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4 th Sept 2014 The Five Year 10 Pillar Education Programme Presentation for the MEC’s Consultative Meetings.

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Presentation on theme: "4 th Sept 2014 The Five Year 10 Pillar Education Programme Presentation for the MEC’s Consultative Meetings."— Presentation transcript:

1 4 th Sept 2014 The Five Year 10 Pillar Education Programme Presentation for the MEC’s Consultative Meetings

2 The Consultation Cycle Gauteng Executive Committee (Cabinet) The Ruling Party Gauteng Caucus Legislature Teacher Unions Learner Formations Non Governmental Organizations and Faith Based Org. Opposition Parties National Minister National Minister and MEC’s GDE Management and Staff School Principals School Governing Bodies School Governing Body Associations Society

3 Our Vision Ensuring every learner does well at school and leaves our institutions with the knowledge, skills and qualifications that will give them the best chance of success in adult life. Our Mission To ensure quality learning and teaching take place in the classroom every day 3

4 Situational Analysis

5 Growth in Enrolment: Public Schools - Gr 1 to 12 5

6 Size and Shape – Number of Learners 6

7 Size and Shape – Number of Educators 7

8 Overall Grade 12 Pass rate: Provincial and National Grade 12 pass rates 8

9 Performance by Quality of Pass - Bachelors learners passing with Bachelors than in learners passing with Diplomas than in

10 Schools by Performance –

11 Overall District Performance – Average Achievement 11

12 Performance by Fee Paying and No Fee Schools (1) 12

13 Performance of SSIP Schools: 2009 and

14 Learner Performance - Grade 3 Grade 3 learners achieved a pass percentage of 55% in literacy, exceeding the annual target of 46% and 59% in mathematics exceeding the annual target of 57%. There was an increase in literacy from 2011 to 2012 but a slight decrease was noted in However, in numeracy a constant increase was observed. 14

15 Learner Performance - Grade 6 Grade 6, learners achieved a pass percentage of 61% for Home Language and 52% for First Additional Language this exceeds the annual target of 51% 45% for Mathematics which exceeds the national average of 40%. In 2013, an increase is clearly evident in Eng FAL, Home Lang as well as in Mathematics when compared to

16 Learner Performance - Grade 9 Grade 9 learners achieved a pass percentage of 44% for Home Language and 40% for First Additional Language. Mathematics is a focal point for the coming academic year as learners achieved a pass percentage of 15%. A decrease in language is evident and an increase in Mathematics although the score for maths is extremely low. However, the Gauteng Average is higher than National Average. 16

17 Learner Performance – Improvement in TIMSS 17

18 School Support No-fee Schools – The Department successfully increased the number of no-fee schools to 1310 schools, supporting learners. NSNP – The Department successfully extended the NSNP to all no-fee schools in the province. – The Department provided nutrition to a total of learners. Scholar Transport – The Department provides scholar transport to learners in the province. School Safety – Through the ESSP, 5887 patrollers were appointed at schools. – A total of schools have been linked to Police Stations across the province. – Safety Committees have been established in all schools. 18

19 Skills Development Public Sector Training – The Department has, since 2009, trained a total of public servants across all Gauteng Provincial Government (GPG) departments. Learnerships and Internships – 8133 learners benefitted from workplace experience facilitated by the Department. – In 2012 and 2013, community members and unemployed youth were employed as patrollers in schools – unemployed youth, that had completed matric, were provided with employment opportunities to assist learners with homework and sports, arts and culture afterschool activities. – unemployed youth applications have been scanned and captured on the database. Bursaries and Career Guidance – Bursaries: bursaries have been issued to learners from no-fee schools. – Career Guidance: Since 2009 career guidance programmes was provided to more than learners. 19

20 KEY CHALLENGES Rapid urbanisation – sporadic growth Expansion in infrastructure – demand for classroom space, laboratories, ICT infrastructure and administrative blocks at schools. Improve quality learning outcome – Language, mathematics and science for teaching and learning – Introduction of African languages in schools Key budget shortfalls – Personnel – LTSM for universal access (including ICT in schools) – School funding for municipal services – School Sport, Arts and Culture activities – School Health – Quality improvement programmes into the District Model. – Scholar Transport 20

21 Overview of the Vision and Plan

22 Game-changers (1) Improving performance of township schools – Improving quality of education – Grade 12 passrate 90%, increase bachelor passes and improve ANA performance (75% of learners achieving the required performance) – Improve performance in mathematics and science - 75% – Mainstreaming of SSIP and GPLMS – Expand Grade R and strengthen ECD Services ICT – Building the Classroom of the Future – Connectivity in each classroom, create an information hub, ensure infrastructure, equipment and support to schools. – Smart classrooms with access to computers and broadband internet Improve basic infrastructure making schools clean and safe – Pilot the 21 Schools Model – improve performance, schools of the future and development and support to schools (Model C ) to compete with the Best Independent (private) schools. Provide to ensure a non-racial education system – Twinning and acquisitions of schools so that all learners irrespective of their background can share resources and experiences. 22

23 Game-changers (2) Strengthen educator recruitment and provisioning Intensify and promote skills for the economy – Manufacturing and related skills – Business and Financial Related Skills – Engineering Skills – Creative Industry and related skills Bridge between formal education/training and the work place - Response of education to incubate skills: – Investment in maths and science and related fields of study – Improve the quality of passes in all phases – Bursaries to deserving learners – Eradicate illiteracy through AET – Synergy between the Province and FET/HEI through GCRA – Investment in Technical High Schools – Massified career counselling and education intervention – Greater partnership between the education sector and industry to build skills required for the economy 23

24 2014 – 19 Education Plan for Gauteng

25 Key Principles Strategic Thrust – Integrity, Honesty and Trust – Activist Department – Ensuring High Standard Service Delivery Mandate: – NDP – G2055 – ANC Manifesto – Service Delivery Model/ Delivery Agreement, Education Action Plan 25

26 1. Government’s Planning Framework How the sector plan relates to other plans (and reports): Sector plan Action Plan to 2019: Towards the realisation of Schooling 2030 Medium Term Strategic Framework NATIONAL DEVELOPMENT PLAN DBE and PED five-year strategic plans DBE and PED annual performance plans Periodic reports on progress in the sector (see e.g and 2013 reports on DBE website) DBE and PED annual reports Presidency Independent analysis conducted by DBE Key documents which should become more credible PED quarterly sector reports Processes and formats for these still not sufficiently clear

27 2. The NDP Expanded access to ECD Provide inclusive education: all children with disabilities have access to quality education Encourage sports and physical education Revitalise arts and culture in schools Learners’ home language should be used as a medium of instruction for a longer period 90% of learners in grades 3, 6 and 9 must achieve 50% or more in the ANA Increase the number of enrolments in Maths and Science learners being eligible for a Bachelors programme with Maths and Science

28 2. The NDP… Introduce performance contracts for principals and deputy principals Change the pay structure of teachers Deployment of teachers to teach where they are needed Teacher development: Expose teachers to the use of technology in their training Placement of Funza Lushaka graduates Eradicating inappropriate infrastructure Tracking of learner performance through ANA Keeping curriculum changes to a minimum Support to School Governing Bodies Successful completion of grade 12 QLTC to be more focused

29 3. Mangaung Resolutions Accelerate the implementation of the ECD programme through: – Ensuring universal access for at least four (4) years of ECD; and Training of qualified teachers for Grade R Strengthen and implement policies and programmes on: – Eradication of drug abuse and alcohol in use; Sexuality education in schools; provision of Sexual and Reproductive Health Services and family planning for the youth; and reduction of Learner Pregnancy; drop-out rates, gangsterism, and vulnerability, including incidence of bullying Promote school sport; focus on indigenous and grassroots sport development; and ensure access to sport facilities by people with disabilities Continue mainstreaming disabled people in schools and establishing full services Development of an indigenous language policy Improving the performance of learners in Maths and Science

30 3. Mangaung… Increase the number of Grade 12 and University entrance passes Accelerate the uptake and usage of the ICT tools Review the remuneration and conditions of employment of education professionals Match teaching skills and competencies Develop post provisioning norms informed by socio-economic context and curricula needs Profile all educators on the basis of their qualification and experience Establish a stable system to avoid yearly movements of teachers Adopt a centralized approach in the procurement of LTSM Expand the capacity to print text books and workbooks and own their intellectual property Deal with school Infrastructure urgently and in an integrated manner

31 3. Mangaung… A rigorous monitoring and evaluation of performance in the education sector Assess and evaluate all teachers, principals and deputy principals Refine, improve and enhance IQMS Address both content knowledge and methodology when training teachers Teachers, principals and all officials in the system must be held accountable The funding model is endorsed with special emphasis on a bias toward poor communities Both government and unions to cooperate to stamp out ill-discipline Review of the matric pass requirements and the ANA results Review SGB’ policies and legislation to avoid exclusion Support must be provided to multi-grade schools Increase retention, progression, and completion rates in the sector Job Creation Initiatives

32 4. Manifesto 2014 Priorities We will work towards realising two years of compulsory pre-school education and strive for fuller integration of Grade R educators in the post and remuneration structure We will strengthen coordination between departments responsible for early childhood development, and the non-profit and private sectors. School safety programmes will be implemented to ensure learner well- being A phased-approach to the introduction of compulsory African languages in schools will be adopted We will continue to work towards the eradication of illiteracy through the Kha Ri Gude Mass Literacy programme We will introduce mobile devices like tablets into schools to distribute learning content Connect all schools through broadband by 2020

33 4. Manifesto… We will introduce mobile devices like tablets into schools to distribute learning content. We aim to ensure that every child has a textbook for every learning area, and that the retrieval of textbooks is improved 1000 new schools will be built to expand access to education We will provide interventions, through curriculum and assessment policies, to improve performance in our schools. We will continue our campaign to ensure good discipline and accountability in our schools Teacher development will receive ongoing attention We will maintain the upward trend in the Mathematics pass rate while improving the quality of those passes Access to an early learning stimulation programme before the foundation phase of formal schooling for a million families

34 5. Sector Plan In early 2014 Action Plan to 2019: Towards the realisation of Schooling 2030 was completed – (goals and targets kept the same or similar to those in the previous sector plan). Overall purpose of the plan: Take forward the goals and spirit of the NDP. Provide a coherent and evidence-based account of the challenges and opportunities facing the sector, aimed at all stakeholders. Provide strategic guidance, drawing from the NDP, to provincial and DBE planners, also non-government actors working with the sector. Provide evidence to South Africa and the world that we take the development of the country’s human resources seriously, that we know what it takes to build a prosperous and poverty-free future.

35 6. MTSF The MTSF is a strategic plan of national government for the 2014 – 2019 electoral term It reflects the actions outlined in the NDP, and key actions from other government plans, such as the New Growth Path (NGP), the Industrial Action Plan Policy (IPAP), and the National Infrastructure Plan. The MTSF is a plan which links the five year strategic plans of individual national and provincial departments, municipalities and public entities, and aims to achieve a clear line of sight between plans across all spheres. This five years’ focus will be built around the MTSF outputs

36 6. MTSF… The MTSF therefore includes measures to: -Improve capacity in government in key areas of weakness. -Strengthen coordination within government and to make sure that government policies and programmes are better aligned. -Strengthen performance management. -Improve implementation-level planning, including using the Malaysian Big Fast Results methodology.

37 7. MTSF: Performance Management The President will enter into new Performance Agreements with each Minister. These will contain the key indicators and targets from the MTSF relevant to each Minister. The same indictors and targets will be put into the performance agreements of DGs and senior officials. Performance assessments of Ministers and senior officials will be based on the degree to which these targets have been achieved. The Minister and MECs will sign a Delivery Agreement for the sector.

38 6. MTSF Outputs in the next five years Output 1: Improved quality of teaching and learning through development, supply and effective utilisation of teachers. Output 2: Improved quality of teaching and learning through provision of adequate, quality infrastructure and Learning and Teaching Support Materials (LTSM). Output 3: Improving assessment for learning to ensure quality and efficiency in academic achievement Output 4: Expanded access to Early Childhood Development and improvement of the quality of Grade R, with support for pre-Grade R provision Output 5: Strengthening accountability and improving management at the school, community and district level. Output 6: Partnerships for education reform and improved quality.

39 GDE Strategic Drivers Pillar 1: Curriculum and Assessment Development Pillar 2: Teacher Provision and Support Pillar 3: Leadership and Management Pillar 4: Infrastructure Development and maintenance Pillar 5: Planning, finance and resourcing Pillar 6: ICT in Education Pillar 7: Social Cohesion Pillar 8: School functionality including community involvement Pillar 9: Skills Development Pillar 10: Access to quality Early Child Development (ECD) 39

40 Strategic Framework for Planning, finance and resources Curriculum and Assessment Development Teacher Provision and Support Leadership and Management School functionality including community involvement ICT in Education Make Schools Attractive Partnerships Social Cohesion Support from Parents Effective classroom Practice Learner Performance grades 3, 6, 9, 12 Improved Learner Attainment Infrastructure Development and maintenance Post Schooling Training and Education Access to quality Early Child Development (ECD) 40

41 Pillar 1: Curriculum and Assessment Development Core pillar and priority of the Department - Oversight and support in the delivery of curriculum in the classroom. The Department will consolidate the achievements made but ensure that there is consistency and progress. – Improve on learner performance in Grade 12 (90% pass rate) – Improve in all ANA scores – 75% of learners performing at the required level) – Improve performance in mathematics and science – Accountability sessions with school management Strengthened Subject Advisors to support schools. 41

42 Pillar 2: Teacher Provisioning and Support It’s to strengthen and solidify the direct support to teachers, by using coaches. Enhance Teacher Development – in realising the goals of the curriculum and improving learner attainment. Recruitment policy that ensures the Best Teachers are in Gauteng. We will make certain that teachers are in attendance. Take swift action against teachers who have been absent for a long time, for disciplinary issues, etc. – Create Permanent Labour Dispute Office. – 90 Day turnaround on all labour dispute matters. Personnel in excess will be resolved and cleared. Fill vacant posts, especially in Finance, HR and ICT. Appointment on merit – competence, trust and integrity. – Panel for Appointments – selection process and monitoring: monitor principal posts Appointment of all Deputy Director and Chief Education Specialist posts 42

43 Pillar 3: Leadership and Management Virtual Districts: The district office/support will be repositioned to give deepened support to school management: – Good District Management as districts are solely responsible for curriculum and core issues in support of schools. – The role of HR and Finance should be a central function enhanced by ICT Managers take responsibility of their functions in supporting schools – resources to schools are provided timeously. Work with integrity and honesty – in all aspects including recruitment, appointments, procurement. – Any unsavoury involvement in appointments needs to be confronted and action taken against the perpetrators. Statutory and policy compliance are non negotiable. 43

44 Pillar 4: Infrastructure Development Ensure that the Basics are available and functioning in all schools in Gauteng. – Functional Toilets - will ensure that all block toilets are cleared with immediate effect, – All schools have running water and electricity, – development and maintenance. A change of focus is required on how Infrastructure Development and Maintenance is rolled and prioritised, that includes the former Model C schools so that they can compete with successful Independent Schools but critically ensuring that all parents and learners have access to these schools. 21 Schools Model - Prove necessary resources and support: – 11 Dysfunctional Schools – in 9 focus areas are provided the support, resources and model to achieve high learner attainment – 6 Schools: Becoming the Model School of the Future – 6 Schools with high admission enrolment - that competes with and performs better than the top Independent Schools – These public schools in the suburbs with high application will be given the necessary resources to admit more learners and compete effectively. Model all new schools on this Smart Model School design. Prioritisation and addressing backlogs such as classrooms and laboratories. Norms and standards for infrastructure is implemented and monitored. 44 GDE Plan v4

45 Pillar 5: Planning, Finance and Resourcing The Department will reprioritise the NPNC budget and resourcing to schools to ensure that 80% of the budget and resourcing go to schools and 20% at office level. The department will ensure that it provides resources where it is needed. Information for planning and decision making - Data Systems responsiveness and sufficiently supportive of business processes, provisioning needs and planning. Strengthened the 30 Day payment process. 45

46 Pillar 6: ICT in Education Implement an ICT in Education Solution: 1.Connectivity – All schools have connectivity through State Infrastructure at the classroom level – all learners in the classroom have access to connectivity. 2.eLearning Solution – create a hub of information, – Content knowledge that will assist teachers in curriculum delivery – Learners have access to learning material, workbooks and other subject matter. 3.ICT Infrastructure and Equipment to schools, namely iPads/ Tablets/ Desktops that will be utilised by learners in the classroom. 4.Support of equipment/procurement will be done by a centralised procurement agency to ensure the smooth and efficient process of support to schools. 5.Teacher Development in the ICT sphere – Training of educators in the use of the equipment. 46

47 Pillar 7: Social Cohesion The need to ensure a non-racial education system, not two quasi systems. It is a fundamental driver that all learners have equal and fair access to any public school in the province – There will be twinning and acquisitions of schools so that all learners irrespective of their background can share resources and experiences. School Sports – Prioritise Soccer, Rugby, Cricket and Netball – however athletics and other sporting codes will still be given the necessary support. – Gauteng School Sports league – Agreement with municipalities to maintain playing fields. School Psych-Social Support – Introduce Medical Wednesdays at schools – social workers/nurses at schools to assist learners. – The HIV/AIDS Grant must respond to these challenges. – All learners in Q1-3 school have access to dignity packs. NSNP – explore the possibility of providing learners with Nutrition in non contact time feeding (weekend/school holidays) School Safety – introduce a Direct Line for emergency calls that will direct the Rapid Response Team to address emergency issues. 47

48 Pillar 8: School Functionality including community Involvement School Functionality will deal with stakeholders, especially SGBs and support from community. A proposal that every Executive Member to be linked (adopt) to a school for year. Strengthen the stakeholder and community involvement in education and their support to schools. Partnerships with various organisations and stakeholders to strengthen education in the province. 48

49 Pillar 9:Skills Development The Plan is to significantly upscale skills development in the province in partnership with the Gauteng Department of Economic Development, SETAs and the private sectors in line with the Gauteng Economic Development Strategy. This will be undertaken through: The Master Skills Plan, FET and AET Sectors and the technical high schools. The department will develop management and leadership competencies in the provincial government departments to ensure skilled public servants who are committed to public good and prioritise national development and therefore realising the Gauteng City Region, e.g. partnering with CELAP (China) to realise this. Delivering priority skills programmes, to respond to the skills needs of Government in Gauteng and the economy. Provide bursaries to the top learners from poor backgrounds and intensify career counselling through Life Orientation lessons. Ensure capacity and skills strengthened that adressed the skill needs of the economy 49

50 Pillar 10: Access to quality Early Child Development (ECD) The priority will focus on: All learners have access to Grade R. Increasing access to quality Grade R and work with the Department of Social Development to introduce Pre- Grade R Social Development to maintain and expand on Pre Grade R Improving the quality and effectiveness of Grade R and pre-Grade R practitioners. The Department will strive to ensure that ECD services within the province are effectively planned, managed and coordinated. 50

51 2014/15 MTEF Budget Priorities

52 Our Vision Ensuring every learner does well at school and leaves our institutions with the knowledge, skills and qualifications that will give them the best chance of success in adult life. Our Mission To ensure quality learning and teaching take place in the classroom every day 52

53 GDE Goals Current 2014/15 APP GoalsPillars Goal 1: Ensuring that Gauteng has effective schools and learning institutions Pillar 1: Curriculum and Assessment Pillar 2: Teacher provisioning and support Pillar 6: ICT in Education Pillar 10: Access to quality Early Child Development Goal 2: Ensuring that GDE Head and District Offices –provide relevant, coordinated and effective support. Pillar 3: Leadership and Management Pillar 4: Infrastructure Development and Maintenance Pillar 5: Planning Finance and Resourcing Pillar 7: Social Cohesion Goal 3: Enabling young people to make the transition from school to further education and/or work that provides further training opportunities. Pillar 9: Skills Development Goal 4: Strengthening partnerships with all stakeholders, resulting in education becoming a societal priority. Pillar 8: School functionality including community involvement

54 Key impacts to be achieved – 2014/15 Quality Basic Education – Improve quality of learning: Literacy and Numeracy (Grades 1-3) Language and Mathematics (Grade 4 -9) mathematics and science (Grades 10-12) Increase the number of passes in Grade 12 Increase the number of passes with Bachelors 54

55 Goal 1: Ensuring that Gauteng has effective schools and learning institutions. Gauteng Primary Language and Mathematics Strategy Grade R expansion Improving Literacy and Numeracy in the Foundation Phase Improving Language in the Intermediate Phase Improving Mathematics in the Intermediate Phase Improving Language in the Senior Phase Improving Mathematics in the Senior Phase Improve Mathematics and Science in the FET Phase Improve the Grade 12 pass rate Annual National Assessment Teacher Development o Pillar 1: Advocacy and support of Pre-Service Education and Training o Pillar 2: Teacher development through In- Service Education and Training o Pillar 3: Teacher Development through Communities of Practice (COP) o Pillar 4: Teacher development through Circuit Support Teams and Teacher Development Centres 55

56 Goal 2: GDE Head Office and Districts – Providing relevant, coordinated and effective support. Improving Nutrition Increasing access to schooling Improving the condition of learning Extra School Support Programme School Safety Programme School Sport Access to LTSM E-Learning The integrated strategy outlines GDE’s endeavours to upgrade its ICT capacity to: o Improve curriculum delivery in classrooms o Improve school management o Build teacher capacity to use ICT o Improve digital literacy and ICT skills in all school leavers o Embed a strong and integrated ICT System Inclusive Education o Early identification and support provisioning o Teacher and staff development o School Management and governance development o Stakeholder participation Improved school infrastructure 56

57 Goal 3: Enabling young people to make the transition from school to further education... The Master Skills Plan is covered as follows: Strengthen the Capacity of the Education System in Gauteng Develop targeted interventions for responding to the skills needs of Government in Gauteng. Enable the Economic Growth of the Province through education, training and skills development. Partner with sector organisations to respond to the skills needs and provide access to work experience 57

58 Goal 4: Strengthening partnerships with all stakeholders, resulting in education becoming a societal priority. The Quality Learning and Teaching Campaign (QLTC) o The Quality Learning and Teaching Campaign (QLTC) will continue to call on individuals and organisations to assume responsibility for improving the quality of education. SGB and RCL development o The Department will continue to support and develop elected SGBs and RCLs with the emphasis on improving management and leadership capacity in schools across the province. Extra School Support Programme o The Department is extending the Extra School Support Programme with the intention of maximizing learner participation, as well as access and development in sports, especially in codes that schools were not previously exposed to. 58

59 Gauteng’s Quality Education Improvement Programmes Four targeted intervention programmes: o Foundation phase o Senior primary phase o Transition from primary to secondary school o Senior secondary intervention programme Focus is on aligning the whole system to support these interventions and to ensure that we use our scarce resources in a targeted school based-approach that supports classroom practice. The interventions of the Department commits it to ensure that schools become centres of excellence through the building of a social compact for quality learning and to improve the quality of the public schooling system through training and skills development. This includes a strong focus on Early Childhood Development (ECD), creating universal access to Grade R, to improving learner performance through the promotion of SSIP, including Maths, Science, Technology and Languages (GPLMS) as well as improving human resources, increase skills development and closing the skills gap. 59

60 Pillars underpinning delivery of quality education Improving Teaching – We must make the teacher the focus of sustainable education change. Improving Resources – We must focus on the role of resources in improving the quality of learning. Improving Learner Achievement – We must focus on Learners and by implementing a sustainable strategy for improving Learner Achievement. Improving Curriculum and School Management through building the capacity of the system, schools, districts and head office, to ensure the learning if effectively managed to ensure quality learning takes place optimally. Standardised testing for grades 3, 6, 9 so that we are all clear of the standard and how we are doing Parental support to assist with homework 60

61 The Gauteng Primary Language and Mathematics Strategy o The Gauteng Primary Language and Mathematics Strategy trains teachers to improve their delivery in the classrooms. Schools are provided with graded readers, workbooks and phonic programmes. Teachers also receive on-site support from coaches and mentors. Provide library services and library books to the underperforming schools in support of the strategies. The Secondary School Improvement Programme o The SSIP programmes provides Grade 10, 11 and 12 learners in underperforming schools with supplementary tuition in ten subjects. over Saturdays and Holidays. We support Grade 10,11 and 12 learners in priority secondary schools. In addition, we are providing teachers from these underperforming schools with in-service training in subject areas where learners perform poorly. The SSIP programme also incorporates the Maths, Science and Technology Strategy which is designed to improve learner performance in MST subjects across all phases, especially in the FET phase. Grade R Strategy o The Strategy is a major breakthrough in improving the health, well-being and life opportunities of the children of our province. This strategy will ensure well targeted interventions to address social inequality that will give poorest children a better start in life. This will ensure that Grade R programmes benefit all children Strategies to support quality education 61

62 School Safety Strategy o We have put into place preventative programmes to ensure that all school are safe and conducive for learning. The programmes focuses on standardising school policies and procedures for dealing with threats, installation of adequate fencing and preventative programmes dealing with bullying and substance abuse. In collaboration with other security agencies,we are closing illegal sheebeen near schools and undertaking search and seizure programmes in schools to control for weapons and drugs. Teacher Development o The strategy addresses the need to leverage Teacher development to effect qualitative improvements in MST, Literacy, School Safety, Inclusion and Grade R whilst not detracting from long range policy obligations such as IQMS, PMDS and the WSP. Parental and Community Support o Creating a supportive environment at home through the Parent/family support programme in underperforming primary and secondary schools. We are increasing after-school support for learning through the Extra School Support Programme in the underperforming primary schools. The aim is to create a supporting the holistic development of children through the by involving learners across the province with emphasis on highly depressed communities. Strategies to support interventions 62

63 Educational Priorities and Improvement Programmes 63

64 Overview of the Education Sector

65 Budget Summary The projected spending on the total education budget in the last financial year was R29.2 billion, and this has increased to R32.8 billion for the 2014/15 financial year. The education budget is projected to grow at a real average rate of 8.6 percent between 2014/15 and 2016/17. By the end of the 2014/15 MTEF, the education budget is projected to increase to R37.4 billion. 65

66 Growth in Budget The graph shows an over-all analysis of the precise flow of educational Budget from 2010/11 to 2016/17 providing a comparative overview of the expansion of education expenditure over a series of 7 years.

67 Overview of 2014/15 Budget and MTEF Estimates 67

68 Budget by programmes 2014/15 68

69 Budget by Economic Classification 2014/15 69

70 Overview of 2014/15 Budget and MTEF Estimates The projected spending on the total education budget in the last financial year was R29.2 billion, and this has increased to R32.8 billion for the 2014/15 financial year. The education budget is projected to grow at a real average rate of 8.6 percent between 2014/15 and 2016/17. The Department’s total allocated budget for the 2014/15 financial year amounts to R32.8 billion. The budget grew by 12.2 percent from a main appropriation of R29.2 billion in 2013/14; the percentage growth translates to a nominal rand value increase of R3.5 billion. A large portion of the recurrent expenditure is committed to employee compensation which amounts to R24.7 billion, an increase of 11.9 percent in payments for compensation. Transfers and subsidies to schools and other educational institutions amount to R3.7 billion whereas payments for capital assets increased from R1 billion in 2013/14 to R1.5 billion in 2014/15. Expenditure on goods and services decreased by 6.4 percent and still remains the second largest classification in the total allocated budget. The decrease in goods and services translates to a rand value of R199 million, from R3.1 billion to R2.9 billion.

71 Conditional Grants - Budgets 71

72 Conditional Grant Budget as part of the Budget 72

73 Personnel Expenditure - Including Conditional Grants 73

74 Personnel Expenditure - Excluding Conditional Grants 74

75 DETAIL PROGRAMME BUDGET

76 Programme 1: Administration Key outputs and activities Strategic and Operational Planning Facilitate the macro education planning; Monitoring and Evaluation of the 2009 – 2014 Plans and Performance Reviews; Evaluate the Quality of Education and Service Delivery; Provide decision support to the Executive Management; Knowledge Management Financial Management Ensuring expenditure according to plan and cash flow requirements; Monitoring programme spending; ensuring Transfers are made timeously to schools; Monitoring Conditional Grant expenditure; Improve on procurement practices and ensuring timeous payment periods; Increase business that are owned by females, youth and people with disabilities. Human Resource Management Teacher development in the province across all 12 grades; GPG Leadership Training and Development; Managing Human Resource matters; Legal and labour Services; Transformation; Employee health and wellness; The district model and improved business processes. 76

77 Programme 1: Budget The Administration budget for the 2014/15 financial year amounts to R2.5 billion. Compensation of employees amounts to R2 billion showing an increase of 4.1 percent. Goods and Services is the second largest item under current payments. The 2014/15 allocation indicates an increase of 2.3 percent, a growth of R9.8 million. Payment for capital assets increased by R3.7 million. 77

78 Prog 1: Provincial Specific Indicators 78

79 Programme 1 Performance Measures 79

80 Programme 2: Public Ordinary School Education (1) Key outputs and activities Improving the quality of Education in the Foundation Phase The Department will improve the quality of education in the Foundation Phase (Grades 1 – 3) by improving learner performance in Literacy and Numeracy. The implementation of First Additional Language in the Foundation Phase in Grades 1 – 3 (with an English Focus) and the new content areas in Life Skills have implications which will improve the quality of learning in the Phase. Improving the quality of education in the Intermediate Phase The GPLMS strategy in the Intermediate Phase will focus on language and mathematics assessment, teaching and learning, learner support and management support. Additional focus will be placed on the assistance and support of language and mathematics. Improve the quality of education in the Senior Phase The Intersen Strategy and the Secondary School Improvement Programme are implemented in the Senior Phase to improve the quality of Language, Mathematics, Science and Technology. Both strategies will offer support to 439 priority schools, and this will include direct support to Grade 8 and 9 learners. 80

81 Programme 2: Public Ordinary School Education (2) Key outputs and activities Teacher Development The Gauteng Professional Teacher Development Strategy is the vehicle that the Gauteng Department of Education will use to respond to national and provincial teacher development initiatives aimed at qualitative improvements in Mathematics, Science and Technology, Literacy, School Safety, Inclusion, Grade R, as well as policy obligations such as the Integrated Quality Management System (IQMS) and Continuing Professional Teacher Development (CPTD). Annual National Assessment The Department will administer the 2014 ANA common assessments to measure learner performance in Grades 3, 6 and 9. The assessments will establish baseline information on the implementation of the Department’s strategies focussing on the provision of LTSM; teacher development; teacher support; assessments and extra school support programmes. The ANA results will also be used as benchmark to measure and track learner attainment in Grades 3, 6 and 9. Secondary School Improvement Programme (SSIP) The Secondary School Improvement Programme will include Grade 8-12 learners from 385 schools. The programme will focus on assessment as a core element in Mathematics, Life Science, Physical Science, Accounting, Geography, Economics, Mathematical Literacy, History, Business Studies and English FAL. The SSIP programme will also offer direct support to teachers by restarting of the Teacher Training & Support Programme and Expanded use of Broadcast Technology. 81

82 Programme 2: Public Ordinary School Education (3) Key outputs and activities Education Support Services o Improving Nutrition The Department will continue to provide a hot nutritious meal to all learners in no-fee primary and secondary schools. o Increasing access to schooling To increase access to schooling the Department will expand its no-fee schools policy with an allocated budget that will increase to more than a R1 billion for the 2014/15 financial year. The Department will continue to provide scholar transport to 66,000 learners transporting them to 360 schools across the province. Improving the condition of learning The Department’s infrastructure programme will focus on school maintenance, building of schools and the provision of mobile classrooms in high pressured areas. 82

83 Programme 2: Public Ordinary School Education (4) Key outputs and activities Extra School Support Programme The Extra School Support Programme (ESSP) will provide Grade 1-7 learners in no-fee schools with after-school support for homework and school sports beyond normal contact time. School Safety Programme The Department has identified 270 High Risk schools as priority schools for the 2014/15 financial year. Any type of intervention considered for schools should first be directed to these schools before others are included. The school safety programme will employ patrollers in all public schools to ensure the safety of the school environment. School Sport School sport, arts and culture will continue in no-fee primary schools as part of the Extra School Support Programme (ESSP). The Department will be responsible for scheduling the employment of sport coordinators and the Department of Sports, Arts, Recreation and Culture (DSARC) will be responsible for the equipment, training and competitive sporting events. 83

84 Programme 2: Budget Spending on public ordinary school education grew from R20.3 billion to R22.9 billion in 2014/15 representing an increase of 12.4 percent. Compensation for the employment budget grew from R17.4 billion in 2013/14 to R19.4 billion in 2014/15, a 11.7 percent growth rate which amounts to R2 billion. Goods and Services expenditure indicates a significant increase of 11.7 percent which translates to an increase of R151 million for the 2014/15 financial year. Transfers to institutions for the 2014/15 financial year have increased with 23.7 percent. 84

85 Prog 2: Provincial Specific Indicators (1)

86 Prog 2: Provincial Specific Indicators (2)

87 Programme 2 Performance Measures 87

88 Programme 3: Independent School Subsidies Key outputs and activities The Independent School Strategy encompasses the following broad outcomes: To ensure that all independent schools and home education learners are registered and comply with legislation. To ensure that schools that qualify for subsidy receive it in good time. To monitor and evaluate all independent schools. In achieving the broad outcomes of the programme the Department will: Increase its inspection, audit and oversight capacity to ensure that all subsidised schools use state funds to achieve the educational outcomes set out in the curriculum framework. Monitor the compliance of all independent schools to the conditions of registration. Enforce the regulation of all relocations to new sites by owners of independent schools. Process all new applications for registration in good time. Train all independent schools on CAPS and the writing of the 2014 ANA. Train and support independent schools with the implementation of the Assessment Policy Statements and the writing of ANA where required. 88

89 Programme 3: Budget Subsidies to independent schools will increase with R24 million from R490 million in 2013/14 to R514 million in 2014/15 indicating a percentage increase of 4.9 percent. The subsidies to independent schools are directly linked to increased expenditure in Programme 2 as the policy is hard-normed, i.e. the budget of independent schools is directly derived from the per capita expenditure of public ordinary schools. 89

90 Programme 3 Performance Measures 90

91 Programme 4: Public Special School Education Inclusive education is based on the principles of human rights and social justice for all learners; participation, social integration and redress; equal and equitable access to education; community responsiveness and cost effectiveness. The Gauteng Strategy for Early Identification and Support Provisioning to Learners experiencing barriers to learning will endeavour to achieve the following outputs: o Screening of learners to identify barriers to learning and development o Identify learners in need of individualised learning support programmes o Identifying learners in need of alternative placement & find appropriate placement o Implementation of individualised learning programmes and review of progress o General governance and management of schools in terms of inclusion o Partnerships with stakeholders 91

92 Programme 4: Budget The budget for special school education grew by R205 million from R1.6 billion in 2013/14 to R1.8 billion in 2014/15, a percentage increase of 12.7 percent. The increase in employee compensation amounts to 15.1 percent from the 2013/14 budget to the 2014/15 financial year. The budget for goods and services shows a significant decrease of 61.9 percent from R41.2 million in 2013/14 to R15.7 million in 2014/15. The budget for transfer payments increased from R275 million in 2013/14 to R310 million in 2014/15; this increase amounts to R35 million. The Department has allocated R34.5 million for the expansion of Special Schools which includes the resourcing of 45 Full Service Schools over the 2014/15 MTEF. A further R1.7 million has been allocated to teacher development to improve the performance of educators. 92

93 Prog 4: Provincial Specific Indicators 93

94 Programme 4 Performance Measures 94

95 Programme 5: Further Education and Training The budget for this programme is allocated to the Department through a Conditional Grant regulated by the Division of Revenue Act (2014). The Department will conduct quarterly meetings with FET Colleges to track progress on expenditure against targets and to ensure financial accountability and good governance. The element of dealing with learning barriers at FET Colleges will form part of the teacher development strategy. The Department will enrolment an additional 2000 learners from no-fee and LSEN schools for NC (V) level 2 courses. Admission to the NC(V) level 2 programme has been opened to learners who have passed Grade 9 and are interested in technical skills careers. Career counselling offered at Grade 8 and 9 will ensure that learners are aware of career choices available to them in FET Colleges. The Department will ensure improvement in the delivery of targets and improvement of the certification rate to more than 53% at all levels of the NC (V) course and further improve the placement rate of learnerships, apprenticeships and NC(V) students into workplace experience programmes in order to meet the demands of the labour market. The Department will ensure that students who benefitted from government bursaries participate in community projects to contribute to their communities and gain work experience. 95

96 Programme 5: Budget The budget for FET comes as a Conditional Grant and is utilised for compensation of employees and goods and services. The total budget for the 2014/15 financial year amounts to R725 million. The budget for compensation increased from R671 million in 2013/14 to R723 million in 2014/15; 99.6 percent of the budget will be allocated for compensation and 0.3 percent to transfers and subsidies, and goods and services. 96

97 Programme 5 Performance Measures 97

98 Programme 6: Adult Basic Education and Training The Department will intensify partnerships with FET Colleges and SETAs so as to continuously improve the quality of programmes and encourage alignment and complementarities between AET programmes and competency based training. The Department is preparing itself to register more public and private AET sites in 2014/15, this is informed by the number of students who are interested in skills courses. Support to AET centres will also be rendered through infrastructure renovations which may even lead to the provision of mobile classrooms in areas where the demand exceeds capacity, especially towards the implementation of the ICT strategy. The registration of more accredited skills courses in partnership with the MARSETA for engineering courses and the Health and Welfare SETA for related courses will be continued based on the demand for those courses and availability of suitable teachers; this is important for up-skilling of the youth and increasing youth employment. The Department will continue to provide support for matric re-writes and NSC repeaters to assist learners who experience a break in their studies but wish to complete their certificates. As part of the teacher development strategy in 2014, the Department will continue to provide financial support to AET educators who have a qualification below REQV 13 to complete their qualifications with UNISA over a period of five years. 98

99 Programme 6: Budget Adult Basic Education and Training has been allocated a budget of R403 million for the 2014/15 financial year. The budget increased by 3.7 percent which translates to a value of R14.4 million. Compensation for employees increased by 3.8 percent from 2013/14 to 2014/15. Goods and services indicate a slight increase of R499 thousand from R20.1 million in 2013/14 to R20.6 million in 2014/15. 99

100 Programme 6 Performance Measures 100

101 Programme 7: Early Childhood Development The Department will focus on the expansion of Grade R by increasing the number of Grade R learners in both public schools and private sites to meet targets set in The Department will provide new registered Grade R sites with additional classrooms and LTSM for Start-Up Kits. To improve the quality of learning in the classroom, overall support will be provided to practitioners, training and develop them in the use of LTSM linking teaching material with CAPS learning outcomes and assessment standards. In terms of the early identification process Grade R learners with learning difficulties will be identified, such as, dyslexia and psycho-motor disorders and those that need simple assistive devices. There will also be a drive to increase the number of girl learners in Grade R. 101

102 Programme 7: Budget The Early Childhood Development budget increased by 15.5 percent which translates to an increase of R98.3 million for the 2014/15 financial year. The budget increased from R635 million in 2013/14 to R733 million in 2014/15. The compensation budget increased from R203 million to R237 million in 2014/15, an increase of 16.6 percent which amounts to R33.8 million. Goods and services increased from R269 million in 2013/14 to R315 million in 2014/

103 Prog 7: Provincial Specific Indicators 103

104 Programme 7 Performance Measures 104

105 Programme 8: Infrastructure Development Key outputs and activities The increased infrastructure budget will enable the Department to complete current programmes and to embark on the initiation of a number of new projects. The programme includes the following: o Provision of new infrastructure which includes new schools and the completion of residential facilities for learners in rural areas; o Additions to and upgrading of existing infrastructure including the provision of new steel palisade fencing to enhance security at schools as well as classrooms using alternative construction methods for Grade R and ordinary classrooms; o Major rehabilitation as well as minor repairs and renovations of existing infrastructure; o Maintenance to ensure functionality, a safe and healthy environment and preservation of fixed assets. A much bigger financial investment in infrastructure is required to make a tangible impact on backlogs with regard to the provision of new infrastructure and especially the rehabilitation and preservation of the Department’s massive infrastructure portfolio. An amount of approximately R2 billion has been set aside over the 2014/15 to 2016/17 MTEF period for the construction of 91 new schools and the rehabilitation of 273 existing schools through a Design and Build programme in collaboration with GDID and the Gauteng Fund Agency (GFA). 105

106 Programme 8: Budget Infrastructure Development received a budget of R1.6 billion for the 2014/15 financial year. The budget increased with R427 million, an increase of 33.9 percent. Goods and services decreased by R48.7 million from R301 million in 2013/14 to R252 million in 2014/15. Payment for capital assets, which includes buildings and other fixed assets, increased by 49.7 percent which translates to an amount of R476 million. 106

107 Prog 8: Provincial Specific Indicators 107

108 Programme 8 Performance Measures 108

109 Prog 8: Infrastructure Programme Budget 2014/15 In the current financial year, the new infrastructure budgets increased significantly as well as over the 2014 MTEF for the provision of new schools in various areas in the province. The rehabilitation and refurbishment budgets have been steady in the previous three financial years with a decline in the current financial year to a budget of R282 million but increases to R540.3 million in 2014/15 financial year, then decrease to R449.9 million in 2015/16 financial year. 109

110 Programme 9: Auxiliary and Associated Services Key outputs and activities Grade 12 Examinations o The Department will improve the examinations IT system to ensure the correct upload of registration information for GET ANA and NSC full-time candidates as well as capturing online Grade 9 AET level 4, Part-time Senior Certificate and Part-time/repeater NSC candidates on the system. o The Department will train chief invigilators. Internal and external moderation systems will be improved on a continuous basis so that final matric results are not delayed. o Learners with disabilities will be provided with material in Braille and special concessions will be made for examinations. o Security, storage and transportation of question papers will be managed against strict rules and regulations. Master Skills Plan o Strengthen the Capacity of the Education System in Gauteng o Develop targeted interventions for responding to the skills needs of Government in Gauteng. o Enable the Economic Growth of the Province through education, training and skills development o Partner with sector organisations to respond to the skills needs and provide access to work experience 110

111 Programme 9: Budget Auxiliary and Associated Services received an allocated budget of R1.5 billion showing a slight increase of 8.6 percent, R121 million in rand value. Compensation for employees indicates an average increase of 44.6 percent over the 2014 MTEF period. Goods and Services decreased from R753 million in 2013/14 to R420 million in 2014/15, a decrease of 44.2 percent. The 2013/14 budget for transfers and subsidies increased from R497 million to R734 million in 2014/15. This increase amounts to R236 million which translates to 47.6 percent. 111

112 Prog 9: Provincial Specific Indicators 112

113 Programme 9 Performance Measures 113

114 Thank You


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