5 Year Strategic Plan 2005/06 - Department of Education

SUB-PROGRAMME:
- Purpose
- Transformational Focus
POLICIES AND PRIORITIES
OVERVIEW OF CHALLENGES
AND CONSTRAINTS
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
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
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.
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 40 Page 42