STRATEGIC PLAN 2019-2024

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6.4 Education SDG Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all NDP Outcome 1: Quality basic education PDP: Strategic Objective 4.1: Early childhood development 4.2: Improved quality of primary and secondary education 4.3: Improved education and training for economic development Background: Even though in 2018 the EC had the greatest improvement of all provinces in terms of its matric pass rate which went up to 70.6 percent from 65.8 percent in 2017 29 , the state of the public education sector remains worrying. The deficiencies of the education and skills development system contribute to the falling share of the province in the national economy. The quality of teaching, in particular in maths and science, shortages and qualification deficits of teachers, as well as little access to computers and internet for research and learning remain a problem in many public schools. This is exacerbated in rural areas. In terms of infrastructure provision and basic service delivery to schools, the EC is lagging behind the other provinces. In May 2018 the EC had still 25 schools without proper sanitation, a large number had no access to electricity and there are still 205 schools that were built with inappropriate material 30 . Overall, the education levels in the province have improved over the past years. The number of people without any schooling decreased from 2007 to 2017 with an average annual rate of -3.81%, while the number of people within the ‘matric only’ category, increased from 596,000 to 858,000 31 . The province’s functional literacy rate increased on average 2.23% annually and stands at 77.63% in 2017 which is lower than the national total of 83.69% 32 . The drop-out and grade repetition rate between grade 10 in 2016 and grade 12 in 2018 was as high as 39.3% and puts the celebration of the official matric pass rate into question 33 . According to a community survey conducted in 2016 only 67.1 % of youth aged 16-17 had completed grade 9 or higher. 34.7 % of youth aged 20-24 have completed matric or gained a higher qualification 34 . Teenage pregnancy remains a strong challenge with 30.8 % of females aged 15-24 years having given birth to a child in 2016 35 . In 2017, 462 000 youth between 15-24 years in the EC were neither employed nor in education or training (NEET) 36 . In terms of access and quality of early childhood development (ECD) centres the province has realized that it strongly needs to improve its efforts. According to DSD, in 2018 only 6.2 % of 870 900 pre-schoolers attended ECD centres in the EC 37 . In deep rural areas access is very low and compliance with norms and standards on infrastructure remains an overall challenge 38 . The ECNGOC will advocate for and contribute to the professionalisation of ECD practitioners and the integration of the centres into the formal education system. Even though the province has established 6 new public special needs schools 39 , still much more needs to be done to improve the education opportunities for learners with special needs and the piloting of inclusive education. The ECNGOC will advocate for and contribute to strategic pilot interventions in this field. Overall, making progress on the implementation of the Education Transformation (seven point) Plan, with a focus on the school rationalisation process remains key and must be followed up by all stakeholders. Eastern Cape NGO Coalition – STRATEGIC PLAN 2019 - 2024 22
Identified results areas and interventions: Goal Anticipated result Planned Interventions All children have access to quality education starting from early childhood development and catering also for children with specials needs. • Civil society is enabled to use evidence-based advocacy on education issues. • School governing bodies contribute to improved monitoring and governance of schools. • Parents and guardians are better informed about education policies and service standards. • The early childhood development centres are professionalised and offer quality services. • Increase in special facilities and improved expertise of practitioners on serving learners with special needs. Strengthened information sharing, dialogue platforms and capacity building for member CBOs on education matters. Enable member CBOs to input into policy dialogues and advocate for access to quality education. Pilot training of local CBOs on participatory service delivery monitoring at schools and use of results for evidenced-based advocacy. Training of trainers of CBOs on capacity building of school governing bodies and awareness of communities on education policies and standards. Implement advocacy campaign for the professionalisation and improved regulation of ECD sector. Implement leadership training and thematic capacity building for CBOs working in the ECD sector. Advocate for and support initiatives on improved education services for learners with special needs including the promotion of inclusive education. Eastern Cape NGO Coalition – STRATEGIC PLAN 2019 - 2024 23
Page 1 and 2: EASTERN CAPE NGO COALITION STRATEGI
Page 4 and 5: CONTENTS 1. Introduction to the Eas
Page 6 and 7: 1.1.1 Promoting Active Citizenship
Page 8 and 9: 1.3 Theory of Change and main servi
Page 10 and 11: 1.5 Organisational Structure ECNGOC
Page 12 and 13: The following graphic illustrates t
Page 14 and 15: PLANNING IN VUCA ENVIRONMENT COMPLE
Page 16 and 17: a comparatively large public sector
Page 18 and 19: Staff members of the Secretariat of
Page 20 and 21: Eastern Cape NGO Coalition - STRATE
Page 22 and 23: Identified result areas and interve
Page 24 and 25: structures and capacity constraints
Page 28 and 29: 6.5 Health SDG Goal 3: Ensure healt
Page 30 and 31: 7 ORGANISATIONAL DEVELOPMENT PRIORI
Page 32 and 33: This abridged version of the strate
Page 34: 30. Business Day, Eastern Cape Scho

STRATEGIC PLAN 2019-2024

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