Education Annual Report 2002-2003 - Gauteng Online

REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICES7.1 Programme 1 : Administration7.1.1 Representative StructuresA number of statutory bodies have been established over the years. These statutory bodies contribute to the policymakingprocess and advise the MEC on various matters.A new Mathematics Science and Technology Specialist Advisory Council was established in 2002. Its brief is to advise theMember of the Executive Council on all legislation within its specialized field of expertise.The other Specialist Advisory Council, the Further Education and Training Specialist Advisory Council, has been functioningfor more than a year and has advised the Member of the Executive Council on five sets of policies for Further Educationand Training Institutions.The Gauteng Education and Training Council has been operating for six years. Prior to determining legislation, regulationsand policy, the Member of the Executive Council consults with the Gauteng Education and Training Council. The GautengEducation and Training Council commented on four sets of regulations during the past year.Educational Districts are in the process of establishing District Education and Training Councils. These councils investigateand consider maters relating to education in general and in the education district in particular and report on their findings.Six District Education and Training Councils have been established thus far.The Educational Districts are also in the process of establishing Local Education and Training Units. So far 136 LocalEducation and Training Units have been established. The Local Education and Training Units fall under the jurisdiction ofthe District Education and Training Councils and make recommendations to the District Education and Training Councils.These Local Education and Training Units are groupings of institutions demarcated within a specific area.The Examination and Assessment Board makes recommendations to the Member of the Executive Council and the Headof the Department concerning examination and assessment policy and the implementation thereof.7.1.2 Whole-School EvaluationThe Office for Standards in Education conducted Whole-School Evaluation in schools across each of the 12 EducationDistricts. A total of 118 out of the sample of 205 schools (58%) sampled for 2002 were evaluated. The sample includedsecondary, primary, special education needs schools and rural schools. The initial focus was on schools situated within thetwo nodal areas, namely, Alexandra and Katlehong.A major strength of the process of Whole-School Evaluation is the opportunity given to schools to carry out their ownself-evaluation. Although most schools did not use the national criteria thoroughly enough to conduct a detailed selfevaluation,they found the exercise very useful as it gave them a means of evaluating their performance, and raised theirawareness of statutory requirements as well as the school's strengths and weaknesses.7.1.3 Library Information SystemsA one-day workshop was held to motivate and inform educators who are responsible for library resources at schools.Over 600 educators attended, which demonstrated the enthusiasm and commitment of the educators. At this meeting acompetition was launched to sponsor 12 educators to attend the conference of the International Association of SchoolLibraries in Durban. The entries received proved that there are schools that are doing excellent work in providing libraryresources on their own initiative.A lockable mobile library-shelving unit filled with library resources was donated to 22 rural schools in the Gauteng NorthDistrict as part of a joint project with the Gauteng Department of Sport, Recreation, Arts and Culture.GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0357