part a: strategic overview - Department of Education

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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
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 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: Table 7: Overview of Programmes Lis
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
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 and 112:
establishment had been largely comp
Page 113 and 114:
15.6 Performance Management System
Page 115 and 116:
Table 50: 4: Expected MTEF Figures
Page 117:
� Compliance on journal entries:
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