5 Year Strategic Plan 2005/06 - Department of Education

FOREWORD BY THE MEMBER OF THE EXECUTIVE COUNCIL (MEC) 

f o r e w o r d 

Education is central to the development and transformation of 

the Eastern Cape Province, and is critical in ensuring that the 

Province has the human resources that are required to meet 

its developmental goals. In this respect, the circumstances 

of the Province must inform and shape the development and 

transformation agenda of the Eastern Cape Department of 

Education, especially since some of these circumstances spill 

over into schools and affect their performance and viability. 

The statistical profile of the Eastern Cape in demographic, 

economic and educational terms, paints a disquieting picture of 

under-development, and if properly interrogated, tells a sad story 

of its history of inequity and disadvantagement. The government 

is set on an agenda to transform these circumstances, and the 

Department of Education must play its part. 

Since I assumed duty as MEC in May 2004, I realized that it was 

imperative to ensure that the strategic direction I am providing to 

the Department during my term of office addresses the historical 

legacy, especially in the Transkei area. I therefore commissioned 

Imbewu to draft a document called, A Transformation Agenda for 

the Eastern Cape Department of Education 2005 – 2014. The 

Transformation Agenda sets out a broad framework of realigning 

the Education Department with its mandate for supporting 

development and transformation in the Province and this Strategic Plan captures how my Department 

intends addressing such development and transformation within the first five years. Furthermore the agenda 

is concerned, first of all, with the inherent inequities in educational provisioning, and the need to engender 

transformation in the availability of opportunities for a high quality of education for all. These opportunities 

will not be realized unless resources are efficiently and strategically managed, and unless the essential 

operational systems are in place to ensure enhanced performance of the Department. 

The Transformation Agenda constitutes my statement of policy intent in terms of the strategic goals 1 it 

outlines, seeks to foster an in-depth understanding of the circumstances which have defined the course of the 

Department over the last decade, and the challenges which must be overcome if its transformation agenda 

for the next ten years is to be realized. The key transformational issues affecting education are issues of 

access, unemployment, imbalance in employability among youth, the social issues affecting schools and 

society, and the role played by language and technology in promoting balance in opportunity and access to 

quality education. These are the issues that feed the agenda of transformation. This Strategic Plan takes these 

issues as its baseline and translates the strategic goals into strategic objectives, and assigns responsibility 

to the relevant Chief Directorates. This plan is also an expression of our commitment to participate in the 

other Provincial Growth and Development Plan (PGDP) priorities such as: Agrarian transformation and food 

security, including the comprehensive nutrition programme; Fighting poverty, which includes the Expanded 

Public Works Programme, the capital projects of the different Departments and HIV and Aids; Public sector 

transformation focusing on service delivery in the main social service delivery departments; Infrastructure 

development; Manufacturing diversification and tourism; and Human Resource Development. The latter seeks 

to address the skills shortages in Government, the educational programmes of Further Education and Training 

(FET), Adult Basic Education and Training (ABET), Early Childhood Education (ECD) and a comprehensive 

Human Resource Development (HRD) 

strategy and learnership programmes. 

1 The Agenda refers to them as strategic objectives, but in terms of National Treasury prescripts they are actually strategic goals.

The Department collaborates with other Provincial Government Departments and structures in the three 

provincial Clusters, especially the Social Needs Cluster, in pursuing these priorities. We will work with other 

members of this and other Clusters in pursuing integrated planning, budgeting, service delivery, as well as 

pooling of resources and capabilities since we believe Government can achieve much more in this way with its 

available resources. In addition to this, we shall continue to engage all stakeholders and social partners in the 

planning and delivery of our programmes. To this end, all stakeholders were invited to the Education Summit 

convened from 13 to 15 July 2005 to deliberate on the ransformation Agenda. My Department and I will also 

work closely with the four higher education institutions (HEIs) in the Province to more effectively harness their 

expertise and specialized skills to the best advantage of the Department and the Province. 

I am very pleased that the Department, who has the biggest share of the Provincial Budget and the 

biggest footprint of all the Provincial Departments with over 6 000 educational facilities and a presence in 

most communities, has embarked on an initiative called ‘Local Economic Development and Educational 

Provisioning’ to make a more significant contribution towards poverty alleviation and employment creation 

in the Province by targeting community cooperatives as service providers in procuring goods and services. 

I regard these cooperatives as more effective vehicles for broad based black economic empowerment and 

moral regeneration as they are rooted in the indigenous culture of ilima/letsema. This initiative is also based 

on cooperative governance and community-public-private partnership, and it will realize my vision of schools 

becoming ‘centres of community life’. Social issues like poverty significantly impact on our learners; it is for 

instance not possible to effectively teach a hungry or malnourished child and for her or him to do well at 

school. The Provincial Executive Council (EXCO) adopted our recommendation that this initiative be rolled 

out to other provincial departments and institutions and that the Department of Economic Affairs, Environment 

and Tourism be the Lead Department in implementing the initiative in the Province. The high level of poverty 

(63.6% of households) and 53.7% unemployment in the Province indicates the extent of the prevalence of the 

Second Economy epitomized by market failure which demands effective government intervention. 

Over and above the Provincial priorities, the Department’s Strategic Plan reflects the priorities set by the 

National Department of Education and Government. The plan further outlines our strategy to turn this 

Department into an organization capable of delivering quality services in a manner that is timely, relevant 

and responsive to the developmental needs of the Province and the country in general. The Department is 

committed to rolling out its service delivery model articulated in previous plans by establishing adequately 

resourced and capacitated District Offices. Key to this end is the implementation of a matrix structure to 

facilitate programme and project management between provincial Head Office and the District Offices. 

However, the Executive Council’s resolution that the districts in the Province need to be properly coordinated, 

implies that serious consideration be given to the fact that the current number of District Offices in the 

Department do not coincide with the existing demarcation of District and Metropolitan Municipalities to 

facilitate coordination and integration of planning and service delivery between the Department and these 

municipalities. This will also entail that attention be given to strengthening the Circuits, mindful of the 

concomitant financial implications. Furthermore, related to a possible reconfiguration of the District Offices is 

to establish and/or develop comprehensive primary and secondary schools that offer good quality education in 

these centres to attract people with particular scarce skills such as educators and other public servants, who 

have to now send their children elsewhere where schools of this nature exist inside or outside the Province. 

The slight improvement in the 2005 matric results has demonstrated that my Department is close to turning 

the corner and beginning to make, as the biggest provincial department, its rightful contribution in realizing the 

provincial vision: the Eastern Cape, a compelling place to live, work and invest in! 

M Matomela, MPL 

MEC FOR EDUCATION

FOREWORD BY THE MEMBER OF THE EXECUTIVE COUNCIL (MEC) 

PART A: STRATEGIC OVERVIEW 

c o n t e n t s 

1 OVERVIEW OF STRATEGIC PLAN 1 1 

2 VISION 2 2 

3 MISSION 2 2 

4 VALUES 2 2 

5 SERVICE STANDARDS 2 2 

6 SECTORAL SITUATION ANALYSIS 4 4 

6.1 Summary of Service Delivery Environment and Challenges 4 4 

6.2 Summary of Organisational Environment and Challenges 5 5 

7 LEGISLATIVE AND OTHER MANDATES 5 5 

7.1 General Mandate of the Department 5 5 

7.2 Constitutional Mandate 6 6 

7.3 National Legislative Mandate 6 6 

7.4 Provincial Legislative Mandate 7 7 

7.5 Good Governance Mandate 7 7 

7.6 Electronic Education and Communications 8 8 

8 BROAD POLICIES, PRIORITIES, STRATEGIC GOALS AND 

OBJECTIVES 

8.1 National and Provincial Government Policies and Priorities 9 9 

8.1 Departmental Priority Areas 10 10 

8.2 Departmental Strategic Goals 11 11 

8.3 Strategic Objectives 12 12 

8.4 Crosscutting Strategic Goals and Objectives 15 15 

8.5 Monitoring and Evaluation 16 16 

9 INFORMATION SYSTEMS TO MONITOR PROGRESS 16 16 

9.1 Financial Information Systems 16 16 

9.2 Operational Information Systems 16 16 

9.3 Information Reporting Systems 17 17 

10 DESCRIPTION OF STRATEGIC PLANNING PROCESS 18 18 

PART B: PROGRAMME AND SUB-PROGRAMME PLANS 

9 

9 

11. STRATEGIC GOALS, OBJECTIVES AND BUDGET PROGRAMMES 2136 

11.1. Introduction 21 36 

11.2. Strategic Goals and Objectives with Sub-Programme and Chief Directorate Assignment 23 39 

11.3. Focus and Limits of Sub-Programmes 27 43 

11.4. Overview of Policies, Priorities and Constraints in Programmes and Sub-Programmes 30 47 

i 

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PART C: BACKGROUND INFORMATION 

12 INTRODUCTION 160 53 

13 ANALYSIS OF THE SERVICE DELIVERY ENVIRONMENT 160 53 

13.1 Policy Changes and Trends 165 53 

13.2 Environmental Factors and Emerging Challenges 166 55 

13.3 Demographic Profile of the Eastern Cape 170 57 

13.4 Socio-Economic Deprivation in Eastern Cape Communities 185 68 

13.5 Situation Analysis of the System as a Whole 193 72 

13.6 Demographic Pressures and Access Issues 195 73 

13.7 Education Profile of People in the Province 196 74 

13.8 Transfers to Institutions 198 75 

13.9. Programme 2 - Public Ordinary Schools 199 76 

13.10 Programme 3- Independent Schools 220 89 

13.11 Programme 4 - LSEN Schools 221 90 

13.12 Programme 5: Further Education and Training 224 92 

13.13 Programme 6: Adult Basic Education and Training 225 93 

13.14 Programme 7: Early Childhood Development 226 93 

14 EVALUATION OF CURRENT IMPLEMENTATION PERFORMANCE 227 94 

15 

ORGANIZATIONAL INFORMATION AND THE INSTITUTIONAL 

ENVIRONMENT 

94 

228 

15.1. Organizational Design 228 94 

15.2 Delegations and Performance Agreements 240 97 

15.3 Capital Investment, Maintenance and Asset Management 240 97 

15.4 Personnel 247 99 

15.5 Information Technology Systems 249100 

15.6 Performance Management System 251102 

15.7 Financial Management Plan 251102 

15.8 Audit Queries 255105 

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List of Tables 

Table 1: Strategic Goals and Associated Rationale 11 

Table 2: Outline of Strategic Objectives by Strategic Goals 12 

Table 3: Cross Cutting Strategic Goals and Objectives 15 

Table 4: Responsible Managers, Monitoring Agency and Monitoring Mechanisms 17 

Table 5: Programmes and Sub-Programmes Structure for the Department 38 

Table 6: Strategic Goals & Objectives, Programme/Sub-Programme & Chief Directorate 

Assignment 32 

Table 7: Overview of Programmes Listing of Respective Programmes and Sub-Programmes 44 

Table 8: Overview of Policies, Priorities and Constraints in Respective Programmes and Sub- 

Programmes 48 

Table 9: Total Population by Province, 1996 and 2001 Census 171 

Table 10: Distribution of Total Population by Education Districts as indicated by the 1996 & 

2001 Census 174 

Table 11: Distribution of Total Population per age group by Education District indicated by 

1996 & 2001 Census 181 

Table 12: Socio-economic Deprivation Index 1996 and 2001 - Main Winners (relatively better 

off) 188 

Table 13: Socio-economic Deprivation Index 1996 and 2001. Main Losers (relatively worse) 188 

Table 14: Occupational Categories 192 

Table 15: Income Distribution 192 

Table 16: Number of Institutions and Centres 193 

Table 17: Number of Learners 193 

Table 18: Number of Educators (including SGB paid) 195 

Table 19: Enrolment and Population Statistics 195 

Table 20: Educator Post Declaration (2005) 196 

Table 21: Number of Employees 2005/06 197 

Table 22: Resourcing effected via the School Funding Norms 2005/06 198 

Table 23: Gross Enrolment Rate: 1996-2004 203 

Table 24: Repetition Rate by Grade 205 

Table 25: Drop-out Rate by Grade 206 

Table 26: Learner : Educator Ratio by Level 210 

Table 27: Learner - Educator Ratio by ex-Department (Public Ordinary Schools) 210 

Table 28: Learner - Educator Ratio by Quintiles (Public Ordinary Schools) 210 

Table 29: Average Classroom Size 214 

Table 30: Average Classroom Size by ex-Department 214 

Table 31: Average Classroom Size by Quintiles (Public Ordinary Schools) 214 

Table 32: Percentage of Educators (state-paid educators only) by Gender employed at 

Different Post Levels 216 

Table 33: Educators Leaving the System by Age Group 216 

Table 34: Grade 12 Pass rates 2006-2004 by ex-Department 219 

Table 35: Size and Shape of Independent Schooling Sector 220 

Table 36: Profile of Independent Schooling 221 

Table 37: Budget Allocation to Programme 4 221 

Table 38: Number of Learners in LSEN schools 222 

Table 39: Number and Percentage of Learners by Gender and Disability (2004) 222 

Table 40: Learner - Educator Ratios in Programme 4 Schools 223 

Table 41: Learner : Classroom Ratio in Special Schools and the Classroom Backlog 223 

Table 42: Employment of Specialists 223 

Table 43: Learner : Educator Ratios in Programme 5 Institutions 224 

Table 44: Classrooms available for Programme 6 225 

Table 45: Learner - Educator Ratios in Programme 6 Centres 225 

Table 46: Learner - Educator Ratios in Programme 7 226 

Table 47: Condition of Capital Stock (April 2005) 241 

Table 48: Employment and Vacancies by Programme (March 2005) 247 

Table 49: Actual and Estimated Outcomes 2002/03 to 2005/06 253 

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22 

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28 

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82 

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103 


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Table 50: Expected MTEF Figures 2006/07 to 2008/09 (July 2005) 254 

Table 51: Nominal Budget/Expenditure Growth 254 

104 

104 

LIST OF GRAPHS: 

Graph 1: Provincial Population Growth 1996-2001 3 

Graph 2: Distribution of Total Provincial Population by Education District - Census 2001 3 

Graph 3: Distribution of Population by Age Group in the Eastern Cape - 2001 Census 3 

Graph 4: Comparative Population Distribution by Age Band in Two Selected Districts 3 

Graph 5: School Age Population Aged 7-10 Years compared with reported Learner Enrolment 

for the Period 1995-2002 3 

Graph 6: Comparative Socio-Economic Deprivation by District 3 

Graph 7: Learner Enrolment in Public ordinary Schools (1995-2001) 3 

Graph 8: Learner Enrolment in Public Ordinary Schools by Grade (1995, 2004 and 2005) 3 

Graph 9: Drop-out Rate : Eastern Cape 2000-2003 3 

Graph 10: Percentage Over Age Learners in Public Primary and Secondary Schools 3 

Graph 11: Percentage Learners in Grade 12 who are 18 Years Old or Younger 3 

Graph 12: Educator Attrition by Age Group 3 

Graph 13: Provincial Matric Pass Rates 3 

Graph 14: Home Language versus Language of Institution for Eastern Cape Learners 2004 3 

59 

61 

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66 

68 

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76 

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80 

81 

81 

87 

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LIST OF MAPS: 

Map 1: Population Density Distribution in the Province based on the 2001 Census data 3 

Map 2: Average Population Density Distribution per Education District 3 

Map 3: Socio-Economic Deprivation in the Eastern Cape by Education District - Census 2001 3 

Map 4: Learner : Educator Ration per District 2004 3 

Map 5: Learner : Classroom Ratios per District 2004 

Map 6: Educational Districts 3 

64 

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71 

84 

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LIST OF FIGURES: 

Figure 1: EC DoE Organogram approved in January 2006 3 

96 

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ACRONYMS 


ABET 

BAS 

CASS 

DBST 

DDG 

DFID 

Adult Basic Education and Training 

Basic Accounting System 

Continuous Assessment 

District Based Support Team 

Deputy Director General 

Department for International Development (United Kingdom) 

eAdministration Electronic Administration 

EAP 

Employees Assistance Programme 

ECD 

Early Childhood Development 

ECDoE 

Eastern Cape Department of Education 

EDC 

Education Development Centre 

EDO 

Education Development Officer 

eEducation Electronic Education 

EFMS 

Electronic Facilities Management System 

eLearning 

Electronic Learning 

EMIS 

Education Management Information System 

EPWP 

Expanded Public Works Programme 

ETDP-SETA Education, Training and Development Practices – Sector Education and Training 

Authority 

FET 

Further Education and Training 

FETC Further Education and Training Certificate (at Grade 12) 

FETIs 

Further Education and Training Institutions 

GET 

General Education and Training 

GETC 

General Education and Training Certificate 

Grade R Reception Grade in the year before Grade 1 

GTZ 

Deutsche Gesellschaft fuer Techische Zusammenarbeit 

HEIs 

Higher Education Institutions 

HOD 

Head of Department 

HRD 

Human Resource Development 

HRM 

Human Resource Management 

ICT 

Information and Communications Technology 

IDP 

Integrated Development Plan 

IMET 

Inter -Sectoral Monitoring & Evaluation Team 

IMT 

Interim Management Team 

INSET 

In-Service Training 

IQMS 

Integrated Quality Management System 

JMT 

Joint Management Team 

Logis 

Logistics Information System 

LoLT 

Language of Learning and Teaching 

LSEN 

Learners with Special Educational Needs 

LTSM 

Learning and Teaching Support Material 

MEC 

Member of the Executive Council 

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MIP 

Matric Intervention Programme 

MTEF 

Medium Term Expenditure Framework 

NATED 

National Education 

NCS 

National Curriculum Statement 

NDOE 

National Department of Education 

NEPA 

National Education Policy Act 

NGOs 

Non-Governmental Organizations 

OBE 

Outcomes Based Education 

PDEs 

Provincial Departments of Education 

Persal 

Personnel and Salary System 

PFMA 

Public Finance Management Act, 1999 (Act No 1 of 1999), as amended 

PGDP 

Provincial Growth and Development Plan 

PRESET 

Pre-Service Training 

PSA Public Service Act, 1994 

RNCS 

Revised National Curriculum Statement 

RPL 

Recognition of Prior Learning 

SAEF 

South African Excellence Foundation 

SAMDI 

South African Management Development Institute 

SASA South African Schools Act (Act No 84 of 1996) 

SCM 

Supply Chain Management 

SETA 

Sector Education and Training Authority 

SG 

Superintendent General 

SGB 

School Governing Body 

SMT 

School Management Team 

SNP 

School Nutrition Programme 

WSE 

Whole School Evaluation 

vi 

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e a s t e r n c a p e d e p a r t m e n t o f 

EDUCATION 

5 Year ECDoE Strategic Plan for 2005/06 to 2009/10 March 2006 Page 11

PART A: STRATEGIC OVERVIEW 

1. OVERVIEW OF STRATEGIC PLAN 

The mandate for education in the Province is enshrined in the legislation of the country. 

The Department of Education must deliver on providing quality education that could 

easily be accessed by all citizens for the duration of their lifetime; it must produce good 

citizens and the human resources that are needed for development; it must deliver 

services to its clients in an efficient, effective and reliable manner; and it must be a 

contributing and productive partner in the efforts of the nation to deal with the 

development and transformational challenges that are now faced by a new 

developmental state. This mandate is as extensive as it is daunting, and as challenging 

as it is stimulating. The Department must, however, rise to the challenge. In doing so, it 

cannot overlook the realities of the Eastern Cape Province in general, and the scope, 

issues and challenges which define the field of play in the education arena. While the 

possibilities are endless, the scope of education is extensive, the issues it bears are 

complex and the challenges it generates sometimes insurmountable. But these 

challenges cannot be ignored. They impact greatly upon people individually and publicly 

because of their deep roots in history, and because of the indelible effects this history 

has made on the spirits of our people and the viability of the organizations through which 

they are publicly served. 

Statistics South Africa estimated the population of the Eastern Cape at 7,088,547 in 

June 2004. This represents 14% of the national population. Based on the results of the 

2001 census, 63.6% of households live in poverty, 36.5% have no more than a primary 

school education, and the unemployment rate is 53.7%. In fact, 50% of the population in 

the Eastern Cape is estimated as illiterate. The human development index ranges 

between a high of 0.66 in the Nelson Mandela Metropole and a low of 0.45 in the OR 

Tambo District which falls entirely within the Transkei. The socio-economic profile of the 

Eastern Cape is set out in the Provincial Growth and Development Plan (PGDP). 

Provincial statistics reveal a state of poverty, disadvantagement and pain. Both the 

statistics and the public experience of the Province bear the effects of a legacy of 

apartheid. In spite of the significant efforts made by the Education Department and 

other Departments in the Province, there is still so much to accomplish to restore and 

renew the lives and circumstances of people. 

The Eastern Cape is the largest Provincial Education Department in terms of the number 

of schools to be administered, and the second largest, behind KwaZulu Natal, in terms of 

the number of educators and learners. The information in paragraph 6.1 shows that, in 

spite of its efforts and successes over the last 10 years, the Department still has not fully 

accomplished its mandate of changing the lives of citizens and enriching the welfare of 

communities through education. Conditions of disadvantagement and inequity still exist 

in the education system, the under-performance of the system continues, and the 

contribution of the educational enterprise to the development and transformation of the 

Province is still not properly orchestrated. Education as a partner in transformation 

remains outside of the development dynamics of the Province. 

The Department’s strategic plan focuses on improving the environment in which the core 

business of effective teaching and learning can take place. The Department has 

reviewed and restructured its organogram to streamline the administrative service 

delivery processes, and allow the professional staff to concentrate on providing teaching 

and learning in the schools. The Department will continue its agenda on the 

improvement of management basics in order to promote service excellence that will 

advantage the learner, our principal client. In this context, the Department increasingly 

focuses on an anchor programme, the whole school development for total learner 

performance improvement, to which all initiatives and activities must respond. 

5 Year ECDoE Strategic Plan for 2005/06 2005-06 to 2009/10 2009-10. March 21 F (6) 2006 Page 1 

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Gradually, this strategy refocuses our staff, and encourages them to challenge the 

existing paradigms. 

Through the establishment of a risk management strategy, it is anticipated that 

constraints and risks which could potentially affect the achievement of the strategic goals 

and objectives, will be managed through governance, risk and control processes. 

c p o a n r t e A n : t s t r a t e g i c o v e r v i e w 

2. VISION 

Our vision is to offer a quality public education and training system that transforms 

schools into centres of community life and promotes shared moral values, good 

governance and sustainable development. 

3. MISSION 

The Department of Education strives to provide quality education for sustainable 

development by: 

 

 

 

 

Providing socially relevant and economically responsive programmes that address 

the human resource needs of the province and the country. 

Enhancing the skills base for agrarian transformation, manufacturing diversification 

and tourism in order to meet the needs of the second economy. 

Providing quality programmes to build the capacity of all employees. 

Encouraging participatory decision-making processes which strive to empower the 

whole community at all levels. 

4. VALUES 

The vision and mission are supported by the following values, which are based upon 

section 195 of the Constitution (Act No. 108 of 1996) and the Batho Pele principles: 

 

 

 

 

 

 

 

Continuous improvement towards excellence in the standards of performance and 

professionalism through our work ethos. 

Mutual trust, respect and moral values that promote human dignity as reflected in 

the concept of ubuntu. 

Participatory processes in policy making. 

Public administration that promotes sustainable development. 

The provision of value for money and accountability to the people of the province in 

line with the Constitution and the Bill of Rights. 

Transparency, equity and redress through the provision of timely, accessible and 

accurate information. 

Good human resource management and career-development practices for all 

employees to maximise human potential. 

5. SERVICE STANDARDS 

A Central component of any strategy to improve service delivery is rigorous service 

standards which relay to citizens the commitment of the Public Service to deliver quality 

services and against which government performance can be measured. In essence a 

service standard is a criterion adopted by a department defining how it should behave 

towards its citizens. 

5 Year ECDoE 5 Year ECDoE Strategic Strategic Plan for Plan 2005/06 for 2005-06 to 2009/10 to 2009-10. March 2006 21 F (6) Page 2 

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Government departments are obliged to develop service standards, as stipulated in the 

Public Service Regulations, 2001, the Public Finance Management Act (PFMA), 1999, 

as amended and the Promotion of Administrative Justice Act, 2000 ( Act No. 3 of 2000). 

The Batho Pele (People First) or Transforming Public Service Delivery White Paper 

(Government Gazette No. 1459 of 1 October 1997) which states as one of its 8 

principles “Citizens should be told what level and quality of public services they will 

receive so that they are aware of what to expect” 

The Public Service Commission Report on the status of service standards found that 

whilst the political will exist to deliver high quality services, the absence of standards that 

promote and set out best practice has resulted in poor service delivery. As a result, the 

Department of Public Service & Administration, in conjunction with the Office of the 

Premier has initiated a process, across all sectors, to improve service delivery within the 

various provincial departments to develop the required capacity in order to compile their 

own service standards and measure delivery against these on an ongoing basis. 

The first phase requires that all departments develop and agree upon 6 – 8 critical 

service standards that they wish to prioritize. These will be showcased to other 

departments as a peer learning opportunity and a monitoring system will be set in place 

to measure progress against the service standards. In addition, the means to 

communicate the service standards to citizens will also be explored. In this way, 

departments will be mentored and coached in the process of service standard 

development, roll out, monitoring and reporting. 

The ECDoE has indicated its commitment to the development of standards by including 

a Directorate for Quality Promotion and Standards in the new organogram. This has 

further been entrenched into the system, by the development of a strategic management 

framework, which puts standard setting firmly in the centre of performance management 

and improved service delivery. 

The need to develop standards at the strategic level at the outset is high on the agenda 

of the ECDoE, who has, in conjunction with the Pytron Consortium developed blueprints 

for best practice that will surely support the development of standards on the corporate 

side. Furthermore, the Imbewu II Programme has over the past two years, funded a 

comprehensive evaluation programme which through the commissioning of 25 

evaluation studies, has highlighted the service delivery and programme performance 

gaps and risk areas on the education services side. The findings and recommendations 

from these studies will form the basis for not only the development of policy, but also the 

development of appropriate service standards at the strategic, organizational and 

operational levels of the Department. 

The ECDoE has adopted a practical process towards achieving relevant and critical 

standards that are backed up by legislation. 

In this respect the Department is committed to the following process: 

 

 

 

 

 

Know your business 

Consult with target group / stakeholders 

Set customer-sensitive service standards 

Empower and train staff to support and maintain 

Communicate service standards and performance measures to customers 


Page 3

6. SECTORAL SITUATION ANALYSIS 

6.1 Summary of Service Delivery Environment and Challenges 

According to the EMIS statistics compiled in the Department of Education, the Provincial 

education system in 2005 comprised 6,304 public schools. Of these, 880 are High 

schools, 2,553 Combined or Junior Secondary Schools; 2,593 Primary schools; 42 

schools for Learners with Special Educational Needs (LSEN); and 236 State subsidized 

Early Childhood Development (ECD) centres, with many more of these centres being 

run as community and private facilities. The same data revealed that there were 

2,184,103 learners in public ordinary schools in 2005. Of these, 104,929 were preprimary 

learners in grade R and 7,466 were learners in public ordinary schools with 

special educational needs. There were a further 9,072 learners in special schools. 

The same statistics show that there were 62,765 educators in public ordinary schools in 

2005, of which 18,445 were in primary schools, 13,850 were in secondary schools and 

30,470 were in high schools. There were 842 educators in special schools. 

In-spite of significant progress, there are still major backlogs in school infrastructure. In 

2005, 2,608 schools (41%) did not have electricity and 1,888 schools (29%) did not have 

pipe-borne water. In the same year, 939 schools (14.8%) were identified as mud 

structures needing replacement. Most of these schools are in the former Transkei. 

School performance in terms of internal efficiency and academic success is less than 

desirable. In 2004 the average repetition rate was 9%, and exceeded 20% at the senior 

grades (grades 10-12) in many of the most disadvantaged Districts. Appropriately-aged 

enrolment averaged only 31%, with over-aged enrolment particularly high, averaging 

50%. The school participation rate for designated age cohorts is well below 100% and 

decreases significantly at the higher grades. The matric pass rate for the Province has 

been consistently low, with the lowest pass rate of any Province in 2005. These results 

are not without their reasons, and the true account of the factors that give rise to these 

circumstances are generally hidden and not subject to public discourse. An analysis of 

this and other available information, however, reveals a picture of inequity, 

disadvantagement, and under-resourcing; and it highlights the effects of poverty, history 

and marginalization on the performance of Education in the Province. 

There are 8 FET Colleges in the Province which, in 2004, had a headcount enrolment of 

34,854 with 845 educators. There are also 4 Higher Education Institutions (HEIs) in the 

Province with a headcount enrolment of 64,641 in 2004. However progression from high 

schools to further and higher education is very low. In 2002 for example, 34,069 of the 

65,661 grade 12 learners passed matric (52%), 5,249 with an exemption enabling them 

to enter higher education. But only 5,451 learners entered a HEI and 1,703 entered an 

FET college the next year. This meant that only 21% of learners were able to enter 

formal further or higher education in fact did so. This problem is compounded when one 

examines the throughput of the higher education system. In 2000, the drop out rate from 

Provincial HEIs was 20% in the first year, with only 15% of the designated year group 

graduating after four years. A significant number of learners from disadvantaged groups 

cannot complete their studies because of financial reasons. 

The Department is committed to rolling out its service delivery model articulated in 

previous plans by establishing fully serviced District Offices, and the focus has shifted to 

ensuring that District Offices are adequately resourced and capacitated. Fully functional 

district offices will take services closer to the public and be a more efficient and effective 

service delivery model. All programmes are subjected to quality assurance processes to 

ensure that they benefit the Department’s clients, especially learners and community 

members. There is a great need for adequate financial, human and physical resources 

to enable the Department to deliver on its mandate. The challenge is to manage the 

available resources more effectively and efficiently. 


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In its quest to deliver exemplary service to all its clients – both internal and external – the 

Department of Education, like all other departments within the public sector, is 

continuously striving to inculcate the principles of Batho Pele (People First) into the 

thinking of staff and to ensure that it becomes an integral part of service delivery. 

6.2 Summary of Organisational Environment and Challenges 

In 2005 the Department again reviewed its organizational structure in order to ensure 

alignment with the new five-year Departmental Strategic Plan. A revised organogram 

was approved by the MEC in January 2006, and is in the process of being implemented. 

This will strengthen delivery capacity in the Districts and Head Office. 

Due to budgetary constraints and lengthy administrative processes many senior 

management posts have only been filled from 1 June 2005, including senior managers 

to support the FET College Chief Executive Officers. This will be followed by Deputy and 

Assistant Director, Chief and Deputy Education Specialist, Curriculum Advisor, Secretary 

and other administrative posts. 

The Department has absorbed surplus staff from Teacher Training Colleges into existing 

vacancies. 

7. LEGISLATIVE AND OTHER MANDATES 

7.1 General Mandate of the Department 

The broad mandate of the Department is to provide for basic education in the Province 

and to adopt reasonable measures to progressively provide access to further education. 

At national level this mandate is governed primarily by: 

 

 

 

 

 

 

The Constitution of the Republic of South Africa Act, 1996 (Act No. 108 of 

1996) which provides for the constitutional right to education; 

The National Education Policy Act, 1996 (Act No. 27 of 1996) which provides for 

the determination of national education policy by the Minister of Education; 

The South African Schools Act, 1996 (Act No. 84 of 1996) which caters for the 

needs of those learners who are located in schools within the compulsory band; 

The Further Education and Training Act, 1998 (Act No. 98 of 1998) which 

focuses on the needs of those learners who wish to pursue ongoing learning 

activities; 

The Adult Basic Education and Training Act, 200 (Act No. 52 of 2000), which 

promotes lifelong learning through the provision of continuous learning activities for 

adults; 

The Employment of Educators Act, 1998 (Act No. 76 of 1998) and the Public 

Service Act, 1994 (Proclamation No. 103 of 1994), which determine the conditions 

of service, discipline, retirement and discharge of educators and administrative staff 

in the Province; and 

The General and Further Education and Training Quality Assurance Act, 2001 

(Act No. 58 of 2001), which provides for quality assurance in general and further 

education and training, norms and standards for curriculum and assessment and the 

issuing of certificates at exit points from the general and further education bands of 

the National Qualifications Framework established under the South African 

Qualifications Authority Act, 1995 (Act No. 58 of 1995). 


Page 5

Key national policy frameworks are provided in respect of the needs of children 

before their formal entry into the basic schooling phase (Early Childhood Education) 

and the needs of learners who have special needs by Education White Paper 5 on 

Early Childhood Education (May 2001) and Education White Paper 6 on Special 

Needs Education – Building an Inclusive Education and Training System (July 

2001). 

Curriculum 2005 (C2005) governs curriculum in the Province, embodying the vision 

for general education to move away from a racist, apartheid, rote model of learning 

and teaching, to a liberating, nation-building and learner-centred outcomes-based 

initiative. In line with training strategies, the reformulation of the curriculum is 

intended to allow greater mobility between different levels and between institutional 

sites, and to promote the integration of knowledge and skills through learning 

pathways. Its assessment, qualifications, competency and skills-based framework 

encourages the development of curriculum models which are aligned to the National 

Qualifications Framework in theory and practice. 


7.2 Constitutional Mandate 

The Constitution provides for the constitutional right to education and the overall 

framework for the delivery of education to the people of South Africa. The key provisions 

of the Constitution that impact on delivery by provincial education departments are 

located in section 29 (Chapter 2) of the Bill of Rights, which reflects that: 

“Everyone has the right – 

(a) to a basic education, including adult basic education; and 

(b) to further education, which the state through reasonable measures must make 

progressively available and accessible”. 

The Constitution provides that education at all levels (excluding tertiary education) is a 

matter of concurrent or shared legislative competence between national and provincial 

government. It empowers provinces to pass laws on education and provides a 

framework to resolve any conflicts that may arise between national and provincial laws. 

7.3 National Legislative Mandate 

The National Education Policy Act, 1996 provides the basic framework for the national 

Minister of Education to determine national educational policies, to monitor the 

implementation of these policies and to evaluate the general well being of the 

educational system. The Act provides the Minister with significant functions and 

responsibilities in terms of the overall oversight of the education system nationally. 

The South African Schools Act, 1996 provides the broad framework for the provision 

of general education to the children of South Africa. This law broadly encompasses the 

organization, funding and governance framework for all schools in South Africa and 

authorizes the Member of the Executive Council responsible for education in the 

Province and the Head of the Department to exercise far-reaching powers and perform a 

range of essential functions in education. 

The Further Education and Training Act, 1998 requires the Province to provide for the 

establishment, governance and funding of public further education and training 

institutions. This responsibility extends to monitoring and supporting these institutions. 

The Adult Basic Education and Training Act, 2000 has as its objectives developing 

support systems for a curriculum framework to equip learners with functional numeracy, 

literacy, language and communication skills and coordinating the development and 

implementation of quality assurance standards in relation to national standards and the 

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National Qualifications Framework. Some of the programmes included in the strategy 

are teacher development programmes, literacy and numeracy and curriculum reform. 

One of the major challenges confronting the Department is the reduction of adult 

illiteracy through the mobilization of ABET structures and systems, and the 

establishment of a reliable learner and teacher database. 

The General and Further Education and Training Quality Assurance Act, 2001 

provides for establishing a quality assurance body to ensure that continuous 

enhancement of quality is achieved in the delivery and outcomes of the general and 

further education and training sectors of the national education and training system and 

developing a quality assurance framework for the general and further education bands of 

the National Qualifications Framework. The Department is a public provider for purposes 

of the Act, authorizing it to deliver learning programmes and to manage the assessment 

of such programmes at public schools, public further education and training institutions 

and public adult learning centres. 

The Department employs educators and administrative staff in the Province in terms of 

the Employment of Educators Act, 1998 and the Public Service Act, 1994. These 

Acts govern the employment and human resource relationship between the Department 

and its employees, determining conditions of service, discipline, retirement and 

discharge. 

7.4 Provincial Legislative Mandate 

The Eastern Cape Province has passed the Eastern Cape Schools Education Act, 

1999 (Act No 10, 1999) which builds on the South African Schools Act, 1966 

providing further for the organization, governance and funding of schools in the 

Province. It also provides for the Eastern Cape Education Advisory Council, consisting of 

a range of stakeholders in education in the Province and for the determination of 

provincial education policy. 

The Education Laws Amendment (Conduct of Matriculation Examinations) Act, 

1995 provides for the conduct of senior certificate examinations in the Province. It 

provides for an examination board and for regulations governing the conduct of exams, 

the enrolment and discipline of learners in exams, the appointment, powers and 

functions of examiners, moderators and invigilators, the issuing of certificates and the 

handling of inquiries into and irregularities in the conduct of exams. 

7.5 Good Governance Mandate 

The Constitution provides the basic values and principles governing the public 

administration in general, including the Department. These principles include: 

 

 

 

 

 

 

 

A high standard of professional ethics must be promoted and maintained; 

Efficient, economic and effective use of resources must be promoted; 

Public administration must be development oriented; 

Services must be provided impartially, fairly, equitably and without bias; 

People’s needs must be responded to, and the public must be encouraged to 

participate in policy-making; 

Transparency must be fostered by providing the public with timely, accessible and 

accurate information; 

Good human resource management and career development practices, to maximize 

human potential, must be cultivated; 

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Public administration must be broadly representative of the South African people, 

with employment and personnel management practices based on ability, objectivity, 

fairness, and the need to address the imbalances of the past to achieve broad 

representation. 

The White Paper on Transforming Public Service Delivery (Batho Pele) (General 

Notice 18340 of 1 October 1997) promotes transformation in government. It is based 

on eight transformation principles. The Department has recognized that transforming its 

service delivery is key to guaranteeing the basic needs of citizens and, as such, aims to 

be more effective by improving its service delivery programmes. These principles are: 1. 

consulting users of services; 2. setting service standards; 3. increasing access; 4. 

ensuring courtesy; 5. providing more and better information; 6. increasing openness and 

transparency; 7. remedying mistakes and failures; and 8. getting the best possible value 

for money. 

The Department is bound by the provisions of the Public Finance Management Act, 

1999 (Act No. 1 of 1999) to ensure that all revenue, expenditure, assets and liabilities 

are managed efficiently and effectively. The Act requires that good public finance 

management principles are incorporated into the Department’s business plans, that 

annual budgets are compiled and managed and that financial systems, risk management 

and internal controls are in place and are transparent. 

The Promotion of Access to Information Act, 2000 (Act No. 2 of 2000) requires the 

Department to provide access to information that it holds if requested by any person or 

organization. The Act gives effect to section 32(1)(a) of the Constitution which states that 

everyone has the right of access to any information held by the State, and section 32 

(1)(b) which provides for the right of access to information held by any other person 

when that information is required for the exercise or protection of rights. 

The Department is also subject to the Promotion of Administrative Justice Act, 2000 

(Act No. 3 of 2000) which provides that everyone has the right to administrative action 

that is lawful, reasonable and procedurally fair, and that anyone whose rights have been 

adversely affected by administrative action may require written reasons for the action. 

The Act also provides for the judicial review of administrative acts by the courts. 

7.6 Electronic Education and Communications 

The Electronic Communications and Transactions Act, 2002 (Act No. 25 of 2002) 

provides for the facilitation and regulation of electronic communications and 

transactions; the development of a national e-strategy; universal access to electronic 

communications and transactions; human resource development in electronic 

transactions; the prevention of abuse of information systems; and to encourage the use 

of e-government services. This is an important law for the Department and for 

educational institutions and requires access to and training in the use of computers. 

The Draft White Paper on e-Education, August 2003 provides an overall policy goal to 

the effect that “Every South African learner in the general and further education and 

training bands will be ICT capable (that is, use Information and Communications 

Technology (ICT) confidently and creatively) by 2013”. Policy imperatives in this regard 

are set out under the following strategic objectives: 


 

 

 

 

 

 

ICT professional development of teachers, managers and administrators; 

Electronic content resources for teaching and learning; 

ICT infrastructure; 

Connectivity to an educational network and the Internet; 

Community engagement to share the resources with the wider community; 

Research and development into new technologies, methodologies and techniques. 

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This policy will have a major impact on teaching, learning and administration in schools 

over the next 10 years. 

8. BROAD POLICIES, PRIORITIES, STRATEGIC GOALS AND 

OBJECTIVES 

The goals, objectives and priorities of the strategic plan have been derived from a review 

of the legislative and policy framework governing education both nationally and in the 

Province, and from the development focus and transformational agenda of the 

Department. The Department has conducted a detailed analysis of its circumstances 

and challenges, both historically and currently, and has, as a result, isolated areas of 

focus for the enhancement of its performance and the promotion of a more equitable 

dispensation of educational services in the Province. Government adopted “Vision 2014” 

as part of its election manifesto in April 2004. The PGDP and the Transformation 

Agenda both cover the ten-year period until 2014. The PGDP takes its cue from 

Government’s mandate, including the Medium-Term Strategic Framework (MTSF) for 

2004 to 2009, whilst the Transformation Agenda is aligned to the PDGP. 

8.1 National and Provincial Government Policies and Priorities 

8.1.1 Government's mandate, as reflected in the "2004 Manifesto - A People's Contract to 

Create Work and Fight Poverty" is based on an appreciation of the progress that has 

been made in the past 10 years in creating a constitutional democracy, expanding 

access to services and opportunities, growing the economy, improving citizens' security 

and locating SA within the vanguard of global efforts to build a caring and secure world. 

Vision 2014 is articulated in the Manifesto: "Guided by the Reconstruction and 

Development Programme, our vision is to build a society that is truly united, nonracial, 

non-sexist and democratic. Central to this is a single and integrated economy that 

benefits all." 

8.1.2 The MTSF indicates that Government's strategic priorities, amongst other things, are to 

address issues in education such as the recapitalization of Further Education & Training 

(FET) institutions, aligning curricula of these and other technical training institutions 

with economic needs, other issues relating to the skills training nexus, improving 

school performance, ensuring dedicated resources for launching a massive programme 

for Early Childhood Development (ECD) as a deliberate human resource investment 

(as part of the Expanded Public Works Programme), expanding the Primary School 

Nutrition Programme, and aligning the National Spatial Development Perspective 

(NSDP), Provincial Growth & Development Strategies (PGDSs) and Integrated Local 

Development Plans (IDPs) within the next three years to ensure that local plans 

correspond to national and provincial economic imperatives. All of this should occur 

within a new culture of partnerships with various sectors of society taking root in the way 

government operates, informed by the concept of a People's Contract. 

8.1.3 The PGDP aims to address the high levels of poverty, unemployment and illiteracy, 

amongst other things, in the Province. This development framework sets, inter alia, the 

following targets for the next 10 years: 

To maintain an economic growth rate of between 5% and 8% per annum; 

To reduce by between 60% and 80% the number of households living below the 

poverty line by 2014; 

To establish food self-sufficiency in the Province by 2014; 

To ensure universal primary education (UPE) by 2014, with all children proceeding 

to the first exit point in secondary education; 

To improve the literacy rate in the Province by 50% by 2014; 

To eliminate gender disparity in education and employment by 2014; and 

To halt and begin to reverse the spread of HIV and Aids by 2014. 

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8.1.4 The Transformation Agenda of the Department seeks to ensure redress by pursuing a 

course of development that is responsive to the social and economic circumstances in 

communities, the Development Agenda of the Province, and the historically derived 

pockets of inequitable services that still exist in the Province. In this regard, this section 

of the document highlights priorities and presents an outline of strategic goals and 

objectives. The section also seeks to present a rationale for the identification and 

selection of each strategic goal in light of the vision of the Department, the issues that 

are currently faced, and the core element of the Department’s Transformation Agenda. 


8.2 Departmental Priority Areas 

The priority areas of focus in the Department are derived from its emphasis on ensuring 

that the organizational systems and policy framework of the Department are sufficiently 

adequate to streamline and support service delivery; ensuring that each learner has an 

equitable opportunity to achieve; and ensuring that the infrastructure for education is 

sufficiently adequate to meet the goals and objectives for service delivery. 

An analysis of the circumstances in the Department has revealed that a targeted array of 

critical interventions will provide firm grounding for enhancing educational services and 

thus creating a momentum for development and educational achievement. Among the 

priority areas for focus are the following: 

Amending or replacement of the Province’s schools law 

Ensuring the establishment and functioning of advisory structures in education 

Strengthening policy frameworks for learner admissions in Public Schools 

Creating effective and efficient systems and policy for managing learner conduct and 

disciplinary hearings 

Maintaining integrity and efficiency in the conduct of examinations and assessments 

Creating greater equity and efficiency in the governance, funding and oversight of 

public schools 

Establishing greater capacity and more effective policies and systems for the 

administration of school fees and public school finances including budgets, school 

funds, financial statements and school audit reports 

Establishing policies and support systems for enhancing the performance of learner 

representative councils 

Enhancing policies, systems and monitoring structures for the registration, funding 

and oversight of independent schools 

Enabling the transformation and responsiveness of public Further Education and 

Training institutions through proper governance, funding and oversight 

Enhancing the effectiveness, efficiency and productivity of public adult learning 

centres through proper governance, funding and oversight 

Enhancing the rationalization of schools to enhance the efficiency of education and 

promote greater equity in the availability of curriculum options and quality education 

Ensuring the adequacy of resources and facilities of the proper administration and 

delivery of education 

8.3 Departmental Strategic Goals 

In light of the analysis of circumstances and the priority areas identified, 9 goals were 

identified to frame the strategic focus and activities of the Department. These strategic 

goals form the foundation of what the Department seeks to accomplish within the 

planned period. 

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The strategic goals are outlined in Table 1. The Table also provides a brief rationale in 

support of the selection and focus on each strategic goal. The Department aims to 

pursue the following strategic goals over the next ten years: 

Table 1: Strategic Goals and Associated Rationale 

No Strategic Goal Rationale and Focus 

1 Equity in educational achievements 

for all learners regardless of race, 

gender , disability and geographic 

location 

As a result of this goal, it is anticipated that 

A review of the data on performance shows that historical 

disadvantagement still affects the level of resources that are 

available for education in some communities. The effect of 

prosperity and other circumstances of the community affects 

schools and the performance and advancement of learners 

2 All school learners equipped with 

skills for further employment 

(including self-employment), training 

and participation in society 

3 Improved quality of teaching and 

learning at all educational levels 

throughout the Province 

4 Increased levels of service 

integration at the local level 

5 Performance Management 

systems and 

systems management and processes for 

enhanced service delivery 

All learners and communities will be resourced to the level that 

will produce equity in achievement. 


Learners graduating from schools are not equally equipped for 

careers and for life. Many do not have a sound and viable basic 

education upon which they can build a future. Because of poor 

subject choices, minimal educational resources and lack of 

guidance and support, many learners are under-educated, underinformed 

and ill-equipped for successful futures. 

All learners will have a sound basic education and educational 

exposure and information upon which they can build careers 


The quality of teaching and learning varies throughout the 

Province because of the availability and level of resources, the 

quality of teachers and the level of parental and community 

support. Some learners and communities are disadvantaged 

because they do not have access to quality education. 

All learners will have a greater opportunity to achieve at a level 

that is typical for the more privileged learners in the Province. 


Resources at the local level are not maximized for the highest 

benefit of learners and their communities. Local organizations 

and departments, especially in the social sector, must work 

together to achieve the welfare of learners, their parents and their 

communities. 

A more integrated approach to education at the local level, where 

more local resources are applied to the benefit of learners. There 

will be a higher level of purposeful inter-organizational 

collaboration. 


Because policies, systems and processes are not sufficiently 

streamlined and focused to promote equity and reduce 

disadvantagement, inequitable circumstances continue to exist. 

The achievement of transformational objectives will depend 

largely on systems and policies that are supportive. 

The adequacy of systems will be judged by their ability to 

contribute to the realization of transformational outcomes 

6 Optimal configuration of the school As a result of this goal, it is anticipated that 

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No Strategic Goal Rationale and Focus 

system in order to balance access 

and efficiency 

7 Balanced funding and deployment of 

resources to maximize discretionary 

support to strategic priorities 

8 Social issues affecting schooling 

addressed 

9 Adequate physical and institutional 

infrastructure to support teaching and 

learning at all levels 

There are too many small schools in rural areas to maximize 

quality and efficiency in education. Students are disadvantaged 

by the limited range of subject offerings because of school 

establishments that are too small. 

Consolidation of schools so that there are larger schools that are 

more suitably equipped to deliver quality education. 


Current funding formulae and mechanisms do not currently 

accommodate for poverty and disadvantagement. Resources 

must be proportionally allocated so that the disadvantaged are 

able to make gains in acquiring the capacity to deliver effective 

educational services. 

Funding and resource allocation formula and mechanisms are 

structured in a manner that allows disadvantaged schools and 

districts to make gains in service delivery improvement. 


Learners and educators are first and foremost members of their 

families whilst the latter constitute the building blocks of the 

various communities served by schools and other educational 

institutions. Families and communities are adversely affected by 

various social issues such as poverty, crime, unemployment, HIV 

and AIDS etc, which constitutes an integral part of their social 

reality. 

Social issues affecting schooling therefore need to be addressed 

to ensure that quality learning and teaching is possible. 


Due to historical reasons some schools function without essential 

physical infrastructure such as adequate and proper class and 

lecture rooms, laboratories, libraries, office blocks and toilets. 

Some schools and colleges are accommodated in mud 

structures, derelict buildings, or are without electricity, water and 

sanitation. 

Essential physical infrastructure is indispensable in order for 

effective learning and teaching to take place. 


8.4 Strategic Objectives 

Each strategic goal is broken down into a designated set of strategic objectives as the 

first measure for beginning to delineate specific activities to be undertaken within the 

planned period. In the process of plan development a wide array of strategic objectives 

were identified for each strategic goal. The number of strategic objectives identified 

through these processes was excessive, and was perceived to be generally 

unmanageable. As a result, strategic objectives were rationalized into the reduced set 

of objectives that are presented in Table 2. It should be noted, however, that this 

rationalization did not compromise the range of activities that were considered as 

necessary for the implementation of the plan. In outlining strategic objectives within their 

associated measurable objectives and performance measures, every effort was made to 

ensure that critical areas of focus are identified and properly specified. In effect, no 

aspect of the strategic plan deliberation was lost in the rationalization process. 

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Table 2 : Outline of Strategic Objectives by Strategic Goals 

NUMBER AND 

IDENTIFICATION OF 

GOALS and 

OBJECTIVES 

Strategic Goal 1: 

Strategic Objective 1: 
























STATEMENT OF GOALS WITH ASSOCIATED STRATEGIC OBJECTIVES 

Equity in educational achievements for all learners regardless of race, gender, 

disability and geographic location 

Increased admission, participation, progression and success rates in ECD, GET and 

FET including rural learners, girls and LSEN 

Targeted and preferential funding to enhance achievement prospects for the most 

disadvantaged learners and communities 

Improved enrolment, participation and performance in Mathematics, Science and 

Technology and Economic Management Sciences, particularly amongst girls and 

rural learners 

Increased access to and utilization for ICTs also in rural schools, in order to exploit 

the transformative equalizing potential of eEducation 

High quality relevant teaching and learning materials and equipment reach the 

poorest schools 

All school learners equipped with skills for further employment (including selfemployment), 

training and participation in society 

Potential of GET and FET learners increased for employment and self-employment 

through improved skills, especially in Mathematics, science, technology and ICT 

School and FET learners with skills in line with economic and social needs through a 

relevant and well supported curriculum and well trained teachers 

Increased access, throughput and success through quality, relevant learning 

programmes in well resourced FET colleges 

Potential of FET learners increased for employment and self-employment through 

improved linkage to key government initiatives and skills training programmes 

Improved quality teaching and learning at all educational levels throughout the 

Province 

Integrated implementation of the curriculum coordinated and supported in 

accordance with national policies 

Developed and supported a professional, committed and well trained teaching corps 

Teacher utilization and performance improved and managed 

A quality foundation for teaching and learning provided and supported through self 

managing and well resourced ECD Centres and Schools 

Increased literacy and relevant skills through high quality ABET programmes 

Access to quality teaching and learning for LSEN in accordance with the policy and 

principals of inclusive education 

Enhanced integration of HIV and AIDS and life skills into and across the curriculum 

Improved literacy and proficiency in the language of learning and teaching (LoLT) 

Increased levels of service integration at the local level 

Well managed schools with strong community involvement 

Effective professional support services from EDOs, Subject Advisors and Special 

Needs Staff 

The range and intensity of training and development programmes offered to high 

priority head office and district staff increased, and well articulated, comprehensive 

and accredited training programmes available 

Well managed education districts with strong links to municipalities and education 

stakeholders 

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NUMBER AND 


GOALS and 

OBJECTIVES 





























Improved service delivery in education: develop and implement a decentralization 

plan in line with the Provincial Decentralization Plan (PGDP) 

Strengthened coordination and partnerships within the Department and with 

government, social partners and civil society 

Performance management systems and processes for enhanced service 

delivery 

Strong, locally-based corporate services established in District offices 

Effective performance management and accountability processes for all employees 

Incentives proved to make rural areas more attractive for educators and other public 

servants, e.g. access to housing, land tenure, schooling, etc. 

Strategic role of the Department enhanced by making management and 

administration systems work effectively 

Optimal provisioning and utilization of human resources 

HIV and AIDS considerations mainstreamed into all policies, programmes and 

procedures of the Department 

Strategic management of the Department that promotes the transformation agenda 

Optimal configuration of the school system in order to balance access and 

efficiency 

Realignment of schools to comply with the national phases (Grade 1-7 Primary, 

Grade 8-12 secondary) 

School construction redirected in order to facilitate reconfiguration 

Subsidized scholar transport (including bicycles) and/or accommodation of learners, 

particularly at secondary level in order to achieve higher enrolments per school 

Balanced funding and deployment of resources to maximize discretionary 

support to strategic priorities 

Appropriate determination of post-baskets and ensuring that every staff member is 

optimally utilized 

Closely managed appointment of additional staff so that resources can be freed up 

for non-personnel expenditure intended to improve quality and service delivery 

meeting nationally set targets for personnel : non-personnel expenditure 

Carefully targeted additional resources to improve physical facilities, increase supply 

of teaching and learning resources and equipment to schools, to train, develop and 

support existing personnel better, and to implement the norms and standards for 

school funding 

International and local donor community harnessed as partners in education delivery 

and access additional resources 

Social issues affecting schooling addressed 

Schools and departmental structures and processes established to respond 

adequately to the social issues which affect schools and schooling 

Collaborative relationships within the school community and social structures to 

reinforce the family and to manage social issues which affect schools 

A safe and healthy environment and employee wellness in the workplace 

A new model developed and introduced for the school nutrition programme which 

involves community participation through cooperatives 

Care and support for those who are infected or affected by HIV/AIDS 

Adequate physical and institutional infrastructure to support teaching and 


Adequate school buildings appropriately placed and conducive to teaching, learning 

and administration 


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NUMBER AND 


GOALS and 

OBJECTIVES 






A school environment and facilities that are conducive to effective education, safety, 

health, security and environmentally appropriate 

Collaboration of our school building programme with publicly administered 

programmes which deal with poverty, unemployment and other social and economic 

challenges in society 

FET colleges properly upgraded and recapitalized in order to respond to labour 

market needs 

Education District Offices upgraded to provide adequate space and facilities 

8.5 Cross Cutting Strategic Goals and Objectives 

In order to be implemented the objectives of the strategic plan must be assigned to 

specific Directorates within the Department, and the appropriate budget and resources 

must be allocated for the necessary activities to be undertaken. In some cases, 

however, strategic objectives relate to the work of many Directorates and functions 

within the Department and as a result, they are not easily allocated organizationally or in 

respect to budgetary programmes. Some of these crosscutting objectives are outlined in 

Table 3. 

Table 3: Cross Cutting Strategic Goals and Objectives 













Increased levels of service integration at the local level 

Well managed schools with strong community involvement 

Effective professional support services from EDOs, Subject Advisors and Special 

Needs Staff 

The range and intensity of training and development programmes offered to high 

priority head office and district staff increased, and well articulated, comprehensive 

and accredited training programmes available 

Well managed education districts with strong links to municipalities and education 

stakeholders 

Improved service delivery in education: develop and implement a decentralization 

plan in line with the Provincial Decentralization Plan (PGDP) 

Strengthened coordination and partnerships within the Department and with 

government, social partners and civil society 

Performance management systems and processes for enhanced service 

delivery 

Effective accountability and performance management processes for staff 

Incentives proved to make rural areas more attractive for educators and other public 

servants, e.g. access to housing, land tenure, schooling, etc. 

Strategic role of the Department enhanced by making management and 

administration systems work effectively 

Optimal provisioning and utilization of human resources 

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HIV and AIDS considerations mainstreamed into all policies, programmes and 

procedures of the Department 

Strategic management of the Department that promotes the transformation agenda 

Social issues affecting schooling addressed 









Schools and departmental structures and processes established to respond 

adequately to the social issues which affect schools and schooling 

Collaborative relationships within the school community and social structures to 

reinforce the family and to manage social issues which affect schools 

A safe and healthy environment and employee wellness in the workplace 

Care and support for those who are infected or affected by HIV/AIDS 

Adequate physical and institutional infrastructure to support teaching and 


A school environment and facilities that are conducive to effective education, safety, 

health, security and environmentally appropriate 

Collaboration of our school building programme with publicly administered 

programmes which deal with poverty, unemployment and other social and economic 

challenges in society 

8.6 Monitoring and Evaluation 

The measurement of progress in the attainment of these goals and objectives will 

require policy change and formulation and the development and maintenance of a 

planning, evaluation, monitoring and research component within the Department. The 

support and upgrade of the EMIS section will ensure a strong and reliable data source is 

available to track and support the transformation process. 

9. INFORMATION SYSTEMS TO MONITOR PROGRESS 

Information systems to monitor progress are divided into three main components – 

financial information systems, operational information systems and information reporting 

systems. All these systems are computerised. But, in addition to the computerised 

information that is made available through these well established and routine IT systems 

in Government, the Department has put in place its own structures for research 

monitoring, evaluation and reporting. Together these systems and structures constitute 

the basic facilities for monitoring progress. Each is reviewed briefly below. 

9.1 Financial Information Systems 

The Department operates the National Treasury’s transversal systems of Persal, BAS 

and Logis systems for personnel and salary administration, accounting, and ordering 

and stores management. The Logis and BAS systems now have an interface, which 

means that transaction information initiated in the Logis system is transferred directly to 

the BAS system without the need for again capturing the data. Logis is now a web-based 

system. An interface also operates between the Persal and BAS systems. 

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9.2 Operational Information Systems 

The Department makes use of the transversal Examinations system to administer 

examination results. 

In relation to financial performance, the Department established a monthly process 

whereby all managers are required to present an analysis of expenditure to date against 

operational plan targets and projected cash flows at the Financial Committee. 

This process results in a report with recommendations to each manager in the 

Department on how to address deviations and other compliance issues. Underpinning 

this process are the principles outlined in the PFMA. 

On a quarterly basis, all senior managers meet to review programme performance which 

is based on their quarterly programme reports in relation to operational and strategic 

targets and financial data from BAS. 

9.3 Information Reporting Systems 

A provincially developed system called the Electronic Facilities Management System 

(EFMS) provides useful information on every school in the province. This database has 

five modules consisting of: 

1. Programme management; 

2. Property register showing the location of each school; 

3. Facilities management module which deals with projects for new schools or 

additional classrooms; 

4. Maintenance planning, which enables maintenance and rehabilitation projects to be defined; 

5. Property management. 

The transversal Education Management Information System (EMIS) is used for a range 

of statistics collected annually on the demographics and other indicators of learners, 

educators, classrooms and schools. 

The National Treasury’s Vulindlela system provides management information from the 

Persal and BAS systems in an easy-to-use, web-based format. Table 4 provides 

information on who monitors which responsible manager and identifies the mechanisms 

used to carry out this monitoring. 

Table 4: Responsible Managers, Monitoring Agency and Monitoring Mechanisms 

Responsible 

Manager 

Monitoring Agency 

MEC Premier/ Executive Council/ 

Legislature / Auditor-General 

Provincial 

HOD 

Branch 

Managers 

Line 

Managers 

MEC 

HOD 

Branch managers 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Monitoring Mechanism 

Strategic Plans and Budgets 

Quarterly Reports 

Annual Reports 

Operational Plans and Budgets 

Monthly Reports 




Monthly Cash flows 





Monthly Cash flows 

Procurement Plans 

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10. DESCRIPTION OF STRATEGIC PLANNING PROCESS 

It should be noted here that this document is a revision and update of the previously published 

strategic plan of the Department for 2005/6 to 2009/10. As a result, the planning process 

described in this section refers to the analysis, engagements and activities which resulted in 

this updated version of the Department’s plan for education within the planned period. The 

major components of the planning process were analysis, consultation, rationalization 

prioritization, plan preparation, review and approval. 

A reconsideration of the Department’s strategic position was initiated by the MEC when 

he requested the preparation of a paper on the manner in which the Department should 

transform in order to fulfil its obligations and be responsive to the development 

circumstances of the Province. On this basis, an in-depth analysis was conducted on 

the circumstances of the Department historically and currently in order to isolate critical 

problem areas which affect the overall performance of the system. The result of this 

investigation was the preparation of a monograph on “A Transformation Agenda” for the 

Department. This agenda of objectives and activities sought to overcome the problems 

which exist in the Department and set out a new framework for the equitable and 

efficient delivery of educational services. A Province-wide consultation involving all 

stakeholders was convened on the monograph as a basis for service “buy-in”, but more 

importantly as a basis for enabling stakeholders to secure a better understanding of the 

issues which affect education and thereby soliciting further input for the improvement. 

When the consultation was completed, it was evident from the input provided that the 

strategic plan for the Department had to be revised in order to respond to a variety of 

issues raised and the scope of solutions rendered. Even more so, it was now more 

critical than before to ensure that the strategic plan of the Department serve as a clear 

and articulated statement of the manner in which the Department seeks to meet its 

obligations and priorities and in the process continue to enhance its performance. A 

consultative process was set in place to secure input for the development of the plan. 

A series of consultative workshops were convened involving all managerial staff of the 

Department. These workshops sought to delineate strategic objectives for each of the 

strategic goals of the Department, to identify measurable objectives and performance 

measures and to decide on organizational assignments for undertaking responsibilities 

under the plan. The Department sought to make the planning process both informative 

and empowering as a measure to enable a more in-depth understanding of the plan. 

However, this process also served as a vehicle to secure commitment, promote interunit 

collaboration and instil renewed vigour for facilitating the transformation of the 

Department. 

Because of the level of broad-based consultation, the number of strategic objectives 

generated was unmanageable. It was necessary, therefore, to engage in a 

rationalization and prioritization process in order to reduce the complexity of plan 

implementation. These objectives were reduced by shifting some objectives to 

performance measures, by consolidating related objectives and by eliminating objectives 

that were duplicative. In spite of this, all the inputs regarding the critical activities to be 

undertaken were retained in the presentation of the plan. 

Managers in the Department undertook several interactions of revision and review in order to 

prepare the document of approval. The document was finally approved and submitted. 

All input was prepared in accordance with the National Treasury Guidelines. On 

occasions it as necessary to go beyond these guidelines so that the document will serve 

its purpose in enlightening and empowering officials in the Department. 


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EDUCATION 


PART B: PROGRAMME AND SUB-PROGRAMME PLANS 

11. STRATEGIC GOALS, OBJECTIVES AND BUDGET PROGRAMMES 

11.1. INTRODUCTION 

This section of the strategic plan document presents an analysis of the respective 

programmes and sub-programmes that are used for budgeting and for budget allocation 

and management. The structure and analysis presented herein is critical for two 

reasons. The first is the legal requirement to comply with the budgeting and 

implementation frameworks provided. If programmes and programme activities are not 

properly presented according to the programmatic framework within which funding is 

received, then the likelihood for financial support for the respective programme is 

significantly reduced. This framework is therefore most essential to the successful 

implementation of the strategic goals and objectives outlined. The second reason for the 

importance of this framework is that it gives meaning and contextualizes the strategic 

goals of the plan. Here the practical details of the plan are presented on each strategic 

objective and on each planned activity. These details provide the richness and depth 

that is necessary to both understand what is intended and then successfully manage 

implementation. 

In introducing the sub-programmes, however, it should be noted that an attempt was 

made to present and describe all information on programmes at the sub-programme 

level. This will allow a more detailed examination of the context and circumstances in 

which particular goals and objectives will be implemented, and thereby lay a sound 

foundation for implementation. 

Because of the complexity of the respective sub-programmes, most of the information 

and analysis of sub-programmes is presented in the Annual Performance Plan (APP). In 

addition it should be noted that the sub-programme structure does not have an exact fit 

with the organizational structure of the Department or the range of activities that are 

necessary to fulfil the goals and objectives outlined. To some extent therefore, it was 

necessary to force planned prospects and activities within the established programme 

and sub-programme structure. 

Notwithstanding, planners were relatively successful in working with the respective 

managers to ensure that activities and circumstances are properly represented within 

the programmatic structure. 

In this respect, five tables are presented. The first, Table 5, presents a brief outline of 

the programme and sub-programme structure within which the planned activities of the 

Department are framed. It is a listing of the programmes and the sub-programmes 

within them. Table 6 presents the strategic goals and objectives according to 

programme and sub-programme structure and accordingly to the Chief Directorates to 

which each objective is appropriate. 

Table 7 presents a brief overview of each programme noting the objectives and the 

technical boundaries in terms of goals, services and payments that are allowable. Table 

8 presents an overview of policies, priorities and constraints in the respective 

programmes and sub-programmes. Further a more detailed analysis and plan for the 

respective sub-programmes appears in the Annual Performance Plan (APP). 

A more detailed description is provided for each of the tables presented. 

5 Year ECDoE Strategic Plan for 2005/06 2005-06 to 2009/10 2009-10. March 21 F (7).doc 2006 Page 2119

Table 5: Programmes and Sub-Programmes Structure for the Department 

Programme 

1. Administration 

2. Public Ordinary 

School Education 

Sub-programme 

1.1. Office of the MEC 

1.2. Corporate Services 

1.3. Education Management 

1.4. Human Resource Development 

1.5. Conditional Grants 

1.6. Education Management Information Systems (EMIS) 

2.1. Public Primary Schools 

2.2. Public Secondary Schools 

2.3. Professional Services 


2.5. In-school Sport and Culture 

2.6. Conditional Grants (SNP) 

3.1. Primary Phase 

3. Independent 

School Subsidies 3.2. Secondary Phase 

4. Public Special 4.1. Schools 

School Education 4.2. Professional Services 



5. Further 

Education and 

Training 

6. Adult Basic 

Education and 

Training 

7. Early 

Childhood 

Development 

8. Auxiliary and 

Associated 

Services 


5.1. Public Institutions 

5.2. Youth Colleges 



5.5. In-college Sport and Culture 


6.1. Public Centres 

6.2. Subsidies to Private Centres 




7.1. Grade R in Public Schools 

7.2. Grade R in Community Centres 

7.3. Pre-Grade R 




8.1. Payments to SETA 

8.2. Conditional Grant Projects (HIV and Aids) 

8.3. Special Projects 

8.4. External Examinations 

p a r t B : p r o g r a m m e & s u b - p r o g r a m m e p l a n s 

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11.2. Strategic Goals and Objectives with Sub-Programme and Chief Directorate 

Assignment 

All strategic goals and objectives must fit within designated sub-programmes to be 

funded, and they must be assigned to Directorates and Chief Directorates responsible 

for their implementation. In order to present a more comprehensive overview of 

objectives as they are assigned to sub-programmes and to the respective Directorates, 

Table 6 is presented as a summary. It should be noted here that each objective may be 

assigned to multiple sub-programmes and to more than one Directorate or Chief 

Directorates. When objectives are further broken down into measurable objectives and 

performance measures, however, then assignments may be made with a bit more 

specificity. 

Special emphasis must be placed on the manner in which different Directorates 

collaborate in order to undertake particular assignments related to a single strategic 

objective. This is necessary so as to avoid duplication, confusion and inefficient use of 

available resources. 

In order to acquire a fuller understanding of the context and circumstances of particular 

initiatives to be undertaken, it will be instructive to reflect on Directorate assignments in 

reviewing the various sub-programmes which will be described later in this chapter. 

Table 6: 

Strategic Goals & Objectives, Programme/Sub-Programme & Chief Directorate 

Assignment 

STRATEGIC GOALS AND 

OBJECTIVES 

PROGRAMME AND SUB-PROGRAMME 

REFERENCE 

CHIEF DIRECTORATE 

Goal 1: Equity in educational achievements for all learners regardless of race, gender, disability and 

geographic location 

1.1 Increased admission, 

2.1 Public Primary Schools Curriculum Management 

participation, progression and success 

rates in ECD, GET and FET including 

2.2 Public Secondary Schools Institutional Development & Support 

rural learners, girls and LSEN 

4.1 Public Special School Education District Coordination & Management 

5.1 and 5.2 Further Education and Training Vocational Education Services 

6.1 Adult Basic Education and Training 

7.1 and 7.2 Early Childhood Development 

1.2 Targeted and preferential funding 

to enhance achievement prospects for 

2.1 Public Primary Schools Strategic Management Monitoring & 

Evaluation 

the most disadvantaged learners and 2.2 Public Secondary Schools Institutional Development & Support 

communities 

6.1 Adult Basic Education and Training Vocational Education Services 

7.1 and 7.2 Early Childhood Development District Coordination & Management 

1.3 Improved enrolment, participation 2.1 Corporate Services Institutional Development & Support 

and performance in Mathematics, 

Science and Technology and 

2.2 Public Secondary Schools District Coordination & Management 

Economic Management Sciences, 2.3 Professional Services Vocational Education Services 

particularly amongst girls and rural 5.1 and 5.2 Further Education and Training 

learners 


1.4 Increased access to and utilization 2.1 Public Primary Schools Curriculum Management 

for ICTs also in rural schools, in order 

to exploit the transformative equalizing 

2.2 Public Secondary Schools District Coordination & Management 

potential of eEducation 2.3 Professional Services Facilities & Infrastructure Management 

1.5 High quality relevant teaching and 

learning materials and equipment 

reach the poorest schools 

1.2 Corporate Services Curriculum Management 

2.1 Public Primary Schools Institutional Development & Support 

2.2 Public Secondary Schools Supply Chain Management 

2.3 Professional Services 

5 Year ECDoE Strategic Plan for 2005-06 2005/06 to 2009/10 2009-10. March 21 F (7).doc 2006 Page 23 21


OBJECTIVES 


REFERENCE 


Goal 2: All school learners equipped with skills for further employment (including self-employment), 

training and participation in society 

2.1 Potential of GET and FET 

learners increased for employment 

and self-employment through 

improved skills, especially in 

Mathematics, science, technology and 

ICT 

2.2 School and FET learners with 

skills in line with economic and social 

needs through a relevant and well 

supported curriculum and well trained 

teachers 

2.3 Increased access, throughput and 

success through quality, relevant 

learning programmes in well resourced 

FET colleges 

2.4 Potential of FET learners 

increased for employment and selfemployment 

through improved linkage 

to key government initiatives and skills 

training programmes 

2.2 Public Secondary Schools Curriculum Management 

2.3 Professional Services Vocational Education Services 

5.1 and 5.2 Further Education and Training 



2.2 Public Secondary Schools Vocational Education Services 




Curriculum Management 

 



Goal 3: Improved quality of teaching and learning at all educational levels throughout the Province 

3.1 Integrated implementation of the 

curriculum coordinated and supported 

in accordance with national policies 

3.2 Developed and supported a 

professional, committed and well 

trained teaching corps 

3.3 Teacher utilization and 

performance improved and managed 

3.4 A quality foundation for teaching 

and learning provided and supported 

through self managing and well 

resourced ECD Centres and Schools 

3.5 Increased literacy and relevant 

skills through high quality ABET 

programmes 

3.6 Access to quality teaching and 

learning for LSEN in accordance with 

the policy and principles of inclusive 

education 

3.7 Enhanced integration of HIV and 

AIDS and life skills into and across the 

curriculum 

3.8 Improved literacy and proficiency 

in the language of learning and 

teaching (LoLT) 

1.3 Education Management Curriculum Management 

2.1 Public Primary Schools District Coordination & Management 

2.2 Public Secondary Schools 

2.3 Professional Services 

1.2 Human Resource Development Curriculum Management 

2.3 Professional Services District Coordination & Management 

2.4 Human Resource Development 

1.2 Corporate Services District Coordination & Management 



5.1 and 5.2 Further Education and Training 

6.1 Early Childhood Development 


2.3 Professional Services Institutional Development & Support 

7.1 and 7.2 Early Childhood Development 

6.1 and 6.2 Adult Basic Education and Training Vocational Education Services 

Curriculum Management 

4.1 Public Special School Education Education Social Support Services 


2.2 Public Secondary Schools Education Social Support Services 

4.1 Public Special School Education 

8.2 Conditional Grant Projects (HIV/AIDS) 


2.2 Public Secondary Schools Institutional Development & Support 

2.3 Professional Services Vocational Education Services 

6.1 Adult Basic Education and Training 

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OBJECTIVES 


REFERENCE 

Goal 4: Increased levels of service integration at the local level 

4.1 Well managed schools with strong 

community involvement 

4.2 Effective professional support 

services from EDOs, Subject Advisors 

and Special Needs Staff 

4.3 The range and intensity of training 

and development programmes offered 

to high priority head office and district 

staff increased, and well articulated, 

comprehensive and accredited training 

programmes available 

4.4 Well managed education districts 

with strong links to municipalities and 

education stakeholders 

4.5 Improved service delivery in 

education: develop and implement a 

decentralization plan in line with the 

Provincial Decentralization Plan 

(PGDP) 

4.6 Strengthened coordination and 

partnerships within the Department 

and with government, social partners 

and civil society 


1.3 Education Management District Coordination & Management 


2.2 Public Secondary Schools 

1.3 Education Management District Coordination & Management 


2.2 Public Secondary Schools Education Professional Services 

2.3 Professional Services 


1.3 Education Management Institutional Development & Support 

2.1 Public Primary Schools Human Resource Management 

2.2 Public Secondary Schools Curriculum Management 

2.3 Professional Services Education Professional Services 

1.2 Corporate Services District Development and Support 

2.1 Public Primary Schools 



1.3 Education Management Institutional Development & Support 

Vocational Education Services 


Financial Management 

1.1 Office of the MEC Education Social Support Services 

1.2 Corporate Services Strategic Management monitoring & 

Evaluation 

4.1 Public Special School Education Institutional Development & Support 

Goal 5: Performance management systems and processes for enhanced service delivery are enhanced 

5.1 Strong, locally-based corporate 

services established in District offices 

1.2 Corporate Services 



Supply Chain Management 

5.2 Effective performance 

1.2 Corporate Services Curriculum Management 

management and accountability 

processes for all employees 



2.3 Professional Services Human Resource Management 


5.3 Incentives proved to make rural 1.2 Corporate Services District Coordination & Management 

areas more attractive for educators 

and other public servants, e.g. access 

2.1 Public Primary Schools Facilities & Infrastructure Management 

to housing, land tenure, schooling, etc. 2.2 Public Secondary Schools Human Resource Management 

5.4 Strategic role of the Department 

enhanced by making management 

and administration systems work 

effectively 

5.5 Optimal provisioning and 

utilization of human resources 

1.2 Corporate Services Human Resource Management 

Financial Management 

Facilities & Infrastructure Management 

Vocational Education Services 

1.2 Corporate Services Human Resource Management 


2.2 Public Secondary Schools Education Social Support Services 

4.1 Public Special School Education Vocational Education Services 

5.1 and 5.2 Further Education and Training District Coordination & Management 


7.1 and 7.2 Early Childhood Development 

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OBJECTIVES 

5.6 HIV and AIDS considerations 

mainstreamed into all policies, 

programmes and procedures of the 

Department 

5.7 Strategic management of the 

Department that promotes the 

Transformation Agenda 


REFERENCE 


8.2 Conditional Grant Projects (HIV/AIDS) Education Social Support Services 

1.2 Corporate Services Strategic Management Monitoring and 

Evaluation 

Goal 6: Optimal configuration of the school system in order to balance access and efficiency 

6.1 Realignment of schools to comply 

with the national phases (Grade 1-7 

Primary, Grade 8-12 secondary) 

6.2 School construction redirected in 

order to facilitate reconfiguration 

6.3 Subsidized scholar transport 

(including bicycles) and/or 

accommodation of learners, 

particularly at secondary level in order 

to achieve higher enrolments per 

school 


Evaluation 


2.2 Public Secondary Schools District Coordination & Management 

1.2 Corporate Services Physical resource Management and IS 

2.1 Public Primary Schools 


1.2 Corporate Services Education Social Support Services 

2.1 Public Primary Schools Facilities & Infrastructure Management 


Goal 7: Balanced funding and deployment of resources to maximize discretionary support to strategic 

priorities 

7.1 Appropriate determination of postbaskets 

and ensuring that every staff 

member is optimally utilized 

7.2 Closely managed appointment of 

additional staff so that resources can 

be freed up for non-personnel 

expenditure intended to improve 

quality and service delivery meeting 

nationally set targets for personnel : 

non-personnel expenditure 


Evaluation 




Strategic Management Monitoring and 

Evaluation 




7.3 Carefully targeted additional 

resources to improve physical 

facilities, increase supply of teaching 

and learning resources and equipment 

to schools, to train, develop and 

support existing personnel better, and 

to implement the norms and standards 

for school funding 


Strategic Management Monitoring and 

Evaluation 

Facilities & Infrastructure Management 


7.4 International and local donor 

community harnessed as partners in 

education delivery and access 

additional resources 


Evaluation 

2.1 Public Primary Schools Financial Management 


Goal 8: Social issues affecting schooling are addressed 

8.1 Schools and departmental 

structures and processes established 

to respond adequately to the social 

issues which affect schools and 

schooling 

8.2 Collaborative relationships within 

the school community and social 

structures to reinforce the family and 

to manage social issues which affect 

schools 

8.3 A safe and healthy environment 

and employee wellness in the 

2.6 Conditional Grants (SNP) Institutional Development & Support 

4.1 Public Special School Education Education Social Support Services 

8.2 Conditional Grant Projects (HIV/AIDS) 

1.2 Corporate Services Institutional Development & Support 

2.1 Public Primary Schools Education Social Support Services 



1.2 Corporate Services Institutional Development & Support 

2.1 Public Primary Schools Education Social Support Services 

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OBJECTIVES 

workplace 

8.4 A new model developed and 

introduced for the school nutrition 

programme which involves community 

participation through cooperatives 

8.5 Care and support for those who 

are infected or affected by HIV/AIDS 


REFERENCE 


2.2 Public Secondary Schools Human Resource Management 


1.2 Corporate Services Education Social Support Services 

2.6 Conditional Grants (SNP) Supply Chain Management 

 

8.2 Conditional Grant Projects (HIV/AIDS) Education Social Support Services 

Goal 9: Adequate physical and institutional infrastructure to support teaching and learning at all levels 

9.1 Adequate school buildings 

appropriately placed and conducive to 

teaching, learning and administration 

9.2 A school environment and 

facilities that are conducive to effective 

education, safety, health, security and 

environmentally appropriate 

9.3 Collaboration of our school 

building programme with publicly 

administered programmes which deal 

with poverty, unemployment and other 

social and economic challenges in 

society 

9.4 FET colleges properly upgraded 

and recapitalized in order to respond 

to labour market needs 

9.5 Education District Offices 

upgraded to provide adequate space 

and facilities 

1.2 Corporate Services Facilities & Infrastructure Management 


2.1 Public Primary Schools 




Education Social Support Services 




District Coordination and Management 

11.3.Focus and Limits of Sub-Programmes 

Table 7 presents an overview of programmes and sub-programmes with brief notes on the 

objective of the programme, and the goods, services and payments which could be 

legitimately considered within the authority of the respective programme. This information 

is included for two reasons. First, it was one of the underlying sentiments of the strategic 

planning process that the structure and content of the plan document must be reader 

friendly, accessible and readily understood by all officials in the Department and by the 

Department’s stakeholders. During the planning process, there was some confusion 

among a few staff members regarding the limits of particular programmes and subprogrammes 

for accommodating some activities. 

The second reason for presenting this table is to create a more in-depth understanding of 

the purpose and structure of funding within the Department among the entire 

Department’s staff. 


Table 7: Overview of Programmes Listing of Respective Programmes and Sub-Programmes 

Programme 

Programme 1 

Administration 

Objective: 

To provide overall management of the education system in 

accordance with the National Education Policy Act, The public 

Finance Management Act, and other policies. 

Goods, Services and Payments included 

Includes publicly funded goods and services, in particular educators, 

non-educators and office items, utilized for governance, 

management, research and administration, as well as general office 

services, e.g. cleaning and security services, if utilized in the 

provincial head office and its subsidiary regional, district and circuit 

offices. 

Programme 2 

Public Ordinary Schools Education 

Objective: 

To provide public ordinary education from Grades 1 to 12 in 

accordance with the South African Schools Act. 


Includes all publicly funded goods and services specific to the 

provisioning of Grade 1 to Grade 12 education in public ordinary 

schools. Both goods and services purchased by the Department, 

and transfer payments to Section 21 schools from the state are 

included here. 

Programme 3 

Independent School Subsidies 

Objective: 

To support independent schools in accordance with the South 

African Schools Act. 


Includes transfer payments to independent schools in accordance 

with the Norms and Standards for School Funding to support the 

provisioning of goods and services required for education in those 

schools. 

Programme 4 

Public Special School Education 

Objective: 

To provide compulsory public education in special schools in 

accordance with the South African Schools Act and White Paper 6 

on inclusive education. 


Includes all publicly funded goods and services specific to the 

provisioning of Grades R to 12 education public special schools. 

Both goods and services purchased by the Department, and those 

purchased by schools using transfer payments from the state are 

included here. 

Subprogramme 

1.1. Office of the MEC 

1.2. Corporate Services 





Information Systems (EMIS) 

2.1. Public Primary Schools 

2.2. Public Secondary Schools 




2.6. Conditional Grants (SNP) 

3.1 Primary Phase 

3.2 Secondary Phase 

4.1. Schools 






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Programme 

Programme 5 


Objective: 

To provide Further Education and Training (FET) at public FET 

colleges in accordance with the Further Education and Training Act. 


Includes all publicly funded goods and services used for the 

provisioning of education in FET colleges and FET youth colleges. 

Both goods and services purchased by the Department, and transfer 

payments to colleges from the state are included here. 

Programme 6 

Adult Basic Education and Training 

Objective: 

To provide Adult Basic Education and Training (ABET) in 

accordance with the Adult Basic Education Act. 


Includes all publicly funded goods and services utilized at ABET 

sites to offer adults basic education and training. Both goods and 

services purchased by the Department, and any transfer payments 

from the state to ABET sites are included here. 

Programme 7 


Objective: 

To provide Early Childhood Education (ECD) at the Grade R and 

earlier levels in accordance with White Paper 5. 


Includes all publicly funded goods and services specific to Grade R 

and earlier levels at any sites or school. Both goods and services 

purchased by the Department, and transfer payment from the state 

are included here. 

Programme 8 

Auxiliary and Associated Services 

Objective: 

To provide the education institutions as a whole with training and 

support. 


Includes all funds utilized for support to institutions where they do 

not easily fall under any of the programmes from 2 to 7, or where 

they relate to departmentally run examinations. 

Subprogramme 

5.1. Public Institutions 

5.2. Youth Colleges 



5.5. In-college Sport and Culture 


6.1. Public Centres 

6.2. Subsidies to Private Centres 




7.1. Grade R in Public Schools 

7.2. Grade R in Community Centres 

7.3. Pre-Grade R 




8.1. Payments to SETA 

8.2. Conditional Grant Projects (HIV 

and Aids) 

8.3. Special Projects 

8.4. External Examinations 


11.4. Overview of Policies, Priorities and Constraints in Programmes and Sub- 

Programmes 

Each sub-programme is unique in terms of its objectives and activities and the context 

and circumstances which affect delivery. It is essential therefore to have a general 

overview of the respective sub-programmes in order to place the essential details of the 

sub-programme in its correct perspective. Table 8 of this section presents a general 

overview of each sub-programme. The overview reviews the purpose of the subprogramme, 

sketches its transformational focus, outlines its key policies and priorities 

and lists the key challenges and constraints which affect the programme’s operation. In 

effect, the essentials of the sub-programme are briefly sketched to enable ease of 

understanding. 

One of the critical features of the presentation here is the transformational focus of the 

sub-programme. This content seeks to explain the relevance of the Department’s 

Transformational Agenda to the content, structure and activities of the respective subprogrammes. 

Asserting the transformational focus in this manner is essential. This 

focus seeks to establish the fact that the activities undertaken are neither routine nor 

insignificant. They are directed toward a particular purpose in ensuring redress, 

promoting equity or accelerating development in a particular area of social, cultural or 

economic need. 

The table seeks to serve as a constant reminder to officials that transformation is the 

intent and focus of the implementation process and that in spite of all, the circumstances 

of the disadvantaged and marginalized must change as a result of the plan. 


Table 8: Overview of Policies, Priorities and Constraints in Respective Programmes and Sub- 

Programmes 

SUB-PROGRAMME: 

- Purpose 

- Transformational Focus 

POLICIES AND PRIORITIES 

OVERVIEW OF CHALLENGES 

AND CONSTRAINTS 

PROGRAMME 1 

SUB-PROGRAMME 1.1 

Office of the MEC 

Purpose: 

To provide for the functioning of 

the Office of the Member of the 

Executive Council (MEC) for 

Education. 

Transformational Focus: 

The Transformational Agenda of 

the Department was conceived and 

initiated by the MEC. The MEC’s 

Office facility may undertake the 

responsibility to track and monitor 

progress in respect to this Agenda. 

Critical grounding initiatives with 

stakeholders, the legislature and 

leadership in other departments 

may be undertaken from the MEC’ 

Office in order to clear a path for 

advancing the Agenda. 

The policies for which the MEC’s 

Office takes responsibility are 

detailed in the Section on 

Legislative and other Mandates. In 

essence, the MEC’s Office takes 

responsibility for all legislative and 

other mandates which affect the 

planning, design and delivery of 

education services in the Province. 

Chief among them are the Pubic 

Service Act, 2004 and Regulations 

(2004), the South African Schools 

Act, 1996, the Employment of 

Educators Act, 1998 and the Public 

Finance Management Act, 1999. 

The priorities of the Department are 

to stabilize its administrative 

structures, fill critical posts which 

will ensure effective performance 

and service delivery and implement 

The strained relations between 

the Department and SADTU. 

Slow progress in the 

establishment of the Eastern Cape 

Education Advisory Council 

Slow take off of Community 

Liaison Programmes 

Lack of a fully staffed Customer 

Care Unit 

 

 

 

 

 

 

 

 

5 Year 5 ECDoE Year ECDoE Strategic Strategic Plan for Plan 2005-06 for 2005/06 to 2009-10. to 2009/10 21 Feb March 2.doc 2006 Page 28 Page 30


- Purpose 



a transformational agenda for 

education in the Province which will 

ensure equity, quality and 

efficiency in the educational 

services rendered. These priorities 

are specified in the strategic goals 

and objectives outlined. 

 

 

 

 

 

 

 




Corporate Services 

Purpose: 

To provide management services 

which are not education specific for 

the education system. 


The Transformational Agenda will 

only be served if there is a shift in 

the manner of deployment of the 

Department’s resources so as to 

promote equity and advance the 

welfare of marginalized groups. A 

case has been made for the 

disproportional allocation of 

resources to achieve equitable 

ends. The Transformation Agenda 

must be driven by a resource 

allocation strategy that is sensitive 

to the Agenda’s goals and 

objectives 


Education Management 

Purpose: 

To provide education management 

services for the education system. 

All of the policies relating to 

education and the public service 

affect the operations in Corporate 

Services. The primary policies 

which govern the activities of the 

Corporate Services function are as 

follows: The PFMA and Supply 

Chain Management Code of 

Conduct; the Public Service Act 

and Regulations, the Employment 

Equity Act and the Occupational 

Health and Safety Act among 

others. The primary priorities of 

Corporate Services are defined in 

strategic goals 5 and 7 as outlined 

below: 

Strategic Goal 5: The 

establishment and performance of 

systems and processes for 

enhanced service delivery. 

Strategic Goal 7: Balanced funding 

and deployment of resources to 

maximize discretionary support to 

strategic priorities 

The District Cluster Chief 

Directorates, through the District 

Offices, take responsibility for all 

the policies which affect schools 

and schooling 

Financial Management Services 

Lack of support from social partners 

in the redeployment of Educators 

Low Skill Levels among Finance 

Staff 

Lack of proper supporting 

documentation for ledger balances 

 


There is lack of a sufficient number 

of support staff in the respective 

Directorates. Offices are understaffed 

and as a result critical functions cannot 

be effectively undertaken. 

Delay in the implementation of 

sanctions, debt recovery and 

finalization of appeals 

The growing impact of HIV and 

AIDS on service delivery and the dire 

need for effective Employees 

Assistance Programme (EAP) 

Information Technology 

Service interruptions from virus 

activity 

Scarce skills in IT for senior 

technical staff 

Low skills capacity among staff 

Education Planning and 

Monitoring 

No policy register for public and 

internal policies 

 

Cluster A 

Shortages of staff. 

Heavy reliance on temporary 

educators for grade 12 and 

shortages in critical subjects. 

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- Purpose 



This programme is constituted of 

the Education Management 

Services provided by the Education 

Development and Support Chief 

Directorates for District Clusters. 

The role played by the District 

Cluster Chief Directorate is critical. 

Transformation must occur at the 

level of Districts and schools. It is 

essential that specific performance 

measures for key transformation 

initiatives at the District and school 

levels be defined, specified, 

delegated and tracked. The 

Cluster Chief Directorates are 

critical in ensuring that 

transformation objectives are met. 




Network / data line problems 

Some schools were found to be 

lagging behind the prescribed 

percentage coverage of the 

syllabus by the time common 

papers we written in June. 

Lack of office space for some 

districts leading in very extreme 

cases, to the District offices 

occupying five different properties 

e.g. Mt Fletcher. 

Cluster B 

Non compliance with the 

Admission Policy. 

Cluster C 

Lack of facilities for school 

transport in light of the moratorium 

by the Province on the use of light 

vehicles for transporting scholars. 

Inadequate funding for Norms & 

Standards 




Purpose: 

To provide human resource 

development for office-based staff. 


HRD is one of the critical vehicles 

for enabling capacity to support the 

Transformation Agenda. Without 

qualified staff to lead, manage and 

support institutions in undertaking 

their responsibilities, there will be 

little capacity to realise the 

objectives of transformation. As 

noted in the constraints reviewed, 

one of the critical deficiencies in 

the Department is the shortage of 

key staff in roles which adds 

significant value to its strategic 

agenda. 

This is addressed as one aspect of subprogramme 

1.2: Corporate Services 

5 Year ECDoE 5 Year ECDoE Strategic Strategic Plan for Plan 2005-06 for 2005/06 to 2009-10. to 2009/10 21 Feb March 2.doc 2006 Page 30 Page 32


- Purpose SUB-PROGRAMME: 

- Purpose Transformational Focus 

- SUB-PROGRAMME Transformational Focus 1.5 

SUB-PROGRAMME Conditional Grants 1.5 

Conditional Grants 

Purpose: 

Purpose: 

To provide for projects under 

To programme provide for 1 specified projects under by the 

programme department of 1 specified Education by and the 

department funded by conditional of Education grants and 

funded by conditional grants 



OVERVIEW AND CONSTRAINTS 

OF CHALLENGES 



The critical grants are addressed under subprogrammes 

The critical 2.6 grants (SNP) are and addressed 8.2 (HIV/AIDS). under Other subprogrammes 

conditional grants 2.6 in (SNP) the Department and 8.2 (HIV/AIDS). are rollovers. Other 

conditional grants in the Department are rollovers. 


Transformational This is addressed under Focus: subprogrammes 

is addressed 2.6 and under 8.2 sub- 

This 

programmes 2.6 and 8.2 

Quality Assurance 

Quality Assurance 

Purpose: 

Purpose: This sub-programme aims to 

This provide sub-programme total quality management 

aims to 

provide throughout total the quality Department. management 

throughout the Department. 

Its purpose is to develop integrated 

Its quality purpose management is to develop process integrated 

quality systems management to enhance good process 

systems governance to enhance at all levels good of the 

governance Department in at collaboration all levels of the with 

Department Local, Provincial collaboration and National with 

Local, Governments Provincial as and appropriate. National 

Governments as appropriate. 


Transformational Total quality management Focus: needs to 

Total be approached quality management and implemented needs to 

be as an approached integral part and of implemented 

strategic 

as management integral in part the of Department. strategic 

management Quality assurance in the has Department. an overall 

Quality effect on assurance the performance has overall of the 

effect system on as the a whole. performance There of must the be 

system a developmental as a whole. approach There must to be 

a quality developmental assurance approach so that the to 

quality deficiencies assurance are remedied so that the through 

deficiencies feedback from are evaluations remedied through that are 

feedback conducted from and evaluations through a variety that are of 

conducted developmental and interventions through a variety that of 

developmental will enhance performance interventions of that each 

will participant. enhance performance of each 

participant. 

The following are the priorities to 

The be advanced: following are the priorities to 

be 

Increasing 

advanced: 

the number of Whole 

School Increasing Evaluation the number (WSE) of Whole 

School supervisors Evaluation to correspond (WSE) with the 

supervisors number of schools to correspond in the Province with the 

number that the sub-programme of schools in the has Province to 

that externally the sub-programme evaluate has to 

externally evaluate 

Adjustment of the equitable share 

for Adjustment the sub-programme of the equitable to cover share all 

for the the mandates sub-programme that the subprogramme 

mandates has that to the deliver sub-on.programme 

has to deliver on. 

to cover all 

the 

Provision of infrastructural needs 

for Provision the full complement of infrastructural (as in needs the 

for current the full organogram) complement of (as the in staff the at 

current Head Office organogram) and aligning of the the staff at 

Head functioning Office of and the aligning District Quality the 

functioning Assurance units of the with District that Quality of the 

Assurance Provincial Directorate units with that of the 

Provincial Directorate 

Need for integration with IQMS in 

particular Need for and integration overall performance 

with IQMS in 

particular management and in overall general performance – linking 

management WSE, District in Office general evaluation – linking and 

WSE, Provincial District Department Office evaluation and 

Provincial Department evaluation 

Lack of staffing. Too many posts 

are Lack still of vacant staffing. Too many posts 

are Grade still vacant 6 Systematic Evaluation 

report Grade not 6 yet Systematic published Evaluation 

report not yet published 

Lack of secure office and storage 

space Lack for of secure effective office management and storage of 

space quality for assurance effective management of 

quality assurance 

 

 

 

 

5 Year ECDoE Strategic Plan for 2005-06 to 2009-10. 21 Feb 2.doc Page 31 

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- Purpose 



Education Management 

Information Systems (EMIS) 

Purpose: 

To determine resource targeting, 

provide and render EMIS support. 


It will be the task of EMIS to assist 

with the monitoring of strategic 

objectives as set out in the 

Transformation Agenda for the 

Eastern Cape. 


The primary policy under which 

EMIS functions is the National 

Education Policy Act, 1996 and the 

newly adopted Education 

Information Policy. Other Acts and 

policies are: 

The Promotion of Access to 

Information Act, 2000 

The Statistics Act, 1999 

The priorities of EMIS are: 

to ensure that accurate and 

reliable management information is 

available for managers 

to establish an integrated national 

education management information 

system that includes data collection 

and reporting from institutional to 

national level 



Shortage of staff 

Slow return rate of survey forms 

No dedicated EMIS officials at 

District level 

 

 


to develop appropriate 

administrative and management 

systems that will bring about 

improvement of the quality of 

education including data accuracy, 

relevance and the timeliness 

starting at school level to national 

level 

to develop the necessary 

capacity including human and 

hardware resources to manage 

information within the system 

5 Year 5 Year ECDoE ECDoE Strategic Strategic Plan Plan for 2005-06 for 2005/06 to 2009-10. to 2009/10 21 Feb March 2.doc 2006 Page 32 Page 34


- Purpose 





PROGRAMME 2 


Public Primary Schools 

Purpose: 

The overall objective of programme 

2 is to provide public ordinary 

school education for grades 1-12 in 

accordance with the South African 

Schools Act. Sub-programme 2.1 

is directed at Public Primary 

Schools. The objective of this 

programme is to provide specific 

public primary ordinary schools 

with resources required for the 

Grades 1 to 7. 


The primary strategic goals in the 

Transformation Agenda are 

associated with schools. Equity in 

educational achievement for all 

learners, equipping all school 

learners with skills for further 

employment and improved quality 

of teaching and learning at all 

levels are all critical initiatives that 

are focused on schools. The 

essence here is to ensure that 

learners in the system are not 

disadvantaged academically 

because of their social or economic 

status, or because of their gender, 

disabilities or geographic location. 

There has always been a concern 

for high quality in educational 

delivery. The concern now is that 

all should benefit from this quality. 

To a greater or lesser extent, the 

activities of sub-programme 2.1 are 

governed by all policies as set out 

in Section 7 of this document. The 

most pertinent among those 

policies are: The South African 

Schools Act, 1996 (Act No 84 of 

1996), The National Education 

Policy Act, 1996 (Act No 27 of 

1996) and the Eastern Cape 

Schools Education Act, 1999 (Act 

No 1 of 1999). These policies are 

set within a network of other 

relevant policies, mandates and 

regulations that are critical to 

education and to the public sector 

as a whole. Among the critical 

priorities for public primary schools 

are the following: 

Implementing the norms and 

standards for school funding to 

provide adequate funding 

Capacity building in the area of 

school management, especially 

financial control, management and 

leadership skills 

Rationalisation of small schools 

into viable larger schools which 

can be more adequately resourced 

Refinement and development of 

policy for establishment and 

disestablishment of schools 

Implementation of the Integrated 

Quality Management System 

Addressing the language policy 

in schools to improve the pass rate 

Refinement of policy for home 

schooling 

Refinement of policy on scholar 

transport 

Refinement of admissions 

policies 

Enhancement of policy on hostel 

management 

Provision of school infrastructure 


To ensure equity in educational 

achievement for all learners 

regardless of race, gender and 

urban/rural location 

Inadequate resourcing of schools 

Lack of funding for Norms & 

Standards 

Inadequate educational 

provisioning for small schools that 

are economically viable 

Lack of governance and 

management capacity among SGB 

members, especially in rural 

schools 

Many Section 21 Schools are 

unable to manage their 

responsibilities. Many have 

requested reversion to their 

Section 20 status. One aspect of 

the problem is the lack of funds to 

fully support all schools with 

Section 21 status. 

 

 

 

 

 

 

 

 

 



- Purpose 



Public Secondary Schools 

Purpose: 

To provide specific public 

secondary ordinary schools with 

resources required for the Grades 

8 to 12 levels. 


The primary strategic goals in the 

Transformation Agenda are 

associated with schools. Equity in 

educational achievement for all 

learners, equipping all school 

learners with skills for further 

employment and improved quality 

of teaching and learning at all 

levels are all critical initiatives that 

are focused on schools. The 

essence here is to ensure that 

learners in the system are not 

disadvantaged academically 

because of their social or economic 

status, or because of their gender, 

disabilities or geographic location. 

There has always been a concern 

for high quality in educational 

delivery. The concern now is that 

all should benefit from this quality. 


Strategy to convert all schools to 

Section 21 schools by 201. 

Increasing the number of schools 

able to attain section 21 status and 

capacitating all schools to manage 

themselves as Section 21 Schools 

To a greater or lesser extent, the 

activities of sub-programme 2.1 are 

governed by all policies as set out 

in Section 7 of this document. The 

most pertinent among those 

policies are: The South African 


1996), The National Education 

Policy Act, 1996 (Act No 27 of 

1996) and the Eastern Cape 

Schools Education Act, 1999 (Act 

No 1 of 1999). These policies are 

set within a network of other 

relevant policies, mandates and 

regulations that are critical to 

education and to the public sector 

as a whole. Among the critical 

priorities for public primary schools 

are the following: 

Implementing the norms and 

standards for school funding to 

provide adequate funding 

Capacity building in the area of 

school management, especially 

financial control, management and 

leadership skills 

Rationalisation of small schools 

into viable larger schools which 

can be more adequately resourced 

Refinement and development of 

policy for establishment and 

disestablishment of schools 

Implementation of the Integrated 

Quality Management System 

Addressing the language policy 

in schools to improve the pass rate 

Refinement of policy for home 

schooling 

Refinement of policy on scholar 

transport 

Refinement of admissions 

policies 

Enhancement of policy on hostel 

management 



 

 

Lack of capacity to govern 

among SGB Members 

Absence of proper systems for 

financial management and control 

Lack of HR capacity in schools 

and for the support of schools. 

Critical areas of concern are lack of 

enough qualified Science and 

Mathematics Teachers; lack of 

enough qualified Subject Advisors 

in Science, Mathematics and 

Technology; and Technical 

Educators and Artisans who are 

not pedagogically trained 

Lack of HR capacity in schools 

and for the support of schools. 

Critical areas of concern are lack of 

enough qualified Science and 

Mathematics Teachers; lack of 

enough qualified Subject Advisors 

in Science, Mathematics and 

Technology; and Technical 

Educators and Artisans who are 

not pedagogically trained 

Lack of an adequate 

infrastructure for employmentrelated 

education. 

 

 

 

 

 

 

 

 

 


5 Year 5 ECDoE Year ECDoE Strategic Strategic Plan for Plan 2005-06 for 2005/06 to 2009-10. to 2009/10 21 F (1).doc March 2006 Page 34 Page 36


- Purpose 





Provision of school infrastructure 


To ensure equity in educational 

achievement for all learners 

regardless of race, gender and 

urban/rural location 

Strategy to convert all schools to 

Section 21 schools by 201. 

Increasing the number of schools 

able to attain section 21 status and 

capacitating all schools to manage 

themselves as Section 21 Schools 

Better articulation between 

Secondary Schools, FETIs and 

HEIs. 


Professional Services 

Purpose: 

To provide educators and learners 

in public ordinary schools with 

departmentally managed support 

services. 


Enabling educators to develop 

capacity to undertake the 

responsibilities of the new 

curriculum is of critical importance 

to the transformation agenda. 

Equity in achievement of learners 

will not be realized unless all 

educators are well trained in their 

content areas, and unless there is 

enough capacity in the Districts to 

service and support them. There 

must be balance in the placement 

of these resources so that the 

marginalized do not have to wait 

their turn at the end of the queue. 

Resources to the disadvantaged 

and to rural areas must be 

prioritized so that some measure of 

redress can occur. 

The National Framework of 

Teacher Education (NFTE) that 

was published for public review in 

August 2005 seeks to establish an 

entirely new and innovative 

framework for the governing of 

professional development of 

educators. The framework 

essentially establishes two routes 

of professional development – 

PRESET or the Institutional 

Professional Development of 

Teachers, and INSET or the 

continuing professional 

development of teachers. 

Another critical aspect of this policy 

framework is the accumulation of 

professional development points 

and the establishment of a 

licensing framework based on 

these points in order to ensure that 

educators remain fully capacitated 

and equipped to undertake their 

responsibilities. 

Among the priorities for the 

provision of professional 

development services are: 

Realizing a full complement of 

well trained curriculum advisors to 

roll out the orientation and INSET 

programmes in Districts. 

Shortage of Curriculum Advisors 

Insufficient resources for 

curriculum and professional 

development support for educators 

in rural areas 

 

 

 

 

 

 

 

 

 

 



- Purpose 



To secure more funding for the 

activities of this sub-programme 

Filling of posts in the 

establishments of Districts so that 

schools can benefit from a full 

complement of curriculum advisors 

in District Offices. 

The staff in professional 

development in the Provincial 

Office should be strengthened with 

the addition of new staff 




The enrichment and sustenance 

of structures and processes to 

allow schools and districts to 

ensure that the content and 

principles of the new curriculum 

are well understood and effectively 

applied 

Full implementation of RNCS and 

NCS 

Orientation and further training of 

educators to be able to 

successfully implement RNCS 



Purpose: 

To provide departmental services 

for the professional and other 

development of educators and 

non-educators in public ordinary 

schools. 


HRD is critical to the 

Transformation Agenda of the 

Province and the Department. It is 

one of the key pillars of the PGDP 

and a golden thread in all the 

policy initiatives of Government to 

engender economic and social 

transformation. The key here is 

that there are not enough 

professionals who are sufficiently 

qualified to meet the mandates of a 

visionary policy agenda, and 

undertake the increasingly complex 

responsibilities that it demands. 

Throughout the Department and 

throughout Government there is a 

sustained demand for people with 

the critical skills to make 

transformation work. HRD is the 

HRD in the Department operates 

within the framework of an 

established set of public policies, 

guidelines and legislation. Among 

the most critical, are the following: 

Skills Development Act 

Skills Development Levies Act 

National Human Resource 

Development Strategy 


Strategy for the Eastern Cape 

Provincial Department of Education 

Public Service Regulations, 2004 

Provincial Growth and 

Development Plan of the Eastern 

Cape Government 

White Paper on Education 

Transformation 

White Paper on Human 

Resource Development 

Reconstruction and Development 

Plan 

Among the priorities for the 5-year 

period of the plan are the following: 

Contextualization of the role of 

Training initiatives that are not 

linked to service delivery and 

transformation. 

The growing impact of HIV and 

AIDS on service delivery and the 

dire need for effective Employees 

Assistance Programme (EAP) 

The absence of a cohesive 

training strategy in the Department 

within which all training initiatives 

are planned and delivered 

Insufficient funding for training, in 

spite of the funds that are available 

through the Skills Development 

Levy. 



- Purpose 


purveyor of skills so that this 

Agenda could be met. 


HRD within the National and 

Provincial Skills Development 

Agenda 

Contextualization of the role of 

HRD within the plans and 

developments of the DoE as a 

whole. 

Train and support line managers 

to meet the Department’s 

objectives through the strategic 

use of HRD Services 

Create a more focused and 

cohesive delivery structure for 

HRD in the Department 

Establish and sustain linkages 

between HRD, performance 

management and the productivity 

of staff 

Specify critical areas of training 

and development that should be 

undertaken in the Department in 

order to advance the welfare of 

staff and create capacity to 

accelerate service delivery 

improvement 

Establish proper monitoring and 

evaluation strategies in HRD so 

that the impact of training could be 

assessed on an ongoing basis 




In-school Sport and Culture 

Purpose: 

To provide additional and 

departmentally managed sporting 

and cultural activities in public 

ordinary schools 


Conditional Grants (SNP) 

Purpose: 

To provide for projects under 

programme 2 specified by the 

Department of Education and 

funded by conditional grants 

The main legislation and policy 

instruments which are applicable to 

the School Nutrition Programme 

are as follows: 

Constitution of the Republic of 

South Africa (Act No 108 of 1996) 

Inflexible menu 

Lack of integration with local 

government initiatives 

Staffing Shortage as many 

vacancies in Districts have not 

been filled 

Unavailability of locally produced 



- Purpose 



The Transformation Agenda 

signals opportunities or equity in 

achievement, and opportunities to 

build and empower communities 

for economic self-reliance. The 

SNP meets the need of the 

transformation agenda socially, 

educationally and economically. 

The School Nutrition Programme is 

essentially a poverty alleviation 

programme, and a programme 

which seeks to ensure that 

learners are not disadvantaged in 

learning because of nutritional 

deficiencies. Hungry children 

cannot attend in the classroom and 

they cannot learn. They must be 

provided with meals so that they 

have an equal chance of academic 

success. But this programme is 

also a vehicle through which a 

social agenda is advanced and 

economic empowerment is an 

intended result. 

With over R200 million expended 

on SNP per year, a rich opportunity 

is provided to empower people and 

their small businesses and enrich 

local economies. As a result, the 

transformational agenda of SNP is 

served, the employment of 5140 

meal servers, the use of 35 active 

community baking projects and, 

among others, the involvement of 

over 105 small, medium and micro 

enterprises in distributing food 

supplies. Community-based 

cooperatives are to be engaged 

from 1 April 2006. 


International Children’s Rights 

Charter 

National Educational Policy Act 

(Act No 27 of 1996) 

South African Schools Act (No 84 

of 1996) 

Norms and Standards for 

Funding of Public Schools, General 

Notice 2362 of 12 October 1998 

Cabinet Resolution of January 

2002 which directed that SNP 

should be administered by the 

ECDoE in future 

Integrated Food Security 

Programme of the PGDP 

The Transformation Agenda of 

the Eastern Cape Department of 

Education 2005-2014 

The following key priorities are 

noted as critical areas of focus for 

the Department over the next 5 

years. 

To ensure adequate access to 

the School Nutrition Programme by 

targeted schools 

To ensure sustainability of SNP 

through the setting up of food 

gardens or other food security 

initiatives that are supported by 

other partners and by school 

communities 

Finalization of a school feeding 

model which reflects a 

comprehensive and integrated 

School Nutrition strategy that 

effectively benefits the school, its 

learners and its community 

To ensure strengthening of 

nutrition education in the school 

curriculum and among parents 

and the rest of the community 

serviced by the schools 



food supplies. 

Inadequate Infrastructure 

Diminishing Local Capacity 

Programme inefficiencies in the 

areas of poor quality foodstuffs and 

late deliveries 

Lack of funds to feed all 

deserving learners 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


The programme is being used to 

give learners an equal chance to 

succeed, to transform lives through 

nutritional education and to 

empower people and their local 

economies by offering economic 

opportunities, also promoting food 

security. 

To strengthen monitoring and 

evaluation and impact studies as a 

basis for enhancing the efficiency, 

effectiveness and sustainability of 

the School Nutrition Programme 

The programme has significant 

benefits. Among them are the 

following: 

Improved learner attendance and 

academic performance 



- Purpose 



Contribution to poverty alleviation 

and to the economic welfare of 

local communities 

Contributing to sound eating 

habits of learners, parents and 

communities through nutrition 

education 





- Purpose 



 

 

 



PROGRAMME 3 

Independent Schools In particular, schools are expected Schools that are operating 

to comply with the equity and 

quality criteria in Goals 1 and 3 of 

without being registered by the 

ECDoE. 

Purpose: the Transformation Agenda and the Low funding for Independent 

To support independent schools in Strategic Plan. Specific priorities Schools 

accordance with the South African related to independent schools are 

High failure rate in independent 

Schools Act, 1996 (Act No 84 of as follows: 

schools. 

1996) This includes subprogramme 

3.1, Primary and Sub- independent schools add value to 

Ensure that the approved 

Programme 3.2, Secondary Phase. the education system 

Transformational Focus 

Independent schools expand the 

field of opportunities for children 

and youth to receive an education. 

In some geographic communities, 

opportunities for education are 

sometimes limited. Sometimes this 

occurs because of the absence of 

school facilities. But sometimes 

independent schools are 

established when the available 

schools are too crowded or too far 

geographically, or when parents 

are not satisfied with the quality of 

the education rendered. 

Independent schools have a 

transformational focus when they 

expand the field of opportunities, 

when they provide quality 

education to previously 

marginalized groups and when the 

offer opportunities for education in 

Mathematics, Science and 

Technology when such 

opportunities would not be 

otherwise available. 

To strive to attain the level of 

funding which is in line with the 

norms and standards 


It must be ensured, however, that 

these schools offer education 

programmes of an acceptable 

standard, and that they do not 

serve functions or purposes that 

are inconsistent with the 

constitutional principles. 

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- Purpose 


PROGRAMME 4 


Purpose: 

To support compulsory public 

education in special schools in 

accordance with the South African 


1996) and White Paper 6 on 

inclusive education 


The key concept that is operational 

in a transformational focus for 

education is that no one should be 

excluded because of 

circumstances over which they 

have no control. All citizens have 

the right to a high quality 

education. Sub-programme 4 

highlights and celebrates the fact 

that learners with disabilities – 

whatever their status – shall not be 

excluded. Inclusivity celebrates the 

notion that infrastructure must be 

put in place so that those who are 

challenged (physically, mentally or 

emotionally) must be educated 

alongside the rest unless their 

circumstances are so severe that 

they would be at a disadvantage. 


reaches out to all marginalized 

populations to give them an 

opportunity. This includes, among 

others, learners with disabilities, 

learners with learning difficulties, 

young offenders, street children 

and out-of-school children and 

youth, among others. 

The issue here is that the available 

schools cannot accommodate all 

who are in need. The 

transformational vision is that no 

one who needs a place in the 

education system shall be 

excluded, exposed to poor quality 

services, or denied the opportunity 

to learn, grow and be empowered 

in the society. 


In school sport and culture for 

special schools 

Building and renovation of special 

schools as well as building of a 

reform school to accommodated 

sentenced learners 

Identify all out-of-school children 

and develop a database per 

category per district 

Place children (1377 out of 

school, 2488 sentenced, 1565 

unsentenced and 2160 street 

children) in institutions over the 

next 5 years 

Reduction of the number of outof-school 

children with disabilities 

on waiting lists at home 

Regulation of public special 

schools on private property 

Ensure that the Department 

implements the plan submitted to 

the court in respect of case 

numbers 

Provide infrastructure according 

to needs as reflected on database 

Phase out schools that do not 

qualify in terms of White Paper 6 

Implement training and 

development of educators and noneducators 

to meet the needs of 

learners 

Implement targeted resourcing of 

special schools in previously 

disadvantaged areas (rural 

schools) in respect of transport and 

staffing and other areas 

Rationalization of institutions to 

serve the needs of the children as 

reflected on database 

Rationalization of institutions to 

serve the needs of the children as 

reflected on database 

White paper 6 – Mobilization of 

out of school children and youth 

including children with disabilities, 

street children, children in conflict 

with the law (in prisons and 



Mobilization of out-of-school 

children presents a major 

challenge 

Insufficient resources to 

learners in rural areas 

There is a long waiting list of 

learners with special needs who do 

not have access to schooling 

Difficulty in securing and 

retaining teaching and nonteaching 

staff 

Insufficient advocacy on the 

inclusive model of education 

Need to capacitate educators in 

general education with skills to 

serve learners with special needs 

 

 

 



- Purpose 



awaiting trial children in places of 

safety) 

Strengthening the special schools 

as resource centres 

Institutions reflecting the 

demographics of the country, 

meeting the standards laid down in 

the Constitution, SA Schools Act 

and White Paper 6 




Resourcing special schools in 

respect of transport, staffing and 

infrastructure 

Advocacy campaign on inclusive 

education 

Identify all out-of-school children 

and develop a database per 

category per district 

Place 1377 children identified in 

rural areas in institutions 

Place 10% of 2488 sentenced 

offenders in reform schools and 

make provision for 1565 

unsentenced 

Provide 50% of the identified 

construction and 100% of identified 

renovation needs 

Phase out schools that do not 

qualify 

Training of educators and noneducators 

Staffing and transport provision in 

special schools 

Look for partnerships to deal with 

some of these challenges 

Linking with other government 

departments and social partners 

Establishment of the former 

Sigcau College of Education to be 

renovated to accommodate out-ofschool 

children of the Lusikisiki 

District 



- Purpose 


PROGRAMME 5 


Purpose: 

To provide Further Education and 

Training (FET) at public FET 

Colleges in accordance with the 


Act, 1998 (Act No 98 of 1998) 


The FET Sector has emerged as 

the new focus area for bridging the 

gap between school and work. 

There is a major expectation that 

FET will be responsive to labour 

market needs in its programming 

and thereby make youth more 

employable. It will not only relieve 

the significant unemployment 

problem among youth, but it will 

supply the skills needs of the 

economy. 

The FET Sector has emerged as 

the new focus area for bridging the 

gap between school and work. 

There is a major expectation that 

FET will be responsive to labour 

market needs in its programming 

and thereby make youth more 

employable. It will not only relieve 

the significant unemployment 

problem among youth, but it will 

supply the skills needs of the 

economy. 

The transformational focus here, 

however, is determining who gets 

the opportunity to be educated and 

become employed. To what extent 

can marginalized groups gain entry 

into these FET institutions, and if 

they do, to what extent do they 

succeed, or graduate in a timely 

manner? There is a sense that 

some previously marginalized 

learners have difficulty in 

succeeding in their programmes 

and, when they are successful they 

have difficulty getting jobs. 

The FET Sector must set up the 

necessary infrastructure so that all 

can succeed with the support 

structures that will be made 

available. 


The priorities for FET grow out of 

its centrality to the Development 

Agenda of the Province and the 

nation. Among the critical priorities 

to be pursued within the next five 

years are the following: 

Alignment of the programmes of 

FET colleges to the needs of the 

economy, including the EPWP 

Mobilization and provision of 

adequate resources 

Rendering sufficient institutional 

support and guidance for the 

development of FET colleges, and 

the enhancement of the 

effectiveness and efficiency of their 

structures, systems and 

procedures. 

Ensuring that colleges are 

sensitive and responsive to the 

social needs and transformation 

agenda of the Province and the 

Department 

Training and retraining of FET 

college personnel so that they 

enhance their capacity to 

undertake their responsibilities 

More extensive use of 

learnerships as a vehicle to bridge 

the gap between education and 

employment and enhance the 

practical value of vocational and 

technical programmes 

Development of Human 

Resource capacity in line with the 

National HRD Strategy and the 

PGDP 

Re-equip and recapitalize FET to 

be effective and responsive 

Increased access to historically 

disadvantaged groups in the FET 

system 

Enhanced student support 

services, especially for 

marginalized groups 

To build partnerships as a 

strategy for enhancing the services 

of FET 



Constraints in the FET Sector as 

a result of diverse institutional 

offerings and a post provisioning 

model that is not appropriate 

Shortage of furniture and 

outdated equipment in workshops 

and laboratories 

Exams may not be properly 

monitored because of the shortage 

of staff 

Not all campuses have academic 

structures 

Lack of enough resources to 

respond to the distinctiveness of 

the FET Sector 

The absence of a national 

curriculum framework for the FET 

Sector 

Curriculum materials in FET must 

be updated to meet the 

requirements of the world of work 

 

 

 

 

 

 

 

 

 

 

 

 

 




- Purpose 

- 

Purpose 

Transformational Focus 




Effective integration of ABET and 

FET Effective college integration programmes of ABET for and 

FET beneficiaries college programmes to participate for in the 

beneficiaries Educational Provisioning to participate and in the Local 

Educational Economic Development Provisioning Initiative and Local 

Economic and the EPWP Development Initiative 

and the EPWP 



OF CHALLENGES 


 

 

 

 

 

 

PROGRAMME 6 

PROGRAMME Adult Basic Education 6 and ABET is a critical priority on the The curriculum employed in 

Adult Training Basic Education and ABET agenda is of a critical government. priority It on is the ABET The curriculum is not suitable employed for most in adult 

Training 

agenda highlighted of government. in educational It policies, is ABET learners is not who suitable need practical for most and adult 

highlighted in the National in educational Skills Development 

Purpose: 

policies, learners skills-based who projects need practical that can and 

in Strategy the National (NSDS), Skills in the Development Provincial 

Purpose: 

skills-based prepare them projects for employment 

To provide Adult Basic Education 

that can 

Strategy Growth and (NSDS), Development in the Provincial Plan, prepare them for employment 

To and provide Training Adult (ABET) Basic in accordance Education 

Growth the National and Development Human Resource Plan, in 

There is little collaboration 

and with Training the Adult (ABET) Basic Education in accordance Act, 

the Development National Human Strategy Resource and a part of among There the is little many collaboration public and private 

with 2000 the (Act Adult No 52 Basic of 2000). Education Act, 

Development various social Strategy and community and a part of among entities the that many run ABET public and private 

2000 (Act No 52 of 2000). 

various development social initiatives. and community The entities programmes. that run It ABET is difficult to 


development private sector, initiatives. response The to programmes. assess the impact It is difficult of these to 


private national sector, policy initiatives, response has to also assess programmes the impact or the of reduction these of 

national implemented policy ABET initiatives, programmes. has also programmes illiteracy in the or Province the reduction of 

According to the 2001 Census, In implemented this respect, ABET ABET programmes. 

extends way illiteracy in the Province 

According 63.6% of households to the 2001 in Census, the In beyond this respect, the authority ABET and extends control way of Many illiterate adults do not seek 

63.6% Province of live households in poverty; in the 36.5% beyond the Department. the authority As a and result, control it is of education Many illiterate because adults of uncertainty, do not seek 

Province have no more live in than poverty; a primary 36.5% the essential Department. to ensure As that a result, public it and is education lack of infrastructure because of and uncertainty, lack of 

have education no more and than 50% a of primary the 

essential private ABET to ensure initiatives that are public and lack confidence of infrastructure and lack of 

education population and is estimated 50% of the as illiterate. private coordinated, ABET monitored initiatives and are confidence 

Absence of a Provincial structure 

population The unemployment is estimated rate as is illiterate. 53.7% coordinated, orchestrated monitored as part of an and agenda 

to Absence monitor and of a manage Provincial ABET structure 

The with unemployment youth (between rate 18 and is 53.7% 25) orchestrated to eradicate illiteracy as part of and an reduce agenda it 

to provided monitor in and the manage Public Sector ABET 

with unemployment youth (between estimated 18 and at 25) 81%. to by eradicate at least 50% illiteracy by 2010. and reduce In this it provided Lack of in funds the Public for a massive Sector 

unemployment This represents estimated an unenviable at 81%. by respect, at least the 50% following by 2010. priorities In this are 

campaign Lack of funds on illiteracy for a massive 

This state represents of underdevelopment an unenviable and respect, highlighted. the following priorities are campaign The needs on of illiteracy disabled learners 

state disadvantagement of underdevelopment in the Province. and highlighted. 

Reduction of illiteracy to 50% by 

who The need needs ABET of disabled are not being learners 

disadvantagement As many as 52% of in the the learners Province. 2014 Reduction – that is of ± illiteracy 60,000 per to 50% annum by who addressed need ABET are not being 

As who many start as school 52% in of the the Province learners do 2014 Implementation – that is ± 60,000 of poverty per annum addressed Lack of clear Recognition of Prior 

who not complete start school school in the with Province a Matric do alleviation Implementation programmes of poverty through Learning Lack of (RPL) clear Recognition guidelines for of Prior 

not Certificate. complete school with a Matric 

alleviation ABET programmes through Learning ABET (RPL) guidelines for 

Certificate. 

ABET To provide more spaces in public ABET There is no credible assessment 

ABET To provide centres more in accordance spaces in public with policy There for is ABET no credible assessment 

ABET policycentres in accordance with 

policy Lack for of ABET a moral agenda in life 

policy 

skills Lack education of a moral agenda in life 

Establishment of day centres in 

skills education 

This dismal picture means that a selected Establishment communities 

Multi-purpose centres are not 

of day centres in 

This significant dismal portion picture of means the population that a selected communities 

being Multi-purpose adequately centres used for 

Develop and implement 

are the not 

significant in the Province portion is without of the population a proper appropriate being promotion adequately of ABET. used for the 

Develop and curricula implement in line with 

in education the Province and will is without have no a proper 

promotion of ABET. 

appropriate PGDP curricula in line with 

education opportunity and to secure will have good no jobs, 

PGDP Expansion of reach of ABET 

opportunity earn decent to salaries, secure participate good jobs, in 

through 

earn a vibrant decent economy salaries, and participate advance in Expansion implementation of reach of of ABET the 

a their vibrant welfare economy and that and of advance their through Provincial implementation Literacy Programme of the 

their families. welfare Many and will that have of their no access Provincial To pilot and Literacy implement Programme open 

families. to “the better Many life will for have all” that no access is learning To pilot strategy and implement in formal open and 

to envisioned. “the better life for all” that is learning informal strategy learning in sites formal and 

envisioned. 

The National Skills Development informal Implementation learning sites of poverty 

The National Skills Development Implementation of poverty 

5 Year ECDoE Strategic Plan for 2005-06 to 2009-10. 21 F (2).doc Page 44 

5 Year 5 ECDoE Year ECDoE Strategic Strategic Plan for Plan 2005-06 for 2005/06 to 2009-10. to 2009/10 21 F (2).doc March 2006 Page 44 Page 46 

p a r t B : p r o g r a m m e & s u b - p r o g r a m m e p l a n s


- Purpose 


Strategy asserts that ABET is the 

first rung on the ladder for all to 

participate in a seamless 

qualification system to secure an 

education to whatever level they 

wish. ABET, for many, is the 

gateway to opportunity through 

which underdevelopment and 

deprivation of the past could be 

addressed. 


alleviation programmes in all 

districts and nodal points 

Development of modular skills 

based programmes. 

Implementation of learnerships 

Incorporation of HIV/AIDS and 

voter education in curriculum, and 

Acquisition of appropriate LSM 

for ABET 

Effective integration of ABET and 

FET college programmes for 

beneficiaries to fully participate in 

the Educational Provisioning and 

Local Development Initiative and 

the EPWP 

 

 

 

 

 



 

PROGRAMME 7 


(ECD) 

Purpose: 

To provide Early Childhood 

Education (ECD) at the Grade R 

and earlier levels in accordance 

with White Paper 5 


ECD is important in creating a new 

future that provides opportunities 

for all. It is well established that 

the foundation for academic 

achievement and excellence is laid 

in the early years of life. Research 

has established that learners in 

Primary and High Schools who 

have had the benefit of a sound 

pre-school or early childhood 

education out-perform their 

counterparts who have not had 

such opportunities. This means 

that equity in opportunity to 

achieve academically (Goal 1 of 

the Transformation Agenda) 

begins, not with Primary Education, 

but with ECD. Some of the most 

critical developmental and 

transformational strategies of 

Government (HRD Strategy, 

PGDP) highlight the importance of 

ECD in preparing for a sound 

future economically and socially. 

Advancing the welfare of all for 

ECD is a key component of the 

National and Provincial HRD 

Strategy and is considered as one 

of the pillars of the PGDP. One of 

the pivotal considerations for 

effective ECD delivery is to ensure 

that the full cohort of 5 and 6 year 

olds is in some form of high quality 

ECD centre. As part of the 

Transformational Agenda of the 

Department, it is particularly 

important to ensure that residents 

of rural, difficult to access and 

disadvantaged areas also have 

access to ECD centres of high 

quality 

In compliance with White Paper 5 

– all learners must have gone 

through a reception year 

programme by year 2010 

By 2010 all primary schools must 

have a reception (Grade R) class 

All community based centres 

must be incorporated into all 

primary schools 

All ECD practitioners must go 

through the 2-year practitioners 

course 

All approved sites must have 

appropriate furniture and 

equipment 

Infrastructure budget to 

incorporate a Grade R class for 

each primary school where 

necessary 

ECD centres do not submit 

compliance forms in time and, as a 

result, their payment is delayed 

There is understaffing in the ECD 

Directorate 

There are still large numbers of 

unqualified ECD practitioners as a 

result of accelerated rollout of ECD 

sites over the years. 

Many ECD sites are poorly 

managed. This eventually affects 

the quality of their programmes 

The lack of funding results in the 

slow development and 

implementation of ECD 

programmes 

Effective linkage of ECD and the 

EPWP 

 

 

 

 

 

 

 

 

 

 




- Purpose 

- Purpose 


- tomorrow Transformational means that Focus full 

tomorrow participation means in ECD that today full must be 

participation ensured. in ECD today must be 

ensured. 



In order to meet the 2010 target 

the In Department order to meet has the to 2010 ensure target that 

the Department reception class has is to implemented 

ensure that 

the at all reception primary schools class is implemented 

at a rate of 

at 1000 all primary sites per schools annumat a rate of 

1000 sites per annum 

National Government identified 

ECD National as an Government area for sustainable identified job 

ECD creation as an in the area social for sustainable sector of the job 

creation Expanded in Public the social Works sector of the 

Expanded Programme Public (EPWP) Works 

Programme (EPWP) 



OF CHALLENGES 



PROGRAMME 8 

SUB-PROGRAMME 8 8.2 

SUB-PROGRAMME 

Conditional Grants Projects 

8.2 

(HIV 

Conditional and Aids) Grants Projects (HIV 

and Aids) 

Purpose: 

Purpose: 

To provide for projects specified by 

To the provide Department for projects that is applicable specified by 

the to more Department than one that programme is applicable and 

to funded more with than conditional one programme grants and 

funded with conditional grants 

The objective of the HIV and Aids 

The sub-programme objective of the is to HIV develop and Aids and 

sub-programme implement an integrated is to develop and intersectoral 

approach an integrated that provides and inter- 

and 

implement 

sectoral education, approach prevention, that care provides and 

education, support to the prevention, infected care and affected and 

support learners, to educators the infected and and parents. affected 

learners, educators and parents. 



HIV and Aids is the greatest threat 

HIV to the and welfare Aids is and the security greatest of threat 

to families the welfare and communities, and security and of it is 

families one of the and public communities, issues which and can it is 

one significantly of the public undermine issues the which can 

significantly development undermine agenda of the the nation 

development and that of the agenda Province. of the The nation 

and Education that of Sector the Province. is most affected The 

Education by the pandemic. Sector is The most number affected of 

by individuals the pandemic. who are The infected number and of 

individuals affected by who HIV are and infected Aids the and 

affected Department by HIV is increasing and Aids in daily. the 

Department The rate of absenteeism increasing through daily. 

The illness rate has of increased absenteeism and through there is a 

illness constant has deterioration increased and in the there is a 

constant complement deterioration of teaching personnel. the 

complement One of the effects of teaching of this personnel. is the 

One ongoing of the struggle effects to of maintain this is the a 

ongoing level of staffing struggle and to maintain staff a 

level attendance of staffing that and can staff ensure an 

attendance adequate level that of can service ensure delivery an 

adequate level of service delivery 

Addressing the HIV and Aids 

Addressing pandemic is the of high HIV and priority Aids 

pandemic nationally and is of provincially. high priority The 

nationally response to and this provincially. pandemic is The not 

response framed in to one this overarching pandemic policy is not 

framed document, in one but overarching runs as a golden policy 

document, thread or common but runs developmental 

as a golden 

thread theme through or common all policies developmental of 

theme government. through The all policies intent is of a multidimensional 

approach The intent which is a multi- 

government. 

dimensional mobilizes the approach resources which and 

mobilizes capabilities the of resources agencies to and impact 

capabilities the pandemic. of agencies Few Departments to impact 

the are pandemic. as well positioned Few Departments as the 

are Department as well positioned of Education as the to have 

Department an impact on of the Education crisis. to have 

an impact on the crisis. 

It is in line with this sentiment that 

It the is HIV in line and with Aids this activities sentiment in this that 

the programme HIV and forge Aids activities the activities in this of 

programme many directorates forge the and activities institutions of 

many into a concerted directorates and and unified institutions 

into approach. a concerted HIV and and Aids unified is critical 

approach. to the curriculum HIV and development Aids is critical and 

to management the curriculum activities development of the and 

management Department, as activities well as of the the 

Department, activities of EAP, as well HRD, as the Education 

activities Management of EAP, Development HRD, Education and 

Management Governance, among Development others. and In this 

Governance, light, the activities among of this others. In this 

light, programme the activities are framed of this within 

programme strategic goal are 8 of framed the within 

strategic Transformation goal 8 Agenda of the and the 

Transformation Strategic Plan which Agenda focuses and the on 

Strategic the social Plan issues which which focuses affect on 

the schools social and issues schooling which in affect 

schools communities. and schooling in 

communities. 

Lack of Organizational 

Integration. Lack of Organizational 

HIV and Aids is still 

Integration. treated as an HIV add-on. and Aids is still 

treated as an add-on. 

The non-sharing of information 

with The new non-sharing cohorts of of learners information if 

with advocacy new cohorts is not continuing. of learners if 

advocacy is not continuing. 

Lack of a coherent wellness 

programme Lack of a coherent which emphasizes wellness 

programme healthy living which habits emphasizes 

healthy living habits 

Slow pace of tender processes 

delays Slow the pace accelerated of tender processes 

delays implementation the accelerated of programmes 

implementation of programmes 

Lack of IT equipment to manage 

and Lack monitor of IT equipment projects to manage 

and monitor projects 



 

 

 

 

 

 


5 Year ECDoE 5 Year ECDoE Strategic Strategic Plan for Plan 2005-06 for 2005/06 to 2009-10. to 2009/10 21 F (2).doc March 2006 Page 46 Page 48


- Purpose 



in our offices and institutions. It is 

- Purpose 

necessary to ensure that we have 

- adequate Transformational levels of staffing Focus in order 

in to our maintain offices an and acceptable institutions. level It of is 

necessary service delivery. to ensure that we have 

adequate levels of staffing in order 

We must also ensure that those 

to maintain an acceptable level of 

who are infected and affected are 

service delivery. 

not marginalized. In this regard, 

We special must attention also ensure must that be given those to 

who orphans are infected who attend and schools, affected and are 

not children marginalized. who are forced In this to regard, assume 

special responsibility attention for must their families. be given to 

orphans who attend schools, and 

children who are forced to assume 

responsibility for their families. 


External Examinations 

SUB-PROGRAMME Purpose: 

8.4 

External 

To provide 

Examinations 

for special 

departmentally managed 

Purpose: examination services. Specifically, 

To the provide programme for special seeks to provide 

departmentally an effective and managed efficient external 

examination services. for grade 12, Specifically, GET and 

the ABET programme seeks to provide 

an effective and efficient external 

examination for grade 12, GET and 

ABET 


Learner assessment has always 

Transformational been a critical area Focus: of focus in 

education. Its importance arises 

Learner from its role assessment the gate-keeper has always in 

been differentiating a critical between area of focus those in who 

education. are competent Its importance enough to be arises 

from certified its role and as those the who gate-keeper have not in 

differentiating achieved the desired between level those of who 

are competence, competent and enough from its to be role as 

certified an overall and measure those who of the have not 

achieved performance the of desired the Department. level of In 

competence, this regard there and are from four its role as 

transformational overall measure issues of the for 

performance reflection which of the may Department. warrant the In 

this Department regard there to occasionally are four revisit 

transformational what it does. issues for 

reflection which may warrant the 

Department to occasionally revisit 

what it does. 

The POLICIES bond between AND school PRIORITIES and 

community, the adequate 

preparation of human resources 

The and the bond establishment between school of the and 

community, appropriate policy the adequate framework and 

preparation organizational of human processes resources to 

and respond the establishment to HIV and Aids of are the all 

appropriate critical features policy and framework priorities of and this 

organizational programme. processes to 

respond to HIV and Aids are all 

critical features and priorities of this 

programme. 

 

 

 

 


The activities, processes and 

standards relating to and governing 

examinations and assessment are 

The framed activities, in the following processes legislation and 

standards key policy relating documents: to and governing 


framed South in African the following Schools legislation Act, 1996 

(Act and key No 84 policy of 1996) documents: (SASA) 

 

South Further African Education Schools and Act, Training 1996 

(Act (FET), No 841998 of 1996) (Act(SASA) 

No 98 of 

1998) 

 


Act Adult (FET), Basic 1998 Education (Act No and 98 of 

Training 1998) Act (ABET), 2000 (Act No 

52 of 2000) 

Adult Basic Education and 

Training National Act Education (ABET), 2000 Policy (Act No 

52 (NEPA), of 2000) 1996 (Act No 27 of 1996) 

 

National General and Education Further Policy Education Act 

(NEPA), and Training 1996 Quality (Act No Assurance 27 of 1996) Act 

(GENFETQA), 

2001 (Act No 58 of 

2001) General and Further Education 

and Training Quality Assurance Act 

(GENFETQA), Regulations for 2001 the Conduct, (Act No 58 of 

2001) Administration and Management of 

Assessment 

for the Senior 

Certificate Regulations for the Conduct, 

Administration Among the priorities and Management of the of 

Assessment Department in for respect the Senior to 

Certificate examinations and assessment are 

Among the following: the priorities of the 

Department in respect to 


the following: 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



Lack of Staffing in the CASS Unit 

Lack of proper Storage of Scripts 

Absence of Key Qualified Staff 

 

Lack 

Lack of 

of 

Key 

Staffing 

Staff 

in 

members 

the CASS Unit 

 

Lack 

Facilities 

of proper 

currently 

Storage 

inadequate 

of Scripts 

Absence of Key Qualified Staff 

Lack of Key Staff members 

Facilities currently inadequate 

 

 


 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 





- Purpose 


The four issues are as follows: 

1.The structure, content and 

process of examinations are fair 

and unbiased and do not 

disadvantage or favour particular 

groups; 

2. Ensure that attention is not given 

to examination performance to the 

detriment of learning balanced 

development and effective skills 

acquisition; 

3. Ensure that exam logistics and 

administration do not disadvantage 

learners in the rural and difficult to 

access areas; and, 

4. that all learners have access to 

instruction and resources 

(including LTSM) that will 

adequately prepare them for 

examinations 


Staff training for more efficient 

and effective work habits 

 

Attracting an keeping high calibre 

staff members through a structure 

that allows vertical career-pathing 

 

The following need to be put in 

place: 

Training assessors and 

moderators to conduct an 

outcomes-based quality 

improvement programme 

 

Question papers for the FETC 

external assessment to be ready 

18 months prior to the assessment 

date 

 

Development of a new IT system 

and population of the new system 

with data to be able to conduct a 

test run in good time 

 

Updated provincial policy 

documents and regulations need to 

be developed 

 

 

 




 

 





EDUCATION 


12. INTRODUCTION 

PART C: BACKGROUND INFORMATION 

While Section 3 of the plan presents details on each sub-programme and highlights where 

strategic objectives are placed both budget-wise and organizationally, Part C of the Strategic 

Plan document is intended to provide the essential details about the background information 

upon which the plan is based. The purpose of this section of the document is to further 

contextualize the goals and objectives of the plan, to highlight the circumstances and issues 

from which planned priorities were derived, and to present the essential boundaries of activity 

within which the Department will operate in implementing the plan. This section of the plan is 

important both as a backdrop which gives meaning to the activities to be undertaken and as a 

guide which seeks to inform officials and stakeholders about the best way to manoeuvre 

among the activities and complexities which will define scope and context of delivery. 

This section of the plan is therefore divided into two main sections and several sub-sections. 

The sections and sub-sections are outlined below. 

13. ANALYSIS OF THE SERVICE DELIVERY ENVIRONMENT 

o 

o 

o 

o 

o 

o 

o 

o 

o 

o 

o 

o 

o 

Policy Changes and Trends 

Environmental factors and emerging challenges 

Demographic Profile of the Eastern Cape 

Social Economic Deprivation in Eastern Cape Communities 

Analysis of the Educational System 

Demographic pressures and access issues 

Educational profiles of people 

Transfers to Institutions 

The state of Public Ordinary Schools education 

Independent Schools 

LSEN Schools 

FET 

ABET 

13.1 Policy Changes and Trends 

With the increased use of computer technology in more and more aspects of life, government 

recognized the need to pass legislation that would provide the framework for regulating 

electronic communications, such as email, and establish the legality of electronic business 

transactions. The Electronic Communications and Transactions Act (Act 25 of 2002) 

(ECT) provides for the facilitation and regulation of electronic communications and 

transactions; the development of a national e-strategy; universal access to electronic 

communications and transactions; human resource development in electronic transactions; 

the prevention of abuse of information systems; and to encourage the use of e-government 

services. 

This is an important act for educational institutions seen against the requirement to provide 

access to and training in the use of computers and to enable people to make the transition 

into the world of the Internet and other computer-based work methods. 

The e-Education Draft White Paper of the National Department of Education was published 

in August 2003. It has the overall policy goal that ‘Every South African learner in the general 

and further education and training bands will be “ICT capable” that is, use Information and 

Communications Technology (ICT) confidently and creatively by 2013. 

The relevant policy imperatives are set out under six strategic objectives: 

5 Year ECDoE Strategic Plan for 2005/06 2005-06 to 2009/10 2009-10. March 21 F (3) 2006 Page 53 Page 49

ICT professional development of teachers, managers and administrators 

Electronic content resources for teaching and learning 

ICT infrastructure 

Connectivity to an educational network and the Internet 

Community engagement to share the resources with the wider community 

Research and development into new technologies, methodologies and techniques. 

Subsequent to the publication of the Draft White Paper was the requirement for all education 

departments to develop business plans to guide the implementation of the policy. The ECDoE 

produced and submitted costed business plan in March 2005. 

This policy will have a major impact on teaching and learning as well as the administration in 

our schools. 

p a r t C : b a c k g r o u n d i n f o r m a t i o n 

13.1.1 Quality Assurance 

Quality Assurance is a concept that originally comes from the private sector even though its 

relevance spans both the public and the private sector. Any organization that has a service or 

goods to deliver needs to have a mechanism in place to guarantee that the service or the 

goods will be in compliance with service or production standards that the organization itself 

shall have set for itself. Quality Assurance ensures that the organization will have a 

guaranteed niche, this niche being guaranteed by the extent to which quality defines the 

services or goods the organization is associated with. 

Quality as concept is a defining feature that sets an organization apart from others since it is a 

tool that promotes excellence. Quality also ensures compliance of performance with mutually 

agreed and set standards. There are quality principles and service standards that need to be 

agreed upon by organizations that aspire to a quality service for their identified customers and 

market. The global thrust for quality assurance is to establish within organizations a culture of 

continuous improvement. The South African Excellence Framework presents a paradigm 

within which quality becomes a visible yet continuously aspired to goal. Quality Assurance 

initiatives are grounded in the National Education Policy Act No.27 of 1996 (NEPA). NEPA 

created a legislative framework for both the Assessment Policy for the General Education and 

Training Band, Grades R – 9 and ABET which prescribes that Systemic Evaluation studies 

be conducted as well as the National Policy on Whole-school Evaluation (WSE) 

The focus for the Education Department as an organization in respect of quality assurance is 

both at system and school level with Systemic Evaluation being a tool that seeks to determine 

and measure the health of the Education system at exit points of the Foundation, Intermediate 

and the Senior Phases of the General Education and Training Band. The Grade 12 results for 

now are still a determining measure for the quality of the performance of the education 

system at the FET Phase. Whole-school Evaluation (WSE) focuses on the school system by 

monitoring and evaluating the extent to which curriculum provision takes place. This is done 

through a framework of nationally agreed criteria and guidelines. Nine nationally agreed areas 

for evaluation form the basis on which the performance of each school as unit of the system is 

evaluated. Whole-school Evaluation is now part of the Integrated Quality Management 

System (IQMS). 

Quality Management Systems, one of the mechanisms for assuring quality within education, 

brings in a feedback loop through which the recommendations flowing from Systemic 

Evaluation and Whole-school Evaluation are fed back into the system to guarantee 

continuous improvement in terms of the performance of the education system. 

The South African Excellence Foundation Model for quality service delivery provides a 

structure/framework on which our various service delivery modes as the Department of 

Education need to be located. Its fundamental concepts provide effective guidelines to take 

any organization on a sure path to realizing excellence in its service delivery. 

5 Year ECDoE Strategic Plan for 2005/06 2005-06 to to 2009/10. 2009-10. March 21 F (3).doc 2006 Page 54 50

13.2 Environmental Factors and Emerging Challenges 

13.2.1 Infrastructure 

In 1996, the Schools’ Register of Needs recorded a backlog of 22 000 classrooms in our 

system. Between 1996 and 2004 all districts saw an increase in number of classrooms and a 

corresponding decrease in learner classroom ratio, particularly in the more rural districts of 

Lusikisiki, Umzimkhulu, Bizana and Mount Frere. To date we have provided 11000 

classrooms across the Province but in the interim the backlog has swelled to 14,000 

classrooms. Indeed the adequate provision of classrooms will still remain a challenge in the 

Department for the next ten years. 

13.2.2 Learner Assessment 

The matriculation provincial pass rate has not yet stabilized. 

The pass rate increased from 51.9% in 2002, with an 8.1% rise to 60.0% in 2003. However 

this was followed by the disappointing drop of 6.5% to 53.5% in 2004. The Eastern Cape was 

the only province where the matric pass rate increased in 2005, by 3.2% to 56.7% 

The smooth conduct and management of examinations has given credibility to the results 

over the last four to five years. In that period there has not been a single report of examination 

leakages or any impropriety in our Grade 12 examinations. 

In ABET level 4 learners surpassed all the provinces, will be strengthened each year. The 

annual increase in ABET learner numbers from 285 in 2001 to 522 in 2002, 669 in 2003 and 

911 in 2004 indicates the seriousness that the learners now attach to ABET in our province. 

13.2.3 FET College Sector 

The successful merger of the Further Education and Training (FET) Colleges from 25 to eight 

institutions, streamlined to meet the skills needs of the province, was a major achievement. 

The importance of this sector lies in its ability to address the human resource demands of our 

economy and a redefinition of the labour profile of the province. 

The filling of the 8 CEO posts was successfully completed soon after the merger process. 

However, the filling of senior posts will only take place in the 2005/6 financial year. Budgetary 

constraints have affected the post-provisioning at colleges, which has in turn affected the 

curriculum offerings. 

The learnerships programme, driven from this sector is intended to address the skills 

development as well as create employment opportunities for our youth. There are 84 

unemployed youths participating in the following learnerships: 

Food and beverage Processing - NQF level 3 

Wholesale and retail specialization - levels 3 and 4 

Wholesale and retail general - levels 2 and 4 

Animal husbandry - level 1 

The Department’s partnership with the German Agency for Technical Operation (GTZ) has 

facilitated the secondment of a provincial learnerships coordinator for this sector. 

13.2.4 Opening Access to Learning Opportunities 

A meaningful foundation is being offered to our children with the introduction of Grade R in 

some 1 300 schools impacting on 33 000 learners who previously did not have access to 

such an offering. Simultaneously our ABET programme has seen skills and jobs offered to our 

rural people. Lately we have taken over the school nutrition programme that ensures a daily 

5 Year ECDoE Strategic Plan for 2005/06 2005-06 to 2009/10 2009-10. March 21 F (3).doc 2006 Page 55 Page 51

meal for our poorer children. These programmes are designed to contribute to job-creation 

and thus poverty alleviation in our communities. This is directly in line with the Provincial 

Growth and Development Programme. 

13.2.5 Institutional Management 

Our capacity building efforts at all levels of the system have seen greater stability in the 

management of our institutions. 

The delivery of Learner Support Material has improved each year. The educators are 

currently receiving meaningful Professional Development Programmes that will enhance the 

introduction of the Revised National Curriculum. The stability at school level is strengthened 

by the tenacity with which our learners stay longer in the system. 


13.2.6 Challenges: 

13.2.6.1 Impediments to Service Delivery 

Despite the successes listed above, the ECDoE faces a number of vital challenges that 

impact on its ability to ensure quality service delivery within the context of the external 

environment. 

A fundamental challenge that faces the ECDoE is the shortage of educators and educator 

skills as a result of the attrition rates especially amongst the younger educators. 

Added to this has been insufficient budget allocation, which, inevitably, results in unending 

financial constraints. 

The age- old concern from both our employees and suppliers regarding our capacity to pay 

within expected turnaround time standards remains with the Department. This stem from 

insufficient capacity, which is currently being addressed from a number of fronts, like for 

example the backlogs’ project. 

Record keeping is a serious challenge that has been confronted headlong, with the 

introduction of a Registry Project. 

One of the weaknesses lays in the management of procurement processes. This realization 

has pushed us to adopt a system of monthly and quarterly cycles of procurement monitoring, 

informed by a composite procurement plan of the Department. 

The quality that we produce in the gateway subjects of mathematics, science and technology 

still leaves much to be desired. 

A bigger challenge that the Department is facing has to do with the Presidential injunction 

around infrastructure. In his State of the Nation address, the President made a call for all to 

ensure that by the end of the 2004 financial year no learner will receive tuition under a tree, 

mud school, or any dangerous conditions that exposes learners and teachers to the elements. 

The Department is committed to the call. However, the Department’s current budgetary 

constraints will force us to seek additional funding to be able to meet the call. 

13.2.6.2 Challenges posed by the social and welfare needs of our communities 

One other critical area that we need to look into is the matter of sound relations with our social 

partners. We need to operate in an environment that is conducive to stability within the 

Department and mutual trust between our social partners and ourselves 

In order to meet the challenges of the welfare of our communities the ECDE embarked on the 

school nutrition programme that will be expanded to secondary schools and the provision of 

scholar transport to learners from rural areas and informal settlement. The monitoring of 

access to social grants and the provision of clothing needs to orphans and children from 

informal settlements will become a priority. The issue of burial cost for orphans and the 

5 Year ECDoE Strategic Plan for 2005/06 2005-06 to to 2009/10. 2009-10. March 21 F (3).doc 2006 Page 56 52

partnerships with other organizations for after-school care-centers for rural and informal 

settlement areas will become one of the many challenges that face the Department. The 

question on having a “one-stop” information and service centre for social and health service 

will enable people to gain access to all services provided by the different sectors of 

government and other organizations 

13.2.6.3 Challenges posed by the Impact of HIV and AIDS 

The actual impact of HIV and AIDS on the education system is not certain. A full impact study 

needs to be undertaken. There are a number of areas that this epidemic will impact upon. 

Some of them are; one; the aging of the workforce due to younger people being affected by 

HIV and AIDS; two, high infant mortality level may have implications in reviewing projections 

of learner enrolment and other planning strategies; three, how does the ECDoE face the issue 

of child-headed households and the increasing number orphans and four; high level of 

absenteeism amongst the workforce as well as the learners. 

The ECDoE will need to look at new recruitment measures ensuring adequate supply of 

educators and will need to review the training programme for educators. It will also need to 

review its plans for number projections for learners, the participation in poverty alleviation 

programmes and consider suitable succession planning strategies and learner outreach 

programmes. 

13.2.6.4 Challenges posed by the Environment 

It would be an advantage to have schools clustered around other community facilities. The 

close proximity of local government facilities promotes the cross utilization of resources which 

may culminate in the maximum utilization of community resources. The use of community 

facilities in this way will eliminate duplication of facilities, for instance a school may not need 

its own hall if it is situated close enough to a community hall, whilst a police station may 

conveniently deal with safety issues for the school thus improving school security. 

It is important that before any development takes place proper planning happens at local 

government level to avoid the negative impact that may come as a result of lack of facilities 

like schools, health facilities and any other infrastructure. The lack of proper facilities and 

infrastructure puts a strain on education activities since the availability of these facilities is 

critical for the school communities. 

The availability of running water is critical for all schools since learners and educators spend a 

greater part of their day at school, sharing common amenities. The use of water however, 

needs to be managed from both the health point of view as well as the fact that water is a 

scarce commodity and therefore the school communities need to use it responsibly. 

Included in the curriculum are the effects of all forms of pollution on the environment. It is also 

vital that learners are protected from pollution to ensure that their state of well-being is always 

healthy. All hazardous materials should be kept away from schools. 

13.3 Demographic Profile of the Eastern Cape 

In terms of land area, the Eastern Cape is the second largest province, covering an area of 

approximately 170 000 square kilometres or 14% of the land area of South Africa. In terms of 

population, in 2001 the Eastern Cape had the third largest provincial population, after 

KwaZulu-Natal and Gauteng. 

13.3.1 Total Population and Population Density 

According to the 2001 Population Census, of the 44.8 million people living in South Africa, 

14% or some 6.4 million lived in the Eastern Cape. This represents a significant decrease in 

5 Year ECDoE Strategic Plan for 2005/06 2005-06 to 2009/10 2009-10. March 21 F (3).doc 2006 Page 57 Page 53

the relative share of the South African population accounted for by the Eastern Cape in 1996, 

which was 15.5%. Migration impacts on the development of curriculum and the increased 

demand for services and the delivery thereof. A system is required to manage rapid 

urbanisation. 

Table 26 shows the relative provincial populations according to the 1996 and 2001 Censuses. 

The province that has most increased its share of the total South African population is 

Gauteng, which went from 18.1% in 1996 to 19.7% in 2001. The decline in the Eastern 

Cape’s share is the most significant of all provinces. There are several possible reasons for 

this including outward migration in search in better economic opportunities, decreased fertility 

(although there is no apparent reason why the Eastern Cape specifically should have 

declining fertility) and perhaps a different methodology in the 2001 Census that led to reduced 

counts. Overall, the population of the Eastern Cape grew by just 134 000 from 1996 to 2001, 

an increase of 2.1%. 


Table 9: Total Population by Province, 1996 and 2001 Census 

Province Population 1996 

% share of 

National 

Population 

1996 

Population 2001 

% share of 

National 

Population 

2001 

Change in 

National 

share 1996 - 

2000 

Eastern Cape 6 302 524 15.5% 6 436 764 14.4% -1.2% 

Free State 2 633 503 6.5% 2 706 774 6.0% -0.4% 

Gauteng 7 348 425 18.1% 8 837 174 19.7% 1.6% 

KwaZulu-Natal 8 417 020 20.7% 9 426 015 21.0% 0.3% 

Limpopo 4 929 365 12.1% 5 273 639 11.8% -0.4% 

Mpumalanga 2 800 710 6.9% 3 122 991 7.0% 0.1% 

Northern Cape 840 323 2.1% 822 729 1.8% -0.2% 

North West 3 354 824 8.3% 3 669 353 8.2% -0.1% 

Western Cape 3 956 876 9.7% 4 524 341 10.1% 0.3% 

Total 40 583 570 100% 44 819 780 100% 

Since a national population census was conducted by Statistics South Africa in both 1996 and 

2001, this allows for several interesting comparisons to be made over the six-year period. 

Graph 1 compares provinces in terms of their population growth over this period, showing 

which provinces experienced the greatest increase. The fact that the Eastern Cape has 

experienced a relatively low rate of increase has implications for the provision of education in 

the province – it implies that, unlike Gauteng, the demand for education has remained relatively 

stable during this period and that there is unlikely to be a need to build new schools to meet 

new demographic demand. This does not detract from an ongoing need to address existing 

backlogs and, in some cases, to build new schools to improve access to education. 

A challenge for the education system is to improve access to schooling, more especially to 

secondary and further education and training facilities for the high number of non-urban. 

5 Year ECDoE Strategic Plan for for 2005/06 2005-06 to to 2009/10. 2009-10. March 21 F (3) 2006 Page 58 54

Graph 1: Provincial Population Growth 1996-2001 

Eastern Cape 

Free State 

Gauteng 

KwaZulu-Natal 

Limpopo 

Mpumalanga 

North West 

Growth % 1996 to 

2001 

Northern Cape 

Western Cape 

-10.0% -5.0% 0.0% 5.0% 10.0% 15.0% 20.0% 25.0% 

There are certain difficulties associated with making comparisons between the 1996 and 2001 

Censuses. Prior to the release of the 2001 Census data for the Eastern Cape for example, 

Statistics South Africa estimated the provincial population at 6.978 million, which is 

considerably higher than the 2001 Census figure of 6.43 million. The Bureau of Market 

Research released a similar estimate of the population of the province in 2001, placing it at 

6.976, and stated that the original Census figure for 1996 was an undercount. Both of these 

estimates differ markedly from the actual 2001 Census figure released for the province which 

was 6.4 million - in the region of ½ million less people than previously estimated. The 

calculation of sub-provincial population growth estimates is thus problematic – which 

estimates does one use? For the purposes of this report a direct comparison will be made 

between the two sets of Census data and not the interim population estimates described 

above. This means that one is comparing two actual population censuses, notwithstanding 

the disputes concerning whether the figures were accurate or not. 

In order to derive the 1996 Census population figures for the new (post 2001) Education 

Districts, a two-stage process was followed. Firstly, new Education District boundaries were 

overlain on the 18 276 Enumerator Area boundaries that existed in the 1996 Census. A code 

was then assigned to each enumerator area to identify the Education District that it fell within. 

This was then used as the basis for creating population figures for Education Districts from 

the 1996 Census. 

The 2001 figures were derived by assigning codes to the Municipalities, Wards and place 

names described in Table 27 that fell within each Education District. 

The estimated distribution of total population by education district for the period 1996 and 

2001 is shown in the table below 


Table 10: Distribution of Total Population by Education Districts as indicated by the 1996 & 2001 

Census 

District 1996 2001 % Growth 1996 - 2001 

Bizana 235 520 245 419 4.2% 

Butterworth 288 660 287 770 -0.3% 

Cofimvaba 207 432 194 245 -6.4% 

Cradock 92 972 92 916 -0.1% 

East London 540 188 562 111 4.1% 

Ngcobo 199 218 202 422 1.6% 

Fort Beaufort 167 871 153 478 -8.6% 

Graaff-Reinet 109 711 109 146 -0.5% 

Grahamstown 123 637 130 021 5.2% 

Dutywa 243 744 253 379 4.0% 

King William's Town 413 410 407 532 -1.4% 

Lady Frere 125 243 115 935 -7.4% 

Libode 407 298 427 397 4.9% 

Lusikisiki 369 517 391 766 6.0% 

Maluti 164 751 147 104 -10.7% 

Mt Fletcher 134 635 137 581 2.2% 

Mt Frere 214 006 228 999 7.0% 

Port Elizabeth 769 639 799 821 3.9% 

Queenstown 198 169 204 784 3.3% 

Qumbu 194 392 196 674 1.2% 

Sterkspruit 191 999 203 775 6.1% 

Uitenhage 336 062 355 024 5.6% 

Mthatha 394 626 415 227 5.2% 

Umzimkulu 162 155 174 339 7.5% 


Table 10 shows that the district with the highest population in 2001 was Port Elizabeth with 

799 821, followed by East London with 562 111 and Libode with 427 397. A total of nine 

districts had a population of more than 250 000 in 2001. The smallest district in the Eastern 

Cape in terms of population is Cradock, with 92 916. Other small districts, with less than 150 

000 people, are Graaff-Reinet, Lady Frere, Grahamstown, Mt Fletcher and Maluti. 

Although Port Elizabeth and East London districts include the two largest urban centres, they 

still only account for 21% of the population in the province. There are sizable populations 

elsewhere, such as Mthatha, Libode and Lusikisiki, all of which lie in the north-eastern part of 

the province. 

Table 10 also shows population growth that occurred between the two censuses by district for 

the period 1996 to 2001. This is an important indicator of future demand for schooling and 

points to the need for new school construction and, in cases of population decline, for 

rationalization. The education district with the highest rate of population growth during the 

period was Umzimkulu, which experienced a growth rate of 7.5% (from 162 155 in 1996 to 

174 339 in 2001). Other high growth districts for this period were Mt Frere, Sterkspruit, 

5 Year ECDoE Strategic Plan for 2005/06 to 2009/10. March 2006 Page 60 

5 Year ECDoE Strategic Plan for 2005-06 to 2009-10. 21 F (3) Page 56

Lusikisiki and Uitenhage. A total of sixteen districts experienced a positive population growth 

from 1996 to 2001 and eight a population decline. The most severe population decrease was 

in Maluti district, where the population decreased by 10% during the period. 

It is important to note that many of the identified high-growth districts are located in more 

peripheral parts of the province, which traditionally have been under-served in terms of 

education. Many are facing severe physical infrastructure backlogs and this presents 

additional challenges for the Department if a legacy of poor provision is coincident with rising 

demand for education due to population growth. Settlement patterns in these areas can often 

be characterized as dense rural subsistence and peri-urban and population is less likely to be 

clustered around formal towns, which presents special challenges for education delivery. 

The ongoing challenge in these areas is to improve access to schooling, more especially to 

secondary and further education and training facilities for the high number of non-urban 

dwellers. 

It should be noted that Port Elizabeth, East London and Mthatha all experienced population 

growth of 4% or more, so demand for education in the main urban centres is likely to remain 

buoyant. 

Graph 2 below compares districts graphically, showing the share of total provincial population 

for the 2001 Census that was accounted for by each district. 

Port Elizabeth and East London districts account for the highest shares, followed by Libode 

and King William’s Town. 

Graph 2: Distribution of Total Provincial Population by Education District - Census 2001 

Bizana 

Butterworth 

Cofimvaba 

Cradock 

East London 

Ngcobo 

Fort Beaufort 

Graaff-Reinet 

Grahamstown 

Dutywa 

King William's 

Lady Frere 

Libode 

Lusikisiki 

Maluti 

Mt Fletcher 

Mt Frere 

Port Elizabeth 

Queenstown 

Qumbu 

Sterkspruit 

Uitenhage 

Mthata 

Umzimkulu 

0.0% 2.0% 4.0% 6.0% 8.0% 10.0% 12.0% 14.0% 

% Share of Provincial Population, 2001 

Map 2 illustrates the population density distribution in the province, based on the 2001 Census. 

The map shows average densities by Education District and by Ward in order to give a more 

refined picture of within-district variations. 


The map shows that the highest average population densities are to be found in the districts of 

Port Elizabeth (302 per sq km) and East London (156 per sq km) followed by Mthatha and 

Libode. The districts of Libode, Bizana and Lusikisiki, which are located in the former Transkei, 

all have population densities in excess of 100 people per square kilometer. This is particularly 

high given that there are no large established urban centres in these districts and is indicative 

of the dense rural and peri-urban settlement referred to earlier. 

Graaff-Reinet has the lowest population density at just 3 people per square kilometer, followed 

by Cradock with 5 and Sterkspruit with 10. 


The ward-based population density map reveals that population densities vary considerably 

within districts. Large parts of Port Elizabeth District for example are fairly sparsely populated, 

notably the eastern portion that includes part of Sundays River Valley Municipality. Equally, 

East London and Mthatha Districts are not uniformly settled. In the case of East London 

District, Mdantsane and the city of East London account for the most densely settled areas. In 

Mthatha district, the highest densities are closely associated with the capital city. Many of the 

north eastern districts are settled at densities which consistently exceed 100 people per square 

kilometer. 

13.3.2 Population of School-going Age (7 – 18 years) 

The Eastern Cape has one of the most ‘youthful’ populations of all the provinces. Nearly half 

of its population (47%) are below the age of 19 (see Graph 3 below). Only Limpopo province 

has a higher proportion of young people with 50% below age 19. By way of comparison this 

figure is only 30% in Gauteng. This means that the tax base in the Eastern Cape and 

Limpopo provinces will be far lower by comparison, and that each employed person is likely to 

have many more dependents. It also means that the demand for education will remain high – 

in the case of the Eastern Cape, 15% of the population had yet to enter school in 2001. 

Graph 3: Distribution of Population by Age Group in the Eastern Cape - 2001 Census 

65+ 

6% 

0 to 6 

15% 

19 to 64 

47% 

7 to 18 

32% 

The South African Schools Act acknowledges the constitutional rights of children to basic 

education. The Act requires the compulsory attendance at school of learners from the age of 

7 years to the age of 15 years or reaching the ninth grade. Each Provincial Member of the 

Executive council has to ensure that there are enough places in schools for the learners who 

meet these criteria. 

Demographic studies typically view 7-18 year olds as the school-going population. Of the total 

population of the Eastern Cape in the 2001 Census, 32%, or 2 057 691, are found within this 

age group. Graph 3 shows the distribution of the 7–18 year old age group. Graph 2 indicates 

the geographical distribution of the school going population. The district with the highest 



number of 7–18 year olds is Port Elizabeth with 185 302, followed by Libode with 159 824 and 

Mthatha, with 144 364. The districts with the least number are Cradock, with 27 475 and 

Graaff-Reinet with 29 227. 

Note that even though East London has the second highest total population in the Eastern 

Cape, it only has the fourth highest number of 7-18 year olds (behind Port Elizabeth, Libode 

and Mthatha), which indicates that its population structure is different (i.e. older). There are 

proportionally more people of working age (19-64) in this district (59% compared to just 39% 

in Libode). 

An alternative way of looking at the school-going population is in terms of what proportion of 

the total district population they represent (see Table 10). Districts with relatively high 

proportions of 7-18 year olds indicate growing demand for education and future pressure on 

existing school facilities. They also indicate areas with high numbers of dependents. 

5 Year ECDoE Strategic Plan for 2005-06 2005/06 to 2009-10. 2009/10 March 21 F (3) 2006 Page 63Page 59

Map 1: Population Density Distribution in the Province based on the 2001 Census data 

Legend 

Education Districts 

Socio-economic deprivation, 2001 

0.052 - 0.175 (least poor) 

0.175 - 0.436 

0.436 - 0.728 

0.728 - 0.862 

0.862 - 0.972 (most poor) 

Sterkspruit 

Mt Fletcher 

Maluti 

Mt Frere 

Qumbu 

Lusikisiki 

Umzimkulu 

Bizana 

Lady Frere 

Engcobo 

Libode 

Umtata 


Cradock 

Queenstown 

Idutywa 

Butterworth 

N 

Graaff-Reinet 

Fort Beaufort 

King Williams 

Town 

East London 

Grahamstown 

Gauteng 

Limpopo Province 

Mpumalanga 

Uitenhage 


North West 

Free State 

KwaZ ulu- 

Natal 

Northern Cape 

20 0 20 40 Kilometers 

Data Source: 2001 Census, Statistics South Africa 

(Functional Literacy, Per Capita Income and % Households 

with Electricity) 

Western Cape 

Eastern 

Cape 

5 Year ECDoE Strategic Plan for 2005-06 to 2009-10. 21 F (3) Page 60 

# 


5 Year ECDoE Strategic Plan for 2005/06 to 2009/10. March 2006 Page 64

The districts with the highest proportion of 7-18 year olds are Cofimvaba, Bizana and Lady 

Frere, all with in excess in 38%. Typically, higher proportions are found in rural areas, which 

may be a function of rural-urban migration of the working age population in search of 

employment. Note that the districts with established urban centres such as East London, Port 

Elizabeth and Uitenhage all have much lower proportions of 7-18 year olds, being lower than 

25%. 

This point is illustrated by the graph 4 below, which shows the comparative age structure in 

two very different districts demographically, Port Elizabeth and Cofimvaba. They are at 

opposite ends of the district spectrum in terms of the relative age distribution of their 

populations. 

Graph 4: Comparative Population Distribution by Age Band in Two Selected Districts 

70% 

60% 

Percentage of total 

50% 

40% 

30% 

0 to 6 % 

7 to 18 % 

19 to 64 % 

65+ % 

20% 

10% 

0% 



Table 11: Distribution of Total Population per age group by Education District indicated by 1996 & 2001 

Census 

District Total Population aged 7-18, 1996 Total Population aged 7-18, 2001 

% of Total 

population 

aged 7-18, 

2001 

Bizana 83 468 92 999 38% 

Butterworth 101 192 104 111 36% 

Cofimvaba 77 959 74 838 39% 

Cradock 27 714 27 475 30% 

East London 134 018 139 771 25% 

Ngcobo 71 951 75 672 37% 

Fort Beaufort 50 690 45 181 29% 

5 Year ECDoE Strategic Plan for 2005-06 2005/06 to 2009-10. 2009/10 March 21 F (3) 2006 Page 65Page 61

District Total Population aged 7-18, 1996 Total Population aged 7-18, 2001 

% of Total 

population 

aged 7-18, 

2001 

Graaff-Reinet 31 605 29 227 27% 

Grahamstown 31 070 32 351 25% 

Dutywa 86 421 94 026 37% 


King Williams Town 127 742 122 661 30% 

Lady Frere 47 505 43 719 38% 

Libode 140 424 159 824 37% 

Lusikisiki 125 537 143 811 37% 

Maluti 58 580 53 203 36% 

Mt Fletcher 49 486 51 021 37% 

Mt Frere 76 287 84 640 37% 

Port Elizabeth 175 990 185 302 23% 

Queenstown 60 379 63 064 31% 

Qumbu 69 066 73 625 37% 

Sterkspruit 65 868 66 917 33% 

Uitenhage 81 990 84 979 24% 

Mthatha 129 593 144 364 35% 

Umzimkulu 56 003 64 910 37% 

Total 1 960 538 2 057 691 32% 



Map 2: Map Average 2: Average Population Population Density Density Distribution Distribution per Education per Education District District 

Umzimkulu 

Maluti 

Mt Frere 

Mt Fletcher Mt Fletcher 

# 

Legend Legend 

Umzimkulu 

Maluti 

Mt Frere 

Bizana 

Bizana 

Lusikisiki 

Lusikisiki 

Qumbu 

Sterkspruit Sterkspruit 

Qumbu 

Education Education Districts Districts 

Population Population aged 7 to aged 18 (2001 7 to 18 Census) (2001 Census) 

27475 - 27475 50 000 - 50 000 

50 000 50 - 70 000 000 - 70 000 

70 000 70 - 90 000 000 - 90 000 

90 000 90 - 110 000 000 - 110 000 

110 000 110 - 195 000 000 - 195 000 

Engcobo 

Engcobo 

Libode 

Libode 

Lady Frere 

Lady Frere 

Umtata 

Umtata 



Cradock 

Cradock 

N 

# 

N 

Queenstown Queenstown 

Idutywa 

Idutywa 

5 Year ECDoE Strategic Plan for 2005/06 to 2009/10 March 2006 Page 67 

Butterworth Butterworth 

King Williams King Williams 

Town Town 

East London East London 

Fort Beaufort Fort Beaufort 

Graaff-Reinet Graaff-Reinet 

Limpopo Province Limpopo Province 

Gauteng 

Gauteng 

Grahamstown Grahamstown 

Mpumalanga 

Mpumalanga 

North West 

North West 

Port Elizabeth Port Elizabeth 

Uitenhage 

Uitenhage 

KwaZ ulu- 

Natal 

Free KwaZ State ulu- 

Natal 

Free State 

Northern Cape 

Northern Cape 

Eastern 

Cape 

Eastern 

Cape 

Western Cape 

Western Cape 

20 0 20 40 0 20 Kilometers 40 Kilometers 

Data Sources: Data Sources: 2001 Census, 2001 Census, Statistics Statistics South Africa South Africa 

5 Year ECDoE 5 Year Strategic ECDoE Strategic Plan for 2005-06 Plan for 2005-06 to 2009-10. to 2009-10. 21 F (3) 21 F (3) Page 63 Page 63

When comparing the school-age population (Graph 5:7-18 age group) with the actual 

learner enrolment recorded in the Annual Survey, a pattern emerges for the period 1995 

to 2001 that was reversed in 2002. School enrolment for the seven-year period 1995 to 

2001 was consistently higher than the equivalent school-aged population. This normally 

indicates that a proportion of the learner enrolment is either over-aged or under-aged 

and probably both. In 2002 however, the reported enrolment in the Annual Survey was 

slightly below the total population aged 7 to 18. This will be investigated further in the 

section dealing with indicators. 


Graph 5: School Age Population Aged 7-10 Years compared with reported Learner Enrolment for 

the Period 1995-2002 

2500000 

2000000 

1500000 

1000000 

500000 

0 

1995 1996 1997 1998 1999 2000 2001 2002 

School Age Population 

Learner Enrolment 

13.4 Socio-economic Deprivation in Eastern Cape Communities 

Since communities play a vital part in supporting the provision of education, it is 

important to review the socio-economic environment in which those communities exist. 

In order to undertake a comparison, a socio-economic deprivation index has been 

calculated for education districts by combining various social and economic criteria from 

the 2001 Census. 

The following criteria were used to create the index: 

 

 

 

Functional Literacy - percentage of the adult population that has attained at least 

Grade 6 schooling, divided by the total number of adults (age 20 and above) See 

Map 4 on page 80. 

Per Capita Income - total annual income divided by the total population 

Percentage of households with electricity (supplied by Eskom or a local municipality) 

Each criterion was ranked from worst to best, given equal weight and combined into a 

single standardized index ranging from 1 (most poor) to 0 (least poor). It is important to 

note that the score measures relative rather than absolute disadvantage within the 

Eastern Cape, and compares the performance of districts to one another and not to a 

defined national benchmark. 

Education districts with the highest score, or those identified to be the most 

disadvantaged in terms of the criteria used, are typically characterized by: 

High unemployment 



Large numbers of dependents 

Low levels of literacy 

Small proportions of the population with tertiary education 

Low levels of basic household services such as electricity and piped water 

Using this index the most disadvantaged district (see Graph 6) in the Eastern Cape was 

Lusikisiki with a score of 0.972, followed closely by Dutywa with 0.970 and Bizana with 

0.908. Other districts with high relative deprivation index scores were Mt Fletcher, 

Libode and Maluti, all of which have high proportions of 7-18 year olds in relation to their 

total populations, and hence many dependents. Poorer districts such as these should be 

targeted for greater development assistance and school support. 

At the other end of the spectrum are the districts of Port Elizabeth, Uitenhage, East 

London and Grahamstown, which, in comparative terms have much lower deprivation 

index scores and could be considered better off. It should however be noted that the 

Eastern Cape as a whole is one of the poorest provinces in South Africa. 

The main winners and losers are shown in Table 29 and 30. The tables show that 

Umzimkulu District has improved its overall ranking the most, followed by Libode and 

Cradock. In relative provincial terms, these districts improved socio-economically during 

the period 1996 to 2001. By contrast, the districts of Queenstown and Maluti 

experienced a relative decline. In 1996, Queenstown was ranked 20 th in terms of district 

poverty but by 2001, it had worsened to 16 th position. Similarly, Maluti went from 9 th most 

poor to 6 th during the 5-year period. Seven districts remained in the same relative 

position. 

Graph 6: Comparative Socio-Economic Deprivation by District 

Comparative Soc io-Ec onomic Deprivation by District, 2001 Census 

Bizana 

Butter wor th 

Cof imvaba 

Cr adock 

East London 

Ngcobo 

For t Beauf or t 

Gr aaf f -Reinet 

Gr ahamstown 

Dutywa 

King Williams Town 

Lady Fr er e 

Libode 

Lusikisiki 

Maluti 

Mt Fletcher 

Mt Fr er e 

Por t Elizabeth 

Queenstown 

Qumbu 

Ster kspr uit 

Uitenhage 

Mthatha 

Umzimkulu 

0.000 0.200 0.400 0.600 0.800 1.000 

0 = Least Po o r, 1 = M o st Po o r 

5 Year ECDoE Strategic Plan for 2005-06 2005/06 to 2009-10. 2009/10 March 21 F (4) 2006 Page 65 Page 69

Table 12: Socio-economic Deprivation Index 1996 and 2001 - Main Winners (relatively better off) 

District 

Poverty Index 

1996 

Relative Rank 

1996 

Poverty Index in 

2001 

Relative Rank 

2001 

Rank 

Improvement 

Umzimkulu 0.857 8 0.804 12 4 

Libode 0.973 2 0.886 5 3 

Cradock 0.497 18 0.374 20 2 

Cofimvaba 0.876 6 0.860 7 1 

East London 0.270 21 0.267 22 1 

Ngcobo 0.874 7 0.848 8 1 

Fort Beaufort 0.606 16 0.423 17 1 

King Williams Town 0.560 17 0.411 18 1 


Note that in the poverty index a rank of 1 was assigned to the poorest district and a rank of 24 to the least poor 

Table 13: Socio-economic Deprivation Index 1996 and 2001. Main Losers (relatively worse) 

District 

Poverty Index 

1996 

Relative Rank 

1996 

Poverty Index in 

2001 

Relative Rank 

2001 

Rank 

Decline 

Queenstown 0.389 20 0.436 16 -4 

Maluti 0.848 9 0.862 6 -3 

Bizana 0.952 4 0.908 3 -1 

Grahamstown 0.248 22 0.290 21 -1 

Dutywa 0.966 3 0.970 2 -1 

Lady Frere 0.824 11 0.810 10 -1 

Mt Fletcher 0.882 5 0.898 4 -1 

Mt Frere 0.794 12 0.809 11 -1 

Qumbu 0.837 10 0.831 9 -1 

* An identical poverty index was created in an earlier report using the 1996 Census 1 , so it is possible to identify districts that have 

improved in terms of their overall provincial poverty ranking and those that have declined. 



Map 3: Socio-Economic Deprivation in the Eastern Cape by Education District - Census 2001 

Legend 

Education Districts 

Socio-economic deprivation, 2001 

0.052 - 0.175 (least poor) 

0.175 - 0.436 

0.436 - 0.728 

0.728 - 0.862 

0.862 - 0.972 (most poor) 

Sterkspruit 

Mt Fletcher 

Maluti 

Mt Frere 

Qumbu 

Lusikisiki 

Umzimkulu 

Bizana 

Lady Frere 

Engcobo 

Libode 

Umtata 

Cofim vaba 

Cradock 

Queenstown 

Idutywa 

Butterworth 

N 

Graaff-Reinet 

Fort Beaufort 

King W illiams 

Town 

East London 

Graham stown 

Gaute ng 

Limp opo P ro vince 

Mpumalang a 

Uitenhage 


No rth We st 

Fre e State 

KwaZ ulu - 

Natal 

No rthern Cape 

20 0 20 40 Kilometers 

Data Source: 2001 Census, Statistics South Africa 

(Functional Literacy, Per Capita Income and % Households 

with Electricity) 

Western Cape 

Eastern 

Cape 


# 


13.4.1 Employment, Income and other Relevant Information 

Of the 79 432 employees in the Department, nearly 90% are classified as professional, 

being teaching staff, followed by 5.78% elementary occupations, mainly general 

workers, and only just over 3% clerical. Managers make up 0.10% and the balance are 

technical (0.66%), sales and services (0.43%) and operators (0.07%) as detailed below. 

Table 14: Occupational Categories 


Types of Occupation Number Percent of total 

Managers 83 0.10% 

Professionals 71 446 89.94% 

Technical 526 0.66% 

Clerical 2403 3.02% 

Sales and services 341 0.43% 

Operators 59 0.07% 

Elementary occupations 4 574 5.78% 

Total 79 432 100.00% 

Over 67% of staff in the Department earn incomes between R6 000 and R11 000 per 

month, based on an analysis of the Persal system data as shown below. 

Table 15: Income Distribution 

Income per month 

Percent of total 

None 

R1 – R500 0% 

R501 - R1000 0% 

R1001 - R2500 0% 

R2501 - R6000 18.91% 

R6001 -R11000 67.57% 

> R11001 13.52% 

Unspecified 0% 

Total 100.00% 

13.5 Situation Analysis of the System as a Whole Institutional Landscape 

Table 16: Number of Institutions and Centres 

Numbers of institutions and centres Public Independent Total 

Number of ordinary schools 

- of which are primary schools 

- of which are secondary schools 

- of which are combined schools 

Number of special schools 

Number of technical colleges 

6,026 109 6,135 

2,593 44 2,637 

880 26 906 

2,553 39 2,592 

42 0 42 

8 0 8 


5 Year ECDoE Strategic Plan for 2005-06 to 2009-10. 21 F (4)Page 68

Numbers of institutions and centres Public Independent Total 

Number of ABET centres 309 0 309 

Table17: Number of Learners 

Numbers Learners Public Independent 

subsidised 

Total 

In ordinary schools 2,184,103 27,126 2,211,229 

in grade 0/pre-primary level 104,929 2,027 106,956 

in primary level (grades 1 to 7) 1,429,222 12,928 1,442,150 

in secondary level (grades 8 to 12) 642,622 12,079 654,701 

in special or other grades 

In special schools (February 2005) 

7,466 14 7,480 

9,072 0 9,072 

In technical colleges (2004) - headcount 64,641 0 64,641 

In ABET centres (2004) - headcount 45,783 0 45,783 

Table 18: Number of Educators (including SGB paid) 

Numbers of educators 

Public 

(including SGB paid) State Pd SGB Pd 

Indep subs 

(Feb 05) 

Total 

In ordinary schools 

62,765 3,050 927 66,742 

of which primary schools 18,445 919 111 19,475 

of which secondary schools 13,850 644 172 14,666 

of which combined schools 30,470 813 644 31,927 

In special schools 

842 27 0 869 

In technical colleges (2000) 845 0 0 845 

In ABET centres (2004) 911 0 0 911 

* Source: EMIS December 2005 

13.6 Demographic Pressures and Access issues 

Table 19: Enrolment and Population Statistics 

Programme Enrolment % of population 

Aged 6-14 Total Of age 6-14 Of total 

2. Public ordinary school education 

85.42% of 

2.1 Public primary phase 

Learners 

Total Grades 1 to 7 1271901 1374884 

6 = - 14 are at 

2.2 Public secondary phase 

school 

Total Grades 8 to 12 101942 591301 

3. Independent school subsidies 

4. Public special school education 1324 8087 

Total for all schools 1,375,167 1,974,272 

5 Year ECDoE Strategic Plan for 2005/06 2005-06 to 2009/10 2009-10. March 21 F (4)Page 2006 69 

Page 73

13.7 Education Profile of People in the Province 

Table 20: Educator Post Declaration (2005) 

Programmes/Purpose of posts Posts PL1 Posts PL2 Posts PL3 Posts PL4 Total 

Posts top-sliced before model is run 100 0 0 0 100 

Posts distributed by model 48,992 8,199 5,552 750 63,493 

2. Public ordinary school education 47,599 8,095 5,487 745 61,926 

2.1 Public primary schools 14,028 2,684 1,484 186 18,382 

Posts attached to schools 14,028 2,684 1,484 186 18,382 

Posts not attached to schools 0 0 0 0 0 

2.2 Public combined schools 23,392 3,746 2,902 308 30,348 



2.3 Public secondary phase 10,179 1,665 1,101 251 13,196 



3 Public special school education 668 104 65 5 842 

4 Further Education and Training 725 0 0 0 725 

TOTAL 49,092 8,199 5,552 750 63,593 


Table 21: Number of Employees 2005/06 

Programme Educators 

Public 

servants 

Other public 

employees 

Total 

employees 

1. Administration 3,823 3,823 

2. Public Ordinary School Education 

2.1 Public Primary School 18,382 1,145 19,527 

2.2 Public Secondary School 43,544 2,042 45,586 

2.3 Professional Services 


2.6 Conditional Grants (on contract) - 3 31 34 

3. Independent School Subsidies 795 - - 795 

3.1 Primary Phase 591 - - 591 

3.2 Secondary Phase 204 - - 204 

4. Public Special Schools 

4.1 Schools 842 585 345 1,772 


5. Further Education and Training 

5.1 Public Institutions 


6. Adult Basic Education and Training 4,158 - 15 4,173 

6.1 Public Centres 

6.4 Human Resource Development 10 10 

7. Early Childhood Development 

7.1 Grade R in Public Schools 858 858 

7.2 Grade R in Community Centres NA 



Programme Educators 

Public 

servants 

Other public 

employees 

Total 

employees 


8. Auxiliary and Associated Services 

8.2 Conditional Grants 

8.4 External examinations 91 91 

Total for all programmes 69,374 7,699 391 77,464 

Footnotes 

Figures include all individuals employed at some point during the financial year being reported on. Each 

individual is only counted once, even if he or she is employed in more than one position during the 

year. 

13.8 Transfers to Institutions 

Table 22: Resourcing effected via the School Funding Norms 2005/06 

Programmes/ legal status/ poverty 

quintiles 

Schools 

Total 

expenditure 

Learners 

Expenditure 

per learner 

2. Public ordinary schooling education 

2.1 Public primary schools 

Non-Section 21 schools 2,090 59,094,580 463,522 127 

Quintile 1 (poorest) 299 15,432,303 63,410 243 

Quintile 2 372 12,718,828 67,760 188 

Quintile 3 500 11,288,339 77,784 145 

Quintile 4 699 12,496,517 123,245 101 

Quintile 5 (least poor) 220 7,158,594 131,323 55 

Section 21 schools 495 16,826,429 183,483 92 


Quintile 2 58 2,593,957 13,643 190 

Quintile 3 58 1,843,489 13,037 141 

Quintile 4 174 5,968,705 62,675 95 


TOTAL 2,585 75,921,009 647,005 117 

2.2 Public combined schools 

Non-Section 21 schools 1,624 148,405,073 644,361 230 


Quintile 2 467 43,887,898 184,853 237 

Quintile 3 440 26,836,995 149,632 179 

Quintile 4 166 7,654,627 58,896 130 


Section 21 schools 929 96,904,428 

5 Year ECDoE Strategic Plan for 2005-06 2005/06 to 2009-10. 2009/10 March 21 F (4)Page 2006 71 

Page 75

13.9. Programme 2 - Public Ordinary School Education 

13.9.1 Demographic pressures and access issues 

The following information refers to public ordinary, independent and special schools. It is 

nevertheless recommended that it appear in this section, considering that public ordinary 

schools form the bulk of the total. 


13.9.2 Learner Enrolment 

The number of learners in Public Ordinary Schools (POS) has decreased from 

2,357,220 in 1995 to 2,145,083 in 2004 - a decrease of 9.8% (see graph 8) 

A comparison of the age-grade enrolment data for the three years shows that in 2001, 

10 644 less learners enrolled in Grade 1 than in 2000. There was an even larger 

decrease in Grade 2, where 15 815 less learners were recorded. These two grades, 

together with Grade 12 showed the greatest decline in enrolment between 2000 and 

2001. Several grades indicated an increase, namely Grade 4, 6 and 8. Some of the 

Grade 1 losses were reversed during the period 2001 to 2002 (gain of 1 953 learners) 

but there was a big decrease in reported Grade 3 enrolment of –17 614 learners and 

Grade 8 of –12 989. It is not clear at this stage why there should be seemingly random 

gains and losses across grades from one year to the next. On the whole though, it is 

encouraging to note the relative stabilization of enrolment trends compared to previous 

years. One somewhat controversial view is that AIDS is having a debilitating effect on 

the school system, both in terms of higher drop-out rates due to increased numbers of 

orphans and higher learner mortality. 

There is currently no systematic means in place for determining the effect of the AIDS 

pandemic on the school system. It may also be possible that population is decreasing 

due to natural factors such as improved family planning and rural-urban migration. 

Graph 7: Learner Enrolment in Public ordinary Schools (1995-2001) 

Eastern Cape Department of Education 

Public School Enrolment and Projections 1995 - 2007 

4 April 2005 

Millions 

2.5 

2.4 

2.3 

Enrolment 

2.2 

2.1 

Enrolment Excl Gr R 

Enrolment Incl Gr R 

2.0 

1.9 

1.8 

1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 

Enrolment Excl Gr R 2,316,998 2,382,576 2,313,605 2,331,001 2,308,532 2,126,676 2,030,689 2,065,750 2,068,904 2,062,052 2,072,703 2,068,748 2,068,595 

Enrolment Incl Gr R 2,357,220 2,422,551 2,353,962 2,371,215 2,347,782 2,168,196 2,071,689 2,108,110 2,108,712 2,145,083 2,176,659 2,153,597 2,158,813 

Years 



Graph 8: Learner Enrolment in Public Ordinary Schools by Grade (1995, 2004 and 2005) 

Learner Enrolment by Grade 1995,2004 & 2005 

Thousands 

500 

450 

400 

350 

300 

Enrolment 

250 

200 

1995 

2004 

2005 

150 

100 

50 

0 

Gr R G1 G2 G3 G4 G5 G6 G7 G8 G9 G10 G11 G12 

Grades 

Table 23 indicates that the department is achieving in terms of ensuring that there is 

access to education by learners in Eastern Cape. The gross enrolment ratio (GER) for 

the primary school sector and secondary school sector in 2003 was 118% and 72% 

respectively. The GER for primary schools exceeded 100% for all seven years from 

1996 to 2002. This is not surprising since it has already been established that there were 

large numbers of over- and under-age learners amongst the Grade 1 intake for primary 

schools for these years. The overall trend is downwards, which is a welcome 

improvement, particularly if this has been caused by lower numbers of over-age 

learners. 

Table 23: Gross Enrolment Rate: 1996-2004 

1996 1997 1998 1999 2000 2001 2002 2004 

Total 

Enrolment in 

Primary 

Phase - 

(Grades 1 - 7) 

Total 

Population 

aged 

7-13 

GER Primary 

Phase 

Total 

Enrolment in 

Sec. Phase 

(Grades 8 - 

12) 

1 743 251 1 378 783 1 611 988 1 645 443 1 510 748 1 482 474 1 451 670 1,374,884 

1 194 261 1 199 502 1 204 766 1 210 053 1 215 363 1 220 697 1 226 054 1,257,721 

146% 115% 134% 136% 124% 121% 118% 109% 

629 140 521 691 635 672 653 903 611 882 610 780 610 344 591,301 


Page 77

Total 

Population 

aged 14-18 

GER 

Secondary 

Phase 

Total 

Enrolment 

(Grades 1 to 

12) 

Total 

Population 

aged 

17-18 

GER Primary 

and Sec. 

Phases 

1996 1997 1998 1999 2000 2001 2002 2004 

771 899 784 485 797 276 810 276 823 488 836 915 850 561 892,697 

82% 67% 80% 81% 74% 73% 72% 66% 

2 406 712 1 927 313 2 274 559 2 323 882 2 146 052 2 093 254 2 062 014 1,966,185 

1 966 160 1 984 119 2 002 243 2 020 532 2 038 987 2 057 612 2 076 407 2,150,417 

122% 97% 114% 115% 105% 102% 99% 91% 


What is also evident from the age-grade matrices is that the problem of over- and underage 

learners continues throughout the primary school grades, and is compounded by 

high repetition rates. In 2002, for example, nearly 20% of all learners in primary schools 

were either less than age seven or over age 13. 

The drop in the primary school GER for 2001 and 2002 to 121% and 118% is a positive 

development and indicates a higher percentage of appropriately aged pupils in primary 

schools. This was driven by a decline in primary phase enrolment between 2000, 2001 

and 2002 against only slight population increases for 7-13 year olds during the same 

period. 

Although there are more children in Grades 1 to 7 than there are 7-13 year olds in the 

population (due to over/under age -enrolment), this situation is reversed for secondary 

schools. The GER for secondary schools was in the low eighties at 82%, 80% and 81% 

for 1996, 1998 and 1999, before dropping and stabilising at 74%, 73% and 72% in 2000, 

2001 and 2002. 

A GER of less than 100% is generally indicative of under-enrolment unless large 

numbers of learners were able to complete the secondary school phase before they 

reach age 18, which is unlikely to be a factor in the Eastern Cape. 

The GER measures the capacity of schools to accommodate the population of the 

relevant school-going age. It is defined as the proportion of learners in a particular grade 

or phase, divided by the population of the corresponding school-going age and then 

expressed as a percentage. The GER includes over-aged and under-aged learners. 

13.9.3 Repetition Rate: 

The Repetition Rate measures the extent to which learners repeat grades and is 

calculated by dividing the number of learners who are repeating a specific grade by the 

enrolment for that grade in the previous year. High repetition rates give rise to a number 

of problems, most notable of which is increased class sizes. A repetition rate of 20% for 

a class of 48 learners means for example that there are 8 extra learners in the class who 

are repeating the grade. Once learners repeat grades more than once, the problem of 

over-aged learners compounds difficulties. 

Table 24 shows that the repetition rates for grade 1 to 12 are 12% in 2001, 12,3% in 

2002, and 9% in 2003. The repetition rates per grade for the years 2001 to 2003 show a 



decreasing trend. For all the years shown, the minimum repetition rate is to be found 

around grade 7 peaking in grades 10 and 11. 

The average repetition rate for all grades was 11% in both 1999 and 2000 and rose to 

12% in 2001 and 2002. The average rate has however started to decline in 2003 and is 

currently standing at 9%. In the Primary phase in 2002 Grades 1 and 4 had the highest 

repetition rates at 10%. In the secondary phase repetition rates were considerably higher 

and tended to peak in the higher grades, particularly Grades 10 and 11. In 2002, one 

fifth of learners in Grades 10 and 11 repeated these grades. By Grade 12 the figure had 

dropped slightly to 16%. 

Table 24: Repetition Rate by Grade 

1998* 1999 2000 2001 2002 2003 2004 # 

G1 13% 10% 9% 10% 10% 7% N/A 

G2 12% 10% 8% 9% 9% 6% N/A 

G3 12% 10% 10% 10% 9% 6% N/A 

G4 13% 11% 11% 12% 10% 7% N/A 

G5 12% 10% 9% 10% 9% 6% N/A 

G6 10% 9% 8% 8% 7% 5% N/A 

G7 10% 9% 8% 7% 6% 5% N/A 

G8 16% 13% 13% 14% 8% 8% N/A 

G9 15% 12% 12% 13% 12% 7% N/A 

G10 23% 16% 18% 20% 20% 20% N/A 

G11 23% 17% 18% 22% 22% 19% N/A 

G12 27% 19% 18% 16% 16% 11% N/A 

Average 14% 11% 11% 12% 12% 9% N/A 

*Repetition Rates for 1998 are overestimated due to incomplete enrolment data for 1997. Repetition Rates for 2004 

is not yet available. 2005 Data still needs to be captured to calculate 2004. 

Table 25 and Graph 9 shows the drop-out rate per grade from 1999 to 2003. The 

number of dropouts in the schooling system in the Eastern Cape has steadily increased 

from 7% in 1999 to a high of 15% in 2000. From 2001 to 2003 it would seam that the 

dropout rate has stabilized at around 11%. Dropouts in the province have the tendency 

to peak in the early grades and then again in grades 10-12. This tendency is matched 

by the higher repetition rates shown earlier. 

Table 25: Drop-out Rate by Grade 

1999 2000 2001 2002 2003 2004* Average 

G1 15% 20% 25.19% 26.02% 23% N/A 22% 

G2 5% 13% 5.32% 6.44% 5% N/A 7% 

G3 4% 12% 6.87% 5.92% 4% N/A 7% 

G4 4% 12% 6.29% 8.85% 7% N/A 8% 

G5 4% 12% 7.48% 7.28% 7% N/A 8% 

G6 5% 12% 8.80% 8.13% 7% N/A 8% 

G7 1% 10% 8.87% 8.5% 7% N/A 7% 

G8 7% 15% 6.24% 14.97% 12% N/A 11% 

G9 5% 17% 17.92% 12.80% 2% N/A 11% 

G10 15% 23% 18.62% 17.76% 22% N/A 19% 

G11 15% 21% 13.02% 10.28% 23% N/A 16% 

Average 7% 15% 11% 12% 11% N/A 11% 

* 2004 drop out rate is not available. Data will be released after the capturing of the 2005 Annual Survey has been 

completed. 


Page 79

13.9.4 Over-aged Learners 

Several of the indicators discussed earlier have mentioned the issue of under- and overage 

enrolment in the Eastern Cape education system. Age-specific indicators such as 

the Net Intake Rate and Net Enrolment Rate have shown that a sizeable percentage of 

enrolment is of inappropriate age. It has been shown that in three districts, the de facto 

starting age for primary school is age six, which is not problematic if those learners are 

sufficiently prepared and able to proceed through the grades without repetition. What is 

more problematic is the problem of over-age learners, who in some cases are two to 

three years older than their classmates. 

The temporary application of the age-grade admission policy prevented learners who 

were younger than seven from entering Grade 1 but the high rates of repetition in later 

grades continue to result in large numbers of over-aged learners. 

The percentage of over-aged learners reflected in figure 3a show a decreasing trend of 

over-aged learners in the public ordinary schools of Eastern Cape. The percentage is a 

very crude calculation that looks at an environment where repeaters are not catered for. 

The percentages were calculated using the average age in a grade as being 7 years old 

in grade 1 (8-year olds and more regarded as over-aged in this analysis), 8 years old in 

Grade 2 (9-year olds and more are regarded as over-aged in this analysis), to 18 years 

old in Grade 12. This gives an indication that 41% of primary school learners and 56 % 

of secondary school learners are over-aged. There is a visible decrease in the number of 

over-aged learners in both the primary and secondary phases over the period 2000 to 

2004. 

This crude calculation does give an indication that the number of over-age learners is 

deceasing but the rate or over-age learners was still higher in the former DET schools. 

There were a higher number of over-age learners in grade 10 and grade 11 than those 

in grade 12. It is in these grades that there are increases of over-age learners in the 

other former departments and the new schools. The notion of holding learners back and 

not promoting them into grade 12 becomes much more evident through these statistics. 

The average age of grade 12 learners has improved over the last few years. The 

percentage of learners who were 18 and younger is just over 55% in 2004 as illustrated 

in Graphs 10 and Graph 11. 


Graph 9: Drop-out Rate : Eastern Cape 2000-2003 

Dropout Rate: Eastern Cape 2000-2003 

120% 

100% 

80% 

60% 

40% 

20% 

0% 

Gr 

1 

Gr 

2 

Gr 

3 

Gr 

4 

Gr 

5 

2003 26% 6% 5% 7% 8% 7% 7% 10% 12% 16% 23% 

2002 25% 6% 7% 7% 7% 9% 8% 7% 15% 21% 24% 

2001 26% 6% 6% 9% 7% 8% -1% 15% 13% 18% 22% 

2000 20% 13% 12% 12% 12% 12% 1% 15% 17% 23% 21% 

1999 15% 5% 4% 4% 4% 5% 1% 7% 5% 15% 15% 

Gr 

6 

Grade 

Gr 

7 

Gr 

8 

Gr 

9 

Gr 

10 

Gr 

11 

2003 

2002 

2001 

2000 

1999 



Graph 10: Percentage Over-Aged Learners in Public Primary and Secondary Schools 

Percentage of Over Aged learners in Public Schools 

70.00% 

60.00% 

50.00% 

40.00% 

30.00% 

Primary 

Secondary 

20.00% 

10.00% 

0.00% 

2001 2002 2003 2004 

Primary 47.57% 46.05% 43.46% 41.82% 

Secondary 58% 58% 57% 56% 

Graph 11: Percentage Learners in Grade 12 who are 18 Years Old or Younger 

Percentage of Grade 12 Learners that are Over-Age 

61% 

60% 

59% 

58% 

57% 

56% 

55% 

54% 

53% 

2000 2001 2002 2003 2004 

13.9.5 Learner Educator Ratio 

The Learner-Educator Ratio (LER) for the entire public education system for Eastern 

Cape has for the last five years shown a downward trend. This system ratio includes all 

the state-paid educators from all the institutions and offices. The institutional ratio that is 

at 34,6:1 shows a similar trend to the system ratio. The institution ratio is the ratio of all 

learners in the public institutions (ordinary, LSEN, ABET and FET institutions) divided by 

the number of state-paid educators. 

5 Year ECDoE Strategic Plan for 2005-06 2005/06 to 2009-10. 2009/10 March 21 F (4)Page 2006 77 

Page 81

Table 26 mirrors provincial aggregate values for Learner-Educator Ratios according to 

combined, primary and secondary schools. It is clear that all the LER are below one 

educator for 40 learners, sustaining the compliance with the South African Schools Act, 

which stipulates 40:1 for primary and 35:1 for secondary schools. Because these are 

provincial aggregates it does not mean that there are no individual institutions for which 

the LER is above 40. 

As Table 26 indicates the Learner Educator Ratio (LER) for 2004 was 33.99 considering 

state-paid educators in public schools. Comparing the LER with those of 2003, viz. 

32.42% and 33.99%, it is observed that for the state-paid educator situation there is a 

marginal improvement whilst for all educators (both state- and privately paid) the 

situation worsened. 

Many of these schools are primary schools and more than 83% are from the former DET 

schools. This is an unusual phenomenon as the Post Provisioning Model is based on the 

equal distribution of educator posts, thus all schools should have an LER lower than 

40:1. This may be due to incorrect reporting from schools in the survey forms, or as a 

result of ambiguity in questions in the survey form. The main contributing factor is that as 

a result of the survey being conducted on the 10 th school day, many schools 

experienced an influx of learners that was not anticipated in the previous year, resulting 

in higher numbers of learners. 


Table 26: Learner : Educator Ratio by Level 

Level 1999 2000 2001 2002 2003 2004 2005 

Combined 

36.90 

39.22 38.39 37.69 34.09 34.58 36.18 

School 

Primary 

School 

34.98 35.16 33.22 31.41 32.22 33.83 32.70 

Secondary 

School 

30.06 30.86 30.88 27.96 28.19 29.62 31.40 

Public 

Ordinary 

35.76 35.66 34.78 31.88 32.42 33.99 34.45 

Tables 27 and 28, illustrate the LER of public ordinary schools by its former department 

and by quintiles, i.e. its placement on the resource targeting list for school funding that 

uses a poverty index to rank schools. Table 46 shows that LERs for four ex-Departments 

and it range from 35.99 to 27.24 (excluding SGB paid educators) in 2004. The LER for 

ECDE’s new schools reflects continuing improvement from 1999 for both inclusion and 

exclusion of SGB paid educators. For the whole province LER have improved and 

stabilized in the last 5 years as the table shows. The slight increase in the LER in 2004 

can be contributed to the current moratorium on the appointment of any new staff in the 

system. Although the ECDE has the biggest percentage of poor people in the country, it 

had the best LER after the implementation of the 2004 Post Provisioning. The freezing 

of any appointments meant that due to natural attrition of educators, the LER would 

slightly increase as educators leave the system. 

Table 27: Learner - Educator Ratio by ex-Department (Public Ordinary Schools) 

Ex-Dept 1999 2000 2001 2002 2003 2004 2005 

Ciskei 29.41 29.17 26.88 27.51 26.31 27.24 29.78 

Transkei 38.29 38.14 36.63 35.04 33.71 35.67 38.04 

HOR 28.62 34.02 30.17 33.13 33.79 33.21 36.49 

CED 28.04 33.75 30.78 32.99 33.38 33.33 37.78 

New 43.24 38.90 34.03 33.16 34.18 35.99 38.43 

Total 33.52 34.79 31.698 32.36 32.27 33.08 36.67 



As Table 28 shows, the poorest schools show a marked improvement of the LER, from 

38.69 in 1999 to 36.84 in 2004. Schools in quintile 4, start to show the LER 

improvement when SGB paid educators are included. 

Table 28: Learner - Educator Ratio by Quintiles (Public Ordinary Schools) 

2001 2002 2003 2004 2005 

1 38.69 37.41 34.51 36.84 40.95 

2 35.82 35.01 33.23 34.25 38.42 

3 32.96 31.58 32.17 32.69 34.47 

4 31.09 31.15 30.39 31.20 33.38 

5 32.40 33.30 32.00 33.14 37.42 


Page 83

Map 4: Learner : Educator Ration per District 2004 


13.9.6 Average Classroom Size 

The average classroom size has reached 40.23:1 in 2005. 

As indicated in Table 29 the average classroom size has gradually decreased from 2000 

to 2004 for combined schools from a high of 48.21 in 2000 to 45.86 in 2004. The LCR for 

secondary schools have shown a gradual decrease from 37.33 in 2000 to 35.70 in 2004. 

For public primary schools the classroom size has increased slightly from 33.91 to 33.15 

in 2004. For all public schools the classroom size decreased from 40.69 in 2000 to 39.15 

in 2004. The LCR was at its lowest in 2001 at 38.86. The marginal increase in LCR for 

Ordinary schools can be attributed to the increasing number of grade R learners that are 

being attached to primary schools. In 2004 alone the number has increased by around 

8%. As more schools are attaching grade R classes to their schools, the rate should 

gradually increase over the next few years. 

The LCR in the poorest schools have not changed dramatically since 2001. In 2004 it is 

still at the same level as in 2001, although it has shown signs of decrease in the 2002 – 

2003 period. In quintile 5, the least poor quintile, the LCR has increased from 27.76 to 

31.56. 

There may be instances where principals may not teach the required number of hours 

and thus reducing the number of class units. Principals are counted in the post 

distribution to schools. When they do not offer time in class, the burden is re-distributed 

to the rest of the educator core resulting in an overload of teaching contact time for 

educators. This may then account for the higher classroom size. The number of 

classrooms not in use but available, has not been included in this ratio, in order to 

highlight the actual average number of learners in a classroom. 



Table 29: Average Classroom Size 

Level 2000 2001 2002 2003 2004 2005 

Combined 48.21 46.28 46.54 46.11 45.86 48.01 

Primary 33.91 32.02 32.32 33.06 33.15 33.19 

Secondary 37.33 35.85 36.00 35.10 35.70 37.62 

Total Public Ordinary 

40.69 38.86 39.11 39.09 39.15 

40.23 

Table 30: Average Classroom Size by ex-Department 

Ex-Dept 1999 2000 2001 2002 2003 2004 2005 

CISKEI 35.04 32.14 29.95 28.82 28.26 28.05 27.69 

DET 36.35 34.63 32.66 32.84 32.99 33.15 33.20 

CED 27.56 28.34 27.64 28.58 28.99 29.36 29.71 

HOR 33.75 33.11 31.70 33.46 33.04 33.43 33.90 

NEW EDUC DEPT 38.96 37.68 36.86 38.37 41.35 42.89 44.77 

TRANSKEI 51.43 47.60 45.71 45.80 46.02 47.03 47.87 

Total 43.50 40.66 38.83 38.98 39.15 39.77 40.23 

Table 31: Average Classroom Size by Quintiles (Public Ordinary Schools) 

Quintiles 2001 2002 2003 2004 2005 

1 56.28 53.74 53.48 56.49 63.91 

2 43.57 44.93 45.06 43.22 47.58 

3 36.71 37.20 37.56 39.25 36.57 

4 27.15 33.33 33.30 35.12 33.09 

5 27.76 32.10 32.14 31.56 33.88 

What is becoming very evident as depicted in Tables 27 and 30 is that the schools from 

advantaged areas (ex-CED and from the lowest quintile) have a much lower LER and 

average classroom sizes than schools from former homelands such as the Transkei. 

The post provisioning model may ensure equality in the distribution of educator posts but 

it does not ensure equity. The more advantaged schools have more resources at their 

disposal and are able to employ more educators as a result of the higher school fees 

they charge parents. 


Page 85

Map 5: Learner: Classroom Ratios per District 2004 


13.9.7 Educator Gender Equity 

The number of female educators stayed fairly constant from 1999 to 2003 at levels of 

73%. The situation is still that whilst (for example 2003) female educators constitute 70, 

1% of all educators, their representivity in the higher ranks of school management is 

poor. Only 46.79% are school deputy principals, and 49.36% are principals. Need it be 

said that from 1999 to 2003 the number of female principals did decrease from 53% in 

1999 to 49.36% in 2003. The biggest decline was at the level of HOD which showed a 

decline of 3.51%. 

Table 32: Percentage of Educators (state-paid educators only) by Gender employed at Different 

Post Levels 

2000 2001 2002 2003 

Male Female Male Female Male Female Male Female 

Principal 48.7% 51.3% 50.76% 49.24% 50.99% 49.01% 50.64% 49.36% 

Deputy Principal 53.07% 46.93% 52.07% 47.93% 52.13% 47.87% 53.21% 46.79% 

Head of Dept 28.41% 71.59% 30.42% 69.58% 31.94% 68.06% 31.51% 68.49% 

Post Level 1 Educator 

26.85% 73.15% 26.17% 73.83% 26.17% 73.83% 27.13% 72.87% 

13.9.8 Educator attrition in the Eastern Cape 

When comparing the number of permanent educators in the provincial system in March 

2003 and March 2004 it was found that the attrition rate amounted to 9,5%. Attrition 

among the four race groups is as shown in graph 12. What stands out is that the 

number of permanent educators is shrinking. However, the hiring of more temporary 

educators has compensated for the number of educators lost, though this was not 

analysed. 



13.9.9 Educator attrition 

The age cohort with the highest percentage of educator attrition was 55 – 59 years and 

those that were 60 years and over. There is, however, a slight peaking of attrition of 

educators in their mid-thirties. The lowest attrition rate occurs in the ages 45 – 49 years. 

A total number of 1 574 permanent educators left the system in the same period. 

Table 33: Educators Leaving the System by Age Group 

Age Group Educators leaving the system 

60 136 

Table 33 shows the number of educators leaving the system per age group. Whilst the 

percentage of educators leaving the system is highest for the 55 – 59 age group in terms 

of numbers the group 35 – 39 years accounted for the highest number of educators 

leaving. Note that negative attrition implies the number of educators entering the system. 

Graph 12: Educator Attrition by Age Group 

% Attrition in age cohort 

60 

50 

40 

30 

20 

10 

0 

 

2001 2002/03 

Age intervals 

13.9.10 Senior Examination Results 

The provincial matric pass rate has over the last five years increased from below 60% in 

1998 to above 59.99% in 2003. This rate has dropped by 6.54% in 2004 to 53.45%, but 

increased slightly to 57% in 2005. The comparison of matric performance according to 

race indicates that White learners have the highest pass rates. With the exception of 

Africans, there are more female learners that pass matric in Eastern Cape than male 

learners across the different racial groups. African learners form the majority of matric 

learners and come from a low base of around 32% before 1998. 


Page 87

The highest performing ex-Department as shown in Table 52, is the former CED with a 

pass rate of 97.57% in 1999 and 97,89% in 2003. The performances of all other ex- 

Departments are Schools from the former Ciskei homeland have increased their pass 

rate to 50.69% in 2003 from a low of 42.00% in 1996. 

Since the matriculation examination is written in English or Afrikaans, Graph 14 

indicates that a possible policy decision around language of learning and instruction is 

necessary. 


Graph 13: Provincial Matric Pass Rates 

Grade 12 Exam Results : 1996 - 2004 

65 

60 

60 

Average Passrate 

55 

50 

52 

49 

48 

50 

52 

51 

Results 

45 

46 

42 

40 

1996 1997 1998 1999 2000 2001 2002 2003 2004 

Years 

Table 34: Grade 12 Pass rates 2006-2004 by ex-Department 

Ex-Dept 1996 1997 1998 1999 2000 2001 2002 2003 

CISKEI 42.00 42.11 42.40 35.56 47.69 39.33 43.61 50.69 

DET 37.85 41.04 41.87 37.36 48.56 47.91 53.96 60.65 

CED 97.57 98.30 96.85 97.20 97.41 95.72 96.27 97.89 

HOR 71.31 74.79 73.73 72.32 80.48 76.76 78.83 86.78 

NEW EDUC DEPT 36.84 29.71 36.20 31.98 41.29 36.01 42.61 52.99 

TRANSKEI 52.26 43.58 41.29 34.19 41.31 34.76 42.20 50.60 

2004 

43.18 

56.08 

96.97 

74.11 

43.19 

44.46 



Graph 14: Home Language vs Language of Institution for Eastern Cape Learners 2004 

Home Language vs. Language of Instruction for Eastern Cape learners: 2004 

2,000,000 

1,800,000 

1,600,000 

1,400,000 

1,200,000 

1,000,000 

800,000 

600,000 

400,000 

200,000 

0 

IsiXhosa English Afrikaans 

Home Language 

Instruction Language 

13.10 Programme 3- Independent Schools 

The number of schools, and hence learners, have increased in the last four years as 

indicated in Table 35 This sector has grown, and will probably continue to grow. It 

constituted 8% of the learners in the ordinary school sector for the last five years. It has 

increased from 110 795 in 1999 to 137 018 in 2004 – an increase of 24%. 

Table 36 indicates the number of learners by phase and subsidy level. It shows that a 

larger number of learners were in the primary phase than in the secondary phase and 

the Department has subsidised over 62% of learners in primary schools and 53% of 

learners in secondary schools in 2003/04. 

Table 35: Size and Shape of Independent Schooling Sector 

2002/03 2003/04 2004/05 

No % No % No % 

Schools 99 110 115 

Primary 73 73.7 87 76 87 76 

Secondary 62 63 62 54 62 54 

Total 99 115 115 

Learners Primary 12 709 58 13 226 64 15 186 64 

Secondary 9 393 43 7 565 37 8 730 37 

Total 22 102 20 791 23 916 


Page 89

Combined schools with more secondary grades or fully combined (grades 1 to 12) were 

classified for this purpose as secondary schools 

Table 36: Profile of Independent Schooling 

Subsidy 

Level 

Number and % of 

Primary Schools 


Primary Learners 


Secondary Schools 


Secondary Learners 

01/02 02/03 03/04 01/02 02/03 03/04 01/02 02/03 03/04 01/02 02/03 03/04 

60% N/A 7 29 N/A 1165 4568 N/A 9 3315 N/A 2960 7369 

40% N/A 21 20 N/A 5202 5244 N/A 20 4932 N/A 8180 6437 

25% N/A 26 14 N/A 3618 1414 N/A 16 1211 N/A 4501 2147 

15% N/A 7 6 N/A 892 584 N/A 8 302 N/A 3312 1865 

0% N/A 38 18 N/A 1832 1047 N/A 9 469 N/A 3899 2470 

Total N/A 99 87 N/A 12709 12857 N/A 62 10229 N/A 22852 20822 


Learners were placed in primary or secondary phases not according to the classification 

of schools but according to grades of the learners. There would therefore appear to be a 

higher number of schools than the preceding table. 

The LER in independent schools was relatively low for the pass five years. Those LER of 

the non-subsidised schools was lower to that of the subsidised schools. 

13.11 Programme 4 4 – - LSEN Schools 

The public LSEN schools are the smallest sector with 44 schools and 8,550 learners. 

These LSEN public schools receive their budget through programme 4. The budget in 

2005 is R41,378 million for this sector. The budget has increased by 23% since the 

2002/03 financial year. 

Table 37: Budget Allocation to Programme 4 

2002/03 2003/04 2004/05 2005/06 

Programme 4 (000 Rands) 159,963 

188,706 243,386 231,370 

There were 6,750 learners in public LSEN schools in 1999, which has increased to 

9,072 learners in 2005. The sector has grown by 34% in the last five years. See Table 

56 below. 

Table 38: Number of Learners in LSEN schools 

1999 2002 2003 2004 2005 

Learners 6,750 7,972 8,087 8,553 9,077 

Table 39 indicates the number and percentage of learners according to disabilities and 

gender. The table further indicates that there are more disabled male learners than there 

are females. The table includes learners with special educational needs in public 

schools. 

The highest percentage (26.5%) of disabled learners are learners who are 

mildly/moderately mentally handicapped (MMH). Several factors, pre-natal and postnatal, 

account for the high percentage of learners with mild/moderate mental handicap. 



Table 39: Number and Percentage of Learners by Gender and Disability (2004) 

Description MALE FEMALE TOTAL % OF TOTAL 

Attention Deficit 700 285 985 5.8% 

Autistic 76 24 100 0.6% 

Blind 186 96 282 1.7% 

Cerebral Palsied 299 235 534 3.1% 

Deaf 436 425 861 5.1% 

Deaf Blind Disabled 8 8 16 0.1% 

Epileptic 223 223 443 2.6% 

Extrinsically Disabled 82 36 118 0.7% 

Gifted 503 507 1010 6.0% 

Hard of Hearing 286 240 526 3.1% 

Mildly Mentally Handicapped 2903 1600 4503 26.5% 

Multi Disabled 139 96 235 1.4% 

Partially Sighted 314 336 649 3.8% 

Physically Disabled 387 283 668 3.9% 

Severe Behavioral Disorder 582 225 807 4.8% 

Severely Mentally Handicapped 1742 1214 2956 17.4% 

Specific Learning Disabled 1536 744 2278 13.4% 

10402 6577 16971 

Table 40 indicates the learner: educator ratios for 2004. The learner numbers in LSEN 

schools increased in 2004 to 8,386. Concurrently the educator numbers stayed fairly 

constant at 622. This resulted in a higher learner: educator ratio in 2004. Although the 

focus is on publicly employed employees, the interaction between publicly and privately 

employed employees is important, and is therefore included in the following table: 

Table 40: Learner - Educator Ratios in Programme 4 Schools 

Phase Learners Publicly employed 

educators 

Public 

L:E 

Privately 

employed 

educators 

Total 

educators 

Effective 

L:E ratios 

4.1 8386 622 13.48 47 669 12.5 

Table 41: Learner : Classroom Ratio in Special Schools and the Classroom Backlog 

Programme Learners Classrooms L:C Ratio Classroom Backlog 

4.1 Schools 8386 514 16.31:1 133 

Total for Special Schools 8386 514 16:31:1 133 

All figures represent the situation in the school year 2004 

Table 42 indicates the number of specialists (excluding educators) in public and independent 


Page 91

LSEN schools. There are 666 specialists in public LSEN schools employed and remunerated by 

the Eastern Cape Department Education and 90 specialists in independent schools employed 

and remunerated privately. 

Table 42: Employment of Specialists 

SPECIALIST 

STATE EMPLOYED 

PRIVATELY EMPLOYED 

Male Female Total Male Female Total 


Professional Nurses 0 48 48 0 2 2 

Medical Specialists 0 8 8 13 3 16 

Physiotherapists 3 49 52 0 0 0 

Occupational Therapists 0 112 112 0 10 10 

Psychologists: Post Level 1 0 3 3 2 8 10 



Social Workers 0 16 16 3 5 8 

Other Professional Specialists 4 64 68 6 10 16 

Temporary Professional Specialists 105 238 343 3 17 20 

TOTAL 118 548 666 27 63 90 

13.12 Programme 5: Further Education and Training 

Employees 

See also Programme 2 in section 13.9 of this report for figures on publicly employed 

educators. 

Table 43: Learner : Educator Ratios in Programme 5 Institutions 

FET 

Learners 

Publicly 

employed 

educators 

Public 

L:E 

Privately 

employed 

educators 

Total 

educators 

Effective L:E 

ratio 

5.1 Public 

Institutions 

Not 

14,184 845 16.79 

applicable 

All figures represent the situation in school year 2004. 

845 16.79 



13.13 Programme 6: Adult Basic Education and Training 

Physical Infrastructure 

Table 44: Classrooms available for Programme 6 

Programme Learners Classrooms L:C ratio 

Classroom 

backlog 

6.1 Public centres 45,783 0 1:20 0 

Total for public centres 37 0 

Footnotes: 


Employees 

See also Programme 2 for data on public school ratios. 

Table 45: Learner - Educator Ratios in Programme 6 Centres 

Learners 

Publicly 

employed 

educators 

Public L:E 

Privately 

employed 

educators 

Total 

educators 

Effective L:E 

ratio 

Grade R 45,783 911 50.25 0 911 50.25 

Footnotes: 


13.14 Programme 7: Early Childhood Development 

Employees 

See also Programme 2 in section 13.9 of this report for data on public school ratios. 

Table 46: Learner - Educator Ratios in Programme 7 

Learners 

Publicly 

employed 

educators 

Public 

L:E 

Privately 

employed 

educators 

Total 

educators 

Effective L:E 

ratio 

6.1 Public centres 

15,450 469 32.94 264 733 21.07 

Footnotes: 



Page 93

14. EVALUATION OF CURRENT IMPLEMENTATION PERFORMANCE 

This is the first year that the Department has prepared a comprehensive strategic plan in line 

with the national guidelines. For 2003/04 the strategic plan was more focused on operational 

planning issues, which tended to provide too much detail, although that was required in the 

guideline at the time. 

Progress is therefore being made in the approach to strategic planning, which has also been 

integrated more effectively into the operational planning processes. Accordingly the whole 

approach to planning and the consequent compulsory quarterly and monthly reporting has 

become more focused. This and the creation of a Chief Directorate: Strategic Management 

Monitoring and Evaluation is expected to assist the Department in monitoring its performance 

better than in the past. 


15. ORGANIZATIONAL INFORMATION AND THE INSTITUTIONAL 

ENVIRONMENT 

15.1. Organizational Design 

The Department consists of a Head Office, which is responsible for operational policy, 

monitoring and evaluation, and twenty four districts that are responsible for all services to 

learners, educators, schools and local communities. The district boundaries are shown in map 

5 below. 

On the next page after the map, figure 1 shows the top level organogram of the Department 

as approved by the MEC in August 2004. This is followed by a table setting out the names of 

the managers against their job titles. 

A new organogram has been designed with support from the IMET and is currently being 

discussed within the department. It is likely to be implemented in April 2006 at the start of the 

new financial year. The new organogram places a strong emphasis on clear definition of 

strategic, business and implementation responsibilities between the different levels of 

management and on clear linkage between head office and district in each functional area. 


5 Year ECDoE Strategic Plan for 2005-06 to 2009-10. 21 F (5).doc Page 90

Map 6: Educational Districts 




p a r t C : b a c k g r o u n d i n f o r m a t i o n

15.2 Delegations and Performance Agreements 

The Department has implemented a Performance Management System for Senior Managers. 

The aim of the system is to ensure that managers are making the maximum possible 

contribution towards the achievement of Departmental goals. Many Senior Managers have 

undergone training in the use of the system. Most importantly, the Performance Management 

System currently in place will assist the Department in coaching and motivating our 

employees so that they not only meet their objectives but also understand the strengths they 

need to emphasize to ensure that we provide quality service to the public. The performance 

wheel will be kept turning everyday in an informal and formal process by three aspects, viz 

planning, coaching and reviewing. The Performance Management System for level 1 to 12 

departmental employees has been implemented. 

The Accounting Officer signed financial, procurement and human resources delegations in 

the 2004/05 financial year. Powers have been delegated to DDGs as programme managers, 

to Chief Directors as responsibility managers level 1 and to Directors as responsibility 

managers level 2. Delegations have been built into performance agreements to measure the 

utilization of delegations. At present district managers have delegations for district operational 

budgets. It is planned that delegations will increase to the districts over the coming MTEF 

period 2006/07 to 2008/09 as capacity, systems and staffing are further developed and 

improved. Delegations will not however go lower than deputy director and chief education 

specialist (CES) level. 

15.3 Capital Investment, Maintenance and Asset Management 

15.3.1 Current Capital Programme 

The Department’s infrastructure delivery has just come through a severe slowdown as a 

result of the “belt tightening” exercise in 2004/05 and 2005/06, and now faces the challenge of 

gearing up its infrastructure programme for 2006/07. The infrastructure budget for 2006/07 is 

R669m, compared to R283m in 2005/06. This has largely been dealt with by procuring 

contracts for all the tenders previously put on hold during 2005/06, to ensure a running start to 

the 2006/07 financial year. 

The current (January 2006) status of the building programme is summarized below: 

Total projects for 2005/06 (excl on hold projects) 295 

Projects under construction 102 

Projects still to be completed by March 2006 17 

Completed projects 148 

Projects being carried forward into 2006/07 4 

Projects not yet implemented 45 

Included in the above are 108 contracts which were also recently awarded for dealing with 

emergency situations at schools in the Eastern Cape, and these should all be completed by 

the end of the financial year. 

In addition the ongoing programme described above, the Department has recently 

commenced with the projects previously put on hold. These comprise 116 schools, of which 

94 have already been put to tender and of these 57 had contracts awarded as at mid January 

2006. 

15.3.2 Closure and Downgrading of Facilities 

The Department is in the process of formulating a policy on the rationalization and reorganization 

of small schools, as reported elsewhere herein. As this will entail enlarging 

certain schools, provision of hostels and transportation of learners, it will have substantial 

implications for the infrastructure programme. Whilst this process is under way, care will be 

taken to avoid providing facilities where they may later become redundant. 



The obvious group of small schools where re-organization is to take place is that of farm 

schools. Here a number of schools that have become unviable have already been 

amalgamated or closed down. 

15.3.3 Maintenance and Refurbishment 

Major maintenance and refurbishment are also undertaken at all schools where additional 

accommodation is being provided under the capital works programme, while minor 

maintenance is carried out by the school itself (Section 21 schools) or by the District Office on 

behalf of the school (Section 20 schools) – note that funds for minor maintenance are not 

channeled through the infrastructure budget. 

However, the condition of many of the Department’s buildings is such that significant repair 

and renovation is required, as is evident from the table below: 


Table 47: 1: Condition of Capital Stock (April 2005) 

Condition Number % 

Very Weak (mud) 939 12.5 

Weak 3,148 41.9 

In Need of Repair 2,207 29.4 

Good Condition 963 12.8 

New Building 52 0.7 

Being Upgraded 201 2.7 

No Response 0 0 

TOTAL 7,510 100 

Note that the table above includes all ECDoE facilities and not just schools. 

All schools have been categorized according to well defined needs in the Education Facilities 

Management System (EFMS). It is the Department’s endeavour to introduce a cyclic 

maintenance programme as part of its increasing focus on life cycle planning / costing. This 

will, however, require significantly more funding than is currently the case. Maintenance 

currently accounts for approximately 15% of the budget, and this will need to be increased 

substantially. Unfortunately the extent of the backlogs places a greater demand on the budget 

at present. 

15.3.4 Asset Management Plan 

The Department’s Physical Resource Planning section has prepared a 10-year asset 

management plan (known as the Infrastructure Plan) for the period 2005-2014. This sets out 

the current infrastructure situation, proposed levels of service, principles for provision of 

facilities, and plans for intervention. The policies and strategies contained in this Strategic 

Plan are in turn reflected in the Infrastructure Plan where these affect physical infrastructure 

in any way. 

The Infrastructure Plan, of which the first edition was only produced in 2005/06, is in the 

process of progressive sophistication. Initially it was in effect only an annual project list, but 

now endeavours to cover the entire infrastructure life cycle. This implies a much stronger 

focus on post construction aspects such as operational costs, maintenance, rehabilitation and 

ultimately disposal. The establishment of the EFMS was the first step in this process. Other 

current activities include 

 

 

the introduction and implementation of best practices in infrastructure planning and 

delivery (through the Infrastructure Delivery Improvement Programme (IDIP), and 

broadening the base of Implementing Agents employed for infrastructure delivery and 

strengthening of the performance agreements with these agents. 

The Department now has formal Service Level Agreements with the Department of Public 

Works, the Independent Development Trust, the Amatola Water board, and Eskom. It is also 



in the process of negotiating an agreement with the Coega Development Corporation. This 

will improve the Department’s risk management in the event of under-performance by an 

Implementing agent 

15.4 Personnel 

The Department of Education manages the second largest education department in the 

country in terms of the number of employees. Expenditure on personnel, especially 

educators, will always be the greatest single expenditure of the department. The department 

has had a major challenge in both controlling personnel expenditure and in achieving 

balanced staffing numbers between educators and non educators. 

At the same time significant progress has been made in the last few years. Expenditure on 

personnel as a proportion of total expenditure fell from a peak of 96, 3% in 1999/00 to 86, 7% 

in 2002/03 1 . It is expected that the Department will meet the national target of 80% of 

expenditure on personnel during the coming MTEF period. The ratio of educator to noneducator 

personnel fell from a high of 89, 2% in 1999 to 87, 2% in 2005. It is likewise 

expected that the Department will meet the national target of 85% during the coming MTEF 

period. 

The table below shows employment and vacancies by programme at the end of the 2004/05 

financial year and shows some of the main challenges in filling vacancies. Vacancies are 

highest in the areas of management and administration, where more than half of all posts 

were vacant at the start of 2005/06. Since then further progress has been made both in filling 

senior management posts in head office and in filling critical posts of Education Development 

Officers (EDOs), Subject Advisers (SAs) and Special Needs Advisers in the district offices. 

There remain critical vacancies in management and administration in the district offices. 

Middle management and secretarial posts were advertised in November 2005 with a further 

round of recruitment to be made in February 2006, with the goal of ensuring that at least an 

assistant or deputy director is in place in all corporate service functions in the districts. 

Table 48: 2: Employment and Vacancies by Programme (March 2005) 

Programme 

Number of 

Posts 


Posts Filled 

Vacancy Rate 


Posts Filled 

Additional to 

the 

Establishment 

Pr1: Administration, Permanent 6 963 3 086 55.7 417 

Pr2: Pub ordinary school edu, Permanent 71 524 67 186 6.1 11 817 

Pr2: Pub ordinary school edu, Temporary 71 71 0 11 

Pr4: Pub spec school educ, Permanent 1 597 1 242 22.2 326 

Pr4: Pub spec school educ, Temporary 2 2 0 1 

Pr5: Further educ and training, Permanent 1 692 1 207 28.7 445 

Pr5: Further educ and training, Temporary 1 1 0 0 

Pr6: Adult basic edu and train, Permanent 60 28 53.3 4 

Pr8: Aux and assoc services**, Permanent 1 495 928 37.9 829 

Pr8: Aux and assoc services**, Temporary 1 1 0 0 

TOTAL 83 406 73 752 11.6 13 850 

The Department has had ongoing challenges in creating an educator establishment that is 

both equitable and affordable. In 2003 the Department of Education declared a post 

establishment for the first time since 1999. Transfer and redeployment under the 1999 

1 National Treasury: ‘Inter-Governmental Fiscal Reviews, 2000 to 2004’. 



establishment had been largely completed by 2001. In the four years that had elapsed 

changing demographics, especially from migration, and the closure and opening of schools 

had created new post requirements. A moratorium on new temporary and substitute teachers 

during the financial crisis had also limited flexibility to provide teachers where needed. In 2003 

there were close to 65 000 teachers in schools in the province. The Department of Education 

declared an establishment of 67 074, some 2 000 above the numbers in post. 

During 2004 and the growing environment of financial crisis the Department of Education 

concluded that this establishment was unaffordable and could not be implemented. The 

current 2005 educator post establishment is 63 593. After lengthy dispute with the teacher 

unions this establishment was declared by the MEC for Education in the first half of 2005. 

Redeployment and transfer is now proceeding against this establishment. The Department of 

Education has also stated its intention to produce an annual educator establishment and to 

issue annual post bulletins for recruitment against the posts identified as vacant. 

Implementation of this establishment will provide both an equitable and affordable provision of 

educators throughout the province. Based on 2005 enrolment, implementation of the educator 

establishment will give learner; educator ratios of 33.8 in primary school, 34.7 in combined 

schools, and 33.0 in secondary schools. This establishment will also lead to a more balanced 

distribution of personnel that will allow further recruitment of managers and administrators, 

especially in the districts. Some of this recruitment will be by transfer of educators that are 

surplus to requirements. 


15.5 Information Technology SYSTEMS Systems 

15.5.1 Information Technology Administration Systems 

The Department uses the main government transversal systems, being Persal, for salary and 

personnel administration; the Basic Accounting System (BAS), for commitments, payments 

and financial reporting services; and the Logistics System (Logis), for stores management 

and the issuing of orders for procurement. These systems are silo systems in that they are 

essentially stand alone, although there are interfaces between them. The architecture of 

these systems has not changed over the last 30 years and they are not in keeping with the 

requirements of an efficient government department. The Department uses the systems fairly 

extensively, except for Logis which is only effectively being used at head office and in the 

Uitenhage district. 

The National Treasury is the owner of these systems and they are continuing with their 

Integrated Financial Management System (IFMS) strategy that aims to provide integrated 

system to provide for transaction processing and management information in the functional 

areas of human resource management, supply chain management, and financial 

management. This strategy has been in place for at least five years and there is no definite 

time frame for the delivery of new systems. 

A critical issue is that is limiting the development of systems is the fact that section 17.3.1 of 

the Treasury Regulations states that “Institutions may not amend existing or institute new 

computerised systems that will affect financial administration without the prior written approval 

of the National Treasury.” In implementing this provision the National Treasury is restrictive in 

that it rarely approves the use of new systems, due to the development of IFMS. A more 

flexible approach to the administration of this regulation is desperately needed to breathe new 

life into the ability of departments to ensure that their statutory obligations can be met. 

For example, the Department of Education wishes to use the Procure-to-Pay system, which 

has been developed by the Department of Social Development, and which has received 

international acclaim for innovation. Yet the National Treasury continues to place obstacles in 

the path of other departments wishing to use the same system. 

The Department is actively involved in procuring a supply chain management system that will 

assist with the reporting requirements of the Preferential Procurement Policy Framework Act 



(PPPFA), and to provide a database of suppliers. A system for the administration of the 

School Nutrition Programme (SNP) is also in the process of being acquired. 

Of particular importance is the fact that the Department is proceeding well with the formulation 

of a Master Information Systems Plan (MISP). The final report will be completed during the 

current financial year. This plan is expected to lay the foundation for major systems 

development work to be undertaken to provide for the business process aspects of the work 

of the Department. 

With respect to connectivity and systems architecture, all 24 district offices and the head 

office are now connected, but the basic service of email provision is still a challenge. This has 

much to do with the need for training of staff to use the service and the lack of adequate 

technical support services. The IT Unit has severe staff shortages and skills levels are not 

adequate. 

To address these issues, in-house training has been provided to IT representatives from 

districts during 2005, technicians have been sent on several training courses, they have been 

provided with good equipment, and two contract technicians have been engaged to assist 

with user support. More than 20 learners have been utilised during the year as a means of 

building longer term IT capacity and obtain support services for the Department. An active IT 

Forum has now been in operation for six months and is proving to be a valuable mechanism 

for information sharing, knowledge transfer, and skills development amongst the IT Reps and 

head office technicians. 

The strategic direction that is being investigated and is the subject of a proof-of-concept test, 

is the use of terminal services. This involves the use of software that will enable the district 

offices to function from three cluster file server farms instead of the current arrangement with 

file servers in all districts. Use is also being made of shared file servers belonging to the 

Office of the Premier instead of purchase own equipment. This strategy is fully supported by 

the Provincial Government Information Technology Officer (PGITO) and the State Information 

Technology Agency (SITA). Such a strategy could free up a lot of resources that could better 

be used to obtain IT equipment for schools instead of each provincial department having its 

own equipment. 

15.5.2 ICT in Schools 

There are less than 500 schools with computers available for teaching and learning with 

another 500 having some computers for administration only. These figures are very low in 

relation to the 6,304 schools in the province and the far higher levels that some other 

provinces have already achieved. 

The Department’s eEducation Business Plan was approved in March 2005. It responds to the 

target that set out in the draft White Paper on eEducation that ‘Every South African learner in 

the general and further education and training bands will be ICT capable by 2013’. The 

Business Plan projected the costs of implementing the policy by 2013, starting with a three 

year piloting and planning phase in 2005/06 to 2007/8. Under the plan, first year funding 

required for 2005/06 was R198 million. Under current financial constraints funding has been 

well below these levels. 

The Department is working with several service providers and donors to provide computer 

equipment to schools. At present there are about 500 schools with computers, but several 

large donations were being administered during 2005. The South African Revenue Service 

donated 500 computers which will go to 161 schools and the South African Police Service 

donated 913 computers which will go to 348 schools. The focus of distribution of the 

equipment is senior secondary schools. After these donations have been distributed more 

than 1 000 schools will have some computers. 

At present the Department is not able to fund the purchasing of computers for schools and 

therefore relies on contributions from parents, communities, business, NGOs, and foreign 

governments for support. 



15.6 Performance Management System 

The Department has implemented a Performance Management System for Senior Managers 

which has been discussed under the section 14.2: Delegations and performance agreements. 

15.7 Financial Management Plan 

15.7.1 Budget and Expenditure 

Since 2003/04 the Department of Education has had the challenge of bringing expenditure 

within budget. The Department ended 2003/04 with over-expenditure of R244 million, of 

which R221 million was on personnel. The recruitment of between 1 500 and 2 000 teachers 

in 2002 and the accumulation of personnel backlogs both played a role in the Department 

slipping back into deficit. 

The strategy for addressing over expenditure has been to surrender funds from the budget to 

provincial Treasury to pay back accumulated debt. In 2004/05 R204 million was surrendered 

from the budget. It is currently expected that around R550 million and R350 million will be 

‘top-sliced’ from the budget in this way in 2005/06 and 2006/07. It is expected that all debt will 

have been repaid by 2007/08 and the Department will have full access to its budget. 

As financial management has strengthened in the Department progress has been made. A 

number of achievements should be noted from the financial year 2004/05: 

 

 

 

For the first time in three years there was no over-expenditure in total. 

For the first time in five years there was no over-expenditure on personnel. 

For the first time in five years there was no unauthorized expenditure. 

The Department of Education will maintain this improvement in performance through the 

ongoing strengthening of systems and staff (see below). 

The tables below show firstly audited expenditure 2002/03 to 2004/05 and estimated outcome 

2005/06, and secondly the current MTEF figures 2006/07 to 2008/09. 




Table 49: 3: Actual and Estimated Outcomes 2002/03 to 2005/06 

R thousand 

Outcome 

Audited Audited Audited 

Main 

appropriation 

Adjusted 

appropriation 

Revised 

estimate 

2002/03 2003/04 2004/05 2005/06 

Programme 1: Administration 

Programme 2: Public Ordinary School Education 

Programme 3: Independent Schools 

Programme 4: Public Special Schools 

Programme 5: Further Education and Training 

Programme 6: Adult Basic Education 

Programme 7: Early Childhood Development 

Programme 8: Auxilliary and Associated Services 

762,484 825,926 935 673 654,950 525 643,231 713 643,231 611 

643,231 731 560 

7,868,729 8,725,982 9,330,214 9,852,111 10 9,852,111 025 227 10 9,852,111 025 174 

14,224 18,696 15,557 17,459 19 17,459 361 

17,459 19 361 

159,963 188,706 185,497 231,370 231,370 370 

231,370 

370 

132,498 140,198 169,876 198,867 198,867 867 

198,867 

867 

126,471 136,292 126,047 132,097 138 132,097 488 

132,097 138 488 

24,402 27,305 36,937 38,039 39 38,039 817 

38,039 39 817 

59,997 92,187 116,793 138,146 154 138,146 447 

138,146 154 447 

Total payments and estimates 

9,148,768 10,155,292 155 301 10,635,871 654 446 11,251,320 11,251,320 521 188 11,251,320 

539 084 

N.B. Estimates are after suspension of funds to repay debt 



Table 50: 4: Expected MTEF Figures 2006/07 to 2008/09 (July 2005) 

Medium-term estimates 

R thousand 2006/07 2007/08 2008/09 

Programme 1: Administration 881 735,285 902 

961 815,024 440 

1872,076 

035 491 

Programme 2: Public Ordinary School Education 11,001,582 144 848 12 11,989,289 572 667 

13 12,813,538 927 504 

Programme 3: Independent Schools 27 21,332 770 

44 23,597 832 

48 25,249 653 

Programme 4: Public Special Schools 334 344,546 487 

399 380,639 178 

437 407,284 648 

Programme 5: Further Education and Training 267 223,618 965 

296 247,704 255 

350 265,043 366 

Programme 6: Adult Basic Education 149,776 775 

165,625625 

177,219 

Programme 7: Early Childhood Development 69 48,941 120 72,318 218 

145 92,381 486 

Programme 8: Auxilliary and Associated Services 188 162,290 334 

214 185,236 100 

211 198,203 774 

Total payments and estimates 12,687,370 13 065 022 13,879,432 14 774 315 14,850,992 16 334 141 

N.B. 2006/07 budget is before suspension of an anticipated R350 million to repay debt 


Table 51: 5: Nominal Budget/Expenditure Growth 

Year 

Growth 

2003/04 11,0% 

2004/05 4,7% 

2005/06 5,8% 

2006/07 * 13,22% 9,7% 

2007/08 13,08% 12,5% 

2008/09 10,63% 7,0% 

* Budget reduced by an anticipated R350 million 

Growth rates show the impact of the financial crisis in 2004/05 and 2005/06 when 

expenditure stagnated in real terms. It is expected that next year will see real growth in 

funding for the first time in three years, followed by a significant increase in 2007/08 

once all debt has been repaid. 

It is important to note that the Provincial Education Department had an average real 

growth rate in funding from 1997/98 to 2004/05 - over seven years - of only 1, 06% per 

year. This level of growth was expected to accommodate: 

 

 

 

 

 

 

the former Transkei and Ciskei in the provincial budget that in 1994/95 was funded at 

only 29% of requirements. 

achieving equity in the Provincial Education Department. 

contributing towards the elimination of infrastructure backlogs. 

increasing learner numbers as learners who previously did not attend school started 

doing so. 

providing adequate learner and teacher support materials. 

implementing new policy initiatives such as reception year education, curriculum 

2005, ABET and literacy programmes, FET, etc 



15.7.2 Financial Management Systems and Capacity 

In keeping with the improvement in financial performance of 2004/05 there is a strong 

emphasis on building systems capacity and on financial management training. As 

additional staff are recruited to the corporate service functions in the districts, new 

equipment and computers will be put in place. R2 million is budgeted for computers in 

2005/06 in poorer education districts. With support from the IMET and the Pytron project 

corporate service policies and systems are being strengthened in the districts, guided by 

head office policy. The Pytron project has provided crucial support in the development of 

training material, and in drawing up correct policies and procedures for the districts. 

A ‘training of trainers’ approach has been adopted where senior corporate service staff 

are being trained to provide ongoing support. There will continue to be a roll out of 

training in 2006/07, concentrating on poorer districts. The focus will be to ensure that all 

basic systems are in place in all districts, with uniform policies, procedures and systems 

in use. From January 2006 onwards the focus will be on training district Assistant and 

Deputy Directors. In addition to a pack for each staff member with policies, procedures, 

and job descriptions, a Reporting Pack will be left with given to each manager. In this 

way training will be integrated into monthly reporting and monitoring of progress. 

To ensure the required financial management practices are carried out at all levels within 

the Department the following processes are in place: 

 

 

 

budget hearings are held three times during the financial year to verify the accuracy 

of budget submissions 

office budgets and spending patterns are reviewed regularly and any discrepancies 

are followed up with the applicable responsibility managers; and 

monthly financial committee meetings are held to interrogate spending and 

projections for the financial year. 

15.8 Audit Queries 

Auditor-General queries have been analyzed and documented into a compliance 

checklist format. These will be distributed through a Departmental Circular and become 

a standard compliance certificate, which is required to be submitted monthly by all 

relevant directorates. Items which have been raised in the audit report qualification 

paragraph have been priorities in the audit reports and projects have been formed to 

address these matters urgently. 

Internal audit have also contributed in performing internal audits on several internal 

control weaknesses, which is in line with the annual audit plan. Recommendations 

raised are currently being implemented which should reflect improvement. 

The Audit Committee of the Department has identified Auditor-General queries as one of 

the areas that the Department needs to focus on in order to improve its financial 

management. The Committee reviews progress in this area at each meeting. 

Many of the issues raised in the Auditor-General’s report form part of the Department’s 

Turnaround Plan. Monthly reporting is done on the Turnaround Plan, which assists the 

Department in monitoring progress. Performance Management for senior managers has 

been re-aligned with the strategic goals and Turnaround Plans of the Department. 

 

 

The 2005 Audit Action Plan is taking action in the following manner on some of the 

key issues raised as audit queries during the last three years’ audits: 

Non submission of documents: Develop and implement policy and guidelines. The 

Pytron project and follow on training in the districts is especially vital in this area. 

5 Year ECDoE Strategic Plan for 2005/06 2005-06 to 2009/10 2009-10. March 21 F (5) 2006 Page Page 105 101

Compliance on journal entries: In the same manner, clear policies and guidelines 

are being implemented supported by training. 

Procurement compliance: Again, the emphasis here is also on implementing 

strong policies and procedures reinforced by training. 

Ledger accounts and reconciliations: Old balances have been written off and are 

being reconciled. Reconciliations are being reviewed on a monthly basis on a 

standard template. 

Leave records and documentation: The registry project is addressing filing 

backlogs, leading to leave capping as a further phase of work. Monthly monitoring 

mechanisms are in place to ensure that discrepancies do not arise again. 

Internal control weaknesses: Persal administration, asset management and loss 

control are priorities for improved controls. A payroll database has been 

implemented in all districts, and asset and loss control registers are being updated. 

Fruitless and wasteful expenditure is being addressed through tighter monitoring 

procedures coupled with regular audits to identify problem areas. 

Under the Audit Action Plan, functionally based forums have been established to identify 

weaknesses and communicate them to management. The forums also have a role in 

guiding training programmes. Functional teams have also been established to go into 

district offices to check for compliance and take corrective action. Key areas for 

intervention are on personnel and HR expenditure, and the asset register. 


5 Year ECDoE Strategic Plan for 2005/06 to 2009/10. March 2006 Page 106

5 Year Strategic Plan 2005/06 - Department of Education

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