part a: strategic overview - Department of Education
part a: strategic overview - Department of Education
part a: strategic overview - Department of Education
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SUB-PROGRAMME:<br />
- Purpose<br />
SUB-PROGRAMME:<br />
- Transformational Focus<br />
in our <strong>of</strong>fices and institutions. It is<br />
- Purpose<br />
necessary to ensure that we have<br />
- adequate Transformational levels <strong>of</strong> staffing Focus in order<br />
in to our maintain <strong>of</strong>fices an and acceptable institutions. level It <strong>of</strong> is<br />
necessary service delivery. to ensure that we have<br />
adequate levels <strong>of</strong> staffing in order<br />
We must also ensure that those<br />
to maintain an acceptable level <strong>of</strong><br />
who are infected and affected are<br />
service delivery.<br />
not marginalized. In this regard,<br />
We special must attention also ensure must that be given those to<br />
who orphans are infected who attend and schools, affected and are<br />
not children marginalized. who are forced In this to regard, assume<br />
special responsibility attention for must their families. be given to<br />
orphans who attend schools, and<br />
children who are forced to assume<br />
responsibility for their families.<br />
The POLICIES bond between AND school PRIORITIES and<br />
community, the adequate<br />
preparation <strong>of</strong> human resources<br />
The and the bond establishment between school <strong>of</strong> the and<br />
community, appropriate policy the adequate framework and<br />
preparation organizational <strong>of</strong> human processes resources to<br />
and respond the establishment to HIV and Aids <strong>of</strong> are the all<br />
appropriate critical features policy and framework priorities <strong>of</strong> and this<br />
organizational programme. processes to<br />
respond to HIV and Aids are all<br />
critical features and priorities <strong>of</strong> this<br />
programme.<br />
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POLICIES AND PRIORITIES<br />
OVERVIEW OF CHALLENGES<br />
AND CONSTRAINTS<br />
SUB-PROGRAMME 8.4<br />
External Examinations The activities, processes and � Lack <strong>of</strong> Staffing in the CASS Unit�<br />
SUB-PROGRAMME Purpose: 8.4<br />
External<br />
To provide<br />
Examinations<br />
for special<br />
de<strong>part</strong>mentally managed<br />
Purpose: examination services. Specifically,<br />
To the provide programme for special seeks to provide<br />
de<strong>part</strong>mentally an effective and managed efficient external<br />
examination services. for grade 12, Specifically, GET and<br />
the ABET programme seeks to provide<br />
an effective and efficient external<br />
examination for grade 12, GET and<br />
ABET<br />
standards relating to and governing<br />
examinations and assessment are<br />
The framed activities, in the following processes legislation and<br />
standards and key policy relating documents: to and governing<br />
examinations and assessment are<br />
framed � South in African the following Schools legislation Act, 1996<br />
(Act and key No 84 policy <strong>of</strong> 1996) documents: (SASA)<br />
�<br />
�� South Further African <strong>Education</strong> Schools and Act, Training 1996<br />
(Act Act (FET), No 84 1998 <strong>of</strong> 1996) (Act (SASA) No 98 <strong>of</strong><br />
1998) � �<br />
�� Further <strong>Education</strong> and Training<br />
Act � Adult (FET), Basic 1998 <strong>Education</strong> (Act No and 98 <strong>of</strong><br />
� Lack <strong>of</strong> proper Storage <strong>of</strong> Scripts�<br />
� Absence <strong>of</strong> Key Qualified Staff�<br />
�<br />
� Lack<br />
Lack <strong>of</strong><br />
<strong>of</strong><br />
Key<br />
Staffing<br />
Staff<br />
in<br />
members�<br />
the CASS Unit�<br />
�<br />
� Lack<br />
Facilities<br />
<strong>of</strong> proper<br />
currently<br />
Storage<br />
inadequate�<br />
<strong>of</strong> Scripts�<br />
� Absence <strong>of</strong> Key Qualified Staff�<br />
� Lack <strong>of</strong> Key Staff members�<br />
� Facilities currently inadequate�<br />
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Transformational Focus:<br />
Training 1998) � Act (ABET), 2000 (Act No<br />
52 � <strong>of</strong> 2000) �<br />
Learner assessment has always<br />
Transformational been a critical area Focus: <strong>of</strong> focus in<br />
education. Its importance arises<br />
Learner from its role assessment as the gate-keeper has always in<br />
been differentiating a critical between area <strong>of</strong> focus those in who<br />
education. are competent Its importance enough to be arises<br />
from certified its role and as those the who gate-keeper have not in<br />
differentiating achieved the desired between level those <strong>of</strong> who<br />
are competence, competent and enough from its to be role as<br />
certified an overall and measure those who <strong>of</strong> the have not<br />
achieved performance the <strong>of</strong> desired the De<strong>part</strong>ment. level <strong>of</strong> In<br />
competence, this regard there and are from four its role as<br />
an transformational overall measure issues <strong>of</strong> the for<br />
performance reflection which <strong>of</strong> the may De<strong>part</strong>ment. warrant the In<br />
this De<strong>part</strong>ment regard there to occasionally are four revisit<br />
transformational what it does. issues for<br />
reflection which may warrant the<br />
De<strong>part</strong>ment to occasionally revisit<br />
what it does.<br />
��<br />
Adult Basic <strong>Education</strong> and<br />
Training � National Act <strong>Education</strong> (ABET), 2000 Policy (Act Act No<br />
52 (NEPA), <strong>of</strong> 2000) 1996 � (Act No 27 <strong>of</strong> 1996)�<br />
��<br />
�� National General and <strong>Education</strong> Further Policy <strong>Education</strong> Act<br />
(NEPA), and Training 1996 Quality (Act No Assurance 27 <strong>of</strong> 1996)� Act<br />
(GENFETQA), �<br />
2001 (Act No 58 <strong>of</strong><br />
2001) � General � and Further <strong>Education</strong><br />
and � Training Quality Assurance Act<br />
(GENFETQA), � Regulations for 2001 the Conduct, (Act No 58 <strong>of</strong><br />
2001) Administration � and Management <strong>of</strong><br />
Assessment �<br />
for the Senior<br />
Certificate� � Regulations for the Conduct,<br />
Administration Among the priorities and Management <strong>of</strong> the <strong>of</strong><br />
Assessment De<strong>part</strong>ment in for respect the Senior to<br />
Certificate� examinations and assessment are<br />
Among the following:� the priorities <strong>of</strong> the<br />
De<strong>part</strong>ment in respect to<br />
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examinations and assessment are �<br />
the following:� �<br />
5 Year ECDoE Strategic Plan for 2005-06 to 2009-10. 21 F (2).doc Page 47<br />
5 Year ECDoE Strategic Plan for 2005-06 2005/06 to 2009-10. 2009/10 March 21 F (2).doc 2006 Page 49 47<br />
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OVERVIEW OF CHALLENGES<br />
AND CONSTRAINTS