part a: strategic overview - Department of Education

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(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
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FOREWORD BY THE MEMBER OF THE EXECU
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FOREWORD BY THE MEMBER OF THE EXECU
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List of Tables Table 1: Strategic G
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ACRONYMS ABET Adult Basic Education
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e a s t e r n c a p e d e p a r t m
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Gradually, this strategy refocuses
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6. SECTORAL SITUATION ANALYSIS 6.1
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� Key national policy frameworks
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� Public administration must be b
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8.1.4 The Transformation Agenda of
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No Strategic Goal Rationale and Foc
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NUMBER AND IDENTIFICATION OF GOALS
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Strategic Objective 6: HIV and AIDS
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� Monthly Reports� � Quarterl
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e a s t e r n c a p e d e p a r t m
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Table 5: Programmes and Sub-Program
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STRATEGIC GOALS AND OBJECTIVES PROG
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STRATEGIC GOALS AND OBJECTIVES 5.6
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Table 7: Overview of Programmes Lis
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11.4. Overview of Policies, Priorit
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SUB-PROGRAMME: - Purpose - Transfor
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SUB-PROGRAMME: SUB-PROGRAMME: - Pur
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SUB-PROGRAMME: SUB-PROGRAMME: - Pur
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Page 63 and 64: e a s t e r n c a p e d e p a r t m
Page 65 and 66: � ICT professional development of
Page 67 and 68: meal for our poorer children. These
Page 69 and 70: the relative share of the South Afr
Page 71 and 72: Table 10: Distribution of Total Pop
Page 73 and 74: The map shows that the highest aver
Page 75 and 76: Map 1: Population Density Distribut
Page 77 and 78: District Total Population aged 7-18
Page 79 and 80: When comparing the school-age popul
Page 81 and 82: Table 12: Socio-economic Deprivatio
Page 83 and 84: 13.4.1 Employment, Income and other
Page 85 and 86: 13.7 Education Profile of People in
Page 87 and 88: 13.9. Programme 2 - Public Ordinary
Page 89 and 90: Total Population aged 14-18 GER Sec
Page 91 and 92: 13.9.4 Over-aged Learners Several o
Page 93 and 94: Table 26 mirrors provincial aggrega
Page 95 and 96: Map 4: Learner : Educator Ration pe
Page 97 and 98: Map 5: Learner: Classroom Ratios pe
Page 99 and 100: The highest performing ex-Departmen
Page 101 and 102: Combined schools with more secondar
Page 103 and 104: LSEN schools. There are 666 special
Page 105 and 106: 14. EVALUATION OF CURRENT IMPLEMENT
Page 107 and 108: 5 Year ECDoE Strategic Plan for 200
Page 109 and 110: The obvious group of small schools
Page 111: establishment had been largely comp
Page 115 and 116: Table 50: 4: Expected MTEF Figures
Page 117: � Compliance on journal entries:
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