Education Annual Report 2002-2003 - Gauteng Online

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REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICESAn additional 184 Grade R sites were established in January 2003 bringing the total number of Grade R sites and Grade Rpractitioners to 552. These sites were funded by a conditional grant, and are expected to increase by 5% annually inorder to meet the increasing demand. This increase also means that resources and the budget for Early ChildhoodDevelopment will have to be increased as well. A standard basic learner resource kit as well as subsidies were provided toall established Grade R sites, as well as subsidies for salaries.A management plan for the management and implementation of the Revised National Curriculum Statements in 2004 hasbeen completed. At school level, Cluster and Head of Department forums have been developed to facilitate the deliveryof the curriculum and to forge stronger links with schools. All Grade R practitioners (552) have been trained on the GradeR curriculum.Research and consultation for the establishment of an Early Childhood Development Agency began in 2002 and is ontrack.7.2.2 The maintenance of Outcomes-Based Education/Curriculum 2005At least 80% of district officials has been trained on the latest methods in numeracy and the rollout of the latter to schoolsin 2003 will be in line with the Revised National Curriculum Statements. Of significance is the fact that district officialsfurthermore had the opportunity to be trained as master trainers in HIVawareness. Approximately 70 % of districtofficials attended the course and all districts rolled out the training to schools. Of note is the much-appreciated training ofdistrict officials on the Revised National Curriculum Statements by Head Office officials.Opportunities that optimised individual staff members' outputs and the successful management of outputs to achieveDepartmental goals were an induction workshop for new staff members to acquaint them with new policy, proceduresand protocol and workshops to orientate officials on the development of learning programmes.The planning for the implementation and management of the Revised National Curriculum Statements was done in linewith the policy of the National Department of Education. However, in circumstances such as the development of learningprogrammes, policy has been customised to suit provincial and educator needs. Over 16 000 educators were geared fortraining in March and June 2003.Motivation for the implementation of a revised curriculum strategy was underpinned by a need to generate a new focuson teaching and learning. Previously, a number of submissions and reports have drawn attention to the conditions affectingimplementation. They underline the fact that the considerable variation in the success of the implementation hasdepended, amongst other things, on resources, infrastructure, conditions of teaching and learning, local and institutionalcapacity, the willingness to implement, pressure in the form of policy, support from implementing agencies, adequate andtimeous information and training, and feasible timeframes.Each of these factors has been present in different combinations in different contexts leading to considerable variability ofimpact and experience.Critical to a strengthened implementation process, therefore, are a curriculum framework which pays specialattention to provincial needs, a provincial teacher education strategy which locates teacher preparation anddevelopment of the new curriculum in the hands of a selected and specialised cadre of curriculum trainers forshort-term orientation, the production of learner support materials that are aligned to policy, the alignmentbetween curriculum and assessment, an earmarked budget for the implementation of the curriculum, andthe establishment of a quality assurance framework for the effective monitoring and support of theimplementation process.GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0360
REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICES7.2.3 Extending Outcomes-Based Education to the FET BandAs part of the provincial strategy district curriculum officials were capacitated to support schools to implement thephasing-in of Outcomes-Based Education in the Further Education and Training band. To this end the Further Educationand Training Directorate held an information session in October 2002 with district curriculum sub-directorates onmanaging the transition in Grade 10 in 2003. The respective Further Education and Training coordinators then heldinformation sessions with the respective district Further Education and Training facilitators for the various FurtherEducation and Training subjects.In order to facilitate the process of managing the transition of Grade 10 learners in 2003 to the Nated 550 Curriculumafter having being exposed to an Outcomes-Based Education curriculum for three years, five advocacy workshops wereheld in October 2002 with schools across the province. The Further Education and Training Directorate conducted theseworkshops where principals of schools as well as two heads of department per school were briefed on managing theprocess.Pacesetters, which provide a framework for implementing continuous assessment and portfolios for Grades 10 and 11 inall subjects, have been finalised and facilitators will mediate them by engaging educators in clusters. Workshops wereconducted on continuous assessment and portfolio assessment practices and requirements.School visits are undertaken by coordinators with a view to providing on site mentoring and support. During school visitsmodels of best practice in teaching and learning are identified so that they can be shared among other teachers throughsubject cluster meetings. School visits also provide information on resources needed as well as on areas of need in teacherdevelopment programmes.7.2.4 Senior Certificate ExaminationIn 1999 the Gauteng Department of Education set a target to attain a 73% pass rate by the year 2003 and a pass rate of85% by 2004. The Department has exceeded the target set for 2003 by 5% in 2002 by attaining a pass rate of 78.07%.Since 1997 the pass rate has improved by 26.57% and the failure rate has decreased from 48.5% in 1997 to 21.93% in2001.Results 2001 to 2002Overall Senior Certificate Pass Rate 73.7% 78.07 % + 4.37%Pass rate for Senior Certificate with21.3% 21.91% +0.61%EndorsementNumber of endorsements attained 13 693 14092 + 399Number of distinctions obtained 15898 19624 + 3726Results for the past five years2001 2002Difference(2001 to2002)GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0361
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Department of EducationAnnual Repor
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ContentsSECTION I EXECUTIVE SUMMARY
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SECTION 1EXECUTIVE SUMMARY
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EXECUTIVE SUMMARYinflux of students
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EXECUTIVE SUMMARY1. Foreword by the
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DEPARTMENTAL OVERVIEW2. Mandates, G
Page 13 and 14: DEPARTMENTAL OVERVIEWpolicy advisor
Page 15 and 16: DEPARTMENTAL OVERVIEW• Local Educ
Page 17 and 18: SECTION IIIREPORT ON ORGANISATIONAL
Page 19 and 20: REPORT ON ORGANISATIONAL SYSTEMS AN
Page 43 and 44: Table 6.2.3 - Salaries, Overtime, H
Page 51 and 52: 11330475312122336920TotalTotal00361
Page 55 and 56: 6.8 Foreign WorkersTable 6.8.1 - Fo
Page 57 and 58: Number of Employeesas at 31 Decembe
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Page 83 and 84: REPORT ON PERFORMANCE OF PROGRAMMES
Page 89 and 90: 10. MANAGEMENT REPORT FOR THE YEAR
Page 97 and 98: 11. REPORT OF THE AUDIT COMMITTEE11
Page 99 and 100: 12. REPORT OF THE AUDITOR-GENERALAU
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Page 103 and 104: 13. STATEMENT OF ACCOUNTING POLICIE
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Page 107 and 108: FINANCIAL REQUIREMENTSAPPROPRIATION
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DETAILS PER PROGRAMME 72002/03 2001
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FINANCIAL REQUIREMENTSAPPROPRIATION
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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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