Education Annual Report 2002-2003 - Gauteng Online

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REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICESThe following table indicates the results for the years 1998 to 20022002 2001 2000 1999 1998Overall pass rate78.07 % 73.7 % 67.5 % 57.05 % 55.6 %Total number of candidates who entered 69542 68002 73989 77640 82563Total number of candidates who wrote 6 or more subjects 64316 64381 68202 71757 78722Total number of candidates who passed with a SC with14092 13693 12896 11479 12488endorsementTotal number of candidates who passed SC36117 33633 33160 29457 30169Quality of resultsAlthough the number of Senior Certificate entries for 2002 decreased slightly there was a greater proportion ofcandidates who registered for a Senior Certificate with matriculation endorsement and with subjects on the higher grade.The improved pass rate becomes more noteworthy when one considers that learners from previously disadvantagedschools are making significant contributions towards this improvement. Significant improvement was noted in all thedifferent townships in the province.The total number of candidates who attained matriculation endorsements and the number of distinctions obtained bearstestimony to the quality of results achieved in 2002. The number of distinctions improved from 15 898 in 2001 to19 624 in 2002 an improvement of 3 726.The improvements can be attributed to the implementation and monitoring of continuous assessment. Continuousassessment was comprehensively implemented for the second time in 2002. It consists of the following components:Portfolios, Preliminary Examinations and Standardised tests. Learners are working consistently throughout the year.Provincial preliminary examinations were set for all national subjects as well as other subjects for schools in the province.All full-time candidates at all schools in the province wrote a preliminary examination. This allowed the schools to evaluatetheir learners against provincial standards and helped to prepare learners for the final examinations. Standardised testswritten throughout the course of the year also helped candidates to remain focused. Other factors, which contributed tothe improved results, were improved school and classroom management and discipline, improved school governance,additional curriculum support and in-service training programmes, attendance at Saturday classes and holiday schools, theprovision of incentives to educators in the form of awards, the stabilisation of the entire educational system, and analysesof internal results at the district and school level.7.2.5 Intervention ProgrammesThe Senior Secondary Intervention Programme (SSIP) strategy is now in its fourth year and has consistently targetedGrade 10 to 12 learners from poorly performing schools. The schools in the programme were those that previouslyachieved pass rates of between 0 - 20% and 21 - 49%. The strategy was run in conjunction with the Education ActionZones Programme of the Department. The strategy offered learners in these schools extra classes in the afternoons, onSaturdays and during the winter and spring holidays. Teacher development programmes were also part of the strategy.The subjects targeted in the programme are Mathematics, Physical Science, Biology, English 2nd Language,Accounting, Economics, Business Economics, Geography and History. Tutors were carefully selected and learnerattendance was consistently good.The SSIP programme resulted in an improvement in learner performance. The total number of schoolsinvolved in the strategy was 149. 103 schools showed improvements in the overall pass rate. A totalof 70 of the 103 schools (47%) showed an increase of more than 10% in pass rate. It must benoted that a total of 15139 candidates are located in these schools. This constitutes 21.7%of total number of learners that registered for the examinations. Katleho-ImpumeleloSecondary School had the highest increase of 68.9%.GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0362
REPORT ON ORGANISATIONAL SYSTEMS AND RESOURCES AGAINST THE DELIVERYOF SERVICESOn average, the schools in the SSIP programme showed a 13.64% increase in pass rates. This is very encouraging as theincrease far exceeds the provincial increase (4.37%).The Role Model Intervention Programme (RMIP) strategy is aimed at improving the performance of “above average”learners to increase their chances of accessing higher education. Twelve RMIP sites were set up in the province andlearner attendance in the programme was good. Some of these learners were adopted by the private sector andunderwent intensive tuition in Mathematics and Science in particular.More than 25 learners were involved in a University Preparedness Initiative. These interventions contributed and helpedto improve the quality of results attained by the learners. Specific attention was given to girl learners to improve thequality of their results and to ensure that more girls enrol for endorsement with Mathematics and Science as subjects. Theprogram is supplemented by constructive partnership initiatives targeting mainly the girl learner.7.2.6 Education support services offeredThe education support service includes psychological services, school social work services, extracurricular or schoolenrichment, gender support within the curriculum, and a dedicated support structure for the HIV/AIDS Life skills programmefor learners in schools. Not all these services are duplicated at a district level and district units are required to provide supportwithin limited allocations.Some of the aspects around which support were provided relate to substance use and abuse, learner pregnancy, child abuseand gender-based violence.District Support Teams have workshopped School- Based Support Teams in these areas. These workshops to educators haveproved to be effective in the support of learners experiencing such barriers in schools. The School-Based Support Teams arerequired to submit a quarterly report that informs the district team on the management of support to learners in schools.Cases that pose as a challenge or need specialised intervention are referred and addressed by the relevant facilitator at thedistrict. If a need arises, these cases are referred further to specialists outside the Department. For example, there is a networkwith a variety of non-governmental organisations in the district and other departments.In 2002, 306 learners were supported and could complete the 2002 academic year. This year, it is estimated by the districtoffices that the numbers will double. It is important to state that the cases supported are those that are reported, and that asubstantial number still remain unreported.It is important to note that substance use and abuse is taking place in schools. Generally, reports state that there is an increase inlearners who use substances. To some extent, alcohol and cigarettes have become so socially acceptable that the number oflearners using these is not referred for support.A cluster of functions related to children in distress that relates to orphans and children in need of care and support, children inconflict with the law and other vulnerable groups like out-of-school youth are being reviewed and national departments are inthe process of revisiting the roles of the various departments with regard to access and quality of services provided. It isimportant to note that both the Childcare Bill and the Child Justice Bill have implications that have to be taken into account.Most of the 236 posts for Aid classes providing remedial support to learners experiencing learning breakdowns have beenoperationalised after some confusion related to how posts are to be utilized. The maintenance of special classes, albeit aninappropriate medium of support within outcomes-based education, was another feature of this support. The next step in thissupport strategy is to transform these services into learning support units congruent with outcomes-based education.The main support strategy for the implementation of the inclusion policy is through the district and school-based supportteams. School-based support teams serve as the first line of support within schools. Training on the support to be provided byteams was conducted during the year, thereby increasing the capacity of school-based educators to identify and addresslearning needs at school level.GAUTENG DEPARTMENT OF EDUCATION ANNUAL REPORT 2002/0363
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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
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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
Page 65: REPORT ON ORGANISATIONAL SYSTEMS AN
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
Page 101 and 102: 12. REPORT OF THE AUDIT COMMITTEE12
Page 103 and 104: 13. STATEMENT OF ACCOUNTING POLICIE
Page 105 and 106: 13. STATEMENT OF ACCOUNTING POLICIE
Page 107 and 108: FINANCIAL REQUIREMENTSAPPROPRIATION
Page 115 and 116: 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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