. Imbewu has been highly successful in raising the profile and
budgeting for Monitoring and Evaluation within the ECDoE. The close-out
Draft PCR Aide Memoire: 19 October 2007
15

eport of the long term TA who has been working on Monitoring and
Evaluation indicates the high level of achievement in this area. The
Comprehensive Evaluation programme started in 2003/4 and was later
integrated into the Quality Promotion and Standards Directorate. Twenty five
baseline studies have been completed. An integrated multi level framework
was developed during 2005/06 and refined in 2006/07, which ensured that the
evaluation model would form part of the new ECoDE organogram for the
dedicated Planning Branch under which strategic planning, monitoring,
evaluation, standards setting, research and policy would fall. This has all
meant that the Directorate has been able to contribute meaningfully to the
National Quality Assurance process and indeed influence national policy and
direction.
INSET strategy
3.14.9. The Holistic strategy for professional development and training was
developed in 2007. This involved an audit of all the challenges facing different
branches of the education system. Training has in the past been conducted
under separate Directorates and has overlapped and caused some training
fatigue and a lack of integrated coherence.
3.14.10. The Higher Education Institutions, especially Fort Hare University
(UFH), have played an important role with regard to In-service training . Thirty
ECDoE officials and school based personnel who participated in the Imbewu
sponsored UFH Education Leadership Management Development pilot are
currently completing their Masters Degrees. The Nelson Mandela Institute at
Fort Hare is playing a significant role in training School Governing Bodies and
Financial Management Training has also been provided by another UFH
based entity, Fort Hare Institute of Governance (FHIG).
3.14.11. A major challenge for the smooth delivery of training appears to be
accessing the skills levy to fund activities (Skills levy is an obligatory 1% of
personnel budget set aside for professional development). The new
integrated Inset strategy recommends more flexible and “bespoke” training,
reflecting actual needs and urges more relevant, focussed and better quality
training, particularly to prepare teachers for their role in a rapidly changing
global context. It remains to be seen how far progress made by Imbewu and
materials produced under this programme continue to fulfil that need. There
will need to be a champion in the ECDoE to ensure training programmes are
closely aligned to the findings of QPS Chief Directorate and kept under
constant review.
The Comprehensive tool kit which contributes to institutionalising lessons
learnt within Imbewu
3.14.12. The learning kit to ensure all Imbewu lessons are institutionalised
has been fully developed. Everyone has access to all knowledge products
and information. In particular, as has already been mentioned , significant
numbers of files have been loaded onto the laptops provided to the EDOs and
Subject specialists.( especially in geography and e-learning) So they have all
the information they require to support schools (eg EMIS data, disciplinary
procedures tool box, Policy Handbook including Education acts , School post
Draft PCR Aide Memoire: 19 October 2007
16

provisioning, Imbewu modules , Integrated Quality Management System
(IQMS) training manual etc) In addition, the School Management Manual has
been extensively revised and fully distributed to all schools in 2007.
3.14.13. Fifteen research reports commissioned through Imbewu have been
published and circulated to the MEC, SG all Senior Departmental Managers
and placed in the Archive and on the Website.
3.14.14. The ECDoE website is now functional. It would have been extremely
easy to establish an Imbewu website but a deliberate decision was taken by
Imbewu management to assist the ECDoE in establishing a suitable
Departmental website in order to ensure long term ownership. All the research
studies conducted by local Universities are on the site. There are still some
concerns at the pace at which the webmaster is uploading the Imbewu
archive and this may need to be a major thrust as Imbewu comes to closure.
It has been suggested that the Managing Consultant should also upload all
the documentation as a double insurance and provide a link to ECDoE
website.
3.14.15. A consultant is currently working on the production of an Imbewu
DVD around the Programme Outputs, which will enable the user to click on an
output which will take them to clips and footage of archive material.
3.15. Effectiveness of project monitoring and reporting
3.15.1. The project monitoring and reporting process for Imbewu has been
exemplary and completed timeously, as witnessed by the OPR reports which
form a far more effective institutional record of the programme than the FER.
Arcadis BMB have reported quarterly to DFID as per their TORS, but have not
recently had feedback on their reports. Accounting has been highly effective
and has generated excellent and accurate reports. The programme has
currently spent over 98% of its budget and will be fully spent by the end of
November 2007.
3.16. Use of technical assistance
3.16.1. At the time the Imbewu Managing Consultants contract was agreed,
DFID’s Procurement Department agreed to the earmarking of 4.2 million for
broad technical assistance to Imbewu. The FER makes some curious and ill
informed remarks about excessive use of technical assistance in a
programme which was designed to be substantially about know-how and skills
transfer. What the report fails to realise is, that the sums of money it bundles
together as technical assistance, includes local service providers, training and
materials production, as well as actual technical assistance.
3.16.2. Technical assistance has been the backbone of Imbewu and has
resulted in remarkable skills transfer which is rarely achieved in programmes
of this kind. It has been particularly effective in Materials production and
Curriculum development; Monitoring and Evaluation; Infrastructure; District
Development; Strategic Planning and the Development of the Leadership
Institutes. It has been provided on the basis of need, and at the request of
Directorates, through the PSC and in full consultation over individual selection
Draft PCR Aide Memoire: 19 October 2007
17

(ECDoE also felt that they should have had more say over the initial choices
of project management personnel).
3.16.3. It is also important to note that the Managing Consultant rigorously
capped local and international fee rates and kept international consultancy to
a minimum, thus ensuring maximum benefit from technical assistance to the
Department.
(The Management Consultancy also took no fee but only uplift from
what ever technical assistance was requested and supplied. This
resulted in their management cost being calculated by DFID auditors as
only 14% of total costs as compared with 42% in another similar
programme)
3.17. Conclusion
3.17.1. Imbewu has brought about a significant transformation of the
Education system in the Eastern Cape, in a difficult political context of change
and instability. This has led to the improvement of learning opportunities of
thousands of children. There is no doubt that without Imbewu, the substantial
reforms in the ECDoE would not have taken place at the same pace. The
documentation, which records the Imbewu legacy, is abundant and excellent.
The personnel who have driven and guided the process are also of
unparalleled quality.
3.17.2. However, in log frame terms, it is not possible to say that the Purpose
has been fully achieved. The outstanding concerns around financial
management, procurement and governance, lead the PCR team to the view
that the Provincial department has only been partly reformed, District and
school development has only been largely achieved. Therefore, it is judged
that the Purpose has been largely met and therefore merits a 2 score.
Draft PCR Aide Memoire: 19 October 2007
18

Project Completion Report (PCR)
o This document is the new template for Project Completion Report (PCR). It is not protected in any way
so may be used as different departments see fit. It is divide into four parts. (There is a separate form for
Budgetary Support / SWAPS).
o For a full explanation of information required please read Guidance on Scoring Projects & Programmes
in PRISM.
o See also notes for completion at end of this form.
Project Completion Report (PCR) V1.0

Project Completion Report (PCR)
Part A - Project Data
Project
Short Title
Provincial, District and School Development Programme – Eastern Cape (IMBEWU)
Benefiting Country / Region South Africa MIS code 059 550 097
Current Project Officer Name Gillian Oroni Approved Commitment £22,000,000(reduced to £17,000,000
in 2004)
Actual Start Date
(dd/mm/yyyy)
Planned End Date
(dd/mm/yyyy)
19/04/2001 Spend To Date £16,891,703
30/11/2007 Date of Review 2 – 5 October 2007
Project Completion Report (PCR) V1.0 Page 1

Part B – Project Scoring Assessment
Goal Statement Objectively Verifiable Indicators (OVIs)
To increase significantly the learning achievement of children from Eastern 25% Improvements in completion rates over the baseline by the end of the
Cape Province.
programme.
Purpose Statement Objectively Verifiable Indicators
(OVIs )
To develop an effective,
efficient and affordable
decentralized education
system.
• 60% of District offices providing
effective timely educational
services and support to schools
by programme end.
• Whole School Development
implemented in 60% of Eastern
Cape Schools.
• 300% increase in the number of
schools (compared to IMBEWU
I) implementing the Imbewu
model in the Eastern Cape by
programme end.
Progress Recommendations/Comments
• 90% achieved
• Achieved School
effectiveness model gazetted
and institutionalised
• Achieved
On the surface, the purpose level
OVis have been met but the fact is
that there are still efficiency deficits
in the provincial headquarters
around fundamental issues such as
finance, procurement and Learning
Support materials which make it
impossible to affirm that the purpose
is fully met. These outstanding
issues are being addressed by the
ECDOE but are unlikely to be
resolved by the end of Imbewu.
Purpose to Goal
It is clear from the evidence that the Imbewu programme has contributed to achieving the Goal of the programme. Attribution is
complex at this level given the fact that there have been nationally driven initiatives etc which have also impacted on the Goal but there
remains significant evidence of the catalytic and systemic role played by Imbeu
Project Purpose Rating- General /Overall progress assessment 2
Justification
Much of what has been most successful in Imbewu has focussed on school level improvement and on building capacity at District level
to support schools. Documented evidence/data concerning systemic evidenced based planning also indicates that inequalities in
service provision are being addressed and that exam entries and pass rates have improved
Project Completion Report (PCR) V1.0 Page 2

State how far the project has helped to deliver the objectives of the Country Assistance Plan (where appropriate)
N/A
Outputs Objectively Verifiable Indicators
(OVIs)
1. An effective, efficient and
appropriately staffed Provincial
Department of Education fulfilling a
strategic role
• Departmental Audit improves to
‘qualified’ by 2005/6.
• ECED Procurement Board established
and operational by end 2004.
• Anti-corruption strategy written and
being implemented by end 2004.
• All Managers in SMS to have agreed
personal development plans by end
2004 and all above grade 9 to have
pdps in place by end 2005.
• Audit committee established by mid
2004 and internal audit office fully
operational by end 2004.
• HR Plans in place during PY3 and
critical posts (Director and upwards)
filled by PY4.
• ECDoE actively participating in the
planning and implementation
processes of the Provincial Social
Needs and Economic Clusters.
• Departmental HIV and AIDS strategy
implemented by PY4 for staff and for
schools/learners.
• Payment backlogs reduced by 50% in
PY4 and 80% by PY5 in relation to
March 2004 positions.
• Performance Management Systems in
Progress Score
• Not Achieved. Some progress has been
made as audit opinion has moved from a
disclaimer to adverse which at least implies
sufficient information was supplied to make
a judgement
• Achieved – the 3 required committees
established. Corruption is being confronted.
• Developed in 2005
• System in place and making headway
• External Audit Committee established in
2004; Internal audit unit established in 2006
• Achieved. Much activity to fill vacancies
now that increased budget available, all
critical now posts filled
• This is happening through the Chief Director
planning who is coordinating the Cluster and
driving a long term integrated strategic
planning process
• The HIV and Aids strategy is in place in all
schools
• There has been significant improvement
here e.g. payments now turned around in 4
days compared to 30 days in the past. 4-day
3
Project Completion Report (PCR) V1.0 Page 3

place at all levels by PY3 (IQMS during
PY4)
• Functioning Monitoring and Reporting
Systems connecting province, districts
and schools in place by PY5.
• Achieved for Senior Management Service by
end 2005; at Middle Man level by 2006;
IQMS (PMS for educators) implemented in
2006.
• Paper-based system in place and working
effectively with plans for future electronic
version subject to broader IT roll-out plan in
the Province.
2. A fully functioning and selfmanaging
district structure providing
quality support to schools.
• Persal system cleaned, maintained and
available as part of the management
information system by end 2005.
• All critical posts filled by PY2.
• EDO’s and Subject Advisers more
effectively involved in service of
schools
• 50% of administrative systems
operational to promote effectiveness
and efficiency in bridging gaps between
province and schools by PY2 and the
remainder by PY4.
• EMIS, PERSAL and FMS phased into
districts by PY3.
• Training, development and in-service
opportunities for school based and
other staff increased by 30% by
• Persal system cleaned; partially achieve i.r.o
being fully part of the MIS
• 75% achieved to date. There have been 3
organograms and a 4th one is under
preparation which makes monitoring this
indicator difficult. Despite this there has
been a significant recruitment drive.
• In Progress - EDO Induction completed in
2006; capacity-bldg in progress; significant
numbers of EDOs and SAs appointed
recently and a range of empowering support
systems put in place. This is now a
mainstream ECDoE activity and will
continue
• The merging of systemic evaluation with
Quality Promotion and Standards
addressing this issue and studies carried out
being provided so that district level planning
can be informed by relevant data. Also SA-
SAMS (South African School Administration
& Management System) 3 rd yr of rollout;
promotion schedule system in place and
working effectively.
• Achieved
• The integrated holistic training strategy has
2
Project Completion Report (PCR) V1.0 Page 4

programme end. been developed and intensive training
carried out. The role of Higher Education in
this not to be underestimated since they are
the major provider of both initial and inservice
education/training.
3. Schools, which having undergone
whole school effectiveness
processes, are better able to provide
improved learning opportunities for
their learners.
• Trained curriculum support
structures/teams operational at district
level.
• Achieved in pilot schools. Provincially,
Schools are being taken through the whole
school effectiveness training through Imbewu
and other donor initiatives
• High quality materials and guidelines for
teachers and resource centres being
equipped to support learning
• Recruitment of curriculum specialists and
EDOs will support teachers in schools
• Website and paper knowledge products
being disseminated
1
• Trained management support
structures/teams operational at district
level.
• Achieved. Ongoing training being provided
with Education Leadership Institute playing a
significant role. District training teams well
established.
• School Governing Bodies managing
feeding programmes where appropriate.
• Communities mobilized to become
critically engaged with education
decision makers and community level
service providers.
• Community mobilisation uneven but in places
very effective
• Negotiated code of conduct in place and
disciplinary problems handled
procedurally.
• Code of conducts are in place with EDO’s
equipped (e.g: legislation, policies and
procedures on laptops) to support schools.
• Schools to have developed HIV and
AIDS strategy.
• HIV & Aids strategy in place in all schools. In
addition DFID Orphans & Vulnerable
Project Completion Report (PCR) V1.0 Page 5

Children programme in place to enhance and
support the strategy.
• Learner/Educator contact time
increased.
• MoVs used show clear increase in
learner/teacher attendance.
• Marked improvements in the learning
environment in schools.
• Steady progress noted, given very low
baseline level. No-fee schools rolled out and
budget to schools allocated on basis of perlearner
allocation for the first time. Work
continues on eradication of mud-structure
schools.
• Learners, carers and community
members testify to improved learning
opportunities by Programme end.
• Testimony indicates that learning
opportunities have improved; Refer to
“Siyimbewu” Book for seven testimonies.
• Improvements in learning achievement
above baseline by programme end.
• Evidence indicates some improvement; e.g.
decrease in dropout & repetition rates;
Improvement in Gr12 pass rate
Project Outputs Rating- General /Overall progress assessment 2
Justification
The 2005 OPR accepted full achievement of Output 1 at pilot level, appreciating that budget cuts would affect the Provincial wide
roll outs. As a result the review recommended that the Programme focus on output 1 & 2 for the final 2 years. Outputs 1 & 2
subsequently focussed on developing capacity in the system to ensure the process would continue post Imbewu. (Prism Doc 2005: Pg
9) Output 2 is judged to have been largely achieved but there are still some concerns remaining about Output 1 regarding the efficiency
deficits in financial management, procurement and governance at the Provincial Department which prevent the programme from
scoring a 1. There is documented evidence of significant and fundamental reform of the system which justifies the 2 rating. However,
the extent of the challenge means that by the end of Imbewu there will still be unmet targets, which is not surprising given how long
whole systems change has taken even in developed countries
Purpose Attribution
The judgement made here has come from a combination of the research and evaluation data, including EMIS available and
interviews with key ECDoE personnel
Project Completion Report (PCR) V1.0 Page 6

Project Completion Report (PCR) V1.0 Page 7

Part C – Risk Management
Risk Category Low-Medium
Has the Risk Category changed since the last review? If so explain why.
No, if anything the political risk which is not within the purview of the programme to mitigate, has increased but the whole programme
has been subject to political turbulence
Key Risks
How successful was the action taken to monitor / manage these risks
Many of the identified risks have been managed in an effective way. The political instability has also been skilfully managed by keeping
the focus of the programme steadily on the outputs and not allowing Imbewu to be deflected. The role of the PSC in steering this
course has been significant
Method of Scoring – state the team composition, the methods used to conduct the review, how the scoring was agreed upon,
and whether partners and stakeholders were involved.
The team comprised Barbara Payne, Senior Education Adviser DFID Bangladesh, John Bartlett representing, the Eastern Cape
Department of Education and Kate English Programme Manager, DFID Southern Africa, who was able to join the team for the final 3
days. The scoring was undertaken in a fully participative fashion through consultation and qualitative discussion and was unanimous
Project Completion Report (PCR) V1.0 Page 8

Part D – Lessons Learned
You can no longer input general lessons learned. You need to specify at least one of the categories of lessons learned in sections
1,2 and 3 below.
Lessons learned, and suggested dissemination.
1. Working with Partners The partnership of donor, managing consultants and ECDoE has been genuine and
based on mutual trust. This kind of engagement requires an investment of time and
energy by all partners for it to be maintained with each partner making commitment and
investment. Changing priorities within DFSA and the removal of the Education Adviser
post diluted DFID’s engagement with Imbewu
2. Best Practice / Innovation Imbewu created “innovative space” and trialled new ideas which led to successful
development of models of excellence. To do this there has to be an element of risk
taking and confidence in the quality of people and a high level of intellectual ability and
creativity which drew, in Imbewu’s case on the wisdom of ordinary people in
communities
3. Project / Programme Management The programme management arrangements worked well. A deliberately small office
embedded in and working along side the ECDoE proved a successful and non
threatening way of transferring skills and power to the Department. The Back stop of a
Head Quarters overseas was unusual but worked because of the high investment of
time and energy, personal presence at critical moments and effective reporting and
communication lines.
Key Issues / Points of information
Imbewu has brought about a significant transformation of the Education system in the Eastern Cape Province, in a difficult political
context of change and instability. This has led to the improvement of learning opportunities of thousands of children. There is no doubt
that without Imbewu, the substantial reforms in the ECDoE would not have taken place. The documentation, which records the Imbewu
legacy, is abundant and excellent. The personnel who have driven and guided the process are also of unparalleled quality. However,
despite significant achievements it is not possible to say that the Purpose has been fully achieved. The outstanding concerns around
financial management, procurement and governance, lead the PCR team to the view that the Provincial department has only been
partly reformed and District and school development has only been largely achieved.
Project Completion Report (PCR) V1.0 Page 9

If appropriate, please comment on the effectiveness of the institutional relationships involved with the project
(eg comment on processes and how relationships have evolved)
Imbewu is a story of qualitative development and trust between partners though this was tested when DFID-SA cut funding and was
unable to participate as fully as formerly in implementation
What key documentary evidence is available to support the conclusions of this report? List any supporting documents
annexed to this report.
There are 20 documents used in evidence which are annexed. The Final Evaluation Report was deemed not to be entirely reliable so
all other sources as listed were used in drawing to conclusions
Notes for completion
o Where ratings are required please consider the following:
1. = Likely to be completely achieved. The outputs /purpose are well on the way to completion (or completed)
2. = Likely to be largely achieved. There is good progress towards purpose completion and most outputs have been
achieved, particularly the most important ones.
3. = Likely to be partly achieved. Only partial achievement of the purpose is likely and/or achievement of some
outputs.
4. = Only likely to be achieved to a very limited extent. Purpose unlikely to be achieved but a few outputs likely to
be achieved.
5. = Unlikely to be achieved. No progress on outputs or purpose
X. = It is impossible to say whether there has been any progress towards the final achievement of outputs or
purpose. This score should not be used unless they meet at least one of the following criteria:
• Project is postponed because of conflict
• External Constraints
• Recruitment delays
Other reasons: contact PRISM support
Note for subsequent annual reviews you should not be using X unless you can justify using this X rating, it is unusual for
projects running for 3 years or more to be scored X.
Project Completion Report (PCR) V1.0 Page 10

o Once the review is completed a small subset of the data gathered must be entered into PRISM for analysis
purposes. There is an online form within PRISM for entering this data. Under the Enter a Review screen /
link click the ‘Add Performance Review Online’ link. The mandatory parts required on the Online screen
are marked on this form with an asterisk *.
o Dates should be entered in the format dd/mm/yyyy e.g. 24/08/2004 .
Project Completion Report (PCR) V1.0 Page 11

Province of the
EASTERN CAPE
DEPARTMENT OF EDUCATION
IMBEWU 2 Programme: DFID Output to Purpose ANNUAL REVIEW REPORTS 2003-7