Education Annual Report 2002-2003 - Gauteng Online

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DEPARTMENTAL OVERVIEWThe Further Education And Training Act (Act of 1998) compels the Gauteng Department of Education to providefor the establishment, governance and funding of public further education and training institutions. This responsibilityextends to monitoring and support to be provided to such institutions. Schools for focussed learning have also beenestablished in Gauteng. The department has the responsibility to ensure that these schools are operational and providedwith support to meet the curriculum needs of the learners.The Gauteng Department of Education is also responsible for effecting the provisions of the South African Council forEducators Act (31 of 2001). The purpose is to promote the professional development of educators and ensure thateducators observe the SACE code of conduct, and conduct themselves within the ethical and professional standards foreducators. Portfolio development workshops were conducted in 2002 with the purpose of assisting educators to developand manage their own portfolios.Education White Paper no 5 on Early Childhood Development - The purpose of the paper is to ensure that ECDprovisions are prioritised. Issues that need attention are access, quality of ECD services and the development of ECDpolicies. The Gauteng Department of Education has to ensure that there are systems in place to increase learner accessparticularly in the Reception Year. A circular on learner admission was amended to deal with learners who are below theage of seven but ready to enter into formal schooling.Adult Basic Education Act (52 Of 2000) - An ABET strategy has been developed to effect the objectives of the Act.Some of the objectives of the ABET strategy are to develop support systems for a curriculum framework that will equiplearners with functional numeracy, literacy, language and communication skills and coordinate the development andimplementation of quality assurance standards in relation to national standards and the National Qualifications Framework.Some of the programmes included in the strategy are teacher development programmes, literacy and numeracy,curriculum and reform. One of the major challenges confronting the Gauteng Department of Education is the reduction ofadult illiteracy through the mobilisation of ABET structures and systems, and the establishment of a reliable learner andteacher database.General And Further Education And Training Quality Assurance Act (58 Of 2001) - Some of the objects of thisact are to establish a quality assurance body to ensure that continuous enhancement of quality is achieved in the deliveryand outcomes of the general and further education and training sectors of the national education and training systems andto develop a quality assurance framework for the general and further education bands of the NationalQualifications Framework. The Gauteng Department of Education has established the Office of Standards in Education tomonitor and evaluate educational standards and quality assurance. Subsequent to that, a Provincial Quality AssuranceCommittee has recently been launched and one of the terms of reference of the committee is to develop a strategy toachieve the objectives of the Act.2.4 Provincial legislative mandateGiven the context of the concurrent nature of education service delivery within the South African context, the Gautengprovince passed the School Education Act (Act 6 of 1995) that, in essence, preceded the passage of the SASA.However, this legislation substantially reflected the desire of those crafters of the SASA in that the School Educationprovided the first attempt, nationally, at devising an organisation, funding and governance model for schools withinthe province. It goes without saying that the School Education Act served as a blueprint for the development of theSASA and all subsequent legislative attempts by other provincial departments to formalise the delivery of schooleducation within their individual provinces.The Gauteng province has reinforced the National Education Policy Act (Act 27 of 1996) bypromulgating a provincial equivalent titled the Gauteng Education Policy Act (Act 12 of 1998)(GEPA) that to all intents and purposes significantly enhances the policy development processesin the province. The GEPA encourages the broad participation of the general citizenry inpolicy debates and provides the framework for the establishment of the GautengEducation & Training Council that serves as an advisory body to the Member ofthe Executive Council (MEC) for Education in the province. Extending theGAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/038
DEPARTMENTAL OVERVIEWpolicy advisory role to the grassroots level has prompted the need for regulations to be developed so that the DistrictEducation & Training Councils (DETCs) and Local Education and Training Units (LETUs) could be formalised and beprovided with due administrative support to discharge their roles and responsibilities. To this end, the GautengDepartment of Education issued the Regulations on the Gauteng Education and Training Council, District Education andTraining Councils, Specialist Advisory Councils and Local Education and Training Units (General Notice 4430 of 2001).The Department is also bound by policy mandates that stem from both a national and provincial domain. In this regard,the admission of all learners within the school system is fundamentally determined in terms of the national AdmissionPolicy for Ordinary Public School (General Notice 2432 of 1998). In addition, the National Policy on HIV/AIDS for learnersand educators in public schools and further education and training institutions (General Notice 1926 of 1999) also providesa basis for the GDE to impact on the issues of access for learners and the issues of support, treatment and care in respectof educators and learners afflicted by HIV/AIDS. To reaffirm the Department's commitment to transforming the provisionof Early Childhood Education, the province has provided some policy guidance through the publication of a notice titledTransforming ECD in Gauteng: Early Childhood Development Policy (General Notice 5807 of 2001). Broadly speaking,however, the GDE has attempted to enforce its policy and legislative mandate through promulgating relevant regulations.These regulations have largely been determined in line with primary legislation that has a provincial basis. Thus allregulations promulgated in the province have been developed as interventions that have arisen out of the passage of thefollowing primary pieces of legislation: The School Education Act, The South African Schools Act (as amended), TheGauteng Education Policy Act and the Examinations and Assessment Act (Act 7 of 1997). Fundamentally theregulations invoked in terms of these primary sets of legislation determine the Department's operational frameworkwithin the sphere of schooling. It must, however, be noted that critical policy measures in respect of Curriculum, namelyCurriculum 2005 and the Revised Curriculum Statements largely determine the delivery of the qualitative input within theschool classroom domain.2.5 Good governance legislative responsibilitiesThe Department is bound by the Public Finance Management Act (Act 1 of 1999) to ensure that all revenue,expenditure, assets and liabilities are managed efficiently and effectively. As part of the good governance aspect, financialmanagement responsibilities have been entrusted to accounting officers within the department. The Department as suchis therefore directly responsible for ensuring that Provincial Treasury regulations are incorporated into its business, thatannual budgets are compiled and managed on a monthly basis and that financial systems, risk management and internalcontrols are in place and transparent.The Skills Development Act (Act No. 97 of 1998) allows the Department to provide an institutional framework todevise and implement national, sectoral and workplace strategies to develop and improve the skills of its employees.These strategies must be integrated within the National Qualifications Framework contemplated in the South AfricanQualifications Authority Act, 1995. In this regard, the Department has formulated a Skills Development Plan and hasembarked on the upgrading of employee skills.The Promotion of Access to Information Act (Act No. 2 of 2000) allows the Department to provide access toinformation held that is required by anyone for the exercise or protection of any rights. The Act is in line with theprovision of section 32 (1)(a) of the Constitution which states that everyone has the right to access to any informationheld by the State, and section 32 (1)(b) which provides for the horizontal application of the right to access to informationheld by another person to everyone when that information is required for the exercise or protection of any rights. TheDepartment has appointed two Deputy Access to Information officers whose area of concern is to address queries relatedto services. This is to ensure that a culture of transparency and accountability exists for public and private bodies.The Batho Pele White Paper is based on eight transformation principles. The Department has recognized thattransforming its service delivery is key to guaranteeing that the basic needs of citizens in Gauteng are met and, as such, theDepartment has set out to be more effective by improving its service delivery programmes. Programmes within theDepartment are aligned to the principle of redirecting resources to groups that were previously under-resourced; definingservice standards with defined outputs and targets and performance indicators; human resource development andorganizational capacity to support service delivery needs; seeking potential partnerships with the private sector, non-GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/039
Page 1 and 2: Department of EducationAnnual Repor
Page 3 and 4: ContentsSECTION I EXECUTIVE SUMMARY
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Page 7 and 8: EXECUTIVE SUMMARYinflux of students
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Page 17 and 18: SECTION IIIREPORT ON ORGANISATIONAL
Page 19 and 20: REPORT ON ORGANISATIONAL SYSTEMS AN
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REPORT ON ORGANISATIONAL SYSTEMS AN
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REPORT ON PERFORMANCE OF PROGRAMMES
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10. MANAGEMENT REPORT FOR THE YEAR
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11. REPORT OF THE AUDIT COMMITTEE11
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12. REPORT OF THE AUDITOR-GENERALAU
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12. REPORT OF THE AUDIT COMMITTEE12
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13. STATEMENT OF ACCOUNTING POLICIE
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13. STATEMENT OF ACCOUNTING POLICIE
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FINANCIAL REQUIREMENTSAPPROPRIATION
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DETAILS PER PROGRAMME 72002/03 2001
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15. NOTES TO THE APPROPRIATION STAT
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17. BALANCE SHEET AS AT 31 MARCH 20
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19. NOTES TO THE ANNUAL FINANCIAL S
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DISCLOSURE NOTES TO THE ANNUAL FINA
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DISCLOSURE NOTES TO THE ANNUAL FINA
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ANNEXURES TO THE ANNUAL FINANCIAL S
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ANNEXURES TO THE ANNUAL FINANCIAL S
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22. GOALS FOR 2003/0422. GOALS FOR
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23. LEGISLATION PRODUCED AND ADMINI
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