School Community Integration Pilot Project - Department of Education

More documents

Recommendations

Info

A comparative analysis of education expenditure in Eastern Cape schools – November 2004 retain primary schools close to the learner, while at the same time bringing older learners to larger high schools, to board if necessary, and clustering resources to support the introduction of a high quality FET curriculum. Funding would be released for the learning materials necessary for quality education. Over the three year period 2006-08 combined, senior secondary and small secondary schools (less than 300 enrolment) should therefore be realigned from 2006 onwards. Schools would realign to a full primary (grades R to 7) and full secondary (grades 8 to 12) system. This will entail the transfer of grade 8 and 9 learners from combined schools to senior secondary schools during this period within their district. Secondary schools would be encouraged to increase their enrolment to at least 300 or face closure. The Department will need to prioritise the construction of just over 2,000 classrooms to convert senior secondary schools to full secondary schools during these 3 years. This can however be accommodated within the existing capital programme with reprioritisation of existing construction to the targeted schools. Finalise school planning criteria The information is present to finalise clear criteria to open new schools, close old schools and to amalgamate schools in the draft physical planning manual. Analysis of population growth or decline in communities, and the distance of learners from schools, is required to complete the picture. The Department should complete its school planning criteria in 2005 by investigating these areas. Learner to school matching In an analogous process to person to post matching the Department should conduct a ‘learner to school matching’ during 2005 to examine school planning and realignment. Building on existing EMIS work and school planning criteria a clear picture should be built up of: • Where small schools are and what are their characteristics • Where community populations are growing or declining and hence where communities are under-served or over-provided One of the key goals should be to identify small schools that will need to be retained, schools that can be amalgamated, and schools that are clearly non-viable and which need to be closed. The matching should be conducted in each district. x
A comparative analysis of education expenditure in Eastern Cape schools – November 2004 1. INTRODUCTION Since 2000/01 the Eastern Cape Department of Education has received progressively increasing budgets. A rapid review of education spending completed in March 2004 found that the Department has been able to devote increased funding to school education. The Department now wishes to conduct a detailed analysis of education spending in schools examining the main factors driving and affecting education spending, especially personnel expenditure. This study is the main output from this analysis. The terms of reference for the study are given in Appendix 1. 2. NATIONAL AND PROVINCIAL FUNDING FOR EDUCATION Before analysing public school education expenditure in the Eastern Cape it is important to place the province in the national and provincial context. This first section reviews three areas in education funding: • the national funding framework for education driven by the equitable share formula. • A comparison of education funding and expenditure between the provinces. • A comparison of the main education variables between the provinces. 2.1. The national funding framework for education National revenue is shared each year in the state budget between the three spheres of government; national, provincial and local, with provincial government receiving the largest share reflecting its major role in service delivery. In 2004/05 provincial government is receiving R181,1 billion from national, 57,3% of total government expenditure. National funding to the provinces is channelled through two mechanisms: • The equitable share is divided between the nine provinces by formula. It is unconditional and provinces can allocate it at their own discretion. It is R160,0 billion in 2004/05 (88,3% of national funding to provinces). • Conditional grants are allocated for directed purposes and functions with provinces having no discretion on their use. Conditional grant funding is R21,2 billion in 2004/05 (11,7% of national funding to provinces). 2.1.1. The Equitable Share Formula Most national funding to the provinces is therefore allocated through the equitable share, which is divided between the provinces by formula. The equitable share formula (ESF) currently comprises seven components as follows: • An education component (41 per cent) based on the size of the school-age population (ages 5-17) and the average number of learners enrolled in ordinary public schools for the past three years. 1
Page 1 and 2: Province of the EASTERN CAPE DEPART
Page 3 and 4: CONTENTS SUMMARY i 1. INTRODUCTION
Page 5 and 6: A comparative analysis of education
Page 13: A comparative analysis of education
Page 65 and 66:
A comparative analysis of education
Page 67 and 68:
Page 69 and 70:
Page 71 and 72:
Page 73 and 74:
Page 75 and 76:
Page 77:
A Comparative Analysis of Education
show all

School Community Integration Pilot Project - Department of Education

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?