part a: strategic overview - Department of Education

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.
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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
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