part a: strategic overview - Department of Education

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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
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 and 14: Gradually, this strategy refocuses
Page 15 and 16: 6. SECTORAL SITUATION ANALYSIS 6.1
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: Strategic Objective 6: HIV and AIDS
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
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
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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
Page 117:
� Compliance on journal entries:
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