5 Year Strategic Plan 2005/06 - Department of Education

SUB-PROGRAMME:
- Purpose
SUB-PROGRAMME:
- Transformational Focus
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.
SUB-PROGRAMME 8.4
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
Transformational Focus:
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.
POLICIES AND PRIORITIES
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
examinations and assessment are
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)
Further Education and Training
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
examinations and assessment are
the following:
OVERVIEW OF CHALLENGES
AND CONSTRAINTS
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
5 Year ECDoE Strategic Plan for 2005-06 to 2009-10. 21 F (2).doc Page 47
OVERVIEW OF CHALLENGES
AND CONSTRAINTS
5 Year ECDoE Strategic Plan for 2005-06 2005/06 to 2009-10. 2009/10 March 21 F (2).doc 2006 Page 49 47