part a: strategic overview - Department of Education

FOREWORD BY THE MEMBER OF THE EXECUTIVE COUNCIL (MEC)
Education is central to the development and transformation of
the Eastern Cape Province, and is critical in ensuring that the
Province has the human resources that are required to meet
its developmental goals. In this respect, the circumstances
of the Province must inform and shape the development and
transformation agenda of the Eastern Cape Department of
Education, especially since some of these circumstances spill
over into schools and affect their performance and viability.
The statistical profile of the Eastern Cape in demographic,
economic and educational terms, paints a disquieting picture of
under-development, and if properly interrogated, tells a sad story
of its history of inequity and disadvantagement. The government
is set on an agenda to transform these circumstances, and the
Department of Education must play its part.
Since I assumed duty as MEC in May 2004, I realized that it was
imperative to ensure that the strategic direction I am providing to
the Department during my term of office addresses the historical
legacy, especially in the Transkei area. I therefore commissioned
Imbewu to draft a document called, A Transformation Agenda for
the Eastern Cape Department of Education 2005 – 2014. The
Transformation Agenda sets out a broad framework of realigning
the Education Department with its mandate for supporting
development and transformation in the Province and this Strategic Plan captures how my Department
intends addressing such development and transformation within the first five years. Furthermore the agenda
is concerned, first of all, with the inherent inequities in educational provisioning, and the need to engender
transformation in the availability of opportunities for a high quality of education for all. These opportunities
will not be realized unless resources are efficiently and strategically managed, and unless the essential
operational systems are in place to ensure enhanced performance of the Department.
The Transformation Agenda constitutes my statement of policy intent in terms of the strategic goals 1 it
outlines, seeks to foster an in-depth understanding of the circumstances which have defined the course of the
Department over the last decade, and the challenges which must be overcome if its transformation agenda
for the next ten years is to be realized. The key transformational issues affecting education are issues of
access, unemployment, imbalance in employability among youth, the social issues affecting schools and
society, and the role played by language and technology in promoting balance in opportunity and access to
quality education. These are the issues that feed the agenda of transformation. This Strategic Plan takes these
issues as its baseline and translates the strategic goals into strategic objectives, and assigns responsibility
to the relevant Chief Directorates. This plan is also an expression of our commitment to participate in the
other Provincial Growth and Development Plan (PGDP) priorities such as: Agrarian transformation and food
security, including the comprehensive nutrition programme; Fighting poverty, which includes the Expanded
Public Works Programme, the capital projects of the different Departments and HIV and Aids; Public sector
transformation focusing on service delivery in the main social service delivery departments; Infrastructure
development; Manufacturing diversification and tourism; and Human Resource Development. The latter seeks
to address the skills shortages in Government, the educational programmes of Further Education and Training
(FET), Adult Basic Education and Training (ABET), Early Childhood Education (ECD) and a comprehensive
Human Resource Development (HRD)
strategy and learnership programmes.
1 The Agenda refers to them as strategic objectives, but in terms of National Treasury prescripts they are actually strategic goals.
foreword

The Department collaborates with other Provincial Government Departments and structures in the three
provincial Clusters, especially the Social Needs Cluster, in pursuing these priorities. We will work with other
members of this and other Clusters in pursuing integrated planning, budgeting, service delivery, as well as
pooling of resources and capabilities since we believe Government can achieve much more in this way with its
available resources. In addition to this, we shall continue to engage all stakeholders and social partners in the
planning and delivery of our programmes. To this end, all stakeholders were invited to the Education Summit
convened from 13 to 15 July 2005 to deliberate on the ransformation Agenda. My Department and I will also
work closely with the four higher education institutions (HEIs) in the Province to more effectively harness their
expertise and specialized skills to the best advantage of the Department and the Province.
I am very pleased that the Department, who has the biggest share of the Provincial Budget and the
biggest footprint of all the Provincial Departments with over 6 000 educational facilities and a presence in
most communities, has embarked on an initiative called ‘Local Economic Development and Educational
Provisioning’ to make a more significant contribution towards poverty alleviation and employment creation
in the Province by targeting community cooperatives as service providers in procuring goods and services.
I regard these cooperatives as more effective vehicles for broad based black economic empowerment and
moral regeneration as they are rooted in the indigenous culture of ilima/letsema. This initiative is also based
on cooperative governance and community-public-private partnership, and it will realize my vision of schools
becoming ‘centres of community life’. Social issues like poverty significantly impact on our learners; it is for
instance not possible to effectively teach a hungry or malnourished child and for her or him to do well at
school. The Provincial Executive Council (EXCO) adopted our recommendation that this initiative be rolled
out to other provincial departments and institutions and that the Department of Economic Affairs, Environment
and Tourism be the Lead Department in implementing the initiative in the Province. The high level of poverty
(63.6% of households) and 53.7% unemployment in the Province indicates the extent of the prevalence of the
Second Economy epitomized by market failure which demands effective government intervention.
Over and above the Provincial priorities, the Department’s Strategic Plan reflects the priorities set by the
National Department of Education and Government. The plan further outlines our strategy to turn this
Department into an organization capable of delivering quality services in a manner that is timely, relevant
and responsive to the developmental needs of the Province and the country in general. The Department is
committed to rolling out its service delivery model articulated in previous plans by establishing adequately
resourced and capacitated District Offices. Key to this end is the implementation of a matrix structure to
facilitate programme and project management between provincial Head Office and the District Offices.
However, the Executive Council’s resolution that the districts in the Province need to be properly coordinated,
implies that serious consideration be given to the fact that the current number of District Offices in the
Department do not coincide with the existing demarcation of District and Metropolitan Municipalities to
facilitate coordination and integration of planning and service delivery between the Department and these
municipalities. This will also entail that attention be given to strengthening the Circuits, mindful of the
concomitant financial implications. Furthermore, related to a possible reconfiguration of the District Offices is
to establish and/or develop comprehensive primary and secondary schools that offer good quality education in
these centres to attract people with particular scarce skills such as educators and other public servants, who
have to now send their children elsewhere where schools of this nature exist inside or outside the Province.
The slight improvement in the 2005 matric results has demonstrated that my Department is close to turning
the corner and beginning to make, as the biggest provincial department, its rightful contribution in realizing the
provincial vision: the Eastern Cape, a compelling place to live, work and invest in!
M Matomela, MPL
MEC FOR EDUCATION

FOREWORD BY THE MEMBER OF THE EXECUTIVE COUNCIL (MEC)
PART A: STRATEGIC OVERVIEW
1 OVERVIEW OF STRATEGIC PLAN 1 1
2 VISION 2 2
3 MISSION 2 2
4 VALUES 2 2
5 SERVICE STANDARDS 2 2
6 SECTORAL SITUATION ANALYSIS 4 4
6.1 Summary of Service Delivery Environment and Challenges 4 4
6.2 Summary of Organisational Environment and Challenges 5 5
7 LEGISLATIVE AND OTHER MANDATES 5 5
7.1 General Mandate of the Department 5 5
7.2 Constitutional Mandate 6 6
7.3 National Legislative Mandate 6 6
7.4 Provincial Legislative Mandate 7 7
7.5 Good Governance Mandate 7 7
7.6 Electronic Education and Communications 8 8
8 BROAD POLICIES, PRIORITIES, STRATEGIC GOALS AND
OBJECTIVES
8.1 National and Provincial Government Policies and Priorities 9 9
8.1 Departmental Priority Areas 10 10
8.2 Departmental Strategic Goals 11 11
8.3 Strategic Objectives 12 12
8.4 Crosscutting Strategic Goals and Objectives 15 15
8.5 Monitoring and Evaluation 16 16
9 INFORMATION SYSTEMS TO MONITOR PROGRESS 16 16
9.1 Financial Information Systems 16 16
9.2 Operational Information Systems 16 16
9.3 Information Reporting Systems 17 17
10 DESCRIPTION OF STRATEGIC PLANNING PROCESS 18 18
PART B: PROGRAMME AND SUB-PROGRAMME PLANS
11. STRATEGIC GOALS, OBJECTIVES AND BUDGET PROGRAMMES 2136
11.1. Introduction 21 36
11.2. Strategic Goals and Objectives with Sub-Programme and Chief Directorate Assignment 23 39
11.3. Focus and Limits of Sub-Programmes 27 43
11.4. Overview of Policies, Priorities and Constraints in Programmes and Sub-Programmes 30 47
9
iii
9
i
contents

PART C: BACKGROUND INFORMATION
12 INTRODUCTION 160 53
13 ANALYSIS OF THE SERVICE DELIVERY ENVIRONMENT 160 53
13.1 Policy Changes and Trends 165 53
13.2 Environmental Factors and Emerging Challenges 166 55
13.3 Demographic Profile of the Eastern Cape 170 57
13.4 Socio-Economic Deprivation in Eastern Cape Communities 185 68
13.5 Situation Analysis of the System as a Whole 193 72
13.6 Demographic Pressures and Access Issues 195 73
13.7 Education Profile of People in the Province 196 74
13.8 Transfers to Institutions 198 75
13.9. Programme 2 - Public Ordinary Schools 199 76
13.10 Programme 3- Independent Schools 220 89
13.11 Programme 4 - LSEN Schools 221 90
13.12 Programme 5: Further Education and Training 224 92
13.13 Programme 6: Adult Basic Education and Training 225 93
13.14 Programme 7: Early Childhood Development 226 93
14 EVALUATION OF CURRENT IMPLEMENTATION PERFORMANCE 227 94
ORGANIZATIONAL INFORMATION AND THE INSTITUTIONAL
94
15 ENVIRONMENT 228
15.1. Organizational Design 228 94
15.2 Delegations and Performance Agreements 240 97
15.3 Capital Investment, Maintenance and Asset Management 240 97
15.4 Personnel 247 99
15.5 Information Technology Systems 249100
15.6 Performance Management System 251102
15.7 Financial Management Plan 251102
15.8 Audit Queries 255105
ii
iv

List of Tables
Table 1: Strategic Goals and Associated Rationale 11
Table 2: Outline of Strategic Objectives by Strategic Goals 12
Table 3: Cross Cutting Strategic Goals and Objectives 15
Table 4: Responsible Managers, Monitoring Agency and Monitoring Mechanisms 17
Table 5: Programmes and Sub-Programmes Structure for the Department 38
Table 6: Strategic Goals & Objectives, Programme/Sub-Programme & Chief Directorate
Assignment 32
Table 7: Overview of Programmes Listing of Respective Programmes and Sub-Programmes 44
Table 8: Overview of Policies, Priorities and Constraints in Respective Programmes and Sub-
Programmes 48
Table 9: Total Population by Province, 1996 and 2001 Census 171
Table 10: Distribution of Total Population by Education Districts as indicated by the 1996 &
2001 Census 174
Table 11: Distribution of Total Population per age group by Education District indicated by
1996 & 2001 Census 181
Table 12: Socio-economic Deprivation Index 1996 and 2001 - Main Winners (relatively better
off) 188
Table 13: Socio-economic Deprivation Index 1996 and 2001. Main Losers (relatively worse) 188
Table 14: Occupational Categories 192
Table 15: Income Distribution 192
Table 16: Number of Institutions and Centres 193
Table 17: Number of Learners 193
Table 18: Number of Educators (including SGB paid) 195
Table 19: Enrolment and Population Statistics 195
Table 20: Educator Post Declaration (2005) 196
Table 21: Number of Employees 2005/06 197
Table 22: Resourcing effected via the School Funding Norms 2005/06 198
Table 23: Gross Enrolment Rate: 1996-2004 203
Table 24: Repetition Rate by Grade 205
Table 25: Drop-out Rate by Grade 206
Table 26: Learner : Educator Ratio by Level 210
Table 27: Learner - Educator Ratio by ex-Department (Public Ordinary Schools) 210
Table 28: Learner - Educator Ratio by Quintiles (Public Ordinary Schools) 210
Table 29: Average Classroom Size 214
Table 30: Average Classroom Size by ex-Department 214
Table 31: Average Classroom Size by Quintiles (Public Ordinary Schools) 214
Table 32: Percentage of Educators (state-paid educators only) by Gender employed at
Different Post Levels 216
Table 33: Educators Leaving the System by Age Group 216
Table 34: Grade 12 Pass rates 2006-2004 by ex-Department 219
Table 35: Size and Shape of Independent Schooling Sector 220
Table 36: Profile of Independent Schooling 221
Table 37: Budget Allocation to Programme 4 221
Table 38: Number of Learners in LSEN schools 222
Table 39: Number and Percentage of Learners by Gender and Disability (2004) 222
Table 40: Learner - Educator Ratios in Programme 4 Schools 223
Table 41: Learner : Classroom Ratio in Special Schools and the Classroom Backlog 223
Table 42: Employment of Specialists 223
Table 43: Learner : Educator Ratios in Programme 5 Institutions 224
Table 44: Classrooms available for Programme 6 225
Table 45: Learner - Educator Ratios in Programme 6 Centres 225
Table 46: Learner - Educator Ratios in Programme 7 226
Table 47: Condition of Capital Stock (April 2005) 241
Table 48: Employment and Vacancies by Programme (March 2005) 247
Table 49: Actual and Estimated Outcomes 2002/03 to 2005/06 253
11
13
15
17
22
23
28
30
58
60
65
70
70
72
72
72
73
73
73
74
74
75
77
79
79
82
82
83
85
85
85
86
87
88
89
90
90
90
91
91
91
92
92
93
93
93
98
99
103
iii
v
contents

Table 50: Expected MTEF Figures 2006/07 to 2008/09 (July 2005) 254
Table 51: Nominal Budget/Expenditure Growth 254
LIST OF GRAPHS:
Graph 1: Provincial Population Growth 1996-2001 3
Graph 2: Distribution of Total Provincial Population by Education District - Census 2001 3
Graph 3: Distribution of Population by Age Group in the Eastern Cape - 2001 Census 3
Graph 4: Comparative Population Distribution by Age Band in Two Selected Districts
Graph 5: School Age Population Aged 7-10 Years compared with reported Learner Enrolment
3
for the Period 1995-2002 3
Graph 6: Comparative Socio-Economic Deprivation by District 3
Graph 7: Learner Enrolment in Public ordinary Schools (1995-2001) 3
Graph 8: Learner Enrolment in Public Ordinary Schools by Grade (1995, 2004 and 2005) 3
Graph 9: Drop-out Rate : Eastern Cape 2000-2003 3
Graph 10: Percentage Over Age Learners in Public Primary and Secondary Schools 3
Graph 11: Percentage Learners in Grade 12 who are 18 Years Old or Younger 3
Graph 12: Educator Attrition by Age Group 3
Graph 13: Provincial Matric Pass Rates 3
Graph 14: Home Language versus Language of Institution for Eastern Cape Learners 2004 3
LIST OF MAPS:
Map 1: Population Density Distribution in the Province based on the 2001 Census data 3
Map 2: Average Population Density Distribution per Education District 3
Map 3: Socio-Economic Deprivation in the Eastern Cape by Education District - Census 2001 3
Map 4: Learner : Educator Ration per District 2004 3
Map 5: Learner : Classroom Ratios per District 2004
Map 6: Educational Districts 3
LIST OF FIGURES:
Figure 1: EC DoE Organogram approved in January 2006 3
iv
vi
104
104
59
61
62
66
68
69
76
77
80
81
81
87
88
89
64
67
71
84
86
95
96

ACRONYMS
ABET Adult Basic Education and Training
BAS Basic Accounting System
CASS Continuous Assessment
DBST District Based Support Team
DDG Deputy Director General
DFID Department for International Development (United Kingdom)
eAdministration Electronic Administration
EAP Employees Assistance Programme
ECD Early Childhood Development
ECDoE Eastern Cape Department of Education
EDC Education Development Centre
EDO Education Development Officer
eEducation Electronic Education
EFMS Electronic Facilities Management System
eLearning Electronic Learning
EMIS Education Management Information System
EPWP Expanded Public Works Programme
ETDP-SETA Education, Training and Development Practices – Sector Education and Training
Authority
FET Further Education and Training
FETC Further Education and Training Certificate (at Grade 12)
FETIs Further Education and Training Institutions
GET General Education and Training
GETC General Education and Training Certificate
Grade R Reception Grade in the year before Grade 1
GTZ Deutsche Gesellschaft fuer Techische Zusammenarbeit
HEIs Higher Education Institutions
HOD Head of Department
HRD Human Resource Development
HRM Human Resource Management
ICT Information and Communications Technology
IDP Integrated Development Plan
IMET Inter -Sectoral Monitoring & Evaluation Team
IMT Interim Management Team
INSET In-Service Training
IQMS Integrated Quality Management System
JMT Joint Management Team
Logis Logistics Information System
LoLT Language of Learning and Teaching
LSEN Learners with Special Educational Needs
LTSM Learning and Teaching Support Material
MEC Member of the Executive Council
vii
v
contents

MIP Matric Intervention Programme
MTEF Medium Term Expenditure Framework
NATED National Education
NCS National Curriculum Statement
NDOE National Department of Education
NEPA National Education Policy Act
NGOs Non-Governmental Organizations
OBE Outcomes Based Education
PDEs Provincial Departments of Education
Persal Personnel and Salary System
PFMA Public Finance Management Act, 1999 (Act No 1 of 1999), as amended
PGDP Provincial Growth and Development Plan
PRESET Pre-Service Training
PSA Public Service Act, 1994
RNCS Revised National Curriculum Statement
RPL Recognition of Prior Learning
SAEF South African Excellence Foundation
SAMDI South African Management Development Institute
SASA South African Schools Act (Act No 84 of 1996)
SCM Supply Chain Management
SETA Sector Education and Training Authority
SG Superintendent General
SGB School Governing Body
SMT School Management Team
SNP School Nutrition Programme
WSE Whole School Evaluation
vi
viii

e a s t e r n c a p e d e p a r t m e n t o f
EDUCATION
5 Year ECDoE Strategic Plan for 2005/06 to 2009/10 March 2006 Page 11
contents

PART A: STRATEGIC OVERVIEW
1. OVERVIEW OF STRATEGIC PLAN
The mandate for education in the Province is enshrined in the legislation of the country.
The Department of Education must deliver on providing quality education that could
easily be accessed by all citizens for the duration of their lifetime; it must produce good
citizens and the human resources that are needed for development; it must deliver
services to its clients in an efficient, effective and reliable manner; and it must be a
contributing and productive partner in the efforts of the nation to deal with the
development and transformational challenges that are now faced by a new
developmental state. This mandate is as extensive as it is daunting, and as challenging
as it is stimulating. The Department must, however, rise to the challenge. In doing so, it
cannot overlook the realities of the Eastern Cape Province in general, and the scope,
issues and challenges which define the field of play in the education arena. While the
possibilities are endless, the scope of education is extensive, the issues it bears are
complex and the challenges it generates sometimes insurmountable. But these
challenges cannot be ignored. They impact greatly upon people individually and publicly
because of their deep roots in history, and because of the indelible effects this history
has made on the spirits of our people and the viability of the organizations through which
they are publicly served.
Statistics South Africa estimated the population of the Eastern Cape at 7,088,547 in
June 2004. This represents 14% of the national population. Based on the results of the
2001 census, 63.6% of households live in poverty, 36.5% have no more than a primary
school education, and the unemployment rate is 53.7%. In fact, 50% of the population in
the Eastern Cape is estimated as illiterate. The human development index ranges
between a high of 0.66 in the Nelson Mandela Metropole and a low of 0.45 in the OR
Tambo District which falls entirely within the Transkei. The socio-economic profile of the
Eastern Cape is set out in the Provincial Growth and Development Plan (PGDP).
Provincial statistics reveal a state of poverty, disadvantagement and pain. Both the
statistics and the public experience of the Province bear the effects of a legacy of
apartheid. In spite of the significant efforts made by the Education Department and
other Departments in the Province, there is still so much to accomplish to restore and
renew the lives and circumstances of people.
The Eastern Cape is the largest Provincial Education Department in terms of the number
of schools to be administered, and the second largest, behind KwaZulu Natal, in terms of
the number of educators and learners. The information in paragraph 6.1 shows that, in
spite of its efforts and successes over the last 10 years, the Department still has not fully
accomplished its mandate of changing the lives of citizens and enriching the welfare of
communities through education. Conditions of disadvantagement and inequity still exist
in the education system, the under-performance of the system continues, and the
contribution of the educational enterprise to the development and transformation of the
Province is still not properly orchestrated. Education as a partner in transformation
remains outside of the development dynamics of the Province.
The Department’s strategic plan focuses on improving the environment in which the core
business of effective teaching and learning can take place. The Department has
reviewed and restructured its organogram to streamline the administrative service
delivery processes, and allow the professional staff to concentrate on providing teaching
and learning in the schools. The Department will continue its agenda on the
improvement of management basics in order to promote service excellence that will
advantage the learner, our principal client. In this context, the Department increasingly
focuses on an anchor programme, the whole school development for total learner
performance improvement, to which all initiatives and activities must respond.
5 Year ECDoE Strategic Plan for 2005/06 2005-06 to 2009/10 2009-10. March 21 F (6) 2006 Page 1
Page 1

Gradually, this strategy refocuses our staff, and encourages them to challenge the
existing paradigms.
Through the establishment of a risk management strategy, it is anticipated that
constraints and risks which could potentially affect the achievement of the strategic goals
and objectives, will be managed through governance, risk and control processes.
2. VISION
Our vision is to offer a quality public education and training system that transforms
schools into centres of community life and promotes shared moral values, good
governance and sustainable development.
3. MISSION
The Department of Education strives to provide quality education for sustainable
development by:
� Providing socially relevant and economically responsive programmes that address
the human resource needs of the province and the country.
� Enhancing the skills base for agrarian transformation, manufacturing diversification
and tourism in order to meet the needs of the second economy.
� Providing quality programmes to build the capacity of all employees.
� Encouraging participatory decision-making processes which strive to empower the
whole community at all levels.
4. VALUES
The vision and mission are supported by the following values, which are based upon
section 195 of the Constitution (Act No. 108 of 1996) and the Batho Pele principles:
� Continuous improvement towards excellence in the standards of performance and
professionalism through our work ethos.
� Mutual trust, respect and moral values that promote human dignity as reflected in
the concept of ubuntu.
� Participatory processes in policy making.
� Public administration that promotes sustainable development.
� The provision of value for money and accountability to the people of the province in
line with the Constitution and the Bill of Rights.
� Transparency, equity and redress through the provision of timely, accessible and
accurate information.
� Good human resource management and career-development practices for all
employees to maximise human potential.
5. SERVICE STANDARDS
A Central component of any strategy to improve service delivery is rigorous service
standards which relay to citizens the commitment of the Public Service to deliver quality
services and against which government performance can be measured. In essence a
service standard is a criterion adopted by a department defining how it should behave
towards its citizens.
5 Year ECDoE 5 Year ECDoE Strategic Strategic Plan for Plan 2005/06 for 2005-06 to 2009/10 to 2009-10. March 2006 21 F (6) Page 2
Page 2
contents part A: strategic overview

Government departments are obliged to develop service standards, as stipulated in the
Public Service Regulations, 2001, the Public Finance Management Act (PFMA), 1999,
as amended and the Promotion of Administrative Justice Act, 2000 ( Act No. 3 of 2000).
The Batho Pele (People First) or Transforming Public Service Delivery White Paper
(Government Gazette No. 1459 of 1 October 1997) which states as one of its 8
principles “Citizens should be told what level and quality of public services they will
receive so that they are aware of what to expect”
The Public Service Commission Report on the status of service standards found that
whilst the political will exist to deliver high quality services, the absence of standards that
promote and set out best practice has resulted in poor service delivery. As a result, the
Department of Public Service & Administration, in conjunction with the Office of the
Premier has initiated a process, across all sectors, to improve service delivery within the
various provincial departments to develop the required capacity in order to compile their
own service standards and measure delivery against these on an ongoing basis.
The first phase requires that all departments develop and agree upon 6 – 8 critical
service standards that they wish to prioritize. These will be showcased to other
departments as a peer learning opportunity and a monitoring system will be set in place
to measure progress against the service standards. In addition, the means to
communicate the service standards to citizens will also be explored. In this way,
departments will be mentored and coached in the process of service standard
development, roll out, monitoring and reporting.
The ECDoE has indicated its commitment to the development of standards by including
a Directorate for Quality Promotion and Standards in the new organogram. This has
further been entrenched into the system, by the development of a strategic management
framework, which puts standard setting firmly in the centre of performance management
and improved service delivery.
The need to develop standards at the strategic level at the outset is high on the agenda
of the ECDoE, who has, in conjunction with the Pytron Consortium developed blueprints
for best practice that will surely support the development of standards on the corporate
side. Furthermore, the Imbewu II Programme has over the past two years, funded a
comprehensive evaluation programme which through the commissioning of 25
evaluation studies, has highlighted the service delivery and programme performance
gaps and risk areas on the education services side. The findings and recommendations
from these studies will form the basis for not only the development of policy, but also the
development of appropriate service standards at the strategic, organizational and
operational levels of the Department.
The ECDoE has adopted a practical process towards achieving relevant and critical
standards that are backed up by legislation.
In this respect the Department is committed to the following process:
� Know your business
� Consult with target group / stakeholders
� Set customer-sensitive service standards
� Empower and train staff to support and maintain
� Communicate service standards and performance measures to customers
5 Year ECDoE Strategic Plan for 2005/06 2005-06 to 2009/10 2009-10. March 21 F (6) 2006 Page 3
Page 3

6. SECTORAL SITUATION ANALYSIS
6.1 Summary of Service Delivery Environment and Challenges
According to the EMIS statistics compiled in the Department of Education, the Provincial
education system in 2005 comprised 6,304 public schools. Of these, 880 are High
schools, 2,553 Combined or Junior Secondary Schools; 2,593 Primary schools; 42
schools for Learners with Special Educational Needs (LSEN); and 236 State subsidized
Early Childhood Development (ECD) centres, with many more of these centres being
run as community and private facilities. The same data revealed that there were
2,184,103 learners in public ordinary schools in 2005. Of these, 104,929 were preprimary
learners in grade R and 7,466 were learners in public ordinary schools with
special educational needs. There were a further 9,072 learners in special schools.
The same statistics show that there were 62,765 educators in public ordinary schools in
2005, of which 18,445 were in primary schools, 13,850 were in secondary schools and
30,470 were in high schools. There were 842 educators in special schools.
In-spite of significant progress, there are still major backlogs in school infrastructure. In
2005, 2,608 schools (41%) did not have electricity and 1,888 schools (29%) did not have
pipe-borne water. In the same year, 939 schools (14.8%) were identified as mud
structures needing replacement. Most of these schools are in the former Transkei.
School performance in terms of internal efficiency and academic success is less than
desirable. In 2004 the average repetition rate was 9%, and exceeded 20% at the senior
grades (grades 10-12) in many of the most disadvantaged Districts. Appropriately-aged
enrolment averaged only 31%, with over-aged enrolment particularly high, averaging
50%. The school participation rate for designated age cohorts is well below 100% and
decreases significantly at the higher grades. The matric pass rate for the Province has
been consistently low, with the lowest pass rate of any Province in 2005. These results
are not without their reasons, and the true account of the factors that give rise to these
circumstances are generally hidden and not subject to public discourse. An analysis of
this and other available information, however, reveals a picture of inequity,
disadvantagement, and under-resourcing; and it highlights the effects of poverty, history
and marginalization on the performance of Education in the Province.
There are 8 FET Colleges in the Province which, in 2004, had a headcount enrolment of
34,854 with 845 educators. There are also 4 Higher Education Institutions (HEIs) in the
Province with a headcount enrolment of 64,641 in 2004. However progression from high
schools to further and higher education is very low. In 2002 for example, 34,069 of the
65,661 grade 12 learners passed matric (52%), 5,249 with an exemption enabling them
to enter higher education. But only 5,451 learners entered a HEI and 1,703 entered an
FET college the next year. This meant that only 21% of learners were able to enter
formal further or higher education in fact did so. This problem is compounded when one
examines the throughput of the higher education system. In 2000, the drop out rate from
Provincial HEIs was 20% in the first year, with only 15% of the designated year group
graduating after four years. A significant number of learners from disadvantaged groups
cannot complete their studies because of financial reasons.
The Department is committed to rolling out its service delivery model articulated in
previous plans by establishing fully serviced District Offices, and the focus has shifted to
ensuring that District Offices are adequately resourced and capacitated. Fully functional
district offices will take services closer to the public and be a more efficient and effective
service delivery model. All programmes are subjected to quality assurance processes to
ensure that they benefit the Department’s clients, especially learners and community
members. There is a great need for adequate financial, human and physical resources
to enable the Department to deliver on its mandate. The challenge is to manage the
available resources more effectively and efficiently.
5 Year ECDoE 5 Year ECDoE Strategic Strategic Plan for Plan 2005/06 for 2005-06 to 2009/10 to 2009-10. March 2006 21 F (6) Page 4
Page 4
contents part A: strategic overview

In its quest to deliver exemplary service to all its clients – both internal and external – the
Department of Education, like all other departments within the public sector, is
continuously striving to inculcate the principles of Batho Pele (People First) into the
thinking of staff and to ensure that it becomes an integral part of service delivery.
6.2 Summary of Organisational Environment and Challenges
In 2005 the Department again reviewed its organizational structure in order to ensure
alignment with the new five-year Departmental Strategic Plan. A revised organogram
was approved by the MEC in January 2006, and is in the process of being implemented.
This will strengthen delivery capacity in the Districts and Head Office.
Due to budgetary constraints and lengthy administrative processes many senior
management posts have only been filled from 1 June 2005, including senior managers
to support the FET College Chief Executive Officers. This will be followed by Deputy and
Assistant Director, Chief and Deputy Education Specialist, Curriculum Advisor, Secretary
and other administrative posts.
The Department has absorbed surplus staff from Teacher Training Colleges into existing
vacancies.
7. LEGISLATIVE AND OTHER MANDATES
7.1 General Mandate of the Department
The broad mandate of the Department is to provide for basic education in the Province
and to adopt reasonable measures to progressively provide access to further education.
At national level this mandate is governed primarily by:
� The Constitution of the Republic of South Africa Act, 1996 (Act No. 108 of
1996) which provides for the constitutional right to education;
� The National Education Policy Act, 1996 (Act No. 27 of 1996) which provides for
the determination of national education policy by the Minister of Education;
� The South African Schools Act, 1996 (Act No. 84 of 1996) which caters for the
needs of those learners who are located in schools within the compulsory band;
� The Further Education and Training Act, 1998 (Act No. 98 of 1998) which
focuses on the needs of those learners who wish to pursue ongoing learning
activities;
� The Adult Basic Education and Training Act, 200 (Act No. 52 of 2000), which
promotes lifelong learning through the provision of continuous learning activities for
adults;
� The Employment of Educators Act, 1998 (Act No. 76 of 1998) and the Public
Service Act, 1994 (Proclamation No. 103 of 1994), which determine the conditions
of service, discipline, retirement and discharge of educators and administrative staff
in the Province; and
� The General and Further Education and Training Quality Assurance Act, 2001
(Act No. 58 of 2001), which provides for quality assurance in general and further
education and training, norms and standards for curriculum and assessment and the
issuing of certificates at exit points from the general and further education bands of
the National Qualifications Framework established under the South African
Qualifications Authority Act, 1995 (Act No. 58 of 1995).
5 Year ECDoE Strategic Plan for 2005/06 2005-06 to 2009/10 2009-10. March 21 F (6) 2006 Page 5
Page 5

� Key national policy frameworks are provided in respect of the needs of children
before their formal entry into the basic schooling phase (Early Childhood Education)
and the needs of learners who have special needs by Education White Paper 5 on
Early Childhood Education (May 2001) and Education White Paper 6 on Special
Needs Education – Building an Inclusive Education and Training System (July
2001).
� Curriculum 2005 (C2005) governs curriculum in the Province, embodying the vision
for general education to move away from a racist, apartheid, rote model of learning
and teaching, to a liberating, nation-building and learner-centred outcomes-based
initiative. In line with training strategies, the reformulation of the curriculum is
intended to allow greater mobility between different levels and between institutional
sites, and to promote the integration of knowledge and skills through learning
pathways. Its assessment, qualifications, competency and skills-based framework
encourages the development of curriculum models which are aligned to the National
Qualifications Framework in theory and practice.
7.2 Constitutional Mandate
The Constitution provides for the constitutional right to education and the overall
framework for the delivery of education to the people of South Africa. The key provisions
of the Constitution that impact on delivery by provincial education departments are
located in section 29 (Chapter 2) of the Bill of Rights, which reflects that:
“Everyone has the right –
(a) to a basic education, including adult basic education; and
(b) to further education, which the state through reasonable measures must make
progressively available and accessible”.
The Constitution provides that education at all levels (excluding tertiary education) is a
matter of concurrent or shared legislative competence between national and provincial
government. It empowers provinces to pass laws on education and provides a
framework to resolve any conflicts that may arise between national and provincial laws.
7.3 National Legislative Mandate
The National Education Policy Act, 1996 provides the basic framework for the national
Minister of Education to determine national educational policies, to monitor the
implementation of these policies and to evaluate the general well being of the
educational system. The Act provides the Minister with significant functions and
responsibilities in terms of the overall oversight of the education system nationally.
The South African Schools Act, 1996 provides the broad framework for the provision
of general education to the children of South Africa. This law broadly encompasses the
organization, funding and governance framework for all schools in South Africa and
authorizes the Member of the Executive Council responsible for education in the
Province and the Head of the Department to exercise far-reaching powers and perform a
range of essential functions in education.
The Further Education and Training Act, 1998 requires the Province to provide for the
establishment, governance and funding of public further education and training
institutions. This responsibility extends to monitoring and supporting these institutions.
The Adult Basic Education and Training Act, 2000 has as its objectives developing
support systems for a curriculum framework to equip learners with functional numeracy,
literacy, language and communication skills and coordinating the development and
implementation of quality assurance standards in relation to national standards and the
5 Year ECDoE 5 Year ECDoE Strategic Strategic Plan for Plan 2005/06 for 2005-06 to 2009/10 to 2009-10. March 2006 21 F (6).doc Page 6
contents part A: strategic overview

National Qualifications Framework. Some of the programmes included in the strategy
are teacher development programmes, literacy and numeracy and curriculum reform.
One of the major challenges confronting the Department is the reduction of adult
illiteracy through the mobilization of ABET structures and systems, and the
establishment of a reliable learner and teacher database.
The General and Further Education and Training Quality Assurance Act, 2001
provides for establishing a quality assurance body to ensure that continuous
enhancement of quality is achieved in the delivery and outcomes of the general and
further education and training sectors of the national education and training system and
developing a quality assurance framework for the general and further education bands of
the National Qualifications Framework. The Department is a public provider for purposes
of the Act, authorizing it to deliver learning programmes and to manage the assessment
of such programmes at public schools, public further education and training institutions
and public adult learning centres.
The Department employs educators and administrative staff in the Province in terms of
the Employment of Educators Act, 1998 and the Public Service Act, 1994. These
Acts govern the employment and human resource relationship between the Department
and its employees, determining conditions of service, discipline, retirement and
discharge.
7.4 Provincial Legislative Mandate
The Eastern Cape Province has passed the Eastern Cape Schools Education Act,
1999 (Act No 10, 1999) which builds on the South African Schools Act, 1966
providing further for the organization, governance and funding of schools in the
Province. It also provides for the Eastern Cape Education Advisory Council, consisting of
a range of stakeholders in education in the Province and for the determination of
provincial education policy.
The Education Laws Amendment (Conduct of Matriculation Examinations) Act,
1995 provides for the conduct of senior certificate examinations in the Province. It
provides for an examination board and for regulations governing the conduct of exams,
the enrolment and discipline of learners in exams, the appointment, powers and
functions of examiners, moderators and invigilators, the issuing of certificates and the
handling of inquiries into and irregularities in the conduct of exams.
7.5 Good Governance Mandate
The Constitution provides the basic values and principles governing the public
administration in general, including the Department. These principles include:
� A high standard of professional ethics must be promoted and maintained;
� Efficient, economic and effective use of resources must be promoted;
� Public administration must be development oriented;
� Services must be provided impartially, fairly, equitably and without bias;
� People’s needs must be responded to, and the public must be encouraged to
participate in policy-making;
� Transparency must be fostered by providing the public with timely, accessible and
accurate information;
� Good human resource management and career development practices, to maximize
human potential, must be cultivated;
5 Year ECDoE Strategic Plan for 2005/06 2005-06 to 2009/10 2009-10. March 21 F (6).doc 2006 Page Page 7
7

� Public administration must be broadly representative of the South African people,
with employment and personnel management practices based on ability, objectivity,
fairness, and the need to address the imbalances of the past to achieve broad
representation.
The White Paper on Transforming Public Service Delivery (Batho Pele) (General
Notice 18340 of 1 October 1997) promotes transformation in government. It is based
on eight transformation principles. The Department has recognized that transforming its
service delivery is key to guaranteeing the basic needs of citizens and, as such, aims to
be more effective by improving its service delivery programmes. These principles are: 1.
consulting users of services; 2. setting service standards; 3. increasing access; 4.
ensuring courtesy; 5. providing more and better information; 6. increasing openness and
transparency; 7. remedying mistakes and failures; and 8. getting the best possible value
for money.
The Department is bound by the provisions of the Public Finance Management Act,
1999 (Act No. 1 of 1999) to ensure that all revenue, expenditure, assets and liabilities
are managed efficiently and effectively. The Act requires that good public finance
management principles are incorporated into the Department’s business plans, that
annual budgets are compiled and managed and that financial systems, risk management
and internal controls are in place and are transparent.
The Promotion of Access to Information Act, 2000 (Act No. 2 of 2000) requires the
Department to provide access to information that it holds if requested by any person or
organization. The Act gives effect to section 32(1)(a) of the Constitution which states that
everyone has the right of access to any information held by the State, and section 32
(1)(b) which provides for the right of access to information held by any other person
when that information is required for the exercise or protection of rights.
The Department is also subject to the Promotion of Administrative Justice Act, 2000
(Act No. 3 of 2000) which provides that everyone has the right to administrative action
that is lawful, reasonable and procedurally fair, and that anyone whose rights have been
adversely affected by administrative action may require written reasons for the action.
The Act also provides for the judicial review of administrative acts by the courts.
7.6 Electronic Education and Communications
The Electronic Communications and Transactions Act, 2002 (Act No. 25 of 2002)
provides for the facilitation and regulation of electronic communications and
transactions; the development of a national e-strategy; universal access to electronic
communications and transactions; human resource development in electronic
transactions; the prevention of abuse of information systems; and to encourage the use
of e-government services. This is an important law for the Department and for
educational institutions and requires access to and training in the use of computers.
The Draft White Paper on e-Education, August 2003 provides an overall policy goal to
the effect that “Every South African learner in the general and further education and
training bands will be ICT capable (that is, use Information and Communications
Technology (ICT) confidently and creatively) by 2013”. Policy imperatives in this regard
are set out under the following strategic objectives:
� ICT professional development of teachers, managers and administrators;
� Electronic content resources for teaching and learning;
� ICT infrastructure;
� Connectivity to an educational network and the Internet;
� Community engagement to share the resources with the wider community;
� Research and development into new technologies, methodologies and techniques.
5 Year 5 ECDoE Year ECDoE Strategic Strategic Plan for Plan 2005/06 for 2005-06 to 2009/10 to 2009-10. March 2006 21 F (6).doc Page 8
contents part A: strategic overview

This policy will have a major impact on teaching, learning and administration in schools
over the next 10 years.
8. BROAD POLICIES, PRIORITIES, STRATEGIC GOALS AND
OBJECTIVES
The goals, objectives and priorities of the strategic plan have been derived from a review
of the legislative and policy framework governing education both nationally and in the
Province, and from the development focus and transformational agenda of the
Department. The Department has conducted a detailed analysis of its circumstances
and challenges, both historically and currently, and has, as a result, isolated areas of
focus for the enhancement of its performance and the promotion of a more equitable
dispensation of educational services in the Province. Government adopted “Vision 2014”
as part of its election manifesto in April 2004. The PGDP and the Transformation
Agenda both cover the ten-year period until 2014. The PGDP takes its cue from
Government’s mandate, including the Medium-Term Strategic Framework (MTSF) for
2004 to 2009, whilst the Transformation Agenda is aligned to the PDGP.
8.1 National and Provincial Government Policies and Priorities
8.1.1 Government's mandate, as reflected in the "2004 Manifesto - A People's Contract to
Create Work and Fight Poverty" is based on an appreciation of the progress that has
been made in the past 10 years in creating a constitutional democracy, expanding
access to services and opportunities, growing the economy, improving citizens' security
and locating SA within the vanguard of global efforts to build a caring and secure world.
Vision 2014 is articulated in the Manifesto: "Guided by the Reconstruction and
Development Programme, our vision is to build a society that is truly united, nonracial,
non-sexist and democratic. Central to this is a single and integrated economy that
benefits all."
8.1.2 The MTSF indicates that Government's strategic priorities, amongst other things, are to
address issues in education such as the recapitalization of Further Education & Training
(FET) institutions, aligning curricula of these and other technical training institutions
with economic needs, other issues relating to the skills training nexus, improving
school performance, ensuring dedicated resources for launching a massive programme
for Early Childhood Development (ECD) as a deliberate human resource investment
(as part of the Expanded Public Works Programme), expanding the Primary School
Nutrition Programme, and aligning the National Spatial Development Perspective
(NSDP), Provincial Growth & Development Strategies (PGDSs) and Integrated Local
Development Plans (IDPs) within the next three years to ensure that local plans
correspond to national and provincial economic imperatives. All of this should occur
within a new culture of partnerships with various sectors of society taking root in the way
government operates, informed by the concept of a People's Contract.
8.1.3 The PGDP aims to address the high levels of poverty, unemployment and illiteracy,
amongst other things, in the Province. This development framework sets, inter alia, the
following targets for the next 10 years:
� To maintain an economic growth rate of between 5% and 8% per annum;
� To reduce by between 60% and 80% the number of households living below the
poverty line by 2014;
� To establish food self-sufficiency in the Province by 2014;
� To ensure universal primary education (UPE) by 2014, with all children proceeding
to the first exit point in secondary education;
� To improve the literacy rate in the Province by 50% by 2014;
� To eliminate gender disparity in education and employment by 2014; and
� To halt and begin to reverse the spread of HIV and Aids by 2014.
5 Year ECDoE Strategic Plan for 2005/06 2005-06 to to 2009/10 2009-10. March 21 F (6).doc 2006 Page Page 9
9

8.1.4 The Transformation Agenda of the Department seeks to ensure redress by pursuing a
course of development that is responsive to the social and economic circumstances in
communities, the Development Agenda of the Province, and the historically derived
pockets of inequitable services that still exist in the Province. In this regard, this section
of the document highlights priorities and presents an outline of strategic goals and
objectives. The section also seeks to present a rationale for the identification and
selection of each strategic goal in light of the vision of the Department, the issues that
are currently faced, and the core element of the Department’s Transformation Agenda.
8.2 Departmental Priority Areas
The priority areas of focus in the Department are derived from its emphasis on ensuring
that the organizational systems and policy framework of the Department are sufficiently
adequate to streamline and support service delivery; ensuring that each learner has an
equitable opportunity to achieve; and ensuring that the infrastructure for education is
sufficiently adequate to meet the goals and objectives for service delivery.
An analysis of the circumstances in the Department has revealed that a targeted array of
critical interventions will provide firm grounding for enhancing educational services and
thus creating a momentum for development and educational achievement. Among the
priority areas for focus are the following:
� Amending or replacement of the Province’s schools law
� Ensuring the establishment and functioning of advisory structures in education
� Strengthening policy frameworks for learner admissions in Public Schools
� Creating effective and efficient systems and policy for managing learner conduct and
disciplinary hearings
� Maintaining integrity and efficiency in the conduct of examinations and assessments
� Creating greater equity and efficiency in the governance, funding and oversight of
public schools
� Establishing greater capacity and more effective policies and systems for the
administration of school fees and public school finances including budgets, school
funds, financial statements and school audit reports
� Establishing policies and support systems for enhancing the performance of learner
representative councils
� Enhancing policies, systems and monitoring structures for the registration, funding
and oversight of independent schools
� Enabling the transformation and responsiveness of public Further Education and
Training institutions through proper governance, funding and oversight
� Enhancing the effectiveness, efficiency and productivity of public adult learning
centres through proper governance, funding and oversight
� Enhancing the rationalization of schools to enhance the efficiency of education and
promote greater equity in the availability of curriculum options and quality education
� Ensuring the adequacy of resources and facilities of the proper administration and
delivery of education
8.3 Departmental Strategic Goals
In light of the analysis of circumstances and the priority areas identified, 9 goals were
identified to frame the strategic focus and activities of the Department. These strategic
goals form the foundation of what the Department seeks to accomplish within the
planned period.
5 Year ECDoE 5 Year ECDoE Strategic Strategic Plan for Plan 2005/06 for 2005-06 to 2009/10 to 2009-10. March 2006 21 F (6).doc Page 10
contents part A: strategic overview

The strategic goals are outlined in Table 1. The Table also provides a brief rationale in
support of the selection and focus on each strategic goal. The Department aims to
pursue the following strategic goals over the next ten years:
Table 1: Strategic Goals and Associated Rationale
No Strategic Goal Rationale and Focus
1 Equity in educational achievements
for all learners regardless of race,
gender ,
disability and geographic
location
2 All school learners equipped with
skills for further employment
(including self-employment), training
and participation in society
3 Improved quality of teaching and
learning at all educational levels
throughout the Province
4 Increased levels of service
integration at the local level
5 Performance Management
systems and
systems management and processes for
enhanced service delivery
As a result of this goal, it is anticipated that
A review of the data on performance shows that historical
disadvantagement still affects the level of resources that are
available for education in some communities. The effect of
prosperity and other circumstances of the community affects
schools and the performance and advancement of learners
All learners and communities will be resourced to the level that
will produce equity in achievement.
As a result of this goal, it is anticipated that
Learners graduating from schools are not equally equipped for
careers and for life. Many do not have a sound and viable basic
education upon which they can build a future. Because of poor
subject choices, minimal educational resources and lack of
guidance and support, many learners are under-educated, underinformed
and ill-equipped for successful futures.
All learners will have a sound basic education and educational
exposure and information upon which they can build careers
As a result of this goal, it is anticipated that
The quality of teaching and learning varies throughout the
Province because of the availability and level of resources, the
quality of teachers and the level of parental and community
support. Some learners and communities are disadvantaged
because they do not have access to quality education.
All learners will have a greater opportunity to achieve at a level
that is typical for the more privileged learners in the Province.
As a result of this goal, it is anticipated that
Resources at the local level are not maximized for the highest
benefit of learners and their communities. Local organizations
and departments, especially in the social sector, must work
together to achieve the welfare of learners, their parents and their
communities.
A more integrated approach to education at the local level, where
more local resources are applied to the benefit of learners. There
will be a higher level of purposeful inter-organizational
collaboration.
As a result of this goal, it is anticipated that
Because policies, systems and processes are not sufficiently
streamlined and focused to promote equity and reduce
disadvantagement, inequitable circumstances continue to exist.
The achievement of transformational objectives will depend
largely on systems and policies that are supportive.
6 Optimal configuration of the school
The adequacy of systems will be judged by their ability to
contribute to the realization of transformational outcomes
As a result of this goal, it is anticipated that
5 Year ECDoE Strategic Plan for 2005-06 2005/06 to 2009-10. 2009/10 March 21 F (6).doc 2006 Page 11

No Strategic Goal Rationale and Focus
system in order to balance access
and efficiency
7 Balanced funding and deployment of
resources to maximize discretionary
support to strategic priorities
8 Social issues affecting schooling
addressed
9 Adequate physical and institutional
infrastructure to support teaching and
learning at all levels
8.4 Strategic Objectives
There are too many small schools in rural areas to maximize
quality and efficiency in education. Students are disadvantaged
by the limited range of subject offerings because of school
establishments that are too small.
Consolidation of schools so that there are larger schools that are
more suitably equipped to deliver quality education.
As a result of this goal, it is anticipated that
Current funding formulae and mechanisms do not currently
accommodate for poverty and disadvantagement. Resources
must be proportionally allocated so that the disadvantaged are
able to make gains in acquiring the capacity to deliver effective
educational services.
Funding and resource allocation formula and mechanisms are
structured in a manner that allows disadvantaged schools and
districts to make gains in service delivery improvement.
As a result of this goal, it is anticipated that
Learners and educators are first and foremost members of their
families whilst the latter constitute the building blocks of the
various communities served by schools and other educational
institutions. Families and communities are adversely affected by
various social issues such as poverty, crime, unemployment, HIV
and AIDS etc, which constitutes an integral part of their social
reality.
Social issues affecting schooling therefore need to be addressed
to ensure that quality learning and teaching is possible.
As a result of this goal, it is anticipated that
Due to historical reasons some schools function without essential
physical infrastructure such as adequate and proper class and
lecture rooms, laboratories, libraries, office blocks and toilets.
Some schools and colleges are accommodated in mud
structures, derelict buildings, or are without electricity, water and
sanitation.
Essential physical infrastructure is indispensable in order for
effective learning and teaching to take place.
Each strategic goal is broken down into a designated set of strategic objectives as the
first measure for beginning to delineate specific activities to be undertaken within the
planned period. In the process of plan development a wide array of strategic objectives
were identified for each strategic goal. The number of strategic objectives identified
through these processes was excessive, and was perceived to be generally
unmanageable. As a result, strategic objectives were rationalized into the reduced set
of objectives that are presented in Table 2. It should be noted, however, that this
rationalization did not compromise the range of activities that were considered as
necessary for the implementation of the plan. In outlining strategic objectives within their
associated measurable objectives and performance measures, every effort was made to
ensure that critical areas of focus are identified and properly specified. In effect, no
aspect of the strategic plan deliberation was lost in the rationalization process.
5 Year 5 Year ECDoE ECDoE Strategic Plan Plan for 2005/06 for 2005-06 to 2009/10 to 2009-10. March 21 2006 F (6).doc Page Page 12 12
contents part A: strategic overview

Table 2 : Outline of Strategic Objectives by Strategic Goals
NUMBER AND
IDENTIFICATION OF
GOALS and
OBJECTIVES
STATEMENT OF GOALS WITH ASSOCIATED STRATEGIC OBJECTIVES
Strategic Goal 1: Equity in educational achievements for all learners regardless of race, gender,
disability and geographic location
Strategic Objective 1: Increased admission, participation, progression and success rates in ECD, GET and
FET including rural learners, girls and LSEN
Strategic Objective 2: Targeted and preferential funding to enhance achievement prospects for the most
disadvantaged learners and communities
Strategic Objective 3: Improved enrolment, participation and performance in Mathematics, Science and
Technology and Economic Management Sciences, particularly amongst girls and
rural learners
Strategic Objective 4: Increased access to and utilization for ICTs also in rural schools, in order to exploit
the transformative equalizing potential of eEducation
Strategic Objective 5: High quality relevant teaching and learning materials and equipment reach the
poorest schools
Strategic Goal 2: All school learners equipped with skills for further employment (including selfemployment),
training and participation in society
Strategic Objective 1: Potential of GET and FET learners increased for employment and self-employment
through improved skills, especially in Mathematics, science, technology and ICT
Strategic Objective 2: School and FET learners with skills in line with economic and social needs through a
relevant and well supported curriculum and well trained teachers
Strategic Objective 3: Increased access, throughput and success through quality, relevant learning
programmes in well resourced FET colleges
Strategic Objective 4: Potential of FET learners increased for employment and self-employment through
improved linkage to key government initiatives and skills training programmes
Strategic Goal 3: Improved quality teaching and learning at all educational levels throughout the
Province
Strategic Objective 1: Integrated implementation of the curriculum coordinated and supported in
accordance with national policies
Strategic Objective 2: Developed and supported a professional, committed and well trained teaching corps
Strategic Objective 3: Teacher utilization and performance improved and managed
Strategic Objective 4: A quality foundation for teaching and learning provided and supported through self
managing and well resourced ECD Centres and Schools
Strategic Objective 5: Increased literacy and relevant skills through high quality ABET programmes
Strategic Objective 6: Access to quality teaching and learning for LSEN in accordance with the policy and
principals of inclusive education
Strategic Objective 7: Enhanced integration of HIV and AIDS and life skills into and across the curriculum
Strategic Objective 8: Improved literacy and proficiency in the language of learning and teaching (LoLT)
Strategic Goal 4: Increased levels of service integration at the local level
Strategic Objective 1: Well managed schools with strong community involvement
Strategic Objective 2: Effective professional support services from EDOs, Subject Advisors and Special
Needs Staff
Strategic Objective 3: The range and intensity of training and development programmes offered to high
priority head office and district staff increased, and well articulated, comprehensive
and accredited training programmes available
Strategic Objective 4: Well managed education districts with strong links to municipalities and education
stakeholders
5 Year ECDoE Strategic Plan for 2005-06 2005/06 to 2009-10. 2009/10 March 21 F (6).doc 2006 Page 13

NUMBER AND
IDENTIFICATION OF
GOALS and
OBJECTIVES
STATEMENT OF GOALS WITH ASSOCIATED STRATEGIC OBJECTIVES
Strategic Objective 5: Improved service delivery in education: develop and implement a decentralization
plan in line with the Provincial Decentralization Plan (PGDP)
Strategic Objective 6: Strengthened coordination and partnerships within the Department and with
government, social partners and civil society
Strategic Goal 5: Performance management systems and processes for enhanced service
delivery
Strategic Objective 1: Strong, locally-based corporate services established in District offices
Strategic Objective 2: Effective performance management and accountability processes for all employees
Strategic Objective 3: Incentives proved to make rural areas more attractive for educators and other public
servants, e.g. access to housing, land tenure, schooling, etc.
Strategic Objective 4: Strategic role of the Department enhanced by making management and
administration systems work effectively
Strategic Objective 5: Optimal provisioning and utilization of human resources
Strategic Objective 6: HIV and AIDS considerations mainstreamed into all policies, programmes and
procedures of the Department
Strategic Objective 7: Strategic management of the Department that promotes the transformation agenda
Strategic Goal 6: Optimal configuration of the school system in order to balance access and
efficiency
Strategic Objective 1: Realignment of schools to comply with the national phases (Grade 1-7 Primary,
Grade 8-12 secondary)
Strategic Objective 2: School construction redirected in order to facilitate reconfiguration
Strategic Objective 3: Subsidized scholar transport (including bicycles) and/or accommodation of learners,
particularly at secondary level in order to achieve higher enrolments per school
Strategic Goal 7: Balanced funding and deployment of resources to maximize discretionary
support to strategic priorities
Strategic Objective 1: Appropriate determination of post-baskets and ensuring that every staff member is
optimally utilized
Strategic Objective 2: Closely managed appointment of additional staff so that resources can be freed up
for non-personnel expenditure intended to improve quality and service delivery
meeting nationally set targets for personnel : non-personnel expenditure
Strategic Objective 3: Carefully targeted additional resources to improve physical facilities, increase supply
of teaching and learning resources and equipment to schools, to train, develop and
support existing personnel better, and to implement the norms and standards for
school funding
Strategic Objective 4: International and local donor community harnessed as partners in education delivery
and access additional resources
Strategic Goal 8: Social issues affecting schooling addressed
Strategic Objective 1: Schools and departmental structures and processes established to respond
adequately to the social issues which affect schools and schooling
Strategic Objective 2: Collaborative relationships within the school community and social structures to
reinforce the family and to manage social issues which affect schools
Strategic Objective 3: A safe and healthy environment and employee wellness in the workplace
Strategic Objective 4: A new model developed and introduced for the school nutrition programme which
involves community participation through cooperatives
Strategic Objective 5: Care and support for those who are infected or affected by HIV/AIDS
Strategic Goal 9: Adequate physical and institutional infrastructure to support teaching and
learning at all levels
Strategic Objective 1: Adequate school buildings appropriately placed and conducive to teaching, learning
and administration
5 Year 5 Year ECDoE ECDoE Strategic Strategic Plan Plan for 2005/06 for 2005-06 to 2009/10 to 2009-10. March 21 2006 F (6).doc Page Page 14 14
contents part A: strategic overview

NUMBER AND
IDENTIFICATION OF
GOALS and
OBJECTIVES
STATEMENT OF GOALS WITH ASSOCIATED STRATEGIC OBJECTIVES
Strategic Objective 2: A school environment and facilities that are conducive to effective education, safety,
health, security and environmentally appropriate
Strategic Objective 3: Collaboration of our school building programme with publicly administered
programmes which deal with poverty, unemployment and other social and economic
challenges in society
Strategic Objective 4: FET colleges properly upgraded and recapitalized in order to respond to labour
market needs
Strategic Objective 5: Education District Offices upgraded to provide adequate space and facilities
8.5 Cross Cutting Strategic Goals and Objectives
In order to be implemented the objectives of the strategic plan must be assigned to
specific Directorates within the Department, and the appropriate budget and resources
must be allocated for the necessary activities to be undertaken. In some cases,
however, strategic objectives relate to the work of many Directorates and functions
within the Department and as a result, they are not easily allocated organizationally or in
respect to budgetary programmes. Some of these crosscutting objectives are outlined in
Table 3.
Table 3: Cross Cutting Strategic Goals and Objectives
Strategic Goal 4: Increased levels of service integration at the local level
Strategic Objective 1: Well managed schools with strong community involvement
Strategic Objective 2: Effective professional support services from EDOs, Subject Advisors and Special
Needs Staff
Strategic Objective 3: The range and intensity of training and development programmes offered to high
priority head office and district staff increased, and well articulated, comprehensive
and accredited training programmes available
Strategic Objective 4: Well managed education districts with strong links to municipalities and education
stakeholders
Strategic Objective 5: Improved service delivery in education: develop and implement a decentralization
plan in line with the Provincial Decentralization Plan (PGDP)
Strategic Objective 6: Strengthened coordination and partnerships within the Department and with
government, social partners and civil society
Strategic Goal 5: Performance management systems and processes for enhanced service
delivery
Strategic Objective 2: Effective accountability and performance management processes for staff
Strategic Objective 3: Incentives proved to make rural areas more attractive for educators and other public
servants, e.g. access to housing, land tenure, schooling, etc.
Strategic Objective 4: Strategic role of the Department enhanced by making management and
administration systems work effectively
Strategic Objective 5: Optimal provisioning and utilization of human resources
5 Year ECDoE Strategic Plan for 2005/06 2005-06 to 2009/10 2009-10. March 21 F (6).doc 2006 Page 15
15

Strategic Objective 6: HIV and AIDS considerations mainstreamed into all policies, programmes and
procedures of the Department
Strategic Objective 7: Strategic management of the Department that promotes the transformation agenda
Strategic Goal 8: Social issues affecting schooling addressed
Strategic Objective 1: Schools and departmental structures and processes established to respond
adequately to the social issues which affect schools and schooling
Strategic Objective 2: Collaborative relationships within the school community and social structures to
reinforce the family and to manage social issues which affect schools
Strategic Objective 3: A safe and healthy environment and employee wellness in the workplace
Strategic Objective 5: Care and support for those who are infected or affected by HIV/AIDS
Strategic Goal 9: Adequate physical and institutional infrastructure to support teaching and
learning at all levels
Strategic Objective 2: A school environment and facilities that are conducive to effective education, safety,
health, security and environmentally appropriate
Strategic Objective 3: Collaboration of our school building programme with publicly administered
programmes which deal with poverty, unemployment and other social and economic
challenges in society
8.6 Monitoring and Evaluation
The measurement of progress in the attainment of these goals and objectives will
require policy change and formulation and the development and maintenance of a
planning, evaluation, monitoring and research component within the Department. The
support and upgrade of the EMIS section will ensure a strong and reliable data source is
available to track and support the transformation process.
9. INFORMATION SYSTEMS TO MONITOR PROGRESS
Information systems to monitor progress are divided into three main components –
financial information systems, operational information systems and information reporting
systems. All these systems are computerised. But, in addition to the computerised
information that is made available through these well established and routine IT systems
in Government, the Department has put in place its own structures for research
monitoring, evaluation and reporting. Together these systems and structures constitute
the basic facilities for monitoring progress. Each is reviewed briefly below.
9.1 Financial Information Systems
The Department operates the National Treasury’s transversal systems of Persal, BAS
and Logis systems for personnel and salary administration, accounting, and ordering
and stores management. The Logis and BAS systems now have an interface, which
means that transaction information initiated in the Logis system is transferred directly to
the BAS system without the need for again capturing the data. Logis is now a web-based
system. An interface also operates between the Persal and BAS systems.
5 5 Year ECDoE Strategic Plan Plan for for 2005/06 2005-06 to to 2009/10 2009-10. March 21 F 2006 (6).doc Page 16 Page 16
contents part A: strategic overview

9.2 Operational Information Systems
The Department makes use of the transversal Examinations system to administer
examination results.
In relation to financial performance, the Department established a monthly process
whereby all managers are required to present an analysis of expenditure to date against
operational plan targets and projected cash flows at the Financial Committee.
This process results in a report with recommendations to each manager in the
Department on how to address deviations and other compliance issues. Underpinning
this process are the principles outlined in the PFMA.
On a quarterly basis, all senior managers meet to review programme performance which
is based on their quarterly programme reports in relation to operational and strategic
targets and financial data from BAS.
9.3 Information Reporting Systems
A provincially developed system called the Electronic Facilities Management System
(EFMS) provides useful information on every school in the province. This database has
five modules consisting of:
1. Programme management;
2. Property register showing the location of each school;
3. Facilities management module which deals with projects for new schools or
additional classrooms;
4. Maintenance planning, which enables maintenance and rehabilitation projects to be defined;
5. Property management.
The transversal Education Management Information System (EMIS) is used for a range
of statistics collected annually on the demographics and other indicators of learners,
educators, classrooms and schools.
The National Treasury’s Vulindlela system provides management information from the
Persal and BAS systems in an easy-to-use, web-based format. Table 4 provides
information on who monitors which responsible manager and identifies the mechanisms
used to carry out this monitoring.
Table 4: Responsible Managers, Monitoring Agency and Monitoring Mechanisms
Responsible
Manager
Monitoring Agency Monitoring Mechanism
MEC Premier/ Executive Council/ � Strategic Plans and Budgets�
Legislature
Provincial
/ Auditor-General
�
�
Quarterly Reports�
Annual Reports�
HOD MEC
� Operational Plans and Budgets�
� Monthly Reports�
� Quarterly Reports�
� Annual Reports�
Branch HOD
� Operational Plans and Budgets�
Managers
� Monthly Cash flows�
� Monthly Reports�
� Quarterly Reports�
� Annual Reports�
Line
Branch managers
� Operational Plans and Budgets�
Managers
� Monthly Cash flows�
� Procurement Plans �
5 Year ECDoE Strategic Plan for 2005/06 2005-06 to 2009/10 2009-10. March 21 F (6).doc 2006 Page 17
17

� Monthly Reports�
� Quarterly Reports�
� Annual Reports�
10. DESCRIPTION OF STRATEGIC PLANNING PROCESS
It should be noted here that this document is a revision and update of the previously published
strategic plan of the Department for 2005/6 to 2009/10. As a result, the planning process
described in this section refers to the analysis, engagements and activities which resulted in
this updated version of the Department’s plan for education within the planned period. The
major components of the planning process were analysis, consultation, rationalization
prioritization, plan preparation, review and approval.
A reconsideration of the Department’s strategic position was initiated by the MEC when
he requested the preparation of a paper on the manner in which the Department should
transform in order to fulfil its obligations and be responsive to the development
circumstances of the Province. On this basis, an in-depth analysis was conducted on
the circumstances of the Department historically and currently in order to isolate critical
problem areas which affect the overall performance of the system. The result of this
investigation was the preparation of a monograph on “A Transformation Agenda” for the
Department. This agenda of objectives and activities sought to overcome the problems
which exist in the Department and set out a new framework for the equitable and
efficient delivery of educational services. A Province-wide consultation involving all
stakeholders was convened on the monograph as a basis for service “buy-in”, but more
importantly as a basis for enabling stakeholders to secure a better understanding of the
issues which affect education and thereby soliciting further input for the improvement.
When the consultation was completed, it was evident from the input provided that the
strategic plan for the Department had to be revised in order to respond to a variety of
issues raised and the scope of solutions rendered. Even more so, it was now more
critical than before to ensure that the strategic plan of the Department serve as a clear
and articulated statement of the manner in which the Department seeks to meet its
obligations and priorities and in the process continue to enhance its performance. A
consultative process was set in place to secure input for the development of the plan.
A series of consultative workshops were convened involving all managerial staff of the
Department. These workshops sought to delineate strategic objectives for each of the
strategic goals of the Department, to identify measurable objectives and performance
measures and to decide on organizational assignments for undertaking responsibilities
under the plan. The Department sought to make the planning process both informative
and empowering as a measure to enable a more in-depth understanding of the plan.
However, this process also served as a vehicle to secure commitment, promote interunit
collaboration and instil renewed vigour for facilitating the transformation of the
Department.
Because of the level of broad-based consultation, the number of strategic objectives
generated was unmanageable. It was necessary, therefore, to engage in a
rationalization and prioritization process in order to reduce the complexity of plan
implementation. These objectives were reduced by shifting some objectives to
performance measures, by consolidating related objectives and by eliminating objectives
that were duplicative. In spite of this, all the inputs regarding the critical activities to be
undertaken were retained in the presentation of the plan.
Managers in the Department undertook several interactions of revision and review in order to
prepare the document of approval. The document was finally approved and submitted.
All input was prepared in accordance with the National Treasury Guidelines. On
occasions it as necessary to go beyond these guidelines so that the document will serve
its purpose in enlightening and empowering officials in the Department.
5 Year ECDoE 5 Year Strategic ECDoE Strategic Plan for 2005/06 Plan for to 2005-06 2009/10 to March 2009-10. 2006 21 F (6).doc Page 18
contents part A: strategic overview

5 Year ECDoE Strategic Plan for 2005/06 to 2009/10 March 2006 Page 19

e a s t e r n c a p e d e p a r t m e n t o f
EDUCATION
5 Year ECDoE Strategic Plan for 2005/06 to 2009/10 March 2006 Page 20
contents

PART B: PROGRAMME AND SUB-PROGRAMME PLANS
11. STRATEGIC GOALS, OBJECTIVES AND BUDGET PROGRAMMES
11.1. INTRODUCTION
This section of the strategic plan document presents an analysis of the respective
programmes and sub-programmes that are used for budgeting and for budget allocation
and management. The structure and analysis presented herein is critical for two
reasons. The first is the legal requirement to comply with the budgeting and
implementation frameworks provided. If programmes and programme activities are not
properly presented according to the programmatic framework within which funding is
received, then the likelihood for financial support for the respective programme is
significantly reduced. This framework is therefore most essential to the successful
implementation of the strategic goals and objectives outlined. The second reason for the
importance of this framework is that it gives meaning and contextualizes the strategic
goals of the plan. Here the practical details of the plan are presented on each strategic
objective and on each planned activity. These details provide the richness and depth
that is necessary to both understand what is intended and then successfully manage
implementation.
In introducing the sub-programmes, however, it should be noted that an attempt was
made to present and describe all information on programmes at the sub-programme
level. This will allow a more detailed examination of the context and circumstances in
which particular goals and objectives will be implemented, and thereby lay a sound
foundation for implementation.
Because of the complexity of the respective sub-programmes, most of the information
and analysis of sub-programmes is presented in the Annual Performance Plan (APP). In
addition it should be noted that the sub-programme structure does not have an exact fit
with the organizational structure of the Department or the range of activities that are
necessary to fulfil the goals and objectives outlined. To some extent therefore, it was
necessary to force planned prospects and activities within the established programme
and sub-programme structure.
Notwithstanding, planners were relatively successful in working with the respective
managers to ensure that activities and circumstances are properly represented within
the programmatic structure.
In this respect, five tables are presented. The first, Table 5, presents a brief outline of
the programme and sub-programme structure within which the planned activities of the
Department are framed. It is a listing of the programmes and the sub-programmes
within them. Table 6 presents the strategic goals and objectives according to
programme and sub-programme structure and accordingly to the Chief Directorates to
which each objective is appropriate.
Table 7 presents a brief overview of each programme noting the objectives and the
technical boundaries in terms of goals, services and payments that are allowable. Table
8 presents an overview of policies, priorities and constraints in the respective
programmes and sub-programmes. Further a more detailed analysis and plan for the
respective sub-programmes appears in the Annual Performance Plan (APP).
A more detailed description is provided for each of the tables presented.
5 Year ECDoE Strategic Plan for 2005/06 2005-06 to 2009/10 2009-10. March 21 F (7).doc 2006 Page 2119

Table 5: Programmes and Sub-Programmes Structure for the Department
Programme Sub-programme
1. Administration
2. Public Ordinary
School Education
1.1. Office of the MEC
1.2. Corporate Services
1.3. Education Management
1.4. Human Resource Development
1.5. Conditional Grants
1.6. Education Management Information Systems (EMIS)
2.1. Public Primary Schools
2.2. Public Secondary Schools
2.3. Professional Services
2.4. Human Resource Development
2.5. In-school Sport and Culture
2.6. Conditional Grants (SNP)
3.1. Primary Phase
3. Independent
School Subsidies 3.2. Secondary Phase
4. Public Special
School Education
4.1.
4.2.
Schools
Professional Services
4.3. Human Resource Development
5. Further
Education and
Training
6. Adult Basic
Education and
Training
7. Early
Childhood
Development
8. Auxiliary and
Associated
Services
4.4. In-school Sport and Culture
4.5. Conditional Grants
5.1. Public Institutions
5.2. Youth Colleges
5.3. Professional Services
5.4. Human Resource Development
5.5. In-college Sport and Culture
5.6. Conditional Grants
6.1. Public Centres
6.2. Subsidies to Private Centres
6.3. Professional Services
6.4. Human Resource Development
6.5. Conditional Grants
7.1. Grade R in Public Schools
7.2. Grade R in Community Centres
7.3. Pre-Grade R
7.4. Professional Services
7.5. Human Resource Development
7.6. Conditional Grants
8.1. Payments to SETA
8.2. Conditional Grant Projects (HIV and Aids)
8.3. Special Projects
8.4. External Examinations
5 Year ECDoE 5 Year ECDoE Strategic Strategic Plan for Plan 2005/06 for 2005-06 to 2009/10 to 2009-10. March 2006 21 F (7).doc Page 20 22
part B: programme & sub-programme plans

11.2. Strategic Goals and Objectives with Sub-Programme and Chief Directorate
Assignment
All strategic goals and objectives must fit within designated sub-programmes to be
funded, and they must be assigned to Directorates and Chief Directorates responsible
for their implementation. In order to present a more comprehensive overview of
objectives as they are assigned to sub-programmes and to the respective Directorates,
Table 6 is presented as a summary. It should be noted here that each objective may be
assigned to multiple sub-programmes and to more than one Directorate or Chief
Directorates. When objectives are further broken down into measurable objectives and
performance measures, however, then assignments may be made with a bit more
specificity.
Special emphasis must be placed on the manner in which different Directorates
collaborate in order to undertake particular assignments related to a single strategic
objective. This is necessary so as to avoid duplication, confusion and inefficient use of
available resources.
In order to acquire a fuller understanding of the context and circumstances of particular
initiatives to be undertaken, it will be instructive to reflect on Directorate assignments in
reviewing the various sub-programmes which will be described later in this chapter.
Table 6: Strategic Goals & Objectives, Programme/Sub-Programme & Chief Directorate
Assignment
STRATEGIC GOALS AND
OBJECTIVES
PROGRAMME AND SUB-PROGRAMME
REFERENCE
CHIEF DIRECTORATE
Goal 1: Equity in educational achievements for all learners regardless of race, gender, disability and
geographic location
1.1 Increased admission,
2.1 Public Primary Schools � Curriculum Management�
participation, progression and success
rates in ECD, GET and FET including
rural learners, girls and LSEN
2.2 Public Secondary Schools
4.1 Public Special School Education
� Institutional Development & Support�
� District Coordination & Management�
5.1 and 5.2 Further Education and Training � Vocational Education Services�
6.1 Adult Basic Education and Training �
7.1 and 7.2 Early Childhood Development �
1.2 Targeted and preferential funding 2.1 Public Primary Schools � Strategic Management Monitoring &
to enhance achievement prospects for
Evaluation�
the most disadvantaged learners and
communities
2.2 Public Secondary Schools
6.1 Adult Basic Education and Training
� Institutional Development & Support�
� Vocational Education Services�
7.1 and 7.2 Early Childhood Development � District Coordination & Management�
1.3 Improved enrolment, participation 2.1 Corporate Services � Institutional Development & Support�
and performance in Mathematics,
Science and Technology and
2.2 Public Secondary Schools � District Coordination & Management�
Economic Management Sciences, 2.3 Professional Services � Vocational Education Services�
particularly amongst girls and rural
learners
5.1 and 5.2 Further Education and Training
6.1 Adult Basic Education and Training
�
�
1.4 Increased access to and utilization 2.1 Public Primary Schools � Curriculum Management�
for ICTs also in rural schools, in order
to exploit the transformative equalizing
2.2 Public Secondary Schools � District Coordination & Management�
potential of eEducation 2.3 Professional Services � Facilities & Infrastructure Management�
1.5 High quality relevant teaching and
learning materials and equipment
reach the poorest schools
1.2 Corporate Services � Curriculum Management�
2.1 Public Primary Schools � Institutional Development & Support�
2.2 Public Secondary Schools � Supply Chain Management�
2.3 Professional Services �
5 Year ECDoE Strategic Plan for 2005-06 2005/06 to 2009/10 2009-10. March 21 F (7).doc 2006 Page 23
21

STRATEGIC GOALS AND
OBJECTIVES
PROGRAMME AND SUB-PROGRAMME
REFERENCE
CHIEF DIRECTORATE
Goal 2: All school learners equipped with skills for further employment (including self-employment),
training and participation in society
2.1 Potential of GET and FET
learners increased for employment
and self-employment through
improved skills, especially in
Mathematics, science, technology and
ICT
2.2 School and FET learners with
skills in line with economic and social
needs through a relevant and well
supported curriculum and well trained
teachers
2.3 Increased access, throughput and
success through quality, relevant
learning programmes in well resourced
FET colleges
2.4 Potential of FET learners
increased for employment and selfemployment
through improved linkage
to key government initiatives and skills
training programmes
2.2 Public Secondary Schools � Curriculum Management�
2.3 Professional Services � Vocational Education Services�
5.1 and 5.2 Further Education and Training �
6.1 Adult Basic Education and Training �
2.1 Public Primary Schools � Curriculum Management�
2.2 Public Secondary Schools � Vocational Education Services�
5.1 and 5.2 Further Education and Training �
6.1 Adult Basic Education and Training �
5.1 and 5.2 Further Education and Training � Vocational Education Services
� Curriculum Management
�
5.1 and 5.2 Further Education and Training � Vocational Education Services�
Goal 3: Improved quality of teaching and learning at all educational levels throughout the Province
3.1 Integrated implementation of the 1.3 Education Management � Curriculum Management�
curriculum coordinated and supported
in accordance with national policies
2.1 Public Primary Schools
2.2 Public Secondary Schools
2.3 Professional Services
� District Coordination & Management�
3.2 Developed and supported a 1.2 Human Resource Development � Curriculum Management�
professional, committed and well
trained teaching corps
2.3 Professional Services
2.4 Human Resource Development
� District Coordination & Management�
3.3 Teacher utilization and
1.2 Corporate Services � District Coordination & Management�
performance improved and managed
2.1 Public Primary Schools � Institutional Development & Support�
2.2 Public Secondary Schools
5.1 and 5.2 Further Education and Training
6.1 Early Childhood Development
� Vocational Education Services�
3.4 A quality foundation for teaching 2.1 Public Primary Schools � Curriculum Management�
and learning provided and supported
through self managing and well
2.3 Professional Services � Institutional Development & Support�
resourced ECD Centres and Schools 7.1 and 7.2 Early Childhood Development
3.5 Increased literacy and relevant
skills through high quality ABET
programmes
3.6 Access to quality teaching and
learning for LSEN in accordance with
the policy and principles of inclusive
education
3.7 Enhanced integration of HIV and
AIDS and life skills into and across the
curriculum
3.8 Improved literacy and proficiency
in the language of learning and
teaching (LoLT)
6.1 and 6.2 Adult Basic Education and Training � Vocational Education Services
� Curriculum Management
4.1 Public Special School Education � Education Social Support Services�
2.1 Public Primary Schools � Curriculum Management�
2.2 Public Secondary Schools
4.1 Public Special School Education
8.2 Conditional Grant Projects (HIV/AIDS)
� Education Social Support Services�
2.1 Public Primary Schools � Curriculum Management�
2.2 Public Secondary Schools � Institutional Development & Support�
2.3 Professional Services � Vocational Education Services�
6.1 Adult Basic Education and Training
5 Year 5 Year ECDoE ECDoE Strategic Strategic Plan Plan for 2005-06 for 2005/06 to 2009-10. to 2009/10 21 F March (7).doc 2006 Page 22 Page 24
part B: programme & sub-programme plans

STRATEGIC GOALS AND
OBJECTIVES
PROGRAMME AND SUB-PROGRAMME
REFERENCE
Goal 4: Increased levels of service integration at the local level
4.1 Well managed schools with strong
community involvement
4.2 Effective professional support
services from EDOs, Subject Advisors
and Special Needs Staff
4.3 The range and intensity of training
and development programmes offered
to high priority head office and district
staff increased, and well articulated,
comprehensive and accredited training
programmes available
4.4 Well managed education districts
with strong links to municipalities and
education stakeholders
4.5 Improved service delivery in
education: develop and implement a
decentralization plan in line with the
Provincial Decentralization Plan
(PGDP)
4.6 Strengthened coordination and
partnerships within the Department
and with government, social partners
and civil society
CHIEF DIRECTORATE
1.3 Education Management � District Coordination & Management�
2.1 Public Primary Schools � Institutional Development & Support�
2.2 Public Secondary Schools �
1.3 Education Management � District Coordination & Management�
2.1 Public Primary Schools � Institutional Development & Support�
2.2 Public Secondary Schools � Education Professional Services�
2.3 Professional Services �
1.2 Corporate Services � District Coordination & Management�
1.3 Education Management � Institutional Development & Support�
2.1 Public Primary Schools � Human Resource Management�
2.2 Public Secondary Schools � Curriculum Management�
2.3 Professional Services � Education Professional Services�
1.2 Corporate Services � District Development and Support�
2.1 Public Primary Schools �
2.2 Public Secondary Schools �
1.2 Corporate Services � District Coordination & Management�
1.3 Education Management � Institutional Development & Support�
� Vocational Education Services�
� Human Resource Management�
� Financial Management
1.1 Office of the MEC � Education Social Support Services�
1.2 Corporate Services � Strategic Management monitoring &
Evaluation
4.1 Public Special School Education � Institutional Development & Support
Goal 5: Performance management systems and processes for enhanced service delivery are enhanced
5.1 Strong, locally-based corporate 1.2 Corporate Services
� Human Resource Management�
services established in District offices
� Financial Management�
� Supply Chain Management�
5.2 Effective performance
1.2 Corporate Services � Curriculum Management�
management and accountability
processes for all employees
2.1 Public Primary Schools � Institutional Development & Support�
2.2 Public Secondary Schools � Vocational Education Services�
2.3 Professional Services � Human Resource Management�
5.1 and 5.2 Further Education and Training �
5.3 Incentives proved to make rural 1.2 Corporate Services � District Coordination & Management�
areas more attractive for educators
and other public servants, e.g. access
2.1 Public Primary Schools � Facilities & Infrastructure Management�
to housing, land tenure, schooling, etc. 2.2 Public Secondary Schools � Human Resource Management�
5.4 Strategic role of the Department
enhanced by making management
and administration systems work
effectively
5.5 Optimal provisioning and
utilization of human resources
1.2 Corporate Services � Human Resource Management�
� Financial Management �
� Facilities & Infrastructure Management�
� Vocational Education Services�
1.2 Corporate Services � Human Resource Management�
2.1 Public Primary Schools � Institutional Development & Support�
2.2 Public Secondary Schools � Education Social Support Services�
4.1 Public Special School Education � Vocational Education Services�
5.1 and 5.2 Further Education and Training � District Coordination & Management �
6.1 Adult Basic Education and Training �
7.1 and 7.2 Early Childhood Development �
5 Year ECDoE Strategic Plan for 2005-06 2005/06 to 2009-10. 2009/10 March 21 F (7).doc 2006 Page 25
23

STRATEGIC GOALS AND
OBJECTIVES
5.6 HIV and AIDS considerations
mainstreamed into all policies,
programmes and procedures of the
Department
5.7 Strategic management of the
Department that promotes the
Transformation Agenda
PROGRAMME AND SUB-PROGRAMME
REFERENCE
CHIEF DIRECTORATE
8.2 Conditional Grant Projects (HIV/AIDS) � Education Social Support Services�
1.2 Corporate Services � Strategic Management Monitoring and
Evaluation�
Goal 6: Optimal configuration of the school system in order to balance access and efficiency
6.1 Realignment of schools to comply
with the national phases (Grade 1-7
Primary, Grade 8-12 secondary)
6.2 School construction redirected in
order to facilitate reconfiguration
6.3 Subsidized scholar transport
(including bicycles) and/or
accommodation of learners,
particularly at secondary level in order
to achieve higher enrolments per
school
1.2 Corporate Services � Strategic Management Monitoring and
Evaluation�
2.1 Public Primary Schools � Institutional Development & Support�
2.2 Public Secondary Schools � District Coordination & Management �
1.2 Corporate Services � Physical resource Management and IS�
2.1 Public Primary Schools �
2.2 Public Secondary Schools �
1.2 Corporate Services � Education Social Support Services�
2.1 Public Primary Schools � Facilities & Infrastructure Management�
2.2 Public Secondary Schools �
Goal 7: Balanced funding and deployment of resources to maximize discretionary support to strategic
priorities
7.1 Appropriate determination of postbaskets
and ensuring that every staff
member is optimally utilized
7.2 Closely managed appointment of
additional staff so that resources can
be freed up for non-personnel
expenditure intended to improve
quality and service delivery meeting
nationally set targets for personnel :
non-personnel expenditure
7.3 Carefully targeted additional
resources to improve physical
facilities, increase supply of teaching
and learning resources and equipment
to schools, to train, develop and
support existing personnel better, and
to implement the norms and standards
for school funding
7.4 International and local donor
community harnessed as partners in
education delivery and access
additional resources
1.2 Corporate Services � Strategic Management Monitoring and
Evaluation�
� Human Resource Management�
� Financial Management�
1.2 Corporate Services
� Strategic Management Monitoring and
Evaluation�
� Human Resource Management�
� Financial Management�
1.2 Corporate Services
Goal 8: Social issues affecting schooling are addressed
8.1 Schools and departmental
structures and processes established
to respond adequately to the social
issues which affect schools and
schooling
8.2 Collaborative relationships within
the school community and social
structures to reinforce the family and
to manage social issues which affect
schools
8.3 A safe and healthy environment
and employee wellness in the
� Strategic Management Monitoring and
Evaluation�
� Facilities & Infrastructure Management�
� Financial Management�
1.2 Corporate Services � Strategic Management Monitoring and
Evaluation�
2.1 Public Primary Schools � Financial Management�
2.2 Public Secondary Schools � Vocational Education Services�
2.6 Conditional Grants (SNP) � Institutional Development & Support�
4.1 Public Special School Education � Education Social Support Services�
8.2 Conditional Grant Projects (HIV/AIDS) �
1.2 Corporate Services � Institutional Development & Support�
2.1 Public Primary Schools � Education Social Support Services�
2.2 Public Secondary Schools �
8.2 Conditional Grant Projects (HIV/AIDS) �
1.2 Corporate Services � Institutional Development & Support�
2.1 Public Primary Schools � Education Social Support Services�
5 Year 5 ECDoE Year ECDoE Strategic Strategic Plan for Plan 2005-06 for 2005/06 to 2009-10. to 2009/10 21 F March (7).doc 2006 Page 24 Page 26
part B: programme & sub-programme plans

STRATEGIC GOALS AND
OBJECTIVES
workplace
PROGRAMME AND SUB-PROGRAMME
REFERENCE
CHIEF DIRECTORATE
2.2 Public Secondary Schools � Human Resource Management�
8.2 Conditional Grant Projects (HIV/AIDS) �
8.4 A new model developed and 1.2 Corporate Services � Education Social Support Services�
introduced for the school nutrition
programme which involves community
2.6 Conditional Grants (SNP) � Supply Chain Management
participation through cooperatives �
8.5 Care and support for those who
are infected or affected by HIV/AIDS
8.2 Conditional Grant Projects (HIV/AIDS) � Education Social Support Services�
Goal 9: Adequate physical and institutional infrastructure to support teaching and learning at all levels
9.1 Adequate school buildings
appropriately placed and conducive to
teaching, learning and administration
9.2 A school environment and
facilities that are conducive to effective
education, safety, health, security and
environmentally appropriate
9.3 Collaboration of our school
building programme with publicly
administered programmes which deal
with poverty, unemployment and other
social and economic challenges in
society
9.4 FET colleges properly upgraded
and recapitalized in order to respond
to labour market needs
9.5 Education District Offices
upgraded to provide adequate space
and facilities
11.3.Focus and Limits of Sub-Programmes
1.2 Corporate Services � Facilities & Infrastructure Management�
1.2 Corporate Services
2.1 Public Primary Schools
� Facilities & Infrastructure Management�
2.2 Public Secondary Schools �
8.2 Conditional Grant Projects (HIV/AIDS) �
1.2 Corporate Services � Facilities & Infrastructure Management
� Education Social Support Services
1.2 Corporate Services � Facilities & Infrastructure Management�
5.1 and 5.2 Further Education and Training � Vocational Education Services�
1.2 Corporate Services � Facilities & Infrastructure Management
� District Coordination and Management
Table 7 presents an overview of programmes and sub-programmes with brief notes on the
objective of the programme, and the goods, services and payments which could be
legitimately considered within the authority of the respective programme. This information
is included for two reasons. First, it was one of the underlying sentiments of the strategic
planning process that the structure and content of the plan document must be reader
friendly, accessible and readily understood by all officials in the Department and by the
Department’s stakeholders. During the planning process, there was some confusion
among a few staff members regarding the limits of particular programmes and subprogrammes
for accommodating some activities.
The second reason for presenting this table is to create a more in-depth understanding of
the purpose and structure of funding within the Department among the entire
Department’s staff.
5 Year ECDoE Strategic Plan for 2005-06 2005/06 to 2009/10 2009-10. March 21 F (7).doc 2006 Page 27
25

Table 7: Overview of Programmes Listing of Respective Programmes and Sub-Programmes
Programme Subprogramme
Programme 1
Administration 1.1. Office of the MEC
Objective: 1.2. Corporate Services
To provide overall management of the education system in
1.3. Education Management
accordance with the National Education Policy Act, The public
Finance Management Act, and other policies.
1.4. Human Resource Development
Goods, Services and Payments included 1.5. Conditional Grants
Includes publicly funded goods and services, in particular educators,
non-educators and office items, utilized for governance,
management, research and administration, as well as general office
services, e.g. cleaning and security services, if utilized in the
provincial head office and its subsidiary regional, district and circuit
offices.
1.6. Education Management
Information Systems (EMIS)
Programme 2
Public Ordinary Schools Education 2.1. Public Primary Schools
Objective: 2.2. Public Secondary Schools
To provide public ordinary education from Grades 1 to 12 in
accordance with the South African Schools Act.
2.3. Professional Services
Goods, Services and Payments included 2.4. Human Resource Development
Includes all publicly funded goods and services specific to the
provisioning of Grade 1 to Grade 12 education in public ordinary
schools. Both goods and services purchased by the Department,
and transfer payments to Section 21 schools from the state are
included here.
2.5. In-school Sport and Culture
2.6. Conditional Grants (SNP)
Programme 3
Independent School Subsidies 3.1 Primary Phase
Objective: 3.2 Secondary Phase
To support independent schools in accordance with the South
African Schools Act.
Goods, Services and Payments included
Includes transfer payments to independent schools in accordance
with the Norms and Standards for School Funding to support the
provisioning of goods and services required for education in those
schools.
Programme 4
Public Special School Education 4.1. Schools
Objective: 4.2. Professional Services
To provide compulsory public education in special schools in 4.3. Human Resource Development
accordance with the South African Schools Act and White Paper 6
on inclusive education.
Goods, Services and Payments included 4.4. In-school Sport and Culture
Includes all publicly funded goods and services specific to the 4.5. Conditional Grants
provisioning of Grades R to 12 education public special schools.
Both goods and services purchased by the Department, and those
purchased by schools using transfer payments from the state are
included here.
5 Year 5 Year ECDoE ECDoE Strategic Strategic Plan Plan for for 2005-06 2005/06 to 2009-10. to 2009/10 21 March F (7).doc 2006 Page 26 Page 28
part B: programme & sub-programme plans

Programme Subprogramme
Programme 5
Further Education and Training 5.1. Public Institutions
Objective: 5.2. Youth Colleges
To provide Further Education and Training (FET) at public FET
colleges in accordance with the Further Education and Training Act.
5.3. Professional Services
Goods, Services and Payments included
5.4. Human Resource Development
Includes all publicly funded goods and services used for the
5.5. In-college Sport and Culture
provisioning of education in FET colleges and FET youth colleges.
Both goods and services purchased by the Department, and transfer
payments to colleges from the state are included here.
5.6. Conditional Grants
Programme 6
Adult Basic Education and Training 6.1. Public Centres
Objective: 6.2. Subsidies to Private Centres
To provide Adult Basic Education and Training (ABET) in
6.3. Professional Services
accordance with the Adult Basic Education Act.
Goods, Services and Payments included
6.4. Human Resource Development
Includes all publicly funded goods and services utilized at ABET 6.5. Conditional Grants
sites to offer adults basic education and training. Both goods and
services purchased by the Department, and any transfer payments
from the state to ABET sites are included here.
Programme 7
Early Childhood Development 7.1. Grade R in Public Schools
Objective: 7.2. Grade R in Community Centres
To provide Early Childhood Education (ECD) at the Grade R and
earlier levels in accordance with White Paper 5.
7.3. Pre-Grade R
Goods, Services and Payments included 7.4. Professional Services
Includes all publicly funded goods and services specific to Grade R 7.5. Human Resource Development
and earlier levels at any sites or school. Both goods and services
purchased by the Department, and transfer payment from the state
are included here.
7.6. Conditional Grants
Programme 8
Auxiliary and Associated Services
Objective: 8.1. Payments to SETA
To provide the education institutions as a whole with training and
support.
8.2. Conditional Grant Projects (HIV
and Aids)
Goods, Services and Payments included 8.3. Special Projects
Includes all funds utilized for support to institutions where they do 8.4. External Examinations
not easily fall under any of the programmes from 2 to 7, or where
they relate to departmentally run examinations.
5 Year ECDoE Strategic Plan for 2005-06 2005/06 to 2009/10 2009-10. March 21 F (7).doc 2006 Page 29
27

11.4. Overview of Policies, Priorities and Constraints in Programmes and Sub-
Programmes
Each sub-programme is unique in terms of its objectives and activities and the context
and circumstances which affect delivery. It is essential therefore to have a general
overview of the respective sub-programmes in order to place the essential details of the
sub-programme in its correct perspective. Table 8 of this section presents a general
overview of each sub-programme. The overview reviews the purpose of the subprogramme,
sketches its transformational focus, outlines its key policies and priorities
and lists the key challenges and constraints which affect the programme’s operation. In
effect, the essentials of the sub-programme are briefly sketched to enable ease of
understanding.
One of the critical features of the presentation here is the transformational focus of the
sub-programme. This content seeks to explain the relevance of the Department’s
Transformational Agenda to the content, structure and activities of the respective subprogrammes.
Asserting the transformational focus in this manner is essential. This
focus seeks to establish the fact that the activities undertaken are neither routine nor
insignificant. They are directed toward a particular purpose in ensuring redress,
promoting equity or accelerating development in a particular area of social, cultural or
economic need.
The table seeks to serve as a constant reminder to officials that transformation is the
intent and focus of the implementation process and that in spite of all, the circumstances
of the disadvantaged and marginalized must change as a result of the plan.
Table 8: Overview of Policies, Priorities and Constraints in Respective Programmes and Sub-
Programmes
SUB-PROGRAMME:
- Purpose
- Transformational Focus
PROGRAMME 1
SUB-PROGRAMME 1.1
Office of the MEC
Purpose:
To provide for the functioning of
the Office of the Member of the
Executive Council (MEC) for
Education.
Transformational Focus:
The Transformational Transformation
Agenda of
the Department was conceived and
initiated by the MEC. The MEC’s
Office facility may undertake the
responsibility to track and monitor
progress in respect to this Agenda.
Critical grounding initiatives with
stakeholders, the legislature and
leadership in other departments
may be undertaken from the MEC’
Office in order to clear a path for
advancing the Agenda.
POLICIES AND PRIORITIES
The policies for which the MEC’s
Office takes responsibility are
detailed in the Section on
Legislative and other Mandates. In
essence, the MEC’s Office takes
responsibility for all legislative and
other mandates which affect the
planning, design and delivery of
education services in the Province.
Chief among them are the Pubic
Service Act, 2004 and Regulations
(2004), the South African Schools
Act, 1996, the Employment of
Educators Act, 1998 and the Public
Finance Management Act, 1999.
The priorities of the Department are
to stabilize its administrative
structures, fill critical posts which
will ensure effective performance
and service delivery and implement
OVERVIEW OF CHALLENGES
AND CONSTRAINTS
� The strained relations between
the Department and SADTU.�
� Slow progress in the
establishment of the Eastern Cape
Education Advisory Council �
� Slow take off of Community
Liaison Programmes�
� Lack of a fully staffed Customer
Care Unit�
5 Year 5 ECDoE Year ECDoE Strategic Strategic Plan for Plan 2005-06 for 2005/06 to 2009-10. to 2009/10 21 Feb March 2.doc 2006 Page 28 Page 30
�
�
�
�
�
�
�
�
part B: programme & sub-programme plans

SUB-PROGRAMME:
- Purpose
- Transformational Focus
POLICIES AND PRIORITIES
a transformational agenda for
education in the Province which will
ensure equity, quality and
efficiency in the educational
services rendered. These priorities
are specified in the strategic goals
and objectives outlined.
OVERVIEW OF CHALLENGES
AND CONSTRAINTS
SUB-PROGRAMME 1.2
Corporate Services All of the policies relating to Financial Management Services
Purpose:
To provide management services
which are not education specific for
the education system.
education and the public service
affect the operations in Corporate
Services. The primary policies
which govern the activities of the
Corporate Services function are as
follows: The PFMA and Supply
Chain Management Code of
� Lack of support from social partners
in the redeployment of Educators�
� Low Skill Levels among Finance
Staff�
� Lack of proper supporting
documentation for ledger balances�
Transformational Focus:
The Transformational Transformation
Agenda will
only be served if there is a shift in
the manner of deployment of the
Department’s resources so as to
promote equity and advance the
welfare of marginalized groups. A
case has been made for the
disproportional allocation of
resources to achieve equitable
ends. The Transformation Agenda
must be driven by a resource
allocation strategy that is sensitive
to the Agenda’s goals and
objectives
Conduct; the Public Service Act
and Regulations, the Employment
Equity Act and the Occupational
Health and Safety Act among
others. The primary priorities of
Corporate Services are defined in
strategic goals 5 and 7 as outlined
below:
Strategic Goal 5: The
establishment and performance of
systems and processes for
enhanced service delivery.
Strategic Goal 7: Balanced funding
and deployment of resources to
maximize discretionary support to
strategic priorities
�
Human Resource Management
� There is lack of a sufficient number
of support staff in the respective
Directorates. Offices are understaffed
and as a result critical functions cannot
be effectively undertaken. �
� Delay in the implementation of
sanctions, debt recovery and
finalization of appeals�
� The growing impact of HIV and
AIDS on service delivery and the dire
need for effective Employees
Assistance Programme (EAP)�
Information Technology
� Service interruptions from virus
activity�
� Scarce skills in IT for senior
technical staff�
� Low skills capacity among staff�
Education Planning and
Monitoring
� No policy register for public and
internal policies�
�
SUB-PROGRAMME 1.3
Education Management The District Cluster Chief
Cluster A
Purpose:
To provide education management
services for the education system.
Directorates, through the District
Offices, take responsibility for all
the policies which affect schools
and schooling
� Shortages of staff.�
� Heavy reliance on temporary
educators for grade 12 and
shortages in critical subjects.�
5 Year ECDoE Strategic Plan for 2005-06 2005/06 to 2009-10. 2009/10 March 21 Feb 2006 2.doc Page 31 29
�
�
�
�
�
�
�

SUB-PROGRAMME:
- Purpose
- Transformational Focus
POLICIES AND PRIORITIES
OVERVIEW OF CHALLENGES
AND CONSTRAINTS
� Network / data line problems�
Transformational Focus: � Some schools were found to be
This programme is constituted of
lagging behind the prescribed
the Education Management
percentage coverage of the
Services provided by the Education
syllabus by the time common
Development and Support Chief
papers we written in June. �
Directorates for District Clusters.
The role played by the District
� Lack of office space for some
Cluster Chief Directorate is critical.
districts leading in very extreme
cases, to the District offices
Transformation must occur at the
occupying five different properties
level of Districts and schools. It is
e.g. Mt Fletcher.�
essential that specific performance
measures for key transformation
Cluster B
initiatives at the District and school
levels be defined, specified,
� Non compliance with the
delegated and tracked. The
Admission Policy. �
Cluster Chief Directorates are
critical in ensuring that
Cluster C
transformation objectives are met.
� Lack of facilities for school
transport in light of the moratorium
by the Province on the use of light
vehicles for transporting scholars.�
� Inadequate funding for Norms &
Standards�
SUB-PROGRAMME 1.4
Human Resource Development
Purpose:
To provide human resource
development for office-based staff.
Transformational Focus:
HRD is one of the critical vehicles
for enabling capacity to support the
Transformation Agenda. Without
qualified staff to lead, manage and
support institutions in undertaking
their responsibilities, there will be
little capacity to realise the
objectives of transformation. As
noted in the constraints reviewed,
one of the critical deficiencies in
the Department is the shortage of
key staff in roles which adds
significant value to its strategic
agenda.
This is addressed as one aspect of subprogramme
1.2: Corporate Services
5 Year ECDoE 5 Year ECDoE Strategic Strategic Plan for Plan 2005-06 for 2005/06 to 2009-10. to 2009/10 21 Feb March 2.doc 2006 Page 30 Page 32
part B: programme & sub-programme plans

SUB-PROGRAMME:
- Purpose SUB-PROGRAMME:
- Purpose Transformational Focus
- SUB-PROGRAMME Transformational Focus 1.5
SUB-PROGRAMME Conditional Grants 1.5
Conditional Grants
Purpose:
Purpose:
To provide for projects under
To programme provide for 1 specified projects under by the
programme department of 1 specified Education by and the
department funded by conditional of Education grants and
funded by conditional grants
Transformational Focus:
Transformational This is addressed under Focus: sub-
This programmes is addressed 2.6 and under 8.2 subprogrammes
2.6 and 8.2
POLICIES AND PRIORITIES
POLICIES AND PRIORITIES
Quality Assurance
Quality Assurance
Purpose: The following are the priorities to
Purpose: This sub-programme aims to The be advanced: following are the priorities to
This provide sub-programme total quality management
aims to be
� Increasing
advanced:
the number of Whole
provide throughout total the quality Department. management School � Increasing Evaluation the number (WSE) of Whole
throughout the Department.
Its purpose is to develop integrated School supervisors Evaluation to correspond (WSE) with the
Its quality purpose management is to develop process integrated supervisors number of schools to correspond in the Province with the
quality systems management to enhance good process number that the sub-programme of schools in the has Province to
systems governance to enhance at all levels good of the that externally the sub-programme evaluate� has to
governance Department in at collaboration all levels of the with externally evaluate�
Department Local, Provincial in collaboration and National with � Adjustment of the equitable share
Local, Governments Provincial as and appropriate. National �for Adjustment the sub-programme of the equitable to cover share all
Governments as appropriate. for the the mandates sub-programme that the sub- to cover all
the programme mandates has that to the deliver subon.�
Transformational Focus:
programme has to deliver on.�
Transformational Total quality management Focus: needs to � Provision of infrastructural needs
Total be approached quality management and implemented needs to for � Provision the full complement of infrastructural (as in needs the
be as an approached integral part and of implemented
strategic for current the full organogram) complement of (as the in staff the at
as management an integral in part the of Department. strategic current Head Office organogram) and aligning of the the staff at
management Quality assurance in the has Department. an overall Head functioning Office of and the aligning District Quality the
Quality effect on assurance the performance has an overall of the functioning Assurance units of the with District that Quality of the
effect system on as the a whole. performance There of must the be Assurance Provincial Directorate� units with that of the
system a developmental as a whole. approach There must to be Provincial Directorate�
a quality developmental assurance approach so that the to
quality deficiencies assurance are remedied so that the through
deficiencies feedback from are evaluations remedied through that are
feedback conducted from and evaluations through a variety that are of
conducted developmental and interventions through a variety that of
developmental will enhance performance interventions of that each
will participant. enhance performance of each
participant.
OVERVIEW OF CHALLENGES
OVERVIEW AND CONSTRAINTS
OF CHALLENGES
AND CONSTRAINTS
The critical grants are addressed under subprogrammes
The critical 2.6 grants (SNP) are and addressed 8.2 (HIV/AIDS). under Other subprogrammes
conditional grants 2.6 in (SNP) the Department and 8.2 (HIV/AIDS). are rollovers.
Other
conditional grants in the Department are rollovers.
� Need for integration with IQMS in
particular � Need for and integration overall performance
with IQMS in
particular management and in overall general performance – linking
management WSE, District in Office general evaluation – linking and
WSE, Provincial District Department Office evaluation evaluation� and
Provincial Department evaluation�
� Lack of staffing. Too many posts
are � Lack still of vacant� staffing. Too many posts
are � Grade still vacant� 6 Systematic Evaluation
report � Grade not 6 yet Systematic published� Evaluation
report not yet published�
� Lack of secure office and storage
space � Lack for of secure effective office management and storage of
space quality for assurance� effective management of
quality assurance�
�
�
�
�
5 Year ECDoE Strategic Plan for 2005-06 to 2009-10. 21 Feb 2.doc Page 31
5 Year ECDoE Strategic Plan for 2005-06 2005/06 to 2009-10. 2009/10 March 21 Feb 2006 2.doc Page 33 31

SUB-PROGRAMME:
- Purpose
- Transformational Focus
POLICIES AND PRIORITIES
OVERVIEW OF CHALLENGES
AND CONSTRAINTS
SUB-PROGRAMME 1.6
Education Management
The primary policy under which � Shortage of staff�
Information Systems (EMIS)
Purpose:
EMIS functions is the National
Education Policy Act, 1996 and the
newly adopted Education
Information Policy. Other Acts and
policies are:
� Slow return rate of survey forms�
� No dedicated EMIS officials at
District level�
To determine resource targeting, � The Promotion of Access to �
provide and render EMIS support.
Transformational Focus:
Information Act, 2000�
� The Statistics Act, 1999�
�
It will be the task of EMIS to assist The priorities of EMIS are:
with the monitoring of strategic
objectives as set out in the
Transformation Agenda for the
Eastern Cape.
� to ensure that accurate and
reliable management information is
available for managers�
� to establish an integrated national
education management information
system that includes data collection
and reporting from institutional to
national level�
� to develop appropriate
administrative and management
systems that will bring about
improvement of the quality of
education including data accuracy,
relevance and the timeliness
starting at school level to national
level�
� to develop the necessary
capacity including human and
hardware resources to manage
information within the system�
5 Year 5 Year ECDoE ECDoE Strategic Strategic Plan Plan for 2005-06 for 2005/06 to 2009-10. to 2009/10 21 Feb March 2.doc 2006 Page 32 Page 34
part B: programme & sub-programme plans

SUB-PROGRAMME:
- Purpose
- Transformational Focus
Transformational Focus:
The primary strategic goals in the
Transformation Agenda are
associated with schools. Equity in
educational achievement for all
learners, equipping all school
learners with skills for further
employment and improved quality
of teaching and learning at all
levels are all critical initiatives that
are focused on schools. The
essence here is to ensure that
learners in the system are not
disadvantaged academically
because of their social or economic
status, or because of their gender,
disabilities or geographic location.
There has always been a concern
for high quality in educational
delivery. The concern now is that
all should benefit from this quality.
POLICIES AND PRIORITIES
OVERVIEW OF CHALLENGES
AND CONSTRAINTS
PROGRAMME 2
SUB-PROGRAMME 2.1 To a greater or lesser extent, the � Inadequate resourcing of schools�
Public Primary Schools
Purpose:
The overall objective of programme
2 is to provide public ordinary
school education for grades 1-12 in
accordance with the South African
Schools Act. Sub-programme 2.1
is directed at Public Primary
Schools. The objective of this
programme is to provide specific
public primary ordinary schools
with resources required for the
Grades 1 to 7.
activities of sub-programme 2.1 are
governed by all policies as set out
in Section 7 of this document. The
most pertinent among those
policies are: The South African
Schools Act, 1996 (Act No 84 of
1996), The National Education
Policy Act, 1996 (Act No 27 of
1996) and the Eastern Cape
Schools Education Act, 1999 (Act
No 1 of 1999). These policies are
set within a network of other
relevant policies, mandates and
regulations that are critical to
education and to the public sector
� Lack of funding for Norms &
Standards�
� Inadequate educational
provisioning for small schools that
are economically viable�
� Lack of governance and
management capacity among SGB
members, especially in rural
schools�
� Many Section 21 Schools are
unable to manage their
responsibilities. Many have
requested reversion to their
as a whole. Among the critical Section 20 status. One aspect of
priorities for public primary schools the problem is the lack of funds to
are the following:
fully support all schools with
� Implementing the norms and
standards for school funding to
provide adequate funding
Section 21 status.�
� Capacity building in the area of
school management, especially
financial control, management and
leadership skills�
� Rationalisation of small schools
into viable larger schools which
can be more adequately resourced�
� Refinement and development of
policy for establishment and
disestablishment of schools�
� Implementation of the Integrated
Quality Management System�
� Addressing the language policy
in schools to improve the pass rate�
� Refinement of policy for home
schooling�
� Refinement of policy on scholar
transport�
� Refinement of admissions
policies�
� Enhancement of policy on hostel
management �
� Provision of school infrastructure
and facilities�
� To ensure equity in educational
achievement for all learners
regardless of race, gender and
urban/rural location
5 Year ECDoE Strategic Plan for 2005-06 2005/06 to 2009-10. 2009/10 March 21 F (1).doc 2006 Page 35
33
�
�
�
�
�
�
�
�
�

SUB-PROGRAMME:
- Purpose
- Transformational Focus
POLICIES AND PRIORITIES
� Strategy to convert all schools to
Section 21 schools by 201.
Increasing the number of schools
able to attain section 21 status and
capacitating all schools to manage
themselves as Section 21 Schools�
OVERVIEW OF CHALLENGES
AND CONSTRAINTS
SUB-PROGRAMME 2.2
Public Secondary Schools To a greater or lesser extent, the � Lack of capacity to govern
activities of sub-programme 2.1 are among SGB Members�
Purpose:
To provide specific public
secondary ordinary schools with
resources required for the Grades
8 to 12 levels.
Transformational Focus:
The primary strategic goals in the
Transformation Agenda are
associated with schools. Equity in
educational achievement for all
learners, equipping all school
learners with skills for further
employment and improved quality
of teaching and learning at all
levels are all critical initiatives that
are focused on schools. The
essence here is to ensure that
learners in the system are not
disadvantaged academically
because of their social or economic
status, or because of their gender,
disabilities or geographic location.
There has always been a concern
for high quality in educational
delivery. The concern now is that
all should benefit from this quality.
governed by all policies as set out
in Section 7 of this document. The
most pertinent among those
policies are: The South African
Schools Act, 1996 (Act No 84 of
1996), The National Education
Policy Act, 1996 (Act No 27 of
1996) and the Eastern Cape
Schools Education Act, 1999 (Act
No 1 of 1999). These policies are
set within a network of other
relevant policies, mandates and
regulations that are critical to
education and to the public sector
as a whole. Among the critical
priorities for public primary schools
are the following:
� Implementing the norms and
standards for school funding to
provide adequate funding�
� Capacity building in the area of
school management, especially
financial control, management and
leadership skills�
� Rationalisation of small schools
into viable larger schools which
can be more adequately resourced�
� Refinement and development of
policy for establishment and
� Absence of proper systems for
financial management and control�
� Lack of HR capacity in schools
and for the support of schools.
Critical areas of concern are lack of
enough qualified Science and
Mathematics Teachers; lack of
enough qualified Subject Advisors
in Science, Mathematics and
Technology; and Technical
Educators and Artisans who are
not pedagogically trained�
� Lack of HR capacity in schools
and for the support of schools.
Critical areas of concern are lack of
enough qualified Science and
Mathematics Teachers; lack of
enough qualified Subject Advisors
in Science, Mathematics and
Technology; and Technical
Educators and Artisans who are
not pedagogically trained�
� Lack of an adequate
infrastructure for employmentrelated
education.�
disestablishment of schools�
� Implementation of the Integrated
Quality Management System�
� Addressing the language policy
�
�
in schools to improve the pass rate�
� Refinement of policy for home �
schooling�
�
� Refinement of policy on scholar �
transport�
�
� Refinement of admissions
policies�
�
�
� Enhancement of policy on hostel
management
�
5 Year 5 ECDoE Year ECDoE Strategic Strategic Plan for Plan 2005-06 for 2005/06 to 2009-10. to 2009/10 21 F (1).doc March 2006 Page 34 Page 36
�
�
part B: programme & sub-programme plans

SUB-PROGRAMME:
- Purpose
- Transformational Focus
POLICIES AND PRIORITIES
� Provision of school infrastructure
and facilities�
� To ensure equity in educational
achievement for all learners
regardless of race, gender and
urban/rural location�
� Strategy to convert all schools to
Section 21 schools by 201.
Increasing the number of schools
able to attain section 21 status and
capacitating all schools to manage
themselves as Section 21 Schools�
� Better articulation between
Secondary Schools, FETIs and
HEIs.�
OVERVIEW OF CHALLENGES
AND CONSTRAINTS
SUB-PROGRAMME 2.3
Professional Services The National Framework of � Shortage of Curriculum Advisors�
Purpose:
To provide educators and learners
in public ordinary schools with
departmentally managed support
services.
Teacher Education (NFTE) that
was published for public review in
August 2005 seeks to establish an
entirely new and innovative
framework for the governing of
professional development of
educators. The framework
� Insufficient resources for
curriculum and professional
development support for educators
in rural areas�
�
�
essentially establishes two routes �
Transformational Focus:
Enabling educators to develop
capacity to undertake the
responsibilities of the new
curriculum is of critical importance
to the transformation agenda.
Equity in achievement of learners
will not be realized unless all
educators are well trained in their
content areas, and unless there is
enough capacity in the Districts to
service and support them. There
must be balance in the placement
of these resources so that the
marginalized do not have to wait
their turn at the end of the queue.
of professional development –
PRESET or the Institutional
Professional Development of
Teachers, and INSET or the
continuing professional
development of teachers.
Another critical aspect of this policy
framework is the accumulation of
professional development points
and the establishment of a
licensing framework based on
these points in order to ensure that
educators remain fully capacitated
and equipped to undertake their
responsibilities.
�
�
�
�
�
�
Resources to the disadvantaged
�
and to rural areas must be
Among the priorities for the
prioritized so that some measure of provision of professional
redress can occur.
development services are:
� Realizing a full complement of
well trained curriculum advisors to
roll out the orientation and INSET
programmes in Districts.
5 Year ECDoE Strategic Plan for 2005-06 2005/06 to 2009-10. 2009/10 March 21 F (1).doc 2006 Page 37
35

SUB-PROGRAMME:
- Purpose
- Transformational Focus
POLICIES AND PRIORITIES
� To secure more funding for the
activities of this sub-programme �
� Filling of posts in the
establishments of Districts so that
schools can benefit from a full
complement of curriculum advisors
in District Offices. �
� The staff in professional
development in the Provincial
Office should be strengthened with
the addition of new staff �
� The enrichment and sustenance
of structures and processes to
allow schools and districts to
ensure that the content and
principles of the new curriculum
are well understood and effectively
applied�
� Full implementation of RNCS and
NCS�
� Orientation and further training of
educators to be able to
successfully implement RNCS�
SUB-PROGRAMME 2.4
Human Resource Development HRD in the Department operates
within the framework of an
Purpose:
To provide departmental services
for the professional and other
established set of public policies,
guidelines and legislation. Among
the most critical, are the following:
development of educators and
non-educators in public ordinary
schools.
� Skills Development Act
� Skills Development Levies Act�
Transformational Focus: � National Human Resource
HRD is critical to the
Development Strategy�
Transformation Agenda of the
Province and the Department. It is
one of the key pillars of the PGDP
and a golden thread in all the
policy initiatives of Government to
engender economic and social
transformation. The key here is
that there are not enough
� Human Resource Development
Strategy for the Eastern Cape
Provincial Department of Education�
� Public Service Regulations, 2004�
� Provincial Growth and
Development Plan of the Eastern
Cape Government�
professionals who are sufficiently � White Paper on Education
qualified to meet the mandates of a Transformation�
visionary policy agenda, and
undertake the increasingly complex
responsibilities that it demands.
Throughout the Department and
throughout Government there is a
sustained demand for people with
the critical skills to make
� White Paper on Human
Resource Development�
� Reconstruction and Development
Plan�
Among the priorities for the 5-year
period of the plan are the following:
transformation work. HRD is the � Contextualization of the role of
OVERVIEW OF CHALLENGES
AND CONSTRAINTS
� Training initiatives that are not
linked to service delivery and
transformation. �
� The growing impact of HIV and
AIDS on service delivery and the
dire need for effective Employees
Assistance Programme (EAP) �
� The absence of a cohesive
training strategy in the Department
within which all training initiatives
are planned and delivered�
� Insufficient funding for training, in
spite of the funds that are available
through the Skills Development
Levy. �
5 Year 5 ECDoE Year ECDoE Strategic Strategic Plan for Plan 2005-06 for 2005/06 to 2009-10. to 2009/10 21 F (1).doc March 2006 Page 36 Page 38
part B: programme & sub-programme plans

SUB-PROGRAMME:
- Purpose
- Transformational Focus
purveyor of skills so that this
Agenda could be met.
SUB-PROGRAMME 2.5
In-school Sport and Culture
Purpose:
To provide additional and
departmentally managed sporting
and cultural activities in public
ordinary schools
POLICIES AND PRIORITIES
HRD within the National and
Provincial Skills Development
Agenda�
� Contextualization of the role of
HRD within the plans and
developments of the DoE as a
whole.�
� Train and support line managers
to meet the Department’s
objectives through the strategic
use of HRD Services�
� Create a more focused and
cohesive delivery structure for
HRD in the Department�
� Establish and sustain linkages
between HRD, performance
management and the productivity
of staff�
� Specify critical areas of training
and development that should be
undertaken in the Department in
order to advance the welfare of
staff and create capacity to
accelerate service delivery
improvement�
� Establish proper monitoring and
evaluation strategies in HRD so
that the impact of training could be
assessed on an ongoing basis�
OVERVIEW OF CHALLENGES
AND CONSTRAINTS
SUB-PROGRAMME 2.6
Conditional Grants (SNP) The main legislation and policy � Inflexible menu�
Purpose:
To provide for projects under
instruments which are applicable to
the School Nutrition Programme
are as follows:
� Lack of integration with local
government initiatives�
� Staffing Shortage as many
programme 2 specified by the
Department of Education and
funded by conditional grants
� Constitution of the Republic of
South Africa (Act No 108 of 1996)�
vacancies in Districts have not
been filled �
� Unavailability of locally produced
5 Year ECDoE Strategic Plan for 2005-06 2005/06 to 2009-10. 2009/10 March 21 F (1).doc 2006 Page 39
37

SUB-PROGRAMME:
- Purpose
- Transformational Focus
POLICIES AND PRIORITIES
OVERVIEW OF CHALLENGES
AND CONSTRAINTS
� International Children’s Rights food supplies.�
Charter� � Inadequate Infrastructure�
Transformational Focus: � National Educational Policy Act � Diminishing Local Capacity�
The Transformation Agenda (Act No 27 of 1996)�
� Programme inefficiencies in the
signals opportunities or equity in
achievement, and opportunities to
build and empower communities
for economic self-reliance. The
SNP meets the need of the
transformation agenda socially,
� South African Schools Act (No 84
of 1996)�
� Norms and Standards for
Funding of Public Schools, General
Notice 2362 of 12 October 1998�
areas of poor quality foodstuffs and
late deliveries�
� Lack of funds to feed all
deserving learners�
�
educationally and economically. � Cabinet Resolution of January �
The School Nutrition Programme is
essentially a poverty alleviation
programme, and a programme
2002 which directed that SNP
should be administered by the
ECDoE in future�
�
�
which seeks to ensure that
learners are not disadvantaged in
learning because of nutritional
deficiencies. Hungry children
cannot attend in the classroom and
they cannot learn. They must be
� Integrated Food Security
Programme of the PGDP�
� The Transformation Agenda of
the Eastern Cape Department of
Education 2005-2014�
�
�
�
�
provided with meals so that they
have an equal chance of academic
success. But this programme is
also a vehicle through which a
social agenda is advanced and
economic empowerment is an
intended result.
The following key priorities are
noted as critical areas of focus for
the Department over the next 5
years.
� To ensure adequate access to
the School Nutrition Programme by
targeted schools�
�
�
�
�
�
� To ensure sustainability of SNP �
With over R200 million expended
on SNP per year, a rich opportunity
is provided to empower people and
their small businesses and enrich
local economies. As a result, the
through the setting up of food
gardens or other food security
initiatives that are supported by
other partners and by school
communities�
�
�
�
�
transformational agenda of SNP is
served, the employment of 5140 � Finalization of a school feeding �
meal servers, the use of 35 active
community baking projects and,
among others, the involvement of
over 105 small, medium and micro
enterprises in distributing food
model which reflects a
comprehensive and integrated
School Nutrition strategy that
effectively benefits the school, its
learners and its community�
�
�
�
�
supplies. Community-based � To ensure strengthening of �
cooperatives are to be engaged
from 1 April 2006.
nutrition education in the school
curriculum and among parents
and the rest of the community
serviced by the schools�
�
�
�
The programme is being used to
give learners an equal chance to
succeed, to transform lives through
nutritional education and to
empower people and their local
economies by offering economic
opportunities, also promoting food
security.
� To strengthen monitoring and
evaluation and impact studies as a
basis for enhancing the efficiency,
effectiveness and sustainability of
the School Nutrition Programme�
The programme has significant
benefits. Among them are the
following:
� Improved learner attendance and
academic performance�
5 Year 5 ECDoE Year ECDoE Strategic Strategic Plan for Plan 2005-06 for 2005/06 to 2009-10. to 2009/10 21 F (1).doc March 2006 Page 38 Page 40
part B: programme & sub-programme plans

SUB-PROGRAMME:
- Purpose
- Transformational Focus
POLICIES AND PRIORITIES
� Contribution to poverty alleviation
and to the economic welfare of
local communities�
� Contributing to sound eating
habits of learners, parents and
communities through nutrition
education�
OVERVIEW OF CHALLENGES
AND CONSTRAINTS
5 Year ECDoE Strategic Plan for 2005-06 2005/06 to 2009-10. 2009/10 March 21 F (1).doc 2006 Page 41
39

SUB-PROGRAMME:
- Purpose
- Transformational Focus
POLICIES AND PRIORITIES
OVERVIEW OF CHALLENGES
AND CONSTRAINTS
PROGRAMME 3
Independent Schools In particular, schools are expected � Schools that are operating
to comply with the equity and without being registered by the
quality criteria in Goals 1 and 3 of ECDoE. �
Purpose:
To support independent schools in
accordance with the South African
Schools Act, 1996 (Act No 84 of
1996) This includes subprogramme
3.1, Primary and Sub-
Programme 3.2, Secondary Phase.
the Transformation Agenda and the
Strategic Plan. Specific priorities
related to independent schools are
as follows:
Ensure that the approved
independent schools add value to
the education system
� Low funding for Independent
Schools �
� High failure rate in independent
schools. �
�
�
Transformational Focus
Independent schools expand the
field of opportunities for children
and youth to receive an education.
In some geographic communities,
opportunities for education are
sometimes limited. Sometimes this
occurs because of the absence of
school facilities. But sometimes
independent schools are
established when the available
schools are too crowded or too far
geographically, or when parents
are not satisfied with the quality of
the education rendered.
Independent schools have a
transformational focus when they
expand the field of opportunities,
when they provide quality
education to previously
marginalized groups and when the
offer opportunities for education in
Mathematics, Science and
Technology when such
opportunities would not be
otherwise available.
To strive to attain the level of
funding which is in line with the
norms and standards
�
It must be ensured, however, that
these schools offer education
programmes of an acceptable
standard, and that they do not
serve functions or purposes that
are inconsistent with the
constitutional principles.
5 Year ECDoE 5 Year ECDoE Strategic Strategic Plan for Plan 2005-06 for 2005/06 to 2009-10. to 2009/10 21 F (2).doc March 2006 Page 40 Page 42
part B: programme & sub-programme plans

SUB-PROGRAMME:
- Purpose
- Transformational Focus
POLICIES AND PRIORITIES
PROGRAMME 4
Public Special School Education � In school sport and culture for
special schools�
OVERVIEW OF CHALLENGES
AND CONSTRAINTS
� Mobilization of out-of-school
children presents a major
challenge�
Purpose: � Building and renovation of special � Insufficient resources to
To support compulsory public schools as well as building of a learners in rural areas�
education in special schools in
accordance with the South African
Schools Act, 1996 (Act No 84 of
1996) and White Paper 6 on
inclusive education
reform school to accommodated
sentenced learners�
� Identify all out-of-school children
and develop a database per
category per district�
� There is a long waiting list of
learners with special needs who do
not have access to schooling�
� Difficulty in securing and
retaining teaching and non-
� Place children (1377 out of teaching staff�
Transformational Focus:
The key concept that is operational
in a transformational focus for
education is that no one should be
excluded because of
circumstances over which they
have no control. All citizens have
the right to a high quality
school, 2488 sentenced, 1565
unsentenced and 2160 street
children) in institutions over the
next 5 years�
� Reduction of the number of outof-school
children with disabilities
on waiting lists at home�
� Insufficient advocacy on the
inclusive model of education�
� Need to capacitate educators in
general education with skills to
serve learners with special needs�
�
�
education. Sub-programme 4 � Regulation of public special
highlights and celebrates the fact schools on private property�
that learners with disabilities –
whatever their status – shall not be
excluded. Inclusivity celebrates the
notion that infrastructure must be
put in place so that those who are
challenged (physically, mentally or
emotionally) must be educated
� Ensure that the Department
implements the plan submitted to
the court in respect of case
numbers�
� Provide infrastructure according
to needs as reflected on database�
alongside the rest unless their
circumstances are so severe that
they would be at a disadvantage.
Public Special School Education
reaches out to all marginalized
populations to give them an
opportunity. This includes, among
� Phase out schools that do not
qualify in terms of White Paper 6�
� Implement training and
development of educators and noneducators
to meet the needs of
learners�
others, learners with disabilities, � Implement targeted resourcing of
learners with learning difficulties, special schools in previously
young offenders, street children disadvantaged areas (rural
and out-of-school children and schools) in respect of transport and
youth, among others.
staffing and other areas�
The issue here is that the available
schools cannot accommodate all
who are in need. The
transformational vision is that no
one who needs a place in the
education system shall be
excluded, exposed to poor quality
services, or denied the opportunity
to learn, grow and be empowered
in the society.
� Rationalization of institutions to
serve the needs of the children as
reflected on database�
� Rationalization of institutions to
serve the needs of the children as
reflected on database�
� White paper 6 – Mobilization of
out of school children and youth
including children with disabilities,
street children, children in conflict
with the law (in prisons and
5 Year ECDoE Strategic Plan for 2005-06 2005/06 to 2009-10. 2009/10 March 21 F (2).doc 2006 Page 43
41
�

SUB-PROGRAMME:
- Purpose
- Transformational Focus
POLICIES AND PRIORITIES
awaiting trial children in places of
safety)�
� Strengthening the special schools
as resource centres�
� Institutions reflecting the
demographics of the country,
meeting the standards laid down in
the Constitution, SA Schools Act
and White Paper 6�
� Resourcing special schools in
respect of transport, staffing and
infrastructure�
� Advocacy campaign on inclusive
education�
� Identify all out-of-school children
and develop a database per
category per district�
� Place 1377 children identified in
rural areas in institutions�
� Place 10% of 2488 sentenced
offenders in reform schools and
make provision for 1565
unsentenced�
� Provide 50% of the identified
construction and 100% of identified
renovation needs�
� Phase out schools that do not
qualify�
� Training of educators and noneducators�
� Staffing and transport provision in
special schools�
� Look for partnerships to deal with
some of these challenges�
� Linking with other government
departments and social partners�
� Establishment of the former
Sigcau College of Education to be
renovated to accommodate out-ofschool
children of the Lusikisiki
District�
OVERVIEW OF CHALLENGES
AND CONSTRAINTS
5 Year 5 Year ECDoE ECDoE Strategic Strategic Plan Plan for 2005-06 for 2005/06 to 2009-10. to 2009/10 21 F March (2).doc 2006 Page 42 Page 44
part B: programme & sub-programme plans

SUB-PROGRAMME:
- Purpose
- Transformational Focus
PROGRAMME 5
Further Education and Training
Purpose:
To provide Further Education and
Training (FET) at public FET
Colleges in accordance with the
Further Education and Training
Act, 1998 (Act No 98 of 1998)
Transformational Focus:
The FET Sector has emerged as
the new focus area for bridging the
gap between school and work.
There is a major expectation that
FET will be responsive to labour
market needs in its programming
and thereby make youth more
employable. It will not only relieve
the significant unemployment
problem among youth, but it will
supply the skills needs of the
economy.
The FET Sector has emerged as
the new focus area for bridging the
gap between school and work.
There is a major expectation that
FET will be responsive to labour
market needs in its programming
and thereby make youth more
employable. It will not only relieve
the significant unemployment
problem among youth, but it will
supply the skills needs of the
economy.
The transformational focus here,
however, is determining who gets
the opportunity to be educated and
become employed. To what extent
can marginalized groups gain entry
into these FET institutions, and if
they do, to what extent do they
succeed, or graduate in a timely
manner? There is a sense that
some previously marginalized
learners have difficulty in
succeeding in their programmes
and, when they are successful they
have difficulty getting jobs.
The FET Sector must set up the
necessary infrastructure so that all
can succeed with the support
structures that will be made
available.
POLICIES AND PRIORITIES
The priorities for FET grow out of
its centrality to the Development
Agenda of the Province and the
nation. Among the critical priorities
to be pursued within the next five
years are the following:
� Alignment of the programmes of
FET colleges to the needs of the
economy, including the EPWP�
OVERVIEW OF CHALLENGES
AND CONSTRAINTS
� Constraints in the FET Sector as
a result of diverse institutional
offerings and a post provisioning
model that is not appropriate�
� Shortage of furniture and
outdated equipment in workshops
and laboratories�
� Exams may not be properly
monitored because of the shortage
of staff�
� Mobilization and provision of
adequate resources� � Not all campuses have academic
� Rendering sufficient institutional
support and guidance for the
development of FET colleges, and
the enhancement of the
effectiveness and efficiency of their
structures, systems and
procedures.�
� Ensuring that colleges are
sensitive and responsive to the
social needs and transformation
agenda of the Province and the
Department�
� Training and retraining of FET
college personnel so that they
enhance their capacity to
undertake their responsibilities�
� More extensive use of
learnerships as a vehicle to bridge
the gap between education and
employment and enhance the
practical value of vocational and
technical programmes�
� Development of Human
Resource capacity in line with the
National HRD Strategy and the
PGDP�
� Re-equip and recapitalize FET to
be effective and responsive�
� Increased access to historically
disadvantaged groups in the FET
system�
� Enhanced student support
services, especially for
marginalized groups�
� To build partnerships as a
strategy for enhancing the services
of FET�
structures�
� Lack of enough resources to
respond to the distinctiveness of
the FET Sector�
� The absence of a national
curriculum framework for the FET
Sector�
� Curriculum materials in FET must
be updated to meet the
requirements of the world of work�
5 Year ECDoE Strategic Plan for 2005-06 2005/06 to 2009-10. 2009/10 March 21 F (2).doc 2006 Page 45
43
�
�
�
�
�
�
�
�
�
�
�
�
�

SUB-PROGRAMME:
SUB-PROGRAMME:
- Purpose
-
Purpose
Transformational Focus
- Transformational Focus
POLICIES AND PRIORITIES
POLICIES AND PRIORITIES
� Effective integration of ABET and
FET � Effective college integration programmes of ABET for and
FET beneficiaries college programmes to participate for in the
beneficiaries Educational Provisioning to participate and in the Local
Educational Economic Development Provisioning Initiative and Local
Economic and the EPWP� Development Initiative
and the EPWP�
OVERVIEW OF CHALLENGES
OVERVIEW AND CONSTRAINTS
OF CHALLENGES
AND CONSTRAINTS
�
��
��
��
��
�
PROGRAMME 6
PROGRAMME Adult Basic Education 6 and
Adult Training Basic Education and
Training
Purpose:
Purpose: To provide Adult Basic Education
To and provide Training Adult (ABET) Basic in accordance Education
and with Training the Adult (ABET) Basic Education in accordance Act,
with 2000 the (Act Adult No 52 Basic of 2000). Education Act,
2000 (Act No 52 of 2000).
Transformational Focus:
Transformational Focus:
According to the 2001 Census,
According 63.6% of households to the 2001 in Census, the
63.6% Province of live households in poverty; in the 36.5%
Province have no more live in than poverty; a primary 36.5%
have education no more and than 50% a of primary the
education population and is estimated 50% of the as illiterate.
population The unemployment is estimated rate as is illiterate. 53.7%
The with unemployment youth (between rate 18 and is 53.7% 25)
with unemployment youth (between estimated 18 and at 25) 81%.
unemployment This represents estimated an unenviable at 81%.
This state represents of underdevelopment an unenviable and
state disadvantagement of underdevelopment in the Province. and
disadvantagement As many as 52% of in the the learners Province.
As who many start as school 52% in of the the Province learners do
who not complete start school school in the with Province a Matric do
not Certificate. complete school with a Matric
Certificate.
This dismal picture means that a
This significant dismal portion picture of means the population that a
significant in the Province portion is without of the population a proper
in education the Province and will is without have no a proper
education opportunity and to secure will have good no jobs,
opportunity earn decent to salaries, secure participate good jobs, in
earn a vibrant decent economy salaries, and participate advance in
a their vibrant welfare economy and that and of advance their
their families. welfare Many and will that have of their no access
families. to “the better Many life will for have all” that no access is
to envisioned. “the better life for all” that is
envisioned.
The National Skills Development
ABET is a critical priority on the
ABET agenda is of a critical government. priority It on is the
agenda highlighted of government. in educational It policies, is
highlighted in the National in educational Skills Development policies,
in Strategy the National (NSDS), Skills in the Development Provincial
Strategy Growth and (NSDS), Development in the Provincial Plan, in
Growth the National and Development Human Resource Plan, in
the Development National Human Strategy Resource and a part of
Development various social Strategy and community and a part of
various development social initiatives. and community The
development private sector, initiatives. in response The to
private national sector, policy in initiatives, response has to also
national implemented policy ABET initiatives, programmes. has also
In implemented this respect, ABET ABET programmes.
extends way
In beyond this respect, the authority ABET and extends control way of
beyond the Department. the authority As a and result, control it is of
the essential Department. to ensure As that a result, public it and is
essential private ABET to ensure initiatives that are public and
private coordinated, ABET monitored initiatives and are
coordinated, orchestrated monitored as part of an and agenda
orchestrated to eradicate illiteracy as part of and an reduce agenda it
to by eradicate at least 50% illiteracy by 2010. and reduce In this it
by respect, at least the 50% following by 2010. priorities In this are
respect, highlighted. the following priorities are
highlighted.
� Reduction of illiteracy to 50% by
2014 � Reduction – that is of ± illiteracy 60,000 per to 50% annum� by
2014 � Implementation – that is ± 60,000 of poverty per annum�
alleviation � Implementation programmes of poverty through
alleviation ABET� programmes through
ABET� � To provide more spaces in public
ABET � To provide centres more in accordance spaces in public with
ABET policy�centres
in accordance with
policy� � Establishment of day centres in
selected � Establishment communities� of day centres in
selected � Develop communities�
and implement
appropriate � Develop and curricula implement in line with
appropriate PGDP� curricula in line with
PGDP� � Expansion of reach of ABET
through � Expansion implementation of reach of of ABET the
through Provincial implementation Literacy Programme� of the
Provincial � To pilot and Literacy implement Programme� open
learning � To pilot strategy and implement in formal open and
learning informal strategy learning in sites� formal and
informal � Implementation learning sites� of poverty
� The curriculum employed in
ABET � The curriculum is not suitable employed for most in adult
ABET learners is not who suitable need practical for most and adult
learners skills-based who projects need practical that can and
skills-based prepare them projects for employment� that can
prepare them for employment�
� There is little collaboration
among � There the is little many collaboration public and private
among entities the that many run ABET public and private
entities programmes. that run It ABET is difficult to
programmes. assess the impact It is difficult of these to
assess programmes the impact or the of reduction these of
programmes illiteracy in the or Province� the reduction of
illiteracy in the Province�
� Many illiterate adults do not seek
education � Many illiterate because adults of uncertainty, do not seek
education lack of infrastructure because of and uncertainty, lack of
lack confidence� of infrastructure and lack of
confidence�
� Absence of a Provincial structure
�to Absence monitor and of a manage Provincial ABET structure
to provided monitor in and the manage Public Sector� ABET
�provided Lack of in funds the Public for a massive Sector�
�campaign Lack of funds on illiteracy� for a massive
campaign � The needs on of illiteracy� disabled learners
�who The need needs ABET of disabled are not being learners
who addressed� need ABET are not being
addressed� � Lack of clear Recognition of Prior
�Learning Lack of (RPL) clear Recognition guidelines for of Prior
Learning ABET� (RPL) guidelines for
ABET� � There is no credible assessment
�policy There for is ABET� no credible assessment
policy � Lack for of ABET� a moral agenda in life
�skills Lack education� of a moral agenda in life
skills
� Multi-purpose
education�
centres are not
�being Multi-purpose adequately centres used for are the not
being promotion adequately of ABET.� used for the
promotion of ABET.�
�
The National Skills Development � Implementation of poverty �
5 Year ECDoE Strategic Plan for 2005-06 to 2009-10. 21 F (2).doc Page 44
5 Year 5 ECDoE Year ECDoE Strategic Strategic Plan for Plan 2005-06 for 2005/06 to 2009-10. to 2009/10 21 F (2).doc March 2006 Page 44 Page 46
part B: programme & sub-programme plans

SUB-PROGRAMME:
- Purpose
- Transformational Focus
Strategy asserts that ABET is the
first rung on the ladder for all to
participate in a seamless
qualification system to secure an
education to whatever level they
wish. ABET, for many, is the
gateway to opportunity through
which underdevelopment and
deprivation of the past could be
addressed.
POLICIES AND PRIORITIES
alleviation programmes in all �
districts and nodal points� �
� Development of modular skills
based programmes. �
� Implementation of learnerships � �
� Incorporation of HIV/AIDS and
voter education in curriculum, and �
� Acquisition of appropriate LSM �
for ABET� �
� Effective integration of ABET and
FET college programmes for
beneficiaries to fully participate in
the Educational Provisioning and
Local Development Initiative and
the EPWP�
OVERVIEW OF CHALLENGES
AND CONSTRAINTS
PROGRAMME 7
Early Childhood Development ECD is a key component of the � ECD centres do not submit
(ECD)
National and Provincial HRD compliance forms in time and, as a
Strategy and is considered as one result, their payment is delayed�
Purpose:
To provide Early Childhood
Education (ECD) at the Grade R
and earlier levels in accordance
with White Paper 5
of the pillars of the PGDP. One of
the pivotal considerations for
effective ECD delivery is to ensure
that the full cohort of 5 and 6 year
olds is in some form of high quality
ECD centre. As part of the
Transformational Agenda of the
� There is understaffing in the ECD
Directorate�
� There are still large numbers of
unqualified ECD practitioners as a
result of accelerated rollout of ECD
sites over the years.�
Transformational Focus:
ECD is important in creating a new
future that provides opportunities
for all. It is well established that
the foundation for academic
achievement and excellence is laid
in the early years of life. Research
has established that learners in
Primary and High Schools who
have had the benefit of a sound
pre-school or early childhood
education out-perform their
counterparts who have not had
such opportunities. This means
that equity in opportunity to
achieve academically (Goal 1 of
the Transformation Agenda)
begins, not with Primary Education,
but with ECD. Some of the most
critical developmental and
transformational strategies of
Department, it is particularly
important to ensure that residents
of rural, difficult to access and
disadvantaged areas also have
access to ECD centres of high
quality
� In compliance with White Paper 5
– all learners must have gone
through a reception year
programme by year 2010�
� By 2010 all primary schools must
have a reception (Grade R) class�
� All community based centres
must be incorporated into all
primary schools�
� All ECD practitioners must go
through the 2-year practitioners
course�
� All approved sites must have
appropriate furniture and
equipment�
� Many ECD sites are poorly
managed. This eventually affects
the quality of their programmes�
� The lack of funding results in the
slow development and
implementation of ECD
programmes�
� Effective linkage of ECD and the
EPWP�
�
�
�
�
�
�
�
�
Government (HRD Strategy,
PGDP) highlight the importance of
ECD in preparing for a sound
future economically and socially.
Advancing the welfare of all for
� Infrastructure budget to
incorporate a Grade R class for
each primary school where
necessary
�
�
5 Year ECDoE Strategic Plan for 2005-06 2005/06 to 2009-10. 2009/10 March 21 F (2).doc 2006 Page 47
45
�

SUB-PROGRAMME:
SUB-PROGRAMME:
- Purpose
- Purpose
- Transformational Focus
- tomorrow Transformational means that Focus full
tomorrow participation means in ECD that today full must be
participation ensured. in ECD today must be
ensured.
POLICIES AND PRIORITIES
POLICIES AND PRIORITIES
� In order to meet the 2010 target
the � In Department order to meet has the to 2010 ensure target that
the Department reception class has is to implemented
ensure that
the at all reception primary schools class is implemented
at a rate of
at 1000 all primary sites per schools annum�at
a rate of
1000 sites per annum�
� National Government identified
ECD � National as an Government area for sustainable identified job
ECD creation as an in the area social for sustainable sector of the job
creation Expanded in Public the social Works sector of the
Expanded Programme Public (EPWP)� Works
Programme (EPWP)�
OVERVIEW OF CHALLENGES
OVERVIEW AND CONSTRAINTS
OF CHALLENGES
AND CONSTRAINTS
PROGRAMME 8
PROGRAMME SUB-PROGRAMME 8 8.2
Addressing the HIV and Aids � Lack of Organizational
SUB-PROGRAMME
Conditional Grants Projects
8.2
(HIV
Addressing pandemic is the of high HIV and priority Aids Integration. � Lack of Organizational
HIV and Aids is still
Conditional and Aids) Grants Projects (HIV pandemic nationally and is of provincially. high priority The Integration. treated as an HIV add-on.� and Aids is still
and Aids)
nationally response to and this provincially. pandemic is The not treated as an add-on.�
response to this pandemic is not � The non-sharing of information
framed in one overarching policy
Purpose:
� The non-sharing of information
framed in one overarching policy with new cohorts of learners if
Purpose:
document, but runs as a golden with new cohorts of learners if
To provide for projects specified by document, but runs as a golden advocacy is not continuing.�
thread or common developmental
To provide for projects specified by
advocacy is not continuing.�
the Department that is applicable thread theme through or common all policies developmental of � Lack of a coherent wellness
the to more Department than one that programme is applicable and theme government. through The all policies intent is of a multi- programme � Lack of a coherent which emphasizes wellness
to funded more with than conditional one programme grants and government. dimensional approach The intent which is a multi- programme healthy living which habits� emphasizes
funded with conditional grants dimensional approach which healthy living habits�
The objective of the HIV and Aids mobilizes the resources and
mobilizes the resources and � Slow pace of tender processes
The sub-programme objective of the is to HIV develop and Aids and capabilities of agencies to impact � Slow pace of tender processes
sub-programme is to develop and capabilities of agencies to impact delays the accelerated
implement an integrated and inter- the pandemic. Few Departments delays the accelerated
implement an integrated and inter- the pandemic. Few Departments implementation of programmes�
sectoral approach that provides are as well positioned as the implementation of programmes�
sectoral approach that provides are as well positioned as the
education, prevention, care and Department of Education to have � Lack of IT equipment to manage
education, prevention, care and Department of Education to have � Lack of IT equipment to manage
support to the infected and affected an impact on the crisis.
and monitor projects�
support to the infected and affected an impact on the crisis.
and monitor projects�
learners, educators and parents.
learners, educators and parents. It is in line with this sentiment that � Shortage of staff�
Transformational Focus:
It the is HIV in line and with Aids this activities sentiment in this that � Shortage of staff�
Transformational Focus:
the HIV and Aids activities in this
HIV and Aids is the greatest threat programme forge the activities of
HIV and Aids is the greatest threat programme forge the activities of
to the welfare and security of many directorates and institutions
to the welfare and security of many directorates and institutions
families and communities, and it is into a concerted and unified
families and communities, and it is into a concerted and unified
one of the public issues which can approach. HIV and Aids is critical
one of the public issues which can approach. HIV and Aids is critical
significantly undermine the to the curriculum development and
significantly undermine the to the curriculum development and
development agenda of the nation management activities of the
development agenda of the nation management activities of the
and that of the Province. The Department, as well as the
and that of the Province. The Department, as well as the
Education Sector is most affected activities of EAP, HRD, Education
Education Sector is most affected activities of EAP, HRD, Education
by the pandemic. The number of Management Development and
by the pandemic. The number of Management Development and
individuals who are infected and Governance, among others. In this
individuals who are infected and Governance, light, the activities among of this others. In this
affected by HIV and Aids in the
affected by HIV and Aids in the light, programme the activities are framed of this
Department is increasing daily.
within
Department is increasing daily. programme strategic goal are 8 of framed the within
The rate of absenteeism through
The rate of absenteeism through strategic Transformation goal 8 Agenda of the
illness has increased and there is a
and the
illness has increased and there is a Transformation Strategic Plan which Agenda focuses and the
constant deterioration in the
on
constant deterioration in the Strategic the social Plan issues which which focuses affect on
complement of teaching personnel.
complement of teaching personnel. the schools social and issues schooling which in affect
One of the effects of this is the
One of the effects of this is the schools communities. and schooling in
ongoing struggle to maintain a
ongoing struggle to maintain a communities.
level of staffing and staff
�
level attendance of staffing that and can staff ensure an
�
�
attendance adequate level that of can service ensure delivery an
�
�
adequate level of service delivery �
5 Year ECDoE Strategic Plan for 2005-06 to 2009-10. 21 F (2).doc Page 46
5 Year ECDoE 5 Year ECDoE Strategic Strategic Plan for Plan 2005-06 for 2005/06 to 2009-10. to 2009/10 21 F (2).doc March 2006 Page 46 Page 48
part B: programme & sub-programme plans

SUB-PROGRAMME:
- Purpose
SUB-PROGRAMME:
- Transformational Focus
in our offices and institutions. It is
- Purpose
necessary to ensure that we have
- adequate Transformational levels of staffing Focus in order
in to our maintain offices an and acceptable institutions. level It of is
necessary service delivery. to ensure that we have
adequate levels of staffing in order
We must also ensure that those
to maintain an acceptable level of
who are infected and affected are
service delivery.
not marginalized. In this regard,
We special must attention also ensure must that be given those to
who orphans are infected who attend and schools, affected and are
not children marginalized. who are forced In this to regard, assume
special responsibility attention for must their families. be given to
orphans who attend schools, and
children who are forced to assume
responsibility for their families.
The POLICIES bond between AND school PRIORITIES and
community, the adequate
preparation of human resources
The and the bond establishment between school of the and
community, appropriate policy the adequate framework and
preparation organizational of human processes resources to
and respond the establishment to HIV and Aids of are the all
appropriate critical features policy and framework priorities of and this
organizational programme. processes to
respond to HIV and Aids are all
critical features and priorities of this
programme.
�
�
�
�
POLICIES AND PRIORITIES
OVERVIEW OF CHALLENGES
AND CONSTRAINTS
SUB-PROGRAMME 8.4
External Examinations The activities, processes and � Lack of Staffing in the CASS Unit�
SUB-PROGRAMME Purpose: 8.4
External
To provide
Examinations
for special
departmentally managed
Purpose: examination services. Specifically,
To the provide programme for special seeks to provide
departmentally an effective and managed efficient external
examination services. for grade 12, Specifically, GET and
the ABET programme seeks to provide
an effective and efficient external
examination for grade 12, GET and
ABET
standards relating to and governing
examinations and assessment are
The framed activities, in the following processes legislation and
standards and key policy relating documents: to and governing
examinations and assessment are
framed � South in African the following Schools legislation Act, 1996
(Act and key No 84 policy of 1996) documents: (SASA)
�
�� South Further African Education Schools and Act, Training 1996
(Act Act (FET), No 84 1998 of 1996) (Act (SASA) No 98 of
1998) � �
�� Further Education and Training
Act � Adult (FET), Basic 1998 Education (Act No and 98 of
� Lack of proper Storage of Scripts�
� Absence of Key Qualified Staff�
�
� Lack
Lack of
of
Key
Staffing
Staff
in
members�
the CASS Unit�
�
� Lack
Facilities
of proper
currently
Storage
inadequate�
of Scripts�
� Absence of Key Qualified Staff�
� Lack of Key Staff members�
� Facilities currently inadequate�
�
�
�
�
Transformational Focus:
Training 1998) � Act (ABET), 2000 (Act No
52 � of 2000) �
Learner assessment has always
Transformational been a critical area Focus: of focus in
education. Its importance arises
Learner from its role assessment as the gate-keeper has always in
been differentiating a critical between area of focus those in who
education. are competent Its importance enough to be arises
from certified its role and as those the who gate-keeper have not in
differentiating achieved the desired between level those of who
are competence, competent and enough from its to be role as
certified an overall and measure those who of the have not
achieved performance the of desired the Department. level of In
competence, this regard there and are from four its role as
an transformational overall measure issues of the for
performance reflection which of the may Department. warrant the In
this Department regard there to occasionally are four revisit
transformational what it does. issues for
reflection which may warrant the
Department to occasionally revisit
what it does.
��
Adult Basic Education and
Training � National Act Education (ABET), 2000 Policy (Act Act No
52 (NEPA), of 2000) 1996 � (Act No 27 of 1996)�
��
�� National General and Education Further Policy Education Act
(NEPA), and Training 1996 Quality (Act No Assurance 27 of 1996)� Act
(GENFETQA), �
2001 (Act No 58 of
2001) � General � and Further Education
and � Training Quality Assurance Act
(GENFETQA), � Regulations for 2001 the Conduct, (Act No 58 of
2001) Administration � and Management of
Assessment �
for the Senior
Certificate� � Regulations for the Conduct,
Administration Among the priorities and Management of the of
Assessment Department in for respect the Senior to
Certificate� examinations and assessment are
Among the following:� the priorities of the
Department in respect to
�
�
�
�
�
�
�
�
��
��
�
�
�
�
examinations and assessment are �
the following:� �
5 Year ECDoE Strategic Plan for 2005-06 to 2009-10. 21 F (2).doc Page 47
5 Year ECDoE Strategic Plan for 2005-06 2005/06 to 2009-10. 2009/10 March 21 F (2).doc 2006 Page 49 47
�
�
�
�
�
�
�
�
�
�
�
�
�
�
�
�
�
�
OVERVIEW OF CHALLENGES
AND CONSTRAINTS

SUB-PROGRAMME:
- Purpose
- Transformational Focus
POLICIES AND PRIORITIES
The four issues are as follows: � Staff training for more efficient �
1.The structure, content and and effective work habits
�
process of examinations are fair
and unbiased and do not
disadvantage or favour particular
groups;
2. Ensure that attention is not given
to examination performance to the
detriment of learning balanced
development and effective skills
acquisition;
3. Ensure that exam logistics and
�
� Attracting an keeping high calibre
staff members through a structure
that allows vertical career-pathing�
�
The following need to be put in
place:�
�
administration do not disadvantage � Training assessors and
learners in the rural and difficult to moderators to conduct an
access areas; and,
outcomes-based quality
4. that all learners have access to improvement programme
instruction and resources
�
(including LTSM) that will
� Question papers for the FETC
adequately prepare them for external assessment to be ready
examinations
18 months prior to the assessment
date�
�
� Development of a new IT system
and population of the new system
with data to be able to conduct a
test run in good time�
�
� Updated provincial policy
documents and regulations need to
be developed�
�
�
OVERVIEW OF CHALLENGES
AND CONSTRAINTS
5 Year 5 Year ECDoE ECDoE Strategic Strategic Plan Plan for 2005-06 for 2005/06 to 2009-10. to 2009/10 21 F March (2).doc 2006 Page 48 Page 50
part B: programme & sub-programme plans

5 Year ECDoE Strategic Plan for 2005/06 to 2009/10 March 2006 Page 51

e a s t e r n c a p e d e p a r t m e n t o f
EDUCATION
5 Year ECDoE Strategic Plan for 2005/06 to 2009/10 March 2006 Page 52
contents

12. INTRODUCTION
PART C: BACKGROUND INFORMATION
While Section 3 of the plan presents details on each sub-programme and highlights where
strategic objectives are placed both budget-wise and organizationally, Part C of the Strategic
Plan document is intended to provide the essential details about the background information
upon which the plan is based. The purpose of this section of the document is to further
contextualize the goals and objectives of the plan, to highlight the circumstances and issues
from which planned priorities were derived, and to present the essential boundaries of activity
within which the Department will operate in implementing the plan. This section of the plan is
important both as a backdrop which gives meaning to the activities to be undertaken and as a
guide which seeks to inform officials and stakeholders about the best way to manoeuvre
among the activities and complexities which will define scope and context of delivery.
This section of the plan is therefore divided into two main sections and several sub-sections.
The sections and sub-sections are outlined below.
13. ANALYSIS OF THE SERVICE DELIVERY ENVIRONMENT
o Policy Changes and Trends
o Environmental factors and emerging challenges
o Demographic Profile of the Eastern Cape
o Social Economic Deprivation in Eastern Cape Communities
o Analysis of the Educational System
o Demographic pressures and access issues
o Educational profiles of people
o Transfers to Institutions
o The state of Public Ordinary Schools education
o Independent Schools
o LSEN Schools
o FET
o ABET
13.1 Policy Changes and Trends
With the increased use of computer technology in more and more aspects of life, government
recognized the need to pass legislation that would provide the framework for regulating
electronic communications, such as email, and establish the legality of electronic business
transactions. The Electronic Communications and Transactions Act (Act 25 of 2002)
(ECT) provides for the facilitation and regulation of electronic communications and
transactions; the development of a national e-strategy; universal access to electronic
communications and transactions; human resource development in electronic transactions;
the prevention of abuse of information systems; and to encourage the use of e-government
services.
This is an important act for educational institutions seen against the requirement to provide
access to and training in the use of computers and to enable people to make the transition
into the world of the Internet and other computer-based work methods.
The e-Education Draft White Paper of the National Department of Education was published
in August 2003. It has the overall policy goal that ‘Every South African learner in the general
and further education and training bands will be “ICT capable” that is, use Information and
Communications Technology (ICT) confidently and creatively by 2013.
The relevant policy imperatives are set out under six strategic objectives:
5 Year ECDoE Strategic Plan for 2005/06 2005-06 to 2009/10 2009-10. March 21 F (3) 2006 Page 53
Page 49

� ICT professional development of teachers, managers and administrators
� Electronic content resources for teaching and learning
� ICT infrastructure
� Connectivity to an educational network and the Internet
� Community engagement to share the resources with the wider community
� Research and development into new technologies, methodologies and techniques.
Subsequent to the publication of the Draft White Paper was the requirement for all education
departments to develop business plans to guide the implementation of the policy. The ECDoE
produced and submitted costed business plan in March 2005.
This policy will have a major impact on teaching and learning as well as the administration in
our schools.
13.1.1 Quality Assurance
Quality Assurance is a concept that originally comes from the private sector even though its
relevance spans both the public and the private sector. Any organization that has a service or
goods to deliver needs to have a mechanism in place to guarantee that the service or the
goods will be in compliance with service or production standards that the organization itself
shall have set for itself. Quality Assurance ensures that the organization will have a
guaranteed niche, this niche being guaranteed by the extent to which quality defines the
services or goods the organization is associated with.
Quality as concept is a defining feature that sets an organization apart from others since it is a
tool that promotes excellence. Quality also ensures compliance of performance with mutually
agreed and set standards. There are quality principles and service standards that need to be
agreed upon by organizations that aspire to a quality service for their identified customers and
market. The global thrust for quality assurance is to establish within organizations a culture of
continuous improvement. The South African Excellence Framework presents a paradigm
within which quality becomes a visible yet continuously aspired to goal. Quality Assurance
initiatives are grounded in the National Education Policy Act No.27 of 1996 (NEPA). NEPA
created a legislative framework for both the Assessment Policy for the General Education and
Training Band, Grades R – 9 and ABET which prescribes that Systemic Evaluation studies
be conducted as well as the National Policy on Whole-school Evaluation (WSE)
The focus for the Education Department as an organization in respect of quality assurance is
both at system and school level with Systemic Evaluation being a tool that seeks to determine
and measure the health of the Education system at exit points of the Foundation, Intermediate
and the Senior Phases of the General Education and Training Band. The Grade 12 results for
now are still a determining measure for the quality of the performance of the education
system at the FET Phase. Whole-school Evaluation (WSE) focuses on the school system by
monitoring and evaluating the extent to which curriculum provision takes place. This is done
through a framework of nationally agreed criteria and guidelines. Nine nationally agreed areas
for evaluation form the basis on which the performance of each school as unit of the system is
evaluated. Whole-school Evaluation is now part of the Integrated Quality Management
System (IQMS).
Quality Management Systems, one of the mechanisms for assuring quality within education,
brings in a feedback loop through which the recommendations flowing from Systemic
Evaluation and Whole-school Evaluation are fed back into the system to guarantee
continuous improvement in terms of the performance of the education system.
The South African Excellence Foundation Model for quality service delivery provides a
structure/framework on which our various service delivery modes as the Department of
Education need to be located. Its fundamental concepts provide effective guidelines to take
any organization on a sure path to realizing excellence in its service delivery.
5 Year ECDoE Strategic Plan for 2005/06 2005-06 to to 2009/10. 2009-10. March 21 F (3).doc 2006 Page 54
50
part C: background information

13.2 Environmental Factors and Emerging Challenges
13.2.1 Infrastructure
In 1996, the Schools’ Register of Needs recorded a backlog of 22 000 classrooms in our
system. Between 1996 and 2004 all districts saw an increase in number of classrooms and a
corresponding decrease in learner classroom ratio, particularly in the more rural districts of
Lusikisiki, Umzimkhulu, Bizana and Mount Frere. To date we have provided 11000
classrooms across the Province but in the interim the backlog has swelled to 14,000
classrooms. Indeed the adequate provision of classrooms will still remain a challenge in the
Department for the next ten years.
13.2.2 Learner Assessment
The matriculation provincial pass rate has not yet stabilized.
The pass rate increased from 51.9% in 2002, with an 8.1% rise to 60.0% in 2003. However
this was followed by the disappointing drop of 6.5% to 53.5% in 2004. The Eastern Cape was
the only province where the matric pass rate increased in 2005, by 3.2% to 56.7%
The smooth conduct and management of examinations has given credibility to the results
over the last four to five years. In that period there has not been a single report of examination
leakages or any impropriety in our Grade 12 examinations.
In ABET level 4 learners surpassed all the provinces, will be strengthened each year. The
annual increase in ABET learner numbers from 285 in 2001 to 522 in 2002, 669 in 2003 and
911 in 2004 indicates the seriousness that the learners now attach to ABET in our province.
13.2.3 FET College Sector
The successful merger of the Further Education and Training (FET) Colleges from 25 to eight
institutions, streamlined to meet the skills needs of the province, was a major achievement.
The importance of this sector lies in its ability to address the human resource demands of our
economy and a redefinition of the labour profile of the province.
The filling of the 8 CEO posts was successfully completed soon after the merger process.
However, the filling of senior posts will only take place in the 2005/6 financial year. Budgetary
constraints have affected the post-provisioning at colleges, which has in turn affected the
curriculum offerings.
The learnerships programme, driven from this sector is intended to address the skills
development as well as create employment opportunities for our youth. There are 84
unemployed youths participating in the following learnerships:
� Food and beverage Processing - NQF level 3
� Wholesale and retail specialization - levels 3 and 4
� Wholesale and retail general - levels 2 and 4
� Animal husbandry - level 1
The Department’s partnership with the German Agency for Technical Operation (GTZ) has
facilitated the secondment of a provincial learnerships coordinator for this sector.
13.2.4 Opening Access to Learning Opportunities
A meaningful foundation is being offered to our children with the introduction of Grade R in
some 1 300 schools impacting on 33 000 learners who previously did not have access to
such an offering. Simultaneously our ABET programme has seen skills and jobs offered to our
rural people. Lately we have taken over the school nutrition programme that ensures a daily
5 Year ECDoE Strategic Plan for 2005/06 2005-06 to 2009/10 2009-10. March 21 F (3).doc 2006 Page 55
Page 51

meal for our poorer children. These programmes are designed to contribute to job-creation
and thus poverty alleviation in our communities. This is directly in line with the Provincial
Growth and Development Programme.
13.2.5 Institutional Management
Our capacity building efforts at all levels of the system have seen greater stability in the
management of our institutions.
The delivery of Learner Support Material has improved each year. The educators are
currently receiving meaningful Professional Development Programmes that will enhance the
introduction of the Revised National Curriculum. The stability at school level is strengthened
by the tenacity with which our learners stay longer in the system.
13.2.6 Challenges:
13.2.6.1 Impediments to Service Delivery
Despite the successes listed above, the ECDoE faces a number of vital challenges that
impact on its ability to ensure quality service delivery within the context of the external
environment.
A fundamental challenge that faces the ECDoE is the shortage of educators and educator
skills as a result of the attrition rates especially amongst the younger educators.
Added to this has been insufficient budget allocation, which, inevitably, results in unending
financial constraints.
The age- old concern from both our employees and suppliers regarding our capacity to pay
within expected turnaround time standards remains with the Department. This stem from
insufficient capacity, which is currently being addressed from a number of fronts, like for
example the backlogs’ project.
Record keeping is a serious challenge that has been confronted headlong, with the
introduction of a Registry Project.
One of the weaknesses lays in the management of procurement processes. This realization
has pushed us to adopt a system of monthly and quarterly cycles of procurement monitoring,
informed by a composite procurement plan of the Department.
The quality that we produce in the gateway subjects of mathematics, science and technology
still leaves much to be desired.
A bigger challenge that the Department is facing has to do with the Presidential injunction
around infrastructure. In his State of the Nation address, the President made a call for all to
ensure that by the end of the 2004 financial year no learner will receive tuition under a tree,
mud school, or any dangerous conditions that exposes learners and teachers to the elements.
The Department is committed to the call. However, the Department’s current budgetary
constraints will force us to seek additional funding to be able to meet the call.
13.2.6.2 Challenges posed by the social and welfare needs of our communities
One other critical area that we need to look into is the matter of sound relations with our social
partners. We need to operate in an environment that is conducive to stability within the
Department and mutual trust between our social partners and ourselves
In order to meet the challenges of the welfare of our communities the ECDE embarked on the
school nutrition programme that will be expanded to secondary schools and the provision of
scholar transport to learners from rural areas and informal settlement. The monitoring of
access to social grants and the provision of clothing needs to orphans and children from
informal settlements will become a priority. The issue of burial cost for orphans and the
5 Year ECDoE Strategic Plan for 2005/06 2005-06 to to 2009/10. 2009-10. March 21 F (3).doc 2006 Page 56
52
part C: background information

partnerships with other organizations for after-school care-centers for rural and informal
settlement areas will become one of the many challenges that face the Department. The
question on having a “one-stop” information and service centre for social and health service
will enable people to gain access to all services provided by the different sectors of
government and other organizations
13.2.6.3 Challenges posed by the Impact of HIV and AIDS
The actual impact of HIV and AIDS on the education system is not certain. A full impact study
needs to be undertaken. There are a number of areas that this epidemic will impact upon.
Some of them are; one; the aging of the workforce due to younger people being affected by
HIV and AIDS; two, high infant mortality level may have implications in reviewing projections
of learner enrolment and other planning strategies; three, how does the ECDoE face the issue
of child-headed households and the increasing number orphans and four; high level of
absenteeism amongst the workforce as well as the learners.
The ECDoE will need to look at new recruitment measures ensuring adequate supply of
educators and will need to review the training programme for educators. It will also need to
review its plans for number projections for learners, the participation in poverty alleviation
programmes and consider suitable succession planning strategies and learner outreach
programmes.
13.2.6.4 Challenges posed by the Environment
It would be an advantage to have schools clustered around other community facilities. The
close proximity of local government facilities promotes the cross utilization of resources which
may culminate in the maximum utilization of community resources. The use of community
facilities in this way will eliminate duplication of facilities, for instance a school may not need
its own hall if it is situated close enough to a community hall, whilst a police station may
conveniently deal with safety issues for the school thus improving school security.
It is important that before any development takes place proper planning happens at local
government level to avoid the negative impact that may come as a result of lack of facilities
like schools, health facilities and any other infrastructure. The lack of proper facilities and
infrastructure puts a strain on education activities since the availability of these facilities is
critical for the school communities.
The availability of running water is critical for all schools since learners and educators spend a
greater part of their day at school, sharing common amenities. The use of water however,
needs to be managed from both the health point of view as well as the fact that water is a
scarce commodity and therefore the school communities need to use it responsibly.
Included in the curriculum are the effects of all forms of pollution on the environment. It is also
vital that learners are protected from pollution to ensure that their state of well-being is always
healthy. All hazardous materials should be kept away from schools.
13.3 Demographic Profile of the Eastern Cape
In terms of land area, the Eastern Cape is the second largest province, covering an area of
approximately 170 000 square kilometres or 14% of the land area of South Africa. In terms of
population, in 2001 the Eastern Cape had the third largest provincial population, after
KwaZulu-Natal and Gauteng.
13.3.1 Total Population and Population Density
According to the 2001 Population Census, of the 44.8 million people living in South Africa,
14% or some 6.4 million lived in the Eastern Cape. This represents a significant decrease in
5 Year ECDoE Strategic Plan for 2005/06 2005-06 to 2009/10 2009-10. March 21 F (3).doc 2006 Page 57
Page 53

the relative share of the South African population accounted for by the Eastern Cape in 1996,
which was 15.5%. Migration impacts on the development of curriculum and the increased
demand for services and the delivery thereof. A system is required to manage rapid
urbanisation.
Table 26 shows the relative provincial populations according to the 1996 and 2001 Censuses.
The province that has most increased its share of the total South African population is
Gauteng, which went from 18.1% in 1996 to 19.7% in 2001. The decline in the Eastern
Cape’s share is the most significant of all provinces. There are several possible reasons for
this including outward migration in search in better economic opportunities, decreased fertility
(although there is no apparent reason why the Eastern Cape specifically should have
declining fertility) and perhaps a different methodology in the 2001 Census that led to reduced
counts. Overall, the population of the Eastern Cape grew by just 134 000 from 1996 to 2001,
an increase of 2.1%.
Table 9: Total Population by Province, 1996 and 2001 Census
Province Population 1996
% share of
National
Population
1996
Population 2001
% share of
National
Population
2001
Change in
National
share 1996 -
2000
Eastern Cape 6 302 524 15.5% 6 436 764 14.4% -1.2%
Free State 2 633 503 6.5% 2 706 774 6.0% -0.4%
Gauteng 7 348 425 18.1% 8 837 174 19.7% 1.6%
KwaZulu-Natal 8 417 020 20.7% 9 426 015 21.0% 0.3%
Limpopo 4 929 365 12.1% 5 273 639 11.8% -0.4%
Mpumalanga 2 800 710 6.9% 3 122 991 7.0% 0.1%
Northern Cape 840 323 2.1% 822 729 1.8% -0.2%
North West 3 354 824 8.3% 3 669 353 8.2% -0.1%
Western Cape 3 956 876 9.7% 4 524 341 10.1% 0.3%
Total 40 583 570 100% 44 819 780 100%
Since a national population census was conducted by Statistics South Africa in both 1996 and
2001, this allows for several interesting comparisons to be made over the six-year period.
Graph 1 compares provinces in terms of their population growth over this period, showing
which provinces experienced the greatest increase. The fact that the Eastern Cape has
experienced a relatively low rate of increase has implications for the provision of education in
the province – it implies that, unlike Gauteng, the demand for education has remained relatively
stable during this period and that there is unlikely to be a need to build new schools to meet
new demographic demand. This does not detract from an ongoing need to address existing
backlogs and, in some cases, to build new schools to improve access to education.
A challenge for the education system is to improve access to schooling, more especially to
secondary and further education and training facilities for the high number of non-urban.
5 Year ECDoE Strategic Plan for for 2005/06 2005-06 to to 2009/10. 2009-10. March 21 F (3) 2006 Page 58
54
part C: background information

Graph 1: Provincial Population Growth 1996-2001
Eastern Cape
Free State
Gauteng
KwaZulu-Natal
Limpopo
Mpumalanga
North West
Northern Cape
Western Cape
Growth % 1996 to
2001
-10.0% -5.0% 0.0% 5.0% 10.0% 15.0% 20.0% 25.0%
There are certain difficulties associated with making comparisons between the 1996 and 2001
Censuses. Prior to the release of the 2001 Census data for the Eastern Cape for example,
Statistics South Africa estimated the provincial population at 6.978 million, which is
considerably higher than the 2001 Census figure of 6.43 million. The Bureau of Market
Research released a similar estimate of the population of the province in 2001, placing it at
6.976, and stated that the original Census figure for 1996 was an undercount. Both of these
estimates differ markedly from the actual 2001 Census figure released for the province which
was 6.4 million - in the region of ½ million less people than previously estimated. The
calculation of sub-provincial population growth estimates is thus problematic – which
estimates does one use? For the purposes of this report a direct comparison will be made
between the two sets of Census data and not the interim population estimates described
above. This means that one is comparing two actual population censuses, notwithstanding
the disputes concerning whether the figures were accurate or not.
In order to derive the 1996 Census population figures for the new (post 2001) Education
Districts, a two-stage process was followed. Firstly, new Education District boundaries were
overlain on the 18 276 Enumerator Area boundaries that existed in the 1996 Census. A code
was then assigned to each enumerator area to identify the Education District that it fell within.
This was then used as the basis for creating population figures for Education Districts from
the 1996 Census.
The 2001 figures were derived by assigning codes to the Municipalities, Wards and place
names described in Table 27 that fell within each Education District.
The estimated distribution of total population by education district for the period 1996 and
2001 is shown in the table below
5 Year ECDoE Strategic Plan for 2005/06 2005-06 to 2009/10 2009-10. March 21 F (3) 2006 Page 59 Page 55

Table 10: Distribution of Total Population by Education Districts as indicated by the 1996 & 2001
Census
District 1996 2001 % Growth 1996 - 2001
Bizana 235 520 245 419 4.2%
Butterworth 288 660 287 770 -0.3%
Cofimvaba 207 432 194 245 -6.4%
Cradock 92 972 92 916 -0.1%
East London 540 188 562 111 4.1%
Ngcobo 199 218 202 422 1.6%
Fort Beaufort 167 871 153 478 -8.6%
Graaff-Reinet 109 711 109 146 -0.5%
Grahamstown 123 637 130 021 5.2%
Dutywa 243 744 253 379 4.0%
King William's Town 413 410 407 532 -1.4%
Lady Frere 125 243 115 935 -7.4%
Libode 407 298 427 397 4.9%
Lusikisiki 369 517 391 766 6.0%
Maluti 164 751 147 104 -10.7%
Mt Fletcher 134 635 137 581 2.2%
Mt Frere 214 006 228 999 7.0%
Port Elizabeth 769 639 799 821 3.9%
Queenstown 198 169 204 784 3.3%
Qumbu 194 392 196 674 1.2%
Sterkspruit 191 999 203 775 6.1%
Uitenhage 336 062 355 024 5.6%
Mthatha 394 626 415 227 5.2%
Umzimkulu 162 155 174 339 7.5%
Table 10 shows that the district with the highest population in 2001 was Port Elizabeth with
799 821, followed by East London with 562 111 and Libode with 427 397. A total of nine
districts had a population of more than 250 000 in 2001. The smallest district in the Eastern
Cape in terms of population is Cradock, with 92 916. Other small districts, with less than 150
000 people, are Graaff-Reinet, Lady Frere, Grahamstown, Mt Fletcher and Maluti.
Although Port Elizabeth and East London districts include the two largest urban centres, they
still only account for 21% of the population in the province. There are sizable populations
elsewhere, such as Mthatha, Libode and Lusikisiki, all of which lie in the north-eastern part of
the province.
Table 10 also shows population growth that occurred between the two censuses by district for
the period 1996 to 2001. This is an important indicator of future demand for schooling and
points to the need for new school construction and, in cases of population decline, for
rationalization. The education district with the highest rate of population growth during the
period was Umzimkulu, which experienced a growth rate of 7.5% (from 162 155 in 1996 to
174 339 in 2001). Other high growth districts for this period were Mt Frere, Sterkspruit,
5 Year ECDoE Strategic Plan for 2005/06 to 2009/10. March 2006 Page 60
5 Year ECDoE Strategic Plan for 2005-06 to 2009-10. 21 F (3) Page 56
part C: background information

Lusikisiki and Uitenhage. A total of sixteen districts experienced a positive population growth
from 1996 to 2001 and eight a population decline. The most severe population decrease was
in Maluti district, where the population decreased by 10% during the period.
It is important to note that many of the identified high-growth districts are located in more
peripheral parts of the province, which traditionally have been under-served in terms of
education. Many are facing severe physical infrastructure backlogs and this presents
additional challenges for the Department if a legacy of poor provision is coincident with rising
demand for education due to population growth. Settlement patterns in these areas can often
be characterized as dense rural subsistence and peri-urban and population is less likely to be
clustered around formal towns, which presents special challenges for education delivery.
The ongoing challenge in these areas is to improve access to schooling, more especially to
secondary and further education and training facilities for the high number of non-urban
dwellers.
It should be noted that Port Elizabeth, East London and Mthatha all experienced population
growth of 4% or more, so demand for education in the main urban centres is likely to remain
buoyant.
Graph 2 below compares districts graphically, showing the share of total provincial population
for the 2001 Census that was accounted for by each district.
Port Elizabeth and East London districts account for the highest shares, followed by Libode
and King William’s Town.
Graph 2: Distribution of Total Provincial Population by Education District - Census 2001
Bizana
Butterworth
Cofimvaba
Cradock
East London
Ngcobo
Fort Beaufort
Graaff-Reinet
Grahamstown
Dutywa
King William's
Lady Frere
Libode
Lusikisiki
Maluti
Mt Fletcher
Mt Frere
Port Elizabeth
Queenstown
Qumbu
Sterkspruit
Uitenhage
Mthata
Umzimkulu
0.0% 2.0% 4.0% 6.0% 8.0% 10.0% 12.0% 14.0%
% Share of Provincial Population, 2001
Map 2 illustrates the population density distribution in the province, based on the 2001 Census.
The map shows average densities by Education District and by Ward in order to give a more
refined picture of within-district variations.
5 Year ECDoE Strategic Plan for 2005/06 2005-06 to 2009/10 2009-10. March 21 F (3) 2006 Page 61 Page 57

The map shows that the highest average population densities are to be found in the districts of
Port Elizabeth (302 per sq km) and East London (156 per sq km) followed by Mthatha and
Libode. The districts of Libode, Bizana and Lusikisiki, which are located in the former Transkei,
all have population densities in excess of 100 people per square kilometer. This is particularly
high given that there are no large established urban centres in these districts and is indicative
of the dense rural and peri-urban settlement referred to earlier.
Graaff-Reinet has the lowest population density at just 3 people per square kilometer, followed
by Cradock with 5 and Sterkspruit with 10.
The ward-based population density map reveals that population densities vary considerably
within districts. Large parts of Port Elizabeth District for example are fairly sparsely populated,
notably the eastern portion that includes part of Sundays River Valley Municipality. Equally,
East London and Mthatha Districts are not uniformly settled. In the case of East London
District, Mdantsane and the city of East London account for the most densely settled areas. In
Mthatha district, the highest densities are closely associated with the capital city. Many of the
north eastern districts are settled at densities which consistently exceed 100 people per square
kilometer.
13.3.2 Population of School-going Age (7 – 18 years)
The Eastern Cape has one of the most ‘youthful’ populations of all the provinces. Nearly half
of its population (47%) are below the age of 19 (see Graph 3 below). Only Limpopo province
has a higher proportion of young people with 50% below age 19. By way of comparison this
figure is only 30% in Gauteng. This means that the tax base in the Eastern Cape and
Limpopo provinces will be far lower by comparison, and that each employed person is likely to
have many more dependents. It also means that the demand for education will remain high –
in the case of the Eastern Cape, 15% of the population had yet to enter school in 2001.
Graph 3: Distribution of Population by Age Group in the Eastern Cape - 2001 Census
19 to 64
47%
65+
6%
0 to 6
15%
7 to 18
32%
The South African Schools Act acknowledges the constitutional rights of children to basic
education. The Act requires the compulsory attendance at school of learners from the age of
7 years to the age of 15 years or reaching the ninth grade. Each Provincial Member of the
Executive council has to ensure that there are enough places in schools for the learners who
meet these criteria.
Demographic studies typically view 7-18 year olds as the school-going population. Of the total
population of the Eastern Cape in the 2001 Census, 32%, or 2 057 691, are found within this
age group. Graph 3 shows the distribution of the 7–18 year old age group. Graph 2 indicates
the geographical distribution of the school going population. The district with the highest
5 Year ECDoE Strategic Plan for 2005/06 to 2009/10. March 2006 Page 62
5 Year ECDoE Strategic Plan for 2005-06 to 2009-10. 21 F (3) Page 58
part C: background information

number of 7–18 year olds is Port Elizabeth with 185 302, followed by Libode with 159 824 and
Mthatha, with 144 364. The districts with the least number are Cradock, with 27 475 and
Graaff-Reinet with 29 227.
Note that even though East London has the second highest total population in the Eastern
Cape, it only has the fourth highest number of 7-18 year olds (behind Port Elizabeth, Libode
and Mthatha), which indicates that its population structure is different (i.e. older). There are
proportionally more people of working age (19-64) in this district (59% compared to just 39%
in Libode).
An alternative way of looking at the school-going population is in terms of what proportion of
the total district population they represent (see Table 10). Districts with relatively high
proportions of 7-18 year olds indicate growing demand for education and future pressure on
existing school facilities. They also indicate areas with high numbers of dependents.
5 Year ECDoE Strategic Plan for 2005-06 2005/06 to 2009-10. 2009/10 March 21 F (3) 2006 Page 63Page
59

Map 1: Population Density Distribution in the Province based on the 2001 Census data
Legend
Umzimkulu
Maluti
Mt Frere
Mt Fletcher
Bizana
Lusikisiki
Sterkspruit
Education Districts
Socio-economic deprivation, 2001
0.052 - 0.175 (least poor)
0.175 - 0.436
0.436 - 0.728
0.728 - 0.862
0.862 - 0.972 (most poor)
Qumbu
Engcobo
Libode
Lady Frere
Umtata
5 Year ECDoE Strategic Plan for 2005/06 to 2009/10. March 2006 Page 64
Cofimvaba
N
Cradock
Queenstown
Idutywa
Butterworth
King Williams
Town
East London
Fort Beaufort
Graaff-Reinet
Limpopo Province
Gauteng
Grahamstown
Mpumalanga
#
North West
Port Elizabeth
Uitenhage
KwaZ ulu-
Natal
Free State
Northern Cape
Eastern
Cape
Western Cape
Data Source: 2001 Census, Statistics South Africa
(Functional Literacy, Per Capita Income and % Households
with Electricity)
20 0 20 40 Kilometers
5 Year ECDoE Strategic Plan for 2005-06 to 2009-10. 21 F (3) Page 60
part C: background information

The districts with the highest proportion of 7-18 year olds are Cofimvaba, Bizana and Lady
Frere, all with in excess in 38%. Typically, higher proportions are found in rural areas, which
may be a function of rural-urban migration of the working age population in search of
employment. Note that the districts with established urban centres such as East London, Port
Elizabeth and Uitenhage all have much lower proportions of 7-18 year olds, being lower than
25%.
This point is illustrated by the graph 4 below, which shows the comparative age structure in
two very different districts demographically, Port Elizabeth and Cofimvaba. They are at
opposite ends of the district spectrum in terms of the relative age distribution of their
populations.
Graph 4: Comparative Population Distribution by Age Band in Two Selected Districts
Percentage of total
70%
60%
50%
40%
30%
20%
10%
0%
0 to 6 %
7 to 18 %
19 to 64 %
65+ %
Cofimvaba Port Elizabeth
Table 11: Distribution of Total Population per age group by Education District indicated by 1996 & 2001
Census
District Total Population aged 7-18, 1996 Total Population aged 7-18, 2001
% of Total
population
aged 7-18,
2001
Bizana 83 468 92 999 38%
Butterworth 101 192 104 111 36%
Cofimvaba 77 959 74 838 39%
Cradock 27 714 27 475 30%
East London 134 018 139 771 25%
Ngcobo 71 951 75 672 37%
Fort Beaufort 50 690 45 181 29%
5 Year ECDoE Strategic Plan for 2005-06 2005/06 to 2009-10. 2009/10 March 21 F (3) 2006 Page 65Page
61

District Total Population aged 7-18, 1996 Total Population aged 7-18, 2001
% of Total
population
aged 7-18,
2001
Graaff-Reinet 31 605 29 227 27%
Grahamstown 31 070 32 351 25%
Dutywa 86 421 94 026 37%
King Williams Town 127 742 122 661 30%
Lady Frere 47 505 43 719 38%
Libode 140 424 159 824 37%
Lusikisiki 125 537 143 811 37%
Maluti 58 580 53 203 36%
Mt Fletcher 49 486 51 021 37%
Mt Frere 76 287 84 640 37%
Port Elizabeth 175 990 185 302 23%
Queenstown 60 379 63 064 31%
Qumbu 69 066 73 625 37%
Sterkspruit 65 868 66 917 33%
Uitenhage 81 990 84 979 24%
Mthatha 129 593 144 364 35%
Umzimkulu 56 003 64 910 37%
Total 1 960 538 2 057 691 32%
5 Year ECDoE Strategic Plan for 2005/06 to 2009/10. March 2006 Page 66
5 Year ECDoE Strategic Plan for 2005-06 to 2009-10. 21 F (3) Page 62
part C: background information

Map 2: Map Average 2: Average Population Population Density Density Distribution Distribution per Education per Education District District
Legend Legend
Umzimkulu Umzimkulu
Maluti
Maluti
Mt Frere
Mt Frere
Mt Fletcher Mt Fletcher
Bizana
Bizana
Sterkspruit Sterkspruit
Lusikisiki
Lusikisiki
Qumbu
Education Education Districts Districts
Population Population aged 7 to aged 18 (2001 7 to 18 Census) (2001 Census)
27475 - 27475 50 000-
50 000
50 000 50 - 70 000 000-
70 000
70 000 70 - 90 000 000-
90 000
90 000 90 - 110 000 000 - 110 000
110 000 110 - 195 000 000 - 195 000
Qumbu
Engcobo
Engcobo
Lady FrereLady
Frere
Libode
Libode
Umtata
Umtata
Cofimvaba Cofimvaba
Queenstown Queenstown
Cradock
Cradock
N
N
Idutywa
Idutywa
5 Year ECDoE Strategic Plan for 2005/06 to 2009/10 March 2006 Page 67
Butterworth Butterworth
King Williams King Williams
Town Town
East London East London
Fort Beaufort Fort Beaufort
Graaff-Reinet Graaff-Reinet
Limpopo Province Limpopo Province
Gauteng
Gauteng
Grahamstown Grahamstown
Mpumalanga
Mpumalanga
#
#
North West
North West
Port Elizabeth Port Elizabeth
Uitenhage Uitenhage
KwaZ ulu-
Natal
Free KwaZ Stateulu-
Natal
Free State
Northern Cape
Northern Cape
Eastern
Cape Cape
Eastern
Cape Cape
Western Cape
Western Cape
20 0 20 40 0 20 Kilometers 40 Kilometers
Data Sources: Data Sources: 2001 Census, 2001 Census, Statistics Statistics South Africa South Africa
5 Year ECDoE 5 Year Strategic ECDoE Strategic Plan for 2005-06 Plan for 2005-06 to 2009-10. to 2009-10. 21 F (3) 21 F (3) Page 63 Page 63

When comparing the school-age population (Graph 5:7-18 age group) with the actual
learner enrolment recorded in the Annual Survey, a pattern emerges for the period 1995
to 2001 that was reversed in 2002. School enrolment for the seven-year period 1995 to
2001 was consistently higher than the equivalent school-aged population. This normally
indicates that a proportion of the learner enrolment is either over-aged or under-aged
and probably both. In 2002 however, the reported enrolment in the Annual Survey was
slightly below the total population aged 7 to 18. This will be investigated further in the
section dealing with indicators.
Graph 5: School Age Population Aged 7-10 Years compared with reported Learner Enrolment for
the Period 1995-2002
2500000
2000000
1500000
1000000
500000
0
1995 1996 1997 1998 1999 2000 2001 2002
School Age Population Learner Enrolment
13.4 Socio-economic Deprivation in Eastern Cape Communities
Since communities play a vital part in supporting the provision of education, it is
important to review the socio-economic environment in which those communities exist.
In order to undertake a comparison, a socio-economic deprivation index has been
calculated for education districts by combining various social and economic criteria from
the 2001 Census.
The following criteria were used to create the index:
� Functional Literacy - percentage of the adult population that has attained at least
Grade 6 schooling, divided by the total number of adults (age 20 and above) See
Map 4 on page 80.
� Per Capita Income - total annual income divided by the total population
� Percentage of households with electricity (supplied by Eskom or a local municipality)
Each criterion was ranked from worst to best, given equal weight and combined into a
single standardized index ranging from 1 (most poor) to 0 (least poor). It is important to
note that the score measures relative rather than absolute disadvantage within the
Eastern Cape, and compares the performance of districts to one another and not to a
defined national benchmark.
Education districts with the highest score, or those identified to be the most
disadvantaged in terms of the criteria used, are typically characterized by:
� High unemployment
5 Year ECDoE Strategic Plan for 2005/06 to 2009/10. March 2006 Page 68
5 Year ECDoE Strategic Plan for 2005-06 to 2009-10. 21 F (4) Page 64
part C: background information

� Large numbers of dependents
� Low levels of literacy
� Small proportions of the population with tertiary education
� Low levels of basic household services such as electricity and piped water
Using this index the most disadvantaged district (see Graph 6) in the Eastern Cape was
Lusikisiki with a score of 0.972, followed closely by Dutywa with 0.970 and Bizana with
0.908. Other districts with high relative deprivation index scores were Mt Fletcher,
Libode and Maluti, all of which have high proportions of 7-18 year olds in relation to their
total populations, and hence many dependents. Poorer districts such as these should be
targeted for greater development assistance and school support.
At the other end of the spectrum are the districts of Port Elizabeth, Uitenhage, East
London and Grahamstown, which, in comparative terms have much lower deprivation
index scores and could be considered better off. It should however be noted that the
Eastern Cape as a whole is one of the poorest provinces in South Africa.
The main winners and losers are shown in Table 29 and 30. The tables show that
Umzimkulu District has improved its overall ranking the most, followed by Libode and
Cradock. In relative provincial terms, these districts improved socio-economically during
the period 1996 to 2001. By contrast, the districts of Queenstown and Maluti
experienced a relative decline. In 1996, Queenstown was ranked 20 th in terms of district
poverty but by 2001, it had worsened to 16 th position. Similarly, Maluti went from 9 th most
poor to 6 th during the 5-year period. Seven districts remained in the same relative
position.
Graph 6: Comparative Socio-Economic Deprivation by District
Bizana
Butter wor th
Cof imvaba
Cr adock
East London
Ngcobo
For t Beauf or t
Gr aaf f -Reinet
Gr ahamstown
Dutywa
King Williams Town
Lady Fr er e
Libode
Lusikisiki
Maluti
Mt Fletcher
Mt Fr er e
Por t Elizabeth
Queenstown
Qumbu
Ster kspr uit
Uitenhage
Mthatha
Umzimkulu
Comparative Soc io-Ec onomic Deprivation by District, 2001 Census
0.000 0.200 0.400 0.600 0.800 1.000
0 = Least Po o r, 1 = M o st Po o r
5 Year ECDoE Strategic Plan for 2005-06 2005/06 to 2009-10. 2009/10 March 21 F (4) 2006 Page 65 Page 69

Table 12: Socio-economic Deprivation Index 1996 and 2001 - Main Winners (relatively better off)
District Poverty Index
1996
Relative Rank
1996
Poverty Index in
2001
Relative Rank
2001
Rank
Improvement
Umzimkulu 0.857 8 0.804 12 4
Libode 0.973 2 0.886 5 3
Cradock 0.497 18 0.374 20 2
Cofimvaba 0.876 6 0.860 7 1
East London 0.270 21 0.267 22 1
Ngcobo 0.874 7 0.848 8 1
Fort Beaufort 0.606 16 0.423 17 1
King Williams Town 0.560 17 0.411 18 1
Note that in the poverty index a rank of 1 was assigned to the poorest district and a rank of 24 to the least poor
Table 13: Socio-economic Deprivation Index 1996 and 2001. Main Losers (relatively worse)
District Poverty Index
1996
Relative Rank
1996
Poverty Index in
2001
Relative Rank
2001
Rank
Decline
Queenstown 0.389 20 0.436 16 -4
Maluti 0.848 9 0.862 6 -3
Bizana 0.952 4 0.908 3 -1
Grahamstown 0.248 22 0.290 21 -1
Dutywa 0.966 3 0.970 2 -1
Lady Frere 0.824 11 0.810 10 -1
Mt Fletcher 0.882 5 0.898 4 -1
Mt Frere 0.794 12 0.809 11 -1
Qumbu 0.837 10 0.831 9 -1
* An identical poverty index was created in an earlier report using the 1996 Census 1 , so it is possible to identify districts that have
improved in terms of their overall provincial poverty ranking and those that have declined.
5 Year ECDoE Strategic Plan for 2005/06 to 2009/10. March 2006 Page 70
5 Year ECDoE Strategic Plan for 2005-06 to 2009-10. 21 F (4) Page 66
part C: background information

Map 3: Socio-Economic Deprivation in the Eastern Cape by Education District - Census 2001
Legend
Umzimkulu
Maluti
Mt Frere
Mt Fletcher
Bizana
Lusikisiki
Sterkspruit
Education Districts
Socio-economic deprivation, 2001
0.052 - 0.175 (least poor)
0.175 - 0.436
0.436 - 0.728
0.728 - 0.862
0.862 - 0.972 (most poor)
Qumbu
Engcobo
Libode
Lady Frere
Umtata
Cofim vaba
N
Cradock
Queenstown
Idutywa
Butterworth
King W illiams
Town
5 Year ECDoE Strategic Plan for 2005/06 to 2009/10 March 2006 Page 71
East London
Fort Beaufort
Graaff-Reinet
Limp opo P ro vince
Gaute ng
Graham stown
Mpumalang a
#
No rth We st
Port Elizabeth
Uitenhage
KwaZ ulu -
Natal
Fre e State
No rthern Cape
Eastern
Cape
Western Cape
Data Source: 2001 Census, Statistics South Africa
(Functional Literacy, Per Capita Income and % Households
with Electricity)
20 0 20 40 Kilometers
5 Year ECDoE Strategic Plan for 2005-06 to 2009-10. 21 F (4) Page 67

13.4.1 Employment, Income and other Relevant Information
Of the 79 432 employees in the Department, nearly 90% are classified as professional,
being teaching staff, followed by 5.78% elementary occupations, mainly general
workers, and only just over 3% clerical. Managers make up 0.10% and the balance are
technical (0.66%), sales and services (0.43%) and operators (0.07%) as detailed below.
Table 14: Occupational Categories
Types of Occupation Number Percent of total
Managers 83 0.10%
Professionals 71 446 89.94%
Technical 526 0.66%
Clerical 2403 3.02%
Sales and services 341 0.43%
Operators 59 0.07%
Elementary occupations 4 574 5.78%
Total 79 432 100.00%
Over 67% of staff in the Department earn incomes between R6 000 and R11 000 per
month, based on an analysis of the Persal system data as shown below.
Table 15: Income Distribution
Income per month Percent of total
None
R1 – R500 0%
R501 - R1000 0%
R1001 - R2500 0%
R2501 - R6000 18.91%
R6001 -R11000 67.57%
> R11001 13.52%
Unspecified 0%
Total 100.00%
13.5 Situation Analysis of the System as a Whole Institutional Landscape
Table 16: Number of Institutions and Centres
Numbers of institutions and centres Public Independent Total
Number of ordinary schools
- of which are primary schools
- of which are secondary schools
- of which are combined schools
Number of special schools
Number of technical colleges
6,026 109 6,135
2,593 44 2,637
880 26 906
2,553 39 2,592
42 0 42
8 0 8
5 Year ECDoE Strategic Plan for 2005/06 to 2009/10. March 2006 Page 72
5 Year ECDoE Strategic Plan for 2005-06 to 2009-10. 21 F (4)Page 68
part C: background information

Numbers of institutions and centres Public Independent Total
Number of ABET centres 309 0 309
Table17: Number of Learners
Numbers Learners Public Independent
subsidised
Total
In ordinary schools 2,184,103 27,126 2,211,229
in grade 0/pre-primary level 104,929 2,027 106,956
in primary level (grades 1 to 7) 1,429,222 12,928 1,442,150
in secondary level (grades 8 to 12) 642,622 12,079 654,701
in special or other grades
In special schools (February 2005)
7,466 14 7,480
9,072 0 9,072
In technical colleges (2004) - headcount 64,641 0 64,641
In ABET centres (2004) - headcount 45,783 0 45,783
Table 18: Number of Educators (including SGB paid)
Numbers of educators
Public
(including SGB paid) State Pd SGB Pd
Indep subs
(Feb 05)
In ordinary schools
62,765 3,050 927 66,742
of which primary schools 18,445 919 111 19,475
of which secondary schools 13,850 644 172 14,666
of which combined schools 30,470 813 644 31,927
In special schools
842 27 0 869
In technical colleges (2000) 845 0 0 845
In ABET centres (2004) 911 0 0 911
* Source: EMIS December 2005
13.6 Demographic Pressures and Access issues
Table 19: Enrolment and Population Statistics
Programme Enrolment % of population
5 Year ECDoE Strategic Plan for 2005/06 2005-06 to 2009/10 2009-10. March 21 F (4)Page 2006 69
Page 73
Total
Aged 6-14 Total Of age 6-14 Of total
2. Public ordinary school education
85.42% of
2.1 Public primary phase
Total Grades 1 to 7 1271901 1374884
Learners
6 = -
14 are at
2.2 Public secondary phase
school
Total Grades 8 to 12
3. Independent school subsidies
101942 591301
4. Public special school education 1324 8087
Total for all schools 1,375,167 1,974,272

13.7 Education Profile of People in the Province
Table 20: Educator Post Declaration (2005)
Programmes/Purpose of posts Posts PL1 Posts PL2 Posts PL3 Posts PL4 Total
Posts top-sliced before model is run 100 0 0 0 100
Posts distributed by model 48,992 8,199 5,552 750 63,493
2. Public ordinary school education 47,599 8,095 5,487 745 61,926
2.1 Public primary schools 14,028 2,684 1,484 186 18,382
Posts attached to schools 14,028 2,684 1,484 186 18,382
Posts not attached to schools 0 0 0 0 0
2.2 Public combined schools 23,392 3,746 2,902 308 30,348
Posts attached to schools 23,392 3,746 2,902 308 30,348
Posts not attached to schools 0 0 0 0 0
2.3 Public secondary phase 10,179 1,665 1,101 251 13,196
Posts attached to schools 10,179 1,665 1,101 251 13,196
Posts not attached to schools 0 0 0 0 0
3 Public special school education 668 104 65 5 842
4 Further Education and Training 725 0 0 0 725
TOTAL 49,092 8,199 5,552 750 63,593
Table 21: Number of Employees 2005/06
Programme Educators
Public
servants
Other public
employees
Total
employees
1. Administration 3,823 3,823
2. Public Ordinary School Education
2.1 Public Primary School 18,382 1,145 19,527
2.2 Public Secondary School 43,544 2,042 45,586
2.3 Professional Services
2.4 Human Resource Development
2.6 Conditional Grants (on contract) - 3 31 34
3. Independent School Subsidies 795 - - 795
3.1 Primary Phase 591 - - 591
3.2 Secondary Phase 204 - - 204
4. Public Special Schools
4.1 Schools 842 585 345 1,772
4.3 Human Resource Development
5. Further Education and Training
5.1 Public Institutions
5.4 Human Resource Development
6. Adult Basic Education and Training 4,158 - 15 4,173
6.1 Public Centres
6.4 Human Resource Development 10 10
7. Early Childhood Development
7.1 Grade R in Public Schools 858 858
7.2 Grade R in Community Centres NA
5 Year ECDoE Strategic Plan for 2005/06 to 2009/10. March 2006 Page 74
5 Year ECDoE Strategic Plan for 2005-06 to 2009-10. 21 F (4)Page 70
part C: background information

Programme Educators
7.5 Human Resource Development
8. Auxiliary and Associated Services
8.2 Conditional Grants
Public
servants
Other public
employees
Total
employees
8.4 External examinations 91 91
Total for all programmes 69,374 7,699 391 77,464
Footnotes
Figures include all individuals employed at some point during the financial year being reported on. Each
individual is only counted once, even if he or she is employed in more than one position during the
year.
13.8 Transfers to Institutions
Table 22: Resourcing effected via the School Funding Norms 2005/06
Programmes/ legal status/ poverty
quintiles
2. Public ordinary schooling education
Schools
Total
expenditure
Learners
Expenditure
per learner
2.1 Public primary schools
Non-Section 21 schools 2,090 59,094,580 463,522 127
Quintile 1 (poorest) 299 15,432,303 63,410 243
Quintile 2 372 12,718,828 67,760 188
Quintile 3 500 11,288,339 77,784 145
Quintile 4 699 12,496,517 123,245 101
Quintile 5 (least poor) 220 7,158,594 131,323 55
Section 21 schools 495 16,826,429 183,483 92
Quintile 1 (poorest) 42 2,454,573 9,915 248
Quintile 2 58 2,593,957 13,643 190
Quintile 3 58 1,843,489 13,037 141
Quintile 4 174 5,968,705 62,675 95
Quintile 5 (least poor) 163 3,965,705 84,213 47
TOTAL
2.2 Public combined schools
2,585 75,921,009 647,005 117
Non-Section 21 schools 1,624 148,405,073 644,361 230
Quintile 1 (poorest) 508 68,143,709 223,730 305
Quintile 2 467 43,887,898 184,853 237
Quintile 3 440 26,836,995 149,632 179
Quintile 4 166 7,654,627 58,896 130
Quintile 5 (least poor) 43 1,881,844 27,250 69
Section 21 schools 929 96,904,428
5 Year ECDoE Strategic Plan for 2005-06 2005/06 to 2009-10. 2009/10 March 21 F (4)Page 2006 71
Page 75

13.9. Programme 2 - Public Ordinary School Education
13.9.1 Demographic pressures and access issues
The following information refers to public ordinary, independent and special schools. It is
nevertheless recommended that it appear in this section, considering that public ordinary
schools form the bulk of the total.
13.9.2 Learner Enrolment
The number of learners in Public Ordinary Schools (POS) has decreased from
2,357,220 in 1995 to 2,145,083 in 2004 - a decrease of 9.8% (see graph 8)
A comparison of the age-grade enrolment data for the three years shows that in 2001,
10 644 less learners enrolled in Grade 1 than in 2000. There was an even larger
decrease in Grade 2, where 15 815 less learners were recorded. These two grades,
together with Grade 12 showed the greatest decline in enrolment between 2000 and
2001. Several grades indicated an increase, namely Grade 4, 6 and 8. Some of the
Grade 1 losses were reversed during the period 2001 to 2002 (gain of 1 953 learners)
but there was a big decrease in reported Grade 3 enrolment of –17 614 learners and
Grade 8 of –12 989. It is not clear at this stage why there should be seemingly random
gains and losses across grades from one year to the next. On the whole though, it is
encouraging to note the relative stabilization of enrolment trends compared to previous
years. One somewhat controversial view is that AIDS is having a debilitating effect on
the school system, both in terms of higher drop-out rates due to increased numbers of
orphans and higher learner mortality.
There is currently no systematic means in place for determining the effect of the AIDS
pandemic on the school system. It may also be possible that population is decreasing
due to natural factors such as improved family planning and rural-urban migration.
Graph 7: Learner Enrolment in Public ordinary Schools (1995-2001)
Enrolment
Millions
2.5
2.4
2.3
2.2
2.1
2.0
1.9
1.8
Eastern Cape Department of Education
Public School Enrolment and Projections 1995 - 2007
1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007
Enrolment Excl Gr R 2,316,998 2,382,576 2,313,605 2,331,001 2,308,532 2,126,676 2,030,689 2,065,750 2,068,904 2,062,052 2,072,703 2,068,748 2,068,595
Enrolment Incl Gr R 2,357,220 2,422,551 2,353,962 2,371,215 2,347,782 2,168,196 2,071,689 2,108,110 2,108,712 2,145,083 2,176,659 2,153,597 2,158,813
5 Year ECDoE Strategic Plan for 2005/06 to 2009/10. March 2006 Page 76
5 Year ECDoE Strategic Plan for 2005-06 to 2009-10. 21 F (4)Page 72
Years
4 April 2005
Enrolment Excl Gr R
Enrolment Incl Gr R
part C: background information

Graph 8: Learner Enrolment in Public Ordinary Schools by Grade (1995, 2004 and 2005)
Enrolment
Thousands
500
450
400
350
300
250
200
150
100
50
0
Learner Enrolment by Grade 1995,2004 & 2005
Gr R G1 G2 G3 G4 G5 G6 G7 G8 G9 G10 G11 G12
Grades
Table 23 indicates that the department is achieving in terms of ensuring that there is
access to education by learners in Eastern Cape. The gross enrolment ratio (GER) for
the primary school sector and secondary school sector in 2003 was 118% and 72%
respectively. The GER for primary schools exceeded 100% for all seven years from
1996 to 2002. This is not surprising since it has already been established that there were
large numbers of over- and under-age learners amongst the Grade 1 intake for primary
schools for these years. The overall trend is downwards, which is a welcome
improvement, particularly if this has been caused by lower numbers of over-age
learners.
Table 23: Gross Enrolment Rate: 1996-2004
Total
Enrolment in
Primary
Phase -
(Grades 1 - 7)
Total
Population
aged
7-13
GER Primary
Phase
Total
Enrolment in
Sec. Phase
(Grades 8 -
12)
1996 1997 1998 1999 2000 2001 2002 2004
1 743 251 1 378 783 1 611 988 1 645 443 1 510 748 1 482 474 1 451 670 1,374,884
1 194 261 1 199 502 1 204 766 1 210 053 1 215 363 1 220 697 1 226 054 1,257,721
146% 115% 134% 136% 124% 121% 118% 109%
629 140 521 691 635 672 653 903 611 882 610 780 610 344 591,301
5 Year ECDoE Strategic Plan for 2005/06 2005-06 to 2009/10 2009-10. March 21 F (4)Page 2006 73
Page 77
1995
2004
2005

Total
Population
aged 14-18
GER
Secondary
Phase
Total
Enrolment
(Grades 1 to
12)
Total
Population
aged
17-18
GER Primary
and Sec.
Phases
1996 1997 1998 1999 2000 2001 2002 2004
771 899 784 485 797 276 810 276 823 488 836 915 850 561 892,697
82% 67% 80% 81% 74% 73% 72% 66%
2 406 712 1 927 313 2 274 559 2 323 882 2 146 052 2 093 254 2 062 014 1,966,185
1 966 160 1 984 119 2 002 243 2 020 532 2 038 987 2 057 612 2 076 407 2,150,417
122% 97% 114% 115% 105% 102% 99% 91%
What is also evident from the age-grade matrices is that the problem of over- and underage
learners continues throughout the primary school grades, and is compounded by
high repetition rates. In 2002, for example, nearly 20% of all learners in primary schools
were either less than age seven or over age 13.
The drop in the primary school GER for 2001 and 2002 to 121% and 118% is a positive
development and indicates a higher percentage of appropriately aged pupils in primary
schools. This was driven by a decline in primary phase enrolment between 2000, 2001
and 2002 against only slight population increases for 7-13 year olds during the same
period.
Although there are more children in Grades 1 to 7 than there are 7-13 year olds in the
population (due to over/under age -enrolment), this situation is reversed for secondary
schools. The GER for secondary schools was in the low eighties at 82%, 80% and 81%
for 1996, 1998 and 1999, before dropping and stabilising at 74%, 73% and 72% in 2000,
2001 and 2002.
A GER of less than 100% is generally indicative of under-enrolment unless large
numbers of learners were able to complete the secondary school phase before they
reach age 18, which is unlikely to be a factor in the Eastern Cape.
The GER measures the capacity of schools to accommodate the population of the
relevant school-going age. It is defined as the proportion of learners in a particular grade
or phase, divided by the population of the corresponding school-going age and then
expressed as a percentage. The GER includes over-aged and under-aged learners.
13.9.3 Repetition Rate:
The Repetition Rate measures the extent to which learners repeat grades and is
calculated by dividing the number of learners who are repeating a specific grade by the
enrolment for that grade in the previous year. High repetition rates give rise to a number
of problems, most notable of which is increased class sizes. A repetition rate of 20% for
a class of 48 learners means for example that there are 8 extra learners in the class who
are repeating the grade. Once learners repeat grades more than once, the problem of
over-aged learners compounds difficulties.
Table 24 shows that the repetition rates for grade 1 to 12 are 12% in 2001, 12,3% in
2002, and 9% in 2003. The repetition rates per grade for the years 2001 to 2003 show a
5 Year ECDoE Strategic Plan for 2005/06 to 2009/10. March 2006 Page 78
5 Year ECDoE Strategic Plan for 2005-06 to 2009-10. 21 F (4)Page 74
part C: background information

decreasing trend. For all the years shown, the minimum repetition rate is to be found
around grade 7 peaking in grades 10 and 11.
The average repetition rate for all grades was 11% in both 1999 and 2000 and rose to
12% in 2001 and 2002. The average rate has however started to decline in 2003 and is
currently standing at 9%. In the Primary phase in 2002 Grades 1 and 4 had the highest
repetition rates at 10%. In the secondary phase repetition rates were considerably higher
and tended to peak in the higher grades, particularly Grades 10 and 11. In 2002, one
fifth of learners in Grades 10 and 11 repeated these grades. By Grade 12 the figure had
dropped slightly to 16%.
Table 24: Repetition Rate by Grade
1998* 1999 2000 2001 2002 2003 2004 #
G1 13% 10% 9% 10% 10% 7% N/A
G2 12% 10% 8% 9% 9% 6% N/A
G3 12% 10% 10% 10% 9% 6% N/A
G4 13% 11% 11% 12% 10% 7% N/A
G5 12% 10% 9% 10% 9% 6% N/A
G6 10% 9% 8% 8% 7% 5% N/A
G7 10% 9% 8% 7% 6% 5% N/A
G8 16% 13% 13% 14% 8% 8% N/A
G9 15% 12% 12% 13% 12% 7% N/A
G10 23% 16% 18% 20% 20% 20% N/A
G11 23% 17% 18% 22% 22% 19% N/A
G12 27% 19% 18% 16% 16% 11% N/A
Average 14% 11% 11% 12% 12% 9% N/A
*Repetition Rates for 1998 are overestimated due to incomplete enrolment data for 1997. Repetition Rates for 2004
is not yet available. 2005 Data still needs to be captured to calculate 2004.
Table 25 and Graph 9 shows the drop-out rate per grade from 1999 to 2003. The
number of dropouts in the schooling system in the Eastern Cape has steadily increased
from 7% in 1999 to a high of 15% in 2000. From 2001 to 2003 it would seam that the
dropout rate has stabilized at around 11%. Dropouts in the province have the tendency
to peak in the early grades and then again in grades 10-12. This tendency is matched
by the higher repetition rates shown earlier.
Table 25: Drop-out Rate by Grade
1999 2000 2001 2002 2003 2004* Average
G1 15% 20% 25.19% 26.02% 23% N/A 22%
G2 5% 13% 5.32% 6.44% 5% N/A 7%
G3 4% 12% 6.87% 5.92% 4% N/A 7%
G4 4% 12% 6.29% 8.85% 7% N/A 8%
G5 4% 12% 7.48% 7.28% 7% N/A 8%
G6 5% 12% 8.80% 8.13% 7% N/A 8%
G7 1% 10% 8.87% 8.5% 7% N/A 7%
G8 7% 15% 6.24% 14.97% 12% N/A 11%
G9 5% 17% 17.92% 12.80% 2% N/A 11%
G10 15% 23% 18.62% 17.76% 22% N/A 19%
G11 15% 21% 13.02% 10.28% 23% N/A 16%
Average 7% 15% 11% 12% 11% N/A 11%
* 2004 drop out rate is not available. Data will be released after the capturing of the 2005 Annual Survey has been
completed.
5 Year ECDoE Strategic Plan for 2005/06 2005-06 to 2009/10 2009-10. March 21 F (4)Page 2006 75
Page 79

13.9.4 Over-aged Learners
Several of the indicators discussed earlier have mentioned the issue of under- and overage
enrolment in the Eastern Cape education system. Age-specific indicators such as
the Net Intake Rate and Net Enrolment Rate have shown that a sizeable percentage of
enrolment is of inappropriate age. It has been shown that in three districts, the de facto
starting age for primary school is age six, which is not problematic if those learners are
sufficiently prepared and able to proceed through the grades without repetition. What is
more problematic is the problem of over-age learners, who in some cases are two to
three years older than their classmates.
The temporary application of the age-grade admission policy prevented learners who
were younger than seven from entering Grade 1 but the high rates of repetition in later
grades continue to result in large numbers of over-aged learners.
The percentage of over-aged learners reflected in figure 3a show a decreasing trend of
over-aged learners in the public ordinary schools of Eastern Cape. The percentage is a
very crude calculation that looks at an environment where repeaters are not catered for.
The percentages were calculated using the average age in a grade as being 7 years old
in grade 1 (8-year olds and more regarded as over-aged in this analysis), 8 years old in
Grade 2 (9-year olds and more are regarded as over-aged in this analysis), to 18 years
old in Grade 12. This gives an indication that 41% of primary school learners and 56 %
of secondary school learners are over-aged. There is a visible decrease in the number of
over-aged learners in both the primary and secondary phases over the period 2000 to
2004.
This crude calculation does give an indication that the number of over-age learners is
deceasing but the rate or over-age learners was still higher in the former DET schools.
There were a higher number of over-age learners in grade 10 and grade 11 than those
in grade 12. It is in these grades that there are increases of over-age learners in the
other former departments and the new schools. The notion of holding learners back and
not promoting them into grade 12 becomes much more evident through these statistics.
The average age of grade 12 learners has improved over the last few years. The
percentage of learners who were 18 and younger is just over 55% in 2004 as illustrated
in Graphs 10 and Graph 11.
Graph 9: Drop-out Rate : Eastern Cape 2000-2003
120%
100%
80%
60%
40%
20%
0%
Gr
1
Dropout Rate: Eastern Cape 2000-2003
Gr
2
Gr
3
Gr
4
Gr
5
2003 26% 6% 5% 7% 8% 7% 7% 10% 12% 16% 23%
2002 25% 6% 7% 7% 7% 9% 8% 7% 15% 21% 24%
2001 26% 6% 6% 9% 7% 8% -1% 15% 13% 18% 22%
2000 20% 13% 12% 12% 12% 12% 1% 15% 17% 23% 21%
1999 15% 5% 4% 4% 4% 5% 1% 7% 5% 15% 15%
5 Year ECDoE Strategic Plan for 2005/06 to 2009/10. March 2006 Page 80
5 Year ECDoE Strategic Plan for 2005-06 to 2009-10. 21 F (4)Page 76
Gr
6
Grade
Gr
7
Gr
8
Gr
9
Gr
10
Gr
11
2003
2002
2001
2000
1999
part C: background information

Graph 10: Percentage Over-Aged Learners in Public Primary and Secondary Schools
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Percentage of Over Aged learners in Public Schools
2001 2002 2003 2004
Primary 47.57% 46.05% 43.46% 41.82%
Secondary 58% 58% 57% 56%
Graph 11: Percentage Learners in Grade 12 who are 18 Years Old or Younger
61%
60%
59%
58%
57%
56%
55%
54%
53%
Percentage of Grade 12 Learners that are Over-Age
2000 2001 2002 2003 2004
13.9.5 Learner Educator Ratio
5 Year ECDoE Strategic Plan for 2005-06 2005/06 to 2009-10. 2009/10 March 21 F (4)Page 2006 77
Page 81
Primary
Secondary
The Learner-Educator Ratio (LER) for the entire public education system for Eastern
Cape has for the last five years shown a downward trend. This system ratio includes all
the state-paid educators from all the institutions and offices. The institutional ratio that is
at 34,6:1 shows a similar trend to the system ratio. The institution ratio is the ratio of all
learners in the public institutions (ordinary, LSEN, ABET and FET institutions) divided by
the number of state-paid educators.

Table 26 mirrors provincial aggregate values for Learner-Educator Ratios according to
combined, primary and secondary schools. It is clear that all the LER are below one
educator for 40 learners, sustaining the compliance with the South African Schools Act,
which stipulates 40:1 for primary and 35:1 for secondary schools. Because these are
provincial aggregates it does not mean that there are no individual institutions for which
the LER is above 40.
As Table 26 indicates the Learner Educator Ratio (LER) for 2004 was 33.99 considering
state-paid educators in public schools. Comparing the LER with those of 2003, viz.
32.42% and 33.99%, it is observed that for the state-paid educator situation there is a
marginal improvement whilst for all educators (both state- and privately paid) the
situation worsened.
Many of these schools are primary schools and more than 83% are from the former DET
schools. This is an unusual phenomenon as the Post Provisioning Model is based on the
equal distribution of educator posts, thus all schools should have an LER lower than
40:1. This may be due to incorrect reporting from schools in the survey forms, or as a
result of ambiguity in questions in the survey form. The main contributing factor is that as
a result of the survey being conducted on the 10 th school day, many schools
experienced an influx of learners that was not anticipated in the previous year, resulting
in higher numbers of learners.
Table 26: Learner : Educator Ratio by Level
Level 1999 2000 2001 2002 2003 2004 2005
Combined
School
39.22 38.39 37.69 34.09 34.58 36.18
36.90
Primary
School
34.98 35.16 33.22 31.41 32.22 33.83 32.70
Secondary
School
30.06 30.86 30.88 27.96 28.19 29.62 31.40
Public
Ordinary
35.76 35.66 34.78 31.88 32.42 33.99 34.45
Tables 27 and 28, illustrate the LER of public ordinary schools by its former department
and by quintiles, i.e. its placement on the resource targeting list for school funding that
uses a poverty index to rank schools. Table 46 shows that LERs for four ex-Departments
and it range from 35.99 to 27.24 (excluding SGB paid educators) in 2004. The LER for
ECDE’s new schools reflects continuing improvement from 1999 for both inclusion and
exclusion of SGB paid educators. For the whole province LER have improved and
stabilized in the last 5 years as the table shows. The slight increase in the LER in 2004
can be contributed to the current moratorium on the appointment of any new staff in the
system. Although the ECDE has the biggest percentage of poor people in the country, it
had the best LER after the implementation of the 2004 Post Provisioning. The freezing
of any appointments meant that due to natural attrition of educators, the LER would
slightly increase as educators leave the system.
Table 27: Learner - Educator Ratio by ex-Department (Public Ordinary Schools)
Ex-Dept 1999 2000 2001 2002 2003 2004 2005
Ciskei 29.41 29.17 26.88 27.51 26.31 27.24 29.78
Transkei 38.29 38.14 36.63 35.04 33.71 35.67 38.04
HOR 28.62 34.02 30.17 33.13 33.79 33.21 36.49
CED 28.04 33.75 30.78 32.99 33.38 33.33 37.78
New 43.24 38.90 34.03 33.16 34.18 35.99 38.43
Total 33.52 34.79 31.698 32.36 32.27 33.08 36.67
5 Year ECDoE Strategic Plan for 2005/06 to 2009/10. March 2006 Page 82
5 Year ECDoE Strategic Plan for 2005-06 to 2009-10. 21 F (4)Page 78
part C: background information

As Table 28 shows, the poorest schools show a marked improvement of the LER, from
38.69 in 1999 to 36.84 in 2004. Schools in quintile 4, start to show the LER
improvement when SGB paid educators are included.
Table 28: Learner - Educator Ratio by Quintiles (Public Ordinary Schools)
2001 2002 2003 2004 2005
1 38.69 37.41 34.51 36.84 40.95
2 35.82 35.01 33.23 34.25 38.42
3 32.96 31.58 32.17 32.69 34.47
4 31.09 31.15 30.39 31.20 33.38
5 32.40 33.30 32.00 33.14 37.42
5 Year ECDoE Strategic Plan for 2005/06 2005-06 to 2009/10 2009-10. March 21 F (4)Page 2006 79
Page 83

Map 4: Learner : Educator Ration per District 2004
13.9.6 Average Classroom Size
The average classroom size has reached 40.23:1 in 2005.
As indicated in Table 29 the average classroom size has gradually decreased from 2000
to 2004 for combined schools from a high of 48.21 in 2000 to 45.86 in 2004. The LCR for
secondary schools have shown a gradual decrease from 37.33 in 2000 to 35.70 in 2004.
For public primary schools the classroom size has increased slightly from 33.91 to 33.15
in 2004. For all public schools the classroom size decreased from 40.69 in 2000 to 39.15
in 2004. The LCR was at its lowest in 2001 at 38.86. The marginal increase in LCR for
Ordinary schools can be attributed to the increasing number of grade R learners that are
being attached to primary schools. In 2004 alone the number has increased by around
8%. As more schools are attaching grade R classes to their schools, the rate should
gradually increase over the next few years.
The LCR in the poorest schools have not changed dramatically since 2001. In 2004 it is
still at the same level as in 2001, although it has shown signs of decrease in the 2002 –
2003 period. In quintile 5, the least poor quintile, the LCR has increased from 27.76 to
31.56.
There may be instances where principals may not teach the required number of hours
and thus reducing the number of class units. Principals are counted in the post
distribution to schools. When they do not offer time in class, the burden is re-distributed
to the rest of the educator core resulting in an overload of teaching contact time for
educators. This may then account for the higher classroom size. The number of
classrooms not in use but available, has not been included in this ratio, in order to
highlight the actual average number of learners in a classroom.
5 Year ECDoE Strategic Plan for 2005/06 to 2009/10. March 2006 Page 84
5 Year ECDoE Strategic Plan for 2005-06 to 2009-10. 21 F (4)Page 80
part C: background information

Table 29: Average Classroom Size
Level 2000 2001 2002 2003 2004 2005
Combined 48.21 46.28 46.54 46.11 45.86 48.01
Primary 33.91 32.02 32.32 33.06 33.15 33.19
Secondary 37.33 35.85 36.00 35.10 35.70 37.62
Total Public Ordinary
40.69 38.86 39.11 39.09 39.15
40.23
Table 30: Average Classroom Size by ex-Department
Ex-Dept 1999 2000 2001 2002 2003 2004 2005
CISKEI 35.04 32.14 29.95 28.82 28.26 28.05 27.69
DET 36.35 34.63 32.66 32.84 32.99 33.15 33.20
CED 27.56 28.34 27.64 28.58 28.99 29.36 29.71
HOR 33.75 33.11 31.70 33.46 33.04 33.43 33.90
NEW EDUC DEPT 38.96 37.68 36.86 38.37 41.35 42.89 44.77
TRANSKEI 51.43 47.60 45.71 45.80 46.02 47.03 47.87
Total 43.50 40.66 38.83 38.98 39.15 39.77 40.23
Table 31: Average Classroom Size by Quintiles (Public Ordinary Schools)
Quintiles 2001 2002 2003 2004 2005
1 56.28 53.74 53.48 56.49 63.91
2 43.57 44.93 45.06 43.22 47.58
3 36.71 37.20 37.56 39.25 36.57
4 27.15 33.33 33.30 35.12 33.09
5 27.76 32.10 32.14 31.56 33.88
What is becoming very evident as depicted in Tables 27 and 30 is that the schools from
advantaged areas (ex-CED and from the lowest quintile) have a much lower LER and
average classroom sizes than schools from former homelands such as the Transkei.
The post provisioning model may ensure equality in the distribution of educator posts but
it does not ensure equity. The more advantaged schools have more resources at their
disposal and are able to employ more educators as a result of the higher school fees
they charge parents.
5 Year ECDoE Strategic Plan for 2005/06 2005-06 to 2009/10 2009-10. March 21 F (4)Page 2006 81
Page 85

Map 5: Learner: Classroom Ratios per District 2004
13.9.7 Educator Gender Equity
The number of female educators stayed fairly constant from 1999 to 2003 at levels of
73%. The situation is still that whilst (for example 2003) female educators constitute 70,
1% of all educators, their representivity in the higher ranks of school management is
poor. Only 46.79% are school deputy principals, and 49.36% are principals. Need it be
said that from 1999 to 2003 the number of female principals did decrease from 53% in
1999 to 49.36% in 2003. The biggest decline was at the level of HOD which showed a
decline of 3.51%.
Table 32: Percentage of Educators (state-paid educators only) by Gender employed at Different
Post Levels
2000 2001 2002 2003
Male Female Male Female Male Female Male Female
Principal 48.7% 51.3% 50.76% 49.24% 50.99% 49.01% 50.64% 49.36%
Deputy Principal 53.07% 46.93% 52.07% 47.93% 52.13% 47.87% 53.21% 46.79%
Head of Dept 28.41% 71.59% 30.42% 69.58% 31.94% 68.06% 31.51% 68.49%
Post Level 1 Educator
26.85% 73.15% 26.17% 73.83% 26.17% 73.83% 27.13% 72.87%
13.9.8 Educator attrition in the Eastern Cape
When comparing the number of permanent educators in the provincial system in March
2003 and March 2004 it was found that the attrition rate amounted to 9,5%. Attrition
among the four race groups is as shown in graph 12. What stands out is that the
number of permanent educators is shrinking. However, the hiring of more temporary
educators has compensated for the number of educators lost, though this was not
analysed.
5 Year ECDoE Strategic Plan for 2005/06 to 2009/10. March 2006 Page 86
5 Year ECDoE Strategic Plan for 2005-06 to 2009-10. 21 F (4)Page 82
part C: background information

13.9.9 Educator attrition
The age cohort with the highest percentage of educator attrition was 55 – 59 years and
those that were 60 years and over. There is, however, a slight peaking of attrition of
educators in their mid-thirties. The lowest attrition rate occurs in the ages 45 – 49 years.
A total number of 1 574 permanent educators left the system in the same period.
Table 33: Educators Leaving the System by Age Group
Age Group Educators leaving the system
60 136
Table 33 shows the number of educators leaving the system per age group. Whilst the
percentage of educators leaving the system is highest for the 55 – 59 age group in terms
of numbers the group 35 – 39 years accounted for the highest number of educators
leaving. Note that negative attrition implies the number of educators entering the system.
Graph 12: Educator Attrition by Age Group
% Attrition in age cohort
60
50
40
30
20
10
0

The highest performing ex-Department as shown in Table 52, is the former CED with a
pass rate of 97.57% in 1999 and 97,89% in 2003. The performances of all other ex-
Departments are Schools from the former Ciskei homeland have increased their pass
rate to 50.69% in 2003 from a low of 42.00% in 1996.
Since the matriculation examination is written in English or Afrikaans, Graph 14
indicates that a possible policy decision around language of learning and instruction is
necessary.
Graph 13: Provincial Matric Pass Rates
Average Passrate
65
60
55
50
45
40
52
49
48
Grade 12 Exam Results : 1996 - 2004
42
1996 1997 1998 1999 2000 2001 2002 2003 2004
5 Year ECDoE Strategic Plan for 2005/06 to 2009/10. March 2006 Page 88
5 Year ECDoE Strategic Plan for 2005-06 to 2009-10. 21 F (4)Page 84
50
Years
Table 34: Grade 12 Pass rates 2006-2004 by ex-Department
Ex-Dept 1996 1997 1998 1999 2000 2001 2002 2003
CISKEI 42.00 42.11 42.40 35.56 47.69 39.33 43.61 50.69
DET 37.85 41.04 41.87 37.36 48.56 47.91 53.96 60.65
CED 97.57 98.30 96.85 97.20 97.41 95.72 96.27 97.89
HOR 71.31 74.79 73.73 72.32 80.48 76.76 78.83 86.78
NEW EDUC DEPT 36.84 29.71 36.20 31.98 41.29 36.01 42.61 52.99
TRANSKEI 52.26 43.58 41.29 34.19 41.31 34.76 42.20 50.60
46
52
60
51
Results
2004
43.18
56.08
96.97
74.11
43.19
44.46
part C: background information

Graph 14: Home Language vs Language of Institution for Eastern Cape Learners 2004
2,000,000
1,800,000
1,600,000
1,400,000
1,200,000
1,000,000
800,000
600,000
400,000
200,000
0
Home Language vs. Language of Instruction for Eastern Cape learners: 2004
13.10 Programme 3- Independent Schools
IsiXhosa English Afrikaans
Home Language Instruction Language
The number of schools, and hence learners, have increased in the last four years as
indicated in Table 35 This sector has grown, and will probably continue to grow. It
constituted 8% of the learners in the ordinary school sector for the last five years. It has
increased from 110 795 in 1999 to 137 018 in 2004 – an increase of 24%.
Table 36 indicates the number of learners by phase and subsidy level. It shows that a
larger number of learners were in the primary phase than in the secondary phase and
the Department has subsidised over 62% of learners in primary schools and 53% of
learners in secondary schools in 2003/04.
Table 35: Size and Shape of Independent Schooling Sector
2002/03 2003/04 2004/05
No % No % No %
Schools 99 110 115
Primary 73 73.7 87 76 87 76
Secondary 62 63 62 54 62 54
Total 99 115 115
Learners Primary 12 709 58 13 226 64 15 186 64
Secondary 9 393 43 7 565 37 8 730 37
Total 22 102 20 791 23 916
5 Year ECDoE Strategic Plan for 2005/06 2005-06 to 2009/10 2009-10. March 21 F (4)Page 2006 85
Page 89

Combined schools with more secondary grades or fully combined (grades 1 to 12) were
classified for this purpose as secondary schools
Table 36: Profile of Independent Schooling
Subsidy
Level
Number and % of
Primary Schools
Number and % of
Primary Learners
Number and % of
Secondary Schools
Number and % of
Secondary Learners
01/02 02/03 03/04 01/02 02/03 03/04 01/02 02/03 03/04 01/02 02/03 03/04
60% N/A 7 29 N/A 1165 4568 N/A 9 3315 N/A 2960 7369
40% N/A 21 20 N/A 5202 5244 N/A 20 4932 N/A 8180 6437
25% N/A 26 14 N/A 3618 1414 N/A 16 1211 N/A 4501 2147
15% N/A 7 6 N/A 892 584 N/A 8 302 N/A 3312 1865
0% N/A 38 18 N/A 1832 1047 N/A 9 469 N/A 3899 2470
Total N/A 99 87 N/A 12709 12857 N/A 62 10229 N/A 22852 20822
Learners were placed in primary or secondary phases not according to the classification
of schools but according to grades of the learners. There would therefore appear to be a
higher number of schools than the preceding table.
The LER in independent schools was relatively low for the pass five years. Those LER of
the non-subsidised schools was lower to that of the subsidised schools.
13.11 Programme 4 4 – - LSEN Schools
The public LSEN schools are the smallest sector with 44 schools and 8,550 learners.
These LSEN public schools receive their budget through programme 4. The budget in
2005 is R41,378 million for this sector. The budget has increased by 23% since the
2002/03 financial year.
Table 37: Budget Allocation to Programme 4
Programme 4 (000 Rands) 159,963
2002/03 2003/04 2004/05 2005/06
188,706 243,386 231,370
There were 6,750 learners in public LSEN schools in 1999, which has increased to
9,072 learners in 2005. The sector has grown by 34% in the last five years. See Table
56 below.
Table 38: Number of Learners in LSEN schools
1999 2002 2003 2004 2005
Learners 6,750 7,972 8,087 8,553 9,077
Table 39 indicates the number and percentage of learners according to disabilities and
gender. The table further indicates that there are more disabled male learners than there
are females. The table includes learners with special educational needs in public
schools.
The highest percentage (26.5%) of disabled learners are learners who are
mildly/moderately mentally handicapped (MMH). Several factors, pre-natal and postnatal,
account for the high percentage of learners with mild/moderate mental handicap.
5 Year ECDoE Strategic Plan for 2005/06 to 2009/10. March 2006 Page 90
5 Year ECDoE Strategic Plan for 2005-06 to 2009-10. 21 F (4)Page 86
part C: background information

Table 39: Number and Percentage of Learners by Gender and Disability (2004)
Description MALE FEMALE TOTAL % OF TOTAL
Attention Deficit 700 285 985 5.8%
Autistic 76 24 100 0.6%
Blind 186 96 282 1.7%
Cerebral Palsied 299 235 534 3.1%
Deaf 436 425 861 5.1%
Deaf Blind Disabled 8 8 16 0.1%
Epileptic 223 223 443 2.6%
Extrinsically Disabled 82 36 118 0.7%
Gifted 503 507 1010 6.0%
Hard of Hearing 286 240 526 3.1%
Mildly Mentally Handicapped 2903 1600 4503 26.5%
Multi Disabled 139 96 235 1.4%
Partially Sighted 314 336 649 3.8%
Physically Disabled 387 283 668 3.9%
Severe Behavioral Disorder 582 225 807 4.8%
Severely Mentally Handicapped 1742 1214 2956 17.4%
Specific Learning Disabled 1536 744 2278 13.4%
10402 6577 16971
Table 40 indicates the learner: educator ratios for 2004. The learner numbers in LSEN
schools increased in 2004 to 8,386. Concurrently the educator numbers stayed fairly
constant at 622. This resulted in a higher learner: educator ratio in 2004. Although the
focus is on publicly employed employees, the interaction between publicly and privately
employed employees is important, and is therefore included in the following table:
Table 40: Learner - Educator Ratios in Programme 4 Schools
Phase Learners Publicly employed
educators
Public
L:E
Privately
employed
educators
Total
educators
Effective
L:E ratios
4.1 8386 622 13.48 47 669 12.5
Table 41: Learner : Classroom Ratio in Special Schools and the Classroom Backlog
Programme Learners Classrooms L:C Ratio Classroom Backlog
4.1 Schools 8386 514 16.31:1 133
Total for Special Schools 8386 514 16:31:1 133
All figures represent the situation in the school year 2004
Table 42 indicates the number of specialists (excluding educators) in public and independent
5 Year ECDoE Strategic Plan for 2005/06 2005-06 to 2009/10 2009-10. March 21 F (4)Page 2006 87
Page 91

LSEN schools. There are 666 specialists in public LSEN schools employed and remunerated by
the Eastern Cape Department Education and 90 specialists in independent schools employed
and remunerated privately.
Table 42: Employment of Specialists
SPECIALIST
STATE EMPLOYED PRIVATELY EMPLOYED
Male Female Total Male Female Total
Professional Nurses 0 48 48 0 2 2
Medical Specialists 0 8 8 13 3 16
Physiotherapists 3 49 52 0 0 0
Occupational Therapists 0 112 112 0 10 10
Psychologists: Post Level 1 0 3 3 2 8 10
Psychologists: Post Level 2 1 1 2 0 8 8
Psychologists: Post Level 3 5 9 14 0 0 0
Social Workers 0 16 16 3 5 8
Other Professional Specialists 4 64 68 6 10 16
Temporary Professional Specialists 105 238 343 3 17 20
TOTAL 118 548 666 27 63 90
13.12 Programme 5: Further Education and Training
Employees
See also Programme 2 in section 13.9 of this report for figures on publicly employed
educators.
Table 43: Learner : Educator Ratios in Programme 5 Institutions
5.1 Public
Institutions
FET
Learners
Publicly
employed
educators
Public
L:E
Privately
employed
educators
14,184 845 16.79
Not
applicable
All figures represent the situation in school year 2004.
Total
educators
Effective L:E
ratio
845 16.79
5 Year ECDoE Strategic Plan for 2005/06 to 2009/10. March 2006 Page 92
5 Year ECDoE Strategic Plan for 2005-06 to 2009-10. 21 F (4)Page 88
part C: background information

13.13 Programme 6: Adult Basic Education and Training
Physical Infrastructure
Table 44: Classrooms available for Programme 6
Programme Learners Classrooms L:C ratio
Classroom
backlog
6.1 Public centres 45,783 0 1:20 0
Total for public centres 37 0
Footnotes:
All figures represent the situation in the school year 2004
Employees
See also Programme 2 for data on public school ratios.
Table 45: Learner - Educator Ratios in Programme 6 Centres
Learners
Publicly
employed
educators
Public L:E
Privately
employed
educators
Total
educators
Effective L:E
ratio
Grade R 45,783 911 50.25 0 911 50.25
Footnotes:
All figures represent the situation in the school year 2004
13.14 Programme 7: Early Childhood Development
Employees
See also Programme 2 in section 13.9 of this report for data on public school ratios.
Table 46: Learner - Educator Ratios in Programme 7
6.1 Public centres
Learners
Publicly
employed
educators
Public
L:E
Privately
employed
educators
Total
educators
15,450 469 32.94 264 733 21.07
Footnotes:
All figures represent the situation in the school year 2004
Effective L:E
ratio
5 Year ECDoE Strategic Plan for 2005/06 2005-06 to 2009/10 2009-10. March 21 F (4)Page 2006 89
Page 93

14. EVALUATION OF CURRENT IMPLEMENTATION PERFORMANCE
This is the first year that the Department has prepared a comprehensive strategic plan in line
with the national guidelines. For 2003/04 the strategic plan was more focused on operational
planning issues, which tended to provide too much detail, although that was required in the
guideline at the time.
Progress is therefore being made in the approach to strategic planning, which has also been
integrated more effectively into the operational planning processes. Accordingly the whole
approach to planning and the consequent compulsory quarterly and monthly reporting has
become more focused. This and the creation of a Chief Directorate: Strategic Management
Monitoring and Evaluation is expected to assist the Department in monitoring its performance
better than in the past.
15. ORGANIZATIONAL INFORMATION AND THE INSTITUTIONAL
ENVIRONMENT
15.1. Organizational Design
The Department consists of a Head Office, which is responsible for operational policy,
monitoring and evaluation, and twenty four districts that are responsible for all services to
learners, educators, schools and local communities. The district boundaries are shown in map
5 below.
On the next page after the map, figure 1 shows the top level organogram of the Department
as approved by the MEC in August 2004. This is followed by a table setting out the names of
the managers against their job titles.
A new organogram has been designed with support from the IMET and is currently being
discussed within the department. It is likely to be implemented in April 2006 at the start of the
new financial year. The new organogram places a strong emphasis on clear definition of
strategic, business and implementation responsibilities between the different levels of
management and on clear linkage between head office and district in each functional area.
5 Year ECDoE Strategic Plan for 2005/06 to 2009/10. March 2006 Page 94
5 Year ECDoE Strategic Plan for 2005-06 to 2009-10. 21 F (5).doc Page 90
part C: background information

Map 6: Educational Districts
5 Year ECDoE Strategic Plan for 2005/06 to 2009/10 March 2006 Page 95
5 Year ECDoE Strategic Plan for 2005-06 to 2009-10. 21 F (5) Page 91

5 Year ECDoE Strategic Plan for 2005/06 to 2009/10. March 2006 Page 96
part C: background information

15.2 Delegations and Performance Agreements
The Department has implemented a Performance Management System for Senior Managers.
The aim of the system is to ensure that managers are making the maximum possible
contribution towards the achievement of Departmental goals. Many Senior Managers have
undergone training in the use of the system. Most importantly, the Performance Management
System currently in place will assist the Department in coaching and motivating our
employees so that they not only meet their objectives but also understand the strengths they
need to emphasize to ensure that we provide quality service to the public. The performance
wheel will be kept turning everyday in an informal and formal process by three aspects, viz
planning, coaching and reviewing. The Performance Management System for level 1 to 12
departmental employees has been implemented.
The Accounting Officer signed financial, procurement and human resources delegations in
the 2004/05 financial year. Powers have been delegated to DDGs as programme managers,
to Chief Directors as responsibility managers level 1 and to Directors as responsibility
managers level 2. Delegations have been built into performance agreements to measure the
utilization of delegations. At present district managers have delegations for district operational
budgets. It is planned that delegations will increase to the districts over the coming MTEF
period 2006/07 to 2008/09 as capacity, systems and staffing are further developed and
improved. Delegations will not however go lower than deputy director and chief education
specialist (CES) level.
15.3 Capital Investment, Maintenance and Asset Management
15.3.1 Current Capital Programme
The Department’s infrastructure delivery has just come through a severe slowdown as a
result of the “belt tightening” exercise in 2004/05 and 2005/06, and now faces the challenge of
gearing up its infrastructure programme for 2006/07. The infrastructure budget for 2006/07 is
R669m, compared to R283m in 2005/06. This has largely been dealt with by procuring
contracts for all the tenders previously put on hold during 2005/06, to ensure a running start to
the 2006/07 financial year.
The current (January 2006) status of the building programme is summarized below:
Total projects for 2005/06 (excl on hold projects) 295
Projects under construction 102
Projects still to be completed by March 2006 17
Completed projects 148
Projects being carried forward into 2006/07 4
Projects not yet implemented 45
Included in the above are 108 contracts which were also recently awarded for dealing with
emergency situations at schools in the Eastern Cape, and these should all be completed by
the end of the financial year.
In addition the ongoing programme described above, the Department has recently
commenced with the projects previously put on hold. These comprise 116 schools, of which
94 have already been put to tender and of these 57 had contracts awarded as at mid January
2006.
15.3.2 Closure and Downgrading of Facilities
The Department is in the process of formulating a policy on the rationalization and reorganization
of small schools, as reported elsewhere herein. As this will entail enlarging
certain schools, provision of hostels and transportation of learners, it will have substantial
implications for the infrastructure programme. Whilst this process is under way, care will be
taken to avoid providing facilities where they may later become redundant.
5 Year ECDoE Strategic Plan for 2005/06 to 2009/10 March 2006 Page 97
5 Year ECDoE Strategic Plan for 2005-06 to 2009-10. 21 F (5) Page 93

The obvious group of small schools where re-organization is to take place is that of farm
schools. Here a number of schools that have become unviable have already been
amalgamated or closed down.
15.3.3 Maintenance and Refurbishment
Major maintenance and refurbishment are also undertaken at all schools where additional
accommodation is being provided under the capital works programme, while minor
maintenance is carried out by the school itself (Section 21 schools) or by the District Office on
behalf of the school (Section 20 schools) – note that funds for minor maintenance are not
channeled through the infrastructure budget.
However, the condition of many of the Department’s buildings is such that significant repair
and renovation is required, as is evident from the table below:
Table 47:
1: Condition of Capital Stock (April 2005)
Condition Number %
Very Weak (mud) 939 12.5
Weak 3,148 41.9
In Need of Repair 2,207 29.4
Good Condition 963 12.8
New Building 52 0.7
Being Upgraded 201 2.7
No Response 0 0
TOTAL 7,510 100
Note that the table above includes all ECDoE facilities and not just schools.
All schools have been categorized according to well defined needs in the Education Facilities
Management System (EFMS). It is the Department’s endeavour to introduce a cyclic
maintenance programme as part of its increasing focus on life cycle planning / costing. This
will, however, require significantly more funding than is currently the case. Maintenance
currently accounts for approximately 15% of the budget, and this will need to be increased
substantially. Unfortunately the extent of the backlogs places a greater demand on the budget
at present.
15.3.4 Asset Management Plan
The Department’s Physical Resource Planning section has prepared a 10-year asset
management plan (known as the Infrastructure Plan) for the period 2005-2014. This sets out
the current infrastructure situation, proposed levels of service, principles for provision of
facilities, and plans for intervention. The policies and strategies contained in this Strategic
Plan are in turn reflected in the Infrastructure Plan where these affect physical infrastructure
in any way.
The Infrastructure Plan, of which the first edition was only produced in 2005/06, is in the
process of progressive sophistication. Initially it was in effect only an annual project list, but
now endeavours to cover the entire infrastructure life cycle. This implies a much stronger
focus on post construction aspects such as operational costs, maintenance, rehabilitation and
ultimately disposal. The establishment of the EFMS was the first step in this process. Other
current activities include
� the introduction and implementation of best practices in infrastructure planning and
delivery (through the Infrastructure Delivery Improvement Programme (IDIP), and
� broadening the base of Implementing Agents employed for infrastructure delivery and
strengthening of the performance agreements with these agents.
The Department now has formal Service Level Agreements with the Department of Public
Works, the Independent Development Trust, the Amatola Water board, and Eskom. It is also
5 Year ECDoE Strategic Plan for 2005/06 to 2009/10. March 2006 Page 98
5 Year ECDoE Strategic Plan for 2005-06 to 2009-10. 21 F (5) Page 94
part C: background information

in the process of negotiating an agreement with the Coega Development Corporation. This
will improve the Department’s risk management in the event of under-performance by an
Implementing agent
15.4 Personnel
The Department of Education manages the second largest education department in the
country in terms of the number of employees. Expenditure on personnel, especially
educators, will always be the greatest single expenditure of the department. The department
has had a major challenge in both controlling personnel expenditure and in achieving
balanced staffing numbers between educators and non educators.
At the same time significant progress has been made in the last few years. Expenditure on
personnel as a proportion of total expenditure fell from a peak of 96, 3% in 1999/00 to 86, 7%
in 2002/03 1 . It is expected that the Department will meet the national target of 80% of
expenditure on personnel during the coming MTEF period. The ratio of educator to noneducator
personnel fell from a high of 89, 2% in 1999 to 87, 2% in 2005. It is likewise
expected that the Department will meet the national target of 85% during the coming MTEF
period.
The table below shows employment and vacancies by programme at the end of the 2004/05
financial year and shows some of the main challenges in filling vacancies. Vacancies are
highest in the areas of management and administration, where more than half of all posts
were vacant at the start of 2005/06. Since then further progress has been made both in filling
senior management posts in head office and in filling critical posts of Education Development
Officers (EDOs), Subject Advisers (SAs) and Special Needs Advisers in the district offices.
There remain critical vacancies in management and administration in the district offices.
Middle management and secretarial posts were advertised in November 2005 with a further
round of recruitment to be made in February 2006, with the goal of ensuring that at least an
assistant or deputy director is in place in all corporate service functions in the districts.
Table 48:
2: Employment and Vacancies by Programme (March 2005)
Programme
Number of
Posts
Number of
Posts Filled
Vacancy Rate
Number of
Posts Filled
Additional to
the
Establishment
Pr1: Administration, Permanent 6 963 3 086 55.7 417
Pr2: Pub ordinary school edu, Permanent 71 524 67 186 6.1 11 817
Pr2: Pub ordinary school edu, Temporary 71 71 0 11
Pr4: Pub spec school educ, Permanent 1 597 1 242 22.2 326
Pr4: Pub spec school educ, Temporary 2 2 0 1
Pr5: Further educ and training, Permanent 1 692 1 207 28.7 445
Pr5: Further educ and training, Temporary 1 1 0 0
Pr6: Adult basic edu and train, Permanent 60 28 53.3 4
Pr8: Aux and assoc services**, Permanent 1 495 928 37.9 829
Pr8: Aux and assoc services**, Temporary 1 1 0 0
TOTAL 83 406 73 752 11.6 13 850
The Department has had ongoing challenges in creating an educator establishment that is
both equitable and affordable. In 2003 the Department of Education declared a post
establishment for the first time since 1999. Transfer and redeployment under the 1999
1 National Treasury: ‘Inter-Governmental Fiscal Reviews, 2000 to 2004’.
5 Year ECDoE Strategic Plan for 2005/06 to 2009/10 March 2006 Page 99
5 Year ECDoE Strategic Plan for 2005-06 to 2009-10. 21 F (5) Page 95

establishment had been largely completed by 2001. In the four years that had elapsed
changing demographics, especially from migration, and the closure and opening of schools
had created new post requirements. A moratorium on new temporary and substitute teachers
during the financial crisis had also limited flexibility to provide teachers where needed. In 2003
there were close to 65 000 teachers in schools in the province. The Department of Education
declared an establishment of 67 074, some 2 000 above the numbers in post.
During 2004 and the growing environment of financial crisis the Department of Education
concluded that this establishment was unaffordable and could not be implemented. The
current 2005 educator post establishment is 63 593. After lengthy dispute with the teacher
unions this establishment was declared by the MEC for Education in the first half of 2005.
Redeployment and transfer is now proceeding against this establishment. The Department of
Education has also stated its intention to produce an annual educator establishment and to
issue annual post bulletins for recruitment against the posts identified as vacant.
Implementation of this establishment will provide both an equitable and affordable provision of
educators throughout the province. Based on 2005 enrolment, implementation of the educator
establishment will give learner; educator ratios of 33.8 in primary school, 34.7 in combined
schools, and 33.0 in secondary schools. This establishment will also lead to a more balanced
distribution of personnel that will allow further recruitment of managers and administrators,
especially in the districts. Some of this recruitment will be by transfer of educators that are
surplus to requirements.
15.5 Information Technology SYSTEMS Systems
15.5.1 Information Technology Administration Systems
The Department uses the main government transversal systems, being Persal, for salary and
personnel administration; the Basic Accounting System (BAS), for commitments, payments
and financial reporting services; and the Logistics System (Logis), for stores management
and the issuing of orders for procurement. These systems are silo systems in that they are
essentially stand alone, although there are interfaces between them. The architecture of
these systems has not changed over the last 30 years and they are not in keeping with the
requirements of an efficient government department. The Department uses the systems fairly
extensively, except for Logis which is only effectively being used at head office and in the
Uitenhage district.
The National Treasury is the owner of these systems and they are continuing with their
Integrated Financial Management System (IFMS) strategy that aims to provide integrated
system to provide for transaction processing and management information in the functional
areas of human resource management, supply chain management, and financial
management. This strategy has been in place for at least five years and there is no definite
time frame for the delivery of new systems.
A critical issue is that is limiting the development of systems is the fact that section 17.3.1 of
the Treasury Regulations states that “Institutions may not amend existing or institute new
computerised systems that will affect financial administration without the prior written approval
of the National Treasury.” In implementing this provision the National Treasury is restrictive in
that it rarely approves the use of new systems, due to the development of IFMS. A more
flexible approach to the administration of this regulation is desperately needed to breathe new
life into the ability of departments to ensure that their statutory obligations can be met.
For example, the Department of Education wishes to use the Procure-to-Pay system, which
has been developed by the Department of Social Development, and which has received
international acclaim for innovation. Yet the National Treasury continues to place obstacles in
the path of other departments wishing to use the same system.
The Department is actively involved in procuring a supply chain management system that will
assist with the reporting requirements of the Preferential Procurement Policy Framework Act
5 Year ECDoE Strategic Plan for 2005/06 to 2009/10. March 2006 Page 100
5 Year ECDoE Strategic Plan for 2005-06 to 2009-10. 21 F (5) Page 96
part C: background information

(PPPFA), and to provide a database of suppliers. A system for the administration of the
School Nutrition Programme (SNP) is also in the process of being acquired.
Of particular importance is the fact that the Department is proceeding well with the formulation
of a Master Information Systems Plan (MISP). The final report will be completed during the
current financial year. This plan is expected to lay the foundation for major systems
development work to be undertaken to provide for the business process aspects of the work
of the Department.
With respect to connectivity and systems architecture, all 24 district offices and the head
office are now connected, but the basic service of email provision is still a challenge. This has
much to do with the need for training of staff to use the service and the lack of adequate
technical support services. The IT Unit has severe staff shortages and skills levels are not
adequate.
To address these issues, in-house training has been provided to IT representatives from
districts during 2005, technicians have been sent on several training courses, they have been
provided with good equipment, and two contract technicians have been engaged to assist
with user support. More than 20 learners have been utilised during the year as a means of
building longer term IT capacity and obtain support services for the Department. An active IT
Forum has now been in operation for six months and is proving to be a valuable mechanism
for information sharing, knowledge transfer, and skills development amongst the IT Reps and
head office technicians.
The strategic direction that is being investigated and is the subject of a proof-of-concept test,
is the use of terminal services. This involves the use of software that will enable the district
offices to function from three cluster file server farms instead of the current arrangement with
file servers in all districts. Use is also being made of shared file servers belonging to the
Office of the Premier instead of purchase own equipment. This strategy is fully supported by
the Provincial Government Information Technology Officer (PGITO) and the State Information
Technology Agency (SITA). Such a strategy could free up a lot of resources that could better
be used to obtain IT equipment for schools instead of each provincial department having its
own equipment.
15.5.2 ICT in Schools
There are less than 500 schools with computers available for teaching and learning with
another 500 having some computers for administration only. These figures are very low in
relation to the 6,304 schools in the province and the far higher levels that some other
provinces have already achieved.
The Department’s eEducation Business Plan was approved in March 2005. It responds to the
target that set out in the draft White Paper on eEducation that ‘Every South African learner in
the general and further education and training bands will be ICT capable by 2013’. The
Business Plan projected the costs of implementing the policy by 2013, starting with a three
year piloting and planning phase in 2005/06 to 2007/8. Under the plan, first year funding
required for 2005/06 was R198 million. Under current financial constraints funding has been
well below these levels.
The Department is working with several service providers and donors to provide computer
equipment to schools. At present there are about 500 schools with computers, but several
large donations were being administered during 2005. The South African Revenue Service
donated 500 computers which will go to 161 schools and the South African Police Service
donated 913 computers which will go to 348 schools. The focus of distribution of the
equipment is senior secondary schools. After these donations have been distributed more
than 1 000 schools will have some computers.
At present the Department is not able to fund the purchasing of computers for schools and
therefore relies on contributions from parents, communities, business, NGOs, and foreign
governments for support.
5 Year ECDoE Strategic Plan for 2005/06 to 2009/10 March 2006 Page 101
5 Year ECDoE Strategic Plan for 2005-06 to 2009-10. 21 F (5) Page 97

15.6 Performance Management System
The Department has implemented a Performance Management System for Senior Managers
which has been discussed under the section 14.2: Delegations and performance agreements.
15.7 Financial Management Plan
15.7.1 Budget and Expenditure
Since 2003/04 the Department of Education has had the challenge of bringing expenditure
within budget. The Department ended 2003/04 with over-expenditure of R244 million, of
which R221 million was on personnel. The recruitment of between 1 500 and 2 000 teachers
in 2002 and the accumulation of personnel backlogs both played a role in the Department
slipping back into deficit.
The strategy for addressing over expenditure has been to surrender funds from the budget to
provincial Treasury to pay back accumulated debt. In 2004/05 R204 million was surrendered
from the budget. It is currently expected that around R550 million and R350 million will be
‘top-sliced’ from the budget in this way in 2005/06 and 2006/07. It is expected that all debt will
have been repaid by 2007/08 and the Department will have full access to its budget.
As financial management has strengthened in the Department progress has been made. A
number of achievements should be noted from the financial year 2004/05:
� For the first time in three years there was no over-expenditure in total.
� For the first time in five years there was no over-expenditure on personnel.
� For the first time in five years there was no unauthorized expenditure.
The Department of Education will maintain this improvement in performance through the
ongoing strengthening of systems and staff (see below).
The tables below show firstly audited expenditure 2002/03 to 2004/05 and estimated outcome
2005/06, and secondly the current MTEF figures 2006/07 to 2008/09.
5 Year ECDoE Strategic Plan for 2005/06 to 2009/10. March 2006 Page 102
5 Year ECDoE Strategic Plan for 2005-06 to 2009-10. 21 F (5) Page 98
part C: background information

Table 49:
3: Actual and Estimated Outcomes 2002/03 to 2005/06
Revised
estimate
Adjusted
appropriation
Main
appropriation
Outcome
Audited Audited Audited
R thousand
2002/03 2003/04 2004/05 2005/06
762,484 825,926 825 935 673 654,950 525 643,231 713 643,231 611
643,231 731 560
Programme 1: Administration
7,868,729 8,725,982 9,330,214 9,852,111 10 9,852,111 025 227 10 9,852,111 025 174
Programme 2: Public Ordinary School Education
14,224 18,696 15,557 17,459 19 17,459 361
17,459 19 361
Programme 3: Independent Schools
159,963 188,706 185,497 231,370 231 231,370 370
231,370 231 370
Programme 4: Public Special Schools
132,498 140,198 169,876 198,867 198 198,867 867
198,867 198 867
Programme 5: Further Education and Training
126,471 136,292 126,047 132,097 138 132,097 488
132,097 138 488
Programme 6: Adult Basic Education
24,402 27,305 36,937 38,039 39 38,039 817
38,039 39 817
Programme 7: Early Childhood Development
59,997 92,187 116,793 138,146 154 138,146 447
138,146 154 447
Programme 8: Auxilliary and Associated Services
5 Year ECDoE Strategic Plan for 2005/06 to 2009/10 March 2006 Page 103
9,148,768 10 10,155,292 155 301 10 10,635,871 654 446 11,251,320 11 11,251,320 521 188 11,251,320 11 539 084
Total payments and estimates
N.B. Estimates are after suspension of funds to repay debt
5 Year ECDoE Strategic Plan for 2005-06 to 2009-10. 21 F (5) Page 99

Table 50: 4: Expected MTEF Figures 2006/07 to 2008/09 (July 2005)
Medium-term estimates
R thousand 2006/07 2007/08 2008/09
Programme 1: Administration 881 735,285 902
961 815,024 440
1 872,076 035 491
Programme 2: Public Ordinary School Education 11,001,582 11 144 848 12 11,989,289 572 667
13 12,813,538 927 504
Programme 3: Independent Schools 27 21,332 770
44 23,597 832
48 25,249 653
Programme 4: Public Special Schools 334 344,546 487
399 380,639 178
437 407,284 648
Programme 5: Further Education and Training 267 223,618 965
296 247,704 255
350 265,043 366
Programme 6: Adult Basic Education 149 149,776 775
165 165,625 625
177 177,219 219
Programme 7: Early Childhood Development 69 48,941 941
120 72,318 218
145 92,381 486
Programme 8: Auxilliary and Associated Services 188 162,290 334
214 185,236 100
211 198,203 774
Total payments and estimates 12,687,370 13 065 022 13,879,432 14 774 315 14,850,992 16 334 141
N.B. 2006/07 budget is before suspension of an anticipated R350 million to repay debt
Table 51: 5: Nominal Budget/Expenditure Growth
Year Growth
2003/04 11,0%
2004/05 4,7%
2005/06 5,8%
2006/07 * 13,22% 9,7%
2007/08 13,08% 12,5%
2008/09 10,63%
7,0%
* Budget reduced by an anticipated R350 million
Growth rates show the impact of the financial crisis in 2004/05 and 2005/06 when
expenditure stagnated in real terms. It is expected that next year will see real growth in
funding for the first time in three years, followed by a significant increase in 2007/08
once all debt has been repaid.
It is important to note that the Provincial Education Department had an average real
growth rate in funding from 1997/98 to 2004/05 - over seven years - of only 1, 06% per
year. This level of growth was expected to accommodate:
� the former Transkei and Ciskei in the provincial budget that in 1994/95 was funded at
only 29% of requirements.
� achieving equity in the Provincial Education Department.
� contributing towards the elimination of infrastructure backlogs.
� increasing learner numbers as learners who previously did not attend school started
doing so.
� providing adequate learner and teacher support materials.
� implementing new policy initiatives such as reception year education, curriculum
2005, ABET and literacy programmes, FET, etc
5 Year ECDoE Strategic Plan for 2005/06 to 2009/10. March 2006 Page 104
5 Year ECDoE Strategic Plan for 2005-06 to 2009-10. 21 F (5) Page 100
part C: background information

15.7.2 Financial Management Systems and Capacity
In keeping with the improvement in financial performance of 2004/05 there is a strong
emphasis on building systems capacity and on financial management training. As
additional staff are recruited to the corporate service functions in the districts, new
equipment and computers will be put in place. R2 million is budgeted for computers in
2005/06 in poorer education districts. With support from the IMET and the Pytron project
corporate service policies and systems are being strengthened in the districts, guided by
head office policy. The Pytron project has provided crucial support in the development of
training material, and in drawing up correct policies and procedures for the districts.
A ‘training of trainers’ approach has been adopted where senior corporate service staff
are being trained to provide ongoing support. There will continue to be a roll out of
training in 2006/07, concentrating on poorer districts. The focus will be to ensure that all
basic systems are in place in all districts, with uniform policies, procedures and systems
in use. From January 2006 onwards the focus will be on training district Assistant and
Deputy Directors. In addition to a pack for each staff member with policies, procedures,
and job descriptions, a Reporting Pack will be left with given to each manager. In this
way training will be integrated into monthly reporting and monitoring of progress.
To ensure the required financial management practices are carried out at all levels within
the Department the following processes are in place:
� budget hearings are held three times during the financial year to verify the accuracy
of budget submissions
� office budgets and spending patterns are reviewed regularly and any discrepancies
are followed up with the applicable responsibility managers; and
� monthly financial committee meetings are held to interrogate spending and
projections for the financial year.
15.8 Audit Queries
Auditor-General queries have been analyzed and documented into a compliance
checklist format. These will be distributed through a Departmental Circular and become
a standard compliance certificate, which is required to be submitted monthly by all
relevant directorates. Items which have been raised in the audit report qualification
paragraph have been priorities in the audit reports and projects have been formed to
address these matters urgently.
Internal audit have also contributed in performing internal audits on several internal
control weaknesses, which is in line with the annual audit plan. Recommendations
raised are currently being implemented which should reflect improvement.
The Audit Committee of the Department has identified Auditor-General queries as one of
the areas that the Department needs to focus on in order to improve its financial
management. The Committee reviews progress in this area at each meeting.
Many of the issues raised in the Auditor-General’s report form part of the Department’s
Turnaround Plan. Monthly reporting is done on the Turnaround Plan, which assists the
Department in monitoring progress. Performance Management for senior managers has
been re-aligned with the strategic goals and Turnaround Plans of the Department.
� The 2005 Audit Action Plan is taking action in the following manner on some of the
key issues raised as audit queries during the last three years’ audits:
� Non submission of documents: Develop and implement policy and guidelines. The
Pytron project and follow on training in the districts is especially vital in this area.
5 Year ECDoE Strategic Plan for 2005/06 2005-06 to 2009/10 2009-10. March 21 F (5) 2006 Page Page 105 101

� Compliance on journal entries: In the same manner, clear policies and guidelines
are being implemented supported by training.
� Procurement compliance: Again, the emphasis here is also on implementing
strong policies and procedures reinforced by training.
� Ledger accounts and reconciliations: Old balances have been written off and are
being reconciled. Reconciliations are being reviewed on a monthly basis on a
standard template.
� Leave records and documentation: The registry project is addressing filing
backlogs, leading to leave capping as a further phase of work. Monthly monitoring
mechanisms are in place to ensure that discrepancies do not arise again.
� Internal control weaknesses: Persal administration, asset management and loss
control are priorities for improved controls. A payroll database has been
implemented in all districts, and asset and loss control registers are being updated.
� Fruitless and wasteful expenditure is being addressed through tighter monitoring
procedures coupled with regular audits to identify problem areas.
Under the Audit Action Plan, functionally based forums have been established to identify
weaknesses and communicate them to management. The forums also have a role in
guiding training programmes. Functional teams have also been established to go into
district offices to check for compliance and take corrective action. Key areas for
intervention are on personnel and HR expenditure, and the asset register.
5 Year ECDoE Strategic Plan for 2005/06 to 2009/10. March 2006 Page 106
5 Year ECDoE Strategic Plan for 2005-06 to 2009-10. 21 F (5) Page 102
part C: background information