part a: strategic overview - Department of Education

More documents

Recommendations

Info

SUB-PROGRAMME: - Purpose - Transformational Focus Strategy asserts that ABET is the first rung on the ladder for all to participate in a seamless qualification system to secure an education to whatever level they wish. ABET, for many, is the gateway to opportunity through which underdevelopment and deprivation of the past could be addressed. POLICIES AND PRIORITIES alleviation programmes in all � districts and nodal points� � � Development of modular skills based programmes. � � Implementation of learnerships � � � Incorporation of HIV/AIDS and voter education in curriculum, and � � Acquisition of appropriate LSM � for ABET� � � Effective integration of ABET and FET college programmes for beneficiaries to fully participate in the Educational Provisioning and Local Development Initiative and the EPWP� OVERVIEW OF CHALLENGES AND CONSTRAINTS PROGRAMME 7 Early Childhood Development ECD is a key component of the � ECD centres do not submit (ECD) National and Provincial HRD compliance forms in time and, as a Strategy and is considered as one result, their payment is delayed� Purpose: To provide Early Childhood Education (ECD) at the Grade R and earlier levels in accordance with White Paper 5 of the pillars of the PGDP. One of the pivotal considerations for effective ECD delivery is to ensure that the full cohort of 5 and 6 year olds is in some form of high quality ECD centre. As part of the Transformational Agenda of the � There is understaffing in the ECD Directorate� � There are still large numbers of unqualified ECD practitioners as a result of accelerated rollout of ECD sites over the years.� Transformational Focus: ECD is important in creating a new future that provides opportunities for all. It is well established that the foundation for academic achievement and excellence is laid in the early years of life. Research has established that learners in Primary and High Schools who have had the benefit of a sound pre-school or early childhood education out-perform their counterparts who have not had such opportunities. This means that equity in opportunity to achieve academically (Goal 1 of the Transformation Agenda) begins, not with Primary Education, but with ECD. Some of the most critical developmental and transformational strategies of Department, it is particularly important to ensure that residents of rural, difficult to access and disadvantaged areas also have access to ECD centres of high quality � In compliance with White Paper 5 – all learners must have gone through a reception year programme by year 2010� � By 2010 all primary schools must have a reception (Grade R) class� � All community based centres must be incorporated into all primary schools� � All ECD practitioners must go through the 2-year practitioners course� � All approved sites must have appropriate furniture and equipment� � Many ECD sites are poorly managed. This eventually affects the quality of their programmes� � The lack of funding results in the slow development and implementation of ECD programmes� � Effective linkage of ECD and the EPWP� � � � � � � � � Government (HRD Strategy, PGDP) highlight the importance of ECD in preparing for a sound future economically and socially. Advancing the welfare of all for � Infrastructure budget to incorporate a Grade R class for each primary school where necessary � � 5 Year ECDoE Strategic Plan for 2005-06 2005/06 to 2009-10. 2009/10 March 21 F (2).doc 2006 Page 47 45 �
SUB-PROGRAMME: SUB-PROGRAMME: - Purpose - Purpose - Transformational Focus - tomorrow Transformational means that Focus full tomorrow participation means in ECD that today full must be participation ensured. in ECD today must be ensured. POLICIES AND PRIORITIES POLICIES AND PRIORITIES � In order to meet the 2010 target the � In Department order to meet has the to 2010 ensure target that the Department reception class has is to implemented ensure that the at all reception primary schools class is implemented at a rate of at 1000 all primary sites per schools annum�at a rate of 1000 sites per annum� � National Government identified ECD � National as an Government area for sustainable identified job ECD creation as an in the area social for sustainable sector of the job creation Expanded in Public the social Works sector of the Expanded Programme Public (EPWP)� Works Programme (EPWP)� OVERVIEW OF CHALLENGES OVERVIEW AND CONSTRAINTS OF CHALLENGES AND CONSTRAINTS PROGRAMME 8 PROGRAMME SUB-PROGRAMME 8 8.2 Addressing the HIV and Aids � Lack of Organizational SUB-PROGRAMME Conditional Grants Projects 8.2 (HIV Addressing pandemic is the of high HIV and priority Aids Integration. � Lack of Organizational HIV and Aids is still Conditional and Aids) Grants Projects (HIV pandemic nationally and is of provincially. high priority The Integration. treated as an HIV add-on.� and Aids is still and Aids) nationally response to and this provincially. pandemic is The not treated as an add-on.� response to this pandemic is not � The non-sharing of information framed in one overarching policy Purpose: � The non-sharing of information framed in one overarching policy with new cohorts of learners if Purpose: document, but runs as a golden with new cohorts of learners if To provide for projects specified by document, but runs as a golden advocacy is not continuing.� thread or common developmental To provide for projects specified by advocacy is not continuing.� the Department that is applicable thread theme through or common all policies developmental of � Lack of a coherent wellness the to more Department than one that programme is applicable and theme government. through The all policies intent is of a multi- programme � Lack of a coherent which emphasizes wellness to funded more with than conditional one programme grants and government. dimensional approach The intent which is a multi- programme healthy living which habits� emphasizes funded with conditional grants dimensional approach which healthy living habits� The objective of the HIV and Aids mobilizes the resources and mobilizes the resources and � Slow pace of tender processes The sub-programme objective of the is to HIV develop and Aids and capabilities of agencies to impact � Slow pace of tender processes sub-programme is to develop and capabilities of agencies to impact delays the accelerated implement an integrated and inter- the pandemic. Few Departments delays the accelerated implement an integrated and inter- the pandemic. Few Departments implementation of programmes� sectoral approach that provides are as well positioned as the implementation of programmes� sectoral approach that provides are as well positioned as the education, prevention, care and Department of Education to have � Lack of IT equipment to manage education, prevention, care and Department of Education to have � Lack of IT equipment to manage support to the infected and affected an impact on the crisis. and monitor projects� support to the infected and affected an impact on the crisis. and monitor projects� learners, educators and parents. learners, educators and parents. It is in line with this sentiment that � Shortage of staff� Transformational Focus: It the is HIV in line and with Aids this activities sentiment in this that � Shortage of staff� Transformational Focus: the HIV and Aids activities in this HIV and Aids is the greatest threat programme forge the activities of HIV and Aids is the greatest threat programme forge the activities of to the welfare and security of many directorates and institutions to the welfare and security of many directorates and institutions families and communities, and it is into a concerted and unified families and communities, and it is into a concerted and unified one of the public issues which can approach. HIV and Aids is critical one of the public issues which can approach. HIV and Aids is critical significantly undermine the to the curriculum development and significantly undermine the to the curriculum development and development agenda of the nation management activities of the development agenda of the nation management activities of the and that of the Province. The Department, as well as the and that of the Province. The Department, as well as the Education Sector is most affected activities of EAP, HRD, Education Education Sector is most affected activities of EAP, HRD, Education by the pandemic. The number of Management Development and by the pandemic. The number of Management Development and individuals who are infected and Governance, among others. In this individuals who are infected and Governance, light, the activities among of this others. In this affected by HIV and Aids in the affected by HIV and Aids in the light, programme the activities are framed of this Department is increasing daily. within Department is increasing daily. programme strategic goal are 8 of framed the within The rate of absenteeism through The rate of absenteeism through strategic Transformation goal 8 Agenda of the illness has increased and there is a and the illness has increased and there is a Transformation Strategic Plan which Agenda focuses and the constant deterioration in the on constant deterioration in the Strategic the social Plan issues which which focuses affect on complement of teaching personnel. complement of teaching personnel. the schools social and issues schooling which in affect One of the effects of this is the One of the effects of this is the schools communities. and schooling in ongoing struggle to maintain a ongoing struggle to maintain a communities. level of staffing and staff � level attendance of staffing that and can staff ensure an � � attendance adequate level that of can service ensure delivery an � � adequate level of service delivery � 5 Year ECDoE Strategic Plan for 2005-06 to 2009-10. 21 F (2).doc Page 46 5 Year ECDoE 5 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 46 Page 48 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 57: 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:
show all

part a: strategic overview - Department of Education

Create successful ePaper yourself

Delete template?

Save as template?