part a: strategic overview - Department of Education

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SUB-PROGRAMME: - Purpose - Transformational Focus PROGRAMME 5 Further Education and Training Purpose: To provide Further Education and Training (FET) at public FET Colleges in accordance with the Further Education and Training Act, 1998 (Act No 98 of 1998) Transformational Focus: The FET Sector has emerged as the new focus area for bridging the gap between school and work. There is a major expectation that FET will be responsive to labour market needs in its programming and thereby make youth more employable. It will not only relieve the significant unemployment problem among youth, but it will supply the skills needs of the economy. The FET Sector has emerged as the new focus area for bridging the gap between school and work. There is a major expectation that FET will be responsive to labour market needs in its programming and thereby make youth more employable. It will not only relieve the significant unemployment problem among youth, but it will supply the skills needs of the economy. The transformational focus here, however, is determining who gets the opportunity to be educated and become employed. To what extent can marginalized groups gain entry into these FET institutions, and if they do, to what extent do they succeed, or graduate in a timely manner? There is a sense that some previously marginalized learners have difficulty in succeeding in their programmes and, when they are successful they have difficulty getting jobs. The FET Sector must set up the necessary infrastructure so that all can succeed with the support structures that will be made available. POLICIES AND PRIORITIES The priorities for FET grow out of its centrality to the Development Agenda of the Province and the nation. Among the critical priorities to be pursued within the next five years are the following: � Alignment of the programmes of FET colleges to the needs of the economy, including the EPWP� OVERVIEW OF CHALLENGES AND CONSTRAINTS � Constraints in the FET Sector as a result of diverse institutional offerings and a post provisioning model that is not appropriate� � Shortage of furniture and outdated equipment in workshops and laboratories� � Exams may not be properly monitored because of the shortage of staff� � Mobilization and provision of adequate resources� � Not all campuses have academic � Rendering sufficient institutional support and guidance for the development of FET colleges, and the enhancement of the effectiveness and efficiency of their structures, systems and procedures.� � Ensuring that colleges are sensitive and responsive to the social needs and transformation agenda of the Province and the Department� � Training and retraining of FET college personnel so that they enhance their capacity to undertake their responsibilities� � More extensive use of learnerships as a vehicle to bridge the gap between education and employment and enhance the practical value of vocational and technical programmes� � Development of Human Resource capacity in line with the National HRD Strategy and the PGDP� � Re-equip and recapitalize FET to be effective and responsive� � Increased access to historically disadvantaged groups in the FET system� � Enhanced student support services, especially for marginalized groups� � To build partnerships as a strategy for enhancing the services of FET� structures� � Lack of enough resources to respond to the distinctiveness of the FET Sector� � The absence of a national curriculum framework for the FET Sector� � Curriculum materials in FET must be updated to meet the requirements of the world of work� 5 Year ECDoE Strategic Plan for 2005-06 2005/06 to 2009-10. 2009/10 March 21 F (2).doc 2006 Page 45 43 � � � � � � � � � � � � �
SUB-PROGRAMME: SUB-PROGRAMME: - Purpose - Purpose Transformational Focus - Transformational Focus POLICIES AND PRIORITIES POLICIES AND PRIORITIES � Effective integration of ABET and FET � Effective college integration programmes of ABET for and FET beneficiaries college programmes to participate for in the beneficiaries Educational Provisioning to participate and in the Local Educational Economic Development Provisioning Initiative and Local Economic and the EPWP� Development Initiative and the EPWP� OVERVIEW OF CHALLENGES OVERVIEW AND CONSTRAINTS OF CHALLENGES AND CONSTRAINTS � �� PROGRAMME 6 PROGRAMME Adult Basic Education 6 and Adult Training Basic Education and Training Purpose: Purpose: To provide Adult Basic Education To and provide Training Adult (ABET) Basic in accordance Education and with Training the Adult (ABET) Basic Education in accordance Act, with 2000 the (Act Adult No 52 Basic of 2000). Education Act, 2000 (Act No 52 of 2000). Transformational Focus: Transformational Focus: According to the 2001 Census, According 63.6% of households to the 2001 in Census, the 63.6% Province of live households in poverty; in the 36.5% Province have no more live in than poverty; a primary 36.5% have education no more and than 50% a of primary the education population and is estimated 50% of the as illiterate. population The unemployment is estimated rate as is illiterate. 53.7% The with unemployment youth (between rate 18 and is 53.7% 25) with unemployment youth (between estimated 18 and at 25) 81%. unemployment This represents estimated an unenviable at 81%. This state represents of underdevelopment an unenviable and state disadvantagement of underdevelopment in the Province. and disadvantagement As many as 52% of in the the learners Province. As who many start as school 52% in of the the Province learners do who not complete start school school in the with Province a Matric do not Certificate. complete school with a Matric Certificate. This dismal picture means that a This significant dismal portion picture of means the population that a significant in the Province portion is without of the population a proper in education the Province and will is without have no a proper education opportunity and to secure will have good no jobs, opportunity earn decent to salaries, secure participate good jobs, in earn a vibrant decent economy salaries, and participate advance in a their vibrant welfare economy and that and of advance their their families. welfare Many and will that have of their no access families. to “the better Many life will for have all” that no access is to envisioned. “the better life for all” that is envisioned. The National Skills Development ABET is a critical priority on the ABET agenda is of a critical government. priority It on is the agenda highlighted of government. in educational It policies, is highlighted in the National in educational Skills Development policies, in Strategy the National (NSDS), Skills in the Development Provincial Strategy Growth and (NSDS), Development in the Provincial Plan, in Growth the National and Development Human Resource Plan, in the Development National Human Strategy Resource and a part of Development various social Strategy and community and a part of various development social initiatives. and community The development private sector, initiatives. in response The to private national sector, policy in initiatives, response has to also national implemented policy ABET initiatives, programmes. has also In implemented this respect, ABET ABET programmes. extends way In beyond this respect, the authority ABET and extends control way of beyond the Department. the authority As a and result, control it is of the essential Department. to ensure As that a result, public it and is essential private ABET to ensure initiatives that are public and private coordinated, ABET monitored initiatives and are coordinated, orchestrated monitored as part of an and agenda orchestrated to eradicate illiteracy as part of and an reduce agenda it to by eradicate at least 50% illiteracy by 2010. and reduce In this it by respect, at least the 50% following by 2010. priorities In this are respect, highlighted. the following priorities are highlighted. � Reduction of illiteracy to 50% by 2014 � Reduction – that is of ± illiteracy 60,000 per to 50% annum� by 2014 � Implementation – that is ± 60,000 of poverty per annum� alleviation � Implementation programmes of poverty through alleviation ABET� programmes through ABET� � To provide more spaces in public ABET � To provide centres more in accordance spaces in public with ABET policy�centres in accordance with policy� � Establishment of day centres in selected � Establishment communities� of day centres in selected � Develop communities� and implement appropriate � Develop and curricula implement in line with appropriate PGDP� curricula in line with PGDP� � Expansion of reach of ABET through � Expansion implementation of reach of of ABET the through Provincial implementation Literacy Programme� of the Provincial � To pilot and Literacy implement Programme� open learning � To pilot strategy and implement in formal open and learning informal strategy learning in sites� formal and informal � Implementation learning sites� of poverty � The curriculum employed in ABET � The curriculum is not suitable employed for most in adult ABET learners is not who suitable need practical for most and adult learners skills-based who projects need practical that can and skills-based prepare them projects for employment� that can prepare them for employment� � There is little collaboration among � There the is little many collaboration public and private among entities the that many run ABET public and private entities programmes. that run It ABET is difficult to programmes. assess the impact It is difficult of these to assess programmes the impact or the of reduction these of programmes illiteracy in the or Province� the reduction of illiteracy in the Province� � Many illiterate adults do not seek education � Many illiterate because adults of uncertainty, do not seek education lack of infrastructure because of and uncertainty, lack of lack confidence� of infrastructure and lack of confidence� � Absence of a Provincial structure �to Absence monitor and of a manage Provincial ABET structure to provided monitor in and the manage Public Sector� ABET �provided Lack of in funds the Public for a massive Sector� �campaign Lack of funds on illiteracy� for a massive campaign � The needs on of illiteracy� disabled learners �who The need needs ABET of disabled are not being learners who addressed� need ABET are not being addressed� � Lack of clear Recognition of Prior �Learning Lack of (RPL) clear Recognition guidelines for of Prior Learning ABET� (RPL) guidelines for ABET� � There is no credible assessment �policy There for is ABET� no credible assessment policy � Lack for of ABET� a moral agenda in life �skills Lack education� of a moral agenda in life skills � Multi-purpose education� centres are not �being Multi-purpose adequately centres used for are the not being promotion adequately of ABET.� used for the promotion of ABET.� � The National Skills Development � Implementation of poverty � 5 Year ECDoE Strategic Plan for 2005-06 to 2009-10. 21 F (2).doc Page 44 5 Year 5 ECDoE Year ECDoE Strategic Strategic Plan for Plan 2005-06 for 2005/06 to 2009-10. to 2009/10 21 F (2).doc March 2006 Page 44 Page 46 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 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 55: SUB-PROGRAMME: - Purpose - Transfor
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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