part a: strategic overview - Department of Education

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Graph 10: Percentage Over-Aged Learners in Public Primary and Secondary Schools 70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00% Percentage of Over Aged learners in Public Schools 2001 2002 2003 2004 Primary 47.57% 46.05% 43.46% 41.82% Secondary 58% 58% 57% 56% Graph 11: Percentage Learners in Grade 12 who are 18 Years Old or Younger 61% 60% 59% 58% 57% 56% 55% 54% 53% Percentage of Grade 12 Learners that are Over-Age 2000 2001 2002 2003 2004 13.9.5 Learner Educator Ratio 5 Year ECDoE Strategic Plan for 2005-06 2005/06 to 2009-10. 2009/10 March 21 F (4)Page 2006 77 Page 81 Primary Secondary The Learner-Educator Ratio (LER) for the entire public education system for Eastern Cape has for the last five years shown a downward trend. This system ratio includes all the state-paid educators from all the institutions and offices. The institutional ratio that is at 34,6:1 shows a similar trend to the system ratio. The institution ratio is the ratio of all learners in the public institutions (ordinary, LSEN, ABET and FET institutions) divided by the number of state-paid educators.
Table 26 mirrors provincial aggregate values for Learner-Educator Ratios according to combined, primary and secondary schools. It is clear that all the LER are below one educator for 40 learners, sustaining the compliance with the South African Schools Act, which stipulates 40:1 for primary and 35:1 for secondary schools. Because these are provincial aggregates it does not mean that there are no individual institutions for which the LER is above 40. As Table 26 indicates the Learner Educator Ratio (LER) for 2004 was 33.99 considering state-paid educators in public schools. Comparing the LER with those of 2003, viz. 32.42% and 33.99%, it is observed that for the state-paid educator situation there is a marginal improvement whilst for all educators (both state- and privately paid) the situation worsened. Many of these schools are primary schools and more than 83% are from the former DET schools. This is an unusual phenomenon as the Post Provisioning Model is based on the equal distribution of educator posts, thus all schools should have an LER lower than 40:1. This may be due to incorrect reporting from schools in the survey forms, or as a result of ambiguity in questions in the survey form. The main contributing factor is that as a result of the survey being conducted on the 10 th school day, many schools experienced an influx of learners that was not anticipated in the previous year, resulting in higher numbers of learners. Table 26: Learner : Educator Ratio by Level Level 1999 2000 2001 2002 2003 2004 2005 Combined School 39.22 38.39 37.69 34.09 34.58 36.18 36.90 Primary School 34.98 35.16 33.22 31.41 32.22 33.83 32.70 Secondary School 30.06 30.86 30.88 27.96 28.19 29.62 31.40 Public Ordinary 35.76 35.66 34.78 31.88 32.42 33.99 34.45 Tables 27 and 28, illustrate the LER of public ordinary schools by its former department and by quintiles, i.e. its placement on the resource targeting list for school funding that uses a poverty index to rank schools. Table 46 shows that LERs for four ex-Departments and it range from 35.99 to 27.24 (excluding SGB paid educators) in 2004. The LER for ECDE’s new schools reflects continuing improvement from 1999 for both inclusion and exclusion of SGB paid educators. For the whole province LER have improved and stabilized in the last 5 years as the table shows. The slight increase in the LER in 2004 can be contributed to the current moratorium on the appointment of any new staff in the system. Although the ECDE has the biggest percentage of poor people in the country, it had the best LER after the implementation of the 2004 Post Provisioning. The freezing of any appointments meant that due to natural attrition of educators, the LER would slightly increase as educators leave the system. Table 27: Learner - Educator Ratio by ex-Department (Public Ordinary Schools) Ex-Dept 1999 2000 2001 2002 2003 2004 2005 Ciskei 29.41 29.17 26.88 27.51 26.31 27.24 29.78 Transkei 38.29 38.14 36.63 35.04 33.71 35.67 38.04 HOR 28.62 34.02 30.17 33.13 33.79 33.21 36.49 CED 28.04 33.75 30.78 32.99 33.38 33.33 37.78 New 43.24 38.90 34.03 33.16 34.18 35.99 38.43 Total 33.52 34.79 31.698 32.36 32.27 33.08 36.67 5 Year ECDoE Strategic Plan for 2005/06 to 2009/10. March 2006 Page 82 5 Year ECDoE Strategic Plan for 2005-06 to 2009-10. 21 F (4)Page 78 part C: background information
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FOREWORD BY THE MEMBER OF THE EXECU
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FOREWORD BY THE MEMBER OF THE EXECU
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List of Tables Table 1: Strategic G
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ACRONYMS ABET Adult Basic Education
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e a s t e r n c a p e d e p a r t m
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Gradually, this strategy refocuses
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6. SECTORAL SITUATION ANALYSIS 6.1
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� Key national policy frameworks
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� Public administration must be b
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8.1.4 The Transformation Agenda of
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No Strategic Goal Rationale and Foc
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NUMBER AND IDENTIFICATION OF GOALS
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Strategic Objective 6: HIV and AIDS
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� Monthly Reports� � Quarterl
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e a s t e r n c a p e d e p a r t m
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Table 5: Programmes and Sub-Program
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STRATEGIC GOALS AND OBJECTIVES PROG
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STRATEGIC GOALS AND OBJECTIVES 5.6
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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 and 58: SUB-PROGRAMME: SUB-PROGRAMME: - Pur
Page 59 and 60: SUB-PROGRAMME: SUB-PROGRAMME: - Pur
Page 63 and 64: e a s t e r n c a p e d e p a r t m
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: 13.9.4 Over-aged Learners Several o
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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