5 Year Strategic Plan 2005/06 - Department of Education

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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
SUB-PROGRAMME: - Purpose - Transformational Focus 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 POLICIES AND PRIORITIES 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 OVERVIEW OF CHALLENGES AND CONSTRAINTS 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 Year ECDoE ECDoE Strategic Strategic Plan Plan for 2005-06 for 2005/06 to 2009-10. to 2009/10 21 F March (2).doc 2006 Page 48 Page 50
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 and 22: 8.1.4 The Transformation Agenda of
Page 23 and 24: No Strategic Goal Rationale and Foc
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: 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
Page 73 and 74: The map shows that the highest aver
Page 75 and 76: Map 1: Population Density Distribut
Page 77 and 78: District Total Population aged 7-18
Page 79 and 80: When comparing the school-age popul
Page 81 and 82: Table 12: Socio-economic Deprivatio
Page 83 and 84: 13.4.1 Employment, Income and other
Page 85 and 86: 13.7 Education Profile of People in
Page 87 and 88: 13.9. Programme 2 - Public Ordinary
Page 89 and 90: Total Population aged 14-18 GER Sec
Page 91 and 92: 13.9.4 Over-aged Learners Several o
Page 93 and 94: Table 26 mirrors provincial aggrega
Page 95 and 96: Map 4: Learner : Educator Ration pe
Page 97 and 98: Map 5: Learner: Classroom Ratios pe
Page 99 and 100: The highest performing ex-Departmen
Page 101 and 102: Combined schools with more secondar
Page 103 and 104: LSEN schools. There are 666 special
Page 105 and 106: 14. EVALUATION OF CURRENT IMPLEMENT
Page 107 and 108: 5 Year ECDoE Strategic Plan for 200
Page 109 and 110: The obvious group of small schools
Page 111 and 112:
establishment had been largely comp
Page 113 and 114:
15.6 Performance Management System
Page 115 and 116:
Table 50: 4: Expected MTEF Figures
Page 117:
Compliance on journal entries: In t
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5 Year Strategic Plan 2005/06 - Department of Education

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