Education Annual Report 2002-2003 - Gauteng Online

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DEPARTMENTAL OVERVIEWgovernmental organizations and community-based organizations; and the development of customer care that is sensitiveto issues of race, gender and disability.The Promotion of Administrative Justice Act (Act No. 3 of 2000)The Department recognizes that it has to promote the provision that everyone has the right to administrative action thatis lawful, reasonable and procedurally fair, and that everyone whose rights have been adversely affected by administrativeaction must be given written reasons for administrative action. In this regard, the Department has set out on an advocacyprogramme to bring to the attention of its beneficiaries that they should report any breakdown in services by first applyingto the Department and then to the Public Protector. The advocacy campaign stipulates that safety should be maintained atall institutions by locking gates during school hours and that learners be supervised during sports and cultural activities.Beneficiaries are also invited to report defects with infrastructure and classroom furniture. Breakdowns in safety andhygienic conditions at schools should also be reported. Conditions around overcrowding, the timeous filling of vacanciesand the pledge to have an educator available for all subjects in all learning areas also form part of the advocacy programmeto promote the Administrative Justice Act.2.6 Strengthening Accountability2.6.1 StakeholdersThe Department works closely with the following stakeholders:• Gauteng Education and Training Council (GETC). This is an advisory body to the Member of theExecutive Council (MEC) for Education in Gauteng. This Council has advised the Member of the ExecutiveCouncil on all Proposed policy, legislation and regulation pertaining to education and training in this Provincesince its inception in February 1997. The council has also advised the MEC on numerous national policy andlegislative proposals and discussion documents.The Council represents a wide range of civil society organisations, each with its own perspective of howeducation and training should be legislated, regulated and administered. By bringing these civil societyorganisations together in open debate, civil society formations are able to debate proposals and initiatives andformulate suggestions to the Member of the Executive Council on legislation, regulation and policy issues.The Council, therefore, is a conduit through which the Member of the Executive Council for Education inGauteng is able to access public opinion and through which organizations in civil society can advise theMember of the Executive Council. Thus the Council has contributed very positively to the shaping oflegislation, regulations and policy for the Province and has added value to the work of the Department.• District Education and Training Councils will be advisory bodies to the District Managers. The MEC willestablish DETCs in respect of each education district in the province. On their own initiative or at therequest of the MEC, or the District Manager, DETCs can investigate and consider matters relating toeducation in general and in the education district in particular and report on its findings to the relevantperson or body. The DETCs can on own initiative or upon the request of their district managers makerecommendations to the district managers on matters regarding education in the education districtsand perform any other function as may be assigned or delegated to it in terms of the GautengEducation Policy Act or any other law.GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0310
DEPARTMENTAL OVERVIEW• Local Education and Training Units (LETUs) are also provided for and feed into the DETCs. LocalEducation and Training Units (LETUs), which are groupings of education institutions in each education districtfall under the jurisdiction of the DETC. With the exception of one district, all LETUs in districts have beenestablished in 2002. The LETUs are represented in the DETCs. School Governing bodies form the core ofLETUs, but LETUs can be composed of the same constituencies in their local areas as the stakeholdergroupings of the DETCs.The functions of the LETUs in their local areas are to:• Develop and implement programmes to determine the vision for education and training• Identify needs and determine priorities for education and training• Compile plans for meeting education and training needs for submission and approval by the DistrictEducation and Training Council under whose jurisdiction they fall• Make recommendation on any education related matter to the DETC in their areas• Perform any other function assigned or delegated to it in terms of the regulations for Councils andsubmit such reports as may be requested by the relevant DETC.• Specialist Advisory Councils (SACs) These will be advisory councils to the MEC regarding specializededucation areas. The Further Education and Training Specialist Advisory Council has been established. TheMEC envisages establishing a Science, Technology and Maths Council very soon. These SACs are specific intheir functions according to a brief from the MEC who will nominate specialist members.• The Gauteng Legislature - The Provincial Legislature plays an oversight role in terms of monitoring theDepartment's political mandates.• Gauteng Provincial Action for Children (GPAC) - Each Department, including Education, hasrepresentation on the GPAC. GPAC is directed at driving an integrated plan for furthering the rights ofchildren in the province.• Unions - The Department has forged a partnership between Labour and Government around mattersrelating to the Public Service Coordinating Bargaining Chamber (PSCBC). Different stakeholders are broughttogether in a collective bargaining unit for collective bargaining, dispute resolutions and preventions.• School Governing Bodies - Various structures of the Department work with and support school governingbodies in their efforts to improve the quality of education in our institutions.GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0311
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
Page 9 and 10: EXECUTIVE SUMMARY1. Foreword by the
Page 11 and 12: DEPARTMENTAL OVERVIEW2. Mandates, G
Page 13: DEPARTMENTAL OVERVIEWpolicy advisor
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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22. GOALS FOR 2003/0422. GOALS FOR
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23. LEGISLATION PRODUCED AND ADMINI
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