SECTION 5

SECTION 5 EVALUATION OF THE PROVINCES’ PREPAREDNESS
FOR THE IMPLEMENTATION OF TIRISANO

The Minister of Education in his Call to Action: Mobilising Citizens to Build a South African Education and Training System for the 21^st Century announced on 27 July 1999 nine priorities which form the basis for the Tirisano plan of action. The Department of Education developed an implementation plan for Tirisano using the nine priorities as the basis of the plan. The implementation plan has five core programmes. These are:

HIV/AIDS
School effectiveness and teacher professionalism
Literacy
Further education and training and higher education
Organisational effectiveness of the national and provincial departments of education.

The implementation plan identifies projects within each of the five core programmes. In turn provincial departments have developed their plans for the implementation of Tirisano. These are outlined below by each province.

5.1 Eastern Cape

The Eastern Cape Education Department (ECED) has initiated a planning process which responds to the national prioritising framework and the wider issues of the reform of the public service in general and budgeting and financial management in particular. The main thrust of department’s planning, especially plans covering the next eighteen months, is on taking radical steps to ensure the organisational effectiveness of the ECED. The department has identified this area as the key to effective delivery in all areas of implementation of Tirisano. The basic implementation strategy for rapidly improving school effectiveness involves a radical shift of service functions and budgeting away from head office and regions to completely restructured district offices. Major steps towards these goals include:

Elimination of Regional Offices: the six Regional Offices will be disestablished
The existing 41 District Offices will be disestablished :currently headed by District Managers at the level of a Chief Education Specialist
24 new District Offices will be established under District Directors.
Functions involving FMS, PERSAL and LOGIS will be devolved to districts to ensure rapid delivery, together with the necessary budget allocation and the development of planning and budgeting systems.
Head Office staff will be reduced by almost 50% in order to staff the new districts.
A new organogram will be implemented as part of restructuring, with the main focus on ensuring delivery by districts and schools.
A priority will be developing effective information and financial management systems, including an aggressive programme of training and staff development.

Table 5.1 below summarises the readiness of the ECED in respect of the above strategic thrust.

Table 5.1: Tirisano implementation plans and time frames

PROJECT/ ACTIVITY	IMPLEMENTATION STEP/S	TIME FRAME
INTEGRATED PLAN covering: Strategic Plan New organogram Service Delivery HR Plan	Each of the plans has been discussed in detail with stakeholders and are being finalised. The implementation plan for the strategic plan, which incorporates the other plans, is in the process of being drawn up.	Plan ready: 14^th March
IMPLEMENTATION PROJECT TEAM	A full-time team under a Chief Director is being established to manage and coordinate the implementation of the integrated plan.	Team established 1^st April 2000
ESTABLISHING THE NEW DISTRICT OFFICES	A team is currently selecting the buildings or sites for the new district offices. Negotiations are at an advanced stage to utilise USAID funds for the computer networking in the new districts.	Comprehensive report: 21 April 2000
REDEPLOYMENT OF MANAGERS IN KEY DIRECTORATES	We are taking drastic steps to boost performance in key areas such as finance and provisioning at Head Office and some Regional Offices.	Process completed by: 31 April2000
EDSU SURVEY OF CORPORATE NEEDS	Team of specialists from the UK and the Province will work for three months on a needs survey and will design improved systems.	Possibly : April – June 2000
COMMUNICATIONS AND PR OFFICE	A specialist will be seconded from a Technikon to establish an effective communication and PR office and systems.	21 March 2000

HIV AIDS:

Capacity-building workshops for master trainers in order to resuscitate the training of educators.
Capacity-building workshops for educators so that they are able to implement the HIV/AIDS and life skills programmes in schools.
Resourcing of schools with HIV/AIDS and life skills related materials.
Training for members of the School Governing Bodies (SGBs) enabling them to set up Health Committees in their schools.
Piloting of the HIV/AIDS and life skills programmes in primary schools.

LITERACY CAMPAIGN PLAN

PRIORITY: Targeting illiterate adults and youth in all the regions.

Strategic Objectives:

Mobilization and involvement of all government departments, NGOs, Business, Community-based organization, Churches, Teacher Organisations.
Establishment of District Advocacy and Mobilization Teams.
Revitalizing the Provincial ABET Advocacy Council for coordination of the literacy campaign.
Development of training programmes for educators and learners.
Encouragement of volunteerism.
Intensive learner recruitment and establishment of database for learners, educators and volunteers.
Liaison with Library Services to promote a reading culture among our learners.

Time frame: January 2000 - November 2004

Action:

Provincial Advocacy Task Team, ABET Advisory Council and District Mobilization

Outcomes:

Significant reduction of illiteracy, i.e.. 200 000 per annum.
Under participation of all stake providers.
Radio programmes and turning support material developed.
Increased number of trained educators.
Community ownership of the campaign.

HUMAN RESOURCE DEVELOPMENT PLAN

In addition to our internal Human Resource Plan in respect of capacity building, we are making use of EDSU capacity-building programmes and technical assistance.

Training for Managers:Misconduct
Personnel Leave Backlogs
Stock-taking Project:Books & Furniture Equipment
Computerised Control Systems:Logistics
Finance Project:Closure of Books
Revising the organisation and establishment
Survey of needs
Development of manual sheets

FINANCIAL READINESS IN RESPECT OF RESTRUCTURING (2000/2001):

As indicated above, the main implementation focus in the short to medium term will be establishing 24 district offices capable of ensuring school effectiveness. All budgeting and planning will take this goal into account. Table 5.2 outlines the roll-out costs.

Table 5.2: Outline of the roll-out costs for implementing Tirisano in the medium term

Item	Cost (R million)
Transfer costs and legal contingency	20
Implementation Team	1,5
Establishing New District Offices (Administration and Logistics)	2,5
Training	5
IT and Information Systems	15
Renovations	10
Total	54

Conditional and donor funds will be used to supplement provision from the main vote.

FET PROGRESS REPORT

Stakeholder conferences have been convened to advocate the new FET strategy and to set up structures to facilitate the implementation of the strategy. The NBI College Collaboration Fund has been launched and their plan has been rolled out. A task group has been established to facilitate the conceptualisation and implementation of the provincial plan. A process of establishing Provincial FET Board has been started.

5.2 Free State

HIV/AIDS

The Free State Education HIV/AIDS business plan has been completed and submitted for approval and implementation. The business plan outlines activities to be completed in the period January – March 2000. The pre-implementation phase and the implementation phase of the business plan are outlined in Table 5.3.

Table 5.3: Outline of the pre-implementation phase of the business plan

Objectives	Activities	Responsibility	Time-frame
Advocacy: Support and commitment from senior management	One day information and motivational workshop to include Outline of learning programme Policy development and legal issues Management of employees who are HIV/AIDS positive Motivation Stress management		April 2000
2. Information sessions with all employees from identified groups	Information sessions with identified target groups Nomination of master trainers by peer co-workers (2 workshops x 20 employees) Information supervisors of nominees of training schedule Inform and brief nominees on the what, where and when		April 2000
3 . Baseline data collection	Base line surveys with nominated Master trainers Presentations of findings		May 2000
4. Training workshops	Training workshops Two workshops to run simultaneously 20 trainees per workshop – 40 master trainers Certificate ceremony		May 2000

Table 5.4: Outline of the implementation phase of the business plan

Objectives	Activities	Responsibility	Time frame
1. Implementation of the programme	Implement the programme by cascading the training to others in the workplace Regular meetings for Master Trainers Three follow-up workshops (afternoon sessions) to ensure sustainability of programme Follow-up baseline survey	Master Trainers Course leader Project Team Service provider	June 2000 onwards Monthly September 2000 to May 2001 September 2000
2. Strategic planning	Meetings to discuss recommendations, concerns and adaptations Organise next workshop	Partnership forum Service provider Project manager Service provider	June 2000
3. oversee process	Monitor all phases of the project Review finances and budget control Review experiences; meetings to evaluate and discuss lessons learnt	Partnership forum Service provider	Ongoing
4. Advocacy	Develop and implement a public relations and communications strategy to ensure support for the programme Conduct awareness campaigns – identify messages – organise special events		Ongoing

The MEC and the Head of Education represent the provincial department of education on the provincial Inter-Ministerial Committee on HIV/AIDS.

The department has developed tools that will be used for effective monitoring of the programme in order to provide support to schools. The emphasis of the project is on improving Grade 12 results in dysfunctional schools. These are schools with:

A pass rate below 40%
A tendency of decreasing pass rate over a period of three years
An unpredictable variation in performance.

The above criteria will be used to identify dysfunctional schools for each subject. The intention is to identify schools that need the most support. Detailed instructions on how to prioritise schools will be made available to all the districts to ensure that the identification of schools is done in a uniform manner.

The support will be given in the following manner:

Officials of the department will visit each dysfunctional school in January to ensure that each school has a subject file for each Grade 12 subject and to offer ongoing support and guidance in all Grade 12 subjects. The department will also arrange a quarterly programme with dates and venues of subject meetings, workshops and schools.

Progress will be monitored on a continuing basis to assess the support that the schools are receiving and commitment in attending meetings and workshops. All dysfunctional schools are required to submit progression reports fortnightly. All other schools are required to send progression reports once a term.

Further and Higher Education

The year 2000 is set aside as a preparatory phase for all institutions that are earmarked for the FET band. The National Business Initiative (NBI) has been given the responsibility to work out a document that will inform the transformation of all institutions into the FET band. Research in this regard is currently underway and a report is expected by June 2000. Thereafter there will be a round of discussions with stakeholders until the end of the year 2000. Implementation will commence in the year 2001.

National Integrated Training and Education Project

The upgrading of technological skill, to include materials (workshops and laboratories) and staff training for management and trainers in eleven Technical Colleges within the Free State. The implementation of the project will be over a three year period (2000 – 2003). The project will be financed by the Department of Education’s budget at R50 million per annum totaling R150 million over a period of three years.

Breaking the back of illiteracy among adults and youth in five years

The aims and objectives of ABET:

To raise the basic educational foundation for further education and training and employment.
For all those engaged in the sector, to recognise what has been achieved in order to enable them to make use of opportunities and expand their range of choices in the future.

YEAR PLAN FOR 2000.

ACTIVITY	KEY OBJECTIVES	IMPACT INDICATOR	TIME FRAME
CURRICULUM	Train educators in the development of Learning. Programmes, produce and refine new ones. Train educators in the development of Learning Support Materials Train ABET Educators in the teaching of Technology. To train all the incumbents in Curriculum 2005 approach.	All AE are able to develop their own Learning Programme All AE are competent enough to produce the LMS. Technology teaching educators are competent to teach this Learning Area. All new incumbents in the districts are trained in Curriculum 2005	April – June July – Aug Feb – Mar April – June
HUMAN RESOURCE DEVELOPMENT	To train or induct the incumbents (FESs and SESs) of ABET Provisioning.	The incumbents are effective and efficient in their work.	March
POLICY	Train the governing body of all centres in the districts in the management of centres. Establish functional governing bodies in all PALC, To orientate the ABET staff in the new claiming and appointment of part time educators procedures. Train the DCESs how to control the centres and budget. Make a submission to request the department to advertise vacant posts. Include the reviewed guidelines on formative and summative assessment in the manual.	The governing body of all centres are trained in the management of the centres. All centres have functional governing bodies. All ABET officials are trained in the new claiming and appointment procedures. The DCES are able to control the budget and they operate within the approved budget allocation All vacant posts are advertised and filled. The manual is being updated and prepared for distribution to the districts.	April – Nov Mar – June Jan – June Feb – Apr Jan Apr – Jun
	Make a submission for the transfer of NQF1 assessment to be taken care of by the examination section before the end of March.	The examination section is aware that it will take responsibility in the running of this assessment.	Mar – Apr
	Organise the marking of NQF1 candidates and release the results. Procure the Learning Support Material for ABET 1- 4 learners.	The marking takes place and learners receive their results. All required Learning Support Materials are purchased and distributed to centres.	Jan – Feb Apr – Jun
RESEARCH & DEVELOPMENT	Orientate the districts about the Survey forms and their importance. Send out the survey forms to the districts for completion.	Correctly completed survey forms are returned timely to Head Office. All Completed survey forms from all the districts are returned.	Feb Apt – Jun
SOCIAL MOBILIZATION AND ADVOCACY	Prepare an annual programme with topics for submission to SABC for broadcasting and interviews. Prepare a plan of action together with other stakeholders for the International Literacy Day and Adult Learners Week Campaign.	The Programme With topics for the whole year is available and interviewees make their presentations according to the schedule. The plan is being developed and implemented.	Feb – Nov Feb
SOCIAL MOBILIZATION AND ADVOCACY	Prepare an annual programme with topics for submission to SABC for broadcasting and interviews. Prepare a plan of action together with other stakeholders for the International Literacy Day and Adult Learners Week Campaign.	The programme with topics for the whole year is available and interviewees make their presentations according to the schedule. The plan is being developed and implemented.	Feb – Nov Feb
MONITORING & EVALUATING COORDINATING STRUCTURES ASSESSMENT	Develop a uniform reporting format tool that is relevant and appropriate for all districts. Monitor the activities of the governance agency. Monitor the activities of the Research and Development agency. Adopt the constitution and elect the new working committee (FS ABET Council The new working committee develop an action plan for the year 2000. Develop the regulatory formative and summative framework for ABETS 1 – 3 assessment	The reporting tool is in place and progress of the districts is monitored on an on-going basis. The reports are compiled and submitted to the CES on the activities of the governance agency. The reports are compiled and submitted to the CES on the activities on the Research and Development agency. The new working committee is in place and the new constitution is being operationalised. The action plan is in place and is being implemented. The framework is in place and the districts implement the regulations accordingly.	Feb – Mar Feb – Mar Jun - Sept Feb – Mar Feb – Mar Feb – Mar
	Implement the Learners Profile System into all PALC. Administer the placement test on all newly registered learners.	All learners in PALC have the profiles. All newly registered learners are tested and placed in their appropriate classes.	Feb – Apr Feb – Apr

Human resources and Financial resources

Since its inception, the provincial department of education has not been able to fill all its posts on the macrostructure. The PDE envisages to reduce its personnel expenditure from the current 90/10% distribution of finances between personnel/non-personnel expenditure to a split of 87/13% for the 2000/01 financial year. The next step will be 85/15%

There are serious backlogs in the allocation of administrative staff to schools. Based on current norms, 3923 additional posts for clerks and cleaners are needed. The provincial department is presently reviewing the norms to allocate posts in an affordable way. Due to financial constraints only 100 additional posts can be created in the 2000/01 financial year.

It has been established that 558 additional promotional posts (HOD, Deputy Principal) have to be created in terms of the current provisioning norm. The provincial department can only afford 150 new posts in the next financial year 2000/01. These 150 new posts will be advertised in the departmental vacancy list.

In the Works Directorate the present total backlog of new schools are 106, of which 61, are schools that are planning.

5.3 Gauteng

The departmental strategic plan for 2000-2003 sets out our provincial responses to the nine national priorities as identified by the National Minister of Education and is supported by the provincial Premier and MEC for Education.

The department is currently finalising its balanced scorecard, which will be used as a basis for implementation and monitoring of activities related to the priority areas. All directorates have completed their operational plans for 2000-2003 in line with the department's strategic plan and balanced scorecard.

All these plans have been allocated a budget and can be realised within the current personnel establishment. In addition, a sum of R20 million has been set aside to support some clear quality interventions identified by the MEC.

The MEC has made tremendous effort in promoting the establishment of standards and benchmarks for organisational, institutional and learners performance. These include:

Education Action Zones - These zones have been set up and incorporate schools that have been performing poorly over the last few years. The MEC has requested that the department establishes a dedicated team of people whose job is to turn these schools around over the next three years with clear quick-win interventions coupled with long-term interventions.

Matric Improvement Strategies - These are concentrated programmes designed to target the matric learners at poor performing schools. This programme provides good learning support materials including videos and tuition from tutors employed by the department over and above the matric teachers in those areas.

Office for Standards - The MEC has identified the need to establish a unit in the Superintendent-General's office to monitor education standards across the province including the benchmarking of organisational performance and levels of learner achievement. This unit will be established in the next month or so.

Table 5.5 OUTLINE OF ALIGNMENT BETWEEN GDE PLANS AND TIRISANO

TIRISANO PROGRAMME	TIRISANO PROJECT	ADDRESSED BY GDE STRATEGIC PLAN UNDER ----(Organised according to the 9 National Priority areas)	OVERALL COMMENTS ON THE ALIGNMENT WITH GDE PLANS
Programme 1	Projects 1,2,3	Priority 9	Fully addressed in Strategic and Operational Plans
Programme 2	Project 1	Priority 1, Objective 11	Circular 106, and Operational Plans (districts and head office)
	Project 2	Priority 3, Objective 3	Partially addressed in Strategic Plan. Fully addressed in SASA, District and EMGD Operational plans and Education Action Zones intervention
	Project 3	Priority 3, Objective 3	Addressed in head office Operational plans but re-alignment required between EMGD and Pre-Tertiary Plans
	Project 4	Priority 5	Fully addressed
	Project 5	Priority 6	Fully addressed
	Project 6	Priority 3	Fully addressed
	Project 7	Priority 4	Fully addressed
Programme 3	Projects 1 and 2	Priority 2	Strategic plan addressing the objectives. However, the Operational aspects in Head Office and District plans need to be reviewed
Programme 4	Projects 1 and 2	Priority 7	Priority 7 of the Strategic plan will be implemented in a way that is consistent with the national plan and processes.
	Projects 3 and 4	Priority 6 and Priority 1	Fully addressed in Strategic Plan, operational plans and the Matric Intervention Programme. A Directorate for FET is going to be established.
Programme 5	Projects 1 - 4	Priority 1	The objectives are being addressed by the Departmental Budget Team within an integrated planning cycle. The specific objectives listed are addressed in the Operational plans of the Policy and Planning and Finance Directorates. The HRD strategy is still to be finalised.

5.4 KwaZulu-Natal

Implementation plans

Eight of the steps in Tirisano have been incorporated into the department’s Master Strategic Plan. This core plan will form the basis for the cascading of action plans in all components. The need for co-operative governance will be followed politically and by the Head of Department.

Human resources

A structural review and a follow-up of a needs assessment have almost been completed through EDSU and formal requests for additional human resources will follow.

Financial resources

These are extremely limited and as the Intergovernmental Fiscal Review of 1999 indicated, KwaZulu-Natal has the lowest funding per learner in the country. Our budget is prioritised in terms of our strategic plan which is based on national and provincial policies.

Mpumalanga

The department of education developed Tirisano Action 2000. The basic objective of the plan is to get schools working properly. In order to do this there is need for coordinated development and integrated planning.

PROGRAMME 1: HIV/AIDS

Priority We must deal urgently and purposefully with the HIV/AIDS emergency in and through the

Education and training system.

PROJECT	STRATEGIC OBJECTIVE	ACTIVITY	OUTPUTS	TIME FRAMES
1.Awareness, Information and advocacy	To raise awareness and the level of knowledge of HIV/AIDS among educators, learners and students at all levels and institutions within the education and training system, including departmental employees To promote values, which inculcate respect for girls and woman and recognise the right of girls and women to free choice in sexual relations	Developing popular version of the education policy on HIV/AIDS To implement the national education policy on HIV/AIDS in schools Together with the department of health, distribute learning material to school Workshops on gender sensitivity	Copies of HIV/AIDS policy distributed to all education and training institutions Information material available in all education and training institutions Gender sensitivity part of all learning programmes	14 February 2000-ongoing February 2000- Ongoing starting February 2000
2. HIV/AIDS within the curriculum	To ensure that life skills and HIV/AIDS education are integrated into the curriculum at all levels of the education and training system To develop planning models for analysing and understanding the impact of HIV/AIDS on the education and training system	Developing and distributing learning and teaching materials on sexuality and HIV/AIDS Facilitating the training of educators to integrate life skills and sexuality education within the curriculum Initiate research and develop planning tools on the impact of HIV/AIDS on the education and training system Developing care and support systems for the educators and learners affected by HIV/AIDS	Materials for primary schools available Educators training to facilitate life skills and sexuality education Planning tools and research instruments and available, research planed and implement Educators and parents trained to care for learners affected with HIV/AIDS	May 2000. Ongoing starting May 2000.
3. HIV/AIDS and the education system	To develop planning models for analysing and understanding the impact of HIV/AIDS on the education and training system	Initiating research and develop planning tools on the impact of HIV/AIDS on the education and training system Develop care and support systems for the educators and learners affected by HIV/AIDS Develop care and support systems for the educators and learners affected HIV/AIDS	Provincial plan to deal with the impact of HIV/AIDS on the education and training system – results published Impact studies Reliable statistical database on the impact of HIV/AIDS Establish support systems	November 2000. June 2000.
4 Administrative measures: Educator with HIV/AIDS	Develop measures how to recruit and treat educators living with AIDS	Recommend the promulgation of regulations in this regard Negotiate in the ELRC Workshop managers	Distribute colleagues and learners of measures to all institutions Workshop programme available

Action 2000

PROGRAMME 2: PROPER SCHOOL MANAGEMENT AND DEVELOPMENT

PROJECT	STRATEGIC OBJECTIVE	ACTIVITY	OUTPUTS	TIME FRAMES
Produce Quality Basic Education	Learning and teaching must start on the first day of every term and continue for every school day of the year Implementation of proper school management Development appraisal Maintain and control attendance and movement registers Monitoring and evaluation of learners’ performance Retrieval of textbooks	Learning and teaching must start on the first day of every term and continue for every school day of the year School policies and management plan developed Develop an institutional appraisal strategy Implement the system of completing the control attendance and movement registers Pilot continuous assessment programmes for all grades – in participation Grades 3, 6, 9& 11 develop institutional assessment strategies and policy Develop guidelines to retrieve textbooks	A monitoring mechanism instrument to ensure that teaching and learning takes place throughout the year Completion of curriculum Continuos assessment of learner learning Developed educators and regular feedback by principals Records of attendance registers and transfer cards Statistical data available and various types of assessment records High rate of retrieval of textbooks available	January 2000 and ongoing January 2000 and ongoing April 2000 thereafter quarterly Ongoing March 2000 and ongoing Last quarter
2. Leadership and management	To ensure that all schools have the leadership and management with vision and sense of purpose to promote and enhance learning and teaching To facilitate leadership and management Control mechanism for effective school management	Leadership and management capacity building programmes for institutional SMT’s Render support to institutions to develop a Vision and Mission and a school development plan To facilitate the process of invitational leadership Develop a management assessment instrument	All management posts at school level filled Capacitated SMT’s Effectively managed schools Effective use of developed instrument	November 2000- Ongoing Ongoing started Ongoing started April 2000 April 2000
3. Human Resource Development	Develop a clear programme for educators’ support and development	Conduct a survey for educator and institutional support and staff	Instrument developed and support needs identified	March 2000
	To ensure the development of appropriate organisational and Human Recourses Capacities in the context of co-operative governance	Development needs Conduct a skills audit Co-ordination of all support and staff development programmes Review of the current support and staff development structures and delivery programme Developing and strengthening human resources policies – performance management	Reports available Co-ordination programme and schedule available Results published and recommendations to streamline the delivery of support programmes Policies available	March 2000- February 2000- February 2000- March 2000
School Governance	To ensure that schools have governing bodies and all secondary and combined schools have Representative Council for Learners in accordance with SASA To facile the establishment of training and development programmes for SGB’s and RCL’s The department will work with civic organisations, CBO’s and NGO’s to get the community involved in the education of the children by participating in running of the institution The department analyse whether all SGB’s are constituted and functioning according to the law Encourage the association of SGB’s	Facilitating the timely elections of new governing bodies in all institutions Ensuring that representative councils of learners are established in all combined and secondary schools Developing training programmes and materials for SGB’s and RCL’s NNS programme in place Capacitating non section 21 schools Advocacy campaign Developed material Cluster SGB’s Evaluate constituting and functionary of SGB’s Programme of clustering and advocacy	Election programme in place All combined and secondary schools have RCL’s All members of SGB’s and RCL’s attend training programmes Section 21 implemented Qualifying for section 21 status Training material available Clustered SGB’s in place Identified non-functioning SGB’s Association of governing bodies	As per 3year cycle May each year Ongoing started June 2000. January 2000. December 1999. June 2000. March 2000. June 2000. November 2000. December 2000.
5.School infrastructure	To develop a plan for dealing with the infrastructure backlogs in schools	Detailed analysis of the infrastructure backlogs, including the financial implications Formulation of a capital development plan	Report on the current and projected investment requirements for dealing with the backlogs Public/private partnerships for school building and infrastructure development	February 2000. Ongoing starting March 2000.
Learner Achievement	To ensure improved learner performance and attainment	Analysing of results for Gr. 12 learners Adoption of schools not performing well (25% and below) Intervention programmes for Gr. 11 & 12 educators CASs training for Gr. 11 & 12 educators Arrange the conducting of a common trial examination Support projects achievement in all grades and subjects	Graphical and statistical presentation of analyses Relevant interpretation of the analysis Readiness to complete syllabi for Gr. 12 examinations Problematic areas identified and attend to Correct implementation of CASs policy Correct submission of CASs marks Gauging of standard Well implemented projects as well as improved teaching and learning strategies	January 2000. January – February 2000. February – May 2000. February – May 2000. Ongoing September 2000. Aug – Sept 2000. Jan – Dec 2000.
7. Curriculum 2005	To provide ongoing support for Curriculum 2005	Statistical assessment of implementation of Curriculum 2005 in Gr. 1, 2, 3 & 7 Support to teachers at institutional level Conducting afternoon support workshops for implementing educators Conducting of training workshops for principals to expose them to Curriculum 2005 processes Training of pilot schools for grades 4 & 8	Improved planning and programme design by educators Improved planning and programme design by educators Correction of shortfall in implementation Management that supports Curriculum 2005 implementation Train the educators to implement the piloting of Curriculum 2005	Jan – Feb 2000. Jan – March 2000. Jan – May 2000. May – Dec 2000. Aug – Sept 2000. Jan – March 2000.
		Training of grade 4 & 8 educators Evaluation of learners support material Training of gr.3 & 7 educators on ELP’s	Educators ready to implement Catalogue ready for ordering Correct evaluation in terms of learner performance	March – May 2000.
8. Quality Assurance	To familiarise educators on quality assurance implications in education	Advocacy campaign workshops Training of educators in various aspects in quality assurance	Informed educators Quality assurance processes in institutions	Feb – March 2000. April – Oct 2000.

PROGRAMME 3: LITERACY

PROJECT

STRATEGIC OBJECTIVE

ACTIVITY

OUTPUTS

TIME FRAMES

1.Literacy

Campaign

To reduce illiteracy through the mobilisation of societal support for a literacy campaign
To design and develop programmes and materials for use in the campaign
To develop training programmes for educators and volunteers

Developing plan for literacy campaign
Facilitate the development of learning materials and training programmes for educators and volunteers

Literacy campaign plan, including resource requirements
Initial programme developed
Public and private partnership

March 2000.

June 2000.

Ongoing

System

Development

To ensure continued development of ABET in line with the NQF

Implementing the multi-year plan

Increases ABET provision

Ongoing

PROGRAMME 4: FURTHER AND HIGHER EDUCATION

PROJECT

STRATEGIC OBJECTIVE

ACTIVITY

OUTPUTS

TIME FRAMES

1. Restructuring of further education and training

To develop a provincial plan which will:

Establish the overall training needs of the province

Provide a strategic action plan for the implementation of the national policy of FET

Convert colleges of education into FET institutions

Development of an annual provincial FET action plan
FET provincial summit
Development of a provincial FET Act
Development of a provincial FET regulations
Establishment of provincial training for a
Development of p[provincial criteria and systems for declaration of FET institutions
Assistance to technical colleges to become FET institutions
Establish an overall EMIS for FET
Develop a funding system for all FET institutions

FET development plan for each institution
Informed provincial FET stakeholders
Promulgated provincial FET Act
Set of regulations for

FET institutions

Co-ordinated training
Programmes in the province
Operational systems and criteria in place for FET
Availability of technical assistance to colleges
Database on FET available
Formula for equal funding available

Annual

March 2000.

August 2000.

March 2000.

November 2000. (subjected to national criteria)

Ongoing started in July 2000.

Started and continuing April 2000.

2. Capacity building

To ensure that appropriate management and governance structures are in place and are effectively functioning in every FET institution
To establish training and development programmes for members of governing bodies, management and other constituencies of FET institutions

Establishment of a Directorate:
Post provisioning
Redeployment
Facilitating the process of nominations of new councils at FET institutions where such councils are dysfunctional
Training programmes developed for FET councils and SRC’s

Functioning structure for FET
Well staffed FET institutions
Functioning leadership structures in FET institutions
Functioning FET councils in place
Action plan for each FET institution

Ongoing staring March 2000.

May 2000.

November 2000.

July 2000.

May 2000.

PROGRAMME 5: ORGANISATIONAL EFFECTIVENESS OF THE PROVINCIAL GOVERNMENT

PROJECT

STRATEGIC

OBJECTIVE

ACTIVITY

OUTPUTS

TIME FRAMES

Departmental Transformation Unit
Relocation of Head Office
Restructuring the department to clear backlogs
Communication
MPETC
Restructuring of districts and circuits
District functions
Staffing circuit offices
Integrated planning, budgeting and tender processes
Monitoring, evaluating and accountability
Systems development and co-ordination
Organisational restructuring and human resource development strategy

To workshop all staff members on the Service Standards
To begin the process of relocation
To clear all backlogs with regard to pension payouts, disciplinary hearings etc.
To ensure that schools respond effectively to circulars issued
To assess the functioning of he MPETC
To announce a clear plan for restructuring
Districts to be in a position to delegate
Circuit offices to render proper service to people
To develop planning tools to support the policy. Budget and tendering processes
To establish monitoring and evaluation mechanisms
To determine the impact of implementation, plans and strategies
To ensure that integrated and functional administrative and management systems are in place
To support the policy, planning budget and implementation processes
To ensure the development of appropriate organisational and human resource capacities in the context of co-operative governance

Workshops
Publicise and popularise
Compile an action programme
Distribution
To streamline functions
Creating a new system of issuing circulars effectively and efficiently
Re-election of MPETC and review legislation
To design and approve a district and circuits structure
District delegated functions in district manager’s job description
Fully staffed and equipped circuit offices
Developing mechanisms for integrating national and provincial plans and alignment of budgets and tendering processes
Monitoring of provincial budget and expenditure trends
Strengthening the information and data system to support budgetary planning
Developing monitoring and evaluation instruments
Identify performance indicators
Facilitating audit of provincial administrative and management system, including capacity for policy management and implementation and procurement procedures
Skills audit of the department
Review of the provincial organisational structures
Developing and strengthening human resource policies in particular performance management

Committed staff and satisfied clients
Action programme
Employees familiarised
Satisfied employees/clients
Effective and efficient implementation of information
Newly elected MPETC and revised legislation
To create effective and efficient functioning districts and circuits
Job descriptions and district development plan
Satisfied clients and partnership with school
Effective planning tools institutionalised and operational
Provincial strategic plans available
Credible and reliable data for planning and budget purposes
Reports on budget and expenditure trends as part of sector report
Improved communication and regular meetings between national and provincial education and provincial education departments and treasuries
Regular reports on the performance of the education and training system
Annual publication of agreed performance indicators
Audit reports and business plans completed
Increased accountability for timely delivery
Procurement procedures establishment and operational
Reports on provincial skills audit
Departmental human resource development plans including clear policies on staff recruitment, development, utilisation and retention
Performance contracts with clearly defined job description and performance indicators for all staff
Departmental organisational structure that facilitate policy implementation and service delivery

February 2000.

February2000.

March 2000.

April 2000.

Start January 2000.

Ongoing

Start January 2000,

Ongoing

December 2000.

May 2000.

Ongoing

Annually, starting

June 2000.

Annually, starting

June 2000.

May 2000.

Ongoing

December 2000.

July 2000.

February 2000.

March 2000.

November 2000.

Northern Cape

Introduction

The entire planning and budgeting process of the Northern Cape Education Department is geared and aligned toward furthering and implementing the principles and prescripts of Tirisano. The planning and budgeting process has been fused into one process, referred to as Financial Planning in the province.

Planning process

A strategic planning bosberaad initiated by the MEC has established ten strategic objectives, prioritised these objectives and has identified a variety of strategies per objective.

STRATEGIC OBJECTIVES

Objective 1

To improve rural education in the Province.

Strategies

To target rural and farm schools for focused and preferential delivery
Incentives to attract quality teachers to rural schools
Step up development for teachers at rural schools
To develop rural and farm schools to become activity and delivery hubs/nodes – "One Stop Shop"
To consciously divert more resources to rural schools (i.e. AET; ECD)
To conclude section 14 agreements with owners of private property on which public schools exist.
To eradicate child labour
To make available transport for learners and educators
To convert rural and farm schools into nodal points for skills and economic development
Schools to be utilised for other community activities

Objective two

To create an environment in the province where the concept of African Renaissance can thrive

Strategies

To developing an understanding of the African Renaissance
To improve the pass rate in IsiXhosa and Setswana
To encourage citizenship in education by promoting the national symbols, i.e. the national flag and anthem.
To give greater support to the development of African Languages
To establish contact and greater co-operation with our neighbours (i.e. Botswana, Namibia, Lesotho)
To promote the idea of an Afro-centric curriculum and learning focus
To encourage the cultural heritage of African learners in all schools

Objective three

To make the Department of Education a high performance organisation by focusing on results, service quality, delivery and customer satisfaction

Strategies

To improve the relationship with the legislature and its structures
To work closely with other Departments and structures of co-ordination in the Province
To jack up the system’s communication strategy, both internally and externally
To allow for transparency and monitoring and evaluation of the department.
To improve the department’s our corporate image.
Use right-sizing and redeployment as a strategic lever
Greater emphasis on HRD (both CS and non-CS) to enhance capacity of staff.
Streamline labour relations and legal services – deal faster with disciplinary cases/labour issues.
Ensure that learner support materials reach schools on time and in sufficient quantities. Improve LSM selection procedures and processes.
Improved the quality of learning teaching and Service
Develop implementation plans for existing policies and legislation
To commence with monitoring, evaluation, reporting
Improve the department’s planning capacity – shift focus from purely operational planning to education planning and forecasting
Implement prescripts of the Batho Pele White Papers on Transformation of the Public Service
To implement Public Service Regulations
To develop teacher support teams and improve on these
Decentralisation to empower regional offices/delegations
Review Organogram
Overhaul entire Financial Management System
Stamp out negative tendencies among educators – latecoming, leaving school early, drunkenness, absenteeism, etc.

Objective 4

To de-racialise education in the province

Strategies

SGB’s – Representative – ensure that they are not dominated by single race groups

Affirmative action
Target delivery
Placement of teachers – ensure educator corps at all schools representative of learner population and population of province.
Content of Curriculum to assist in de-racialisation and contribute to culture of non-racism in schools.
Anti-bias projects in schools – also retrain educators.
Sports and culture to facilitate the de-racialisation exercise
Amalgamation

Objective 5

The contribution to the economic development of the province and job creation.

Strategies

FET & HE – Skills Training

Introduce N subjects in technical schools
Assist learners in acquiring ID documents and assist in driver training
Inter-sectoral programmes: food gardens
Re-training/multi-skilling of excess personnel
Building projects to promote job creation for local communities
Procurement of goods and services to target utilisation of local business – use Norms and Standards
Encourage SGB’s to make school facilities accessible for skills development and entrepreneurship
Entrepreneurship education mainstreamed in school curriculum/technical colleges

Objective 6

Establish FET institutions and programmes that would contribute toward intermediate and high level skills development.

Strategies

Transform technical colleges - Phase 2
Programmes
Staff
Legislation – MEC to declare FET institutions
Execute Implementation plan for FET
Phase 2 amalgamation of technical colleges
Pilot new programmes in technical colleges/bring learning programmes in line with needs of province.
Partnership with Department of Labour
Professional development of educators in FET
Budget restructuring: to include FET unit
FET implementation

Objective 7

Accelerating change/delivery/transformation

Strategies

Extend provision of ECD to disadvantaged communities
Promote equity/gender/disability in appointments/promotions
Move focus from Adult Literacy to skills Training
Improve infrastructure/electrification/sanitation in previously disadvantaged schools
Target – delivery and funds to previously disadvantaged/rural/poor schools
Implement White Paper on the Transformation of the Public Service
Promote science and technology education in previously disadvantaged schools
Use Norms and Standards as a strategic lever

Objective 8

Mobilise and utilise resources more effectively

Strategies

Develop an internal strategy for donor funding
Partnership summit
Target delivery/funds to specific recipients
Integrate management of projects
Co-ordinate and assess impact of intervention programmes.
Provide efficient, reliable and corrupt-free systems – enhance accountability
Effective utilisation/management of assets – Department/Province.
Audit of all assets
Set up Internal fraud unit
Implementation of Norms and Standards

Objective 9

To ensure our institutions are safe, accessible, functional and of high quality

Strategies

Promote school sport
Promote extra-curricular activities
Target delivery
RCLs � leadership training and HIV/AIDS awareness
Learner development
Life skills
Assessment and continuous assessment
Norms and Standards � decentralise functions � SGB’s
Partnerships � Safety and Security etc.
INSET � educators/teacher development
EMD
Relevant curriculum
Ramps at all new schools / improve sanitation at farm schools
Provide quality LSM’s / on time/sufficient
QA � monitoring quality.
Bring buildings of all schools to minimum norm/requirements – new schools same norm
Teaching starts on day one
Curb absenteeism/attendance registers – monitor
No unauthorised absentees - /truancy officers
Normal calendar – working hours
Professionalism
Adequate/equitable resources
Improve discipline
Eliminate vandalism � schools
Implement existing policies � admissions, etc.

Objective 10

To join the rest of society in fighting the scourge of AIDS/HIV, Drugs and Crime

Strategies

Promote citizenship
Partnerships external [intersectoral]
Life skills
Adopt a cop
Youth in sport is youth out of court
HIV/AIDS programmes [Primary Schools Pilot � programme for all schools]
� hr per week for HIV/AIDS Drugs and Crime [Department officials go out into schools]

Performance indicators for each of these objectives were developed. These strategic objectives form the basis for the financial planning process whereby delivery/implementation plans of the various directorates and units/sections are drawn and costed or budgeted for within the framework of budget allocations.

Implementation Plans (Delivery Plans) for the 2000/01 financial year are therefore in place for all directorates of the department. These plans, as was stated earlier, all reflect and are aligned to promoting Tirisano. The consolidation of these various plans into a corporate plan for the department is due for completion in March 2000.

Human and Financial Resources

The financial planning model/process incorporates the utilisation of all resources and the costing/budgeting of these resources.

The 2000/01 Budget of education in the Northern Cape will therefore be a performance/delivery budget underpinned by our strategic objectives and with measurable and quantitative performance indicators. All resources of the department, both financial and human, are hence directed to implement and promote the principles and prescripts of Tirisano.

Northern Province

Implementation Plans

No final plans have been developed after the launching of the Tirisano document by the Minister of Education. There is a lot of progress in the priority areas identified. An implementation plan will be submitted on completion in terms of the Tirisano implementation plan drawn up by the Department of Education.

Appointment of staff

(a) Institution based

(i) Principalship: 474 advertised but not yet filled,

(ii) Deputy Principalship 875 not advertised, budgetary constraints

(iii) HOD’s 2489 not advertised, budgetary constraints

Post Level 128 advertised posts being filled through R&R process.

At Offices

Vacancies do exist but their filling is staggered and prioritised according to their centrality and the budgetary imperatives. At the moment five (5) top management posts have been advertised and the process of having them filled is coming to an end

Induction

All the 950 newly appointed principals were taken through an induction programme during the latter part of 1999 and materials for that purpose were produced.

Restructuring and Human Resource Strategy

A five year strategic plan was finalised in August 1999.
Skills audit to the support staff has been completed.
Skill profile and audit amongst the educators is still to be completed during April 2000.
Staff is being currently deployed into areas where their competencies are most relevant.
Clear and simple to see policies, procedure manuals, and delegations on broad areas such are recruitment, utilisation, servicing and maintenance, development and discharge are being finalised to be ready for use by May 1, 2000.
Clear service delivery standards in keeping with Batho Pele have been developed and are currently being implemented.

Literacy

An integrated curriculum for all the ABET levels have been developed and are ready to be used in the literacy campaign.

Practitioner Development

430 practitioners (trainers plus educators) have been trained and would be able to train and mentor the volunteers during the campaign.

Partnerships

A strong partnership has been established between the department of education and the TLS’s. A draft concept document, and modus operandi and the collection of data (audit) has been developed.

Literacy campaign

An action plan which indicates how the campaign can be run in the province has been drafted.

School effectiveness and teacher professionalism

The compulsory schools attendance by learners has been resuscitated by districts offices, principals and school governing bodies. The 7-hour school day has been implemented and is monitored regularly. The time register and control systems for learner and educator performance form part of the checklist on school visits. Responsibilities of principals and office based educators as contained in ELRC resolutions are being implemented and monitored. The management of poorly performing schools is being strengthened by education development officers and curriculum support services on professional upgrading of both content and methodology. Schools now start on time and afternoon studies are being conducted as part of enrichment programmes.

HIV/AIDS Project

There are two projects administered concurrently by the Department on HIV/AIDS:

Life Skills – HIV/AIDS for schools and
HIV/AIDS in the workplace.

A number of activities have been accomplished with regard to above: The department has identified schools where the Primary Life Skills project will be implemented in the hundred and forty (140) schools. The departmental HIV/Aids Task Team has been established to deal with the epidemic at the workplace. This Task Team is includes regional co-ordinators. A brochure for the department has been developed, indicating its plans and commitment. The launch of the HIV/AIDS project was scheduled for 18 February 2000. The department has established a working relationship with the Department of Health. A programme of action of the Department with regards to HIV/AIDS training at a workplace has been developed.

North West

This report outlines the state of readiness in matters that are related to Tirisano in the North West Province. Explanations are supported by means of planning documents contained in the provincial report but have not been included in this report.

Implementation plans

With regard to the improvement of Grade 12 Examination Results

An analysis of 1999 Grade 12 results has been done. One hundred and forty (140) schools were identified as trapped schools (schools with a pass percentage of below 45%). Strategies and action plans have already been developed to set the plans in motion for 2000. These include the following:

In many districts, clustering of schools has been completed. Motivational talks by district officials have been delivered and more are planned. Subject advisors have visited trapped schools since the second week of the term and this is an ongoing exercise. Pacesetters have been drawn up for the major subjects and Subject Advisors are in the process of distributing them to schools (all high schools). Many principals have already submitted their social contracts.

In many subjects, Subject Advisors responsible for drafting preparatory examination papers have been identified and these panels will meet at the earliest opportunity possible. Many subject advisors are visiting schools to assist with the compilation of school timetables to ensure the correct period allocation for all subjects. An instrument is being developed to serve as monitoring mechanism to assist educators in understanding the function of Pacesetters in order to complete syllabi in time (to be ready at the end of February 2000). This monitoring instrument will attend to:

Management of schools

Attendance of educators
Attendance of learners
Utilisation of lesson attendance register
Staff complements and appropriate deployment
Availability and use of syllabi
Written lesson preparations
Learner support materials
Timetables and their implementation
Guidance and counseling support services for learners
Evidence of staff and management meetings.
School administration system (e.g. filing, pupil reports etc.)
Subject policy (e.g. number of tests, evidence of subject files, remedial programme, etc.)
Discipline/code of conduct – for learners, and for educators (adherence to Educators Employment Act)
Supervision/staff development programme
Communication policy – internal/external
Whether there is an evaluation report by the principal to the district or not

Professional Aspects

Availability and use of syllabi
Written lesson preparations
Support provided by SMT to educators
Availability and use of work programmes for subjects
Quality and quantity of written work
Control of written work
Evidence of assessment programmes
Subject Policy (e.g., Number. of tests, evidence of subject files, remedial programme, etc.)

District Matters

Is the district office adequately staffed?
Are the schools adequately resourced?
How often are schools visited?
What support programmes are there in place?
Are there statistics on schools?
What is done to support Grade 12 performance?
Has the district set targets for districts and individual schools?
Does the district office have operational plans?
If yes to the questions above, are the plans aligned with their objectives?

The improvement of Grade 12 Examination Results

The lack of professionalism among many educators, together with educators teaching subjects for which they are not qualified or under-qualified, has been cited as some of the most important reasons for the poor Grade 12 results achieved by the province at the end of 1999. As a result, the Directorate: Professional Development and Subject Advisory Services is placing a high priority on educator development during 2000. The following issues have already been attended to or will receive undivided attention in the near future.

Compilation of a databank of all educators in the FET Phase, but in particular of Grade 12 educators. Subject Advisors are already conducting afternoon workshops at which 1999 examination papers and memoranda are discussed. Successful, experienced educators are encouraged to assist younger, inexperienced colleagues. Subject Advisors are determining whether all necessary tools to be a successful educator are in place. These include:

Syllabi
Subject policies
Work programmes
Mark Books
Attendance registers, et cetera

The department is serious about the improvement of its performance at the end of 2000 and will leave no stone unturned during the course of this year to achieve the targets set for personnel and the schools it serves. Detailed information is contained in the provincial department’s plans.

Crime

The Department of Education in the Province has in addition to working in partnership with other Departments in fighting crime, developed its Crime plans.

The department has developed a document on the Guidelines of Safety Policy in the schools. This document encourages individual schools to develop their own safety policies which should aim to:

assist with the partnership to reclaim community ownership of schools.
activate a public awareness and information programme which will include making available the necessary information on ALL kinds of crime sin our schools and thereby assisting with the drawing up of design programmes of intervention.
develop a Provincial Model from which learning centres can imitate frameworks for effective pro-active prevention of crime and violence.
promote the understanding of the impact of victimisation within the school and the community and ensure to develop strategies to provide supportive, timely and accessible service to the victims.

In addition to the above, the department has developed a comprehensive and implementable plan on crime.

Human resources

The Department has structures in place, which deal with:

Development of educators (28 000).
Training of principals on matters related to Education Management Development. Secondary school principals were trained and plans are afoot to train the newly appointed secondary school principals in the province.
Training of primary school principals is in progress.

The department has solicited the participation of the private sector as well as the international and national funders in the management staff of DANIDA, The Royal Netherlands Embassy, Impala, Transnet to name but a few.

5.9 Western Cape

The focus in the Western Cape is on six priorities which were announced before Tirisano, and which form a part of the Provincial Cabinet’s policy objectives. The six priorities appear to be consistent with Tirisano and are outlined below:

The six priorities are:

TIME ON TASK, with the goal of ensuring that learners have at least 195 days of dedicated teaching and learning each year.

QUALITY IMPROVEMENT based upon performance indicators, the recruitment and retention of quality teachers and focused in service training.

KEY CURRICULUM AREAS including languages, mathematics, science, technology and life-skills, with a particular focus on HIV/AIDS.

SAFE SCHOOLS which thrive as community resources and are not seen as targets for vandalism and violence’s.

INFRASTRUCTURAL IMPROVEMENT aimed at eliminating backlogs and maintaining precious education resources.

SCHOOLBASED MANAGEMENT to enable schools to function and develop on the basis of effective partnerships of committed among principals and staff, involving parents and a service-oriented education department.

Outlook for 2000/01 (coming budget year)

In accordance with the Norms and Standards for the funding of schools the department will move in the direction of the 85/15 personnel/non personnel split while remaining within the management plan of educator personnel. To introduce non-teaching personnel scales that will provide in all schools. The department will move a step further with the following plans in order to improve efficiency.

Rationalisation of school services in rural communities.
A new model to replace reform schools.
More effective hostel management.
Devolution of functions to schools.

The department has requirements which have to be adhered to for each of the six priorities.

Time on task

Schools started on time as scheduled at the beginning of the term. Schools have a functioning timetables from the first day of the term.
The school has a curriculum plan for each subject.
Learning material and stationery were available by the second day of the term.
Attendance registers are kept for all classes, and absence of learners and educators is kept to a minimum.
Repeated absence is followed up and corrected.
The school is committed to adhering to its timetable for 100% of the school days per term.
All educators work at least the prescribed minimum 7 working hours per day.
During instructional time, 100% of learners and educators present each day are engaged in learning and teaching activities according to the timetable.
Every learner from grade 7 upwards gets a minimum of 27 instructional hours per week.

Quality improvement

Each learner has appropriate learning material, especially textbooks.
All educators have term plans and lesson plans developed with the support of their subject heads.
The school uses an appropriate system and appropriate method to assess its learners.
Assessments are communicated to parents and discussed where necessary.
Repetition and drop out rates are monitored and steps taken to reduce them.
Class rule, expectations and outcomes are clear and are encouraged and enforced where necessary.
Learners are equipped with the skills to collect, analyse, organise and evaluate information.
Learners are encouraged to identify and solve problems.
Educators reflect on and evaluate their own classroom practice in order to improve it.
Regular homework and assignments are set and monitored.
Support is given to learners who are struggling or under-performing.

Focus on core curriculum areas

The school promotes Languages, Mathematics, Science and Technology.
These curriculum areas are taught by educators qualified to do so.
The school delivers a lifeskills programme with particular emphasis on HIV/AIDS.
The school is integrating computer technology into its teaching and learning programme.

Safe schools

Measures are in place to prevent vandalism, graffiti and littering.
The school premises are secure and access is controlled.
The school premises and facilities are clean and in good repair.
Steps have been taken to ensure that the school is free of drugs and weapons.
Emergency procedures are in place and are practised.

Infrastructure

The school has a facilities development plan even if its implementation is long term.

School-based management

The school has a properly constituted, well-functioning governing body.
The relationship between the governing body and staff is sound and is based on an understanding of the difference between governance and management.
The governing body understands the importance of recommending the best applicants for appointment to posts on the basis of the requirements of the job.
The staff and the governing body have a shared understanding of the vision and mission of the school.
The school has clear policies on admission, discipline, gender, language, staff conduct, etc. and adheres to them.
The school has an orderly system of documentation and records.
The governing body communicates and consults with parents, staff and learners.
The school has in place a budget approved by the parents.
School fees and exemption policies are in place.
The school encourages parental and broad community involvement.

Implementation plans:

A one-day workshop was held with all Circuit and Area Managers during the week prior to the reopening of schools in order to set clear implementation objectives, particularly for "Time on task".

Strategic plans are being developed by each Chief Directorate in line with the priorities.

Human resources:

The existing structures , that of Circuit Managers and Subject Advisors together with a few key officials who have been specifically earmarked for projects within the scope of the priorities, are the department’s agents for delivery.

Financial resources:

Our budget statement for the coming financial year reflects these priorities and appropriate decisions have been taken for each programme. Copy of the relevant section of the budget statement is attached.

Summary and conclusions

Eight of the nine provinces have interrogated and drafted their plans using the Tirisano Implementation Plan released by the Minister of Education. The only exception is the Northern Province While the province has not developed its final plans there is progress in that direction. The report shows that there is, within the current work of the department, activities which are in line with the priority areas identified in the Tirisano implementation plan. In the case of the Western Cape, the focus is on six priorities which the department had identified before the launch of Tirisano implementation. The six priorities appear to blend with the Tirisano Implementation Plan. The plans in the other provinces are to a large extent consistent with the implementation plan of the Department of Education. However some of them may require additional work to ensure that they focus on achievable targets.

The provincial departments have assessed their human resources in relation to the amount of work that has to be accomplished. Four of the provinces (Gauteng Northern Cape, North West and Western Cape) have sufficient human resources within existing personnel to proceed with the implementation plans. Two provinces, Eastern Cape and Mpumalanga, have given no clear indication of their current personnel levels. The only assumption to make at this stage is that they too will be using existing personnel. Free State and the Northern province have human resource shortages at different levels of their establishments. In both provinces a large number of posts remain are vacant at senior levels among CS educators. Both provinces have financial constraints which prevent the filling of the vacant posts. Current indications are that these posts will not be filled during the 2000/2001 financial year.

Eastern Cape and Free State have set aside approximately R50 million each towards the implementation of Tirisano. However, the situation in the Free State might change as a result of the budget constraints already referred to regarding the filling of senior posts in the next financial year should there be a change in the priorities of the departmental. . Gauteng has set aside R20 million. Northern Cape, North-West and Western Cape have financial resources within the normal budget allocation to their respective departments. KwaZulu-Natal has very limited funds owing to problems with under-funding of education in the province. Mpumalanga has not given an indication of its financial resources. It can only be assumed that all its projects will be funded from the regular budget allocation. Northern Province has also not given an indication of the financial resources. Like the Free State, the Northern Province has many vacant posts which cannot be filled because of budget constraints.

SECTION 5

EVALUATION OF THE PROVINCES’ PREPAREDNESS FOR THE IMPLEMENTATION OF TIRISANO

EVALUATION OF THE PROVINCES’ PREPAREDNESS
FOR THE IMPLEMENTATION OF TIRISANO