part a: strategic overview - Department of Education

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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
Page 3 and 4: FOREWORD BY THE MEMBER OF THE EXECU
Page 5 and 6: FOREWORD BY THE MEMBER OF THE EXECU
Page 7 and 8: List of Tables Table 1: Strategic G
Page 9 and 10: ACRONYMS ABET Adult Basic Education
Page 11 and 12: e a s t e r n c a p e d e p a r t m
Page 13: Gradually, this strategy refocuses
Page 17 and 18: � Key national policy frameworks
Page 19 and 20: � Public administration must be b
Page 21 and 22: 8.1.4 The Transformation Agenda of
Page 23 and 24: No Strategic Goal Rationale and Foc
Page 25 and 26: NUMBER AND IDENTIFICATION OF GOALS
Page 27 and 28: Strategic Objective 6: HIV and AIDS
Page 29 and 30: � Monthly Reports� � Quarterl
Page 33 and 34: Table 5: Programmes and Sub-Program
Page 35 and 36: STRATEGIC GOALS AND OBJECTIVES PROG
Page 37 and 38: STRATEGIC GOALS AND OBJECTIVES 5.6
Page 39 and 40: Table 7: Overview of Programmes Lis
Page 41 and 42: 11.4. Overview of Policies, Priorit
Page 43 and 44: SUB-PROGRAMME: - Purpose - Transfor
Page 57 and 58: SUB-PROGRAMME: SUB-PROGRAMME: - Pur
Page 59 and 60: SUB-PROGRAMME: SUB-PROGRAMME: - Pur
Page 65 and 66:
� ICT professional development of
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meal for our poorer children. These
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the relative share of the South Afr
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Table 10: Distribution of Total Pop
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The map shows that the highest aver
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Map 1: Population Density Distribut
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District Total Population aged 7-18
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When comparing the school-age popul
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Table 12: Socio-economic Deprivatio
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13.4.1 Employment, Income and other
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13.7 Education Profile of People in
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13.9. Programme 2 - Public Ordinary
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Total Population aged 14-18 GER Sec
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13.9.4 Over-aged Learners Several o
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Table 26 mirrors provincial aggrega
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Map 4: Learner : Educator Ration pe
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Map 5: Learner: Classroom Ratios pe
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The highest performing ex-Departmen
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Combined schools with more secondar
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LSEN schools. There are 666 special
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14. EVALUATION OF CURRENT IMPLEMENT
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5 Year ECDoE Strategic Plan for 200
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The obvious group of small schools
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establishment had been largely comp
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15.6 Performance Management System
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Table 50: 4: Expected MTEF Figures
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� Compliance on journal entries:
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