5 Year Strategic Plan 2005/06 - Department of Education

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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. As a result of this goal, it is anticipated that 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 As a result of this goal, it is anticipated that 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. As a result of this goal, it is anticipated that 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. As a result of this goal, it is anticipated that 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 5 Year ECDoE Strategic Plan for 2005-06 2005/06 to 2009-10. 2009/10 March 21 F (6).doc 2006 Page 11
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. As a result of this goal, it is anticipated that 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. As a result of this goal, it is anticipated that 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. As a result of this goal, it is anticipated that 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. 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 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. 5 Year 5 Year ECDoE ECDoE Strategic Strategic Plan Plan for 2005/06 for 2005-06 to 2009/10 to 2009-10. March 212006 F (6).doc Page Page 12 12
Page 3 and 4: FOREWORD BY THE MEMBER OF THE EXECU
Page 5 and 6: FOREWORD BY THE MEMBER OF THE EXECU
Page 7 and 8: List of Tables Table 1: Strategic G
Page 9 and 10: ACRONYMS c o n t e n t s ABET BAS C
Page 11 and 12: c o n t e n t s e a s t e r n c a p
Page 13 and 14: Gradually, this strategy refocuses
Page 15 and 16: 6. SECTORAL SITUATION ANALYSIS 6.1
Page 17 and 18: Key national policy frameworks are
Page 19 and 20: Public administration must be broad
Page 21: 8.1.4 The Transformation Agenda of
Page 25 and 26: NUMBER AND IDENTIFICATION OF GOALS
Page 27 and 28: Strategic Objective 6: Strategic Ob
Page 29 and 30: Monthly Reports Quarterly Reports A
Page 33 and 34: Table 5: Programmes and Sub-Program
Page 35 and 36: STRATEGIC GOALS AND OBJECTIVES PROG
Page 37 and 38: STRATEGIC GOALS AND OBJECTIVES 5.6
Page 39 and 40: Table 7: Overview of Programmes Lis
Page 41 and 42: 11.4. Overview of Policies, Priorit
Page 43 and 44: SUB-PROGRAMME: - Purpose - Transfor
Page 57 and 58: SUB-PROGRAMME: SUB-PROGRAMME: - Pur
Page 59 and 60: SUB-PROGRAMME: SUB-PROGRAMME: - Pur
Page 65 and 66: ICT professional development of tea
Page 67 and 68: meal for our poorer children. These
Page 69 and 70: the relative share of the South Afr
Page 71 and 72: Table 10: Distribution of Total Pop
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The map shows that the highest aver
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Map 1: Population Density Distribut
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District Total Population aged 7-18
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When comparing the school-age popul
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Table 12: Socio-economic Deprivatio
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13.4.1 Employment, Income and other
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13.7 Education Profile of People in
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13.9. Programme 2 - Public Ordinary
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Total Population aged 14-18 GER Sec
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13.9.4 Over-aged Learners Several o
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Table 26 mirrors provincial aggrega
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Map 4: Learner : Educator Ration pe
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Map 5: Learner: Classroom Ratios pe
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The highest performing ex-Departmen
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Combined schools with more secondar
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LSEN schools. There are 666 special
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14. EVALUATION OF CURRENT IMPLEMENT
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5 Year ECDoE Strategic Plan for 200
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The obvious group of small schools
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establishment had been largely comp
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15.6 Performance Management System
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Table 50: 4: Expected MTEF Figures
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Compliance on journal entries: In t
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5 Year Strategic Plan 2005/06 - Department of Education

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