5 Year Strategic Plan 2005/06 - Department of Education

SUB-PROGRAMME:
- Purpose
- Transformational Focus
SUB-PROGRAMME 2.2
Public Secondary Schools
Purpose:
To provide specific public
secondary ordinary schools with
resources required for the Grades
8 to 12 levels.
Transformational Focus:
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.
POLICIES AND PRIORITIES
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
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
OVERVIEW OF CHALLENGES
AND CONSTRAINTS
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.
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
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