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					WESTERN CAPE EDUCATION DEPARTMENT


          ______________________________




FIVE-YEAR STRATEGIC AND PERFORMANCE PLAN
              2005/06 TO 2009/10

          ______________________________
To obtain additional copies of this document please contact:

Head Education, Private Bag X9114, Cape Town, 8000.
Tel: 021 467 2531
Fax: 021 467 2363
E-mail: media1@pgwc.gov.za


Om verdere afskrifte van hierdie dokument te bekom, tree asseblief in verbinding met:

Hoof:Onderwys , Privaatsak X9114, Kaapstad, 8000.
Tel: 021 467 2531
Faks: 021 467 2363
E-pos: media1@pgwc.gov.za


Ukuba ufuna iikopi ezongezelelweyo zolu xwebhu, nceda uqhagamshelane kunye:

NeNtloko: kwezeMfundo, Private Bag X9114, Cape Town, 8000
Umnxeba: 021 467 2531
Ifekisi: 021 467 2363
I-E-Mail: media1@pgwc.gov.za
Foreword

My department has accepted responsibility for leading the first of the iKapa elihlumayo (meaning growing and
developing the Cape) lead strategies: Human Resource Development with an emphasis on youth.

In this regard our fundamental priority will be to ensure the effective and sustainable delivery of both the
General Education and Training (GET) and Further Education and Training (FET) curricula in our schools and
to make sure that each institution is effectively managed via ongoing support from the department. Our priority
is to provide the skills, knowledge and values required to fulfil the provincial vision of the Western Cape as a
Home for All and to implement our economic development strategy, iKapa elihlumayo. The recapitalisation
and realignment of our FET colleges to more adequately deliver the skills required by the provincial economy
is critical to this process. While the key priority is the delivery of the GET and FET curricula, Early Childhood
Development (ECD) and Adult Basic Education and Training (ABET) are essential for a solid foundation for
the Human Resource Development Strategy (HRDS). Besides ensuring that all Grade R learners are enrolled
by 2010 we need to ensure that our partnership with the Departments of Health, Social Services and Local
Government as well as our social partners leads to a co-ordinated strategy for ECD delivery to our 0 to 4 year
olds. Training of these caregivers / ECD educators, and curriculum support and development to this sector are
thus new priorities that will have to be considered for funding.

A key priority is strengthen numeracy and literacy skills in the foundation and intermediate phases of the GET
band while ensuring that we reverse the alarming drop-out rate which sees almost 50% of our learners who
enter Grade 1 dropping out of the education system before Grade 12. It is mainly the youth from Grade 9
onwards who are leaving the system. We therefore need to accelerate and expand our career guidance
initiatives and also ensure that more of these learners are directed to our FET colleges. Greater resources are
required to market and promote FET amongst youth as well increasing the number of loans available.

A key priority is to dramatically increase the number of African and Coloured learners from disadvantaged
schools taking and passing Maths and Science on the Higher Grade. Linked to this is the need to both
develop the skills of our Maths and Science teachers and ensure much greater recruitment of new teachers in
these learning areas. Our e-Education strategy remains a priority. This must include delivery of information
and communication technology (ICT) infrastructure and ensure continuous alignment with the delivery of the
curriculum.

Huge inequalities exist in regard to physical infrastructure at our existing schools while a massive shortage of
classrooms in key growth areas in the province exists. Existing allocations for this purpose are inadequate.
Our department’s programme to identify unused and under-utilised school land for possible alienation needs
to be resourced to ensure desired results.

To deliver on our strategy we also will have to invest in building social capital within the education sector.
Programmes to develop the capacity of local Representative Council of Learners (RCL's) and School
Governing Bodies (SGB's) must be resourced and lead to vibrant structures at local and provincial level.


CAMERON DUGMORE
PROVINCIAL MINISTER OF EDUCATION
31 March 2005




WCED FIVE-YEAR STRATEGIC AND PERFORMANCE PLAN 2005/06 – 2009/10                                           Page 1
                                                                      Contents

Part A: Strategic overview ..................................................................................................................... 3
1.    Overview of Strategic Plan............................................................................................................. 3
2.    Vision ............................................................................................................................................. 4
3.    Mission........................................................................................................................................... 4
4.    Values............................................................................................................................................ 4
5.    Sectoral Situation Analysis............................................................................................................. 4
5.1 Service delivery environment and challenges ................................................................................ 4
5.2 Summary of organisational environment and challenges............................................................... 6
      • WCED activities - scope and scale (based on 2004 Annual Survey) ........................................ 6
5.2.1 Internal environment ...................................................................................................................... 7
5.2.2 Organisational efficiency ................................................................................................................ 7
6.    Legislative and other mandates ..................................................................................................... 8
7.    Broad policies, priorities and strategic goals ................................................................................ 10
8     Information systems to monitor progress ..................................................................................... 12
9.    Description of strategic planning process..................................................................................... 12


Part B: Programme and sub-programme plans................................................................................. 13
10. Programme 1: Administration....................................................................................................... 13
11. Programme 2: Public ordinary school education .......................................................................... 17
12. Programme 3: Independent school subsidies .............................................................................. 23
13. Programme 4: Public special school education............................................................................ 24
14. Programme 5: Further education and training.............................................................................. 27
15. Programme 6: Adult basic education and training........................................................................ 30
16. Programme 7: Early childhood development ............................................................................... 33
17. Programme 8: Auxiliary and associated services......................................................................... 36
18. Capital investment, asset management and maintenance........................................................... 40
19. Co-ordination, co-operation and outsourcing plans...................................................................... 43
19.1 Interdepartmental linkages........................................................................................................... 43
19.2 Local government linkages .......................................................................................................... 43
19.3 Public entities............................................................................................................................... 43
19.4 Public-private partnerships........................................................................................................... 44


List of abbreviations ............................................................................................................................... 45

Schedule 1 - Organogram of the Western Cape Education Department
Schedule 2 - Educational Management and Development Centres (EMDC)




WCED FIVE-YEAR STRATEGIC AND PERFORMANCE PLAN 2005/06 – 2009/10                                                                                    Page 2
Part A: Strategic Overview

1.    Overview of Strategic Plan
      The aim of a strategic plan is to provide a map of how we plan to achieve our objectives. While our
      vision and mission statements describe our ultimate destination, we have to vary our course from time
      to time as we encounter new challenges and develop more effective ways of completing our journey.

      While the first decade of democracy was about building foundations, the second will deal with the finer
      details of building a learning home for all. Change is never easy, but it will continue to be a feature of
      our lives until this noble project has been completed.

      While our number one objective is to ensure access to quality basic education for all learners of the
      province, we are also emphasising the need to support economic growth in our Strategic and
      Performance Plan for 2005/06 to 2009/10.

      This plan makes it quite clear that we are aligning our strategic goals with the provincial goals of iKapa
      elihlumayo. While our point of departure is the learner, we are also committed to ensuring sustainable
      development and economic growth through well-planned human resource development.

      Poverty remains one of our most pressing challenges, and education provides the single most
      important way of addressing this issue. We have to work with partners in all spheres to develop holistic
      solutions for social and economic development.

      In the end, our learners will only flourish if the social, economic and cultural contexts in which they are
      living enable them to do so. We all have a responsibility to our learners to make this possible.


      Ron B Swartz
      Head: Education
      31 March 2005




WCED FIVE-YEAR STRATEGIC AND PERFORMANCE PLAN 2005/06 – 2009/10                                           Page 3
2.    Vision
      A Learning Home for All

3.    Mission
      Our mission is to ensure that all learners acquire the knowledge, skills and values they need:

      •   To realise their potential
      •   To contribute to social and economic development
      •   To participate fully in the life of the country
      •   To compete internationally, and
      •   To build communities capable of managing their lives successfully and with dignity.

4.    Values
      •   The values of the South African Constitution
      •   The Batho Pele Principles
      •   Critical outcomes of the National Curriculum
      •   Transformation, by ensuring access, equity and redress
      •   The prime importance of the learner
      •   Pro-poor approach to resource allocation
      •   Accountability and transparency
      •   Excellence in all we do
      •   Responsibility to society at large, to support efforts at ensuring social, cultural and economic
          development

      The Manifesto on Values, Education and Democracy (Department of Education, 2001) lists 10 values
      based on the values of the Constitution, namely: democracy, social justice, equality, non-racism and
      non-sexism, Ubuntu (human dignity), an open society, accountability, the rule of law, respect and
      reconciliation.

      Batho Pele means “putting people first”. The eight Batho Pele principles stress the importance of
      consultation, good service standards, courtesy, access, information, openness and transparency,
      dealing with complaints and giving best value.

5.    Sectoral Situation Analysis

5.1   Service delivery environment and challenges
      The population of the Western Cape has grown rapidly over the last five years and continues to grow. In
      1996 there were 3 956 000 people in the Western Cape and this number grew by over half a million
      persons to 4 524 000 in 2001. The majority of those entering the Western Cape are black people in
      search of work. This phenomenon has changed the age, race and poverty profile of the Western Cape.

      One consequence of this increase in population is that every form of education and training in the
      province has experienced growth in numbers in the past five years: ECD sites, schools, FET colleges,
      adult centres and learnerships. The data for the school system from 1995 to 2004 is provided in Table 1
      below to illustrate the growth in learner numbers in the Western Cape and illustrates the first of the
      service delivery challenges faced by the Western Cape Education Department (WCED). While some
      provinces face a decline in enrolments, the WCED continues to experience growth. This growth is also


WCED FIVE-YEAR STRATEGIC AND PERFORMANCE PLAN 2005/06 – 2009/10                                        Page 4
       unpredictable as there is considerable in-migration and intra-migration in the province. This makes
       planning of service delivery, especially classrooms and teachers, extremely complex.

       Table 1: Enrolment in public ordindary schools 1995-2004

Year     Gr 1     Gr 2     Gr 3     Gr 4     Gr 5      Gr 6    Gr 7     Gr 8     Gr 9    Gr 10   Gr 11   Gr 12   Total
1995     99158    84963    80921    79199    76789     72293   68795   67473     61079   50698   41124   34659   817151
1996     99998    84845    81137    79996    77673     74142   69474   72116     62696   54440   43574   36764   836855
1997     97854    84892    80608    81191    76894     74368   70967   73261     64892   57070   44586   38940   845523
1998     99380    90168    85625    85188    80881     76716   73928   76949     67644   61926   46115   40980   885500
1999     87436    92925    88613    88014    83074     78495   74661   79043     69674   63479   49247   40206   894867
2000     64844    81865    92343    91949    85766     80658   75813   80026     70634   63840   48934   40996   877668
2001     81790    62960    81832    94302    89254     83305   77778   82190     71966   67034   50206   39910   882527
2002     86969    77026    64134    83022    93188     86786   80865   75601     80450   69752   51618   40468   889879
2003     86916    82454    75931    66033    82383     92341   84514   81154     73200   81739   51746   39644   898055
2004    104105    82130    81489    76781    66060     82574   89614   85053     78964   80756   54199   39451   921176

       Data Source: Annual survey for schools (Public Ordinary schools, including Pre-primary)

       The second challenge facing the WCED is to improve the education levels of the citizens of the
       Western Cape. While there has been some improvement in the five-year period 1996 to 2001, large
       numbers of people have not had access to education at the level required for dignified participation in
       the civic, political and economic life of the province. For example, Table 2 below shows that less than a
       quarter of the Western Cape population has a Senior Certificate. Detailed analysis of the figures
       provided in Table 2 indicates that the opportunities to learn have been heavily biased towards white,
       and to a lesser extent, the coloured population. In this way the Western Cape has not been a Home for
       All.

       Table 2: Percentage of population at various levels of schooling 1996 and 2001

         Levels of schooling                    1996                      2001
        No schooling                            6,3%                     5,7%
        Some primary                           15,0%                     15,2%
        Completed primary                       8,4%                     7,9%
        Some secondary                         37,2%                     36,5%
        Grade 12                               18,0%                     23,4%
        Higher                                 10,1%                     11,2%
       Source: Statistics South Africa Census 1996 and 2001



       Current enrolment figures for public ordinary schools suggest that the worrying situation described
       above will not change substantially in the foreseeable future. The enrolment figures for the period 1999 -
       2004 show that only 50% of learners that enrolled in Grade 1 reach Grade 12 (See Figure 1). The
       throughput rate in schools is also highly correlated with race. While enrolment in school up to the age of
       17 is almost 100% amongst whites, enrolment is much lower among Africans and even lower among
       coloured adolescents. (Seekings, 2003 and WCED EMIS)




WCED FIVE-YEAR STRATEGIC AND PERFORMANCE PLAN 2005/06 – 2009/10                                                  Page 5
                                               P U B L IC O R D IN AR Y S C H O O L S :
                                           L E AR N E R E N R O L M E N T : 1 9 9 8 - 2 0 0 4

                    1 10 ,0 0 0
                    1 00 ,0 0 0
                     9 0,00 0
                     8 0,00 0
         LEARNERS



                     7 0,00 0
                     6 0,00 0
                     5 0,00 0
                     4 0,00 0
                     3 0,00 0
                     2 0,00 0
                     1 0,00 0
                             0
                                     GR1


                                              GR2


                                                    GR3


                                                             GR4


                                                                   GR5


                                                                          GR6


                                                                                  GR7


                                                                                         GR8


                                                                                                  GR9


                                                                                                        GR10


                                                                                                               GR11


                                                                                                                          GR12
                                                                            G R AD E S
                            1 99 8                  1 99 9               2 00 0                2 00 1                 2 00 2
                            2 00 3                  2 00 4               POP

      Figure 1
      Source: EMIS

      Recent studies conducted in the Western Cape indicate that the race-based throughput and output
      figures in the school system can be traced to the early years of the school system. The results of
      reading and mathematics tests conducted at the Grade 3 and Grade 6 levels indicate that the vast
      majority of learners from low-income homes are achieving two to three years below expectation on the
      national curriculum.
      This situation cannot be allowed to continue. Government must intervene decisively and strategically in
      the development of its human resources. The Western Cape Human Resource Development Strategy
      (HRDS) describes the way in which the Western Cape Provincial Government intends to intervene. In
      other words the HRDS sets out clearly what the vision and priorities of government are, it sets targets
      and timelines for achieving these priorities and declares how it will intervene to achieve these priorities.
      The WCED will take up these policy priorities, which are described in Paragraph 7: Policies, Priorities
      and Strategic Goals.

5.2   Summary of organisational environment and challenges
      The WCED consists of a provincial head office, seven Education Management and Development
      Centres (EMDCs), 6 FET Colleges, 1 459 schools, 112 Community Learning Centres and various other
      educational institutions. Four of the EMDCs are in the metropolitan region of Cape Town, and three are
      in rural areas. The organogram of the Department is reflected in Schedule 1 and the map of the
      education management and development districts is indicated in Schedule 2.

      WCED activities – scope and scale
         Learners *                                                                                                  955 225
         Public ordinary schools *                                                                                     1 459
         Districts                                                                                                           7
         Schools for learners with special needs #                                                                         70
         Further education and training institutions (technical colleges)                                         6 (39 sites)
         Adult community learning centres                                                                      112 (301 sites)
         Subsidised pre-primary schools                                                                                   446
         Educators (Post Provisioning Model)                                                                          30 080
         Public service staff (approved establishment)                                                                 8 885
      * Source - 2004 Annual Survey (All public ordinary schools, Grades Pre-Gr R to Post Matric)
      # Source – 2004 Snap Survey


WCED FIVE-YEAR STRATEGIC AND PERFORMANCE PLAN 2005/06 – 2009/10                                                                  Page 6
5.2.1 Internal environment

      The provincial head office is responsible for policy co-ordination and mediation and strategic
      management, whereas the EMDCs are responsible mainly for policy implementation. This is not a rigid
      dividing line since EMDCs are involved in the design and development of policies at various levels,
      including the national level as far as curriculum policy is concerned. It is essential, therefore, that
      EMDCs should also have strong policy analysis, mediation and facilitation capacities.

      The EMDCs offer a range of services, provided by teams of specialists, assisted by the WCED’s Head
      Office in Cape Town. These services include the following:
      • Curriculum development and support
      • Specialised learner and educator support
      • Institutional management and governance support
      • Administrative services, including institutional development and support for Section 21 and non-
          Section 21 schools, labour relations assistance, and internal administration services.

      The EMDCs also promote parental involvement in schools through school governance, local
      participation in the WCED’s Safe Schools Project, and a culture of teaching and learning in schools and
      local communities.

      The immense size of the WCED also presents an enormous responsibility to ensure that its employees
      are provided with continuous and lifelong development programmes. This holds true for the public
      service sector, where the demands for effective and efficient service delivery increase with every
      passing year, and for the educator sector, where the rapid developments in education, knowledge
      management and education technology demand that educators stay abreast of new forms of
      knowledge and methodology. The WCED's programme for workplace skills development and its
      programme for in-service development of educators will play key roles in this regard. As the
      development and training demands of the department increase over the next ten years, so too will its
      development budget decrease. It is essential, therefore, that new sources of financial and other
      resources, including the Education and Training Development (ETDP) Sectoral Education and Training
      Authority (SETA) and the private sector, be approached to support the WCED's long-term development
      strategies.

5.2.2 Organisational efficiency

      Administrative support services to schools are of paramount concern to the WCED. Given that schools
      are required to focus most of their energy on the delivery of the curriculum in the classroom, the WCED
      will ensure that the administrative support provided to schools is quick, efficient and accurate. The less
      time school managers have to deal with administrative problems such as teacher appointments,
      teacher salaries and other matters relating to conditions of service, the more time they are able to
      devote to organising their professional and learning programmes. By implication, the WCED’s
      administrative support systems must provide a high level of service to schools.

      Several things need to, and are, being done to give effect to this objective. These include the following:
      • The rate at which schools become Section 21 institutions will be increased. This means that a
         range of development programmes for School Governing Bodies (SGBs) and school managers will
         be launched to ensure that the management capacity exists for schools to take control of certain
         key functions.




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      •     By devolving key management functions to schools, much of the responsibility for provisioning and
            logistical services will shift to schools, enabling the Head Office and EMDCs to focus on policy
            mediation, support and monitoring.
      •     Head office will improve the Client Services office to ensure that principals and educators receive a
            high quality service and that, as far as possible, enquiries are dealt with immediately.
      •     The WCED Call Centre became operational during 2004. This Call Centre provides the education
            community and the public at large with a wide range of services and information relating to the
            management of education in the province. This form of access to the department is augmented by
            the WCED website (WCED Online), where the public can access information ranging from recent
            news to examinations developments and curriculum issues.

6.    Legislative Mandate

6.1   Constitutional and other legislative mandates

      The strategic objectives are based on the following constitutional and other legislative mandates:

                         Mandates                                                 Brief description
          The Constitution of South Africa, 1996    Requires education to be transformed and democratised in accordance
          (Act No 108 of 1996)                      with the values of human dignity, equality, human rights and freedom,
                                                    non-racism and non-sexism. It guarantees access to basic education for
                                                    all with the provision that everyone has the right to basic education,
                                                    including adult basic education. The fundamental policy framework of the
                                                    Ministry of Education is stated in the Ministry's first White Paper: Education
                                                    and Training in a Democratic South Africa: First Steps to Develop a New
                                                    System (February 1995). After extensive consultation, negotiation and
                                                    revision, it was approved by Cabinet and has served as a fundamental
                                                    reference for subsequent policy and legislative development.
          The Constitution of the Western Cape      Subject to the national Constitution, it is the highest law in the Western
          Province, 1998 (Act 1 of 1998)            Cape.
          The South African Schools Act (SASA),     To provide for a uniform system for the organisation, governance and
          1996 (Act No 84 of 1996) as amended.      funding of schools. It promotes access, quality and democratic
                                                    governance in the schooling system. It ensures that all learners have right
                                                    of access to quality education without discrimination, and makes schooling
                                                    compulsory for children aged 7 to 14. It provides for two types of schools
                                                    — independent schools and public schools. The provision in the Act for
                                                    democratic school governance through school governing bodies is now in
                                                    place in public schools countrywide. The school funding norms, outlined in
                                                    SASA, prioritise redress and target poverty with regard to the allocation of
                                                    funds for the public schooling system.
          The National Education Policy Act, 1996   To provide for the determination of national policy for education, including
          (Act No 27 of 1996)                       the determination of policy on salaries and conditions of employment of
                                                    educators. It was designed to inscribe in law policies, as well as the
                                                    legislative and monitoring responsibilities of the Minister of Education, and
                                                    to formalise relations between national and provincial authorities. It laid the
                                                    foundation for the establishment of the Council of Education Ministers
                                                    (CEM), as well as the Heads of Education Departments Committee
                                                    (HEDCOM), as inter-governmental forums to collaborate in developing a
                                                    new education system. As such, it provides for the formulation of national
                                                    policies in general and further education and training for, inter alia,
                                                    curriculum, assessment, language policy, as well as quality assurance.
                                                    NEPA embodies the principle of co-operative governance, elaborated
                                                    upon in Schedule Three of the Constitution.




WCED FIVE-YEAR STRATEGIC AND PERFORMANCE PLAN 2005/06 – 2009/10                                                            Page 8
                        Mandates                                                  Brief description
        The Further Education and Training Act,      To regulate further education and training; to provide for the
        1998 (Act No 98 of 1998)                     establishment, governance and funding of public further education and
                                                     training institutions; to provide for the registration of private further
                                                     education and training institutions; to provide for quality assurance and
                                                     quality promotion in further education and training. Together with the
                                                     Education White Paper 4 on Further Education and Training (1998), and
                                                     the National Strategy for Further Education and Training (1999-2001), it
                                                     provides the basis for the development of a nationally co-ordinated further
                                                     education and training system, comprising the senior secondary
                                                     component of schooling and technical colleges. It requires further
                                                     education and training institutions, established in terms of the new
                                                     legislation, to develop institutional plans, while making provision for
                                                     programmes-based funding and a national curriculum for learning and
                                                     teaching.
        The General and Further Education and        To provide for the establishment, composition and functioning of the
        Training Quality Assurance Act, 2001 (Act    General and Further Education and Training Quality Assurance Council,
        No 58 of 2001)                               to provide for quality assurance in general and further education and
                                                     training, to provide for control over norms and standards of curriculum and
                                                     assessment, to provide for the issue of certificates at the exit points, to
                                                     provide for the conduct of assessment and to repeal the South African
                                                     Certification Council Act, 1986
        The Employment of Educators Act, 1998        To provide for the employment of educators by the State and for the
        (Act No. 76 of 1998)                         regulation of the conditions of service, discipline, retirement and discharge
                                                     of educators. It regulates the professional, moral and ethical
                                                     responsibilities of educators, as well as competency requirements for
                                                     teachers. One Act of Parliament and one professional council, the South
                                                     African Council of Educators (SACE), now govern the historically divided
                                                     teaching force.
        The Western Cape Provincial School           To provide for a uniform education system for the organisation,
        Education Act, 1997 (Act No 12 of 1997)      governance and funding of all schools and to make provision for the
                                                     specific educational needs of the province.
        The Public Finance Management Act,           To regulate financial management in the national government and
        1999 (Act No 1 of 1999) as amended.          provincial governments, to ensure that all revenue, expenditure, assets
                                                     and liabilities of those governments are managed efficiently and effectively
                                                     and to provide for the responsibilities of persons entrusted with financial
                                                     management in those governments
        The annual Division of Revenue Acts          To provide for the equitable division of revenue raised nationally among
                                                     the national, provincial and local spheres of government for the respective
                                                     financial years, to provide for reporting requirements for allocations
                                                     pursuant to such division, to provide for the withholding and delaying of
                                                     payments and to provide for the liability for costs incurred in litigation in
                                                     violation of the principles of co-operative governance and
                                                     intergovernmental relations
        The Public Service Act, 1994 as amended      To provide for the organisation and administration of the public service of
        [Proclamation No 103 of 1994]                the Republic as well as the regulation of the conditions of employment,
                                                     terms of office, discipline, retirement and discharge of members of the
                                                     public service
        The South African Qualifications Authority   To provide for the development and implementation of a National
        Act, 1995 (Act No 58 of 1995)                Qualifications Framework and for this purpose to establish the South
                                                     African Qualifications Authority. The NQF is an essential expression, as
                                                     well as a guarantor of a national learning system where education and
                                                     training are of equal importance as complementing facets of human
                                                     competence. The joint launch of the Human Resources Development
                                                     Strategy by the Minister of Labour and the Minister of Education on 23
                                                     April 2001 reinforces the resolve to establish an integrated education,
                                                     training and development strategy that will harness the potential of our
                                                     young and adult learners.




WCED FIVE-YEAR STRATEGIC AND PERFORMANCE PLAN 2005/06 – 2009/10                                                           Page 9
                         Mandates                                                 Brief description
           The Adult Basic Education and Training   To regulate adult basic education and training; to provide for the
           Act, 2000 (Act No 52 of 2000)            establishment, governance and funding of public adult learning centres; to
                                                    provide for the registration of private adult learning centres; and to provide
                                                    for quality assurance and quality promotion in adult basic education and
                                                    training


6.2   Other mandates

      6.2.1     Provincial iKapa elihlumayo strategy
      6.2.2     Human Resource Development Strategy
      6.2.3     Revised National Curriculum Statements
      6.2.4     White Paper 5 on ECD
      6.2.5     White Paper 6 on Inclusive Education

7.    Broad policies, priorities and strategic goals

      The strategic goals of the WCED are to -
      1.  Support an integrated approach to the physical, social and cognitive development of all 0 to 4 year
          olds living in the province
      2. Provide high quality Grade R tuition to all 5 year olds so that they are ready for school learning
      3. Ensure that all learners from Grade 1 to Grade 6 read, write and calculate at the levels determined
          by the National Curriculum
      4. Ensure that all learners in Grades 7 - 9 are provided with a high quality general education
      5. Provide advice on subject choice and career guidance to all learners in Grade 9 so that they make
          appropriate choices in the Further Education and Training band
      6. Increase the participation and success rates of learners, especially black learners, participating in
          the Further Education and Training band at both schools and colleges
      7. Increase the number of FET learners who qualify to enter higher education
      8. Increase access to higher education especially for learners from poor families
      9. Increase the provision of learnerships, apprenticeships, internships and skills programmes that are
          linked to work opportunities
      10. Increase the number of adult learners in basic education programmes through economic and
          social programmes such as the Expanded Public Works Programme.

      In practical terms this means that the WCED should, with its social partners, ensure a dramatic
      increase in the number of young people participating in and succeeding in FET and Higher Education
      programmes that contribute to the growth and development of the province. In this way the WCED will
      address the current dropout in the school system and ensure much higher retention rates in further and
      higher education. But success in further and higher education depend on the exposure of young
      children to a healthy, active and stimulating environment and a good general education. In order to
      ensure that these goals are achieved the WCED will endeavour to –

      •     ensure that every child is accommodated in a safe, well-lit, ventilated and comfortable classroom;
      •     equip and support educators in their efforts to provide effective education;
      •     ensure effective management and governance in all learning sites and support structures;
      •     deliver a Primary School Nutrition Programme (PSNP); and
      •     apply scarce resources as effectively and as equitably as possible.




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      Five key policies cut across the above ten priorities:

      1. Relevant knowledge, skills and values

      All education and training programmes and courses will promote high-level knowledge, skills and
      values. The National Curriculum Statement (NCS) for GET and the FET Curriculum (General) for
      schools are explicitly values-based curricula. This approach will be promoted in all education and
      training programmes.
      At the same time education and training programmes must be relevant to learners. This means taking
      account of the context and environment in which teaching and learning takes place and choosing the
      most appropriate methods for delivering curricula. General education for children of compulsory school-
      going age should consider language, safety, urban and rural living conditions and the socio-economic
      environment. Further and Higher Education and Training and adult basic education must take account
      of learners’ aptitudes and interests. In these sectors work experience are often key to the learning
      experience. Here learnerships, apprenticeships and workplace skills development play an important
      role in human resource development.

      2. Literacy and numeracy

      The development of high levels of language use and numeracy are key to all learning. For this reason
      languages and numeracy / mathematics are part of all formal learning programmes in the Western
      Cape.
      • Grades R – 3: three learning programmes are offered. Literacy and numeracy take up over 75% of
          the time spent at school
      • Grades 4 – 9: eight learning programmes are offered. Again languages and mathematics are
          allocated the majority of time on the school time table
      • Grades 10 – 12: Two languages and mathematics or mathematical literacy are compulsory for all
          learners who wish to achieve a Further Education and Training Certificate.
      • FET College formal courses and Adult Basic Education Courses: all have languages and
          mathematics as fundamental programmes

      3. Access to Information

      The WCED plans for -
      • The introduction of Information and Communication Technology (ICT) in all schools and other
          learning sites in the strategic period 2005 to 2010. This means that every educator and learner in
          the Western Cape will have access to ICT infrastructure and training to support the teaching and
          learning process
      • Resource centres and libraries to be developed at each school to provide a wide range of learner
          and teacher support materials and their effective management
      • Access to HIV/AIDS-Life Skills information and education

      4.Subject and career guidance

      Subject and career guidance will be provided to all Grade 8 learners in the school system so that they
      are supported to choose appropriate FET courses. Career guidance will continue and will be
      institutionalised at all high schools, FET colleges and Community Learning Centres (CLCs) in the
      province.




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      5. Quality Assurance and Accountability

      The demand for improved efficiency in the education system requires that a strong accountability system and
      process be introduced into the WCED. Systemic Evaluation, School Self-Evaluation (SSE) and Whole School
      Evaluation (WSE), as well as Tracking, Reporting and Accountability Measures, are all instruments to be used
      to advance the objective of heightened accountability measures throughout the system.


8.    Information systems to monitor progress

      The WCED utilises the Education Management Information System (EMIS) to inform and guide
      management in strategic planning, decision-making and policy development. Most of the learner and
      institutional information is collected via structured survey forms. Various verification and validation
      processes ensure high quality and reliable data. The databases are also structured in a very uniform
      manner, so that different sectors within the WCED (e.g Public Ordinary, ABET, LSEN, ECD) all have
      data that is consistently structured. The information is also crucial in the allocation of resources within
      the WCED for example, Norms and Standards and Post Provisioning. The information that is gathered
      by the WCED is also made widely available and easily accessible to all managers within the system,
      through its dissemination via the intranet.

      The WCED is in the process of conceptualizing the implementation of a Learner Tracking System.
      Through this system, it will be possible to monitor and track all learners in public ordinary schools in the
      school system. Benefits to the WCED will be that accurate learner level information will be available
      and therefore accurate allocations with respect to resources can be made to institutions. A further
      advantage is that the WCED will be in a position to initiate critical research projects in order to gain a
      better understanding of the factors, at learner level, that impact negatively on issues such as learner
      performance, dropouts, over-age, etc.

       The WCED has an updated Master Systems Plan (MSP) where all the IT systems’ requirements are
      identified and prioritised for upgrading, enhancement and further development. This is then matched to
      the available resources within the annual IT Capacity and MTEF budget framework.

      The WCED continuously enhances and improves its IT systems for optimal use. This is further
      supplemented by the on-going training of users. Systems governance is also applied whereby each
      system has a system owner and administrator for the effective management of each system in order to
      ensure that it matches and adds value to business requirements.

9.    Description of strategic planning process

      The departmental planning process that led to the formulation of the new spending proposals for the
      2005 MTEF took into account the policy priorities of the Executive Authority, the iKapa elihlumayo goals
      and objectives as well as the Draft Human Resource Development Strategy (HRDS) of the Western
      Cape.

      For the 2005/06 financial year the strategic planning process was aimed at refining the existing
      strategic plan in line with the HRDS the resource base and new information on the needs of the
      province. The format used is the generic format prescribed by the National Treasury and the national
      Department of Education for all provincial departments of education.




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PART B

Programme and sub-programme plans

10.    Programme 1: Administration

10.1 Programme objective

       To provide overall management of and support to the education system.

       The Administration programme consists of the following sub-programmes:

       Office of the Provincial Minister
       o      to provide for the functioning of the office of the Member of the Executive Council (MEC)
       Corporate services
       o      to provide management services that are not education specific
       Education management
       o      to provide education management services
       Human resource development
       o      to provide human resource development for head office-based staff

10.2       Situational analysis
           Quality Assurance and Accountability

           The demand for improved efficiency in the education system requires that a strong accountability system
           and process be introduced into the WCED. Systemic Evaluation, School Self-Evaluation (SSE) and Whole
           School Evaluation (WSE), as well as tracking, reporting and accountability measures, are all instruments to
           be used to advance the objective of heightened accountability measures throughout the system.

       •        Systemic Evaluation

                Systemic Evaluations at Grade 3 and 6 levels are conducted by the Department of Education across
                South Africa every alternative year. These evaluations are intended to assess the extent to which the
                education system has managed to achieve social, economic and transformation goals by measuring
                learner performance within the context in which they experience learning and teaching programmes.
                The outcomes of these assessments are used to inform interventions. The Grade 3 Systemic
                Evaluation Report (2002) indicates reason for concern on the numeracy and literacy skills of learners,
                barriers to full access to educational services for disadvantaged learners, poor achievement of equity
                goals and a major concern about the overall quality of education in relation to such indicators as the
                quality of teaching, overcrowded classrooms, ineffective use of contact time in the classroom and
                unsafe conditions at schools. The Grade 6 systemic evaluation was conducted in 2004 and the results
                are expected in 2005.

       •        School Self-Evaluation (SSE) and Whole School Evaluation (WSE)

                Starting with an honest appraisal of their own systems and practices, schools will be required to
                develop focused and realistic School Development Plans that will outline the key strategies they will
                launch to improve on identified areas of weakness. The WSE process will then periodically monitor
                and assess schools' achievements of their development strategies.


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      •     Integrated Quality Management System (IQMS)

            The Collective Agreement 8 of 2003, signed in August 2003, sets out the nature and implementation
            rules for the IQMS. The IQMS links the Whole School Evaluation, the identification of development
            needs of individuals and the performance appraisal of individual educators. According to the collective
            agreement, every educator first has to be trained in the system.

      •     Employee Wellness Programme (EWP)

            A service provider, Careways, delivers the EWP service in the WCED. The service is primarily a
            telephonic counselling service, with the possibility of face-to-face counselling when required. The EWP
            is intended primarily to be preventative; this means that staff and supervisors are encouraged to make
            use of the call centre service when problems begin.

            The service provider supplies the WCED with a monthly report on the number of calls as well as the
            major categories of concern of staff. It is hoped that the availability of such a professional service will, in
            itself, reduce absenteeism because staff will be helped to find and implement solutions for their
            problems.

            As a pilot, the Directorate: Human Resource Development will work with the following categories in
            order to determine the impact that principal intervention can have if the EWP service is used:
               10 schools with the worst absentee / stress leave record
               10 staff members with the worst random absence record
               10 staff members who show certain absentee trends (e.g. Monday, Friday)

            The principals of these schools will be put on a special training programme to equip them to deal with
            these and to refer staff to the EWP service.

      •     Reporting and Accountability Measures

            The WCED is subject to a wide range of accountability processes. These include the following:

            • Auditing of financial management processes on an annual basis, by the provincial Auditor-
              General’s office;
            • Appearances at regular sessions with the Education Portfolio Committee and the Standing
              Committee on Public Accounts in the Provincial Parliament;
            • Meetings (or road shows) with various education stakeholders at regular intervals by the
              Minister and the Superintendent-General to share information about the latest developments
              in education, or simply to hear about problems experienced by educators and school
              managers; and
            • The WCED is already under obligation to submit an annual report on its activities to the
              Legislature. The Annual Report document can be accessed by the broader public and allows
              for the education community to monitor the achievements or failures of the department, in
              relation to its legislative and policy mandates and its strategic plans.




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      Communication

      An important management and accountability tool for big organisations such as the WCED is
      rapid and effective communication. To this end the WCED will expand and improve its Client
      Service through an effective and user-friendly call centre, web sites and circulars.

      The WCED's ICT Strategy, the Khanya Project, the Dassie Project, the Telecommunications
      Project and the WCED website, which includes the Curriculum, Edulis and Edumedia sites, are
      informed and influenced by:
      • the national White Paper on e-Education;
      • the Provincial Knowledge Economy and e-Governance Strategy; and
      • the City of Cape Town’s ICT strategy.

      Most importantly, however, the WCED will develop its internal capacity, especially among
      teachers, to prepare for the use of curriculum digital content.

10.3 Policies, priorities and strategic objectives

      Table: Strategic objectives for Programme 1: Administration

                      Strategic Goal                                         Strategic Objective
        To promote accountability on all       •   To promote co-operative governance.
        levels, in line with the legislative   •   To align policy and practice to the government’s strategic objectives and the
        mandate.                                   legislative mandate.
                                               •   To promote effective evaluation and quality assurance management
                                                   systems.
                                               •   To encourage awareness of the rights and responsibilities of all role-players
                                                   in education, including learners, parents, educators, school management,
                                                   school governing bodies and WCED officials at all levels.
                                               •   To foster a culture of teaching and learning in schools and colleges, and a
                                                   commitment to life-long human resource development.
                                               •   To play an active role in meeting the broader needs of the country, especially
                                                   in dealing urgently and purposefully with the issue of HIV/AIDS and Life
                                                   Skills.
                                               •   To bring about effective management at all levels of the system.
        To promote organisational efficiency   •   To develop a creative and resilient management echelon.
        and effectiveness.                     •   To build strong policy systems and capacity within the WCED.
                                               •   To design effective communication systems for access by the education
                                                   community (internal and external).
                                               •   To build district capacity, service and support.
                                               •   To implement Batho Pele principles.
                                               •   To respond to customer needs effectively.
                                               •   To put effective financial management systems in place.
                                               •   To realise an optimal distribution of financial, physical and human resources
                                                   across the system.
                                               •   To ensure that the flow of learners through the system is optimal.

        To establish a quality assurance       •   To establish targets in relation to human resource development and report on
        function in the WCED.                      progress on targets.
                                               •   To ensure systemic accountability with introduction of Systemic Evaluation,
                                                   School Self Evaluation (SSE), School Development Plans (SDP) and Whole
                                                   School Evaluation (WSE).
                                               •   To build management capacity in offices and schools.
                                               •   To develop norms and standards for the delivery of all services.




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10.4 Analysis of constraints and measures planned to overcome them

      The integration of the various quality assurance and accountability measures introduced is a
      serious challenge to the WCED. It is important to ensure that these measures lead to improved
      teaching and learning and are not seen as ends in themselves.

10.4 Description of planned quality improvement measures

      Ongoing interventions regarding the training of school management team (SMT) members
      include managing curriculum, discipline, women in leadership, policy management, latest
      amendments to acts and signed resolutions.

10.5 Resourcing information

      None at this stage.




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11.   Programme 2: Public Ordinary School Education


11.1 Programme objectives

      To provide public ordinary education from Grades 1 to 12 in accordance with the South African Schools
      Act, 1996.

      The Public Ordinary School Education programme comprises the following sub-programmes:

      Public primary schools
      o      to provide education for the Grades 1 to 7 phase at public primary ordinary schools
      Public secondary schools
      o      to provide education for the Grades 8 to 12 levels at public secondary ordinary schools
      Professional services
      o      to support public ordinary schools
      Human resource development
      o      to provide for the professional development of educators and non-educators in public ordinary
             schools

11.2 Situational analysis

      General Education and Training (GET) (Grades 1-9)

      Data from the 2001 Census and the WCED EMIS indicate that there are very high enrolment rates in
      the age group 6 – 15 (Grades 1 - 9). In addition, the age-grade match in the Western Cape is high.
      However, studies conducted in the Western Cape in the last five years suggest that learner
      achievement is below what is expected in Grades 1 - 9. This is true both in relation to other countries
      (including other developing countries) and in relation to the expectations of the South African
      curriculum. For example, in 2002, the WCED assessed the reading and numeracy results of the Grade
      3 learners in all schools. This study found that only 36% of learners are achieving the reading and
      numeracy outcomes expected in Grade 3. The vast majority of learners are achieving two to three
      years below expectation.

      To address this problem diagnostic testing will take place at the end of the Foundation Phase and
      Intermediate Phase, that is, Grades 3 and 6 every alternative year beginning with Grade 3 in 2002. The
      diagnostic testing will be used not only to identify areas for intervention but will also be used to measure
      progress in the system over time. These tests will be used to -
      • develop interventions and strategies
      • set targets for schools, districts and the province.

      The diagnostic testing conducted in 2002 and 2003 indicates that the results of the test are highly
      correlated to poverty. For this reason the province will plan a holistic approach to supporting the
      development of poor learners. This holistic approach includes the PSNP. The administration of the
      PSNP, which is part of the national school nutrition programme conditional grant, was shifted from the
      Department of Health during 2004. This shift to the department will improve planning, enhance co-
      ordination and further contribute to more efficient feeding in schools.

      Grade 9 is the end of the GET Band. After this grade learners choose FET programmes. In order to
      promote relevant and appropriate FET programme choice all Grade 8 learners will be assessed every
      year.

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      Further Education and Training (FET) Grades 10 -12

      FET is a specialisation phase. It is the first phase of the education system in which learners must make
      choices about the subjects or programmes they will offer.

      The current FET curriculum is based on Report 550 for Grades 10 to 12; Report 191 (Formal Technical
      College Instructional Programmes in the RSA) and Report 190 (Norms and standards for instructional
      programmes and the examination and certification thereof in technical colleges education). These
      curriculum and programme offerings will be replaced in the period 2004 to 2008 by a framework that
      offers 16 - 20 year olds more flexible and responsive education and training programmes. The
      framework for FET offers three pathways to the Further Education and Training Certificate (FETC) or
      National Qualifications Framework (NQF) Level 4 certificates, namely:
      • General academic
      • General vocational
      • Occupational – trade, operational, professional

      This means that Report 550 and Report 191 programmes will gradually be phased out and relevant
      qualifications and programmes will be phased in. In schools the new National Curriculum will be
      introduced into Grades 10 - 12 from 2006 to 2008. The number of subjects offered in the FET schools
      curriculum has been greatly reduced but the subjects are more focussed and relevant. The province will
      have to actively drive a process of curriculum redress to ensure that in all districts the full range of
      subjects is offered. This will require careful planning and strong redress action.

      The curriculum redress process must be supported by a systematic redress programme, which
      provides equipment (especially computers) and specialist teachers to disadvantaged areas. The
      WCED has begun this redress process in the fields of maths and science and other ‘focus’ schools will
      be developed in the FET band.

      School Safety

      As is the case elsewhere in the world, school safety is becoming an increasing concern of government.
      The Western Cape is particularly plagued in this regard as it experiences the serious problems of
      gangsterism and gang violence and the accompanying scourge of alcohol and substance abuse.
      Together with a range of partners, but in particular the Department of Community Safety, these issues
      are being tackled head-on.

      The Safe Schools Programme has a three-pronged strategy, which includes the following:
      • A Safe Schools Call Centre, where various problems can be reported, and where affected and
         traumatised individuals can also request, and receive, counselling
      • Provision of physical security: this programme focuses on the installation of various safety
         measures, including security fencing and security alarms at high-risk schools. The programme also
         includes survival strategies.
      • Educational programmes focusing on values and attitudes, the goal of which is to re-direct learners’
         interests into more positive pursuits such as sports, arts and drama, and focusing on future careers.




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11.3 Policies, priorities and strategic objectives

      Strategic objectives for Sub-programme 2.1: Public primary phase

                   Strategic Goal                                            Strategic Objective
       To ensure access to quality education      •   To provide learner accommodation in the public primary phase in line
       for all children living in the province.       with policy.
                                                  •   To provide the basic infrastructure for primary schools in accordance
                                                      with policy
                                                  •   To improve access to education for learners from previously
                                                      marginalised groups
                                                  •   To provide relevant and structured training to teachers on the National
                                                      Curriculum
                                                  •   To improve learner performance in numeracy and literacy
                                                  •   To improve efficiency in the education system and to improve the pass-
                                                      through rate of pupils and the quality of education as a whole over time.
                                                  •   To promote effective and inclusive education for learners with special
                                                      education needs.
                                                  •   To provide transport and hostel facilities for needy learners
                                                  •   To provide a primary school nutrition programme (PSNP)
                                                  •   To restore school discipline.
       To ensure effective e-Learning in          •   To accelerate ICT infrastructure provision for all schools.
       schools                                    •   To ensure curriculum delivery through the use of ICT.
                                                  •   To ensure digital content development and management.
                                                  •   To ensure that educators are trained in the use of ICTs to support their
                                                      teaching programmes
       To ensure safe institutional               •   To promote a safe school environment in partnership with communities
       environments required for effective            and other government departments.
       teaching and learning                      •   To end conditions of physical degradation of learning sites.
                                                  •   To promote understanding of social conditions in the province and how
                                                      these affect schools.

      Strategic objectives for Sub-programme 2.2: Public secondary phase

                   Strategic Goal                                            Strategic Objective
       To ensure access to quality education      •   To provide learner accommodation in the public secondary phase in
       for all children living in the province.       line with policy.
                                                  •   To put the basic infrastructure for secondary schooling in place in
                                                      accordance with policy.
                                                  •   To increase the number of FET learners enrolled in appropriate
                                                      programmes at schools especially learners from previously
                                                      marginalised groups.
                                                  •   To increase the number of learners successfully completing their
                                                      education in the FET band.
                                                  •   To increase the number of learners that obtain a school leaving
                                                      certificate that allows access to higher education
                                                  •   To increase participation and success rates in maths and science
                                                  •   To promote effective and inclusive education for learners with special
                                                      education needs.
       To ensure effective e-Learning in          •   To accelerate ICT infrastructure provision for all schools.
       public secondary schools                   •   To ensure curriculum delivery through the use of ICT.
                                                  •   To ensure digital content development and management.
                                                  •   To ensure that educators are trained in the use of ICTs to support their
                                                      teaching programmes




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                  Strategic Goal                                           Strategic Objective
       To ensure safe institutional            •   To promote a safe school environment in partnership with communities
       environments required for effective         and other government departments.
       teaching and learning                   •   To end conditions of physical degradation of learning sites.
                                               •   To promote understanding of social conditions in the province and how
                                                   these affect schools.

      Strategic objectives for Sub-programme 2.3: Professional services

                  Strategic Goal                                           Strategic Objective
       To ensure effective management and      •   To bring management and governance support and development
       governance in all the learning sites        closer to schools through the work of the EMDCs and other
       and support structures                      professional services.
                                               •   To achieve an optimal and equitable distribution of financial, physical
                                                   and human resources across the system.
                                               •   To improve the knowledge and skills of school principals through
                                                   targeted training and support.
                                               •   To improve the knowledge and skills of school governing bodies
                                                   through targeted training and support.
                                               •   To improve management of the curriculum and assessment processes.
                                               •   To improve financial management and quality enhancement at all
                                                   levels in line with provincial policy and the legislative framework.
                                               •   To provide professional support to all public ordinary schools.

      Strategic objectives for Sub-programme 2.4: Human resource development

                  Strategic Goal                                           Strategic Objective
       To equip and support educators in       •   To provide educators at the public primary and secondary phases in
       their efforts to provide effective          accordance with policy.
       education                               •   To ensure that the province employs sufficient numbers of appropriately
                                                   trained educators.
                                               •   To support efforts to recruit student teachers to pre-service training
                                                   institutions.
                                               •   To develop the professional quality of the teaching force, through
                                                   ongoing professional support.
                                               •   To develop the potential of media and technology (e-education and
                                                   ICT) so as to enhance teaching and learning and to provide curriculum
                                                   support.
                                               •   To equip educators to ensure effective curriculum development,
                                                   delivery and support.
                                               •   To launch focused educator development programmes through the
                                                   Cape Teaching Institute (CTI).
                                               •   To provide specialised education support to teachers.

      Strategic objectives for Sub-programme 2.5: Primary school nutrition programme

                    Strategic Goal                                         Strategic Objective
       To provide identified poor and hungry   To provide 149 000 identified poor and hungry learners in 866 primary
       learners in primary schools with the    schools with the minimum food they will need to learn effectively in school.
       minimum food they will need to learn
       effectively in school




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11.4 Analysis of constraints and measures planned to overcome them

      The growth in the number of secondary school learners in the Western Cape and the use of vacant
      primary school buildings, which have no laboratories, as secondary schools, have caused the
      percentage increase in the number of secondary schools without laboratories. Platooning schools will
      also increase the number of secondary schools without laboratories.

11.5 Description of planned quality improvement measures

      The WCED has introduced a number of interventions and projects in an effort to address various
      aspects of quality education in schools. Amongst others, the projects and interventions in operation in
      schools include the following:
      • To encourage positive learner behaviour: The focus here is to initiate development workshops for
         teachers in order to assist them to understand learner behaviour and peer pressure and assist them
         to deal with behavioural issues in a new way.
      • Identification of dysfunctional schools: Multi-functional teams identify the problems experienced by
         these schools; devise a strategy to address the problems under the leadership of a project leader;
         where necessary the support of outside organisations is enlisted; departmental training programmes
         are offered to the school; continued failure can lead to mentorship/curatorship at those schools; if
         failure continues reconstitution of the school may be implemented.
      • Multi-grade Intervention: To support schools that teaches more than one grade per class in their
         teaching methods. Emphasis is placed on the utilisation of ICT to support effective multi-grade
         instruction.
      • Early Enrolment Campaign: Encourages schools to start the enrolment of learner process early in
         the year for finalisation by the end of the year; completion of time-tables and nominations for
         appointment of teachers in order for schools to start tuition on the first day of the new school year;
         identifying "hot spots" with regard to accommodation so that contingency plans can be put in place.
      • Over-age learners: The number of over-age learners in the system is being reduced gradually, as
         no over-age learners are admitted into the system. Those who are already in the system are
         encouraged to register at ABET Centres. (Please Note: These are learners that are 20 years and
         older).
      • Inclusive education: Education White Paper 6 indicates how the current special education system
         should be transformed into an inclusive education and training system. It spells out, amongst others,
         how mainstream schools should be developed into full services schools that will be able to
         accommodate learners that need moderate support; how special schools should be developed into
         resource centres for mainstream schools; the development of district support teams; and the
         development of institutional support teams.
      • Focused literacy and numeracy strategies for Foundation Phase and Intermediate Phase that
         includes -
             providing 100 books to every Foundation Phase (Grades 1 - 3) and Intermediate Phase (Grades
             4 - 6) class in the province;
             providing mathematics textbooks to all Grade 3 to 6 learners;
             providing examples of 36 week work schedules;
             monitoring on a weekly basis learning progress through officials dedicated to each school that
             offers Grades 1 to 6; and
             monitoring learner access and learner acquisition of the intended curriculum through reading
             and mathematics testing of Grades 3 and 6.




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      The EMDCs and their different structures visit all educational institutions and assist them with
      capacity building in terms of different scenarios and actions that need to be done, e.g. appointing
      new governing bodies, financial matters, curriculum, etc.

11.6 Resourcing information

      The statistical information regarding the number of learners and educators is obtained from the
      WCED's Annual Survey and 10th day statistics.

      There has been an increased in migration to the Western Cape, but additional classrooms completed
      during 2002/03 and 2003/04 assisted in keeping the learner:classroom ratio envisaged, in check.

      The spending of available funds for new construction projects did not progress as intended. However,
      over 200 additional maintenance projects were completed. This had a large impact on the percentage
      infrastructure budget spent on maintenance.

      Grades 1 – 12 in public ordinary schools are resourced with educator staff determined according to the
      Post Provisioning Model, non-educator personnel as well as non-personnel funding determined
      according to the Norms and Standards Funding for Schools, both based on poverty rankings.




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12.   Programme 3: Independent school subsidies


12.1 Programme objective

      To support independent schools in accordance with the South African Schools Act, 1996.

      The Independent School Subsidies programme comprises the following sub-programmes:
      Primary phase
      o     to support independent schools in the Grades 1 to 7
      Secondary phase
      o     to support independent schools in the Grades 8 to 12

12.2 Situational analysis

      There are currently 180 independent schools in the Western Cape. These schools accommodate a
      range of learners from varied socio-economic backgrounds and are important and valued partners in
      education delivery in the province.

      The WCED provides subsidies to 75 independent schools, which provide learning opportunities to
      disadvantaged learners in the province.

12.3 Policies, priorities and strategic objectives

      Strategic objectives for Programme 3: Independent school subsidies

                   Strategic Goal                                                Strategic Objective
       To ensure access to quality education      To support independent schooling that serves poorer communities on a sliding scale
       for all children living in the province.   as a complement to public schooling.


12.4 Analysis of constraints and measures planned to overcome them

      A few independent schools have very poor records in the systemic testing at Grade 3 and 6 levels
      and in Grade 12. There are also regular complaints from pupils and parents. The WCED plans to
      deal decisively with these schools and ensure that they are de-registered if they fail to provide
      quality education.

12.5 Description of planned quality improvement measures

      The throughput and output of independent schools receiving a subsidy is closely monitored and
      subsidies are adjusted accordingly.

12.6 Resourcing information

      All independent schools that are registered with the WCED are eligible, depending on the Norms and
      Standards Funding for Independent Schools, to receive subsidies equal to 60% of the cost per learner
      in the public schools. All independent schools that apply for a subsidy, and are eligible for funding in
      terms of the Norms and Standards policy, receive a subsidy.


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13.   Programme 4: Public special school education


13.1 Programme objective

      To provide public education in special schools in accordance with the South African Schools Act, 1996
      and White Paper 6 on inclusive education.

      The Public special school education programme consists of the following sub-programmes:
      Schools
      o     to provide education at public special schools
      Professional services
      o     to support public special schools
      Human resource development
      o     to provide for the professional development of educators and non-educators in public special
            schools

13.2 Situational analysis

      Education White Paper 6 indicates how the current special education system should be transformed
      into an inclusive education and training system. It spells out, amongst others, how mainstream schools
      should be developed into full services schools that will be able to accommodate learners that need
      moderate support; how special schools should be developed into resource centres for mainstream
      schools; the development of district support teams; and the development of institutional support teams.

13.3 Policies, priorities and strategic objectives

      Strategic objectives for Sub-programme 4.1: Schools

                     Strategic Goal                                           Strategic Objective
       To ensure access to quality education      •   To provide spaces in public special schools in accordance with policy
       for all children living in the province.       and the principles of inclusive education.
                                                  •   To improve access to public special school education for learners from
                                                      previously marginalised groups.
                                                  •   To provide psychological, social, medical, therapeutic and learning
                                                      support to learners.
                                                  •   To promote effective and inclusive education for learners with special
                                                      education needs.
                                                  •   To ensure that the flow of learners through public special schools is
                                                      optimal.
                                                  •   To attain the highest possible educational outcomes amongst public
                                                      special school learners.

      Strategic objectives for Sub-programme 4.2: Professional services

                   Strategic Goal                                           Strategic Objective
       To ensure effective management and         •   To bring management and governance support and development
       governance in all the learning sites           closer to schools through the work of the EMDCs and other
       and support structures.                        professional services.




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                  Strategic Goal                                        Strategic Objective
                                            •   To achieve an optimal and equitable distribution of financial, physical and
                                                human resources across the system.
                                            •   To improve the knowledge and skills of school principals through targeted
                                                training and support.
                                            •   To improve the knowledge and skills of school governing bodies through
                                                targeted training and support.
                                            •   To improve management of the curriculum and assessment processes.
                                            •   To improve financial management and quality enhancement at all levels
                                                in line with provincial policy and the legislative framework.
                                            •   To provide professional support to all public special schools.

      Strategic objectives for Sub-programme 4.3: Human resource development

                  Strategic Goal                                        Strategic Objective
       To equip and support educators in    •   To provide educators at the public special schools in accordance with
       their efforts to provide effective       policy.
       education                            •   To ensure that the province employs sufficient numbers of appropriately
                                                trained educators.
                                            •   To support efforts to recruit student teachers to pre-service training
                                                institutions.
                                            •   To develop the professional quality of the teaching force, through ongoing
                                                professional support.
                                            •   To develop the potential of media and technology (e-education and ICT)
                                                so as to enhance teaching and learning and to provide curriculum
                                                support.
                                            •   To equip educators to ensure effective curriculum development, delivery
                                                and support.
                                            •   To launch focused educator development programmes through the Cape
                                                Teaching Institute (CTI).
                                            •   To provide specialised education support to teachers.


13.4 Analysis of constraints and measures planned to overcome them

      There is a significant increase in the number of referrals of learners with barriers to learning for
      placement in special schools. The greatest need is for placement of learners in youth centres and
      schools of skills. Attention is being given to the rationalisation of services with a view to
      accommodate the needs of the WCED.

13.5 Description of planned quality improvement measures

      The EMDCs and their different structures visits the special schools and help them with capacity
      building in terms of different scenarios and actions that need to be done, e.g. appointing a new
      governing body, financial matters, implementing the IQMS, etc. Ongoing interventions regarding
      the training of SMT members include managing curriculum, enhancing positive behaviour, women
      in leadership, policy management, latest amendments to acts and signed resolutions.

      The transforming of special schools into resource centres, in line with Education White Paper 6,
      contributes to an increase in the support rendered to learners with special education needs in
      mainstream schools. In-service training is provided for EMDC support staff. CS Educators at
      Youth Centres (Basic Qualification in Secure Care), therapists and social workers.




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13.6 Resourcing information

      The pass rate is excellent for the learners at special schools. Five schools have a 100% pass rate. The
      pass rate is higher than those for the mainstream schools.

      Learners from the Schools of Skills tend to get jobs more easily than those in other special schools and
      even mainstream schools. However, factors like the current economic climate and the inaccessibility of
      the labour market plays an important inhibiting role.

      All public special schools are funded by determining a per capita allocation that takes into account
      learner numbers and the weightings in terms of the disability categories. This allocation also includes
      funding for LTSM, assistive devices and the adaptation of physical facilities to accommodate the
      mobility of learners as well as the provision of specialised transport. Furthermore, funding for class
      assistants and bus drivers are allocated to schools according to a per capita subsidy in terms of policy.




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14.   Programme 5: Further education and training


14.1 Programme objective

      To provide FET at public FET colleges in accordance with the Further Education and Training Act,
      1998.

      The FET programme comprises the following sub-programmes:
      Public institutions
      o      to provide specific public FET colleges with resources
      Professional services
      o      to support public FET colleges
      Human resource development
      o      to provide for the professional development of educators and non-educators in public FET
              colleges

14.2 Situational analysis

      Thirteen FET colleges have been merged into six mega institutions and CEOs have been appointed to
      manage the six institutions. Ongoing support is required for the restructuring process. In particular it will
      be necessary to develop systems, procedures, programmes and infrastructure for increased numbers
      of learners.

      The FET college curriculum is being redesigned and developed. The introduction of the new curricula
      requires considerable redesign of the organisation and management of FET institutions. The WCED
      initiatives in this programme are all designed to support curriculum / programme development and
      implementation and institutional restructuring. These include -
      • Teacher development: In order to provide relevant quality programmes, educator development
           interventions will upgrade mathematical literacy and mathematics skills, integrate theory and
           practice, provide work place experience, and upgrade academic and professional qualifications. The
           DANIDA-sponsored Support to Education and Skills Development (SESD) Project will support the
           delivery of practical and labour market oriented education and skills training. Colleges will gain the
           capacity to develop accredited and certified training programmes.
      • Physical Resources: Vocational Education and Training is resource intensive by nature. Specialised
           workshops that carry industry accreditation are required for effective HRD. If FET colleges are to
           increase in size fivefold over the next seven or eight years, major investment will be required in
           buildings, equipment and personnel.
      • Learner Support: this entails recruitment and advocacy, recognition of prior learning, programme
           placement, financial and academic support and job placement and tracking.
      • A variety of delivery modes such as e-learning, distance learning, learnerships, skills programmes
           will be used to deliver these programmes. The DASSIE project is key to expanding these delivery
           mechanisms.

14.3 Policies, priorities and strategic objectives

      • To promote access to FET colleges
      • Articulation between GET and Higher Education
      • Develop and maintain a FET college curriculum strategy and supportive structures


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      • Developing new learning programmes responsive to the needs of the economy and
        community needs.

      Strategic objectives for Sub-programme 5.1: Public institutions

                   Strategic Goal                                          Strategic Objective
        To ensure access to quality FET        •   To provide learner accommodation in FET colleges in accordance with
        college education for all in the           policy.
        province.                              •   To improve knowledge of and access to FET college education for
                                                   learners from previously marginalised groups.
                                               •   To increase the number of FET learners enrolled in appropriate
                                                   programmes at colleges especially learners from previously marginalised
                                                   groups.
                                               •   To promote the development of programmes that are responsive to the
                                                   social and economic needs of the province.
                                               •   To provide loans to learners from poor backgrounds who wish to study at
                                                   FET colleges.
                                               •   To create learner support units at each college to assist recruitment,
                                                   support and placement

      Strategic objectives for Sub-programme 5.2: Professional services

                   Strategic Goal                                          Strategic Objective
        To ensure effective management and     •   To achieve an optimal and equitable distribution of financial, physical and
        governance in all the learning sites       human resources across the system.
        and support structures.                •   To improve the knowledge and skills of FET chief executive officers
                                                   (CEOs) through targeted training and support.
                                               •   To improve the knowledge and skills of FET college councils through
                                                   targeted training and support.
                                               •   To improve management of curriculum and assessment processes.
                                               •   To improve financial management and quality enhancement at all levels
                                                   in line with provincial policy and the legislative framework.
                                               •   To provide professional support to all public FET colleges.

      Strategic objectives for Sub-programme 5.3: Human resource development

                   Strategic Goal                                          Strategic Objective
        To equip and support educators in      •   To provide educators at FET colleges in accordance with policy.
        their efforts to provide effective     •   To develop the professional quality of the teaching force, through
        education                                  ongoing professional support.
                                               •   To develop the potential of media and technology (e-education and ICT)
                                                   so as to enhance teaching and learning and to provide curriculum
                                                   support.
                                               •   To equip educators to ensure effective curriculum development, delivery
                                                   and support.


14.4 Analysis of constraints and measures planned to overcome them

      The rate of growth of full-time equivalents (FTE’s) in FET colleges is constrained only by resources e.g.
      staff, equipment, finance etc. Indications are that targets will be reached as additional enrolments are
      recorded in the 2004/05 financial year. FET colleges offer courses, which range from a few hours to
      years in terms of duration. Learner enrolment is therefore ongoing. Audited FTE’s for the preceding
      year are only available from April in the subsequent year as these are subject to complex calculations
      and auditing by external auditors along with the financial statements of the college concerned.


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14.5 Description of planned quality improvement measures

      Targeted programmes will enable educators at colleges to:
      • Upgrade mathematical literacy and mathematics skills
      • Upgrade their academic and professional qualifications
      • Assess learning to meet Umalusi and SETA standards.
      • Deal with barriers to learning.

      Colleges will establish learner support units to accommodate and provide support for the vast variety of
      learners with different learning backgrounds and experiences. Learner tracking will be done to support
      learners in curriculum and work placement. Colleges will also develop strategies to broaden access to
      FET colleges such as -
      • A variety of delivery modes (e-learning, distance learning, learnerships, skills programmes, etc.)
      • Facilities and training that meet the needs of differently-abled learners
      • New sites for the disadvantaged and rural communities
      • Bursary schemes and Recognition of Prior Learning (RPL)

      The credibility and value of qualifications achieved at FET colleges will depend on the quality of their
      programme offering. Colleges will develop and apply quality management systems in order to measure
      and improve the quality of academic programmes and non-academic processes.

14.6 Resourcing information

      Participation of adults, assuming adults to be 21 years old and older, will increase as more
      learnerships are introduced.

      FET Colleges are resourced with the provision of educator personnel determined according to
      the Post Provisioning Model, non-educator personnel as well as subsidies for rates and taxes,
      physical infrastructure acquisistion and development as well as ad hoc (targeted) subsidies.




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15.   Programme 6: Adult basic education and training


15.1 Programme objective

      To provide ABET in accordance with the Adult Basic Education and Training Act, 2000.

      The ABET programme comprises the following sub-programmes:
      Subsidies to private centres
      o     to support specific private ABET sites through subsidies
      Professional services
      o     to support ABET sites
      Human resource development
      o     to provide for the professional development of educators and non-educators at ABET sites

15.2 Situational analysis

      In 2003 10 000 learners were enrolled on courses at the GET level. 6 000 learners were enrolled on
      ABET Level 1 and 2 courses and 4 000 on ABET Level 3 and 4 courses. However, over 1,5 million
      people living in the Western Cape have less than a GETC or related qualification. Clearly the WCED
      cannot hope to address the education needs of this magnitude alone and will require the assistance of
      partners.

      The WCED is involved in a number of partnerships with government departments and corporations.
      Through these partnerships, employees of provincial departments are given the opportunity to obtain a
      GETC. Draft guidelines for the implementation of partnerships were developed in 2004. These
      guidelines include, amongst other, phases in the implementation of a partnership, roles and
      responsibilities of those involved, costs and cost drivers.

      In addition partnerships have been formalised through Memorandums of Understandings. Both parties,
      i.e. the WCED as the service provider and the partner (e.g. provincial department), sign this
      Memorandum of Understanding.

      Partnerships contribute significantly to the number of learners in CLCs. The appointment of more full-
      time Centre Managers (CM) and Site Co-ordinators (SC) and the fact that the contracts of some CMs
      and SCs are renewable will ensure stability in many CLCs. This ensures improved planning,
      management and governance of CLCs. The support and guidance rendered by, in particular, ABET
      officials in the EMDCs assist CLCs in becoming more responsive to the needs of the communities they
      serve and ensure an increase in learner numbers.

15.3 Policies, priorities and strategic objectives

      Provision will be made for 2 500 new learners per annum to access ABET. This will be provided
      through the following:
      • Purpose-driven ABET level 1, 2 and 3 curricula – consisting of two programme offerings, namely
          numeracy and literacy, offered in all community learning centres
      • Level 4 Centres offering a selection of learning areas that lead to a purposeful GETC qualification
          for the learner in the context of the community
      • Provision of physical and financial resources to support the ABET curriculum
      • All CLCs receiving a computer and printer

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      • All existing educators receiving targeted training and all new educators receiving orientation and
        training
      • All CLC managers receiving appropriate training (technical skills and personal development plans)
        on an ongoing basis

      Strategic objectives for Sub-programme 6.1: Subsidies to public centres

                   Strategic Goal                                               Strategic Objective
        To improve access to ABET and adult        •   To increase the number of learners, especially women, rural and poor
        skills development in line with policy.        learners, enrolled on ABET and Adult Further Education and Training
                                                       (AFET) courses at Community Learning Centres (CLCs) by a minimum of 2
                                                       500 each year.
                                                   •   To develop and offer purpose-driven ABET and AFET qualifications.
                                                   •   To develop partnerships with other government departments, sectoral
                                                       education and training authorities (SETAs) and non-governmental
                                                       organisations (NGOs) in the delivery of ABET and AFET courses.
                                                   •   To increase the number of adult learners successfully completing their
                                                       qualifications in the ABET and FET bands.

      Strategic objectives for Sub-programme 6.2: Professional services

                    Strategic Goal                                               Strategic Objective
        To ensure effective management and         •    To bring management and governance support and development closer to
        governance in all the learning sites and        CLCs through the work of the EMDCs and other professional services.
        support structures.                        •    To achieve an optimal and equitable distribution of financial, physical and
                                                        human resources across the system.
                                                   •    To improve the knowledge and skills of CLC managers through targeted
                                                        training and support.
                                                   •    To improve the knowledge and skills of governing bodies through targeted
                                                        training and support.
                                                   •    To improve management of the curriculum and assessment processes.
                                                   •    To improve financial management and quality enhancement at all levels in
                                                        line with provincial policy and the legislative framework.
                                                   •    To provide professional support to all ABET sites.

      Strategic objectives for Sub-programme 6.3: Human resource development

                    Strategic Goal                                               Strategic Objective
        To equip and support educators in their    •    To develop the professional quality of the teaching force, through ongoing
        efforts to provide effective education.         professional support.
                                                   •    To develop the potential of media and technology (e-education and ICT) so
                                                        as to enhance teaching and learning and to provide curriculum support.
                                                   •    To equip educators to ensure effective curriculum development, delivery
                                                        and support.


15.4 Analysis of constraints and measures planned to overcome them

      Unlike public schools or mainstream exams, learners in CLCs cannot obtain a GETC through one
      sitting for the ABET Level 4 exam. Learners achieve the requested credits over a period of time of at
      least two to three years. Once a learner obtains the 120 credits required, a GETC can be issued by
      UMALUSI. Consequently the numbers of GETCs issued (actual performance) is relatively low
      compared to the target set. Furthermore, learning area certificates are issued when learners
      successfully complete a learning area.



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15.5 Description of planned quality improvement measures

      • Develop a purpose-driven ABET level 1 – 4 curriculum, which provides regular opportunities for
        assessment.
      • Level 4 Centres developed to offer a selection of learning areas that lead to a purposeful GETC
        qualification for the learner in the context of the community.
      • Programmes for FET colleges, as appropriate, are offered in Community Learning Centres that offer
        FET.
      • A training and development model for staff at ABET centres will be established and implemented.
        The model will ensure that all existing educators receive targeted training and all new educators
        receive orientation and training and development.
      • Centres located at schools have access to the required physical resources to ensure effective
        curriculum implementation (implement minimum requirements for an agreement between the host
        school and the CLC).
      • Each site has at least one computer and a modem and connectivity.
      • Placement instruments will be developed and used to place learners in the most suitable
        programme. In addition, learners will be offered access to counselling (career, social and learning
        difficulties) and RPL systems will be implemented through lead CLCs.
      • Every ABET Community Learning Centre will be visited for quality assurance purposes every three
        years. The focus of the quality assurance will be the quality and relevance of programmes offered
        and ABET Level 1 – 4 and FETC throughput rates.

15.6 Resourcing information

      Financial support to ABET CLCs is calculated using a formula to determine the management
      requirements as well as the LTSM allocations taking the number of ABET and FET learners in urban
      and rural areas into account.




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16.   Programme 7: Early childhood development

16.1 Programme objective

      To provide Grade R level education in accordance with White Paper 5.

      The ECD programme comprises the following sub-programmes:
      Grade R in public schools
      o     to provide specific public ordinary schools with resources required for Grade R
      Grade R in community centres
      o     to support particular community centres at the Grade R level
      Professional services
      o     to support ECD sites
      Human resource development
      o     to provide for the professional development of educators and non-educators at Grade R sites

16.2 Situational analysis

      While there is universal enrolment of children of ages 6 – 15 in the Western Cape, not all five year-olds
      have access to Grade R. The province’s goal in respect of Grade R is to provide high quality learning
      programmes to all five year-old children in the Western Cape at the first level of formal education,
      namely Grade R by 2010.

      If conservative estimates of 2004 participation rates in the Western Cape are used, that is 45 000 of a
      possible 80 000 learners, then an additional 35 000 children must be reached in the period 2005 –
      2010. This means enrolling 4 000 to 6 000 additional five year old children each year in the period 2005
      to 2010. But these children must also be enrolled in high quality programmes because the provision of
      Grade R programmes to young children is based on the assumption that these programmes provide a
      solid foundation and advantage for learning in school. This assumption is supported by a number of
      studies, including the national systemic assessment study of Grade 3 learners undertaken in 2001.
      This study shows a high correlation between reading and numeracy performance at the Grade 3 level
      and access to pre-school programmes.

16.3 Policies, priorities and strategic objectives

      The policy goal of the province is to provide high quality Grade R programmes to five-year-old children.
      These programmes should promote the social, cognitive, emotional and physical development of five-
      year olds and in particular ensure that these children experience safe and stimulating learning
      environments. This is particularly important in communities where parents are illiterate and homes are
      text and resource poor.

      The National Curriculum Statement (NCS) Grade R curriculum spells out the knowledge and skills that
      ought to be taught to five-year-olds. The challenge for the province is to ensure that the learning
      outcomes of the Grade R NCS especially the literacy and numeracy outcomes are taught and acquired
      by all learners in Grade R sites by 2010.




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      Strategic objectives for Sub-programme 7.1: Grade R in public schools

                     Strategic Goal                                              Strategic Objective
       To ensure access to quality education       •   To provide Grade R spaces in public ordinary schools in accordance with
       for all children living in the province.        policy and availability of tuition space.
                                                   •   To improve access to education for learners from previously marginalised
                                                       groups.
                                                   •   To increase the number of learners in Grade R programmes so that all
                                                       children of five years of age living in the Western Cape are enrolled in Grade
                                                       R classes
                                                   •   To ensure that the NCS learning outcomes are taught and acquired in all
                                                       Grade R classes (school readiness tests will be used to determine this)
                                                   •   To provide resources to support the teaching of the NCS Grade R to every
                                                       site
                                                   •   To train all Grade R teachers in the NCS
                                                   •   To identify at risk learners and their barriers to learning.

      Strategic objectives for Sub-programme 7.2: Grade R in community centres

                      Strategic Goal                                                Strategic Objective
        To ensure access to quality education      •   To provide Grade R spaces in education-funded community based sites in
        for all children living in the province.       accordance with policy, but specifically White Paper 5.
                                                   •   To improve access to education for learners from previously marginalised
                                                       groups.
                                                   •   To ensure that the NCS learning outcomes are taught and acquired in all
                                                       Grade R classes (school readiness tests will be used to determine this)
                                                   •   To provide resources to support the teaching of the NCS Grade R to every
                                                       site
                                                   •   To train all Grade R teachers in the NCS
                                                   •   To identify “at risk” learners and their barriers to learning

      Strategic objectives for Sub-programme 7.3: Professional services

                  Strategic Goal                                                 Strategic Objective
        To ensure effective management and         •   To bring management and governance support and development closer to
        governance in all the learning sites           Grade R sites through the work of the EMDCs and other professional
        and support structures.                        services.
                                                   •   To achieve an optimal and equitable distribution of financial, physical and
                                                       human resources across the system.
                                                   •   To improve the knowledge and skills of Grade R staff through targeted
                                                       training and support
                                                   •   To improve the knowledge and skills of governing bodies through targeted
                                                       training and support.
                                                   •   To improve management of the curriculum and assessment processes.
                                                   •   To improve financial management and quality enhancement at all levels in
                                                       line with provincial policy and the legislative framework.
                                                   •   To provide professional support to all Grade R sites.




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      Strategic objectives for Sub-programme 7.4: Human resource development

                     Strategic Goal                                      Strategic Objective
       To equip and support educators in    •   To ensure that the province employs sufficient numbers of appropriately
       their efforts to provide effective       trained educators.
       education                            •   To develop the professional quality of the teaching force, through ongoing
                                                professional support on the RNCS.
                                            •   To equip educators to ensure effective curriculum development, delivery and
                                                support.
                                            •   To provide specialised education support to teachers.


16.4 Analysis of constraints and measures planned to overcome them

      Availability of funding is a serious constraint. In other provinces the reduction in the number of
      learners in the primary schools will allow for the expansion of Grade R. In-migration into the
      Western Cape means that this route is not feasible for the WCED.

      Access to many rural and remote sites remains a challenge for EMDCs.

16.5 Description of planned quality improvement measures

      The WCED will in the period 2005 – 2010 ensure that -
      • All children of five years of age living in the Western Cape are enrolled in Grade R classes
      • The NCS learning outcomes are taught and acquired in all Grade R classes (school readiness tests
         will be used to determine this)
      • Learning material resources to support the teaching of the NCS Grade R is provided to every site
      • All ECD educators are trained and supported to deliver the NCS for Grade R
      • All “at risk” learners are identified and their barriers to learning and development addressed by
         school based and district support teams
      • All sites are visited to ensure safety and quality service delivery once every three years

16.6 Resourcing information

      The resourcing of Grade R education is currently done on the basis of funding personnel as well as the
      provision of a subsidy for LTSM. However, the basis of funding is changing to a subsidised model only.
      In this way Grade R education will be resourced by the provision of a per capita subsidy determined
      according to a poverty sliding scale. This will be used to pay teachers, procure LTSM and to secure
      sites.




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17.   Programme 8: Auxiliary and associated services

17.1 Programme objective

      To provide the education institutions as a whole with support.

      The Auxiliary and Associated Services programme comprises the following sub-programmes:
      Payments to SETA
      o      to provide employee human resource development in accordance with the Skills Development
             Act
      Conditional grant projects
      o      to provide for projects specified by the national Department of Education that are applicable to
             more than one programme and funded from conditional grants
      External examinations
      o      to provide for departmentally managed examination services
      Teacher training
      o      to assist with the supply of qualified and competent educators for the teaching profession
      iKapa elihlumayo
      o      to assist with the building of human capital

17.2 Situational analysis

      The WCED has a key role to play in the fight against poverty and the expansion of the economy, as the
      main driver of human resource development in the Western Cape. This challenge will be supported by
      the following:

      • The Skills Development Act;
      • the HIV/AIDS Conditional Grant to provide for HIV/AIDS Life Skills education in schools, and to
        ensure access to an appropriate and effective integrated system of prevention, care and support (ref
        Division of Revenue Act);
      • the provision of valid and reliable certification through examinations;
      • recruiting teachers; and
      • providing the foundation of all skills development.

17.3 Policies, priorities and strategic objectives

      The WCED has a key role to play in conceptualising and driving a Human Resource
      Development Strategy (HRDS) as the main provider of:
        GET, which provides the bedrock or foundation for all HRD in the province; and
        FET, which provides opportunities to further develop the skills and knowledge required for
        employment and economic participation.

      An important need for the HRDS is the availability of well-qualified teachers, especially those teaching
      maths and science. Targeted bursaries are offered to students wishing to enter the profession. Such
      bursaries are available to students wishing to enter fields specifically identified through research
      as in need of more teachers.




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      One of the most serious threats to the development of human resources in South Africa is the HIV
      /AIDS pandemic. The WCED will play a strategic role in ensuring that all teachers and learners are
      aware of and have information on HIV/AIDS.

      Poverty is another serious threat to human resource development. In an attempt to address some of
      the consequences of poverty the WCED has launched the FET College Loan Scheme.

      Strategic objectives for Sub-programme 8.1: Payments to SETA

                  Strategic Goal                                                Strategic Objective
       To provide human resource                 To support the Education Training and Development Practices (ETDP) Sectoral
       development in accordance with the        and Education Training Authority (SETA) with regard to the administration of the
       Skills Development Act.                   sector.

      Strategic objectives for Sub-programme 8.2: Conditional grant projects

                   Strategic Goal                                               Strategic Objective
        To provide for HIV/AIDS Life Skills      •    To train and support educators to deliver HIV/AIDS Life Skills in primary and
        education in schools, and to ensure           secondary schools, via the Curriculum: Life Skills/Life Orientation and the
        access to an appropriate and effective        cross-curricular infusion of HIV/AIDS education into all learning
        integrated system of prevention, care         areas/subjects.
        and support.                             •    To provide for the development, selection, translation, procurement and
                                                      distribution of teaching and learning support materials to support effective
                                                      HIV/AIDS life skills education in the classroom.
                                                 •    To develop and implement an effective, structured and co-ordinated
                                                      adolescent-to-adolescent peer education initiative in schools and FET
                                                      colleges
                                                 •    To ensure that SMTs and key parent SGB and community representatives
                                                      are provided with the necessary training to manage an institutional AIDS
                                                      response (inclusive of the development of a locally-appropriate AIDS policy
                                                      and Management Plan - within the context of the SDP).
                                                 •    To ensure that schools participate in key advocacy events (such as School
                                                      AIDS Month, World AIDS Day, etc.)
                                                 •    To develop and implement a generic Care and Support training programme
                                                      for school-communities, with appropriate material support, in a way that
                                                      ensures local networking and support.
                                                 •    To ensure an effective Provincial HIV/AIDS Management Unit at head office
                                                      to co-ordinate this response, as well as staffed district-based management
                                                      teams.
                                                 •    To ensure the development and maintenance of policy, advocacy, master
                                                      trainers, educator development, district support, inter-sectoral collaboration
                                                      and partnerships, quality assurance (through monitoring and evaluation),
                                                      effective and efficient programme delivery and financial management.

      Strategic objectives for Sub-programme 8.3: External examinations

                   Strategic Goal                                               Strategic Objective
        To promote organisational efficiency     To manage the Senior Certificate and ABET Level 4 examinations and
        and effectiveness.                       certification thereof.




WCED FIVE-YEAR STRATEGIC AND PERFORMANCE PLAN 2005/06 – 2009/10                                                            Page 37
      Strategic objectives for Sub-programme 8.4: Teacher training

                      Strategic Goal                                      Strategic Objective
        To equip and support educators in    •   To ensure that the province employs sufficient numbers of appropriately
        their efforts to provide effective       trained educators.
        education.                           •   To assist with the supply of qualified and competent teachers.
                                             •   To support efforts to recruit student teachers to pre-service training
                                                 institutions.

      Strategic objectives for Sub-programme 8.5: iKapa elihlumayo

                   Strategic Goal                                         Strategic Objective
        To support the provincial goals of   •   To test skills and aptitudes of grade 8 learners
        iKapa elihlumayo:                    •   To develop a career guidance programme for Grade 9 and FET learners
           increased economic growth         •   To train GET and FET teachers to provide career advice
           increased employment and          •   To promote the development of FET programmes that are responsive to the
           participation in the economy          social and economic needs of the province.
           reduced socio-economic and        •   To provide loans to learners from poor backgrounds who wish to study at
           geographic inequality                 FET colleges.
           maintenance of a sustainable
           safety net


17.4 Analysis of constraints and measures planned to overcome them

      It is increasingly difficult to attract good quality, dedicated persons to the teaching profession. The
      reasons for this are complex and intertwined and relate both to the public view of education and
      the opportunities available to young graduates both in South Africa and abroad. The WCED has
      launched a teacher recruitment campaign with the local Higher Education Institutions. This has
      had some success and more effort will be invested in this campaign in the next five years.

      There are very few qualified guidance teachers left in the WCED. This means recruiting and
      training teachers in this important and skilled area from scratch. This will not be easy. The WCED
      has devised a three-year programme to develop the skills of life orientation teachers in respect of
      subject and career guidance.

      It has not been easy to establish the necessary processes and controls for the FET College Loan
      Scheme. The WCED has consulted and worked with the National Students Financial Aid Scheme
      of South Africa (NSFAS) and has adopted many of the processes. In addition, poor learners
      reacted with suspicion to the concept of loans. The WCED has had to change the name of the
      scheme to financial aid scheme and to conduct considerable advocacy concerning the scheme.

17.5 Description of planned quality improvement measures

      None at this stage.

17.6 Resourcing information

      Teacher education:
      • Meetings with Higher Education Institutions (HEI) are held twice per annum to ensure curriculum
         programmes offered at Institutions suit the employment needs of the WCED. Bursaries are
         awarded to student teachers in scarce subjects.



WCED FIVE-YEAR STRATEGIC AND PERFORMANCE PLAN 2005/06 – 2009/10                                                     Page 38
      IKapa Elihlumayo:
      • The establishment of a loan scheme to enable students to access FET colleges.
      • The six public FET colleges in the province submitted proposals for courses to be developed that
         meet the needs of the province. These proposals have been scrutinised and improved for
         implementation in 2005.
      • A career guidance course has been developed for the province. It has been translated into Xhosa
         and Afrikaans and the course will be installed on computers at each high school in the province.
         800 selected teachers will be trained on the use of the software in February 2004. The guidance
         course provides trends in the provincial economy and provides details of existing FET programmes
         and learnerships.




WCED FIVE-YEAR STRATEGIC AND PERFORMANCE PLAN 2005/06 – 2009/10                                  Page 39
18.   Capital investment, asset management and maintenance
      Physical Infrastructure

      The system whereby the budget for infrastructure development and scheduled maintenance has
      appeared on the books of the Department of Transport and Public Works (Works) came to an end on
      31 March 2005. From 1 April 2005, the WCED budget will reflect the construction or maintenance
      budget for the year. The WCED will thus be taking full responsibility for its budget (starting with the
      negotiations for a budget and ensuring the signing of a service level agreement that will determine the
      nature of the relationship between WCED and Works with regard to the quality of service required,
      reporting, time frames and management of projects

      The Department of Transport and Public Works will thus be an important implementing agent of the
      WCED (as governed by the service level agreement) and will submit progress and financial reports.
      Other service level agreements may also be negotiated with other service providers, such as school
      governing bodies, municipalities or the CSIR.

      The average learner-classroom ratio stands at present at approximately 29. This low learner-classroom
      ratio indicates that there is an excess of classrooms in the Western Cape. However, many of these
      classrooms are situated in areas where there is no shortage of classrooms and are of no assistance in
      addressing real classroom shortages in areas affected by migration, where there are huge classroom
      shortages.

      With a projected influx of approximately 48 000 people annually into the Western Cape from other
      provinces, it is clear that the need for additional classrooms will increase in those areas.

      It is also clear that the system will struggle to meet the growing need, unless additional capital is made
      available in the short term.

      It is of paramount importance that excess classrooms be taken out of the system by making best use of
      school accommodation and by making excess schools available for other programmes of the WCED,
      such as ECD, FET, ABET, ELSEN.

      Furthermore, classrooms constructed from unsuitable building materials, such as wood, asbestos or
      chipboard, are easily vandalised and should be taken out of the system, returned to the Department of
      Transport and Public Works, and sold. The proceeds should be made available for the building of
      additional infrastructure.

      Another important factor, the upgrading of informal areas in the Western Cape, will, in future, put
      tremendous pressure on the system. The upgrading process results in a situation that, when an
      undeveloped space accommodating 10 to 20 families is upgraded, only 1 family may return to live in
      that upgraded area. The other 19 families will need to be relocated to an area without schools or
      already experiencing classroom shortages. According to the anticipated time required for the
      developing of Greenfields areas (areas that families will be relocated to), the housing units will be
      available long before the school facilities are completed. Pressure may then be exerted on the
      education department to provide, at huge cost, learner transport to schools with available space. At the
      same time, many schools near to the initial informal area will be losing pupils and will no longer be
      overcrowded. However, there is the danger that some of them will become uneconomical entities.

      It is important to note that each of these new classrooms built will be duplicating a classroom in excess
      in another area. It is thus important that schools be amalgamated where possible and that buildings be
      made available for other programmes of the WCED.


WCED FIVE-YEAR STRATEGIC AND PERFORMANCE PLAN 2005/06 – 2009/10                                         Page 40
      The WCED and the Department of Transport and Public Works are of the opinion that classroom
      shortages should be addressed by building permanent classrooms only if the school is allowed to
      expand to a capacity of 1 120 learners as a primary school or 1 200 as a secondary school. Approval
      to allow a school to grow much larger should be evaluated, applying the criteria that are being
      developed for mega-schools.

      Interim shortages, such as shortages experienced by schools near informal areas, should not be solved
      by building permanent classrooms but by providing good quality pre-fabricated classrooms.

      The following building projects are under construction or being tendered or being planned:
        New projects                         2005/06       2006/07      2007/08        2008/09       2009/10
                                             (Voted)       (MTEF)       (MTEF)       (Projected)   (Projected)
        Programme 2 – Public Ordinary Schools
        Sub-programme 2.1 – Public Ordinary Primary Schools
        Prefabricated classrooms                     50
        Mobile classrooms                         1 827
        Permanent classrooms                        270                                    8 000        10 000
        Relocation of classrooms                    315           750          750         1 000         1 000
        New schools                              53 050        28 100        1 500        25 000        55 000
        Ablutions                                 1 080           200                      5 000         3 000
        Administration facilities                                                          8 000         4 000
        Extensions to existing buildings                                                  10 000        10 000
        Forums                                      150                                   15 000        11 000
        Maintenance                              12 000        57 987      66 739         75 000        77 000
        PIT funds
        Own funds                                              16 536      29 978
        Total Primary Schools                    68 742       103 573      98 967       147 000       171 000
        Sub-programme 2.2 – Public Ordinary Secondary Schools
        Prefabricated classrooms
        Mobile classrooms                         3 309
        Permanent classrooms                      1 100
        Relocation of classrooms                    315           750          750         1 000         1000
        New schools                              79 716        35 184        4 200        15 000        50 000
        Ablutions                                                 750                     15 000        13 000
        Administration facilities                                                          5 000         2 000
        Extensions to existing buildings
        Forums                                      450           750
        Maintenance                               6 000        28 993      33 369         40 000        42 000
        PIT funds
        Own funds                                               8 268      14 989
        Total Secondary Schools                  90 890        73 945      53 308         76 000      108 000
        Programme 4 – Public Special Schools
        Prefabricated classrooms
        Mobile classrooms
        Permanent classrooms                        500
        Relocation of classrooms
        New schools                                                                        8 000         8 883
        Ablutions
        Administration facilities
        Extensions to existing buildings
        Forums
        Maintenance                                                                       11 000        13 000
        PIT funds
        Own funds
        Total Public Special Schools                500                                   19 000        21 883
        Classroom backlogs                       20 000        40 000      40 000
        Total New Projects                      180 132       217 518    1925 265       242 000       300 883


WCED FIVE-YEAR STRATEGIC AND PERFORMANCE PLAN 2005/06 – 2009/10                                        Page 41
        Upgrades                             2005/06       2006/07      2007/08       2008/09       2009/10
                                             (Voted)       (MTEF)       (MTEF)      (Projected)   (Projected)
        Programme 2 – Public Ordinary Schools
        Sub-programme 2.1 – Public Ordinary Primary Schools
        Completion of forum                         340           140
        Upgrading of classrooms                                                          10 000         5 000
        Sub-programme 2.2 – Public Ordinary Secondary Schools
        Upgrading of a hostel                     6 500
        Completion of forum                       2 000           160
        Upgrading of classrooms                                                          10 000         3 000
        Programme 4 – Public Special Schools
        Upgrading of classrooms                                                          6 000         2 000
        Total Upgrades                            8 840           300                   26 000        10 000
        Total New Projects and Upgrades         188 972       217 818     192 265      268 000       310 883




WCED FIVE-YEAR STRATEGIC AND PERFORMANCE PLAN 2005/06 – 2009/10                                       Page 42
19.   Co-ordination, co-operation and outsourcing plans


19.1 Interdepartmental linkages

      The WCED will take the lead in developing, implementing and monitoring the province’s Human
      Resource Development Strategy (HRDS). However, the magnitude of the task requires that all
      government departments, at provincial and local government level, support and contribute to the
      implementation of the Strategy. Key departments include the Departments of Health, Social Welfare
      and Povert Alleviation, Community Safety as well as Transport and Public Works. In addition, the
      social partners, namely organised business, organised labour and civil society, through the Provincial
      Development Council, have a key role to play in shaping and implementing the HRDS.

      Regular meetings and discussions are held with the national Department of Education and the other
      provincial education departments regarding education policy.

      Discussions with sister departments on intersectoral collaboration also take place on a regular basis,
      especially with the Departments of Health (HIV/AIDS and life skills), Community Safety (Safe Schools
      Project and Learner Support Officers Project to reduce truancy and juvenile offending), Economic
      Development and Tourism (Learning Cape Festival and economic growth sectors) and Transport and
      Public Works (capital projects and maintenance).

      Quarterly meetings are held with the ISLP co-ordinating committee for the provision of school buildings
      in previously disadvantaged areas.

      Discussions with sister departments on Integrated Holistic Development also take place on a regular
      basis.

19.2 Local government linkages

      The WCED co-operates with the City of Cape Town regarding the Urban Renewal Programme (URP)
      and the Central Karoo Municipality regarding the Integrated Sustainable Rural Development
      Programme (ISRDP). The aim of both programmes is to work collaboratively and integratedly with
      other departments and governments to alleviate poverty through skills development for unemployed
      people.

      Some discussions took place between the WCED and the City of Cape Town with regard to –
      • aligning the HIV/AIDS and Life Skills Programme.
      • aligning the WCED’s ICT initiatives with the Smart Cape initiatives.
      • the approval of structure plans (Town Planning).

19.3 Public entities

      There are currently no public entities for which the WCED is responsible.




WCED FIVE-YEAR STRATEGIC AND PERFORMANCE PLAN 2005/06 – 2009/10                                      Page 43
19.4 Public-private partnerships (PPPs)

      PPPs will be a key area of intervention for the WCED, both from the perspective of rationalising existing
      projects in our schools, as well as mobilising more resources for deployment in education development.

      The WCED has introduced a number of interventions and projects in an effort to address various
      aspects of quality education in schools. These projects and interventions are managed either by the
      WCED (through the EMDCs) directly, or through several education non-governmental organisations
      (NGOs).

      The WCED is collaborating with 6 private developers in the development of systems for use in the
      School Administration and Management Systems (SAMS) Project.

      The WCED is also collaborating with –
      • PETRO SA - They completed a R12m school for Rietvlei Primary School in Mossel Bay and have
         fully equipped all 4 ex DET schools in Mossel Bay with state-of-the-art computer and science
         laboratories
      • Chamber of Commerce – Technopreneur competition Grade 10
      • SANTAM – Funding best Practices for EMS
      • Cape Town Holocaust Centre – Facing History and Ourselves Grades 9 – 12.

      The first draft of the WCED’s Strategic Accommodation and Infrastructure Plan mentions that the
      WCED and the Department of Transport and Public Works should make a co-ordinated attempt to
      create joint ventures with business to assist with capital and maintenance expenses at schools and by
      so doing alleviate infrastructure shortages at schools. The Department of Transport and Public Works
      is at present seeking a PPP to build a new special school. The WCED anticipates that negotiations will
      be concluded during the 2005/06 financial year.




WCED FIVE-YEAR STRATEGIC AND PERFORMANCE PLAN 2005/06 – 2009/10                                        Page 44
List of abbreviations

ABET     Adult basic education and training           LTSM   Learning and teaching support materials
AFET     Adult further education and training         MSP    Master systems plan
CEM      Council of Education Ministers               MST    Maths, science and technology
CEO      Chief Executive Officer                      MTEF   Medium-term expenditure framework
CLC      Community learning centre                    NCS    National Curriculum Statements
CTI      Cape Teaching Institute                      NDE    National Department of Education
ECD      Early childhood development                  NGO    Non-governmental organisation
EMDC     Education Management and                     NQF    National qualifications framework
         Development Centre
EMIS     Education Management Information             PSNP   Primary school nutrition programme
         System
ETDP     Education, training and development          RCL    Representative Council of Learners
         practices
EWP      Employee Wellness Programme                  RNCS   Revised National Curriculum Statements
FET      Further education and training               RPL    Recognition for Prior Learning
FETC     Further education and training certificate   SACE   South African Council of Educators
FTE      Full-time equivalent                         SAQA   South African Qualifications Authority
GET      General education and training               SASA   South African Schools Act
GETC     General education and training certificate   SDIP   Service delivery improvement
                                                             plan/programme
HEDC     Heads of Education Departments’              SDP    School development plan
OM       Committee
HEI      Higher education institution                 SETA   Sectoral Education and Training Authority
HRD      Human resource development                   SGB    School governing body
HRDS     Human Resource Development Strategy          SMT    School management team
ICT      Information and communication                SPMS   Staff performance management and
         technology                                          development system
IQMS     Integrated Quality Management System         SSE    School self evaluation
LOGIS    Logistics Information System                 WCED Western Cape Education Department
LSEN     Learners with special education needs        WSE    Whole school evaluation




WCED FIVE-YEAR STRATEGIC AND PERFORMANCE PLAN 2005/06 – 2009/10                                       Page 45
   WES-KAAP ONDERWYSDEPARTEMENT


           ______________________________




STRATEGIESE EN PRESTASIEPLAN VIR DIE VYF JAAR
             2005/06 TOT 2009/10

           ______________________________
Om meer eksemplare van hierdie dokument te bekom, skakel asseblief met:

Hoof:Onderwys, Privaatsak X9114, Kaapstad, 8000.
Tel: 021 467 2531
Faks: 021 467 2363
E-pos: media1@pgwc.gov.za


To obtain additional copies of this document , please contact:

Head Education, Private Bag X9114, Cape Town, 8000.
Tel: 021 467 2531
Fax: 021 467 2363
E-mail: media1@pgwc.gov.za

Ukuba ufuna iikopi ezongezelelweyo zolu xwebhu, nceda uqhagamshelane kunye:

NeNtloko: kwezeMfundo, Private Bag X9114, Cape Town, 8000
Umnxeba: 021 467 2531
Ifekisi: 021 467 2363
I-E-Mail: media1@pgwc.gov.za
Voorwoord

My departement het die verantwoordelikheid aanvaar om die leiding te neem in die eerste van die strategieë
wat gelei word deur iKapa eliHlumayo (wat beteken om die Kaap te laat groei en ontwikkel): Menslike
Hulpbronontwikkeling met die klem op die jeug.

Ons fundamentele prioriteit in hierdie verband sal wees om te verseker dat beide die kurrikulums vir
Algemene Onderwys en Opleiding (AOO) en Verdere Onderwys en Opleiding (VOO) in ons skole op 'n
doeltreffende en volhoubare wyse gelewer word, en om te sorg dat elke instansie doeltreffend bestuur word
deur middel van deurlopende ondersteuning vanaf die departement. Ons prioriteit is om die vaardighede,
kennis en waardes te voorsien wat nodig is om die provinsiale visie van die Wes-Kaap as 'n Tuiste vir Almal
te verwesenlik, en om ons ekonomiese ontwikkelingstrategie iKapa eliHlumayo te implementeer. Van kritieke
belang vir hierdie proses is om ons VOO-kollegas te herkapitaliseer en opnuut te rig sodat die vaardighede
wat deur die provinsiale ekonomie benodig word, op meer doeltreffende wyse gelewer kan word. Terwyl die
sleutelprioriteit die lewering van die AOO- en VOO-kurrikulums is, is Vroeëkindontwikkeling (VKO) en
Basiese Onderwys en Opleiding vir Volwassenes (BOOV) essensieel vir 'n soliede grondslag vir die
Menslike Hulpbronontwikkelingstrategie (MHOS). Ons moet nie slegs verseker dat alle Graad R-leerders
teen 2010 ingeskryf is nie, maar ons moet ook verseker dat ons vennootskap met die Departemente van
Gesondheid, Maatskaplike Dienste, en Plaaslike Regering, asook met ons maatskaplike vennote, tot 'n
gekoördineerde strategie sal lei vir die lewering van VKO aan ons 0- tot 4-jariges. Die opleiding van hierdie
versorgers/VKO-opvoeders, sowel as kurrikulumondersteuning en -ontwikkeling vir hierdie sektor is
derhalwe nuwe prioriteite wat vir befondsing oorweeg sal moet word.

'n Sleutelprioriteit is om syfergeletterdheids- en geletterdheidsvaardighede in die grondslag- en intermediêre
fases van die AOO-band te verstewig, terwyl toegesien moet word dat ons die ontstellende uitsakkoers
terugdraai: byna 50% van ons leerders wat met Graad 1 begin, sak voor Graad 12 uit die onderwysstelsel
uit. Dit is hoofsaaklik die jeugdiges van Graad 9 en verder wat die stelsel verlaat. Dit is dus nodig dat ons
ons inisiatiewe m.b.t. beroepsvoorligting sal versnel en uitbrei, en ook dat ons sal verseker dat meer van
hierdie leerders na ons VOO-kolleges deurgestuur word. Daar word meer hulpbronne benodig om VOO
onder die jeug te bemark en te bevorder, en ook om die aantal lenings wat beskikbaar is, te vermeerder.

'n Sleutelprioriteit is om te sorg vir 'n dramatiese toename in die aantal swart en Kleurlingleerders van
benadeelde skole wat Wiskunde en Wetenskap op die hoër graad neem en daarin slaag. Verwant hieraan is
die noodsaak om nie slegs die vaardighede van ons Wiskunde- en Wetenskaponderwysers te ontwikkel nie,
maar ook om te sorg dat baie meer nuwe onderwysers vir hierdie leerareas gewerf word. Ons e-Onderwys
bly steeds 'n prioriteit. Dit moet die lewering van infrastruktuur vir Inligtings- en Kommunikasietegnologie
(IKT) insluit, en deurlopend in lyn met die lewering van die kurrikulum gebring word.

Daar bestaan kolossale ongelykhede met betrekking tot fisiese infrastruktuur by ons bestaande skole, terwyl
daar ook 'n reusetekort aan klaskamers in sleutelgroeiareas in die provinsie is. Die huidige toewysing vir
hierdie doel is onvoldoende. Ten einde die verlangde doel te bereik, moet ons departement se program om
onbenutte en onderbenutte skoolgrond vir moontlike onteiening te identifiseer, in werking gestel word.

Om ons strategie gestand te doen, sal ons binne die onderwyssektor ook in die bou van maatskaplike
kapitaal moet belê. Programme om die kapasiteit van plaaslike Verteenwoordigende Rade van Leerders
(VRL'e) en Skoolbeheerliggame (SBL'e) te ontwikkel, moet uitgevoer word om tot kragtige strukture op die
plaaslike sowel as provinsiale vlakke te lei.




CAMERON DUGMORE
PROVINSIALE MINISTER VAN ONDERWYS
31 Maart 2005


STRATEGIESE EN PRESTASIEPLAN VIR DIE VYF JAAR 2005/06 – 2009/10                                       Bladsy 1
                                                                         Inhoud

Deel A: Strategiese oorsig..................................................................................................................... 3
1.    Oorsig van Strategiese Plan .......................................................................................................... 3
2.    Visie ............................................................................................................................................. 4
3.    Missie............................................................................................................................................. 4
4.    Waardes......................................................................................................................................... 4
5.    Sektorale standontleding................................................................................................................ 4
5.1 Diensleweringsomgewing en -uitdagings ....................................................................................... 4
5.2 Opsomming van organisatoriese omgewing en uitdagings ............................................................ 6
      •       WKOD aktiwiteite – bestek en skaal (gebaseer op Jaaroorsig: 2004).................................. 7
5.2.1 Interne omgewing........................................................................................................................... 7
5.2.2 Organisatoriese doeltreffendheid ................................................................................................... 8
6.    Wetgewende en ander mandate .................................................................................................... 8
7.    Breë beleidsrigtings, prioriteite, en strategiese doelwitte ............................................................. 10
8     Inligtingstelsels om vordering te moniteer .................................................................................... 12
9.    Beskrywing van strategiese beplanningsproses........................................................................... 13


Part B: Program- en subprogramplanne ........................................................................................... 14
10. Program 1: Administrasie ............................................................................................................ 14
11. Program 2: Openbare gewone skoolonderwys ............................................................................ 18
12. Program 3: Subsidies vir onafhanklike skole................................................................................ 24
13. Program 4: Openbare spesiale skoolonderwys............................................................................ 25
14. Program 5: Verdere Onderwys en Opleiding................................................................................ 26
15. Program 6: Basiese Onderwys en Opleiding vir Volwassenes..................................................... 31
16. Program 7: Vroeëkindontwikkeling............................................................................................... 34
17. Program 8: Hulp- en verwante dienste......................................................................................... 37
18. Kapitaalbelegging, batebestuur en instandhouding...................................................................... 41
19. Koördinerings-, samewerkings-, en uitbestedingsplanne ............................................................. 44
19.1 Interdepartementele skakels ........................................................................................................ 44
19.2 Skakels met plaaslike owerhede .................................................................................................. 44
19.3 Openbare entiteite........................................................................................................................ 44
19.4 Openbare-private vennootskappe ................................................................................................ 45


Lys van afkortings .................................................................................................................................. 46

Skedule 1 - Organogram van die Wes-Kaap Onderwysdepartement
Skedule 2 - Onderwysbestuurs-en-ontwikkelingsentrums (OBOS'e)




STRATEGIESE EN PRESTASIEPLAN VIR DIE VYF JAAR 2005/06 – 2009/10                                                                                 Bladsy 2
Deel A: Strategiese Oorsig


1.     Oorsig van Strategiese Plan

       Die doel van 'n strategiese plan is om 'n kaart te voorsien van hoedat ons beplan om ons
       doelstellings te verwesenlik. Terwyl ons visie- en missiestellings ons uiteindelike bestemming
       beskrywe, moet ons ons koers van tyd tot tyd aanpas soos ons nuwe uitdagings teëkom en meer
       doeltreffende maniere vind om ons reis te voltooi.

       Terwyl die eerste dekade van demokrasie daarom gegaan het om fondamente te bou, sal die
       tweede aan die fyner besonderhede werk om 'n leertuiste vir almal te bou. Verandering is nooit
       maklik nie, maar dit sal voortgaan om 'n kenmerk van ons lewens te wees totdat hierdie edele
       projek voltooi is.

       Terwyl ons nommer een-doelstelling is om basiese onderwys van gehalte aan alle leerders in die
       provinsie te voorsien, wil ons ook die noodsaaklikheid beklemtoon om ekonomiese groei in ons
       Strategiese en Prestasieplan vir 2005/06 tot 2009/10 te ondersteun.

       Hierdie plan maak dit heel duidelik dat ons ons strategiese doelwitte in lyn bring met die provinsie
       se doelwitte van iKapa eliHlumayo. Terwyl ons vertrekpunt die leerder is, is ons ook daartoe
       verbind om volhoubare ontwikkeling en ekonomiese groei deur goed beplande menslike
       hulpbronontwikkeling te verseker.

       Armoede bly een van ons dwingendste uitdagings, en onderwys bied ons die enkele mees
       doeltreffende manier om hierdie kwessie die hoof te bied. Ons moet met vennote in alle sfere
       saamwerk om holistiese oplossings vir maatskaplike en ekonomiese ontwikkeling te vind.

       Uiteindelik sal ons leerders slegs floreer indien die sosiale, ekonomiese en kulturele kontekste
       waarin hulle leef, hulle in staat stel om dit te doen. Ons het almal 'n verantwoordelikheid teenoor
       ons leerders om dit moontlik te maak.




       Ron B Swartz
       Hoof: Onderwys
       31 Maart 2005




STRATEGIESE EN PRESTASIEPLAN VIR DIE VYF JAAR 2005/06 – 2009/10                                    Bladsy 3
2.     Visie

       'n Leertuiste vir almal

3.     Missie

       Ons missie is om te verseker dat alle leerders die kennis, vaardighede en waardes verwerf wat
       hulle nodig het –

       •    Om hul potensiaal te verwesenlik
       •    Om tot maatskaplike en ekonomiese ontwikkeling by te dra
       •    Om ten volle aan die lewe van die land deel te neem
       •    Om internasionaal mee te ding, en
       •    Om gemeenskappe te bou wat in staat is om hul lewens met welslae en waardigheid te
            behartig.

4.     Waardes

       •    Die waardes van die Suid-Afrikaanse Grondwet
       •    Die Batho Pele-beginsels
       •    Kritiese uitkomste van die Nasionale Kurrikulum
       •    Versekering van transformasie d.m.v. toegang, gelykheid en regstelling
       •    Die grondbelangrikheid van die leerder
       •    'n Pro-arm benadering tot hulpbrontoewysing
       •    Toerekenbaarheid en deursigtigheid
       •    Uitnemendheid in alles wat ons doen
       •    Verantwoordelikheid teenoor die samelewing oor die algemeen ten einde pogings te steun
            om sosiale, kulturele en ekonomiese ontwikkeling te ondersteun.

       In die Manifes oor Waardes, Onderwys en Demokrasie (Departement van Onderwys, 2001) word
       tien waardes gelys wat op die waardes van die Grondwet gebaseer is, naamlik demokrasie,
       sosiale geregtigheid, gelykheid, nie-rassisme en nie-seksisme, Ubuntu (menswaardigheid), 'n oop
       samelewing, toerekenbaarheid, die oppergesag van die reg, respek, en versoening.

       Batho Pele beteken "mense eerste". Die agt Batho Pele-beginsels beklemtoon die belangrikheid
       van oorlegpleging, goeie diensstandaarde, hoflikheid, toegang, inligting, oopheid en
       deursigtigheid, die hanteer van klagtes, en die gee van die beste waarde.

5.     Sektorale Standontleding


5.1    Diensleweringsomgewing en -uitdagings

       Die bevolking van die Wes-Kaap het oor die afgelope vyf jaar vinnig gegroei, en dit groei steeds.
       In 1996 was daar 3 956 000 mense in die Wes-Kaap, en teen 2001 het hierdie syfer met meer as
       'n halfmiljoen mense tot 4 524 000 gegroei. Die meeste van diegene wat na die Wes-Kaap kom,
       is swartmense wat werk soek. Hierdie verskynsel het die ouderdoms-, rasse- en armoedeprofiel
       van die Wes-Kaap verander.


STRATEGIESE EN PRESTASIEPLAN VIR DIE VYF JAAR 2005/06 – 2009/10                                 Bladsy 4
       Een gevolg van hierdie bevolkingstoename is dat daar in elke vorm van onderwys en opleiding in
       die provinsie gedurende die afgelope vyf jaar 'n toename in getalle was: VKO-standplase, skole,
       VOO-kolleges, sentrums vir volwassenes, en leerderskappe. Die data vir die skolestelsel vanaf
       1995 tot 2004 verskyn in Tabel 1 hieronder. Dit illustreer die groei in leerdergetalle in die Wes-
       Kaap, en illustreer ook die eerste van die diensleweringsuitdagings waarmee die Wes-Kaap
       Onderwysdepartement (WKOD) te kampe het. Terwyl party provinsies 'n afname in inskrywings
       sien, ervaar die WKOD steeds groei. Hierdie groei is ook onvoorspelbaar, aangesien daar
       aansienlike in-migrasie sowel as inter-migrasie in die provinsie plaasvind. Dit maak die
       beplanning van dienslewering, veral m.b.t. klaskamers en onderwysers, uiters kompleks.

       Tabel 1 : Inskrywing in openbare gewone skole 1995 - 2004
Jaar     Gr 1     Gr 2     Gr 3     Gr 4     Gr 5     Gr 6     Gr 7     Gr 8      Gr 9    Gr 10   Gr 11   Gr 12    Totaal
1995     99158    84963    80921    79199    76789    72293    68795    67473     61079   50698   41124   34659    817151
1996     99998    84845    81137    79996    77673    74142    69474    72116     62696   54440   43574   36764    836855
1997     97854    84892    80608    81191    76894    74368    70967    73261     64892   57070   44586   38940    845523
1998     99380    90168    85625    85188    80881    76716    73928    76949     67644   61926   46115   40980    885500
1999     87436    92925    88613    88014    83074    78495    74661    79043     69674   63479   49247   40206    894867
2000     64844    81865    92343    91949    85766    80658    75813    80026     70634   63840   48934   40996    877668
2001     81790    62960    81832    94302    89254    83305    77778    82190     71966   67034   50206   39910    882527
2002     86969    77026    64134    83022    93188    86786    80865    75601     80450   69752   51618   40468    889879
2003     86916    82454    75931    66033    82383    92341    84514    81154     73200   81739   51746   39644    898055
2004    104105    82130    81489    76781    66060    82574    89614    85053     78964   80756   54199   39451    921176

       Bron van Data: Jaarlikse oorsig vir skole (Openbare gewone skole, pre-primêr ingesluit)

       Die tweede uitdaging waarmee die WKOD te kampe het, is om die opvoedingsvlakke van die burgers
       van die Wes-Kaap te verhoog. Alhoewel daar 'n sekere verbetering in die vyfjaarperiode vanaf 1996 tot
       2001 was, is daar groot getalle mense wat nie toegang gehad het tot onderwys op die vlak wat nodig is
       om op waardige wyse aan die burgerlike, politieke en ekonomiese lewe van die provinsie deel te neem
       nie. So byvoorbeeld toon Tabel 2 hieronder dat minder as 'n kwart van die Wes-Kaap se bevolking 'n
       Seniorsertifikaat het. 'n Gedetailleerde ontleding van die syfers wat in Tabel 2 verskyn, toon dat die
       geleenthede om te leer swaar ten gunste van witmense gelaai was, en in 'n geringer mate ten gunste
       van die Kleurlingbevolking. Wat dit betref, was die Wes-Kaap nie 'n Tuiste vir Almal nie.

       Tabel 2: Persentasie van bevolking op verskillende skoolvlakke in 1996 en 2001
               Skoolvlakke                       1996                      2001
        Geen skoolonderrig                      6,3%                      5,7%
        Enige primêre                           15,0%                     15,2%
        Primêre voltooi                          8,4%                      7,9%
        Enige sekondêre                         37,2%                     36,5%
        Graad 12                                18,0%                     23,4%
        Hoër                                    10,1%                     11,2%
         Bron: Statistiek Suid-Afrika Sensus 1996 en 2001


       Huidige inskrywingsyfers vir openbare gewone skole skep die indruk dat die kommerwekkende situasie
       wat hierbo beskrywe is, nie in die afsienbare toekoms beduidend gaan verander nie. Die
       inskrywingsyfers vir die tydperk 1999 tot 2004 toon dat slegs 50% van leerders wat vir Graad 1
       ingeskryf het, tot by Graad 12 gevorder het (sien Figuur 1 hieronder). Die deurvoerverhouding in skole
       korreleer ook sterk met ras. Terwyl die skoolinskrywings tot by die leeftyd van 17 bykans vir 100% uit
       wit leerders bestaan, is inskrywings veel laer onder swart leerders, en onder Kleurling-adolessente is dit
       selfs laer (Seekings, 2003 en WKOD-OBIS).


STRATEGIESE EN PRESTASIEPLAN VIR DIE VYF JAAR 2005/06 – 2009/10                                                   Bladsy 5
                                           OPENBARE GEWONE SKOLE:
                                         LEERDERINSKRYWING: 1998 - 2004

                      110,000
                      100,000
                       90,000
                       80,000
           LEERDERS




                       70,000
                       60,000
                       50,000
                       40,000
                       30,000
                       20,000
                       10,000
                           0




                                                                                             GR10


                                                                                                    GR11


                                                                                                              GR12
                                  GR1


                                        GR2


                                              GR3


                                                     GR4


                                                           GR5


                                                                   GR6


                                                                         GR7


                                                                               GR8


                                                                                       GR9
                                                                 GRADE
                           1998               1999                2000               2001                  2002
                           2003               2004                POP

         Figuur 1
         Bron: OBIS


       Onlangse studies wat in die Wes-Kaap uitgevoer is, dui daarop dat rasgebaseerde deurvoer- en
       uitsetsyfers in die skolestelsel na die vroeë jare van hierdie stelsel teruggevoer kan word. Die uitslae
       van lees- en wiskundetoetse wat op die graad 3- en graad 6-vlakke toegepas is, dui daarop dat die
       oorgrote meerderheid van leerders uit tuistes met 'n lae inkomste twee tot drie jaar benede die
       verwagting op die nasionale kurrikulum gepresteer het.
       Hierdie situasie kan nie toegelaat word om voort te duur nie. Die regering moet vasbeslote en strategies
       in die ontwikkeling van sy menslike hulpbronne ingryp. Die Menslike Hulpbronontwikkelingstrategie
       (MHOS) van die Wes-Kaap beskrywe die manier waarop die Wes-Kaap Provinsiale Regering van plan
       is om in te gryp. Met ander woorde: Die MHOS stel duidelik wat die regering se visie en prioriteite is, dit
       bepaal teikens en tydlyne om hierdie prioriteite te verwesenlik, en verklaar hoedat daar met hierdie doel
       voor oë ingegryp sal word. Die WKOD sal die volgende beleidsprioriteite, wat in Paragraaf 7 beskrywe
       word, opneem: Beleidsbepalings, Prioriteite, en Strategiese Doelwitte.


5.2    Opsomming van organisatoriese omgewing en uitdagings

       Die WKOD bestaan uit 'n provinsiale hoofkantoor, sewe Onderwysbestuurs-en-ontwikkelingsentrums
       (OBOS'e), ses VOO-Kolleges, 1 459 skole, 112 Gemeenskaps-leersentrums, en verskeie ander
       onderwysinstansies. Vier van die OBOS'e is in die metropolitaanse gebied van Kaapstad geleë, en drie
       is in landelike gebiede. Die organogram van die Departement verskyn in Skedule 1, en die kaart van
       die onderwysbestuurs-en-ontwikkelingsdistrikte in Skedule 2.




STRATEGIESE EN PRESTASIEPLAN VIR DIE VYF JAAR 2005/06 – 2009/10                                                      Bladsy 6
       WKOD-aktiwiteite – omvang en skaal

          Leerders *                                                                                      955 225
          Openbare gewone skole *                                                                           1 459
          Distrikte                                                                                              7
          Skole vir leerders met spesiale behoeftes #                                                           70
          Inrigtings vir Verdere Onderwys en Opleiding (tegniese kolleges)                       6 (39 standplase)
          Gemeenskapsleersentrums vir volwassenes                                             112 (301 standplase)
          Gesubsidieerde pre-primêre skole                                                                    446
          Opvoeders * Poste voorsieningsmodel                                                              30 080
          Staatsdienspersoneel (goedgekeurde diensstaat)                                                    8 885
       * Bron - 2004 Jaaroorsig (Alle openbare gewone skole, Grade Pre-Gr R tot Na Matriek)
       # Bron – 2004 Kitspeiling


5.2.1 Interne omgewing

       Die provinsiale hoofkantoor is vir beleidskoördinering en -bemiddeling en vir strategiese bestuur
       verantwoordelik, terwyl die OBOS'e hoofsaaklik vir beleidsimplementering verantwoordelik is. Hierdie is
       nie 'n rigiede skeidslyn nie, aangesien OBOS'e by die ontwerp en ontwikkeling van beleid op verskeie
       vlakke betrokke is, met inbegrip van die nasionale vlak vir sover dit kurrikulumbeleid aangaan. Dit is
       dus essensieel dat OBOS'e ook die nodige kapasiteit moet hê om beleid te ontleed, te bemiddel, en te
       fasiliteer.

       Die OBOS'e bied 'n reeks dienste aan, voorsien deur spanne spesialiste, bygestaan deur die WKOD se
       Hoofkantoor in Kaapstad. Hierdie dienste sluit die volgende in:
       • Kurrikulumontwikkeling en -ondersteuning
       • Gespesialiseerde leerder- en opvoederondersteuning
       • Institusionele bestuur- en beheerondersteuning
       • Administratiewe dienste, met inbegrip van institusionele ontwikkeling en ondersteuning vir
           Artikel 21-skole en nie-Artikel 21-skole, hulp met arbeidsverhoudinge, en interne
           administrasiedienste.

       Die OBOS'e bevorder ook ouerbetrokkenheid by die skole deur skoolbestuur, plaaslike deelname aan
       die WKOD se Veiligeskoleprojek, en 'n kultuur van onderrig en leer in skole en plaaslike
       gemeenskappe.

       Die ontsaglike omvang van die WKOD behels ook 'n reuseverantwoordelikheid om te verseker dat daar
       aan werknemers deurlopende en lewenslange ontwikkelings-programme gebied word. Dit geld ook vir
       die staatsdienssektor, waar die eise vir toereikende en doeltreffende dienslewering toeneem met elke
       jaar wat verbygaan, en vir die onderwyssektor waar die snelle ontwikkeling in die onderwys,
       kennisbestuur, en opvoedkundige tegnologie vereis dat opvoeders op die hoogte bly van nuwe vorms
       van kennis en metodologie. In hierdie verband sal die WKOD se program vir die ontwikkeling van
       werkplekvaardighede, en sy program vir die indiensontwikkeling van opvoeders sleutelrolle speel. Soos
       die departement se aandrang op ontwikkeling en opleiding oor die volgende tien jaar toeneem, sal sy
       ontwikkelingsbegroting ook afneem. Dit is dus essensieel dat nuwe finansiële en ander hulpbronne
       soos die Onderwys en Opleiding-ontwikkelingsplan (OOOP), Sektorale Onderwys-en-
       opleidingsowerheid (SOOO) en die private sektor genader word om die WKOD se langtermyn-
       ontwikkelingstrategieë te ondersteun.




STRATEGIESE EN PRESTASIEPLAN VIR DIE VYF JAAR 2005/06 – 2009/10                                                Bladsy 7
5.2.2 Organisatoriese doeltreffendheid

       Administratiewe ondersteuningsdienste aan skole is vir die WKOD van die allergrootste belang.
       Aangesien van skole verwag word dat die meeste van hul energie aan die lewering van die
       kurrikulum in die klaskamer bestee sal word, sal die WKOD verseker dat die administratiewe
       ondersteuning wat aan skole gebied word, vinnig, doeltreffend en akkuraat is. Hoe minder tyd
       skoolbestuurders hoef te bestee aan administratiewe probleme soos die aanstelling van
       onderwysers, salariskwessies, en ander sake wat met diensvoorwaardes verband hou, hoe meer
       tyd sal hulle hê om aan die organiseer van hul professionele en leerprogramme te wy. Die
       implikasie is dat die WKOD se administratiewe ondersteuningstelsels 'n hoë vlak van diens aan
       skole moet lewer.

       Daar is verskeie dinge wat gedoen moet word, en wat wel gedoen word, om uitvoering aan
       hierdie doelstelling te gee. Dit sluit die volgende in:

       •     Die tempo waarteen skole Artikel 21-inrigtings word, sal versnel word. Dit beteken dat 'n
             reeks ontwikkelingsprogramme vir skoolbeheerliggame (SBL'e) en skoolbestuurders van
             stapel gestuur sal word om te verseker dat daar die nodige bestuurskapasiteit is vir skole om
             beheer van sekere sleutelfunksies oor te neem.
       •     Deur belangrike bestuursfunksies na skole af te wentel, word baie van die
             verantwoordelikheid vir voorsienings- en logistiese dienste na skole verskuif, en dit stel
             Hoofkantoor en OBOS'e in staat om op die bemiddeling, ondersteuning en monitering van
             beleid te fokus.
       •     Hoofkantoor sal die kliëntedienskantoor verbeter ten einde te verseker dat prinsipale en
             opvoeders diens van hoë gehalte sal ontvang, en dat vir sover as moontlik navrae
             onmiddellik aandag sal kry.
       •     Die WKOD se Oproepsentrum het in 2004 operasioneel geword. Hierdie Oproepsentrum
             voorsien die onderwysgemeenskap, en die publiek in die algemeen met 'n wye reeks dienste
             en inligting wat met die bestuur van onderwys in die provinsie verband hou. Hierdie vorm van
             toegang tot die departement word verder deur die WKOD se webwerf (WKOD Aanlyn)
             uitgebou, waar die publiek inligting kan bekom wat wissel van onlangse nuus tot eksamens,
             verwikkelings, en kurrikulumkwessies.


6.     Wetgewende en ander mandate

6.1    Grondwetlike en ander wetgewende mandate

       Die strategiese doelstellings berus op die volgende grondwetlike en ander wetgewende mandate:

           Mandate                               Bondige beskrywing
            Die Grondwet van Suid-Afrika, 1996     Vereis dat onderwys getransformeer en gedemokratiseer sal word in terme
            (Wet nr. 108 van 1996)                 van die waardes van menswaardigheid, gelykheid, menseregte en vryheid,
                                                   nie-rassisme,en nie-seksisme. Dit waarborg toegang tot basiese onderwys
                                                   met die voorskrif dat almal die reg het op basiese onderwys, met inbegrip
                                                   van basiese onderwys vir volwassenes. Die fundamentele beleidsraamwerk
                                                   van die Ministerie van Onderwys word gestel in die Ministerie se eerste
                                                   Witskrif: Onderwys en Opleiding in 'n Demokratiese Suid-Afrika: Eerste
                                                   Stappe om 'n Nuwe Stelsel te Ontwikkel (Februarie 1995). Na wye
                                                   beraadslaging, onderhandeling en hersiening, is dit deur die Kabinet
                                                   goedgekeur, en dit het gedien as 'n fundamentele verwysingspunt vir
                                                   daaropvolgende beleid- en wetgewende ontwikkeling.



STRATEGIESE EN PRESTASIEPLAN VIR DIE VYF JAAR 2005/06 – 2009/10                                                  Bladsy 8
        Mandate                                   Bondige beskrywing
          Die Grondwet van die Wes-Kaap            Onderworpe aan die nasionale Grondwet, is dit die hoogste wet in die Wes-
          Provinsie, 1998 (Wet nr. 1 van 1998)     Kaap.
          Die Suid-Afrikaanse Skolewet, (SASW),    Om voorsiening te maak vir 'n uniforme stelsel vir die organisasie, beheer, en
          1996 (Wet nr. 84 van 1996) soos          befondsing van skole. Dit bevorder toegang, gehalte, en demokratiese
          gewysig                                  bestuur in die skolestelsel. Dit verseker dat alle leerders die reg van toegang
                                                   het tot onderwys van gehalte sonder diskriminasie, en maak skoolopleiding
                                                   verpligtend vir kinders vanaf 7 tot 14 jaar. Dit maak voorsiening vir twee
                                                   soorte skole – onafhanklike skole en openbare skole. Die voorsiening wat in
                                                   die Wet gemaak word vir demokratiese skolebeheer deur
                                                   skoolbeheerliggame word nou landwyd in openbare skole toegepas. Die
                                                   befondsingsnorme, wat in die SASW uitgestippel word, prioritiseer regstelling
                                                   en teikenarmoede by die toesegging van fondse aan die openbare
                                                   skolestelsel.
          Die Wet op die Nasionale                 Om voorsiening te maak vir die bepaling van 'n nasionale onderwysbeleid,
          Onderwysbeleid, 1996 (Wet nr. 27 van     met inbegrip van die bepaling van beleidsrigtings oor die salarisse en
          1996)                                    diensvoorwaardes van opvoeders. Dit is ontwerp om in die wet die
                                                   beleidsbepalings        sowel        as       die      wetgewende         en
                                                   moniteringsverantwoordelikhede van die Minister van Onderwys vas te lê, en
                                                   om die verhoudings tussen die nasionale en provinsiale owerhede te
                                                   formaliseer. Dit het die fondament gelê vir die daarstel van die Raad van
                                                   Onderwysministers       (ROM),       sowel     as     die     Hoofde     van
                                                   Onderwysdepartemente-komitee (HODKOM), as tussenregeringsforums om
                                                   saam te werk aan die ontwikkeling van 'n nuwe onderwysstelsel. As sodanig
                                                   maak dit voorsiening vir die formulering van nasionale beleid in algemene en
                                                   verdere onderwys en opleiding vir, onder andere, kurrikulum, assessering,
                                                   taalbeleid, sowel as gehaltesekerheid. Die Wet beliggaam die beginsel van
                                                   samewerkende beheer, waarop daar in Skedule Drie van die Grondwet
                                                   uitgebrei word.
          Die Wet op Verdere Onderwys en           Om verdere onderwys en opleiding te reguleer; om voorsiening te maak vir
          Opleiding, 1998 (Wet nr. 98 van 1998)    die daarstel, beheer en befondsing van openbare verdere onderwys en
                                                   opleidingsinrigtings; om voorsiening te maak vir die registrasie van private
                                                   verdere onderwys en opleidingsinrigtings; om voorsiening te maak vir
                                                   gehaltesekerheid en gehaltebevordering in verdere onderwys en opleiding.
                                                   Tesame met die Onderwyswitskrif 4 oor Verdere Onderwys en Opleiding
                                                   (1998), en die Nasionale Strategie vir Verdere Onderwys en Opleiding
                                                   (1999-2001) verskaf dit die basis vir die ontwikkeling van 'n nasionaal
                                                   gekoördineerde stelsel vir verdere onderwys en opleiding, wat die senior
                                                   sekondêre komponent uitmaak van skole en tegniese kolleges. Dit vereis
                                                   inrigtings vir verdere onderwys en opleiding wat ingevolge die nuwe
                                                   wetgewing gevestig is, om institusionele planne te ontwikkel, terwyl daar
                                                   voorsiening gemaak word program-gebaseerde befondsing en 'n nasionale
                                                   kurrikulum vir leer en onderrig.
          Wet op Gehaltesekerheid van              Om voorsiening te maak vir die daarstel, samestelling, en funksionering van
          Algemene en Verdere Onderwys en          die Raad vir Gehaltesekerheid van Algemene en Verdere Onderwys en
          Opleiding, 2001 (Wet nr. 58 van 2001)    Opleiding, ten einde na die beheer oor norms en standaarde van die
                                                   kurrikulum en assessering om te sien, voorsiening te maak vir die uitreiking
                                                   van sertifikate by die uitgangpunte, om vir die uitvoer van assessering te
                                                   sorg, en om die Wet op die Suid-Afrikaanse Sertifiseringsraad, 1986, te
                                                   herroep.
          Die Wet op die Indiensneming van         Om voorsiening te maak vir die indiensneming van opvoeders deur die
          Opvoeders, 1998 (Wet nr. 76 van 1998)    Staat, en vir die regulering van die diensvoorwaardes, dissipline,
                                                   diensverlating, en ontslag van opvoeders. Dit reguleer die professionele,
                                                   morele en etiese verantwoordelikhede van opvoeders, sowel as
                                                   bevoegdheidsvereistes van onderwysers. Een Wet en een beroepsraad, die
                                                   Suid-Afrikaanse Raad van Opvoeders (SARO) beheer nou die histories
                                                   verdeelde onderwyserskorps.




STRATEGIESE EN PRESTASIEPLAN VIR DIE VYF JAAR 2005/06 – 2009/10                                                       Bladsy 9
        Mandate                                    Bondige beskrywing
          Die Wes-Kaapse Provinsiale                Om voorsiening te maak vir 'n eenvormige onderwysstelsel vir die
          Skoolonder-wyswet, 1997 (Wet nr. 12       organiseer, beheer, en befondsing van alle skole, en om in die spesifieke
          van 1997)                                 onderwysbehoeftes van die provinsie te voorsien.
          Die Wet op die Bestuur van Openbare       Om finansiële bestuur in die nasionale regering en provinsiale regerings te
          Finansies, 1999 (Wet nr. 1 van 1999)      reguleer, om te verseker dat alle inkomste, uitgawes, bates en laste van
          soos gewysig..                            daardie regerings doeltreffend bestuur word, en om voorsiening te maak vir
                                                    die verantwoordelikhede van persone aan wie die finansiële bestuur van
                                                    daardie regerings toevertrou is.
          Die Wet op die Jaarlikse Verdeling van    Om voorsiening te maak vir die billike verdeling onder die nasionale,
          Inkomste                                  provinsiale en plaaslike regeringsvlakke van inkomste wat vir die boekjaar
                                                    nasionaal geïn is; om voorsiening te maak vir verslagdoening oor toewysings
                                                    wat ingevolge sodanige verdeling geskied het; om voorsiening te maak vir
                                                    die terughouding of vertraging van uitbetalings; en om voorsiening te maak
                                                    vir die aanspreeklikheid t.o.v. koste wat aangegaan word in litigasie a.g.v.
                                                    skending van die beginsels van ko-operatiewe beheer en
                                                    tussenregeringsverhoudings.
          Die Staatsdienswet, 1994 soos gewysig     Om voorsiening te maak vir die organisasie en administrasie van die
          [Proklamasie nr. 103 van 1994].           staatsdiens van die Republiek, sowel as die regulering van die
                                                    diensvoorwaardes, ampstermyne, dissipline, diensbeëindiging en ontslag
                                                    van lede van die staatsdiens.
          Die Wet op die Suid-Afrikaanse            Om voorsiening te maak vir die ontwikkeling en implementering van 'n
          Kwalifikasieowerheid, 1995 (Wet nr. 58    Nasionale Kwalifikasieraamwerk, en om met hierdie doel die Suid-Afrikaanse
          van 1995)                                 Kwalifikasieowerheid daar te stel. Die NKR is sowel die essensiële
                                                    uitdrukking as die waarborg van 'n nasionale leerstelsel waar onderwys en
                                                    opleiding van net soveel belang is as om fasette van die mens se vermoëns
                                                    te komplementeer. Die gesamentlike van stapel stuur van die
                                                    Mensebronneontwikkelingstrategie deur die Minister van Arbeid en die
                                                    Minister van Onderwys op 23 April 2001 herbevestig die voorneme om 'n
                                                    geïntegreerde onderwys, opleiding en ontwikkelingstrategie daar te stel wat
                                                    die potensiaal van ons jong en volwasse leerders sal benut.
          Die Wet op Volwassene Basiese             Om basiese onderwys en opleiding vir volwassenes te reguleer; om
          Onderwys en Opleiding, 2000 (Wet nr.      voorsiening te maak vir die daarstel, beheer, en befondsing van openbare
          52 van 2000)                              leersentrums vir volwassenes; en om voorsiening te maak vir
                                                    gehaltesekerheid en gehaltebevordering in basiese onderwys en opleiding
                                                    vir volwassenes.


6.2    Ander mandate

       6.2.1   Provinsiale iKapa eliHlumayo -strategie
       6.2.2   Menslike Hulpbronontwikkelingstrategie
       6.2.3   Hersiene Nasionale Kurrikulumverklarings
       6.2.4   Witskrif 5 oor VKO
       6.2.5   Witskrif 6 oor Inklusiewe Onderwys


7.     Breë beleidsrigtings, prioriteite, en strategiese doelwitte

       Die strategiese doelwitte van die WKOD is om:
       1. 'n Geïntegreerde benadering tot die fisiese, sosiale, en kognitiewe ontwikkeling van alle 0- tot 4-
          jariges wat in die provinsie woon, te ondersteun.
       2. Graad R-onderrig van hoë gehalte aan alle 5-jariges te voorsien, sodat hulle gereed sal wees om
          op skool te leer.


STRATEGIESE EN PRESTASIEPLAN VIR DIE VYF JAAR 2005/06 – 2009/10                                                     Bladsy 10
       3. Te verseker dat alle leerders vanaf Graad 1 tot Graad 6 op vlakke wat deur die nasionale
          kurrikulum bepaal word, kan lees, skryf, en reken.
       4. Te verseker dat alle leerders in Grade 7 tot 9 van 'n algemene opvoeding van hoë gehalte voorsien
          word.
       5. Inligting oor vakkeuse en beroepsvoorligting aan alle leerders in Graad 9 te verskaf, sodat hulle
          toepaslike keuses in die Verdere Onderwys en Opleiding-band sal maak.
       6. Die deelname- en suksesverhouding te verhoog van leerders, veral swart leerders, wat in skole
          sowel as kolleges by die Verdere Onderwys en Opleiding-band betrokke is.
       7. Die aantal VOO leerders te verhoog wat kwalifiseer om aan hoër onderwys deel te neem.
       8. Toegang tot hoër onderwys in die provinsie te verhoog, veral vir leerders uit arm gesinne.
       9. Leerlingskappe, vakleerlingskappe, internskappe, en vaardigheidsprogramme te voorsien wat by
          werkgeleenthede ingeskakel is.
       10. Die aantal volwasse leerders in basiese onderwysprogramme te verhoog deur middel van
           ekonomiese en sosiale programme soos die Uitgebreide Openbare Werke -program.

       In praktiese terme beteken dit dat die WKOD, saam met sy maatskaplike vennote, 'n dramatiese
       toename behoort te verseker in die aantal jongmense wat aan VOO- en Hoër-onderwysprogramme
       deelneem en daarin slaag – programme wat tot groei en ontwikkeling binne die provinsie bydra. Op
       hierdie manier sal die WKOD die huidige uitsaksyfer in die skolestelsel aanpak, en veel hoër
       byhousyfers in verdere en hoër onderwys verseker. Maar welslae in verdere en hoër onderwys hang
       daarvan af dat jong kinders aan 'n gesonde, aktiewe, en stimulerende omgewing en 'n goeie algemene
       opvoeding blootgestel word. Ten einde te verseker dat hierdie doelwitte bereik word, sal die WKOD
       poog om:

       •   te verseker dat elke kind in 'n veilige, behoorlik verligte, geventileerde, en gerieflike klaskamer
           geakkommodeer word;
       •   opvoeders toerus en ondersteun in hul pogings om doeltreffende onderrig te voorsien;
       •   doeltreffende bestuur en beheer in alle leerstandplase en ondersteuningstrukture te verseker;
       •   'n Primêre Skool Voedingsprogram (PSVP) te lewer; en
       •   skaars hulpmiddele so doeltreffend en so billik as moontlik aan te wend.

       Daar is vyf sleutelbeleidsbepalings wat oor die bogenoemde tien prioriteite heen sny:

      1. Relevante kennis, vaardighede en waardes

           Alle onderwys- en opleidingsprogramme en -kursusse sal kennis, vaardighede en waardes op
           'n hoë vlak bevorder. Die Nasionale Kurrikulumverklaring (NKV) vir sowel die AOO- as die
           VOO-kurrikulum (Algemeen) vir skole is uitdruklike waardegebaseerde kurrikulums. Hierdie
           benadering sal in alle onderwys- en opleidingsprogramme bevorder word.

           Terselfdertyd moet onderwys- en opleidingsprogramme vir die leerders relevante wees. Dit
           beteken dat rekening gehou moet word met die konteks en omgewing waarin onderrig en leer
           plaasvind, en dat die mees toepaslike metodes gekies word om die kurrikulums te lewer.
           Algemene onderwys vir kinders wat die skoolpligtige ouderdom bereik, behoort taal,
           veiligheid, stedelike en landelike lewensomstandighede, en die sosio-ekonomiese omgewing
           in ag te neem. Verdere en hoër onderwys en opleiding, en basiese onderwys vir volwassenes
           moet rekening hou met die leerders se aanleg en belangstellings. In hierdie sektore is


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           werkervaring dikwels die sleutel tot die leerervaring. Hier speel leerlingskappe,
           vakleerlingskappe, en die ontwikkeling van werkplekvaardighede 'n belangrike rol in Menslike
           Hulpbronontwikkeling.

      2. Geletterdheid en syfergeletterdheid

           Die ontwikkeling van hoë vlakke van taalgebruik en syfergeletterdheid is die sleutel tot alle
           leer. Daarom is taal en syfergeletterdheid/wiskunde deel van al die formele leerprogramme in
           die Wes-Kaap.

           •       Grade R tot 3: drie leerprogramme word aangebied. Geletterdheid en syfergeletterdheid
                   beslaan meer as 75% van die tyd wat by die skool deurgebring word.
           •       Grade 4 tot 9: agt leerprogramme word aangebied. Aan tale en wiskunde word weereens
                   die meeste tyd op die skoolrooster toegewys.
           •       Grade 10 tot 12: Twee tale en wiskunde of wiskundige geletterdheid is verpligtend vir alle
                   leerders wat 'n Verdere Onderwys en Opleidingsertifi-kaat wil verwerf.
           •       Formele kursusse by VOO-kolleges, en kursusse in basiese onderwys vir volwassenes:
                   almal het tale en wiskunde as fundamentele programme.

      3. Toegang tot inligting
           Die WKOD beplan vir:
               •     Die invoer van Inligtings- en Kommunikasietegnologie (IKT) in alle skole en ander
                     leerstandplase in die strategiese tydperk 2005 tot 2010. Dit beteken dat elke opvoeder
                     en leerder in die Wes-Kaap toegang tot IKT-infrastruktuur sal hê, en ondersteuning in
                     die onderrig- en leerproses sal ontvang.
               •     Hulpbronsentrums en biblioteke sal by elke skool ontwikkel word ten einde 'n wye reeks
                     ondersteuningsmateriaal vir leerders en onderwysers beskikbaar te maak, sowel as die
                     bestuur daarvan.
               •     Toegang tot inligting oor, en onderrig in MIV/VIGS-lewensvaardighede.

      4. Vak- en loopbaanvoorligting

           Vak- en loopbaanvoorligting sal aan alle Graad 8-leerders in die skolestelsel voorsien word
           sodat hulle ondersteun word by die keuse van toepaslike VOO-kursusse. Loopbaanvoorligting
           sal voortgesit word, en sal in alle hoërskole, VOO-kolleges, en Gemeenskapsleersentrums
           (GLS'e) in die provinsie geïnstitusionaliseer word.

      5. Gehaltesekerheid en Toerekenbaarheid

           Die aanvraag na groter doeltreffendheid in die onderwysstelsel vereis dat 'n kragtige
           toerekenbaarheidstelsel en -proses in die WKOD ingevoer word. Sistemiese Evaluering,
           Skoolselfevaluering (SSE) en Heelskoolevaluering (HSE), sowel as Opspoor-, Rapporteer- en
           Toerekenbaarheidsmaatreëls is almal instrumente wat gebruik moet word om die doelstelling
           van verhoogde toerekenbaarheid reg deur die stelsel te verwesenlik.

8.     Inligtingstelsels om vordering te moniteer

       Die WKOD benut die Onderwysbestuurs-en-inligtingstelsel (OBIS) om bestuur in te lig en te lei m.b.t.
       strategiese beplanning, besluitneming en beleidsontwikkeling. Die meeste van die leerder- en institusionele
       inligting word d.m.v. gestruktureerde peilingsvorms ingesamel. Verskeie verifiërings- en valideringsprosesse
       verseker betroubare data van gehalte. Die databasisse is ook op 'n hoogs uniforme wyse gestruktureer,

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       sodat die verskillende sektore binne die WKOD (bv. Openbare Gewone Onderwys, BOOV, LSO, VKO)
       almal data het wat konsekwent gestruktureer is. Die inligting is ook deurslaggewend vir die toewysing van
       hulpbronne binne die WKOD, bv. Norms en Standaarde, en Posvoorsiening. Die data wat deur die WKOD
       ingesamel word, is ook vrylik aan al die bestuurders binne die stelsel beskikbaar, en maklik bekombaar
       weens die verspreiding daarvan via die intranet.

       Die WKOD is besig met die proses om die implementering van 'n stelsel te konseptualiseer waardeur daar
       met leerders tred gehou kan word. Deur hierdie stelsel sal dit moontlik wees om alle leerders in openbare
       gewone skole in die skolestelsel te moniteer en op te spoor. Voordele hiervan vir die WKOD is dat akkurate
       inligting oor leerdergetalle beskikbaar sal wees, en dat akkurate toewysings van hulpbronne aan inrigtings
       dus gemaak kan word. 'n Verdere voordeel is dat die WKOD in staat sal wees om kritieke
       navorsingsprojekte te inisieer ten einde 'n beter begrip te verkry van die faktore, op leerdervlak, wat 'n
       uitwerking het op kwessies soos leerderprestasie, uitsakkery, leerders wat te oud is, ens.

       Die WKOD het 'n bygewerkte Stelselsmeesterplan (SMP) waar al die vereistes van die IT-stelsels
       geïdentifiseer en vir opgradering, verbetering en verdere ontwikkeling geprioritiseer word. Dit word dan by
       die beskikbare hulpbronne binne die jaarlikse begrotingsraamwerk vir IT-kapasiteit en MUTR ingepas.

       Die WKOD verbeter deurlopend sy IT-stelsels vir optimale gebruik. Dit word verder aangehelp deur die
       deurlopende opleiding van gebruikers. Stelselsbeheer word ook toegepas waardeur elke stelsel 'n
       stelseleienaar en -administrateur vir die doeltreffende bestuur van elke stelsel het, ten einde te verseker dat
       dit aan besigheidsvereistes gelykstaan en waarde daaraan toevoeg.

9.     Beskrywing van strategiese beplanningsproses

       Die departementele beplanningsproses wat tot die formulering van die nuwe bestedingsvoorstelle vir
       die 2005-MTUR gelei het, het rekening gehou met die beleidsprioriteite van die Uitvoerende Gesag,
       die iKapa eliHlumayo-doelwitte en doelstellings, sowel as die Konsep Menslike
       Hulpbronontwikkelingstrategie (MHOS) van die Wes-Kaap.

       Vir die 2005/06-boekjaar is die strategiese beplanningsproses daarop gemik om die bestaande
       strategiese plan te verfyn in lyn met die konsepweergawe van die MHOS vir die Wes-Kaap, die
       hulpbronbasis, en nuwe inligting oor die behoeftes van die provinsie. Die formaat wat gebruik was, is
       die generiese formaat wat deur die Nasionale Tesourie en die Nasionale Departement van Onderwys
       vir alle provinsiale onderwysdepartemente voorgeskryf is.




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DEEL B

Program- en subprogramplanne


10.    Program 1: Administrasie


10.1 Programdoelstelling

       Om die onderwysstelsel van oorkoepelende bestuur en ondersteuning te voorsien.

       Die administrasieprogram bestaan uit die volgende subprogramme:
       Kantoor van die Provinsiale Minister
       o     om vir die funksionering van die kantoor van die Lid van die Uitvoerende Raad (LUR) te
             sorg
       Korporatiewe dienste
       o     om bestuursdienste te voorsien wat nie onderwysspesifiek is nie
       Onderwysbestuur
       o     om onderwysbestuursdienste te voorsien
       Menslike Hulpbronontwikkeling
       o     om menslike hulpbronontwikkeling vir hoofkantoorpersoneel te voorsien


10.2 Standontleding

       Gehaltesekerheid en Toerekenbaarheid
       Die aanvraag na groter doeltreffendheid in die onderwysstelsel vereis dat 'n kragtige toerekenbaarheidstelsel
       en -proses in die WKOD ingevoer word. Sistemiese Evaluering, Skoolselfevaluering (SSE) en
       Heelskoolevaluering (HSE), sowel as Opspoor-, Rapporteer- en Toerekenbaarheidsmaatreëls is almal
       instrumente wat gebruik moet word om die doelstelling van verhoogde toerekenbaarheid reg deur die stelsel
       te verwesenlik.

       •      Sistemiese Evaluering
              Sistemiese evaluerings op die Graad 3- en 6-vlakke word al om die ander jaar deur die Departement
              van Onderwys reg deur Suid-Afrika uitgevoer. Die doel met hierdie evaluerings is om te bepaal in
              watter mate die onderwysstelsel daarin geslaag het om maatskaplike, ekonomiese, en
              transformasiedoelwitte te bereik d.m.v. die meting van leerderprestasie binne die konteks waarin hulle
              leer- en onderrigprogramme ervaar. Die uitslae van hierdie prestasiebepalings word as insette vir
              intervensie gebruik. Die Graad 3 Sistemiese Evalueringsverslag (2002) dui op redes vir kommer
              aangaande die syfergeletterdheids- en geletterdheidsvaardighede van leerders, hindernisse t.o.v. volle
              toegang vir benadeelde leerders tot die onderwysdienste, en swak verwesenliking van
              gelykstellingsdoelwitte. Dan is daar ook groot kommer oor die algehele gehalte van die onderwys
              m.b.t. bepaalde aanwysers soos die gehalte van onderrig, oorvol klaskamers, ondoeltreffende gebruik
              van kontaktyd in die klaskamer, en onveilige toestande by skole. Die Sistemiese Evaluering vir Graad
              6 is in 2004 uitgevoer, en die uitslae word in 2005 verwag.




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       •      Skoolselfevaluering (SSE) en Heelskoolevaluering (HSE)
              Met 'n eerlike waardering van hul eie stelsels en praktyke as 'n beginpunt, sal van skole verwag word
              om gefokusde en realistiese Skoolontwikkelingsplanne te ontwikkel wat die sleutelstrategieë sal
              uitstippel waarmee hulle beoog om die geïdentifiseerde swak areas te verbeter. Die HSE-proses sal
              dan periodiek die prestasies van skole m.b.t. hul ontwikkelingstrategieë moniteer.

       •      Geïntegreerde Gehaltebeheerstelsel (GGBS)
              Die Gesamentlike Ooreenkoms 8 van 2003, wat in Augustus 2003 onderteken is, stippel die aard en
              implementeringsreëls vir die GGBS uit. Die GGBS dien as skakel tussen die Heelskoolevaluering, die
              identifisering van ontwikkelingsbehoeftes van indiwidue, en die prestasiebepaling van indiwiduele
              opvoeders. Luidens die gesamentlike ooreenkoms moet elke opvoeder eens in die stelsel opgelei
              word.

       •      Werknemerswelsynprogram (WWP)
              'n Diensverskaffer, Careways, lewer die WWP-diens in die WKOD. Die diens is hoofsaaklik 'n
              telefoniese beradingsdiens, met die moontlikheid van aangesig-tot-aangesig berading wanneer nodig.
              Die WWP is in die eerste plek bedoel om voorkomend te wees, wat beteken dat die personeel en
              toesighouers aangespoor word om van die oproepsentrum gebruik te maak wanneer probleme
              ontstaan.

              Die diensverskaffer voorsien die WKOD van 'n maandelikse verslag oor die aantal oproepe sowel as
              die vernaamste kategorieë van kwessies wat die personeel pla. Daar word gehoop dat die
              beskikbaarheid van so 'n professionele diens op sigself wegblyery sal verminder, aangesien personeel
              gehelp sal word om oplossings vir hul probleme te vind en te implementeer.

                   As 'n loodsprojek sal die Direktoraat: Menslike Hulpbronontwikkeling met die volgende
                   kategorieë werk ten einde te bepaal wat die impak sal wees indien die WWP-diens
                   gebruik word:
                   10 personeellede met die swakste willekeurige wegblyrekord
                   10 personeellede wat bepaalde wegblytendense vertoon (bv. Maandae, Vrydae).

              Die prinsipale van hierdie skole sal in 'n spesiale opleidingsprogram geplaas word om hulle toe te rus
              om met hierdie personeellede te werk, en om hulle na die WWP-diens te verwys.

       •      Rapportenings- en Toerekenbaarheidsmaatreëls

              Die WKOD is aan 'n wye reeks toerekenbaarheidsprosesse onderworpe. Dit sluit die volgende in:
              • Die oudit van finansiële bestuursprosesse op 'n jaarlikse grondslag d.m.v. die kantoor
                  van die Ouditeur-Generaal;
              • Gereelde bywoning van sessies van die Portefeuljekomitee vir Onderwys en die
                  Staande Komitee vir Openbare Rekeninge in die Provinsiale Parlement.;
              • Gereelde vergaderings (of road shows) met verskillende onderwys-belanghebbendes
                  deur die Minister en die Superintendent-Generaal, om inligting aangaande die jongste
                  verwikkelinge m.b.t. die onderwys te deel, of om eenvoudig kennis te neem van
                  probleme waarmee opvoeders en skoolbestuurders te kampe het.; en
              • Die WKOD is reeds onder 'n verpligting om 'n jaarverslag oor sy aktiwiteite aan die
                  Wetgewer voor te lê. Die jaarverslagdokument is tot die beskikking van die breë
                  publiek, en dit stel die onderwysgemeenskap in staat om die prestasies of mislukkings
                  van die departement in die lig van sy wetlike en beleidsmandate en sy strategiese
                  planne te moniteer.



STRATEGIESE EN PRESTASIEPLAN VIR DIE VYF JAAR 2005/06 – 2009/10                                            Bladsy 15
       Kommunikasie

       'n Belangrike instrument vir bestuur en toerekenbaarheid in groot organisasies soos die WKOD is
       snelle en doeltreffende kommunikasie. Om dit te bereik, sal die WKOD sy Kliëntediens d.m.v. 'n
       doeltreffende en gebruikersvriendelike oproepsentrum, webwerwe, en omsendbriewe uitbrei en
       verbeter.

       Die WKOD se IKT-Strategie, Die Khanya-projek, die Dassie-projek, die Telekommunikasie-
       projek, en die WKOD-webwerf, wat die Kurrikulum-, Edulis- en Edumedia-subwerwe insluit, word
       deur die volgende instansies beïnvloed en van inligting voorsien:
       • die nasionale Witskrif oor e-Onderwys;
       • die Provinsiale Kennisekonomie en e-Beheerstrategie ; en
       • die Stad Kaapstad se IKT-strategie.

       Van groter belang is egter dat die WKOD sy interne kapasiteit sal ontwikkel, veral onder
       onderwysers, sodat hulle vir die gebruik van digitale kurrikuluminhoud voorbereid sal wees.

10.3 Beleidsbepalings, prioriteite en strategiese doelstellings

       Strategiese doelstellings vir Program 1: Administrasie

                  Strategiese Doelwit                                      Strategiese Doelstelling
        Om toerekenbaarheid op alle vlakke te       •   Om beheersamewerking te bevorder.
        bevorder, in lyn met die wetlike mandaat.   •   Om beleid en praktyk in lyn te bring met die regering se strategiese
                                                        doelstellings en die wetlike mandaat.
                                                    •   Om doeltreffende stelsels vir evaluering en gehalteverskering te
                                                        bevorder.
                                                    •   Om 'n bewustheid van die regte en verantwoordelikhede van alle
                                                        rolspelers in die onderwys, met inbegrip van leerders, ouers,
                                                        opvoeders, skoolbestuur, Skoolbeheerliggame en WKOD-
                                                        beamptes op alle vlakke in die hand te werk.
                                                    •   Om 'n kultuur van onderrig en leer in skole en kolleges, en 'n
                                                        verbintenis tot lewenslange Menslike Hulpbronontwikkeling te
                                                        kweek,
                                                    •   Om 'n aktiewe rol te speel t.o.v. die breër behoeftes van die land,
                                                        veral wanneer dit kom by dringende en doelgerigte optrede in
                                                        verband met die kwessie van MIV/VIGS en Lewensvaardighede.
                                                    •   Om doeltreffende bestuur op alle vlakke van die stelsel te
                                                        bewerkstellig.
        Om organisatoriese doeltreffendheid en      •   Om 'n kreatiewe en veerkragtige bestuurskader te ontwikkel.
        doelmatigheid te bevorder.                  •   Om kragtige beleidstelsels en -kapasiteit binne die WKOD te bou.
                                                    •   Om doeltreffende kommunikasiestelsels te ontwerp vir toegang
                                                        deur die onderwysgemeenskap (intern en ekstern).
                                                    •   Om distrikskapasiteit, -dienste en -ondersteuning te bou.
                                                    •   Om Batho Pele-beginsels te implementeer.
                                                    •   Om doeltreffend op kliëntebehoeftes te respondeer.
                                                    •   Om doeltreffende finansiële bestuurstelsels in plek te plaas.
                                                    •   Om deur die hele stelsel heen 'n optimale verspreiding van
                                                        finansiële, fisiese, en menslike hulpbronne te bewerkstellig.
                                                    •   Om te verseker dat die deurvoer van leerders deur die stelsel
                                                        optimaal is.




STRATEGIESE EN PRESTASIEPLAN VIR DIE VYF JAAR 2005/06 – 2009/10                                                     Bladsy 16
                 Strategiese Doelwit                                   Strategiese Doelstelling
        Om 'n gehaltesekerheids-funksie in die   •   Om teikens m.b.t. Menslike Hulpbronontwikkeling daar te stel, en
        WKOD te vestig.                              om oor vordering t.o.v. teikens te rapporteer.
                                                 •   Om sistemiese toerekenbaarheid te verseker deur die instelling
                                                     van Sistemiese Evaluering, Skoolselfevaluering (SSE),
                                                     Skoolontwikkelingsplanne (SOP's), en Heelskoolevaluering (HSE).
                                                 •   Om bestuurskapasiteit in kantore en skole te bou.
                                                 •   Om norme en standaarde vir die lewering van alle dienste daar te
                                                     stel.


10.4 Ontleding van beperkinge, en maatreëls wat beplan word om hulle te bowe te kom:

       Die integrasie van die verskillende maatreëls wat vir gehaltesekerheid en toerekenbaarheid
       ingevoer is, is vir die WKOD 'n ernstige uitdaging. Dit is belangrik om te verseker dat hierdie
       maatreëls tot verbeterde onderrig en leer aanleiding sal gee, en dat hulle nie as 'n doel op sigself
       beskou sal word nie.

10.5 Beskrywing van maatreëls wat vir gehalteverbetering beplan word

       Deurlopende intervensies m.b.t. die opleiding van lede van Skoolbestuurspanne (SBS'e) sluit
       kurrikulumbestuur, dissipline, vroue in leierskapsposisies, beleidbestuur, die jongste
       wetswysigings, en ondertekende resolusies in.

10.6 Hulpbroninligting

       Niks in hierdie stadium nie.




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11.    Program 2: Openbare gewone skoolonderwys


11.1 Programdoelstellings

       Om, ingevolge die Suid-Afrikaanse Skolewet, 1996, openbare gewone onderwys vanaf Graad 1 tot 12
       te voorsien.

       Die openbare gewone skoolonderwysprogram behels die volgende subprogramme:
       Openbare primêre skole
       o     om onderwys vir die fase vanaf Graad 1 tot 7 by openbare gewone primêre skole te voorsien
       Openbare sekondêre skole
       o     om onderwys vir die Graad 8- tot 12-vlak by openbare gewone sekondêre skole te voorsien
       Professionele dienste
       o     om openbare gewone skole te ondersteun
       Menslike Hulpbronontwikkeling
       o     om in die professionele ontwikkeling van opvoeders en nie-opvoeders in openbare gewone
             skole te voorsien

11.2 Standontleding


       Algemene Onderwys en Opleiding (AOO) (Grade 1-9)

       Data van die 2001-sensus en die WKOD se OBIS dui daarop dat daar baie hoë inskrywingsvlakke in
       die ouderdomsgroep 6 tot 15 (Grade 1 tot 9) is. Daarby is die mate waartoe ouderdom en graad by
       mekaar inpas, in die Wes-Kaap hoog. Studies wat in die afgelope vyf jaar in die Wes-Kaap gedoen is,
       dui egter daarop dat leerderprestasie laer is as wat in Graad 1 tot 9 verwag word. Dit geld vir
       vergelykings met ander lande (wat ook ander ontwikkelende lande insluit) asook wat betref die
       verwagtings van die Suid-Afrikaanse kurrikulum. Byvoorbeeld: in 2002 het die WKOD die uitslae vir
       lees en syfergeletterdheid van die Graad 3-leerders in alle skole geassesseer. In hierdie studie is
       bevind dat slegs 36% van leerders die lees- en syfergeletterdheidsuitkomste bereik wat in Graad 3
       verwag word. Die oorgrote meerderheid van leerders presteer tussen twee en drie jaar benede dit wat
       verwag word.

       Om hierdie probleem die hoof te bied, sal diagnostiese toetse al om die ander jaar aan die einde van
       die Grondslagfase en die Intermediêre fase, d.w.s. Graad 3 en 6 afgeneem word, met as beginpunt
       Graad 3 in 2002. Die diagnostiese toetse sal nie slegs gebruik word om areas vir intervensie te
       identifiseer nie, maar sal ook gebruik word om vooruitgang in die stelsel oor tyd te meet. Hierdie toetse
       sal gebruik word om:
       • intervensies en strategieë te ontwikkel
       • teikens vir skole, distrikte, en die provinsie te stel.

       Die uitslae van die diagnostiese toetse wat in 2002 en 2003 toegepas is, toon dat daar 'n hoë korrelasie
       tussen toetsuitslae en armoede is. Om hierdie rede sal die provinsie 'n holistiese benadering beplan om
       steun te verleen aan die ontwikkeling van arm leerders. Hierdie holistiese benadering sluit die PSVP in.
       Die administrasie van die PSVP, wat deel van die voorwaardelike toekenning vir die nasionale
       skoolvoedingsprogram vorm, is gedurende 2004 van die Departement van Gesondheid verskuif.
       Hierdie oordrag na die departement sal beplanning en koördinering verbeter, en verder tot meer
       doeltreffende voeding in skole bydra.


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       Graad 9 is die einde van die AOO-band. Na hierdie graad kies leerders VOO-programme. Ten
       einde relevante en toepaslike programkeuses vir VOO te bevorder, sal alle Graad 8 leerders elke
       jaar geassesseer word.

       Verdere Onderwys en Opleiding (VOO) Graad 10 -12

       VOO is 'n spesialiseringsfase. Dit is die eerste fase van die onderwysstelsel waarin leerders keuses
       moet maak oor die vakke of programme wat hulle wil neem.

       Die huidige VOO-kurrikulum is gebaseer op Verslag 550 vir Graad 10 tot 12; Verslag 191 (Formele
       Onderrigprogramme vir Tegniese Kolleges in die RSA), en Verslag 190 (Norme en standaarde vir
       onderrigprogramme en die eksaminering en sertifisering daarvan in onderwys in tegniese kolleges). In
       die periode 2004 tot 2008 sal hierdie kurrikulum- en programaanbiedings deur 'n raamwerk vervang
       word wat aan 16- tot 20-jariges soepeler en meer deelnemende onderwys- en opleidingsprogramme
       bied. Die raamwerk vir VOO bied drie bane na die Verdere Onderwys en Opleidingsertifikaat (VOOS)
       of die Vlak 4-sertifikaat van die Nasionale Kwalifikasieraamwerk (NKR), naamlik:
       • Algemeen akademies
       • Algemeen beroeps
       • Beroeps – ambag, operasioneel, professioneel

       Dit beteken dat Verslag 550- en Verslag 191-programme gaandeweg uitgefaseer, en relevante
       kwalifikasies en programme ingefaseer sal word. In skole sal die nuwe Nasionale Kurrikulum vanaf
       2006 tot 2008 in Graad 10 tot 12 ingevoer word. Die aantal vakke wat in die kurrikulum van VOO-skole
       aangebied word, is drasties verlaag, maar die vakke is meer gefokus en relevant. Die provinsie sal 'n
       proses van kurrikulumherstel daadwerklik moet deurvoer ten einde te verseker dat die volle reeks van
       vakke in alle distrikte aangebied word. Dit sal noukeurige beplanning en sterk hersteloptrede verg.

       Die kurrikulumherstelaksie moet deur 'n stelselmatige herstelprogram ondersteun word, waardeur
       toerusting (in die besonder rekenaars) en gespesialiseerde onderwysers aan benadeelde areas
       gelewer word. Die WKOD het reeds met hierdie herstelproses op die gebied van wiskunde en
       wetenskap begin, en ander 'fokusskole' sal in die VOO-band ontwikkel word.

       Skoolveiligheid

       Soos ook die geval elders in die wêreld is, word skoolveiligheid toenemend 'n bron van kommer vir die
       regering. Die Wes-Kaap word in hierdie verband besonder erg geteister, aangesien dit met die ernstige
       probleem van bendes en bendegeweld te kampe het, sowel as met die gepaardgaande ellende van
       alkohol en dwelmmisbruik. Saam met 'n reeks vennote, maar in die besonder die Departement van
       Gemeenskapsveiligheid, word hierdie kwessies daadwerklik die hoof gebied.

       Die Veiligeskoleprogram het 'n drieledige strategie wat die volgende behels:
       • 'n Veiligeskole-oproepsentrum waar verskillende probleme gerapporteer kan word, en waar
           geaffekteerde en getraumatiseerde indiwidue ook berading kan aanvra en ontvang.
       • Verskaffing van fisiese veiligheid: Hierdie program fokus op die aanbring van verskeie
           beveiligingsmaatreëls, wat sekuriteitsomheining en alarmstelsels by skole met 'n hoë
           risikofaktor insluit. Die program sluit ook oorlewingstrategieë in.
       • Opvoedkundige programme wat op waardes en houdings toegespits is, met die doel om die
           belangstelling van leerders na meer positiewe strewes soos sport, die kunste, en drama te
           herlei, en hulle op hul toekomstige loopbane te laat konsentreer.




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11.3 Beleidsbepalings, prioriteite en strategiese doelstellings

       Strategiese doelstellings vir Subprogram 2.1: Openbare primêre fase

                 Strategiese Doelwit                                      Strategiese Doelstelling
        Om toegang tot gehalte-onderwys te        •   Om leerderakkommodasie in die openbare primêre fase te voorsien,
        verseker vir alle kinders wat in die          in lyn met beleid.
        provinsie woon.                           •   Om die basiese infrastruktuur vir primêre skole ooreenkomstig beleid
                                                      te voorsien
                                                  •   Om toegang tot onderwys vir leerders uit voorheen
                                                      gemarginaliseerde groepe te verbeter.
                                                  •   Om relevante en gestruktureerde opleiding oor die Nasionale
                                                      Kurrikulum aan onderwysers te voorsien.
                                                  •   Om leerderprestasie in syfergeletterdheid en geletterdheid te
                                                      verbeter
                                                  •   Om doeltreffendheid in die onderwysstelsel te verbeter en om die
                                                      deurvloeikoers van leerlinge en die gehalte van onderwys in die
                                                      geheel oor tyd te verbeter.
                                                  •   Om doeltreffende en inklusiewe onderwys vir Leerders met Spesiale
                                                      Onderwysbehoeftes te bevorder.
                                                  •   Om vervoer- en koshuisgeriewe vir behoeftige leerders te voorsien
                                                  •   Om 'n Primêre Skool Voedingsprogram (PSVP) te voorsien
                                                  •   Om skooldissipline terug te bring.
        Om doeltreffende e-leer in skole te       •   Om die voorsiening van IKT-infrastruktuur aan alle skole te versnel.
        verseker.                                 •   Om kurrikulumlewering deur die gebruik van IKT te verseker.
                                                  •   Om digitale inhoudontwikkeling en bestuur te verseker.
                                                  •   Om te verseker dat opvoeders in die gebruik van IKT opgelei is om
                                                      hul onderrigprogramme te ondersteun.
        Om veilige institusionele omgewings vir   •   Om 'n veilige skoolomgewing in vennootskap met gemeenskappe en
        doeltreffende onderrig en leer te             ander staatsdepartemente te bevorder.
        verseker                                  •   Om toestande van die fisiese verslegting van leerstandplase te
                                                      beëindig.
                                                  •   Om 'n begrip van maatskaplike toestande in die provinsie, en hoedat
                                                      hulle skole beïnvloed, te bevorder.

       Strategiese doelstellings vir Subprogram 2.2: Openbare sekondêre fase

                 Strategiese Doelwit                                      Strategiese Doelstelling
        Om toegang tot gehalte-onderwys te        •   Om leerderakkommodasie in die openbare sekondêre fase te
        verseker vir alle kinders wat in die          voorsien in lyn met beleid.
        provinsie woon.                           •   Om die basiese infrastruktuur vir sekondêre skoolonderrig in plek te
                                                      stel, ooreenkomstig beleid.
                                                  •   Om die aantal VOO-leerders wat in toepaslike programme by skole
                                                      ingeskryf is, en veral leerders uit voorheen gemarginaliseerde
                                                      groepe, te vermeerder.
                                                  •   Om die aantal leerders wat hul opvoeding in die VOO-band met
                                                      welslae voltooi, te vermeerder.
                                                  •   Om die aantal leerders te vermeerder wat 'n skoolverlater-sertifikaat
                                                      verwerf wat toegang tot hoër onderwys besorg.
                                                  •   Om deelname en die slaagsyfer in wiskunde en wetenskap te
                                                      verhoog.
                                                  •   Om doeltreffende en inklusiewe onderwys vir Leerders met Spesiale
                                                      Onderwysbehoeftes te bevorder.




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                 Strategiese Doelwit                                      Strategiese Doelstelling
        Om doeltreffende e-leer in openbare       •   Om die voorsiening van IKT-infrastruktuur vir alle skole te versnel.
        sekondêre skole te verseker               •   Om kurrikulumlewering deur die gebruik van IKT te verseker.
                                                  •   Om digitale inhoudsontwikkeling en bestuur te verseker.
                                                  •   Om te verseker dat opvoeders in die gebruik van IKT opgelei word
                                                      ter ondersteuning van hul onderrigprogramme.
        Om veilige institusionele omgewings vir   •   Om 'n veilige skoolomgewing in vennootskap met gemeenskappe en
        doeltreffende onderrig en leer te             ander staatsdepartemente te bevorder.
        verseker                                  •   Om toestande van die fisiese verslegting van leerstandplase te
                                                      beëindig.
                                                  •   Om begrip van maatskaplike toestande in die provinsie, en hoedat dit
                                                      skole affekteer, te bevorder.

       Strategiese doelstellings vir Subprogram 2.3: Professionele dienste

                 Strategiese Doelwit                                      Strategiese Doelstelling
        Om doeltreffende bestuur en beheer        •   Om ondersteuning en ontwikkeling van bestuur en beheer deur die
        in al die leerstandplase en                   werk van die OBOS'e en ander professionele dienste nader aan
        ondersteuningstrukture te verseker            skole te bring.
                                                  •   Om kennis en vaardighede van skoolprinsipale deur geteikende
                                                      opleiding en ondersteuning te verbeter.
                                                  •   Om bestuur van die kurrikulum en assesseringsprosesse te verbeter.
                                                  •   Om finansiële bestuur en gehalteverbetering op alle vlakke in lyn met
                                                      provinsiale beleid en die wetgewende raamwerk te verbeter.
                                                  •   Om professionele ondersteuning aan alle openbare gewone skole te
                                                      voorsien.

       Strategiese doelstellings vir Subprogram 2.4: Menslike Hulpbronontwikkeling

                  Strategiese Doelwit                                      Strategiese Doelstelling
         Om opvoeders toe te rus en te            •   Om opvoeders in die openbare primêre en sekondêre fases
         ondersteun in hul pogings om                 ooreenkomstig beleid te voorsien.
         doeltreffende onderwys te voorsien       •   Om te verseker dat die provinsie 'n voldoende aantal toepaslik
                                                      opgeleide opvoeders in diens neem.
                                                  •   Om pogings te ondersteun om onderwysstudente vir pre-diens
                                                      opleidingsinstansies te werf.
                                                  •   Om die professionele gehalte van die onderwyserskorps d.m.v.
                                                      deurlopende professionele ondersteuning te ontwikkel.
                                                  •   Om die potensiaal van media en tegnologie (e-onderwys en IKT) te
                                                      ontwikkel ten einde onderrig en leer te verbeter en om
                                                      kurrikulumondersteuning te voorsien.
                                                  •   Om opvoeders toe te rus ten einde doeltreffende kurrikulum-
                                                      ontwikkeling, -lewering en -ondersteuning te verseker.
                                                  •   Om gefokusde opvoederontwikkelingsprogramme deur die Kaapse
                                                      Onderwysinstituut (KOI) van stapel te stuur.
                                                  •   Om gespesialiseerde onderwysondersteuning aan onderwysers te
                                                      voorsien.

       Strategiese doelstellings vir Subprogram 2.5: Primêre Skool Voedingsprogram

                  Strategiese Doelwit                                      Strategiese Doelstelling
         Om geïdentifiseerde arm en honger        •   Om 149 000 geïdentifiseerde arm en honger leerders in 866 primêre
         leerders in primêre skole van die            skole met die minimum voedsel te voorsien wat hulle nodig sal hê om
         minimum voedsel te voorsien wat hulle        doeltreffend op skool te leer.
         nodig sal hê om doeltreffend in die
         skool te leer.




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11.4 Ontleding van beperkings, en maatreëls om hulle te bowe te kom

       Die groei in die aantal sekondêre skool-leerders in die Wes-Kaap, en die gebruik as sekondêre
       skole van vakante primêre skool-geboue wat geen laboratoriums het nie, het die persentasie
       sekondêre skole sonder laboratoriums laat toeneem. Die peletonering van skole sal ook die
       aantal sekondêre skole sonder laboratoriums laat toeneem.

11.5 Beskrywing van beplande gehalteverbeteringsmaatreëls

       In 'n poging om verskeie aspekte van gehalteonderwys in skole aan te spreek, het die WKOD 'n
       aantal intervensies en projekte ingevoer. Die projekte en intervensies wat in skole toegepas word,
       sluit die volgende in:

       •      Om positiewe leerdergedrag aan te moedig: Die fokus hier is om
              ontwikkelingswerkswinkels vir onderwysers te inisieer ten einde hulle te help om
              leerdergedrag en portuurgroepdruk te verstaan, en op 'n nuwe manier met
              gedragskwessies om te gaan.
       •      Die identifisering van disfunksionele skole: Multifunksionele spanne identifiseer die
              probleme wat by hierdie skole ervaar word; bedink 'n strategie om die probleme onder die
              leierskap van 'n projekleier die hoof te bied; waar nodig word die ondersteuning van
              buiteorganisasies ingeroep; departementele opleidingsprogramme word aan die skool
              gebied; voortdurende mislukking kan tot mentorskap/kuratorskap by hierdie skole lei;
              indien die skool steeds faal, mag die hersamestelling daarvan geïmplementeer word.
       •      Multigraad intervensie: Om skole wat aan meer as een graad per klas onderrig gee, in hul
              onderrigmetodes te ondersteun. Klem word gelê op die benutting van IKT om doeltreffende
              multigraadonderrig te ondersteun.
       •      Veldtog vir Vroeë Inskrywing: Dit spoor skole aan om vroeg in die jaar met die
              inskrywingsproses van leerders te begin wat aan die einde van die jaar gefinaliseer moet
              wees; voltooiing van roosters en nominasies vir die aanstelling van onderwysers sodat
              skole op die eerste dag van die nuwe skooljaar met onderrig kan begin; identifisering van
              "probleemkolle" m.b.t. akkommodasie sodat gebeurlikheidsplanne in gereedheid gebring
              kan word.
       •      Leerders wat te oud is: Die aantal leerders in die stelsel wat te oud vir hul klasse is, word
              gaandeweg verminder, aangesien geen leerders wat te oud is, in die stelsel toegelaat word
              nie. Dié wat reeds in die stelsel is, word aangespoor om by BOOV-sentrums te registreer.
              (Let wel: hierdie is leerders wat 20 jaar en ouer is.)
       •      Inklusiewe onderwys: Onderwyswitskrif 6 dui aan hoedat die huidige spesiale
              onderwysstelsel tot 'n inklusiewe onderwys en opleidingstelsel getransformeer behoort te
              word. Dit spel onder meer uit hoedat hoofstroomskole in vollediensskole ontwikkel behoort
              te word wat in staat sal wees om leerders te akkommodeer wat matige ondersteuning
              benodig; hoedat spesiale skole in hulpbronsentrums vir hoofstroomskole ontwikkel behoort
              te word; die ontwikkeling van distriksondersteuningspanne; en die ontwikkeling van
              institusionele ondersteuningspanne.
       •      Gefokusde geletterdheid- en syfergeletterdheidstrategieë vir die Grondslagfase en
              Intermediêre fase wat die volgende insluit:
                   om 100 boeke aan elke klas in die Grondslagfase (Grade 1 - 3) en Intermediêre fase
                   (Grade 4 - 6) in die provinsie te voorsien;
                   om wiskundehandboeke aan alle Graad 3- tot 6-leerders te voorsien;
                   om voorbeelde van 36-week werkskedules te voorsien;
                   om leervordering op 'n weeklikse basis te laat moniteer deur beamptes wat aan elke
                   skool toegewys is wat Graad 1 tot 6 aanbied; en

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                   om leerdertoegang tot, en leerderverwerwing van die bedoelde kurrikulum te moniteer,
                   d.m.v. lees- en wiskundetoetsing van Graad 3 en 6.

       Die OBOS'e en hul onderskeie strukture besoek alle onderwysinstansies en staan hulle by met
       die bou van kapasiteit in terme van verskillende scenario's en aksies wat nodig is, bv. die aanstel
       van nuwe beheerliggame, finansiële sake, kurrikulum, ens.

11.6 Hulpbroninligting

       Die statistiese inligting aangaande die aantal leerders en opvoeders word uit die WKOD se Jaaroorsig
       en 10de dag-statistiek verkry.

       Daar was 'n toename in migrasie na die Wes-Kaap, maar bykomstige klaskamers wat gedurende
       2002/03 en 2003/04 voltooi is, het gehelp om die leerder:klaskamer-verhouding wat verwag was, binne
       perke te hou.

       Die besteding van beskikbare fondse vir nuwe konstruksieprojekte het nie verloop soos die bedoeling
       was nie. Tweehonderd bykomstige instandhoudingsprojekte is egter voltooi. Dit het 'n groot impak
       gehad op die persentasie van die infrastruktuurbegroting wat op instandhouding bestee is.

       Grade 1 tot 12 in openbare gewone skole word van opvoederpersoneel voorsien ooreenkomstig die
       Posvoorsieningsmodel, nie-opvoeder-personeelbefondsing sowel as nie-personeelbefondsing word
       ooreenkomstig die Norme en Standaarde-befondsing vir skole bepaal, albei op armoederangordening
       gebaseer.




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12.    Program 3: Subsidies vir onafhanklike skole

12.1 Programdoelstelling

       Om onafhanklike skole ingevolge die Suid-Afrikaanse Skolewet, 1996 te ondersteun.

       Die subsidies vir die program vir onafhanklike skole behels die volgende subprogramme:
       Primêre fase -
       o     om onafhanklike skole in Graad 1 tot 7 te ondersteun
       Sekondêre fase -
       o     om onafhanklike skole in Graad 8 tot 12 te ondersteun

12.2 Standontleding

       Daar is tans 180 onafhanklike skole in die Wes-Kaap. Hierdie skole akkommodeer 'n verskeidenheid
       leerders uit verskillende sosio-ekonomiese agtergronde, en is belangrike en gewaardeerde vennote in
       die lewering van onderwys in die provinsie.

       Die WKOD voorsien subsidies aan 75 onafhanklike skole, wat leergeleenthede aan benadeelde
       leerders in die provinsie verskaf.

12.3 Beleidsbepalings, prioriteite en strategiese doelstellings

       Strategiese doelstellings vir Program 3: Subsidies vir onafhanklike skole

                  Strategiese Doelwit                                    Strategiese Doelstelling
         Om toegang tot gehalte-onderwys te     Om onafhanklike skole wat die armer gemeenskappe bedien, op 'n glyskaal as
         verseker vir alle kinders wat in die   'n toevoeging tot openbare skole te ondersteun.
         provinsie woon.


12.4 Ontleding van beperkings, en maatreëls om hulle te bowe te kom

       'n Paar van die onafhanklike skole het baie swak rekords in die sistemiese toetsing op die Graad
       3- en 6-vlak, en in Graad 12. Daar is ook gereeld klagtes van skoliere en ouers. Die WKOD is van
       plan om beslis teen hierdie skole op te tree, en om te sorg dat hulle hul registrasie verloor indien
       hulle in gebreke bly om onderwys van gehalte te voorsien .

12.5 Beskrywing van beplande gehalteverbeteringsmaatreëls

       Die deurvoer en uitsette van onafhanklike skole wat 'n subsidie ontvang, word noukeurig
       gemoniteer, en subsidies word dienooreenkomstig aangepas.

12.6 Verkryging van inligting

       Afhangende van die Norme en Standaarde-befondsing van Onafhanklike Skole, is alle onafhanklike
       skole wat by die WKOD geregistreer is, daarop geregtig om subsidies gelyk aan 60% van die koste per
       leerder in die openbare skole te ontvang. Alle onafhanklike skole wat om 'n subsidie aansoek doen en
       wat in terme van die Norme en Standaarde-beleid vir befondsing in aanmerking kom, ontvang 'n
       subsidie.

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13.    Program 4: Openbare spesiale skoolonderwys


13.1 Programdoelstelling

       Om openbare onderwys in spesiale skole te voorsien, ingevolge die Suid-Afrikaanse Skolewet, 1996,
       en Witskrif 6 oor inklusiewe onderwys.

       Die Openbare Spesiale Skoolonderwysprogram bestaan uit die volgende subprogramme:
       Skole
       o     om onderwys by openbare spesiale skole te voorsien;
       Professionele dienste
       o     om openbare spesiale skole te ondersteun;
       Menslike Hulpbronontwikkeling
       o     om in die professionele ontwikkeling van opvoeders en nie-opvoeders in
       o     openbare spesiale skole te voorsien.

13.2 Standontleding

       Onderwyswitskrif 6 toon aan hoedat die huidige spesiale onderwysstelsel na 'n inklusiewe onderwys-
       en opleidingstelsel getransformeer behoort te word. Dit spel onder meer uit hoedat hoofstroomskole in
       vollediensskole ontwikkel behoort te word wat in staat sal wees om leerders te akkommodeer wat
       matige ondersteuning benodig; hoe spesiale skole in hulpbronsentrums vir hoofstroomskole ontwikkel
       behoort te word; die ontwikkeling van distriksondersteuningspanne; en die ontwikkeling van
       institusionele ondersteuningspanne.


13.3 Beleidsbepalings, prioriteite en strategiese doelstellings

       Strategiese doelstellings vir Subprogram 4.1: Skole

                  Strategiese Doelwit                                  Strategiese Doelstelling
         Om toegang tot gehalte-onderwys te     •   Om plek in openbare spesiale skole te voorsien ooreenkomstig
         verseker vir alle kinders wat in die       beleid en die beginsels van inklusiewe onderwys.
         provinsie woon.                        •   Om toegang tot openbare spesiale skoolonderwys vir leerders uit
                                                    voorheen gemarginaliseerde groepe te verbeter.
                                                •   Om psigologiese, sosiale, mediese, terapeutiese en leeronder-
                                                    steuning aan leerders te voorsien.
                                                •   Om doeltreffende en inklusiewe onderwys vir Leerders met Spesiale
                                                    Onderwysbehoeftes te bevorder.
                                                •   Om te verseker dat die deurvloei van leerders deur openbare
                                                    spesiale skole optimaal is.
                                                •   Om die hoogste moontlike opvoedkundige uitkomste onder leerders
                                                    in openbare spesiale skole te verseker.

       Strategiese doelstellings vir Subprogram 4.2: Professionele dienste

                  Strategiese Doelwit                                  Strategiese Doelstelling
         Om doeltreffende bestuur en beheer     •   Om ondersteuning en ontwikkeling van bestuur en beheer nader aan
         in al die leerstandplase en                skole te bring deur die werk van die OBOS'e en ander professionele
         ondersteuningstrukture te verseker.        dienste.




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                  Strategiese Doelwit                                  Strategiese Doelstelling
                                               •   Om 'n optimale en billike verspreiding van finansiële, fisiese en
                                                   menslike hulpbronne oor die stelsel heen te bereik.
                                               •   Om die kennis en vaardighede van skoolprinsipale deur geteikende
                                                   opleiding en ondersteuning te verbeter.
                                               •   Om kennis en vaardighede van Skoolbeheerliggame deur geteikende
                                                   opleiding en ondersteuning te verbeter.
                                               •   Om bestuur van die kurrikulum en assesseringsprosesse te verbeter.
                                               •   Om finansiële bestuur en gehalteverbetering op alle vlakke in lyn met
                                                   provinsiale beleid en die wetgewende raamwerk te verbeter.
                                               •   Om professionele ondersteuning aan alle openbare spesiale skole te
                                                   voorsien.

       Strategiese doelstellings vir Subprogram 4.3: Menslike Hulpbronontwikkeling

                  Strategiese Doelwit                                  Strategiese Doelstelling
         Om opvoeders toe te rus en te         •   Om opvoeders by die openbare spesiale skole ooreenkomstig beleid
         ondersteun in hul pogings om              te voorsien.
         doeltreffende onderwys te voorsien    •   Om te verseker dat die provinsie 'n voldoende aantal toepaslik
                                                   opgeleide opvoeders in diens neem.
                                               •   Om pogings te ondersteun om onderwysstudente vir pre-diens
                                                   opleidingsinstansies te werf.
                                               •   Om die professionele gehalte van die onderwyserskorps d.m.v.
                                                   deurlopende professionele ondersteuning te ontwikkel.
                                               •   Om die potensiaal van media en tegnologie (e-onderwys en IKT) te
                                                   ontwikkel ten einde onderrig en leer te verbeter, en om
                                                   kurrikulumondersteuning te voorsien.
                                               •   Om opvoeders toe te rus om doeltreffende ontwikkeling, lewering en
                                                   ondersteuning t.o.v. die kurrikulum te verseker.
                                               •   Om gefokusde opvoederontwikkelingsprogramme deur die Kaapse
                                                   Onderwysinstituut (KOI) van stapel te stuur.
                                               •   Om gespesialiseerde onderwysondersteuning aan onderwysers te
                                                   voorsien.


13.4 Ontleding van beperkings, en maatreëls om hulle te bowe te kom

       Daar is 'n beduidende toename in die aantal verwysings van leerders met leerbelemmernisse vir
       plasing in spesiale skole. Die grootste behoefte is vir plasing van leerders in jeugsentrums en
       vaardigheidskole. Aandag word aan die rasionalisering dienste gegee met die oog daarop om die
       behoeftes van die WKOD te akkommodeer.

13.5 Beskrywing van beplande gehalteverbeteringsmaatreëls

       Die OBOS'e en hul onderskeie strukture besoek die spesiale skole en help hulle met die bou van
       kapasiteit in terme van verskillende scenario's en aksies wat uitgevoer moet word, bv. die aanstel
       van 'n nuwe bestuursliggaam, finansiële sake, implementering van die GGBS, ens. Deurlopende
       intervensies aangaande die opleiding van SBS-lede sluit kurrikulumbestuur, positiewe
       gedragsverbe-tering, vroue in leierskapsposisies, beleidsbestuur, die jongste wetswysigings en
       ondertekende resolusies in.

       Die omskep van spesiale skole in hulpbronsentrums, in lyn met Onderwyswitskrif 6, dra by tot 'n
       toename in die ondersteuning wat aan Leerders met Spesiale Onderwysbehoeftes in
       hoofstroomskole gebied word. Indiensopleiding word vir ondersteuningspersoneel by OBOS'e,
       GV-opvoeders by Jeugsentrums (Basiese Opleiding in Veiligheidsorg), terapeute, en
       maatskaplike werkers voorsien.

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13.6 Hulpbroninligting

       Die slaagsyfer vir leerders by spesiale skole is uitstekend. Daar is vyf skole met 'n slaagsyfer van
       100%. Die slaagsyfer is hoër as dié vir hoofstroomskole.

       Leerders van die Vaardigheidskole neig om makliker werk te kry as dié van ander spesiale skole
       en selfs hoofstroomskole. Faktore soos die huidige ekonomiese klimaat en die geslotenheid van
       die arbeidsmark speel egter 'n belangrike inhiberende rol.

       Alle openbare spesiale skole word befonds deur 'n per capita toekenning te bepaal wat
       leerdergetalle, en die gewigtoekenning in terme van die ongeskiktheidskategorieë in aanmerking
       neem. Hierdie toekenning sluit ook befondsing vir LOSM, ondersteuningsapparaat, en die
       aanpassing van fisiese geriewe in. om die beweeglikheid van leerders te akkommodeer, sowel as
       die voorsiening van gespesialiseerde vervoer. Verder word befondsing vir klasassistente en
       busbestuurders ook aan skole toegeken ooreenkomstig 'n per capita-subsidie in terme van
       beleid.




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14.    Program 5: Verdere Onderwys en Opleiding

14.1 Programdoelstelling

       Om VOO by openbare VOO-kolleges te voorsien ingevolge die Wet op Verdere Onderwys en
       Opleiding, 1998.

       Die VOO program behels die volgende subprogramme:
       Openbare instansies -
       o     om spesifieke openbare VOO-kolleges van hulpbronne te voorsien
       Professionele dienste -
       o     om openbare VOO-kolleges te ondersteun -
       Menslike Hulpbronontwikkeling -
       o     om in die professionele ontwikkeling van opvoeders en nie-opvoeders in
       o     openbare VOO-kolleges te voorsien

14.2 Standontleding

       Dertien VOO-kolleges het saamgesmelt om ses megainrigtings te vorm. HUB's is aangestel om die ses
       inrigtings te bestuur. Deurlopende steun word vir die herstruktureringsproses vereis. Dit sal veral nodig
       wees om prosedures, programme en infrastruktuurstelsels vir die groter getalle leerders te ontwikkel.

       Die VOO-kurrikulum word tans herontwerp en ontwikkel. Die invoer van die nuwe kurrikulum vereis
       aansienlike herontwerp van die organisasie en bestuur van VOO-inrigtings. Die inisiatiewe van die
       WKOD in hierdie program is almal ontwerp om die ontwikkeling en implementering van die
       kurrikulum/program, sowel institusionele herstrukturering te ondersteun. Dit sluit die volgende in:

       •    Onderwyserontwikkeling: Ten einde relevante programme van gehaltes te voorsien, sal
            intervensies om opvoeders te ontwikkel wiskundige geletterdheid en wiskundevaardighede
            opgradeer, teorie en praktyk integreer, werkplekervaring voorsien, en akademiese en
            professionele kwalifikasies opgradeer. Die DANIDA-geborgde projek vir Steun vir Onderwys-
            en Vaardigheidsontwikkeling (SOVO) sal die lewering van praktiese en
            arbeidsmarkgeoriënteerde onderrig en vaardigheidsopleiding ondersteun. Kolleges sal die
            kapasiteit verwerf om geakkrediteerde en gesertifiseerde opleidingsprogramme te ontwikkel
       •    Fisiese hulpbronne: Beroepsonderwys en -opleiding is van nature hulpbronintensief.
            Gespesialiseerde werkswinkels wat bedryfsakkreditering geniet, word vir doeltreffende MHO
            vereis. Indien die grootte van VOO-kolleges oor die volgende sewe of agt jaar vyfvoudig sou
            toeneem, sal 'n geweldige belegging in geboue, toerusting en personeel vereis word.
       •    Leerderondersteuning: Dit behels werwing en voorspraak, die erkenning van vorige leer,
            programplasing, finansiële en akademiese ondersteuning, en dat indiwidue in betrekkings
            geplaas en daar met hulle tred gehou word.
       •    'n Verskeidenheid leweringsmetodes soos e-leer, afstandsonderrig, leerlingskappe, en
            vaardigheidsprogramme sal gebruik word om hierdie programme te lewer. Die DASSIE-
            projek is die sleutel tot die uitbreiding van hierdie leweringsmeganismes.




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14.3 Beleidsbepalings, prioriteite, en strategiese doelstellings

       •      Om toegang tot VOO-kolleges te bevorder
       •      Artikulering tussen AOO en Hoër onderwys
       •      Om 'n kurrikulumstrategie en ondersteuningstrukture vir VOO-kolleges te ontwikkel en
              ondersteun
       •      Om nuwe leerprogramme te ontwikkel wat gevoelig is vir die behoeftes van die ekonomie en
              die gemeenskap.

       Strategiese doelstellings vir Subprogram 5.1: Openbare instansies

                    Strategiese Doelwit                                  Strategiese Doelstelling
           Om toegang tot gehalteonderwys in     •   Om leerderakkommodasie in VOO-kolleges te voorsien
           VOO-kolleges aan almal in die             ooreenkomstig beleid.
           provinsie te voorsien                 •   Om kennis van, en toegang tot VOO-kollegeonderrig vir leerders uit
                                                     voorheen gemarginaliseerde groepe te verbeter.
                                                 •   Om die aantal VOO leerders wat in toepaslike programme by
                                                     kolleges ingeskryf is te vermeerder, veral leerders uit voorheen
                                                     gemarginaliseerde groepe.
                                                 •   Om die ontwikkeling van programme wat gevoelig is vir die sosiale
                                                     en ekonomiese behoeftes van die provinsie te bevorder.
                                                 •   Om lenings te voorsien aan leerders uit arm agtergronde wat by
                                                     VOO-kolleges wil studeer.
                                                 •   Om leerderondersteuningseenhede by elke kollege te skep om met
                                                     werwing, ondersteuning en plasing behulpsaam te wees.

       Strategiese doelstellings vir Subprogram 5.2: Professionele dienste

                    Strategiese Doelwit                                  Strategiese Doelstelling
           Om doeltreffende bestuur en beheer    •   Om 'n optimale en billike verspreiding van finansiële, fisiese en
           in al die leerstandplase en               menslike hulpbronne oor die stelsel heen te bereik.
           ondersteuningstrukture te voorsien.   •   Om kennis en vaardighede van hoof uitvoerende beamptes (HUB's)
                                                     van VOO-kolleges deur geteikende opleiding en ondersteuning te
                                                     verbeter.
                                                 •   Om kennis en vaardighede van die rade van VOO-kolleges deur
                                                     geteikende opleiding en ondersteuning te verbeter.
                                                 •   Om die bestuur van kurrikulum- en assesseringsprosesse te
                                                     verbeter.
                                                 •   Om finansiële bestuur en gehalte op alle vlakke te verbeter in lyn met
                                                     provinsiale beleid en die wetgewende raamwerk.
                                                 •   Om professionele ondersteuning aan alle openbare VOO-kolleges te
                                                     voorsien.

       Strategiese doelstellings vir Subprogram 5.3: Menslike Hulpbronontwikkeling

                    Strategiese Doelwit                                  Strategiese Doelstelling
           Om opvoeders toe te rus en te         •   Om opvoeders by VOO-kolleges te voorsien ooreenkomstig beleid.
           ondersteun in hul pogings om          •   Om die professionele gehalte van die onderwyserskorps d.m.v.
           doeltreffende onderwys te voorsien        deurlopende professionele ondersteuning te ontwikkel.
                                                 •   Om die potensiaal van media en tegnologie (e-onderwys en IKT) te
                                                     ontwikkel ten einde onderrig en leer te verbeter en om
                                                     kurrikulumondersteuning te voorsien.
                                                 •   Om opvoeders toe te rus om... doeltreffende kurrikulumont-wikkeling,
                                                     -lewering en -ondersteuning te verseker.




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14.4 Ontleding van beperkings, en maatreëls om hulle te bowe te kom

       Die groeitempo van Voltydse Ekwivalente (VTE’s) in VOO-kolleges word slegs deur hulpbronne,
       bv. personeel, toerusting, finansies, ens. beperk. Soos bykomstige inskrywings in die 2004/05-
       boekjaar aangeteken word, is daar aanduidings dat teikens verwesenlik sal word. VOO-kolleges
       bied kursusse aan wat in terme van tydsduur vanaf 'n paar uur tot jare varieer.
       Leerderinskrywings vind dus deurlopend plaas. Geouditeerde VTE’s vir die voorafgaande jaar is
       slegs vanaf April van die volgende jaar beskikbaar, aangesien hulle aan komplekse berekenings
       en ouditering deur eksterne ouditeurs onderworpe is, tesame met die finansiële state van die
       betrokke kollege.

14.5 Beskrywing van beplande gehalteverbeteringsmaatreëls

       Geteikende programme sal opvoeders by kolleges in staat stel om:
       • Wiskundige geletterdheid en wiskundevaardighede op te gradeer
       • Hul akademiese en professionele kwalifikasies op te gradeer
       • Leer te assesseer ten einde aan Umalusi- en SOOO-standaarde te voldoen
       • Teen kwessies op te tree wat leer belemmer.

       Kolleges sal leerderondersteuningseenhede daarstel om die groot verskeidenheid leerders met
       verskillende leeragtergronde te akkommodeer, en om ondersteuning aan hulle te bied. Daar sal
       met leerders tred gehou word ten einde hulle in die kurrikulum en in die werkplek te ondersteun.
       Kolleges sal ook strategieë ontwikkel om toegang tot VOO-kolleges te verbreed, byvoorbeeld:
       • 'n Verskeidenheid leweringsmetodes soos e-leer, afstandsonderrig,
           leerlingskappe, vaardigheidsprogramme, ens.
       • Geriewe en opleiding wat aan die vereistes van leerders met verskillende
           bekwaamhede beantwoord
       • Nuwe standplase vir die benadeelde en landelike gemeenskappe
       • Beursskemas en Erkenning van Vorige Leer (EVL).

       Die geloofwaardigheid en waarde van kwalifikasies wat by VOO-kolleges verwerf is, sal van die
       gehalte van die programaanbod afhang. Kolleges sal gehaltebestuurskemas ontwikkel en toepas
       ten einde die gehalte van akademiese programme en nie-akademiese programme te meet, en te
       verbeter.

14.6 Hulpbroninligting

       Deelname deur volwassenes – indien aanvaar word dat volwassenes 21 jaar oud en ouer is – sal
       toeneem soos daar meer leerlingskappe ingestel word.

       VOO-kolleges word volgens die Posvoorsieningsmodel van opvoederpersoneel, nie-
       opvoederpersoneel, sowel as subsidies vir belastings, die verkryging en ontwikkeling van fisiese
       infrastruktuur, en ad hoc (geteikende) subsidies voorsien.




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15.    Program 6: Basiese Onderwys en Opleiding vir Volwassenes


15.1 Programdoelstelling

       Om BOOV ingevolge die Wet op Basiese Onderwys en Opleiding vir Volwassenes, 2000, te
       voorsien.

       Die BOOV-program behels die volgende subprogramme:
       Subsidies aan private sentrums
       o     om spesifieke private BOOV-standplase d.m.v. subsidies te ondersteun
       Professionele dienste
       o     om BOOV-standplase te ondersteun
       Menslike Hulpbronontwikkeling
       o     om in die professionele ontwikkeling van opvoeders en nie-opvoeders by BOOV-
             standplase te voorsien

15.2 Standontleding

       In 2003 was daar 10 000 leerders vir kursusse op die AOO-vlak ingeskryf. Sesduisend leerders
       was vir kursusse op die BOOV-Vlak 1 en 2, en 4 000 vir kursusse op die BOOV-Vlak 3 en 4
       ingeskryf. Meer as 1,5 miljoen mense wat in die Wes-Kaap woon, het egter minder as 'n AOOS of
       verwante kwalifikasie. Kennelik kan die WKOD nie hoop om in die onderwysbehoeftes van so 'n
       menigte te voorsien nie, en sal die hulp van vennote benodig word.

       Die WKOD is by 'n aantal vennootskappe met staatsdepartemente en korporasies betrokke. Deur
       hierdie vennootskappe word werknemers van provinsiale departemente die geleentheid gebied
       om 'n AOOS te verwerf. Konsepriglyne vir die implementering van vennootskappe is in 2004
       ontwikkel. Hierdie riglyne sluit onder meer fases in die implementering van 'n vennootskap, rolle
       en verantwoordelikhede van die betrokkenes, koste, en kostedrywers in.

       Verder word vennootskappe deur Verstandhoudingsmemorandums geformaliseer. Albei die
       partye, d.w.s. die WKOD as die diensverskaffer en die vennoot (bv. provinsiale departement),
       onderteken hierdie Verstandhoudings-memorandum.

       Vennootskappe maak 'n beduidende bydrae tot die aantal leerders in GLS'e. Die aanstelling van meer
       voltydse Sentrumbestuurders (SB's) en Standplaaskoördi-neerders (SK's) en die feit dat die kontrakte
       van party SB's en SK's hernubaar is, sal bestendigheid in baie GLS'e verseker. Dit verseker dan ook
       verbeterde beplanning, bestuur, en beheer van GLS'e. Die ondersteuning en leiding wat gebied word,
       in die besonder deur BOOV-beamptes in die OBOS'e, help GLS'e om meer gevoelig te word t.o.v. die
       behoeftes van die gemeenskappe wat hulle bedien, en verseker 'n toename in leerdergetalle.

15.3 Beleidsbepalings, prioriteite en strategiese doelstellings

       Daar sal voorsorg getref word vir 2 500 nuwe leerders per jaar om toegang tot BOOV te verkry.
       Dit sal op die volgende wyses voorsien word:

       •    Doelgedrewe kurrikulums vir BOOV-vlak 1, 2 en 3 – bestaande uit twee programaanbiedings,
            naamlik syfergeletterdheid en geletterdheid, wat in alle Gemeenskapsleersentrums
            aangebied word

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       •      Vlak 4-sentrums wat 'n verskeidenheid leerareas aanbied wat tot 'n doelbewuste AOOS-
              kwalifikasie vir die leerder in die konteks van die gemeenskap sal lei
       •      Die voorsien van fisiese en finansiële hulpbronne om die BOOV kurrikulum te ondersteun
       •      Alle GLS'e ontvang 'n rekenaar en drukker
       •      Alle bestaande opvoeders ontvang geteikende opleiding, en alle nuwe opvoeders ontvang
              oriëntering en opleiding
       •      Alle GLS-bestuurders ontvang toepaslike opleiding (tegniese vaardighede en persoonlike
              ontwikkelingsplanne) op 'n deurlopende basis.

       Strategiese doelstellings vir Subprogram 6.1: Subsidies aan openbare sentrums

                    Strategiese Doelwit                                      Strategiese Doelstelling
           Om BOOV en vaardigheids-                 •    Om die aantal leerders, veral vrouens, landelike, en arm leerders wat
           ontwikkeling van volwassenes te               vir kursusse in BOOV en Verdere Onderwys en Opleiding vir
           verbeter in lyn met beleid.                   Volwassenes (VOOV) by Gemeenskapsleer-sentrums (GLS'e)
                                                         ingeskryf is, elke jaar met ten minste 2 500 te verhoog.
                                                    •    Om doelgedrewe BOOV- en VOOV-kwalifikasies te ontwikkel en aan
                                                         te bied.
                                                    •    Om vennootskappe met ander staatsdepartemente, sektorale
                                                         onderwys en opleidingsowerhede (SOOO's) en Nie-
                                                         regeringsorganisasies (NRO's) in die lewering van BOOV- en VOOV-
                                                         kursusse te ontwikkel.
                                                    •    Om die aantal volwasse leerders wat hul kwalifikasies met welslae in
                                                         die BOOV- en VOOV-bande verwerf, te vermeerder.

       Strategiese doelstellings vir Subprogram 6.2: Professionele dienste

                    Strategiese Doelwit                                      Strategiese Doelstelling
           Om doeltreffende bestuur en beheer       •    Om ondersteuning en ontwikkeling van bestuur en beheer nader aan
           in al die leerstandplase en                   GLS'e te bring deur die werk van die OBOS'e en ander professionele
           ondersteuningstrukture te verseker.           dienste.
                                                    •    Om 'n optimale en billike verspreiding van finansiële, fisiese en
                                                         menslike hulpbronne oor die stelsel heen te bereik.
                                                    •    Om kennis en vaardighede van GLS-bestuurders deur geteikende
                                                         opleiding en ondersteuning te verbeter.
                                                    •    Om kennis en vaardighede van beheerliggame deur geteikende
                                                         opleiding en ondersteuning te verbeter.
                                                    •    Om bestuur van die kurrikulum en assesseringsprosesse te verbeter.
                                                    •    Om finansiële bestuur te verbeter en gehalteverbetering op alle
                                                         vlakke te bewerkstellig in lyn met provinsiale beleid en die
                                                         wetgewende raamwerk.
                                                    •    Om professionele ondersteuning aan alle BOOV-standplase te
                                                         voorsien.

           Strategiese doelstellings vir Subprogram 6.3: Menslike Hulpbronontwikkeling

                      Strategiese Doelwit                                      Strategiese Doelstelling
           Om opvoeders toe te rus en te ondersteun      •   Om die professionele gehalte van die onderwyserskorps d.m.v.
           in hul pogings om doeltreffende onderwys te       deurlopende professionele ondersteuning te ontwikkel.
           voorsien.                                     •   Om die potensiaal te ontwikkel van onderrig in media en
                                                             tegnologie (e-onderwys en IKT) ten einde onderrig en leer te
                                                             verbeter en kurrikulumondersteuning te voorsien.
                                                         •   Om opvoeders toe te rus om doeltreffende ontwikkeling, lewering
                                                             en ondersteuning van die kurrikulum te verseker.




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15.4 Ontleding van beperkings, en maatreëls om hulle te bowe te kom

       Anders as by openbare skole of hoofstroomeksamens, kan leerders in GLS'e nie 'n AOOS deur
       een sitting vir die BOOV se Vlak 4-eksamen verwerf nie. Leerders kry die verlangde krediete oor
       'n bepaalde tydsbestek van minstens twee tot drie jaar. Wanneer 'n leerder die 120 krediete
       verkry het wat deur UMALUSI vereis word, kan 'n AOOS uitgereik word. Gevolglik is die aantal
       AOOS'e wat uitgereik word (werklike prestasie) betreklik min vergeleke met die teiken wat gestel
       is. Verder word daar leerareasertifikate uitgereik wanneer leerders 'n leerarea met welslae
       voltooi.

15.5 Beskrywing van beplande gehalteverbeteringsmaatreëls

       •    Ontwikkel 'n doelgedrewe kurrikulum vir die BOOV-Vlak 1 – 4 kurrikulum, wat gereelde
            geleenthede vir assessering voorsien.
       •    Ontwikkel Vlak 4-sentrums om 'n seleksie van leerareas aan te bied wat tot 'n doelgerigte
            AOOS-kwalifikasie vir die leerder in die konteks van die gemeenskap lei.
       •    Programme vir VOO-kolleges, waar toepaslik, word voorsien in Gemeen-skapsleersentrums
            wat VOO aanbied.
       •    'n Opleiding- en ontwikkelingsmodel vir personeel by BOOV-sentrums sal ingestel en
            geïmplementeer word. Die model sal verseker dat alle bestaande opvoeders geteikende
            opleiding ontvang, en dat alle nuwe opvoeders georiënteer, opgelei, en ontwikkel word.
       •    Sentrums by skole het toegang tot die vereiste fisiese hulpbronne om doeltreffende
            kurrikulumimplementering te verseker (implementeer minimumvereistes vir 'n ooreenkoms
            tussen die gasheerskool en die GLS).
       •    Elke standplaas het minstens een rekenaar, 'n modem, en 'n verbinding met die internet.
       •    Plasingsinstrumente sal ontwikkel en gebruik word om leerders in die mees gepaste
            programme te plaas. Daarbenewens sal leerders toegang tot voorligting gebied word
            (beroeps- sosiale en leerprobleme) sowel as EVL-stelsels wat deur leidinggewende GLS'e
            geïmplementeer sal word.
       •    Elke BOOV-Gemeenskapsleersentrum sal al om die drie jaar met die oog op
            gehaltesekerheid besoek word. Die fokuspunte van die gehaltesekerheid sal die gehalte en
            relevansie van die vakke wees wat aangebied word, en die deurvloeikoers van leerders in
            BOOV-Vlak 1 en VOOS.

15.6 Hulpbroninligting

       Finansiële steun aan BOOV GLS'e word bereken met gebruikmaking van 'n formule om die
       toekennings van bestuursbenodgdhede sowel as LOSM te bepaal, met inagneming van die
       aantal BOOV- en VOO-leerders in stedelike en landelike areas.




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16.    Program 7: Vroeëkindontwikkeling


16.1 Programdoelstelling

       Om onderwys op die Graad R-vlak te voorsien, ingevolge Witskrif 5.

       Die VKO program behels die volgende subprogramme:
       Graad R in openbare skole
       o     om spesifieke openbare gewone skole met hulpbronne te voorsien wat vir Graad R vereis
             word
       Graad R in gemeenskapsentrums
       o     om bepaalde gemeenskapsentrums op die Graad R-vlak te ondersteun
       Professionele dienste
       o     om VKO-standplase te ondersteun
       Menslike Hulpbronontwikkeling
       o     om in die professionele ontwikkeling van opvoeders en nie-opvoeders by Graad R-
             standplase te voorsien.

16.2 Standontleding

       Alhoewel daar universele inskrywing van ses- tot vyftienjarige kinders in die Wes-Kaap is, het nie alle
       vyfjariges toegang tot Graad R nie. Die provinsie se doel m.b.t. Graad R is om teen 2010
       leerprogramme van 'n hoë gehalte aan alle vyfjarige kinders in die Wes-Kaap op die eerste vlak van
       formele onderwys, naamlik Graad R, te voorsien

       As ons konserwatiewe skattings van deelnameverhoudings in die Wes-Kaap vir 2004 gebruik, d.w.s.
       45 000 uit 'n moontlike 80 000 leerders, dan moet 'n verdere 35 000 kinders in die periode 2005 – 2010
       bereik word. Dit beteken dat 4 000 tot 6 000 bykomstige vyfjarige kinders elke jaar in die periode 2005
       tot 2010 ingeskryf moet word. Maar hierdie kinders moet ook in programme van hoë gehalte ingeskryf
       word, want die voorsiening van Graad R-programme aan jong kinders berus op die veronderstelling dat
       hierdie programme 'n soliede grondslag en voordeel vir leer op skool moet verskaf. Hierdie
       veronderstelling word deur 'n aantal studies gerugsteun, waaronder die nasionale sistemiese
       assesseringstudie van Graad 3-leerders wat in 2001 onderneem is. Hierdie studie toon 'n hoë
       korrelasie tussen lees- en syfergeletterdheidprestasie op die Graad 3-vlak, en deelname aan
       voorskoolse programme.

16.3 Beleidsbepalings, prioriteite en strategiese doelstellings

       Die beleidsdoel van die provinsie is om Graad R-programme van gehalte aan vyfjarige kinders te
       voorsien. Hierdie programme behoort die sosiale, kognitiewe, emosionele, en fisiese ontwikkeling van
       die vyfjariges te bevorder, en veral te verseker dat hierdie kinders veilige en stimulerende
       leeromgewings ervaar. Dit is veral belangrik in gemeenskappe waar ouers ongeletterd is en in huise
       wat arm aan tekste en hulpbronne is.

       Die Graad R-kurrikulum van die Nasionale Kurrikulumverklaring (NKV) spel die kennis en vaardighede
       uit wat vir vyfjariges geleer behoort te word. Die uitdaging vir die provinsie is om te verseker dat teen
       2010 die leeruitkomste van die Graad R-NKV, en veral die geletterdheids- en
       syfergeletterdheidsuitkomste in Graad R-standplase onderrig, en deur alle leerders bemeester word.




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       Strategiese doelstellings vir Subprogram 7.1: Graad R in openbare skole

                  Strategiese Doelwit                                   Strategiese Doelstelling
         Om toegang tot gehalte-onderwys te     •   Om Graad R-ruimte in openbare gewone skole te voorsien
         verseker vir alle kinders wat in die       ooreenkomstig beleid en beskikbaarheid van onderrigruimte.
         provinsie woon.                        •   Om toegang tot onderwys vir leerders uit voorheen
                                                    gemarginaliseerde groepe te verbeter.
                                                •   Om die aantal leerders in Graad R-programme te vermeerder sodat
                                                    alle vyfjarige kinders wat in die Wes-Kaap woon, by Graad R-klasse
                                                    ingeskrywe is.
                                                •   Om te verseker dat die NKV-leeruitkomste in alle Graad R-klasse
                                                    onderrig en bemeester word (skoolgereedheidstoetse sal gebruik
                                                    word om dit te bepaal).
                                                •   Om hulpbronne te voorsien om die onderrig van die NKV Graad R
                                                    wat by elke standplaas gebied word, te ondersteun.
                                                •   Om alle Graad R-onderwysers in die NKV op te lei.
                                                •   Om leerders wat gevaar loop, sowel as dit wat hul leer belemmer, te
                                                    identifiseer.

       Strategiese doelstellings vir Subprogram 7.2: Graad R in gemeenskapsentrums

                  Strategiese Doelwit                                   Strategiese Doelstelling
         Om toegang tot gehalte-onderwys te     •   Om Graad R-plekke in onderwysbefondsde
         verseker vir alle kinders wat in die       gemeenskapsgebaseerde standplase ooreenkomstig beleid, maar
         provinsie woon.                            spesifiek Witskrif 5, te voorsien.
                                                •   Om toegang tot onderwys vir leerders uit voorheen
                                                    gemarginaliseerde groepe te verbeter.
                                                •   Om te verseker dat die NKV-leeruitkomste in alle Graad R-klasse
                                                    onderrig en bemeester word (skoolgereedheidstoetse sal gebruik
                                                    word om dit te bepaal)
                                                •   Om toe te sien dat hulpbronne om die onderrig van NKV Graad R te
                                                    ondersteun, aan elke standplaas voorsien word.
                                                •   Om alle Graad R-onderwysers in die NKV op te lei.
                                                •   Om leerders wat gevaar loop, sowel as dit wat hul leer belemmer, te
                                                    identifiseer

       Strategiese doelstellings vir Subprogram 7.3: Professionele dienste

                  Strategiese Doelwit                                   Strategiese Doelstelling
         Om doeltreffende bestuur en beheer     •   Om ondersteuning en ontwikkeling van bestuur en beheer nader aan
         in al die leerstandplase en                die Graad R-standplase te bring, deur die werk van die OBOS'e en
         ondersteuningstrukture te verseker.        ander professionele dienste.
                                                •   Om 'n optimale en billike verspreiding van finansiële, fisiese en
                                                    menslike hulpbronne oor die stelsel heen te bereik.
                                                •   Om kennis en vaardighede van Graad R-personeel deur geteikende
                                                    opleiding en ondersteuning te verbeter.
                                                •   Om kennis en vaardighede van beheerliggame deur geteikende
                                                    opleiding en ondersteuning te verbeter.
                                                •   Om bestuur van die kurrikulum en assesseringsprosesse te verbeter.
                                                •   Om finansiële bestuur te verbeter en gehalteverbetering op alle
                                                    vlakke te bewerkstellig in lyn met provinsiale beleid en die
                                                    wetgewende raamwerk.
                                                •   Om professionele ondersteuning aan alle Graad R-standplase te
                                                    voorsien.




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       Strategiese doelstellings vir Subprogram 7.4: Menslike Hulpbronontwikkeling

                    Strategiese Doelwit                                 Strategiese Doelstelling
         Om opvoeders toe te rus en te         •   Om die professionele gehalte van die onderwyserskorps d.m.v.
         ondersteun in hul pogings om              deurlopende professionele ondersteuning op die HKNV te ontwikkel.
         doeltreffende onderwys te voorsien    •   Om te verseker dat die provinsie 'n voldoende aantal toepaslik
                                                   opgeleide opvoeders in diens neem.
                                               •   Om opvoeders toe te rus om doeltreffende ontwikkeling, lewering en
                                                   ondersteuning van die kurrikulum te verseker
                                               •   Om gespesialiseerde onderwysondersteuning aan onderwysers te
                                                   voorsien.


16.4 Ontleding van beperkings, en maatreëls om hulle te bowe te kom

       Die beskikbaarheid van befondsing is 'n ernstige beperking. In ander provinsies laat die afname
       in die aantal leerders in die primêre skole toe dat Graad R uitgebrei word. In-migrasie na die
       Wes-Kaap beteken dat hierdie roete nie vir die WKOD moontlik is nie.

       Toegang tot baie landelike en afgeleë standplase vly 'n uitdaging vir die OBOS'e.

16.5 Beskrywing van beplande gehalteverbeteringsmaatreëls

       In die periode 2005 – 2010 sal die WKOD:
       • Verseker dat alle vyfjarige kinders wat in die Wes-Kaap woon, in Graad R-klasse ingeskrywe
            is.
       • Verseker dat die NKV-leeruitkomste in alle Graad R-klasse onderrig en bemeester word
            (skoolgereedheidstoetse sal gebruik word om dit te bepaal).
       • Leermateriaalhulpbronne aan elke standplaas voorsien om die onderrig van die NKV Graad
            R te ondersteun.
       • Alle VKO-opvoeders word opgelei en ondersteun om die NKV vir Graad R te lewer.
       • Alle leerders wat "gevaar loop" word geïdentifiseer, en dit wat hul leer en ontwikkeling
            belemmer word deur skool- en distriksgebaseerde ondersteuningspanne aangespreek.
       • Alle standplase word al om die drie jaar besoek om veiligheid en gehaltedienslewering te
            verseker.

16.6     Hulpbroninligting

         Die voorsiening van hulpbronne vir Grade R-onderwys geskied tans op die grondslag dat
         personeel befonds word en subsidies vir LOSM voorsien word. Die grondslag vir befondsing is
         egter besig om te verander na 'n uitsluitlik gesubsidieerde model. Op dié manier sal Graad R-
         onderwys voorsien word d.m.v. 'n per capita-subsidie wat volgens 'n armoedeglyskaal bepaal
         word. Dit sal aangewend word om onderwysers te betaal, LOSM te verkry, en om standplase te
         bekom.




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17.    Program 8: Hulp- en verwante dienste


17.1 Programdoelstelling

       Om die onderwysinrigtings as geheel van ondersteuning te voorsien.

       Die program vir hulp- en verwante dienste behels die volgende subprogramme:
       Betalings aan SOOO
       o      om aan werknemers Menslike Hulpbronontwikkeling te voorsien ingevolge die Wet op die
              Ontwikkeling van Vaardighede
       Voorwaardelike toekenning -projekte
       o      om vir projekte te voorsien wat deur die Nasionale Departement van Onderwys
              gespesifiseer is, en wat op meer as een program toepasbaar is en uit voorwaardelike
              toekennings befonds word
       Eksterne eksamens
       o      om vir departementeel-bestuurde eksamendienste te voorsien
       Onderwysopleiding
       o      om te help met die voorsiening van gekwalifiseerde en bekwame opvoeders vir die
              onderwysberoep
       iKapa eliHlumayo
       o      om te help met die bou van menslike kapitaal

17.2 Standontleding

       As die belangrikste dryfkrag agter menslike hulpbronontwikkeling in die Wes-Kaap het die WKOD 'n
       sleutelrol te speel in die stryd teen armoede en in die uitbreiding van die ekonomie. Hierdie uitdaging
       sal deur die volgende dinge ondersteun word:
       • die Wet op Vaardigheidsontwikkeling;
       • die voorwaardelike toekenning om onderrig in MIV/VIGS en Lewensvaardighede in die skole
            te voorsien, en om toegang tot 'n toepaslike en doeltreffende geïntegreerde voorkoming-,
            versorging-, en ondersteuningstelsel te verseker (verw. die Wet op die Verdeling van
            Inkomste);
       • die voorsiening van geldige en betroubare sertifisering d.m.v. eksamens;
       • die werwing van onderwysers; en
       • die voorsiening van die grondslag vir alle vaardigheidsontwikkeling.

17.3 Beleidsbepalings, prioriteite en strategiese doelwitte

       Die WKOD het 'n sleutelrol te speel by die konseptualisering en deurdrywing van 'n Menslike
       Hulpbronontwikkelingstrategie (MHOS) as die hoofvoorsiener van:
           AOO, wat die hoeksteen of grondslag vir alle MHO in die provinsie voorsien; en
           VOO, wat geleenthede bied vir die verdere ontwikkeling van die vaardighede en kennis wat
           vir indiensneming en ekonomiese deelname benodig word.

       'n Belangrike behoefte van MHOS, is vir die beskikbaarheid van goed gekwalifiseerde
       onderwysers, veral dié wat wiskunde en wetenskap onderrig. Geteikende beurse word voorsien
       aan studente wat tot die professie wil toetree. Hierdie beurse is beskikbaar vir studente wat velde
       wil betree wat spesifiek deur navorsing geïdentifiseer is dié wat meer onderwysers nodig het.


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       Een van die ernstigste bedreigings vir die ontwikkeling van menslike hulpbronne in Suid-Afrika is die
       MIV/VIGS pandemie. Die WKOD sal 'n strategiese rol speel om te verseker dat alle onderwysers en
       leerders bewus is van MIV/VIGS en inligting daaroor het.

       Armoede is nog 'n ernstige bedreiging vir die ontwikkeling van menslike hulpbronne. In 'n poging
       om party van die gevolge van armoede aan te spreek, het die WKOD 'n leningskema vir VOO-
       kolleges van stapel gestuur.

       Strategiese doelwitte vir Subprogram 8.1: Betaling aan SOOO

                  Strategiese Doelwit                                       Strategiese Doelstelling
         Om menslike hulpbron-ontwikkeling         Om die Sektorale en Onderwysopleidingsowerheid (SOOO) vir
         ingevolge die Wet op                      Onderwysopleiding en Ontwikkelingspraktyke (OOOP) met betrekking tot die
         Vaardigheidsontwik-keling te voorsien.    administrasie van die sektor te ondersteun.

       Strategiese doelwitte vir Subprogram 8.2: Voorwaardelike toekenning-projekte

                  Strategiese doelwit                                      Strategiese Doelstelling
         Om onderrig in MIV/VIGS en                •   Om opvoeders op te lei en te ondersteun om MIV/VIGS en
         Lewensvaardighede te voorsien, en om          Lewensvaardighede in primêre en sekondêre skole via die
         toegang tot 'n toepaslike en                  Kurrikulum: Lewensvaardighede/Lewensoriëntering te lewer, en die
         doeltreffende geïntegreerde stelsel van       tussenkulturele inspuiting van MIV/VIGS-onderrig in alle
         voorkoming, sorg, en ondersteuning te         leerareas/vakke.
         verseker.                                 •   Om te sorg vir die ontwikkeling, seleksie, vertaling, verkryging en
                                                       verspreiding van materiaal vir die ondersteuning van onderrig en leer
                                                       ten einde die doeltreffende onderrig in MIV/VIGS-
                                                       Lewensvaardighede in die klaskamer te bevorder.
                                                   •   Om 'n doeltreffende, gestruktureerde, en gekoördineerde adolessent-
                                                       tot-adolessent portuuronderriginisiatief in skole en VOO-kolleges te
                                                       ontwikkel.
                                                   •   Om te verseker dat SBS'e, sleutelverteenwoordigers van ouers op
                                                       SBL'e, en gemeenskapsverteenwoordigers van die nodige opleiding
                                                       voorsien word om 'n institusionele VIGS-respons te bestuur (met
                                                       inbegrip van die ontwikkeling van 'n plaaslik toepaslike bestuursplan
                                                       vir VIGS-beleid in die konteks van die SOP).
                                                   •   Om te verseker dat skole aan belangrike voorspraakaksies deelneem
                                                       (soos die Skole-Vigs-maand, Wêreld VIGS-dag, ens.)
                                                   •   Om 'n generiese opleidingsprogram vir sorg en ondersteuning vir
                                                       skoolgemeenskappe te ontwikkel en te implementeer, op 'n manier
                                                       wat plaaslike netwerkvorming en ondersteuning verseker.
                                                   •   Om 'n doeltreffende Provinsiale MIV/VIGS Bestuurseenheid by
                                                       hoofkantoor te verseker ten einde hierdie respons te koördineer,
                                                       sowel as distrikgebaseerde bestuurspanne met die nodige
                                                       personeel.
                                                   •   Om die ontwikkeling en handhawing van beleid, voorspraak,
                                                       meesteropleiers, opvoederontwikkeling, distriksondersteun-ing,
                                                       tussensektoriale samewerking en vennootskappe, gehal-
                                                       teversekering (deur monitering en evaluering), en doeltref-fende en
                                                       doelmatige programlewering en finansiële bestuur te verseker.

        Strategiese doelstellings vir Subprogram 8.3: Eksterne eksamens

                  Strategiese Doelwit                                       Strategiese Doelstelling
         Om organisatoriese doeltreffendheid en    •   Om die Seniorsertifikaat- en BOOV-Vlak 4-eksamens en die
         doelmatigheid te bevorder.                    sertifisering daarvan te bestuur.

       Strategiese doelstellings vir Subprogram 8.4: Onderwysopleiding

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                  Strategiese Doelwit                                     Strategiese Doelstelling
         Om opvoeders toe te rus en te            •   Om te verseker dat die provinsie 'n voldoende aantal toepaslik
         ondersteun in hul pogings om                 opgeleide opvoeders in diens neem.
         doeltreffende onderwys te voorsien.      •   Om met die voorsiening van gekwalifiseerde en bekwame
                                                      onderwysers te help.
                                                  •   Om pogings te ondersteun om onderwysstudente vir pre-diens
                                                      opleidingsinstansies te werf.

       Strategiese doelstellings vir Subprogram 8.5: iKapa eliHlumayo

                  Strategiese Doelwit                                     Strategiese Doelstelling
         Om die provinsiale doelwitte van iKapa   •   Om die vaardighede en aanleg van Graad 8-leerders te toets
         eliHlumayo te ondersteun:                •   Om 'n beroepsvoorligtingprogram vir Graad 9- en VOO-leerders te
               verhoogde ekonomiese groei             ontwikkel
               verhoogde indiensneming en         •   Om AOO- en VOO-onderwysers op te lei om loopbaanadvies te
               betrokkenheid by die ekonomie.         voorsien
               verminderde sosio-ekonomiese       •   Om die ontwikkeling van VOO-programme te bevorder wat gevoellig
               en geografiese ongelykheid             is t.o.v. die maatskaplike en ekonomiese behoeftes van die provinsie
               instandhouding van 'n volhoubare   •   Om lenings te voorsien aan leerders met 'n arm agtergrond wat by
               veiligheidsnet                         VOO-kolleges wil studeer.



17.4 Ontleding van beperkings, en maatreëls om hulle te bowe te kom

       Dit word toenemend moeilik om toegewyde mense van gehalte na die onderwysberoep te lok.
       Die redes hiervoor is kompleks en verstrengel, en het betrekking op sowel die openbare siening
       van onderwys as die geleenthede wat aan jong gegradueerdes in beide Suid-Afrika en die
       buiteland beskikbaar is. Die WKOD het 'n onderwyserwerwingsveldtog met die plaaslike Hoër
       Onderwys-inrigtings van stapel gestuur. 'n Mate van welslae is hiermee behaal, en gedurende die
       volgende vyf jaar sal verdere pogings in dié verband aangewend word.

       Daar is baie min gekwalifiseerde voorligtingonderwysers in die WKOD oor. Dit beteken dat daar
       van meet af aan in hierdie belangrike en gespesialiseerde area, onderwysers gewerf en opgelei
       moet word. Dit gaan nie maklik wees nie. Die WKOD het 'n driejaarplan bedink om die
       vaardigheid van lewensoriënteringonderwysers m.b.t. vak- en loopbaanvoorligting te ontwikkel.

       Dit was nie maklik om die nodige prosesse en kontroles vir die leningskema vir VOO-kolleges
       daar te stel nie. Die WKOD het met die NSFHS saam gewerk en beraadslaag, en heelwat van hul
       prosesse oorgeneem. Daarbenewens het arm leerders met wantroue op die konsep van lenings
       gereageer. Die WKOD moes die naam van die skema na finansiële hulp verander, en dit was
       nodig om aansienlike voorspraak m.b.t. die skema te doen.

17.5 Beskrywing van beplande gehalteverbeteringsmaatreëls

       Niks in hierdie stadium nie.




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17.6 Hulpbroninligting

       Onderwysopleiding:
       • Vergaderings word tweemaal per jaar met Hoër Onderwys-inrigtings (HOI) gehou om te
          verseker dat kurrikulumprogramme wat by inrigtings aangebied word, met die
          indiensnemingsbehoeftes van die WKOD strook. Beurse word aan onderwysstudente
          toegeken wat in skaars vakke studeer.

       IKapa Elihlumayo:
       • Die daarstel van 'n leningskema wat studente toelaat om toegang tot VOO-kolleges te verkry.
       • Die ses openbare VOO-kolleges in die provinsie het voorstelle voorgelê vir kursusse wat
           ontwikkel moet word om in die behoeftes van die provinsie te voorsien. Hierdie voorstelle is
           bestudeer en verbeter, vir implementering in 2005.
       • 'n Loopbaanvoorligtingsprogram is vir die provinsie ontwikkel. Dit is in Xhosa en Afrikaans
           vertaal, en die kursus sal op rekenaars in elke hoërskool in die provinsie geïnstalleer word. In
           Februarie 2004 sal 800 geselekteerde onderwysers in die gebruik van die sagteware opgelei
           word. Die voorligtingskursusse voorsien tendense in die provinsiale ekonomie, en bied ook
           besonderhede m.b.t. bestaande VOO-programme en leerlingskappe.




STRATEGIESE EN PRESTASIEPLAN VIR DIE VYF JAAR 2005/06 – 2009/10                                   Bladsy 40
18.    Kapitaalbelegging, batebestuur en instandhouding

       Fisiese infrastruktuur
       Die stelsel waardeur die begroting vir infrastruktuurontwikkeling en geskeduleerde
       instandhouding op die boeke van die Departement van Vervoer en Openbare Werke (Werke)
       verskyn het, het op 31 Maart 2005 tot 'n einde gekom. Vanaf 1 April 2005 sal die WKOD-
       begroting die konstruksie- of instandhoudingbegroting vir die jaar weerspieël. Die WKOD sal
       aldus volle verantwoordelikheid vir sy begroting aanvaar (met as beginpunt die onderhandelings
       vir 'n begroting) en verseker dat 'n diensvlakooreenkoms onderteken word wat die aard van die
       verhouding tussen die WKOD en Werke m.b.t. die gehalte van die verlangde diens, rapportering,
       tydskaal, en die bestuur van projekte sal bepaal.

       Die Departement van Vervoer en Openbare Werke sal derhalwe 'n belangrike
       implementeringsagent van die WKOD wees (soos deur die diensvlakooreenkoms bepaal), en sal
       vorderings- en finansiële verslae voorlê. Ander diensvlakooreenkomste kan ook met ander
       diensverskaffers, soos skoolbeheerliggame, munisipaliteite, of die WNNR beding word.

       Die gemiddelde leerder:klaskamer-verhouding staan tans op ongeveer 29. Hierdie lae
       leerder:klaskamer-verhouding dui aan dat daar 'n oormaat van klaskamers in die Wes-Kaap is.
       Baie van hierdie klaskamers is egter in areas geleë waar daar geen klaskamertekorte is nie, en
       dit help niks om werklike klaskamertekorte die hoof te bied in areas wat deur migrasie geaffekteer
       word en waar daar geweldige groot klaskamertekorte is nie.

       Met 'n geprojekteerde jaarlikse instroming van ongeveer 48 000 mense uit ander provinsies na
       die Wes-Kaap, is dit duidelik dat die behoefte aan meer klaskamers in daardie areas gaan
       toeneem.

       Dit is ook duidelik dat, tensy bykomende kapitaal in die kort termyn beskikbaar gemaak word, die
       stelsel sal sukkel om aan die groeiende behoeftes te voldoen.

       Dit is van die grootste belang dat oortollige klaskamers uit die stelsel verwyder sal word deur die
       beste gebruik van skoolakkommodasie te maak, en deur oortollige skole vir ander programme
       van die WKOD, soos VKO, VOO, BOOV, en OLSO, beskikbaar te maak.

       Verder moet klaskamers wat van ongeskikte boumateriaal soos hout, asbes, of spaanderbord
       gebou is en maklik gevandaliseer word, uit die stelsel verwyder, aan die Departement van
       Vervoer en Openbare Werke terugbesorg, en verkoop word. Die opbrengs moet dan vir die bou
       van bykomstige infrastruktuur beskikbaar gemaak word.

       Nog 'n belangrike feit, die opgradering van informele areas in die Wes-Kaap, sal in die toekoms
       geweldige druk op die stelsel plaas. Die opgraderingsposes het 'n situasie tot gevolg waar 'n
       onontwikkelde ruimte van 10 tot 20 gesinne geakkommodeer het, en dan wanneer dit
       opgegradeer is, slegs een gesin terugkeer om daardie opgegradeerde ruimte te bewoon. Die
       ander 19 gesinne moet nou in 'n area hervestig word waar daar geen skole is nie, of waar daar
       reeds klaskamertekorte ervaar word. Volgens die tyd wat na verwagting nodig sal wees vir die
       ontwikkeling van Greenfields areas (areas waarin gesinne hervestig sal word) sal die
       behuisingseenhede beskikbaar wees lank voordat die skoolgeriewe voltooi is. Daar mag dan druk
       op die onderwysdepartement uitgeoefen word om, teen geweldige koste, leerdervervoer te
       voorsien na skole waar daar plek beskikbaar is. Terselfdertyd sal baie skole wat naby die
       oorspronklike informele area geleë is. skoliere verloor en dus nie langer oorvol wees nie. Daar is
       egter die gevaar dat party van hulle onekonomiese entiteite sal word.


STRATEGIESE EN PRESTASIEPLAN VIR DIE VYF JAAR 2005/06 – 2009/10                                   Bladsy 41
       Dit is belangrik om daarop te let dat elkeen van hierdie nuwe klaskamers wat gebou word, 'n
       oortollige klaskamer in 'n ander area sal dupliseer. Dit is dus belangrik dat skole waar moontlik
       geamalgameer sal word, en dat geboue vir ander programme van die WKOD beskikbaar gemaak
       sal word.

       Die WKOD en die Departement van Vervoer en Openbare Werke is van mening dat
       klaskamertekorte die hoof gebied behoort te word deur slegs permanente klaskamers te bou
       indien die skool toegelaat word om as primêre skool tot 'n kapasiteit van 1 120 leerders, of as 'n
       sekondêre skool tot 1 200 leerders uit te brei. Versoeke vir goedkeuring om 'n skool toe te laat
       om veel groter te groei, behoort geëvalueer te word, met toepassing van die kriteria wat vir
       megaskole ontwikkel word.

       Tussentydse tekorte, soos die tekorte wat ervaar word deur skole wat na aan informele
       woongebiede is, behoort nie opgelos te word deur permanente klaskamers te bou nie, maar deur
       voorafvervaardigde klaskamers van 'n goeie gehalte te bou.

       Die volgende bouprojekte is in aanbou, of word voor getender, of word beplan:

         Nuwe projekte                           2005/06      2006/07       2007/08       2008/09          2009/10
                                                (Begroot)     (MTUR)        (MTUR)     (Geprojekteer)   (Geprojekteer)
         Program 2 – Openbare gewone skole
         Subprogram 2.1 – Openbare gewone primêre skole
         Voorafvervaardigde klaskamers                50
         Mobile klaskamers                         1 827
         Permanente klaskamers                       270                                       8 000            10 000
         Hervestiging van klaskamers                 315              750        750           1 000             1 000
         Nuwe skole                               53 050           28 100      1 500          25 000            55 000
         Ablusiegeriewe                            1 080              200                      5 000             3 000
         Administrasie geriewe                                                                 8 000             4 000
         Uitbreidings aan bestaande geboue                                                    10 000            10 000
         Forums                                      150                                      15 000            11 000
         Instandhouding                           12 000           57 987     66 739          75 000            77 000
         PIT-fondse
         Eie fondse                                                16 536     29 978
         Totaal: Primêre Skole                    68 742          103 573     98 967         147 000           171 000
         Subprogram 2.2 - Openbare gewone sekondêre skole
         Voorafvervaardigde klaskamers
         Mobile klaskamers                         3 309
         Permanente klaskamers                     1 100
         Hervestiging van klaskamers                 315              750        750            1 000            1 000
         Nuwe skole                               79 716           35 184      4 200           15 000           50 000
         Ablusiegeriewe                                                                        15 000           13 000
         Administrasiegeriewe                                                                   5 000            2 000
         Uitbreidings aan bestaande geboue
         Forums                                      450              750
         Instandhouding                            6 000           28 993     33 369           40 000           42 000
         PIT-fondse
         Eie fondse                                                 8 268     14 989
         Totaal: Sekondêre Skole                  90 890           73 945     53 308          76 000           108 000




STRATEGIESE EN PRESTASIEPLAN VIR DIE VYF JAAR 2005/06 – 2009/10                                            Bladsy 42
         Nuwe projekte                          2005/06    2006/07      2007/08         2008/09          2009/10
                                               (Begroot)   (MTUR)       (MTUR)       (Geprojekteer)   (Geprojekteer)
         Program 4 – Openbare spesiale skole
         Voorafvervaardigde klaskamers
         Mobile klaskamers
         Permanent klaskamers                        500
         Hervestiging van klaskamers
         New skole                                                                            8 000             8 883
         Ablusiegeriewe
         Administrasiegeriewe
         Uitbreidings aan bestaande
         geboue
         Forums
         Instandhouding                                                                      11 000           13 000
         PIT-fondse
         Eie fondse
         Totaal:
                                                     500                                     19 000           21 883
         Openbare spesiale skole
         Klaskameragterstand                      20 000      40 000       40 000
         Tot aal: Nuwe projekte                  180 132     217 518      192 265           242 000          300 883


         Opgradering                      2005/06       2006/07        2007/08         2008/09           2009/10
                                         (Begroot)      (MTUR)         (MTUR)       (Geprojekteer)    (Geprojekteer)
         Program 2 – Openbare gewone skole
         Subprogram 2.1 – Openbare gewone primêre skole
         Voltooiing van forum                   340           140
         Opgradering van klaskamers                                                         10 000              5 000
         Subprogram 2.2 – Openbare gewone sekondêre skole
         Opgradering van a hostel             6 500
         Voltooiing van forum                 2 000           160
         Opgradering van klaskamers                                                         10 000              3 000
         Program 4 – Openbare spesiale skole
         Opgradering van klaskamers                                                          6 000             2 000
         Totaal: Opgradering                  8 840           300                           26 000            10 000
         Totaal: Nuwe projekte en
                                            188 213       217 818        192 265           268 000           310 883
         Opgradering




STRATEGIESE EN PRESTASIEPLAN VIR DIE VYF JAAR 2005/06 – 2009/10                                          Bladsy 43
19.    Planne vir koördinering, samewerking en uitbesteding


19.1 Interdepartementele skakels

       Die WKOD sal die voortou neem in die ontwikkeling, implementering, en monitering van die provinsie
       se Menslike Hulpbronontwikkelingstrategie (MHOS) Die omvang van die taak vereis egter dat alle
       staatsdepartemente, op provinsiale sowel as plaaslike regeringsvlak, die implementering van die
       Strategie ondersteun en daartoe bydra. Sleuteldepartemente sluit die volgende in: die Departemente
       van Gesondheid, Maatskaplike Welsyn en Armoedeverligting, Gemeenskapsveiligheid, en Vervoer en
       Openbare Werke. Daarbenewens het die maatskaplike vennote, naamlik die georganiserde
       sakewêreld, georganiseerde arbeid, en die burgerlike samelewing, deur die Provinsiale
       Ontwikkelingsraad, 'n sleutelrol om te speel in die implementering van die MHOS.


       Gereelde vergaderings en besprekings word met die Nasionale Departement van Onderwys en die
       ander provinsiale onderwysdepartemente aangaande onderwysbeleid gehou.

       Besprekings met susterdepartemente oor intersektoriale samewerking vind ook op 'n gereelde basis
       plaas, veral met die Departemente van Gesondheid (MIV/VIGS en Lewensvaardighede),
       Gemeenskapsveiligheid (Veiligeskoleprojek en die projek vir Leerderondersteuningsbeamptes om
       wegblyery en jeugoortreding te bestry), Ekonomiese Ontwikkeling en Toerisme (die Leerkaapfees- en
       ekonomiese groei-sektore), en Vervoer en Openbare Werke (kapitaalprojekte en instandhouding).

       Kwartaallikse vergaderings met die koördineringskomitee van die Geïntegreerde Diensvoorsiende
       Grondprojek vir die voorsiening van skoolgeboue in voorheen benadeelde areas.

       Besprekings met susterdepartemente oor Geïntegreerde Holistiese Ontwikkeling vind ook op 'n
       gereelde basis plaas.

19.2 Skakeling met plaaslike regerings

       Die WKOD werk met die Stad Kaapstad saam m.b.t. die Stedelike Vernuwingsprogram (SVP), en
       met die Sentraal-Karoo Munisipaliteit m.b.t. die Geïntegreerde Volhoubare Landelike
       Ontwikkelingsprogram (GVLOP). Die doel met albei die programme is om in 'n geïntegreerde
       samewerkingsprogram met ander departemente en regerings saam te werk om armoede deur die
       vaardigheidsontwikkeling van werklose persone te verlig.

       Besprekings oor die volgende kwessies het tussen die WKOD en die Stad Kaapstad plaasgevind:
       •    om die Program vir MIV/VIGS en Lewensvaardighede in lyn te bring.
       •    om die WKOD se IKT-inisiatiewe met die Smart Cape-inisiatiewe in lyn te bring.
       •    die goedkeuring van struktuurplanne (Stadsbeplanning).

19.3 Openbare entiteite

       Daar is tans geen openbare entiteite waarvoor die WKOD verantwoordelik is nie.




STRATEGIESE EN PRESTASIEPLAN VIR DIE VYF JAAR 2005/06 – 2009/10                                  Bladsy 44
19.4 Openbare-private vennootskappe
       POV'e sal 'n sleutelarea van intervensie vir die WKOD wees, beide van die perspektief van die
       rasionalisering van bestaande projekte in ons skole, sowel as die mobilisering van meer hulpbronne vir
       ontplooiing in onderwysontwikkeling.

       Die WKOD het 'n aantal intervensies en projekte ingevoer in 'n poging om verskeie aspekte van
       gehalteonderwys in skole aan te spreek. Hierdie intervensies en projekte word òf direk deur die WKOD
       (via die OBOS'e) bestuur, of deur etlike Nie-regeringsorganisasies (NRO's) wat met die onderwys
       gemoeid is.

       Die WKOD werk met ses private ontwikkelaars saam in die ontwikkeling van stelsels vir gebruik in die
       projek vir Skooladministrasie en Bestuurstelsels (SABS).

       Die WKOD werk ook met die volgende instansies saam:
       •    PETRO SA – Hulle het 'n skoolgebou van R12m vir die Rietvlei Primêre Skool in
            Mosselbaai voltooi, en het al vier die gewese DOO-skole in Mosselbaai ten volle met die
            nuutste rekenaar- en wetenskaplaboratoriums toegerus.
       •    Kamer van Koophandel – die Tegnopreneurkompetisie vir Graad 10
       •    SANTAM – Befonds beste praktyke vir EBW
       •    Kaapstadse Jodeslagtingsentrum – Ons en die Geskiedenis van Aangesig tot Aangesig, vir
            Graad 9 – 12.

       In die eerste konsepweergawe van die WKOD se Strategiese Akkommodasie- en Infrastruktuurplan
       word genoem dat die WKOD en die Departement van Vervoer en Openbare Werke 'n gekoördineerde
       poging behoort aan te wend om gesamentlike ondernemings met die sakewêreld aan te gaan ten
       einde met die kapitaal- en instandhoudingsuitgawes by skole te help, en om sodoende
       infrastruktuurtekorte by skole te verlig. Die Departement van Vervoer en Openbare Werke soek tans na
       'n POV om 'n nuwe spesiale skool te bou. Die WKOD verwag dat onderhandelings gedurende die
       2005/06 boekjaar afgehandel sal word.




STRATEGIESE EN PRESTASIEPLAN VIR DIE VYF JAAR 2005/06 – 2009/10                                     Bladsy 45
Lys van afkortings

BOOV       Basiese volwassene onderwys en                LOOM     Leer- en
           opleiding                                              Onderrigondersteuningsmateriaal
VVOO       Verdere volwassene onderwys en                SMP      Stelselsmeesterplan
           opleiding
ROM        Raad van Onderwysministers                    WWT      Wiskunde, Wetenskap en Tegnologie
HUB        Hoof Uitvoerende Beampte                      MTUR     Mediumtermyn Uitgawesraamwerk
GLS        Gemeenskapsleersentrum                        NKV      Nasionale Kurrikulumverklaring
KOI        Kaapse Onderwysinstituut                      NDO      Nasionale Departement van Onderwys
VKO        Vroeëkindontwikkeling                         NRO      Nie-regeringsorganisasie
OBOS       Onderwysbestuurs-en-                          NKR      Nasionale Kwalifikasieraamwerk
           ontwikkelingsentrum
OBIS       Onderwysbestuurs-en-inligtingstelsel          PSVP     Primêre Skool Voedingsprogram
OOOP       Onderwysopleidings-en-                        VRL      Verteenwoordigende Raad van Leerders
           ontwikkelingspraktyke
WWP        Werknemerswelsynprogram                       HNKV     Hersiene Nasionale Kurrikulumverklaring
VOO        Verdere Onderwys en Opleiding                 EVL      Erkenning vir Vooraf Leer
VOOS       Verdere Onderwys en                           SARO     Suid-Afrikaanse Raad van Opvoeders
           Opleidingsertifikaat
VTE        Voltydse Ekwivalent                           SAKO     Suid-Afrikaanse Kwalifikasiesowerheid
AOO        Algemene Onderwys en Opleiding                SASW     Suid-Afrikaanse Skolewet
AOOS       Algemene Onderwys en                          DLVP     Diensleweringsverbeteringsplan/program
           Opleidingsertifikaat
HODK       Hoofde van Onderwysdepartemente-              SOP      Skoolontwikkelingsplan
OM         komitee
HOI        Hoër Onderwys-inrigting                       SOOO     Sektorale Onderwys-en-
                                                                  opleidingsowerheid
MHO        Menslike Hulpbronontwikkeling                 SBL      Skoolbeheerliggame
MHOS       Menslike                                      SBS      Skoolbestuurspan
           Hulpbronontwikkelingstrategie
IKT        Inligtings- en                                PPBOS    Personeelprestasiebestuur-en-
           Kommunikasietegnologie                                 ontwikkelingstelsel
GGBS       Geïntegreerde Gehaltebeheerstelsel            SSE      Skoolselfevaluering
LOGIS      Logistiese Inligtingstelsel                   WKOD     Wes-Kaap Onderwysdepartement
LSO        Leerders met Spesiale
           Onderwysbehoeftes




STRATEGIESE EN PRESTASIEPLAN VIR DIE VYF JAAR 2005/06 – 2009/10                                     Bladsy 46
    ISEBE LEMFUNDO LENTSHONA KOLONI


         ______________________________




ISICWANGCISO ESILIQILI NESOKWENZIWA KOMSEBENZI
              SEMINYAKA EMIHLANU
            2005/06 UKUYA KU-2009/10

         ______________________________
To obtain additional copies of this document please contact:

Head Education, Private Bag X9114, Cape Town, 8000.
Tel: 021 467 2531
Fax: 021 467 2363
E-mail: media1@pgwc.gov.za


Om verdere afskrifte van hierdie dokument te bekom, tree asseblief in verbinding met:

Hoof:Onderwys , Privaatsak X9114, Kaapstad, 8000.
Tel: 021 467 2531
Faks: 021 467 2363
E-pos: media1@pgwc.gov.za


Ukuba ufuna iikopi ezongezelelweyo zolu xwebhu, nceda uqhagamshelane kunye:

NeNtloko: kwezeMfundo, Private Bag X9114, Cape Town, 8000
Umnxeba: 021 467 2531
Ifekisi: 021 467 2363
I-E-Mail: media1@pgwc.gov.za
Imbulambethe

Isebe lam liye lalwamkela uxanduva lokukhokela izicwangciso eziliqilima zokuqala zephulo leKapa elihlumayo
(elithetha ukukhulisa nokuphuhlisa iPhondo leNtshona Koloni): uPhuhliso lwaBasebenzi, olugxininisa
ngakumbi kulutsha.

Kule nkalo ke eyona nto siya kuyibeka phambili ngokubaluleka iya kuba kukuqinisekisa ukuba sibonelela
ngemfundo enempumelelo nozinzo kwikharityhulam zesigaba seMfundo noQeqesho Jikelele (General
Education and Training (GET)) nakweyeseMfundo yaseSekondari (Further Education and Training (FET) )
ezikolweni zethu nasekuqinisekiseni ukuba iziko lemfundo ngalinye lulawulwa ngempumelelo ngokuthi
kusoloko kuthiwe gqolo ngokulinika inkxaso yesebe eli. Into ephambili ngokubaluleka kukuba kubonelelwe
ngezakhono, ngolwazi nangeempawu zentsulungeko, izinto ke ezo eziyimfuneko ekuphunyezweni kombono
wephondo wokwenza iNtshona Koloni ibe likhaya kumntu wonke aseusebenziseni isicwangciso esiliqili sethu
sophuhliso lezoqoqosho, isicwangciso eso ke esiliphulo iKapa elihlumayo. Uhlengahlengiso nlungelelaniso
lweekholeji zethu ze-FET okujoliswe ekubeni zikwazi ngokwaneleyo ukubonelela ngezakhono eziyimfuneko
kuqoqosho lwephondo eli kubaluleke kakhulu kulo msebenzi. Njengokuba eyona nto iphambili ngokubaluleka
ikukubonelela ngeekharityhulam ze-GET neze-FET, iMfundo yaBantwana yasekuQaleni (Early Childhood
Development (ECD)) neMfundo noQeqesho lwaBantu abaDala (Adult Basic Education and Training (ABET))
ibaluleke kakhulu ekusekweni kwesiseko esomeleleyo seSicwangciso esiliQili soPhuhliso lwaBasebenzi.
Phezu kokuqinisekisa ukuba bonke abafundi bakwaGrade R basezikolweni ngo-2010, kukwafuneka nokuba
siqinisekise ubuhlakani bethu neSebe lezeMpilo, eleeNkonzo zeNtlalo neloLawulo lweeDolophu, ndawonye
nobuhlakani bethu nabhlali nemibutho yasekuhlaleni bukhokelela kwisicwangciso esiliqili esinxityelelanisiweyo
sokubonelela abantwana abakwiminyaka 0 ukuya ku-4 ngemfundo yabantwana. Ngoko ke ukuqeqeshwa
kwabalondolozi/kootittsha beMfundo yaBantwana yasekuQaleni, kunye nokuxhaswa nokuphuhliswa
kweekharityhulam zizinto ezintsha eziphambili ngokubaluleka ekuza kufuneka ukuba zibonelelwe ngemali.

Into ephambili ngokubaluleka kukuqinisa izakhono zokubala nezokufunda phaya kwizigaba ezisekuqaleni
neziphakathi kwibakala le-GET, ngelixa kuqinisekiswa ukuba siyayijika le meko ikhoyo yokuphuma
okothusayo kwabantwana abangena kwiBanga 1 ezikolweni bengayanga kufika kwiBanga 12, okuphantsa
kufikelele kwi-50%. Isikakhulu aba bantwana baphuma esikolweni baqalela kwabebanga 9 ukunyuka.
Kufuneka ke ngoko ukuba sikhe sibe ngathi siyawaqinisa siwandise amalinge ethu okucebisa abantwana
ngezifundo abanokuzilandela ezikhokelela kwimisebenzi ethile, size kananjalo siqinisekise ukuba liyanda inani
laba bafundi esilithundezela kwiikholeji zethu ze-. Zininzi ke izinto eziziintsiba ezifunekayo zokusenza sikwazi
ukuba sibhengeze siqaqambise i-FET kulutsha lwethu, kunjalo nje sinyuse nenani labafumana iimali-mboleko
zokufunda.

Into ephambili ngokubaluleka kukulinyusa kakhulu inani labafundi abaNtsundu nabeBala abakwizikolo
ezikwezo ndawo zazifudula zisingelwe phantsi abenza baphumelele iMathematika nezeNzululwazi kuDidi
oluPhezulu {Higher Grade). Kwakuyo le nkalo omnye umba obalulekileyo yimfuneko yokuba siphuhlise
izakhono zootitshala bethu beMathematika nezeNzululwazi, kunjalo nje siqinisekise ukuba siyalandisa inni
lootitshala abatsha esibagayela kwezi zifundo. Isicwangciso esiliqili semfundo sethu siseyeyona nto iphambili
ngokubaluleka. Sona ke kufuneka sibandakanye nezibonelelo zezifundo ze-ICT (information and
communication technology), kuqinisekiswe kananjalo ukuba ziyahambelana nekharityhulam.

Kuninzi kakhulu ukungalingani ngokuphathelele kwizibonelelo ezizizakhiwo kwizikolo zethu esele zikho,
ngelixa enqongophele kakhulu amagumbi okufundela kwiindawo eziphambili ezifanele ukukhuliswa kweli
phondo. Indlela elenziwe ngayo ulwabiwo ngale njongo ayanelisi konke. Iphulo lesebe lethu lokukhangela
umhlaba wezikolo ongasetyenziswayo nongasetyenziswa ngokupheleleyo onokuthi uthathwe kufuneka ukuba
linikwe inkxaso-mali, ngeenjongo zokuqinisekisa ukuba liba nezo ziphumo zifunwayo.




ISICWANGCISO ESILIQILI NESOKWENZIWA KOMSEBENZI SEMINYAKA EMIHLANU 2005/06 UKUYA KU-2009/10             iSigaba 1
Ukuze sikwazi ukusifezekisa isicwangciso sethu esiliqili kukwafuneka nokuba siqwalasele nomba woqeqesho
lwabantu bokusebenza apha kweli candelo lezemfundo. Amaphulo okuphuhlisa ulwazi nezakhono zamalungu
eKhansile yabaMeli babaFundi (Representative Council of Learners (RCL's) ) nezeZigqeba zabaLawuli
beZikolo (SGB's) kufuneka ukuba anikwe inkxaso-mali, khona ukuze kubekho izigqeba ezisebenza
ngokupheleleyo phaya ezingingqini nakwiphondo eli liphela.




CAMERON DUGMORE
UMPHATHISWA WEZEMFUNDO WEPHONDO
31 Matshi 2005




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                                                                     Iziqulatho

Isigaba A: Ushwankathelo olucwangcisekileyo .................................................................................. 3
1.    Ushwankathelo lweSicwangciso esiliQili ........................................................................................ 3
2.    Umbono ......................................................................................................................................... 4
3.    Umnqophiso................................................................................................................................... 4
4.    Iimpawu zentsulungeko.................................................................................................................. 4
5.    Uhlahlelo lwemeko yecandelo........................................................................................................ 5
5.1 Isishwankathelo seemeko zokunikwa kweenkonzo nemingeni ...................................................... 5
5.2 Isishwankathelo semeko yesebe nemingeni .................................................................................. 7
      •     Imisebenzi ye-WCED - umhlaba nobungakanani (isekelwe kuVandlakanyo loNyaka luka-
            2004).................................................................................................................................... 7
5.2.1 Imeko yangaphakathi ..................................................................................................................... 7
5.2.2 Ucikizeko lomsebenzi weSebe....................................................................................................... 8
6.    Amagunya anikwa ngumthetho namanye ...................................................................................... 9
7.    Imigaqo-nkqubo ngokubanzi, izinto eziphambili ngokubaluleka neenjongo ezicwangcisekileyo .. 12
8     Iinkqubo zeekhompuyutha zokubeka iliso emsebenzini............................................................... 14
9.    Inkcazo yomsebenzi woqulunqo lwesicwangciso esiliqili ............................................................. 15

Part B: Izicwangciso zemisebenzi nemisetyenzana.......................................................................... 16
10. Umsebenzi 1: uLawulo................................................................................................................. 16
11. Umsebenzi 2: iMfundo yezikolo zikarhulumente zesiqhelo .......................................................... 20
12. Umsebenzi 3: Uncediso-mali lwezikolo ezizimeleyo .................................................................... 26
13. Umsebenzi 4: Imfundo yezikolo zikarhulumente ezizodwa .......................................................... 28
14. Umsebenzi 5: Imfundo yeesekondari neekholeji .......................................................................... 31
15. Umsebenzi 6: Imfundo noqeqesho lwabantu abadala.................................................................. 34
16. Umsebenzi 7: Imfundo yabantwana yasekuqaleni ....................................................................... 37
17. Umsebenzi 8: Iinkonzo zoncediso nezinxulumene nazo .............................................................. 40
18. Utyalo-mali kulwakhiwo, ulawulo nolondolozo lweempahla ......................................................... 44
19. Izicwangciso zonxibelelaniso, intsebenziswano nokunikelwa kwemisebenzi kwabangaphandle . 47
19.1 Amakhonkoco oqhagamshelwano phakathi kwamasebe............................................................. 47
19.2 Amakhonkco oqhagamshelwano noomasipala ............................................................................ 47
19.3 Amaziko azizigqeba zakwarhulumente ........................................................................................ 47
19.4 Ubuhlakani bukarhulumente nabecandelo lezoshishino .............................................................. 47

Uluhlu lwezishunqulelo........................................................................................................................... 49

IShedyuli 1 - Ukuma kweSebe leMfundo leNtshona Koloni
IShedyuli 2 – AMaziko oLawulo noPhuhliso lweMfundo (EMDC)




ISICWANGCISO ESILIQILI NESOKWENZIWA KOMSEBENZI SEMINYAKA EMIHLANU 2005/06 UKUYA KU-2009/10                                                  iSigaba 2
Isigaba A: Ushwankathelo olucwangcisekileyo


1.    Ushwankathelo lweSicwangciso esiliQili
      Injongo yesicwangciso esiliqili kukwenza umzobo wendlela esiceba ukuhamba ngayo xa sisiya
      ekufezekisweni kweenjongo zethu. Ngelixa iinkcazo zombono wethu nezomnqophiso wethu zichaza
      eyona nkalo yokugqibela sijolise ukuya kuphuela kuyo, kufuneka ukuba indlela yethu simana
      ukuyihlaziya njengokuba simana sidibana nemingeni ngemingeni apha kuyo, size ke siqulunqe ezinye
      iindlela ezisebenza ngempumelelo zukuze sikwazi ukulugqiba uhambo lwethu.

      Njengokuba isithuba seminyaka elishumi yedemokhrasi saye sachithelwa ekwakheni iziseko, esi
      sesibini siza kuchithelwa ekusukuleni nasekucikizeni umsebenzi wokwakha ikhaya lokufunda lomntu
      wonke. Inguqu ayizange ibe yinto elula, kodawa ke iza kuhlala ilolunye lweempawu zobomi bethu de
      ube ufezekisiwe lo msebenzi ukubaluleka kungaka.

      Nakubeni eyona njongo yethu iphambili ikukuqinisekisa ukuba wonke umfundi kweli phondo ufumana
      imfundo ekumgangatho ophezulu, sikwayyigxininisa kakhulu imfuneko yokuba sixhase ukukhula
      koqoqosho kwiSicwangciso esiliQili sethu sika-2005/06 ukuya ku- 2009/10.

      Esi sicwangciso siyicacisa ngokucacileyyo into yokuba iinjongo zethu ezicwangcisekileyo sizing-
      qamanisa neenjongo zephulo lephondo, iKapa elihlumayo. Njengokuba eyona ndawo siqala kuyo
      ingumfundi, sikwazinikezele nasekuqinisekiseni uphuhiso oluzinzileyo nokukhula kwezoqoqosho
      okukwanjalo ngokuthi sibe noqeqesho olucwangciseke kakuhle lwabantu bokusebenza.

      Intlupheko isengomnye weyona mingeni inzima sijongene nayo, kwaye ke imfundo sesona sixhobo
      siphambili ngokubaluleka ekukhawulelaneni nale ngxaki yentlupheko. Kufuneka ukuba sibambisane
      ngomsebenzi namahlakani kuwo onke amanqanaba ngeenjongo zokuqulunqa izisombululo ezingun-
      xazonke kwinkalo yophuhliso lwentlalo noqoqosho.

      Isiphetho sona kukub abafundi bethu baya kuba nempumelelo kuphela xa ngaba iimeko abafunda
      phantsi kwazo ngakwinkalo yezentlalo, eyezoqoqosho neyezenkcubeko ziyabavumela ukuba benze
      njalo.




      Ron B Swartz
      INtloko yeSebe leMfundo
      31 Matshi 2005




ISICWANGCISO ESILIQILI NESOKWENZIWA KOMSEBENZI SEMINYAKA EMIHLANU 2005/06 UKUYA KU-2009/10    iSigaba 3
2.    Umbono

      Ikhaya lokufunda lomntu wonke

3.    Umnqophiso

      Umnqophiso wethu kukuqinisekisa ukuba bonke abafundi bafumana ulwazi abalufunayo, ngookunjalo
      nezakhono neempawu zentsulungeko:

      •    Baphuhlise iitalente zabo
      •    Benze igalelo kuphuhliso lwentlalo noqoqosho
      •    Bathathe inxaxheba ngokupheleleyo kokuqhubeka kweli lizwe
      •    Bakwazi ukukhuphisana namanye amazwi, kananjalo
      •    Bakhe iindawo ezihlalwa ngabahlali abakwaziyo ukulawula ubomi babo ngempumelelo
           nangendlela enesidima.

4.    Iimpawu zentsulungeko

       •   Iimpawu zentsulungeko zoMgaqo-siseko woMzantsi Afrika
       •   Izimiselo zephulo iBatho Pele
       •   Iziphumo ezingundoqo zeKharityhulam yeSizwe
       •   Inguqu, ngokuqinisekisa ufikelelo, ubulungisa nolungiso (lomonakalo wangaphambili)
       •   Ukuba phambili komfundi ngokubaluleka
       •   Ulwabiwo lwezinto olutyekele ngasekukhawulelaneni nabahluphekileyo
       •   Ukwamkela uxanduva lokuphendula nokwenza izinto elubal
       •   Ukuqaqamba kuko konke esikwenzayo
       •   Ukuzibeka phantsi kolawulo lwabahlali ngokubanzi, ukuwaxhasa amalinge okuqinisekisa
           uphuhliso lwezentlalo, ezenkcubeko nezoqoqosho

      Uxwebu oluyiManifesto on Values, Education and Democracy (iSebe leMfundo, 2001) ludwelisa
      iimpawu zentsulungeko ezilishumi (10) ezisekelwe kwiimpawu zentsulungeko zoMaqo-siseko, ezizezi:
      idemokhrasi, ubulungisa entlalweni, ulingano, ukungacalu-caluli ngobuhanga nangesini, Ubuntu, intlalo
      evulelekileyo, ukwamkela uxanduva lokuphendula, ukuthotyelwa komthetho, imbeko noxolelwano.

      Le nto ithi Batho Pele ithetha “ukubeka abantu phambili”. Izimiselo ezisibhozo zephulo i Batho Pele
      zigxininisa ukubaluleka kothethwano, imigangatho ephezulu yokunikwa kwenkonzo, uqhuqheko,
      ufikeleleko, ingcaciso, ukukhululeka nokwenza izinto elubala, ukuziqwalasela izikhalazo nokwenza
      izinto ngokucikizekileyo.




ISICWANGCISO ESILIQILI NESOKWENZIWA KOMSEBENZI SEMINYAKA EMIHLANU 2005/06 UKUYA KU-2009/10         iSigaba 4
5.      Uhlahlelo lwemeko yecandelo


5.1     Iimeko zokunikwa kweenkonzo nemingeni

         Amanani oluntu lwaseNtshona Koloni enyuke ngokukhawuleza kakhulu kule minyaka mihlanu
        idlulileyo, kwaye asathe gqolo ngoku kunyuka. Ngo-1996 abantu baseNtshona Koloni babe zizigidi ezi-
        3 956 000, kwaye eli nani laye lenyuka ngaphezu kwesiqingatha sesigidi laya kutsho kwi-4 524 000
        ngo-2001. Ubuninzi baba bantu beza eNtshona Koloni ngabantu abamnyama abazingela imisebenzi.
        Le nto ke iye yakujika ukuma koluntu lwaseNtshona Koloni ngokweminyaka yobudala, ngokweentlanga
        nangokwemeko yentlupheko.

        Esinye seziphumo zoku kunyuka kwamanani oluntu kukuba uhlobo lwemfundo noqeqesho ngalunye
        kweli phondo luye naba nokunyukelwa ngamanani kule minyaka mihlanu idlulileyo: kwiindawo
        zemfundo yabantwana yasekuqaleni (ECD sites), ezikolweni, kwiikholeji ze-FET, kumaziko emfundo
        yabadala nakwabafundela emisebenzini. Iinkcukacha ngamanani ezikolweni ukusukela ku-1995 ukuya
        ku-2004 zinikwe kuLudwe 1 ngezantsi apha ukubonisa ukwanda kwamanani abafundi apha eNtshona
        Koloni, kwaye lubonakalisa umngeni wokuqala kwimingeni elijongene nayo iSebe leMfundo leNtshona
        Koloni ngakwiicala lokunikwa kwenkonzo (WCED). Ngelixa amanye amaphondo anamanani ehlayo,
        iSebe leMfundo leNtshoni Koloni lona lithe gqolo ukunyukelwa ngamanani. Oku kunyuka kwamanani
        ke akucingeleki, njengoko inkulu imfuduko yabavela ngaphandle kwephondo eli naleyo yabahlali
        balapha abafudukela kwiindawo ezikwalapha ngaphakathi. Le nto ke yenza ukuba kube nzima kakhulu
        ukwenza izicwangciso zokunikwa kweenkonzo, ngakumbi ngokuphathelele kumagumbi okufundela
        nakootitshala.


        Uludwe 1: Abafundi ezikolweni zikarhulumente zesiqhelo 1995 - 2004
nyaka     Gr1      Gr1      Gr1     Gr1      Gr1     Gr1      Gr1     Gr1      Gr1     Gr1      Gr1     Gr1       Iyonke
1995      99158    84963   80921    79199   76789    72293   68795    67473   61079    50698   41124    34659     817151
1996      99998    84845   81137    79996   77673    74142   69474    72116   62696    54440   43574    36764     836855
1997      97854    84892   80608    81191   76894    74368   70967    73261   64892    57070   44586    38940     845523
1998      99380    90168   85625    85188   80881    76716   73928    76949   67644    61926   46115    40980     885500
1999      87436    92925   88613    88014   83074    78495   74661    79043   69674    63479   49247    40206     894867
2000      64844    81865   92343    91949   85766    80658   75813    80026   70634    63840   48934    40996     877668
2001      81790    62960   81832    94302   89254    83305   77778    82190   71966    67034   50206    39910     882527
2002      86969    77026   64134    83022   93188    86786   80865    75601   80450    69752   51618    40468     889879
2003      86916    82454   75931    66033   82383    92341   84514    81154   73200    81739   51746    39644     898055
2004     104105    82130   81489    76781   66060    82574   89614    85053   78964    80756   54199    39451     921176

        Imvelaphi yeenkcukacha: Annual survey for schools (Izikolo zikarhulumene zesiqhelo, kubandakanywa
        nee-Pre-primary)

        Umngeni wesibini elijongene nawo iSebe leMfundo leNtshona Koloni kukunyusa amazinga emfundo
        abemi baseNtshona Koloni. While there has been some improvement in the five-year period 1996 to
        2001, large numbers of people have not had access to education at the level required for dignified
        participation in the civic, political and economic life of the province. For example, Table 2 below shows
        that less than a quarter of the Western Cape population has a Senior Certificate. Detailed analysis of
        the figures provided in Table 2 indicates that the opportunities to learn have been heavily biased
        towards white, and to a lesser extent, the coloured population. In this way the Western Cape has not
        been a Home for All.



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      Uludwe 2: Ipesenti yoluntu engabafundi kumanqanaba ngamanqanaba emfundo ngo-1996
      nango- 2001
                Amanqanaba emfundo                       1996                    2001
       Abangafundiyo                                     6,3%                    5,7%
       Abaseprayimari                                    15,0%                   15,2%
       Abagqibileyo eprayimari                           8,4%                    7,9%
       Abasesekondari                                    37,2%                   36,5%
       Grade 12                                          18,0%                   23,4%
       Abakwengentla                                     10,1%                   11,2%
      Imvelaphi yeenkcukacha: Statistics South Africa Census 1996 no-2001


      Amanani abafundi ababhaliswe ezikolweni zikarhulumente zesiqhelo kungoku nje abonakalisa ukuba
      le meko ixhalabisayo ichazwe ngentla apha ayikazi kutshintsha kuya phi kwangoku. Amanani abafundi
      ababhalisiweyo kwisithuba esisuka ku-1999 ukuya ku-2004 abonakalisa ukuba yi-50% nje kuphela
      yabafundi ababhalisa kuGrade 1 abaya kufika kuGrade 12 (SJonga kwiSazobe 1 ngezantsi apha).
      Amanani abafundi abagqibayo esikolweni angqamana kakhulu nobuhlanga. Ngelixa abantwana
      abamhlophe ukuya kutsho kwiminyaka elishumi elinesixhenxe abasezikolweni bephantse bayi-100%,
      amanani abamnyama ababhalisiweyo angaphantsi kakhulu, aze abe phantsi ngakumbi awabebala
      akwintanga yokufikisa (adolescents). (Seekings, 2003 ne-WCED EMIS)

                                            Izikolo Zikarhulum ente ze siQhelo
                                              Abafundi ezikoleni: 1998 - 2004


                    110,000
                    100,000
                     90,000
                     80,000
        Ab afun d




                     70,000
                     60,000
                     50,000
                     40,000
                     30,000
                     20,000
                     10,000
                          0
                                                                                                G R 10


                                                                                                         G R 11


                                                                                                                     G R 12
                                GR1


                                      GR2


                                            GR3


                                                   GR4


                                                         GR5


                                                                   GR6


                                                                           GR7


                                                                                  GR8


                                                                                          GR9




                                                               K wibanga

                         1998               1999                  2000                  2001                      2002
                         2003               2004                  PO P

       iSazobe 1
      Imvelaphi yeenkcukacha: EMIS


      Uphando olsandul’ ukwenziwa apha eNtshona Kkoloni lubonakalisa la manani abafundi abagqibayo
      ezikolweni ngokweentlanga kufumaniseka ukuba aba lolu hlobo kwakwiminyaka yokuqala yemfundo
      yezikolo. Iziphumo zeemvavvanyo zokufunda nezemathematika ezathi zaqhutywa kwibanga 3
      nakwibanga 6 zibonakalisa ukuba ubuninzi babafundi abasuka kumakhaya anemivuzo ephantsi
      bangaphantsi ngeminyaka emibini ukuya kwemithathu ngokwenkqubo elindelekileyo ngokwe-
      kharityhulam yesizwe.

ISICWANGCISO ESILIQILI NESOKWENZIWA KOMSEBENZI SEMINYAKA EMIHLANU 2005/06 UKUYA KU-2009/10                                    iSigaba 6
      Le meko ke ayinakho ukuba iyekwe iqhube ilolu hlobo. Urhulumente kufuneka ukuba angenelele
      ngokuthatha amanyathelo angqongqo nacwangcisekileyo kuphuhliso lwabasebenzi. ISicwangciso
      esiliQili soPhuhliso lwaBasebenzi seNtshona Koloni (HRDS) sichaza indlela aceba ukuthatha
      amanyathelo ngayo uRhulumente wePHondo leNtshona Koloni. Ngamanye amazwi esi Sicwangciso
      sicacisa ngokuthe gca ukuba uyuintoni na umbono karhulumente, iziintoni na eziphambili
      ngokubaluleka, sibeka iinkalo ekujoliswe ukuzifikelala namaxesha okuzifezekisa ezi ndawo ziphambili
      ngokubaluleka, size ke sichaze nokuba uya kungenelela ngokuthatha manyathelo mani na okufezekisa
      ezi zinto ziphambili ngokubaluleka. ISebe leMfundo leNtshona Koloni liza kuzilandela ezindawo
      ziphambili ngokubaluleka zomgaqo-nkqubo zichazwe phaya kuMhlathi 7: Imigaqo-nkqubo, izinto
      eziphambili ngokubaluleka neenjongo ezicwangcisekileyo.


5.2   Isishwankathelo semeko yesebe nemingeni

      ISebe leMfundo leNtshona Koloni line-ofisi elikomkhulu yephondo, aMaziko oLawulo noPhuhliso
      lweMfundo asixhenxe (EMDCs), 6 iikholeji ze-FET, 1 459 izikkolo, 112 aMaziko okuFunda
      asekuHlaleni (Community Learning Centres) namanye ke amaziko emfundo ahlukeneyo. Ezine kwezi
      EMDC zikummandla weSixeko seKapa, zize ezintathu zibe kwimimandla esemaphandleni. Ukuma
      kweSebe eli kuboniswe phaya kuShedyuli 1 kwaye ke imephu yezithili zolawulo nophuhliso
      lwemfundo nantsiya kuShedyuli 2.


      Imisebenzi ye-WCED - umhlaba nobungakanani
         Abafundi *                                                                               955 225
         Izikolo zikarhulumente zesiqhelo *                                                          1 459
         Izithili                                                                                        7
         Izikolo zabafundi abaneemfuno ezizodwa #                                                       70
         Amaziko emfundo yasesekondari nasekholejini (iikholeji zezobugcisa)                   6 (39 sites)
                                                                                                       112
         Amaziko asekuhlaleni emfundo yabantu abaadala
                                                                                                (301 sites)
         Izikolo ezandulela ezaseprayimari ezinikwa uncediso-mali                                      446
         Ootitshala* (isikhokelo esiyiPost Provisioning Model)                                     30 080
         Abasebenzi bakwarhulumente (izithuba ezamkelweyo)                                           8 885
      * Imvelaphi yeenkcukacha - 2004 Annual Survey (Zonke izikolo zikarhulumente zesiqhelo, aMabanga Pre-Gr R ukuya
      kwasemva kwematriki)
      # Imvelaphi yeenkcukacha – 2004 Snap Survey


5.2.1 Imeko yangaphakathi

      Umsebenzi we-ofisi elikomkhulu lephondo kukunxibelelanisa umgaqo-nkqubo nokulamla nolawulo
      olucwangcisekileyo, ngelixa zona ii-EMDC isikakhulu zinoxanduva lokujongana nokusetyenziswa
      komgaqo-nkqubo. Kambe ke oku akuthethi ukuba umda phakathi kwezi gqeba zomsebenzi uvalwe
      ngoqilima lodonga, njengoko ii-EMDC zinenxaxheba ekuqulunqweni nasekuphulisweni komgaqo-
      nkqubo kumanqanaba ngamanqanaba ngokuphathelele kumgaqo-nkqubo ochaphazela ikharityhulam.
      Kuyimfuneko ke ngoko ukuba ii-EMDC mazibe nezakhono eziqinileyo zokuhlalutya umgaqo-nkqubo,
      ezokulamla kwakunye nezokuququzelela.



ISICWANGCISO ESILIQILI NESOKWENZIWA KOMSEBENZI SEMINYAKA EMIHLANU 2005/06 UKUYA KU-2009/10                    iSigaba 7
      Ezi EMDC zinika iinkonzo ngeenkonzo, iinkonzo ezo ezivela kumaqela eengcali, zincediswa yi-ofisi
      elikomkhulu yeSebe leMfundo leNtshona Koloni eseKapa. Ezi nkonzo zibandakanya:
      • Uqulunqo nenkxaso yekharityhulam;
      • Inkxaso yobungcali yabafundi nootitshala;
      • IInkxaso kulawulo lwamaziko; kunye
      • neenkonzo zenkxaso kumsebenzi we-ofisi ekubandakanywa kuwo uphuhliso lwamaziko
            nenkxaso yezikolo eziqhutywa ngenkqubo yeCandelo 21 nezo zingaqhutywa ngenkqubo
            yeCandelo 21, uncediso ngemiba ephathelele kubudlelane basemsebenzini nakumsebenzi
            wolawulo lwangaphakathi.

      Ii-EMDC zikwakhuthaza nenxaxheba yabazali ezikolweni ngokubabandakanya kulawulo lwezikolo
      ernance, ngokuthatha inxaxheba kwiphulo leSebe leMfundo leNtshona Koloni leZikolo ezinoKhuseleko
      (Safe Schools Project), nesiqhelo sokufundisa nokufunda ezikolweni nakwiindawo ezikuzo.

      Indlela elilikhulu ngayo eli Sebe leMfundo leNtshona Koloni nayo ibeka uxanduva olukhulu
      emagxeni alo lokuba liqinisekise ukuba abasebenzi balo basoloko belungiselelwa amaphulo
      okubaphuhlisa. Loo nto ke kufuneka injalo kwicala labasebenzi becandelo lakwarhulumente apho
      iza kuya inyuka ngokunyuka minyaka le imfuneko yokunikwa kweenkonzo okunempumelelo
      nocikizeko, nakwicandelo lootitshala apho kuthi ngenxa yokukhawuleza kweenguqu kwinkalo
      yemfundo, kulawulo lolwazi nakwitheknoloji yezemfundo, kufuneka ukuba ootitshala mabahlale
      beqinisekisa ukuba abasali ngasemva bashiywe zizinto ezilulwazi olutsha naziindlela ezintsha
      zokwenziwa komsebenzi. Iphulo leSebe leMfundo leNtshona Koloni lokuphuhlisa izakhono
      zabasebenzi kwakunye nemisebenzi yalo yokuqhuba ngoqeqesho lokusukula ootitshala asele
      besebenza, liya kuba nenxaxheba enkulu kule nkalo. Njengokuba iimfuno zophuhliso noqeqesho
      zowona msebenzi uphambili weSebe eli ziza kuya zisanda ngokwanda kule minyaka ilishumi
      izayo, kuza kuba njalo nokushokoxeka kohlahlo-mali lwalo lokukhawulelana nophuhliso.
      Kuyimfuneko ke ngoko ukuba kuyiwe kwimithombo emitsha ekunokufunyanwa kuyo inkxaso
      ngemali nangezinye izinto zokusebenza, imithombo leyo ekunokubandakanywa kuyo i-EDTP ne-
      SETA kwakunye necandelo lezoshishino nemveliso, kucelwe ukuba mayinike iSebe leMfundo
      leNtshona Koloni inkxaso kwizicwangciso eziliqili zalo ezijoliswe kuphuliso.

5.2.2 Ucikizeko lomsebenzi weSebe

      Ukunikwa kwezikolo inkxaso kumsebenzi we-ofisi ubaluleke kakhulu kwiSebe leMfundo leNtshona
      Koloni. Njengoko izikolo kulindeleke ukuba amandla azo ziwajolise kakhulu kumsebenzi wofezekiso
      lwekharityhulaam kumagumbi okufundisela, iSebe leMfundo leNtshona Koloni liya kuqinisekisa ukuba
      izikolo ziyayinikwa inkxaso ngomsebenzi we-ofisi, kwaye ziyinikwa ngokukhawuleza, ngocikizeko
      nangokuchanekileyo.

      Xa iziphathamandla zezikolo zingachithi xesha lininzi kwiingxaki zomsebenzi we-ofisi ezifana
      nokuqeshwa kootitshala, imivuzo yootitshala neminye imicimbi ephathelele kwimiqathango yengqesho,
      ziya kukwazi ukuba zibe nexesha elaneleyo lokujongana nemisebenzi ephathelele ekufundiseni
      nasezifundweni. Loo nto ke ithetha ukuthi iinkqubo zenkxaso yezikolo zeSebe eli kwinkalo yomsebenzi
      we-ofisi kufuneka zibe kumgangatho ophezulu kakhulu.

      •      I-ofisi elikomkhulu iza kuyiphucula i-ofisi yeenkonzo zoluntu ngeenjongo zokuqinisekisa ukuba
             iinqununu nootitshala bafumana inkonzo ekumgangatho ophezulu, nokuba imibuzo
             engenisiweyo iqwalaselwa ngokukhawuleza kangangoko




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      Kukho izinto ngezinto ekufuneka zenziwe, nezenziwayo ukuzama ukufezekisa le njongo. Ezi zinto ke
      zibandakanya:

       •     Ukunyusa isantya sokujika kwezikolo zibe ngamaziko eCandelo (Section) 21 . Loo nto ke ithetha
             ukuba kuya kusungulwa amaphulo ngamaphulo ophuhliso lweZigqeba zoLawulo lweZikolo
             (School Governing Bodies (SGBs) ) neziphathamandla zezikolo ngenjongo yokuqinisekisa ukuba
             bakhona abantu abanezakhono zokulawula izikolo abaya kuthi bathathele kubo uxanduva
             lokulawula imisebenzi ethile ephambili
       •     Ngokuyisa ezikolweni imisebenzi ephambili yolawulo, ubukhulu boxanduva lokwenza iintengo
             nolweenkonzo zezinto zokusebenza buya kuba semagxeni ezikolo, into ke leyo eya kwenza
             ukuba i-ofisi elikomkhulu nee-EMDC zikwazi ukuba nexesha elaneleyo lokuqwalasela imiba
             yocaciso lomgaqo-nkqubo, eyokunikwa kwenkxaso neyokubekwa kweliso;
       •     I-ofisi elikomkhulu iza kuyiphucula i-ofisi yeeNkonzo zaBaxhamli ukuqinisekisa ukuba iinqununu
             zezikolo nootitshala bafumana inkonzo ekumgangatho ophezulu kakhulu nokuba imicimbi
             iqukunjelwa ngokukhawuleza kangangoko;
       •     IZiko leeNkonzo loqhagamshelwano leSebe leMfundo leNtshona Koloni liye laqalisa ukusebenza
             ngo-2004. Eli Ziko loQhagamshelwano libonelela abakwezemfundo noluntu ngokubanzi
             ngeenkonzo ezinabe kakhulu nangeengcaciso eziphathelele kkulawulo lwemfundo kweli phondo.
             Le ndlela yokwenza ukuba iSebe leMfundo leNtshona Koloni lifikeleleke iqiniswa ngakumbi
             nangakumbi nguvimba weenkcukacha zekhompuyutha (oyiWCED Online), apho abantu
             banokudimbaza khona iinkcukacha, ukusukela ezindabeni ngokusandul’ ukwenzeka, ukuya
             kwezeemviwo nakwezekharityhulam.

6.    Amagunya anikwa ngumthetho namanye


6.1   Amagunya anikwa nguMgaqo-siseko nayeminye imithetho

      Iinjongo ezicwangcisekileyo zisekelwe phezu kwala magunya alandelayo anikwa ngumgaqo-
      siseko nayeminye imithetho:

                       Amagunya                                       Inkcazelo emfutshane
           uMthetho oyiConstitution of South    ufuna ukuba kuziswe inguqu kwimfundo nokuba imfundo mayiqhutywe
           Africa, 1996 (uMthetho 108 oka-      ngedemokhrasi ngokweempawu zentsulungeko zesidima somntu,
           1996)                                ezolingano, ezamalungelo oluntu nenkululeko, ezokungabikho
                                                kwamkhethe ngokobuhlanga nangokwesini. Uqinisekisa ukufikeleleka
                                                kwemfundo yokuqala kumntu wonke ngokommiselo wokuba wonke ubani
                                                unelungelo lokufikelela kwimfundo yokuqala, ekubandakanywa kuyo
                                                imfundo yabantu abadala. Isikhokelo somgaqo-nkqubo weSebe leMfundo
                                                sicaciswe kwiPhepha leNgcaciso yoMgaqo-nkqubo wezeMfundo: iMfundo
                                                noQeqesho kuMzantsi Afrika oLawulwa ngeDemokhrasi: aManyathelo
                                                okuQala oPhuhliso lweNkqubo eNtsha (Febhuwari 1995). Emva
                                                kothethwano noboniswano nohlaziyo oluthe gabalala, waye wamkelwa
                                                yiKhabhinethi, kwaye ke uye wasebenza njengesiseko ekusekelwe phezu
                                                kwaso uqulunqo olulandeleyo lwemigaqo-nkqubo nemithetho.
           uMgaqo-siseko wePhondo               Phantsi koMgaqo-siseko wesizwe, lo ngowona mthetho ulawula yonke
           leNtshona Koloni, 1998 (uMthetho 1   imithetho kwiPhondo leNtshona Koloni
           ka-1998)




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                     Amagunya                                           Inkcazelo emfutshane
         uMthetho oyiSouth African Schools     Unika isikhokelo sendlela nenkqubo efanayo yokumiswa nokulawulwa
         Act (SASA), 1996 (uMthetho 84 ka-     kwezikolo nokunikwa kwazo inkxaso-mali. Ukhuthaza ufikeleleko,
         1996) njengoko wenziwe                umgangatho nolawulo lwentando yesininzi, idemokhrasi, kwinkqubo
         izilungisonjengoko wenziwe            yezikolo. Uqinisekisa ukuba bonke abafundi banalo ilungelo lokufikelela
         izilungiso.                           kwimfundo ekumgangatho ophezulu kungekho lucalu-calulo, kwaye
                                               unyanzelisa nokuba abantwana abaneminyaka esixhenxe (7) ukuya
                                               kwelishumi elinesine (14) mabaye esikolweni. Ulungiselela iintlobo ezimbini
                                               zezikolo— iizikolo ezizimeleyo nezikolo zakwarhulkumente. Isibonelelo
                                               esikulo Mthetho sokuba ulawulo lwezikolo mayibe lolwedemokhrasi
                                               oluqhutywa ngezigqeba zolawulo lwezikolo sele sisebenza kwizikolo
                                               zikarhulumente kulo lonke eli. Iinkqubo zokunikwa kwezikolo inkxaso-mali
                                               ezityetyeshwe kulo Mthetho, i-SASA, zikhokelisa phambili umba
                                               wokulungiswa komonakalo owenzeka ngaphambili, kunjalo nje zijolisa
                                               kwintlupheko xa kufikelelwa kwinkalo yokwabiwa kweemali zezikolo
                                               zikarhulumente.
         uMthetho oyiNational Education        Ulungiselela ukubekwa komgaqo-nkqubo wesizwe wemfundo,
         Policy Act, 1996 (uMthetho 27 ka-     obandakanya nowokubekwa kwemivuzo yootitshala kwakunye
         1996)                                 nemiqathango yengqesho yabo. Walungiselelwa ukumiselwa kwemithetho
                                               engomgaqo-nkqubo kwakunye nokubeka emagxeni oMphathiswa
                                               wezeMfundo uxanduva lokuwisa imithetho nokubeka iliso, kwakunye
                                               nokumisela ngokusesikweni amakhonkco onxibelelwano phakathi
                                               kweziphathamandla zemfundo zesizwe kwakunye nezamaphondo. Waye
                                               wabeka nesiseko sokumisela iKhansile yabaPhathiswa bezeMfundo
                                               (Council of Education Ministers (CEM)) kwakunye neKomiti yeeNtloko
                                               zezeMfundo (Heads of Education Departments Committee (HEDCOM))
                                               njengezigqeba zoqhagamshelwano loorhulumente eziya kuthi zingqubane
                                               iintloko malunga noqulunqo lwenkqubo entsha yenfundo. Ngoko ke,
                                               ulungiselela noqulunqo lwemigaqo-nkqubo yesizwe ngokubanzi, imfundo
                                               noqeqesho, ejolise kwikharityhulam, kwiimviwo, kumgaqo-nkqubo
                                               weelwimi, kanti nakuqinisekiso lomgangatho. Lo Mthetho i-NEPA
                                               ukwaqulathe nesimiselo solawulo lwentsebenziswano, necaciswe
                                               ngakumbi kuShedyuli 3 woMgaqo-siseko.
         uMthetho oyiFurther Education and     ukulawula imfundo noqeqesho kwizikolo eziphakamileyo; ukulungiselela
         Training Act, 1998 (uMthetho 98 ka-   ukusekwa, ukulawulwa nokuxhaswa ngemali kwamaziko emfundo
         1998)                                 ephakamileyo noqeqesho; ukulungiselela ubhaliso lwamaziko emfundo
                                               noqeqesho azimeleyo; ukulungiselela uqinisekiso lomgangatho
                                               nokukhuthazwa komgangatho kwimfundo yamaziko emfundo
                                               ephakamileyo noqeqesho. Ukunye nePhepha leNgcaciso yoMgaqo-
                                               nkqubo weMfundo 4 kwiMfundo ePhakamileyo noQeqesho (Education
                                               White Paper 4 on Further Education and Training (1998) neSicwangciso
                                               esiliQili seMfundo ePhakamileyo noQeqesho seSizwe, (National Strategy
                                               for Further Education and Training (1999-2001)), ubeka isiseko soqulunqo
                                               lwenkqubo yemfundo noqeqesho enxityelelaniswa ngurhulumente
                                               wesizwe, kubandakanywa inkqubo yezikolo zasesekondari eziphezulu
                                               kunye neekholeji zezobugcisa. Ufuna ukuba amaziko emfundo
                                               ephakamileyo noqeqesho asekwe phantsi kwemiqathango yemithetho
                                               emitsha, aqulunqe izicwangciso zawo, ngelixa ukwalungiselela
                                               nokubonelela      ngenkxaso-mali      ejoliswe    kwimisebenzi     ethile
                                               nangekharityhulam yesizwe yokufundisa nokufunda.
         uMthetho oyiGeneral and Further       ukulungiselela ukusekwa, ukumiswa nokusebenza kweKhansile
         Education and Training Quality        yoQinisekiso loMgangatho kwiMfundo ePhakamileyo noQeqesho (General
         Assurance Act, 2001 (UMthetho 58      and Further Education and Training Quality Assurance Council)
         ka-2001)                              ukuqwalasela umgangatho kwimfundo ngokubanzi nakumaziko emfundo
                                               ephakamileyo; ukulungiselela ulawulo lweenkqubo nemigangatho
                                               kwikharityhulam neemviwo; ukulungiselela ukukhutshwa kweziqinisekiso
                                               zokuphunyelelwa kwamabanga okugqibela; ukulukngiselela iindlela
                                               zokuqhutywa kweemviwo nokutshitshisa uMthetho oyiSouth African
                                               Certification Council Act ka-1986.



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                     Amagunya                                            Inkcazelo emfutshane
         uMthetho oyi-Employment of           Ukulungiselela ukuqeshwa kootitshala ngurhulumente wesizwe nolawulo
         Educators Act, 1998 (UMthetho. 76    lwemiqathango yenkonzo (yengqesho), indlela yokuziphatha, ukuthathwa
         ka-1998)                             komhlalaphantsi nokukhutshwa kootitshala emsebenzini. Ucacisa
                                              uxanduva lootitshala ngokuphathelele kumsebenzi abawuqeqeshelweyo,
                                              kwindlela yokuziphatha ngentsulungeko kwakunye neemfuneko yocikizeko
                                              lolwazi lomsebenzi lootitshala. Ibutho lootitshala ebelifudula liziintsali ngoku
                                              lilawulwa    ngoMthetho        wePalaamente         omnye        nangesigqeba
                                              sabaqeqeshiweyo esinye esiyiKhansile yooTitshala boMzantsi Afrika
                                              (South African Council of Educators (SACE)).
         uMthetho oyiWestern Cape             Ukulungiselela indlela nenkqubo efanayo yokumiswa nokulawulwa
         Provincial School Education Act,     kwezikolo zonke nokunikwa kwazo inkxaso-mali nokukhawulelana
         1997 (UMthetho 12 ka-1997)           neemfuno zemfundo zePhondo eli.
         uMthetho oyiPublic Finance           Ululawula indlela yokuphathwa kwemali kurhulumente wesizwe
         Management Act, 1999 (UMthetho 1     nakwabamaphondo, ukuqinisekisa ukuba zonke iimali, nenkcitho, nezinto
         ka-1999) njengoko wenziwe            eziziimpahla kwakunye nezo zingamatyala, zilawulwa ngendlela
         izilungiso.                          efanelekileyo nenempumelelo, nokubeka imisebenzi yabo bantu bathe
                                              basingathiswa uxanduva lolawulo lwezemali kwabo rhulumente.
         eeyi-Annual Division of Revenue      Ukulungiselela ukwabiwa ngokulinganayo kwemali efunyenwe
         Acts                                 ngurhulumente wesizwe phakathi kukarhulumente wesizwe, abamaphondo
                                              nowolawulo lweedolophu kunyakamali ngamnye, ukulungiselela ukubekwa
                                              kweemfuneko zokunikwa kweengxelo ngokuphathelele kolo lwabiwo,
                                              ukulungiselela ukubanjwa kweentlawulo okwethutyana nokulungiselela
                                              uxanduva lweendleko ekuthe kwangenwa kuzo xa bekuthathwa
                                              amanyathelo omthetho malunga notyeshelo lwezimiselo zolawulo
                                              lobambiswano nobudlelane obuphakathi koorhulumente.
         uMthetho oyiPublic Service Act,      Ukulungiselela ukumiswa nokuqhutywa kwenkonzo yakwarhulumente
         1994 njengoko wenziwe izilungiso     weRiphablikhi kwakunye nokulawulwa kwemiqathango yengqesho, ubude
         [uMpoposho No 103 ka-1994]           bamaxesha okuhlalala ezikhundleni, indlela yokuziphatha, ukuthathwa
                                              komhlalaphantsi nokukhutshwa kwamalungu (kwabasebenzi) kwinkonzo
                                              yakwarhulumente .
         uMthetho oyiSouth African            ukulungiselela ukuphuhlisa nokusetyenziswa kweSikhokelo seSizwe
         Qualifications Authority Act, 1995   soQinisekiso lwaManqanaba eMfundo aFikelelweyo esiyiNational
         (UMthetho 58 ka-1995)                Qualifications Framework, nokuthi ngale njongo kumiselwe uGunyaziwe
                                              woMzantsi Afrika woQinisekiso lwamanqanaba eMfundo aFikelelweyo
                                              oyiSouth African Qualifications Authority. Esi Sikhokelo siyi-NQF yindlela
                                              efanelekileyo yokubonisa nokuqinisekisa inkqubo yemfundo yesizwe apho
                                              imfundo noqeqesho izizinto ezibaluleke ngokufanayo kuxhobiso loluntu
                                              ngezakhono. Usungulo lweSicwangciso esiliQili soPhuhliso lwaBasebenzi
                                              olwaqhutywa kunye nguMphathiswa wezaBasebenzi noMphathiswa
                                              wezeMfundo ngomhla wama-23 Apreli 2001 lukubethelela ngakumbi
                                              ukuzimisela ekusekweni kwesicwangciso esiliqili esimanyanisiweyo
                                              semfundo, uqeqesho nophuhliso, esiya kuthi sizikhongozele izakhono
                                              ezihleli ezingqondweni zabafundi abalulutsha kwanabangabantu abadala.
         uMthetho oyiAdult Basic Education    ukulungiselela ukulawulwa kwemfundo noqeqesho lwabadala;
         and Training Act, 2000 (UMthetho     ukulungiselela ukusekwa kwamaziko emfundo yabadala, ukulawulwa
         52 ka-2000)                          kwawo nokunikwa kwawo inkxaso-mali; ukulungiselela ukubhaliswa
                                              kwamaziko azimeleyo emfundo yabadala; nokulungiselela uqinisekiso
                                              lomgangatho kwimfundo noqeqesho lwabadala.

6.2   Amanye amagunya
      6.2.1Isicwangciso esiliqili sephondo, iKapa elihlumayo
      6.2.2ISicwangciso esiliQili soPhuhliso lwaBasebenzi
      6.2.3IiNkcazo zeKharityhulam yeSizwe eHlaziyiweyo
      6.2.4iPhepha leNgcaciso yoMgaqo-nkqubo 5 we-ECD
      6.2.5iPhepha leNgcaciso yoMgaqo-nkqubo 6 weMfundo eBandakanya Konke


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7.    Imigaqo-nkqubo ngokubanzi, izinto eziphambili ngokubaluleka neenjongo ezicwangcisekileyo
       Iinkalo ekujoliswe kuzo liSebe leMfundo leNtshona Koloni zezi -


      1.    Ukunika bonke abafundi abahlala kweli phondo ukuya kutsho kwabaneminyaka emine inkxaso
            ngenkqubo emanyanisiweyo yokubakhulisa ngokwasemzimbeni, ngokwasentlaweni
            nangokwasengqondweni.
      2.     Ukubonelela bonke abantwana abaneminyaka emihlanu ngemfundo esemgangathweni
             ophezulu ebenza bakulungele ukuqala isikolo
      3.     Ukuqinisekisa ukuba bonke abafundi bebanga 1 ukuya kwele-6 bayakwazi ukufunda nokubhala
             nokubala ngokwemigangatho ebekwa kwiKharityhulam yeSizwe
      4.     Ukuqinisekisa ukuba bonke abafundi bebanga 7 ukuya kwele-9 babonelelwa ngemfundo
             yesiqhelo esmgangathweni ophezulu
      5.     Ukubonelela bonke abafundi bebanga 9 ngeengcebiso malunga nezifundo amabazikhethe
             nangemisebenzi abanokuyilandela, khona ukuze bakhethe izifundo eziya kufaneleka kwimfundo
             yabo yasesekondari
      6.     IUkwandisa amazinga abafundi okuthatha inxaxheba nawokuphumelela, ngakumbi abafundi
             abamnyama, abakwinqanaba le-FET, ezikolweni nasezikholejini
      7.     Ukwandisa amanani abafundi be-FET abakulungeleyo ukugqithela kumaziko emfundo
             ephakamileyo
      8.     Ukwandisa amathuba okufikelelwa kwemfundo yephakamileyo, ngakumbi ngabafundi
             abaphuma kumakhaya ahluphekileyo
      9.     Ukwandisa amalinge okubonelelwa kwabafundi ngoqeqesho oluqhutywa emisebenzini
             nolungqamanayo namathuba engqesho
      10.    Ukwandisa amanani abafundi abangabantu abadala abakwimfundo yesiqhelo ngamaphulo
             ezoqoqosho nezentlalo afana nephulo eliyi-Expanded Public Works Programme.

      Xa sele kusetyenzwa ke yonke le nto ithetha ukuba iSebe eli kufuneka ukuba lithi libambisene
      namahlakani alo asekuhlaleni, liqinisekise ukuba ayakhawuleza ukunyuka amanani abantu abatsha
      abafunda kwinqanaba le-FET baphumelele, bagqithele kumaziko emfundo ephakamileyo, befunda
      izifundo ezinegalelo ekukhuleni kweli phondo. Ngale ndlela ke iSebe eli liya kukwazi ukukhawulelana
      nengxaki yokuphuma kwabafundi esikolweni liqinisekise ukuba ayenyuka amanani abafundi abahlalyo
      bagqibe esikolweni, bagqithele kumaziko emfundo ephakamileyo. Kambe ke impumelelo kwimfundo
      yasesikolweni nakumaziko emfundo ephakamileyo ixhomekeka ekubeni abantwana abancinane
      bakhulela kwiimeko ezifanelekileyo nezinika umdla nenkuthazo, nakwimfundo ecikizekileyo. Ukuze ke
      iSebe eli likwazi ukuqinisekisa ukuba ezi njongo ziyafezekiseka, liya kuzama -
      •      ukuqinisekisa ukuba wonke umntwana ufundela kwigumbi lokufundela elinokhuseleko,
             nelikhanyiswe kakuhle nekuhlaleka kakuhle kulo;
      •      ukuxhobisa nokuxhasa ootitshala kwimizamo yabo yokunika imfundo enempumelelo;
      •      ukuqinisekisa ukuba zonke iindawo ekufundelwa kuzo nazo zonke izigqeba ezinika inkxaso
             zinolawulo olunempumelelo;
      •      ukuqhuba iphulo lokondliwa kwabantwana kwizikolo zaseprayimari (Primary School Nutrition
             Programme (PSNP));
      •      nokusebenzisa elo gcuntswana lezinto zokusebenza likhoyo ngendlela enempumelelo
             nolingano.


ISICWANGCISO ESILIQILI NESOKWENZIWA KOMSEBENZI SEMINYAKA EMIHLANU 2005/06 UKUYA KU-2009/10      iSigaba 12
      Imigaqo-nkqubo emihlanu ephambili iyazichaphazela zonke ezi ngongoma zilishumi zingentla apha:

      1. Ulwazi olufanelekileyo, izakhono neempawu zentsulungeko
      Yonke imisebenzi yemfundo noqeqesho kwakunye nezifundo kufuneka ukuba zikhuthaze ukufunyanwa
      kolwazi olukumgangatho ophezulu kakhulu, izakhono neempawu zentsulungeko. INkcazo
      yeKharityhulam yeSizwe (National Curriculum Statement (NCS)) ye- GET nekharityhulam ye-FET
      (imfundo yesiqhelo) yezikolo zikharityhulam ezisekelwe kwiimpawu zentsulungeko nogkucacileyo. Le
      nkqubo iza kukhuthazwa kuyo yonke imisebenzi yemfundo noqeqesho.
      Kananjalo imisebenzi yemfundo noqeqesho kufuneka ihambelane neemfuno zabafundi. Loo nto ke
      ithetha ukuthi kufuneka kuthathelwe ingqalelo indawo neemeko ekuqhubeka kuzo ukufundisa
      nokufunda, kuze ke kukhethwe ezona ndlela zokufundisa iikharityhulam. Imfundo yesiqhelo yabafundi
      abakwiminyaka ekunyanzelekileyo kuyo ukuba bahambe isikolo kufuneka iluthathele ingqalelo ulwimi,
      ukhuseleko, iimeko zemimandla yasezidolophini nezemimandla yasemaphandleni neemeko zentlalo
      nezoqoqosho. Imfundo yasezisekondari neyamaziko emfundo ephakamileyo kufuneka iwuthathele
      ingqalelo umba wamandla engqondo abafundi nowezinto abanomdla kuzo. Kula macandelo amava
      omsebenzi adla ngokuba ngundoqo kumsebenzi wokufunda. Kule ke inkalo uphuhliso lwezakhono
      ngoqeqesho oluqhutyelwa emisebenzini lunenxaxheba ebaluleke kakhulu ekuphuhlisweni
      kwabasebenzi.

      2. Ukufunda nokubala
      Uphuhliso lwamazinga aphezulu okusebenzisa ulwimi nokubala angundoqo kuzo zonke iinkalo
      zokufunda. Ngesi sizathu ke ulwimi nokubala/nemathematika ziyinxenye yako konke ukufunda
      kwasezikolweni apha eNtshona Koloni.
      •      Grades R – 3: kuqhutywa izifundo ezithathu. Ukufunda nokubala zithatha i-75% yexesha
             elichithwa esikolweni
      •      Grades 4 – 9: kuqhutywa izifundo ezisibhozo. Kwakhona ulwimi nemathematika zzithatha elona
             xesha lininzi kwitime table yesikolo
      •      Grades 10 – 12: Iilwimi ezimbini nemathematika okanye ulwazi lwemathematika zizifundo
             ezinyanzelekileyo kubo bonke abafundi abanomnqweno wokufumana isiqinisekiso semfundo
             yasesekondari.
      •      Izifundo zeekholeji ze-FET nezemfundo yabantu abadala (Adult Basic Education): zonke
             zibandakanya ulwimi nemaathematika njengezona zifundo zingundoqo

      3. Ukufikeleleka kweenkcukacha
      I-WCED iceba -
      •      Ukufakwa kwezifundo ze-Information and Communication Technology (ICT) kuzo zonke izikolo
             nakwezinye iindawo ezingamaziko okufunda kwesi sithuba sichongiweyo sisuka ku- 2005 ukuya
             ku-2010. Loo nto ke ithetha ukuba utitshala ngamnye nomfundi ngamnye apha eNtshona Koloni
             baza kukwazi ukufikelela kwizibonelelo ze-ICT nakuqeqesho ngenjongo yokuxhasa umsebenzi
             wokufundisa nokufunda
      •      Amaziko ezincedisi-mfundo namathala eencwadi aza kwakhiwa kwisikolo ngasinye apho kuza
             kufumaneka iindidi ngeendidi zezincedisi-mfundo zokuxhasa abafundi nootitshala, nolawulo
             lwazo olunempumelelo
      •      Ufikeleleko lweenkcukacha nemfundo nge-HIV/AIDS-Life Skills




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      4. Ucebiso ngezifundo nemisebenzi
      Bonke abafundi bebanga 8 ezikolweni baya kubonelelwa ngocebiso ngezifundo abanokuzithatha
      nemisebenzi abanokuyilandela khona ukuze bakwazi ukunikwa inkxaaso ekukhetheni izifundo
      ezifanelekileyo kwimfundo ye-FET. Ucebiso ngezifundo nemisebenzi luya kuqhuba, lubekwe
      ngokusemthethweni kuzo zonke izikolo zasesekondari nakuzo zonke iikholeji ze-FET namaziko
      okufunda asekuhlaleni (Community Learning Centres (CLCs)) kweli phondo.

      5. Uqinisekiso lomgangatho noxanduva lokuphendula
      Imfuno yophuculo locikizeko lwemfundo ifuna ukuba kusungulwe komsebenzi nenkqubo eqinileyo
      yokwamkelwa koxanduva lokuphendula apha kwiSebe leMfundo leNtshona Koloni. Uvandlakanyo
      olucwangcisekileyo (Systemic Evaluation), ukuziVandlakanya kweZikolo (School Self-Evaluation (SSE))
      noVandlakanyo lweSikolo Sonke (Whole School Evaluation (WSE)), kwakunye naManyathelo okuGcina
      uMkhondo, ukuNika iNgxelo noXanduva lokuPhendula (Tracking, Reporting and Accountability Measures),
      zizixhobo ekufuneka zisetyenzisiwe ekukhuthazeni ufezekiso lwenjongo yokwamkelwa koxanduva
      lokuphendula kwimfundo le yonke.


8.    IIinkqubo zeekhompuyutha zokubeka iliso emsebenzini

      I-WCED isebenzisa inkqubo yeekhompuyutha yolawulo lwemfundo eyi-Education Management
      Information System (EMIS) ekuncediseni nasekunikeni izikhokelo kuqulunqo lwezicwangciso eziliqili,
      ekuthathweni kwezigqibo nasekuqulunqeni umgaqo-nkqubo. Ubuninzi beenkcukacha ngabafundi
      namaziko iqokelelwa ngokusebenzisa iifomu zophando ezicwangciseke kakuhle. Iindlela ngeendlela
      zokuqinisekisa ziqinisekisa ukuba iinkcukacha ezi zisemgangathweni ophezulu kwaye zithembekile.
      Oovimba beenkcukacha nabo bacwangciseke ngendlela efanayo, khona ukuze amacandelo
      ngamacandelo alapha kwi-WCED (umzkl izikolo zikarhulumente zesiqhelo, ABET, LSEN, ECD) onke
      aneenkcukacha ezisoloko zicwangciseke ngokufanayo. Ezi nkcukacha zikwabalulekile nakulwabiwo
      lwezinto zokusebenza apha kwiSebe eli, umzkl iZimiselo neMigangatho nokubonelela ngezithuba.
      Iinkcukacha eziqokelelwe yi-WCED zenziwe ukuba zifikeleleke kubantu abaninzi, zizifikelele lula zonke
      iimanejala ezikwezemfundo, ngokuthi zihanjiswe nge-intranet.

      Kungoku nje iSebe leMfundo leNtshona Koloni liceba indlela yokusetyenziswa kwenkqubo yokugcina
      umkhondo wabafundi eyiLearner Tracking System. Ngokusebenzisa le nkqubo kuza kukwazeka ukuba
      kugcinwe umkhondo wabafundi, babekwe iliso kuzo zonke izikolo zikarhulumente. Indlela eliza
      kuncedeka ngayo iSebe leMfundo leNtshona Koloni kukuba liza kuba neenkcukacha zabafundi
      ezichanekileyo, into ke leyo eya kuthi incede nakulwabiwo lwezinto zokusebenza ezabelwa amasebe.
      Enye into eza kuba luncedo kukuba iSebe eli liza kukwazi bhetele ukuziqonda izinto ezinefuthe elibi
      kubafundi kwizinto ezifana nenkqubo yabo emsebenzini, ukuyeka isikolo, ubudala obudlulileyo, njl.

       I-WCED linesicwangciso esiphuculiweyo esiyiMaster Systems Plan (MSP) ekuthi ngaso kujongwe
      zonke iimfuno zeenkqubo ze-IT, zize ke zilandelelaniswe ngokubaluleka kwazo ukulungiselela
      ukuziphucula, ziphuhliswe ngokutsha. Zithi ke zithelekiswe nezinto ze-IT esele zikhona kunyaka lowo
      nesikhokelo sohlahlo-mali se-MTEF.

      ISebe leMfundo leNtshona Kkoloni lisoloko liziphucula iinkqubo zalo zeekhompuyutha ukuze zilungele
      ukusetyenziswa kangangoko. Loo nto ke ixhaswa ngokuqhutywa koqeqesho lwabo bazisebenzisayo.
      Kukwaqhutywa nolawulo lwezi nkqubo ngokuthi inkqubo nganye ibe nomnini nomlawuli khona ukuze
      ikwazi ukulawuleka ngempumelelo ngenjongo yokuqinisekisa ukuba iyahmbelana neemfuno
      zomsebenzi kwaye futhi iyakwazi nokuwuphucula.


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9.    Inkcazo yomsebenzi woqulunqo lwesicwangciso esiliqili

      Umsebenzi weli Sebe woqulunqo lwesicwangciso oye wakhokelela ekuyilweni kwezindululo ezitsha
      zokusetyenziswa kwemali kwi-2005 MTEF kwaye kwazithathela ingqalelo izinto zomgaqo-nkqubo
      eziphambili ngokubaluleka zeSigqeba esiLawulayo (Executive Authority), iinjongo zephulo iKapa
      elihlumayokwakunye noMbono osiSiqulunqo ka-2020 (Draft Vision 2020) weSebe leMfundo leNtshona
      Koloni (WCED) ekuye kwathethwana ngobuchulekazi ngawo nawo onke amaqela anenxaxheba
      nachaphazelekayo kulo lonke iPhondo eli.

      Kunyakamali ka-2005/06 uqulunqo lwesicwangciso esiliqili luye lwajoliswa kakhulu ekusukuleni esi sele
      sikho ngenjongo yokuba singqamaniseke neSiqulunqo seSicwangciso esiliQili soPhuhliso
      lwaBasebenzi seNtshona Koloni, nezinto zokusebenza ezikhoyo kwakunye neenkcukacha ezintsha
      malunga neemfuno zephondo eli. Indlela esimiswe ngayo yile imiselwe liSebe lezeMali lesizwe neSebe
      leMfundo lesizwe ifanayo kuwo onke amasebe emfundo amaphondo.




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ISIGABA B:


Izicwangciso zemisebenzi nemisetyenzana


10.   Umsebenzi 1: uLawulo


10.1 Injongo yomsebenzi

      Ukubonelela ngolawulo nenkxaso yemfundo ngokubanzi.

      Umsebenzi ubandakanya le Misetyenzana ilandelayo:
      iOfisi yoMphathiswa wePhondo
      o       ukuqinisekisa ukuba i-ofisi yoMphathiswa wePhondo (MEC) iyasebenza
      iiNkonzo eziManyanisiweyo
      o       ukubonelela ngeenkonzo zolawulo ezingajoliswanga kwimfundo kuphela
      uLawulo lwemfundo
      o       ukubonelela ngeenkonzo zolawulo lwemfundo
      uPhuhliso lwabasebenzi
      o       ukubonelela abasebenzi abasebenza kwi-ofisi elikomkhulu ngophuhliso

10.2 Uvandlakanyo lwemeko

      Uqinisekiso lomgangatho noxanduva lokuphendula

      Imfuno yophuculo locikizeko lwemfundo ifuna ukuba kusungulwe komsebenzi nenkqubo eqinileyo
      yokwamkelwa koxanduva lokuphendula apha kwiSebe leMfundo leNtshona Koloni. Uvandlakanyo
      olucwangcisekileyo (Systemic Evaluation), ukuziVandlakanya kweZikolo (School Self-Evaluation (SSE))
      noVandlakanyo lweSikolo Sonke (Whole School Evaluation (WSE)), kwakunye naManyathelo okuGcina
      uMkhondo, ukuNika iNgxelo noXanduva lokuPhendula (Tracking, Reporting and Accountability Measures),
      zizixhobo ekufuneka zisetyenzisiwe ekukhuthazeni ufezekiso lwenjongo yokwamkelwa koxanduva
      lokuphendula kwimfundo le yonke.

      • uVandlakanyo oluCwangcisekileyo
        UVandlakanyo oluCwangcisekileyo kumabanga 3 nele-6 lluqhutywa liSebe leMfundo kuMzantsi Afrika
        wonke emva kweminyaka emibini. Olu vavanyo lujoliswe ekukhangeleni ukuba ngaba imfundo ihambe
        umhlaba ongakanani na ekufezekiseni iinjongo zayo kwezentlalo, kwezoqoqosho nakwinguqu, ngokuthi
        kuvavanywe inkqubo yomntwana emsebenzini kuloo ndawo yakhe uqhubeka kuyo umsebenzi
        wokufundisa nokufunda. Iziphumo zolu vandlakanyo zisetyenziselwa ukuqulunqwa kwamanyathelo
        okulungisa afanele kuthathwa. INgxelo yoVandlakanyo oluCwangcisekileyo lwebanga 3 (2002), lubonisa
        ukungaxolisi kwezakhono zabafundi kwinkalo yokufunda nokubala, imiqobo esathintela abafundi
        beendawo ezihlelelekileyo ekufikeleleni kwiinkonzo zemfundo, ukuhamba kakubi kofezekiso lweenjongo
        zolingano, nokungaxolisi okukhulu kakhulu kwinkalo yomgangatho wemfundo ngokubanzi xa
        kuthelekiswa neziphumo zomsebenzi ezifana nomgangatho wokufundisa, ukuxinana kwamagumbi
        okufundela, ukungasetyenziswa ngempumelelo kwamaxesha okudibana nabafundi kumagumbi
        okufundela neemeko ezingenalukhuseleko ezikolweni. Uvandlakanyo olucwangcisekileyo lwebanga 6
        luye lwaqhutywa ngo-2004 kwaye ke iziphumo zalo zilindelekile apha ku-2005.



ISICWANGCISO ESILIQILI NESOKWENZIWA KOMSEBENZI SEMINYAKA EMIHLANU 2005/06 UKUYA KU-2009/10       iSigaba 16
      • Ukuzivandlakanya kwesiko (SSE) novandlakanyo lwesikolo sonke (WSE)
        Izikolo kuza kufunwa ukuba ziqulunqe iZicwangciso zoPhuhliso lweZikolo zazo, ziqale ngokwenza
        uvandlakanyo olunyanisekileyo lweenkqubo zazo neendlela zazo zokwenza umsebenzi, izicwangciso ezo
        eziya kuthi zichake amanyathelo aliqili eziya kuwathatha ekuphuculeni ezo ndawo zifumaniseke
        zingamatyheneba. Umsebenzi we-WSE uya kuthi ke umana ukubeka iliso uvandlakanye impumelelo
        yezikolo ekufezekiseni izicwangciso zazo eziliqili zophuhliso.

      • iNkqubo eManyanisiweyo yoLawulo loMgangatho (IQMS)
        ISivumelwano Sidityanelweyo 8 sika-2003, esatyikitywa ngoAgasti 2003, siyichaka kakuhle imithetho ye-
        IQMS nendlela yokusetyenziswa kwayo. I-IQMS inxibelelanisa uVandlakanyo lweSikolo Sonke,
        ukukhangelwa kweemfuno zophuhliso zomntu ngamnye novandlakanyo lwendlela awenza ngayo
        umsebenzi wakhe utitshala ngamnye. Ngokwesivumelwano esidityanelweyo kufuneka ukuba bonke
        ootitshala banikwe uqeqesho kule nkqubo.


      • UMsebenzi weMpilontle yaBasebenzi (EWP)
        Abaniki-nkonzo bakwaCareways babonelela i-WCED ngenkonzo ye-EWP. Le nkonzo, isikakhulu,
        yinkonzo yeengcebiso ezinikwa ngefowuni, kanti ke xa umntu ecelile angazinikwa ezi ngcebiso ubuso
        ngobuso. Le nkonzo ye-EWP isikakhulu ijoliswe kuthintelo; loo nto ke ithetha ukuba abasebenzi kunye
        nabaphathi bakhuthazwa ukuba basebenzise inkonzo yeziko loqhagamshelwano xa kungathi kuqala
        iingxaki.

         Abaniki-nkonzo benzela iSebe eli ingxelo qho ngenyanga ebonisayo ukuba mingaphi na iminxeba
         engeneyo nokuba ngaba zeziphi na iindawo eziphambili ezikhathaza abasebenzi. IKuthenjwa ukuba
         ubukho benkonzo elolu hlobo buya kuwacutha noko amanani abasebenzi abangeziyo emsebenzini, kuba
         abasebenzi baza kuncedwa ekukhangeleni izisombululo zeengxaki zabo.

         Njengabasingathi iCandelo loLawulo loPhuhliso lwaBasebenzi liza kusebenza kwezi nkalo zilandelayo
         ngenjongo yokukhangela ukuba lingakanani na ifuthe lokungenelela xa kusetyenziswa inkonzo ye-:
            izikolo ezilishumi (10) ezizezona zikhathazwa kakhulu yingxaki yokungaphangeli /yekhefu
            lendubeko
            abasebenzi abalishumi (10) abangabona bakholisa ukungaphangeli
            abasebenzi abalishumi (10) abakholisa ukuba neentsuku ezithile abangaphangeli ngazo (umzkl
            ngoMvulo, ngoLwesihlanu)

         Iinqununu zezi zikolo ziza kunikwa uqeqesho olulodwa oluza kuzixhobisa ngolwazi lokumelana nezi
         ngxaki, zize ke aba basebenzi zibadlulisele kwinkonzo ye-EWP.

         • Amanyathelo okunika ingxelo nokwamkelwa koxanduva lokuphendula
           I-WCED ineendidi ngeendidi zeenkqubo zoxanduva lokuphendula. Ezi nkqubo zibandakanya ezi
           zilandelayo:
               Uhlolo lweenkqubo zolawulo lwemali oluqhutywa qho ngonyaka, yi-Ofisi yoMhloli-zincwadi
               Jikelele wephondo
               Ukuya kuvela rhoqo kwiindibano eziqhutywa neKomiti yeMicimbi yeSebe leMfundo neKomiti
               eMileyo yeeNkcitho zikaRhulumente kwiPalamente yePhondo;
               Iintlanganiso (okanye imijikelo) ezimana ukudityanelwa qhonguMphathiswa noNtsumpa-
               Jikelele (Superintendent-General) namaqela ngamaqela achaphazelekayo kwezemfundo
               ngeenjongo zokuphefumlelana ngezintsha kwezemfundo okanye yokuva nje ngeengxaki
               ezifunyanwa ngootitshala neemanejala zezikolo




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                I-WCED sele kakade linalo uxanduva lokungenisa ingxelo yalo yonyaka kwiPalamente
                yePhondo malunga nezinto elizenzileyo kunyaka ngamnye. Uxwebhu lweNgxelo yoNyaka
                lungafunyanwa luluntu ngokubanzi, kwaye lunceda uluntu ekubeni lukwazi ukubeka iliso
                kwiindawo eliphumelela kuzo iSebe eli nakwezo lithi lisilele kuzo, ngokuphathelele
                kumagunya eliwanikwayo yimigaqo-nkqubo nayimithetho nazizicwangciso eziliqili zalo.

        Uqhagamshelwano

        Isixhobo solawulo noxanduva lokuphendula esibalulekileyo kumaziko amakhulu afana neli Sebe
        luqhagamshelwano olukhawulezayo nolunempumelelo. Ngale njongo ke iSebe leMfundo
        leNtshona Koloni liza kuyandisa liyiphucule iNkonzo yoLuntu ngokusebenzisa iziko
        loqhagamshelwano elisebenziseka lula, oovimba beenkcukacha zekhompuyutha neesetyhula.

        Ezi ndlela zilandelayo zoqhagamshelwano: WCED's ICT Strategy, iKhanya Project, the Dassie
        Project, iTelecomms Project novimba weenkcukacha zekhompuyutha weSebe eli, obandakanya
        amagolonxa (sites) eKharityhulam, i-Edulis ne-Edumedia zisekelwe:
        • kwiPhepha leNgcaciso yoMgaqo-nkqubo ngeMfundo yeekhompuyutha (White Paper on e-
           Education) lesizwe;
        • iSicwangciso esiliQili sePhondo soQoqosho noLawulo ngekhompuyutha (Provincial Knowledge
           Economy and e-Governance Strategy);
        • nesicwangciso esiliqili se-ICT seSixeko seKapa (City of Cape Town’s ICT strategy).

        Kambe ke eyona ndawo ibalulekileyo kukuba iSebe leMfundo lentshona Koloni liza kuphuhlisa
        ulwazi apha ngaphakathi kulo, ngakumbi kootitshala, lokukwazi ukusebenzisa iziqulatho
        zekharityhulam ekwikhompuyutha (curriculum digital content).

10.3 Imigaqo-nkqubo, izinto eziphambili ngokubaluleka neenjongo ezicwangcisekileyo

      Uludwe: Iinjongo ezicwangcisekileyo zoMsebenzi 1: uLawulo

              Inkalo ekujoliswe kuyo                              Injongo ecwangcisekileyo
        Ukukhuthaza ukwamkelwa koxanduva     •    Ukukhuthaza ulawulo lwentsebenziswano.
        lokuphendula, ngokwamagunya anikwa   •    Ukungqamanisa umgaqo-nkqubo neenkqubo neenjongo
        ngumthetho.                               ezicwangcisekileyo zikarhulkumente namagunya anikwa ngumthetho.
                                             •    Ukukhuthaza iinkqubo zovandlakanyo nolawulo loqinisekiso
                                                  lomgangatho ezinempumelelo.
                                             •    Ukukhuthaza ulwazi lwamalungelo noxanduva lwabo bonke abo
                                                  bachaphazelekayo, ekubandakanywa kubo abafundi, abazali,
                                                  ootitshala, iziphathamandla zezikolo, izigqeba zolawulo lwezikolo
                                                  namagosa eSebe leMfundo leNtshona Koloni.
                                             •    Ukubethelela isiqhelo sokufundisa nokufunda ezikolweni
                                                  nasezikholejini, nokuzinikezela kuphuhliso lwabasebenzi.
                                             •    Ukuthatha inxaxheba ebonakalayo ekukhawulelaneni neemfuno
                                                  zesizwe esi ngokubanzi, ngakumbi ngokuphathelele kuqwalaselo
                                                  olukhawulezileyo nolucwangcisekileyo lomba we-HIV/AIDS and Life
                                                  Skills.
                                             •    Ukusebenzisa ulawulo olunempumelelo kuwo onke amanqanaba
                                                  emfundo.




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              Inkalo ekujoliswe kuyo                            Injongo ecwangcisekileyo
        Ukukhuthaza ucikizeko nempumelelo    •   Ukuseka ibutho leziphathamandla ezinobuchule bokuyila
        yesebe.                                  neziqinileyo.
                                             •   Ukuqulunqa iinkqubo zomgaqo-nkqubo eziqinileyo nolwazi apha
                                                 kwiSebe eli.
                                             •   Ukuseka iinkqubo zoqhagamshelwano ezifikelelwayo ngabo
                                                 basebenza kwinkalo yemfundo (abangaphakathi nabangaphandle).
                                             •   Ukuxhobisa ngolwazi olucacileyo ezithilini, ngenkonzo nangenkxaso.
                                             •   Ukuqhuba iphulo leBatho Pele.
                                             •   Ukukhawulelana ngempumeleloneemfuno zabaxhamli beenkonzo
                                                 zethu.
                                             •   Ukuseka iinkqubo zolawulo lwemali ezinempumelelo.
                                             •   Ukufezekisa ulwabiwo olunabileyo lwemali, izinto zokusebenza
                                                 nabasebenzi kwimfundo le yonke.
                                             •   Ukuqinisekisa ukuba abafundi abayigqibayo imfundo yabo baninzi
                                                 kangangoko.

        Ukuseka umsebenzi woqinisekiso       •   Ukubeka iinkalo ezifanele kuphunyelwa ngokuphathelele kuphuhliso
        lomgangatho kwiSebe leMfundo             lwabasebenzi kwenziwe nengxelo ngendlela ohamba ngayo
        leNtshona Koloni.                        umsebenzi kwezi nkalo.
                                             •   Ukuqinisekisa ukuba luyamkelwa uxanduva lokuphendula
                                                 ngokusebenzisa uVandlakanyo oluCwangcisekileyo.
                                                 ukuziVandlakanya kweZikolo (SSE), iZicwangciso zoPhuhliso
                                                 zeZikolo (SDP) noVandlakanyo lweSikolo Sonke (WSE).
                                             •   Ukuxhobisa ii-ofisi zolawulo ezikolweni ngabantu abanolwazi
                                                 nezakhono zolawulo.
                                             •   Ukuqulunqa izimiselo nemigangatho yokunikwa kweenkonzo.


10.4 Uvandlakanyo lweengxaki namanyathelo acetywayo okuzisombulula

      Ukumanyaniswa kwamanyathelo ngamanyathelo ekuqalisiweyo ngawo kuqinisekiso
      lomgangatho noxanduva lokuphendula kunguwona mngeni mkhulu lijongene nawo iSebe
      leMfundo leNtshona Koloni. Kubalulekile ukuqinisekisa ukuba la manyathelo akhokelela
      kuphuculo lokufundisa nokufunda, angabonwa njengezinto eziyimfezeko yeenjongo ngobukho
      bawo nje.

10.5 Inkcazo yamanyathelo acetywayo okuphucula umgangatho

      Amanyathelo asoloko eqhutywa ngokuphathelele kuqeqesho lwamalungelo amaqela olawulo
      lwezikolo (SMT) abandakanya ikharityhulam, ukuziphatha, amakhosikazi akwiindawo
      zobunkokeli, izilungiso ezisandula ukwenziwa emithethweni nezigqibo ezityikityiweyo.

10.6 Inkcazo ngoncedo olunikwayo

      Akukho ikhoyo okwangoku.




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11.   Umsebenzi 2: Imfundo yezikolo zikarhulumente zesiqhelo


11.1 Iinjongo zomsebenzi

      Ukubonelela ngemfundo karhulumente yesiqhelo ukuqalela kwibanga 1 ukuya kwele-12
      ngokwezikhokelo zoMthetho oyiSouth African Schools Act, 1996.

      Umsebenzi wemfundo yezikolo zikarhulkumente zesiqhelo ubandakanya le misetyenzana ilandelayo:
      Izikolo zaseprayimari zikarhulemente
      o       ukubonelela ngmfundo yamabanga 1 ukuya kwele-7 kwizikolo zaseprayimari zikarhulumente
      Izikolo zasesekondari zikarhulumente
      o       ukubonelela ngmfundo yamabanga 8 ukuya kwele-12 kwizikolo zaseprayimari zikarhulumente
      Iinkonzo zobungcali
      o       ukubonelela izikolo zikarhulumente zesiqhelo ngenkxaso
      Uphuhliso lwabasebenzi
      o       ukubonelela lootitshala nabo bangezozititshala kwizikolo zikarhulumente zesiqhelo

11.2 Uvandlakanyo lwemeko

      General Education and Training (GET) (Amabanga 1-9)

      Iinkcukacha ezavela noBalo (Census luka-2001 ne-WCED EMIS zibonakalisa ukuba ubuninzi
      babantwana ababhalisa ezikolweni ngabakwiminyaka eqalela kwemithandathu ukuya kwelishumi
      elinesihlanu (Amabanga 1 - 9). Ngaphezulu apha eNtshona Koloni aphezulu amanani abafundi
      ngokweminyaka namabanga abakuwo. Kambe ke uphando oluqhutyiweyo apha eNtshona Koloni kule
      minyaka mihlanu idlulileyo lubonakalisa ukuba impumelelo yabafundi kumabanga 1-9 iphantsi kunaleyo
      ilindelekileyo. Loo nto injalo xa kuthelelkiswa namanye amazwe (kubandakanywa namanye
      asakhasayo) naxa kuthelekiswa noko kulindelekileyo ngokwekharityhulam yoMzantsi Afrika. Umzekelo,

      ngo-2002, eli /sebe laye lenza uvandlakanyo lweziphumo zokufunda nokubala kubafundi bebanga3
      kuzo zonke izikolo. Olu vandlakanyo lwaye lwabonisa ukuba yi-36% kuphela abafundi abafikelelayo
      kwiziphumo ezilindelekileyo ekufundeni nasekubaleni kwibanga 3. Ubuninzi baba bafundi bafumana
      iziphumo ezingaphantsi ngeminyaka emibini ukuya kwemithathu kwezo zilindelekileyo.

      Ngeenjongo zokukhawulelana nale ngxaki kuza kuqhutywa uvavanyo lokubhaqa ingxaki ekupheleni
      kweSigaba seSiseko (Foundation Phase) neSigaba esiPhakathi (Intermediate Phase), oko kukuthi
      kumabanga 3 nele-6 qho emva kweminyaka emibini, into leyo eyaqalwa ngebanga 3 ngo-2002. Olu
      vavanyo aluzi kusetyenziselwa kuphela ukukhangela iindawo ezifuna ukulungiswa, koko luza
      kusetyenziswa nasekujongeni inkqubo kwimfundo le ngokubanzi ekuhambeni kwexesha. Ezi
      mvavanyo ziza kusetyenziselwa -
      • ukuqulunqa amanyathelo okulungisa nezicwangciso eziliqili
      • ukubekela izikolo, izithili nephondo iinkalo ezifanele kufikelelwa.

      Imvavanyo zokukhangela ingxaki ezaqhutywa ngo-2002 nango-2003 zibonakalisa ukuba iziphumo
      zeemvavanyo zihambelana kakhulu neemeko zentlupheko. Ngeso sizathu ke iphondo eli liza kuceba
      inkqubo ebandakanya konke xa kunikwa abafundi abahluphekileyoinkxaso ngophuhliso. Le nkqubo
      ibandakanyayo ibandakanya i-PSNP. Ulawulo lwe-PSNP, eyinxenye yoncediso-mali olunemiqathango
      lwephulo lesizwe lokondliwa kwabantwana bezikolo lwaye lwathathwa kwiSebe lezeMpilo ngo-2004.
      Oku kuziswa kolawulo kweli Sebe kuza kuwuphucula umsebenzi wocwangciso nonxibelelaniso, kuze
      ke kube negalelo elikhulu kucikizeko lomsebenzi wokondliwa kwabantwana ezikolweni.
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      Ibanga 9 libanga lokugqibela kwinqanaba lemfundo ye-GET. Emva kweli banga abafundi baye
      bakhethe ke iinkalo zemfundo abaza kungena kuzo kwimfundo ye-FET. Ngeenjongo zokukhuthaza
      abafundi ukuba bakhethe iinkalo ezifanelekileyo phaya kwinqanaba le-FET bonke abafundi bebanga 8
      baza kuvavanywa yonke iminyaka.

      Imfundo ye-FET Amabanga 10 -12

      Inqanaba lemfundo ye-FET linqanaba lokufunda izifundo ezikhethiweyo. Lisisigaba sokuqala apha
      kwimfundo apho abafundi kufuneka bathathe izigqibo ngezifundo abanqwenela ukuzilandela.

      Ikharityhulam ye-FET isekelwe kwiNgxelo 550 yamabanga 10 ukuya kwele-12; iNgxelo 191 (Formal
      Technical College Instructional Programmes kwi-RSA) neNgxelo 190 (Izimiselo nemigangatho
      yemisebenzi yokufundisa neemviwo noqinisekiso lwazo kwimfundo yeekholeji zezobugcisa). Le
      kharityhulam nale misebenzi ziza kutshintshwa kwisithuba esiphakathi kuka-2004 no-2008, endaweni
      yazo kusetyenziswe isikhokelo esinika abafundi abaphakathi kweminyaka eli-16 ukuya kuma-20
      izifundo ezijikeka lula nezikhawulelanayo neemfuno zabo. Isikhokelo se-FET sineendlela ezintathu
      zokufumana isiqinisekiso se-FET esiyiFurther Education and Training Certificate (FETC) okanye
      iziqinisekiso zeNqanaba 4 leNational Qualifications Framework (NQF) Level 4, ezizezi:
      • imfundo le yesiqhelo
      • limfundo yezobugcisa
      • ne-Occupational – trade, operational, professional

      Le nto ke ithetha ukuba imisebenzi yNgxelo 550 neNgxelo 191 iza kuyekiswa ngezigaba kungeniswe
      ngezigaba imisebenzi yezifundo ezifanelekileyo. Ezikolweni iKharityhulam yeSizwe entsha iza
      kungeniswa kumabanga 10 ukuya kwele-12 ukuqalela ngo-2006 ukuya ku-2008. Inani lezifundo
      ezenziwayo kwikharityhulam yezikolo ze-FET liye lathotywa kakhulu, kodwa ke ezi zenziwayo izifundo
      zizifundo ezijoliseke kakuhle nezifanelekileyo. Kuza kufuneka ukuba iphondo eli lingene kwiphulo
      lokulungisa ikharityhulam ngeenjongo zokuqinisekisa ukuba kuzo zonke izithili kufundiswa zonke
      izifundo ezikhoyo kwikharityhulam.

      Umsebenzi wephulo lokulungisa ikharityhulam kufuneka uxhaswe ngumsebenzi wolungiso
      ocwangcisekileyo nobonelela ngezinto zokusebenza (ngakumbi iikhompuyutha) nagootitshala
      abanobungcali kwiindawo ezihlelelekileyo. ISebe sele liqalisile ngalo msebenzi wokulungisa
      kwimathematika nakwezenzululwazi, kwaye ke ezinye izikolo ‘ezijolisekileyo’ ziza kuphuhliswa
      kwinqanaba le-FET.

      Izikolo ezinokhuseleko

      Njengokuba kunjalo kwihlabathi lonke, umba wokhuseleko ezikolweni uya umxhalabisa
      ngokumxhalabisa urhulkumente. INtshona Koloni ibhuqwa ngakumbi yile ngxaki njengoko bugquba
      kakhulu ubugewu nobudlova bemigewu ezikolweni, buhamba nesihlava esibi kunene
      esikukusetyenziswa kotywala neziyobisi. Ngobambiswano namanye amahlakani, ngakumbi iSebe
      loKhuseleko lweNtlalo, esi sihlava kuzanywa shushu ukusinyothula.

      UMsebenzi weZikolo ezinoKhuseleko untlangothi-ntathu, ezibandakanya ezi zinto zilandelayo:
      • IZiko loQhagamshelwano ngoKhuseleko lweZikolo (Safe Schools Call Centre), apho zinokuxelwa
        khona iingxaki ngeengxaki eziphathelele kukhuseleo ezikolweni nalapho abo bachaphazelekayo
        nabaxhwalekileyo ngokwasemphefumlweni banokucela, bafumane uncedo ngeengcebiso.
      • Ukubonelela ngeendawo ezikhuselekileyo: lo msebenzi ujolisa ekufakelweni kwezinto eziqinisekisa
        ukhuseleko, ezibandakanya iingcingo zokhuseleko neentsimbi zokulumkisa (alarms) kwezo zikolo
        zisemngciphekweni kakhulu. Lo msebenzi ukwabandakanya neendlela ezingamacebo okuzisindisa
        (survival strategies).

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      • Imisebenzi yemfundo ejolise kwiimpawu zentsulungeko neengqondo ezihluzeke kakuhle,
        neziinjongo zazo ikukutsalela umdla wabafundi kwezo zinto zakhayo ezifana nemidlalo, izinto
        zobugcisa nemidlalo yeqonga, ijolise kwimisebenzi yekamva labo.

11.3 Imigaqo-nkqubo, izinto eziphambili ngokubaluleka neenjongo ezicwangcisekileyo

      Iinjongo ezicwangcisekileyos zoMsetyenzana 2.1: Isigaba seeprayimari zikarhulumente

               Inkalo ekujoliswe kuyo                               Injongo ecwangcisekileyo
        Ukuqinisekisa ukuba bonke abantwana   •   Ukubonelela abafundi ngeendawo ezikolweni zaseziprayimari
        abahlala kweli phondo bafumana            ngokomgaqo-nkqubo
        imfundo esemgangathweni.              •   Ukubonelela izikolo zaseprayimari ngezibonelelo eziphambili
                                                  ngokomgaqo-nkqubo
                                              •   Ukuphucula amathuba okufikelela emfundweni amaqela ayefudula
                                                  esingelwe phantsi
                                              •   Ukubonelela        ootitshala     ngoqeqesho      olucwangcisekileyo
                                                  kwiKharityhulam yeSizwe
                                              •   Ukuphucula indlela abasebenza ngayo abantwana ekubaleni
                                                  nasekufundeni
                                              •   Ukuphucula ucikizeko lwemfundo ngokubanzi nokuphucula amanani
                                                  abafundi abagqibayo esikolweni nomgangatho wemfundo ngokubanzi
                                                  nje.
                                              •   Ukukhuthaza        impumelelo      nokubandakanyeka        kwabafundi
                                                  abaneemfuno zemfundo ezizodwa.
                                              •   Ukubonelela abafundi abahluphekileyo ngezinto zokuhamba
                                                  nangeehostele
                                              •   Ukuqhuba iphulo lokondliwa kwabantwana kwizikolo zaseprayimaari
                                                  (PSNP)
                                              •   Ukubuyisela iindlela zokuziphatha kakuhle kwabafundi ezikolweni.
        Ukuqinisekisa ukufunda                •   Ukukhawulezisa ukubonelelwa kwezikolo zonke ngezibonelelo ze-ICT.
        okunempumelelo ezikolweni             •   Ukuqinisekisa ukufundiswa kwekharityhulam ngokusebenzisa i-ICT.
                                              •   Ukuqinisekisa ukuba kuqulunqwa kulawulwe iziqulatho zoovimba
                                                  beenkcukacha zekhompuyutha.
                                              •   Ukuqinisekisa ukuba ootitshala bayaqeqeshwa ekusebenziseni ii- ICT
                                                  ekuncediseni imisebenzi yabo yokufundisa
        Ukuqinisekisa iimeko zokhuseleko      •   Ukukhuthaza imeko yokhuseleko ezikolweni ngkubambisana nabahlali
        kumaziko emfundo eziyimfuneko             namanye amasebe karhulkumente.
        ekufundiseni nasekufundeni            •   Ukuphelisa iimeko zokudlakazeka kwezakhiwo ezikwiindawo
                                                  ekufundelwa kuzo.
                                              •   Ukukhuthaza ukuqondwa kweemeko zentlalo apha kweli phondo
                                                  nendlela ezizichaphazela ngayo ezikolweni.

      Iinjongo ezicwangcisekileyo zoMsetyenzana 2.2: Izikolo zasesekondari zikarhulumente

               Inkalo ekujoliswe kuyo                               Injongo ecwangcisekileyo
        Ukuqinisekisa ukuba bonke abantwana   •   Ukubonelela abafundi ngeendawo ezikolweni zasesekondari
        abahlala kweli phondo bafumana            ngokomgaqo-nkqubo
        imfundo esemgangathweni.              •   Ukubonelela izikolo zasesekondari ngezibonelelo eziphambili
                                                  ngokomgaqo-nkqubo
                                              •   Ukwandisa amanani abafundi be-FET ababhalise kwizifundo
                                                  ezifanelekileyo ngakumbi abavela kumaqela ayefudula esingelwe
                                                  phantsi
                                              •




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               Inkalo ekujoliswe kuyo                                 Injongo ecwangcisekileyo
                                               •    Ukwandisa amanani abafundi abayigqiba ngempumelelo imfundo yabo
                                                    kwinqanaba lemfundo ye-FET.
                                               •    Ukwandisa amanani abafundi abasifumanayo isiqinisekiso sokugqiba
                                                    esikolweni esibavumelayo ukuba bagqithele kwimfundo ephakamileyo
                                               •    Ukwandisa amanani abafundi abafunda baphumelele imathematika
                                                    nezenzululwazi
                                               •    Ukukhuthaza       impumelelo      nokubandakanyeka      kwabafundi
                                                    abaneemfuno zemfundo ezizodwa.
        Ukuqinisekisa ukufunda                 •   Ukukhawulezisa ukubonelelwa kwezikolo zonke ngezibonelelo ze-ICT.
        okunempumelelo ezikolweni              •    Ukuqinisekisa ukufundiswa kwekharityhulam ngokusebenzisa i-ICT.
        zasesekondari zikarhulumente           •    Ukuqinisekisa ukuba kuqulunqwa kulawulwe iziqulatho zoovimba
                                                    beenkcukacha zekhompuyutha.
                                               •    Ukuqinisekisa ukuba ootitshala bayaqeqeshwa ekusebenziseni ii- ICT
                                                    ekuncediseni imisebenzi yabo yokufundisa
        Ukuqinisekisa iimeko zokhuseleko       •    Ukukhuthaza imeko yokhuseleko ezikolweni ngkubambisana nabahlali
        kumaziko emfundo eziyimfuneko               namanye amasebe karhulkumente.
        ekufundiseni nasekufundeni             •    Ukuphelisa iimeko zokudlakazeka kwezakhiwo ezikwiindawo
                                                    ekufundelwa kuzo.
                                               •    Ukukhuthaza ukuqondwa kweemeko zentlalo apha kweli phondo
                                                    nendlela ezizichaphazela ngayo ezikolweni.

      Iinjongo ezicwangcisekileyo zoMsetyenzana 2.3: iiNkonzo zobungcali

               Inkalo ekujoliswe kuyo                                 Injongo ecwangcisekileyo
        Ukuqinisekisa ulawulo olunempumelelo   •    Ukusondeza inkxaso ngolawulo nophuhliso ezikolweni ngomsebenzi
        kuzo zonke iindawo ekufundelwa kuzo         wee-EMDCs nangezinye iinkonzo zobungcali.
        nakwizigqeba ezinika inkxaso           •    Ukufezekisa inkqubo epheleleyo nenolingano yokwabiwa kweemali,
                                                    kwezibonelelo zezakhiwo nabantu bokusebenza kuyo yonke imfundo
                                                    le.
                                               •    Ukuphucula ulwazi nezakhono zeenqununu zezikolo ngokusebenzisa
                                                    inkxaso neqeqesho olujolisekileyo.
                                               •    Ukuphucula ulwazi nezakhono zezigqeba ezilawulayo ngokusebenzisa
                                                    inkxaso neqeqesho olujolisekileyo.
                                               •    Ukuphucula ulawulo lwekharityhulam neenkqubo zokuvandlakanya.
                                               •    Ukuphucula ulawulo lweemali nophuculo lomgangatho kuwo onke
                                                    amanqanaba ngokwezikhokelo zomgaqo-nkqubo wephondo
                                                    nangokwesikhokelo somthetho.
                                               •    Ukubonelela zonke izikolo zikarhulumente zesiqhelo ngenkxaso
                                                    yobungcali.

      Iinjongo ezicwangcisekileyo zoMsetyenzana 2.4: uPhuhliso lwabasebenzi

              Inkalo ekujoliswe kuyo                                  Injongo ecwangcisekileyo
                Ukuxhobisa nokuxhasa           •     Ukubonelela izikolo zaseprayimari nasesekondari zikarhulumente
       ootitshala kumalinge abo okubonelela          ngootitshala ngokomgaqo-nkqubo
       ngemfundo enempumelelo                  •     Ukuqinisekisa ukuba iphondo eli liqesha inani elaneleyo lootitshala
                                                     abaqeqesheke ngokufanelekileyo.
                                               •     Ukuxhasa amalinge okugaya abafundi beze kumaziko oqeqesho
                                                     lobutitshala.
                                               •     Ukuphuhlisa umgangatho wocikizeko lebutho lootitshala ngokusoloko
                                                     benikwa inkxaso yobungcali.
                                               •     Ukuphuhlisa uncedo olunokunikwa ngamajelo eendaba nayitheknoloji
                                                     (imfundo yekhompuyutha ne-ICT) ngenjongo yokuphucula umsebenzi
                                                     wokufundisa nokufunda nokuxhasa ikharityhulam.




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                 Inkalo ekujoliswe kuyo                             Injongo ecwangcisekileyo
                                              •     Ukuxhobisa ootitshala ngenjongo yokuqinisekisa uphuhliso
                                                    lwekharityhulam, imfezeko nenkxaso.
                                              •     Ukusungula imisebenzi yophuhliso lootitshala ngokusebenzisa iCape
                                                    Teaching Institute (CTI)
                                              •     Ukubonelela ootitshala ngenkxaso yobungcali.

      Iinjongo ezicwangcisekileyo zoMsetyenzana 2.5: uMsebenzi wokondliwa kwabafundi baseziprayimaari

                 Inkalo ekujoliswe kuyo                             Injongo ecwangcisekileyo
                  Ukubonelela abafundi         •   Ukubonelela abafundi abangama-149 000 kwizikolo zaseprayimari
           ekubonwe ukuba bahluphekile,            ezingama-866 ekubonwe ukuba bahluphekile, bayalamba ngento
           bayalamba ngento yokutya                yokutya ebubuncinane obuyimfuneko ukuze bafunde ngempumelelo
           ebubuncinane obuyimfuneko ukuze         esikolweni
           bafunde ngempumelelo esikolweni


11.4 Uvandlakanyo lweengxaki namanyathelo acetywayo okuzisombulula

      Ukukhula kwamanani abafundi basezisekondari apha eNtshona Koloni nokusetyenziswa kwezakhiwo
      zezikolo zaseprayimari ezingenazilabhoratri njengeesekondari, zizinto ezenze ukuba inyuke ipesenti
      yezikolo zasesekondari ezingenazilabhoratri. Izikolo ezibolekisanayo ngamagumbi nazo ziza kulandisa
      inani lezikolo ezingenazilabhoratri.

11.5 Inkcazo yamanyathelo acetywayo okuphucula umgangatho

      ISebe leMfundo leNtshona Koloni liye lasungula amanyathelo okulungisa aliqela neeprojekthi
      ngeenjongo zokukhawulelana neenkalo ezithile zemfundo esemgangathweni. Kwizinto ezenziwayo
      ezikolweni ngala manyathelo nezi projekthi kukho nezi zilandelayo:

       •        Uhlengahlengiso lweendlela zokuziphatha kwabafundi ngeenjongo zokuphucula iimeko
                zokuziphatha kakuhle kwabafundi: i-WCED isungule iindibano zocweyo ezilungiselelwe
                ootitshala, khona ukuze bancediswe ekubeni baziqonde izimo zabafundi kwakunye nengxaki
                yokuminxwa ziimpembelelo zoontangandini, baze kukwazi ukubanceda kwiinzame zokutyhila
                kwelinye iphepha ngakwicala lezimilo
       •        Ukukhethwa kwezikolo ezifukamele amaqanda abolileyo: Amaqela aphuma kwiinkalo
                ezahlukeneyo aqwalasela iingxaki ezithwaxa ezi ziko; ayile izicwangciso eziliqili zokusombulula
                ezo ngxaki ekwenza oko phantsi kwenkokeli yeprojekthi; kuze ke apho kuyimfuneko kufunwe
                nenkxaso yemibutho engaphandle; kuqhutywa namaphulo oqeqesho eSebe eli ezikolweni;
                apho usilelo luthe gqolo kunokubhenelwa kwicebo lokusebenzisa abathantamisi/abasingathi
                kwezo ziko lwenzeka kuzo olu silelo; xa ngaba usilelo alude luyeke kunokubhenelwa kwiqhinga
                lokuzimisa ngokutsha ezo zikolo.
       •        Iimeko zamagumbi adityanelwa ngamabanga ahlukeneyo: Ukunceda izikolo eezifundisela
                amabanga ngamabanga kwigumbi elinye, ngeendlela ezinokuthi zizisebenzise xa zifundisa;
                ugxininiso olukhulu lubekwa ekusetyenzisweni kwe-ICT ekuncediseni ukufundisa amabanga
                amaninzi akwigumbi elinye.
       •        Iphulo lokubhalisa kwangethuba: Likhuthaza izikolo ukuba ziwuqale kwasekuqaleni konyaka
                umsebenzi wokubhaliswa kwabafundi uphele unyaka sele ziwusongile, zenziwe neetime-table,
                zakhethwa nezithuba zootitshala eziza kufuna ukuvalwa, khona ukuze umsebenzi wokufundisa
                uqale kwangosuku lokuqala lokuvulwa kwezikolo, zibonwe nezo ndawo “ziyingxaki”
                ngokuphathelelwe ekuthathweni kwabafundi ukuze ke kubonwe izicwangciso ezinokwenziwa
                ukukhawulelana naloo ngxaki

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      •       Abafundi abadlulileyo kwiminyaka yokuba sesikolweni: Inani labafundi abadlulileyo kwiminyaka
              yokuba sesikolweni liya licuthwa ngokucuthwa, njengoko kungazange kwamkelwe bafundi
              badlulileyo kwiminyaka yokuba sesikolweni. Abo sele bekhona ezikolweni bakhuthazwa ukuba
              baye kubhalisa kumaziko e- ABET. (Makuqatshelwe ukuba aba ngabafundi abaneminyaka
              engama-20 nangaphezulu)
      •       Imfundo ebandakanyayo: IPhepha leNgcaciso yoMgaqo-nkqubo 6 licacisa ukuba le nkqubo
              yemfundo eyodwa ikhoyo ngoku ingaguqulwa njani na ibe yeyemfundo noqeqesho
              olubandakanyayo. Kwizinto elizicacisayo kukwakho nendlela ezinokuhlengahlengiswa ngayo
              izikolo ezi zesiqhelo zibe zizikolo ezinika inkonzo epheleleyo eya kubalungiselela nabo bafundi
              bafuna ukunikwa inkxaso noko; neyokwenziwa kwezikolo ezizodwa zibe ngamaziko
              ezinokudimbaza kuwo izincedisi-mfundo ezi zesiqhelo izikolo; eyokuphuhliswa kwamaqela
              enkxaso ezithili; neyokuphuhliswa kwamaqela enkxaso yamaziko.

      •       Izicwangciso eziliqili zokufunda nokubala kwiSigaba seSiseko neSigaba esiPhakathi
              ezibandakanya -
                  ukubonelela igumbi leSigaba seSiseko ngasinye (Amabanga 1 - 3) neleSigaba esiPhakathi
                  ngasinye (Amabanga 4 - 6) ngeencwadi ezili-100 kulo lonke eli phondo;
                  ukubonelela bonke abafundi bamabanga 3 ukuya kwele-6 ngeencwadi zemathematika;
                  ukubonelela ngemizekelo yeeshedyuli zomsebenzi weeveki ezingama-36;
                  ukubeka iliso kwinkqubo yomsebenzi qho ngeveki nganye ngokusebenzisa amagosa
                  abekelwe loo msebenzi kwisikolo ngasinye esifundisa amabanga 1ukuya kwele-6;
                  nokubeka iliso indlela abafikelela ngayo abafundi bamabanga 3 – 6 kwikharityhulam
                  nabayifumana ngayo ngokubavavanya ekufundeni nakwimathematika.

          Ii-EMDCnezigqeba ngezigqeba zazo zityelela onke amaziko emfundo ziwancedise
          ngokuxhotyiswa ngolwazi nezakhono kwiinkalo ngeenkalo nangezinto ezifanele kwenziwa,
          umzkl ukunyulwa kwezigqeba zolawulo ezitsha, imicimbi yemali, ikharityhulam, njl.

11.6 Inkcazo ngoncedo olunikwayo

      Iinkcukacha zamanani ngokuphathelele kubafundi nootitshala zifumaneka kuVandlakanyo loNyaka
      lwe-WCED ( WCED's Annual Survey) nakumanani-nkcazo osuku lweshumi (10th day statistics).

      Aye enyuka amanani abantwana abafudukela kwiphondo leNtshona Koloni, kodwa ke amagumbi
      okufundela ongezelelweyo agqitywe ku-2002/03 naku-2003/04 aye anceda ekuwagcineni amanani
      abafundi kwigumbi ngalinye ingalawa ebeqikelelwe.

      Inkcitho yeemali ezikhoyo kwiiprojekthi zolwakhiwo ezintsha ayihambanga ngohlobo ebelucetyiwe.
      Kambe ke zingaphaya kwama-200 iiprojekthi zolondolozo olongezelelweyo ezithe zagqitywa. Le nto ke
      iye yaba nefuthe elikhulu kwipesenti yohlahlo-mali lwezibonelelo ethe yachithelwa kulondolozo.

      Amabanga 1 – 12 kwizikolo zikarhulumente zesiqhelo zibonelelwa ngootitshala abakhethwa
      ngokwesikhokelo esiyiPost Provisioning Model, nangabasebenzi abangezotitshala nabankxaso-mali
      yabo ibekwa ngokweZimiselo neMigangatho yokuNikwa kweZikolo iNkxaso-mali (Norms and
      Standards Funding for Schools), ngokusekelwe kumazinga entlupheko kuzo zombini ezi nkalo.




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12.    Umsebenzi 3: Uncediso-mali lwezikolo ezizimeleyo


12.1 Injongo yomsebenzi

      Ukuxhasa izikolo ezizimeleyo ngokwezikhokelo zoMthetho South African Schools Act, 1996.

      Umsebenzi woncediso-mali lwezikolo ezizimeleyo unale misetyenzana ilandelayo:
      iSigaba saseprayimari
      o      ukuxhasa izikolo kumabanga 1 ukuya kwele-7
      iSigaba sasekondari
      o      ukuxhasa izikolo ezizimeleyo kumabanga 8 ukuya kwele-12

12.2 Uvandlakanyo lwemeko

      Kungoku nje zili-180 izikolo ezizimeleyo apha eNtshona Koloni. Ezi zikolo zithatha abafundi ngabafundi
      abasuka kwiimeko zentlalo noqoqosho ezahlukeneyo, kwaye ke zingamahlakani abalulekileyo
      naxabisekileyo ekunikweni kwenkonzo yemfundo kwiphondo eli.

      I-WCED ibonelela izikolo ezizimeleyo ezingama-75 ngoncediso-mali, ezibonelela abantwana
      abahlelelekileyo ngamathuba okufunda kweli phondo. Indlela abayigqiba ngayo imfundo yabo
      abantwana kwezi zikolo ibekwa esweni kakhulu, luze ke noncediso-mali lulungi-lungiswe
      ngokufanelekileyo.


12.3 Imigaqo-nkqubo, izinto eziphambili ngokubaluleka neenjongo ezicwangcisekileyo

      Injongo ecwangcisekileyos for Umsebenzi 3: Independent school subsidies

              Inkalo ekujoliswe kuyo                                Injongo ecwangcisekileyo
               Ukuqinisekisa ukuba bonke            Ukuxhasa izikolo ezizimeleyo ezikhonza iindawo ezihluphekileyo
        abantwana abahlala kweli phondo     zincedisa kwimfundo yezikolo zikarhulumente.
        bafumana imfundo esemgangathweni.


12.4 Uvandlakanyo lweengxaki namanyathelo acetywayo okuzisombulula

      Izikolo ezizimeleyo ezimbalwa zinenkqubo embi kakhulu kuvandlakanyo olucwangisekileyo
      kumabanga 3 ukuya kwele-6 nakwibanga le-12. Kananjalo zininzi izikhalazo ezifikayo ezivela
      kubafundi nakubazali. I-WCED iceba ukuba iziqwalasele ngqongqo iimeko zezi zikolo, iqinisekise
      ukuba ziyatshitshiswa ukuba ngaba ziyasilela ekunikeni imfundo esemgangathweni.

12.5 Inkcazo yamanyathelo acetywayo okuphucula umgangatho

      Ukugqiba kwabafundi imfundo yabo ezikolweni ezizimeleyo ezifumana uncediso-mali kubekwa
      iliso elingqongqo, luze ke uncediso-mali luhlengahlengiswe ngokufanelekileyo.




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12.6 Inkcazo ngoncedo olunikwayo

      Zonke izikolo ezizimeleyo ezibhaliswe kwiSebe leMfundo leNtshona Koloni zinelungelo lokufumana
      uncediso-mali olulingana ne-60% yendleko yomfundi ngamnye okwizikolo zikarhulkumente,
      ngokuxhomekeke kwiZimiselo neMigangatho yeNkxaso-maal;i yeZikolo eZizimeleyo (Norms and
      Standards Funding for Independent Schools). Zonke izikolo ezizimeleyo ezifaka izicelo zoncediso-mali
      ngokomgaqo-nkqubo weZimiselo neMIgangatho ziyalufumana uncediso-mali, ukuba xa ziselungelweni
      lokulufumana.




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13.   Umsebenzi 4: Izikolo zikarhulumente zemfundo eyodwa


13.1 Injongo yomsebenzi

      Ukubonelela ngemfundo karhulumente kwizikolo ezizodwa ngokwezikhokelo zoMthetho oyi-South
      African Schools Act, 1996 nePhepha leNgcaciso yoMgaqo-nkqubo 6 ngemfundo ebandakanyayo.

      UMsebenzi wezikolo zikarhulumente zemfundo eyodwa unale misetyenzana ilandelayo:
      Izikolo
      o       ukubonelela ngemfundo yezikolo zikarhulumente zemfundo eyodwa
      Iinkonzo zobungcali
      o       ukubonelela izikolo zikarhulumente zemfundo eyodwa ngenkxaso
      Uphuhliso lwabasebenzi
      o       ukubonelela ngobungcali bophuhliso lootitshala nabo bangezozittishala                           kwizikolo
              zikarhulumente zemfundo eyodwa

13.2 Uvandlakanyo lwemeko

      IPhepha leNgcaciso yoMgaqo-nkqubo weMfundo (Education White Paper) 6 liyacacisa ukuba inkqubo
      yemfundo eyodwa ifanele kuguqulwa njani na ukuze ibe yeyemfundo noqeqesho ebandakanyayo.
      Enye yezinto ezicacisa ngokuthe gca yindlela ezifanele kuphuhliswa ngayo izikolo zesiqhelo zibe
      zizikolo ezinika inkonzo epheleleyo eya kuthi ibabonelele nabafundi abafuna inkxaso ethile; nendlela
      ezifanele kuphuhliswa ngayo izikolo zemfundo eyodwa zibe ngamaziko ekunokudinjazwa kuwo uncedo
      zizikolo zesiqhelo; ukusekwa kwamaqela enkxaso ezithilini; nokuphuhliswa kwamaqela enkxaso
      kumaziko emfundo.

13.3 Imigaqo-nkqubo, izinto eziphambili ngokubaluleka neenjongo ezicwangcisekileyo

      Iinjongo ezicwangcisekileyo zoMsetyenzana 4.1: iZikolo zikarhulumente ezizodwa

              Inkalo ekujoliswe kuyo                                Injongo ecwangcisekileyo
        Ukuqinisekisa ukuba bonke abantwana   •   Ukubonelela abafundi ngeendawo ezikolweni zikarhulumente ezizodwa
        abahlala kweli phondo bafumana            ngokomgaqo-nkqubo
        imfundo esemgangathweni.              •   Ukuphucula ukufikelelwa kwezikolo zikarhulumente ezizodwa
                                                  ngabafundi abavela kwiindawo ezazifudula zisingelwe phantsi.
                                              •   Ukubonelela abafundi ngenkxaso ngezasemphefumlweni,
                                                  ezasentlalweni, ezamayeza, ezonyango nokufunda.
                                              •   Ukukhuthaza imfundo enempumelelo nebandakanyayo kubafundi
                                                  abaneemfuno zemfundo ezizodwa.
                                              •   Ukuqinisekisa ukuba liphezulu inani labafundi bezikolo zikarhulkumente
                                                  ezizodwa abayigqibayo imfundo yabo.
                                              •   Ukufumana ezona ziphumo zakha zaphezulu kubafundi bezikolo
                                                  zikarhulumente ezizodwa.




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      Iinjongo ezicwangcisekileyo fzoMsetyenzana 4.2: iiNkonzo zobungcali

               Inkalo ekujoliswe kuyo                               Injongo ecwangcisekileyo
        Ukuqinisekisa ulawulo olunempumelelo   •   Ukusondeza inkxaso ngolawulo nophuhliso ezikolweni ngomsebenzi
        kuzo zonke iindawo ekufundelwa kuzo        wee-EMDCs nangezinye iinkonzo zobungcali.
        nakwizigqeba ezinika inkxaso.          •   Ukufezekisa inkqubo epheleleyo nenolingano yokwabiwa kweemali,
                                                   kwezibonelelo zezakhiwo nabantu bokusebenza kuyo yonke imfundo
                                                   le.
                                               •   Ukuphucula ulwazi nezakhono zeenqununu zezikolo ngokusebenzisa
                                                   inkxaso neqeqesho olujolisekileyo.
                                               •   Ukuphucula ulwazi nezakhono zezigqeba ezilawulayo ngokusebenzisa
                                                   inkxaso neqeqesho olujolisekileyo.
                                               •   Ukuphucula ulawulo lwekharityhulam neenkqubo zokuvandlakanya.
                                               •   Ukuphucula ulawulo lweemali nophuculo lomgangatho kuwo onke
                                                   amanqanaba ngokwezikhokelo zomgaqo-nkqubo wephondo
                                                   nangokwesikhokelo somthetho.
                                               •   Ukubonelela zonke izikolo zikarhulumente zesiqhelo ngenkxaso
                                                   yobungcali

      Iinjongo ezicwangcisekileyo zoMsetyenzana 4.3: uPhuhliso lwabasebenzi

               Inkalo ekujoliswe kuyo                               Injongo ecwangcisekileyo
        Ukuxhobisa nokuxhasa ootitshala        •   Ukubonelela izikolo zikarhulumente ezizodwa ngootitshala
        kumalinge abo okubonelela ngemfundo        ngokomgaqo-nkqubo.
        enempumelelo.                          •   Ukuqinisekisa ukuba iphondo eli liqesha inani elaneleyo lootitshala
                                                   abaqeqesheke ngokufanelekileyo.
                                               •   Ukuxhasa amalinge okugaya abafundi beze kumaziko oqeqesho
                                                   lobutitshala.
                                               •   Ukuphuhlisa umgangatho wocikizeko lebutho lootitshala ngokusoloko
                                                   benikwa inkxaso yobungcali.
                                               •   Ukuphuhlisa uncedo olunokunikwa ngamajelo eendaba nayitheknoloji
                                                   (imfundo yekhompuyutha ne-ICT) ngenjongo yokuphucula umsebenzi
                                                   wokufundisa nokufunda nokuxhasa ikharityhulam.
                                               •   Ukuxhobisa ootitshala ngenjongo yokuqinisekisa uphuhliso
                                                   lwekharityhulam, imfezeko nenkxaso.
                                               •   Ukusungula imisebenzi yophuhliso lootitshala ngokusebenzisa iCape
                                                   Teaching Institute (CTI)
                                               •   Ukubonelela ootitshala ngenkxaso yobungcali.


13.4 Uvandlakanyo lweengxaki namanyathelo acetywayo okuzisombulula

      Liya lisanda ngokwanda inani labafundi abathunyelwa kwiziko zikarhulumente ezizodwa ngenxa
      yokuba benengxaki yezinto ezithintela ukufunda kwabo. Eyona mfuno inkulu kukubekwa
      kwabafundi kumaziko olutsha nakwizikolo zezakhono. Kuqwalaselwa umcimbi wohlengahlengiso
      lweenkonzo ngeenjongo zokukhawulelana neemfuno zeSebe leMfundo leNtshona Koloni.

13.5 Inkcazo yamanyathelo acetywayo okuphucula umgangatho

      Ii-EMDCnezigqeba ngezigqeba zazo zityelela onke amaziko emfundo ziwancedise
      ngokuxhotyiswa ngolwazi nezakhono kwiinkalo ngeenkalo nangezinto ezifanele kwenziwa, umzkl
      ukunyulwa kwezigqeba zolawulo ezitsha, imicimbi yemali, ikharityhulam, ukusetyenziswa kwe-
      IQMS, njl.



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      Amanyathelo asoloko ethathwa ngokuphathelele kuqeqesho lwamalungu ee-SMTabandakanya
      ulawulo lwekharityhulam, uphuculo lweendlela zokuziphatha ezakhayo, amakhosikazi
      kwizikhundla zobunkokeli, ulawulo lomgaqo-nkqubo, iinguqulelo ezisandula ukwenziwa
      emithethweni nezigqibo ezityikityiweyo.

      Ukuguqulwa kwezikolo zomfundo eyodwa zibe ngamaziko oncedo, ngokwezikhokelo zePhepha
      leNgcaciso yoMgaqo-nkqubo weMfundo 6, kunegalelo ekwandeni kwenkxaso enikwa abafundi
      abaneemfuno zemfundo ezizodwa kwizikolo zesiqhelo. Abasebenzi benkxaso kwii-EMDC
      babonelelwa ngoqeqesho. Ootitshala be-CS kuMaziko oLutsha (Basic Qualification in Secure
      Care), abonyango noonontlalontle.

13.6 Inkcazo ngoncedo olunikwayo

      Iphezulu kakhulu impumelelo yabafundi kwizikolo zemfundo eyodwa. Izikolo ezihlanu zifikelele
      kwizinga le-100% ngempumelelo yabafundi. Eli zinga lingaphaya kwamazinga ezikolo zesiqhelo.

      Abafundi beZiko zeZakhono bakholisa ukuyifumana lula imisebenzi kunabo bakwezinye izikolo
      zemfundo eyodwa, kanti nabo bakwizikolo zesiqhelo. Kambe ke izinto ezifana nemeko ekuyiyo ngoku
      kwezoqoqosho nokungafumaneki kwengqesho, zinegalelo elikhulu ekudodobaliseni.

      Zonke izikolo zikarhulumente ezizodwa zibonelelwa ngenkxaso-mali ngokujonga ulwabelo ngomfundi
      ngamnye oluthathela ingqalelo amanani abafundi nangobungakanani beendidi ezithile zokhubazeko.
      Olu lwabelo lubandakanya nenkxaso-mali ye-LTSM, izinto zoncediso kukhubazeko nokulungiswa
      kwezakhiwo ngeenjongo zokubonelela ukuhamba kwabantu abakhubazekileyo, kwakunye
      nokubonelela ngezinto zothutho ezilungiselelwe abakhubazekileyo. Kananjalo inkxaso-mali
      yabancedisa kumagumbi okufundela nabaqhubi beebhasi yabelwa izikolo ngokoncediso-mali
      ngomfundi ngamnye ngokwemiqathango yomgaqo-nkqubo.




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14.   Umsebenzi 5: Imfundo ye-FET


14.1 Injongo yomsebenzi

      ukubonelela nge-FET kwiikholeji ze-FET zikarhulumente ngokwezikhokelo zoMthetho oyi Further
      Education and Training Act, 1998.

      Lo Msebenzi we-FET unale misetyenzana ilandelayo:
      Amaziko karhulumente
      o      ukubonelela iikholeji ze-FET zikarhulumente ezithile ngezinto zokusebenza
      Iinkonzo zobungcali
      o      ukuxhasa iikholeji ze-FET zikarhulumente
      Uphuhliso lwabasebenzi
      o      ukubonelela ngophuhliso lobungcali lwabo baziititshala nabangezotitshala kwiikholeji ze-FET
             zikarhulumentes

14.2 Uvandlakanyo lwemeko

      Iikholeji ze-FET ezilishumi elinesithathu ziye zadityaniswa zangamaziko amakhulu amathandathu
      kwaza kwaqeshwa namagosa alawulayo aziintloko (CEOs) okuba alawule la maziko mathandathu.
      Kufuneka kunikwa inkxaso okoko kumsebenzi wohlengahlengiso. Kuza kufuneka ngakumbi ukuba
      kuqulunqwe iinkqubo neendlela zokwenziwa komsebenzi nemisebenzi, kwandiswe nezibonelelo
      ukulungiselela ukunyuka kwamanani abafundi.

      Ikharityhulam yeekholeji ze-FET iqulunqwa ngokutsha. Ukusetyenziswa kwekharityhulam entsha
      kufuna uhlengahlengiso olukhulu kwindlela amiswe ngayo nalawulwa ngayo amaziko e-FET. Amalinge
      e-WCED kule nkalo onke ajoliswe ekuxhaseni umsebenzi woqulunqo lwekharityhulam
      nokukusetyenziswa kwayo nohlengahlengiso lwamaziko. Loo malinge ke abandakanya -
      •       Uphuhliso lootitshala: Ukuze kubonelelwe ngezifundo ezikumgangatho ophezulu kufuneka
              uphuhliso lootitshala oluya kuphucula ulwazi nezakhono kwimathematika, kunxityelelaniswe
              ulwazi lweenkcukacha zobungcali nemakwenziwe, kubonelelwe ngamathuba okuya kufumana
              amava emsebenzini, kuphuculwe amazinga emfundo ephunyelelweyo nobungcali boqeqesho.
              Iprojekthi eyiSupport to Education and Skills Development (SESD) Project exhaswa yiDANIDA
              iya kunika inkxaso kwimfundo noqeqesho olungqamene nemisebenzi. Iikholeji ziya kufumana
              ulwazi nezakhono zokuqulunqa izifundo eziqinisekisiweyo.
      •       Izibonelelo ezilulwakhiwo: Uqeqesho kwezobugcisa ngumsebenzi ozifuna kakhulu izinto
              zokusebenza, ngokohlobo olu lwawo. Iindibano zocweyo ezizodwa ekukhutshwa uqinisekiso
              ngazo ziyimfuneko enkulu kakhulu kuqeqesho lwabasebenzi oluyimpumelelo. IUkuze iikholeji
              ze-FET zikwazi ukukhula ngokuphinda-phindeke kahlanu kule minyaka isixhenxe okanye
              isibhozo izayo, kuya kufuneka lube lukhulu utyalomali kwizakhiwo, kwizinto zokusebenza
              nakubasebenzi.
      •       Inkxaso yabafundi: lo msebenzi ubandakanya ugayo nobhengezo nokuthathelwa ingqalelo
              kwamava emfundo yangaphambili, umsebenzi wokufakwa ezikholejini, inkxaso-mali nekxaso
              ezifundweni nokubekwa emisebenzini nokugcina umkhondo.
      •       Ekufezekisweni kwale misebenzi kuya kusetyenziswa iindlela ngeendlela zokunika iinkonzo
              ezifana nemfundo yeekhompuyutha, imfundo ngembalelwano, uqeqesho oluqhutyelwa
              emisebenzini, imisebenzi yezakhono Iprojekthi iDASSIE sisixhobo esingundoqo ekwandiseni
              ukusetyenziswa kwezi ndlela.


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14.3 Imigaqo-nkqubo, izinto eziphambili ngokubaluleka neenjongo ezicwangcisekileyo

       •     Ukukhuthaza ufikeleleko lweekholeji ze-FET
       •     Unxibelelwano phakathi kwemfundo ye-GET neMfundo ePHakamileyo (Higher Education)
       •     Ukuqulkunqa isicwangciso esiliqili sekharityhulam yeekholeji ze-FET nezigqeba zenkxaso
       •     Ukuqulunqa imisebenzi yokufunda emitsha ehambelanayo neemfuno zoqoqosho
             nezabahlali.

      Injongo ecwangcisekileyos for Umsetyenzana 5.1: Public institutions

               Inkalo ekujoliswe kuyo                                Injongo ecwangcisekileyo
        Ukuqinisekisa ukuba bonke abahlala     •   Ukubonelela abafundi ngendawo kwiikholeji ze-FET ngokomgaqo-
        kweli phondo bafumana imfundo ye-          nkqubo.
        FET esemgangathweni.                   •   Ukuphucula ufikeleleko nolwazi ngemfundo yeekholeji ze-FET
                                                   kubafundi abavela kumaqela awayefudula esingelwe phantsi.
                                               •   Ukwandisa amanani abafundi ababhalise kwiikholeji ze-FET kwizifundo
                                                   ezifanelekileyo, ngakumbi abo bafundi bavela kumaqela awayefudula
                                                   esingelwe phantsi.
                                               •   Ukukhuthaza uphuhliso lwezifundo ezihambelanayo neemfuno
                                                   zephondo eli kwezoqoqosho nakwezentlalo.
                                               •   Ukubonelela abafundi abavela kwiimeko zentlupheko ngemali-mboleko
                                                   yokufunda kwiikholeji ze-FET.
                                               •   Ukuseka iiyunithi xenkxaso yabafundi kuzo zonke iikholeji, zize zincede
                                                   ekugayweni, ekuxhasweni nasekuthathweni kwabafundi

      Iinjongo ezicwangcisekileyo zoMsetyenzana 5.2: Iinkonzo zobungcali

               Inkalo ekujoliswe kuyo                                Injongo ecwangcisekileyo
        Ukuqinisekisa ulawulo olunempumelelo   •   Ukufezekisa inkqubo epheleleyo nenolingano yokwabiwa kweemali,
        kuzo zonke iindawo ekufundelwa kuzo        kwezibonelelo zezakhiwo nabantu bokusebenza kuyo yonke imfundo
        nakwizigqeba ezinika inkxaso.              le.
                                               •   Ukuphucula ulwazi nezakhono zamagosa olawulo aziintloko
                                                   ngokusebenzisa inkxaso neqeqesho olujolisekileyo.
                                               •   Ukuphucula ulwazi nezakhono zekhansile zeekholeji ze-FET
                                                   ngokusebenzisa inkxaso neqeqesho olujolisekileyo.
                                               •   Ukuphucula ulawulo lwekharityhulam neenkqubo zokuvandlakanya.
                                               •   Ukuphucula ulawulo lweemali nophuculo lomgangatho kuwo onke
                                                   amanqanaba ngokwezikhokelo zomgaqo-nkqubo wephondo
                                                   nangokwesikhokelo somthetho.
                                               •   Ukubonelela zonke iikholeji ze-FET zikarhulumente ngenkxaso
                                                   yobungcali

      Iinjongo ezicwangcisekileyo zoMsetyenzana 5.3: Uphuhliso lwabasebenzi

               Inkalo ekujoliswe kuyo                                Injongo ecwangcisekileyo
        Ukuxhobisa nokuxhasa ootitshala        •   Ukubonelela iikholeji ze-FET zikarhulumente ngootitshala
        kumalinge abo okubonelela ngemfundo        ngokomgaqo-nkqubo.
        enempumelelo.                          •   Ukuphuhlisa umgangatho wocikizeko lebutho lootitshala ngokusoloko
                                                   benikwa inkxaso yobungcali.
                                               •   Ukuphuhlisa uncedo olunokunikwa ngamajelo eendaba nayitheknoloji
                                                   (imfundo yekhompuyutha ne-ICT) ngenjongo yokuphucula umsebenzi
                                                   wokufundisa nokufunda nokuxhasa ikharityhulam.
                                               •   Ukuxhobisa ootitshala ngenjongo yokuqinisekisa uphuhliso
                                                   lwekharityhulam, imfezeko nenkxaso.



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14.4 Uvandlakanyo lweengxaki namanyathelo acetywayo okuzisombulula

      Isantya sokukhula kwamanani abafundi abafunda isigxina (FTE’s) kwiikholeji ze-FET silityaziswa
      kuphela yingxaki yezinto nabantu bokusebenza, umzkl abasebenzi, izixhobo zokusebenza, imali, njl.
      Ubungqina obubonakalayo buxela ukuba amanani ekujoliswe kuwo aza kufikelela xa kudityaniswa
      abafundi abaye babhalisa kunyakamali ka-2004/05. Iikholeji ze-FET ziqhuba izifundo eziqalela
      kweeyurana ezimbalwa nje ukuya kwezithatha iminyaka, ngokwexesha lokuzigqiba ezilithayo. Ubhaliso
      lwabafundi ke ngoko luqhuba okoko. Ubalo lwee-FTE zonyaka owandulelayo lufumaneka kuphela
      ngoApreli wonyaka olandelayo, njengoko olu balo lusenziwa ngeendlela ezingekho lula ngabantu
      abangabhloli bangaphandle, xa kusenziwa uhlolo lweengxelo zemali zekholeji leyo.

14.5 Inkcazo yamanyathelo acetywayo okuphucula umgangatho

      IMisebenzi ekujoliswe kuyoiza kubenza ootitshala basekholejini bakwazi:
      •     Ukuphucula izakhono zemathematika nokuqonda imathematika
      •     Ukuphucula amazinga emfundo abayiphumeleleyo
      •     Ukuvandlakanya ukufunda kwabafundi okuyifezekisayo imigantho ebekwa yi-Umalusi ne-SETA .
      •     Ukujongana nemiqobo ethintela ukufunda.

      Iikholeji ziza kuseka iiyunithi zokuxhasa abafundi abaninzi abaphuma kwiimeko ngeemeko
      ezahlukeneyo zokufunda namava ahlukeneyo. Ukugcina umkhondo wabafundi kuza kuqhutywa
      ngenjongo yokuxhasa abafundi ekukhetheni izifundo abafuna ukuzithatha. Iikholeji ziza kuthi kananjalo
      ziqulunqe izicwangciso eziliqili zokwenza ukuba imfundo yeekholeji ze-FET, izicwangciso ezo ezifana
      •       neendlela ngeendlela zokufundisa (ukufunda ngeekhomppuyutha, ukufunda ngembalelwano,
              ukufunda ngoqeqesho lwasemisebenzini, amaphulo ophuhliso lwezakhono, njl.)
      •       Izibonelelo noqeqesho olukhawulelanayo neemfuno zabafundi abahlukeneyo ngezakhono
      •       Iindawo ezintsha zokufundela kwiindawo ezihlelekileyo nezisemaphandleni
      •       Izikim zeebhasari nokuthathelwa ingqalelo yamava okufunda angaphambili (Recognition of Prior
              Learning (RPL))

      Ukwamkeleka nexabiso lezifundo ezigqitywe kwiikholeji ze-FET kuya kuxhomekeka kumgangatho
      wezifundo ezo ziqhutywayo. Iikholji ziya kuqulunqa zisebenzise iinkqubo zolawulo lomgangatho
      ngeenjongo zokuvavanya nokuphucula umgangatho wezifundo ezifundiswayo nowezinye izinto
      eziqhutywayo ezingezozifundo.

14.6 Inkcazo ngoncedo olunikwayo

       Ukuthabatha kwabantu abadala inxaxheba kuza kwanda njengokuba kusiya kuqaliswa
       ngoqeqesho lwasemsebenzini olongezelelekileyo nje, xa kuthathwa ukuba wonke umntu
       ongaphezu kweminyaka yobudala engama-21 ngumntu omdala.

      Iikholeji ze-FET zibonelelwa ngokunikwa ootitshala abakhethwa ngokwesikhokelo esiyiPost
      Provisioning Model, abasebenzi abangezotitshala nangoncediso-mali lweentlawulo zobuhlali
      neerhafu, ngokwuthengwa nokuphuhliswa kwezibonelelo ezilulwakhiwo kwakunye nolunye
      uncediso-mali nje olujoliswe kwizinto (ezithile).




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15.    Umsebenzi 6: iMfundo noqeqesho lwabadala


15.1   Injongo yomsebenzi

       Ukubonelela ngemfundo ye-ABET ngokwezikhokelozoMthetho oyi-Adult Basic Education and Training
       Act, 2000.

       Umsebenzi we-ABET unale misetyenzana ilandelayo:
       Uncediso-mali lwamaziko azimeleyo
       o      ukuxhasa amazikoathile azimeleyo e-ABET ngoncediso-m
       iiNkonzo zobungcali
       o      ukuxhasa iindawo eziqhuba imfundo ye-ABET
       uPhuhliso lwabasebenzi
       o      ukubonelela ngobungcali bophuhliso lootitshala nabo bangezozittishala kwiindawo zemfundo
             ye-ABET

15.2 Uvandlakanyo lwemeko

       Ngo-2003 bebengama-10 000 abafundi ababhalise kwizifundo zenqanaba le-GET. Abafundi
       abangama-6 000 babebhalise kwizifundo ze-ABET zamanqanaba 1 nele-2, abangama-4 000
       kwezamanqanaba 3 nele-4. Kambe ke abantu abangaphaya kwe-1,5 million abahlala apha eNtshona
       Koloni banemfundo engaphantsi kune-GETC okanye inqanaba elilingana nayo. Ngokucacileyo ke
       iSebe leMfundo leNtshona Koloni alingekhe likwazi ukukhawulelana neemfuno zemfundo zabantu
       abangaka lilodwa nje, into ke leyo eethetha ukuthi kuza kufuneka lifune amahlakani.

       I-WCED linobuhlakani namasebe nezigqeba zikarhulumente ezahlukeneyo. Ngobu buhlakani
       abasebenzi bamasebe karhulumente wephondo banikwa amathuba okuba bafumane iziqinisekiso ze-
       GETC. Izikhokelo eziziqulunqo zokusetyenziswa kobu buhlakani zaye zaqulunqwa ngo-2004.
       Kwezinye zezinto ezibandakanywa zezi zikhokelo kukho izigaba zokusetyenziswa kobuhlakani,
       iinxaxheba noxanduva lwabo bababandakanyekayo, iindleko nabasingathi bezo ndleko.

       Kananjalo ubuhlakani buye babethelelwa njengobusesikweni ngeZiivumelwano zokuQondana
       (Memorandums of Understandings). Omabini la maqela, oko kukuthi iSebe leMfundo leNtshona Koloni
       njengomniki-nkonzo nehlakani (umzkl. isebe likarhulumente wephondo), ayasityikitya esi Sivumelwano
       sokuQondana.

       Ubuhlakani bunegalelo elikhulu kakhulu kwinani labafundi kwii-CLC. Ukuqeshwa kweemanejala
       zamaziko ezisebenza isigxina (full-time Centre Managers (CM)) nabanxibelelanisi beendawo
       zokufundela (Site Co-ordinators (SC)) nento yokuba iikhontrakthi zezinye iiManejala zaMaziko
       nezabaNxibelelanisi beeNdawo zokuFundela ziyahlaziyeka, iya kuqinisekisa uzinzo kwii-CLC ezininzi.
       Le nto iqinisekisa uphuculo locwangciso, nolawulo lwee-CLC. Inkxaso nesikhokelo esinikwa ngakumbi
       ngamagosa e- ABET kwii-EMDC ziyazinceda ii-CLC ekubeni zikwazi ukukhawulelana neemfuno
       zabahlali beendawo ezikuzo nokuqinisekisa ukuba amanani abafundi ayenyuka.

15.3 Imigaqo-nkqubo, izinto eziphambili ngokubaluleka neenjongo ezicwangcisekileyo

       Kuza kubonelelwa abafundi abangama-2 500 abatsha ngonyaka ukuba babhalise kwimfundo ye-
       ABET. Loo nto iza kwenziwa ngokubonelela ngezi zinto zilandelayo:
       •    Iikharityhulam zamanqanaba 1, 2 nele-3 e-ABET – ezibandakanya imisebenzi emibini, ukubala
            nokufunda, eziqhutywa kuwo onke amaziko okufunda asekuhlaleni
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      •        Amaziko eNqanaba 4 asekelwe ukuba abonelele ngeenkalo ngeenkalo ezahlukeneyo
               zokufunda ezikhokelela ekufunyanweni kwe-GETC ngumfundi kuloo ndawo ahlala kuyo
      •        Ukubonelela ngezakhiwo neemali zokuxhasa ikharityhulam ye-ABET
      •        Zonke ii-CLC zifumana ikhompuyutha neprinta
      •        Bonke ootitshala abakhoyo bayalufumana uqeqesho ekujoliswe kulo nokuba bonke ootitshala
               abatsha bafumana uqeqesho loqhelaniso, uqeqesho nophuhliso
      •        Bonke oomanejala bee-CLC bafumana uqeqesho olufanelekileyo (izakhono zobungcali
               nezicwangciso zokuziphuhlisa) noluqhutywa okoko

      Iinjongo ezicwangcisekileyo zoMsetyenzana 6.1: uNcediso-mali lwamaziko oluntu

                 Inkalo ekujoliswe kuyo                               Injongo ecwangcisekileyo
          Ukuphucula ufikeleleko lwe-ABET        •   Ukwandisa amanani abafundi, ngakumbi ababhinqileyo, abafundi
          nophuhliso lwezakhono zabantu              basemaphandleni, ababhalise kwizifundo ze-ABET neze-AFET kwii-
          abadala ngokomgaqo-nkqubo.                 CLC ngama-2 500 ubuncinane ngonyaka ngamnye.
                                                 •   Ukuqulunqa imfundo ye-ABET ne-AFET esekelwe kwiinjongo ezithile.
                                                 •   Ukuseka ubuhlakani namanye amasebe karhulumente, izigqeba
                                                     zemfundo noqoqosho (ii-SETA) nemibutho engeyoyakwarhulumente
                                                     (NGOs) ekuqhutyweni kwezifundo ze-ABET ne-AFET.
                                                 •   Ukunyusa amanani aabafundi abangabantu abadala abazigqiba
                                                     ngempumelelo izifundo izifundo zabo kumanqanba e-ABET nawe-FET.

      Iinjongo ezicwangcisekileyo zoMsetyenzana 6.2: iiNkonzo zobungcali

                 Inkalo ekujoliswe kuyo                               Injongo ecwangcisekileyo
          Ukuqinisekisa ulawulo olunempumelelo   •   Ukusondeza inkxaso ngolawulo nophuhliso kwii-CLC ngomsebenzi
          kuzo zonke iindawo ekufundelwa kuzo        wee-EMDCs nangezinye iinkonzo zobungcali.
          nakwizigqeba ezinika inkxaso.          •   Ukufezekisa inkqubo epheleleyo nenolingano yokwabiwa kweemali,
                                                     kwezibonelelo zezakhiwo nabantu bokusebenza kuyo yonke imfundo
                                                     le.
                                                 •   Ukuphucula ulwazi nezakhono zeemanejala zee-CLC ngokusebenzisa
                                                     inkxaso neqeqesho olujolisekileyo.
                                                 •   Ukuphucula ulwazi nezakhono zezigqeba ezilawulayo ngokusebenzisa
                                                     inkxaso neqeqesho olujolisekileyo.
                                                 •   Ukuphucula ulawulo lwekharityhulam neenkqubo zokuvandlakanya.
                                                 •   Ukuphucula ulawulo lweemali nophuculo lomgangatho kuwo onke
                                                     amanqanaba ngokwezikhokelo zomgaqo-nkqubo wephondo
                                                     nangokwesikhokelo somthetho.
                                                 •   Ukubonelela onke amaziko e-ABET ngenkxaso yobungcali.

      Iinjongo ezicwangcisekileyo zoMsetyenzana 6.3: uPhuhliso lwabasebenzi

                 Inkalo ekujoliswe kuyo                               Injongo ecwangcisekileyo
          Ukuxhobisa nokuxhasa ootitshala        •   Ukuphuhlisa umgangatho wocikizeko lebutho lootitshala ngokusoloko
          kumalinge abo okubonelela ngemfundo        benikwa inkxaso yobungcali.
          enempumelelo.                          •   Ukuphuhlisa uncedo olunokunikwa ngamajelo eendaba nayitheknoloji
                                                     (imfundo yekhompuyutha ne-ICT) ngenjongo yokuphucula umsebenzi
                                                     wokufundisa nokufunda nokuxhasa ikharityhulam.
                                                 •   Ukuxhobisa ootitshala ngenjongo yokuqinisekisa uphuhliso
                                                     lwekharityhulam, imfezeko nenkxaso.




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15.4 Uvandlakanyo lweengxaki namanyathelo acetywayo okuzisombulula

       Abafundi bee-CLC abafani nabafundi abasezikolweni okanye ababhala iimviwo zesiqhelo kuba
       bona abakwazi ukuba bafumane iziqinisekiso ze-GETC ngokuhlalela uviwo olunye nje kuphela
       kwinqanaba 4 le-ABET. Abafundi baye baqinisekiswe impumelelo kwizifundo abazigqibileyo
       kwisithuba esiyiminyaka emibini ukuya kwemithathu ubuncinane. Uthi ke umfundi asakuba
       ezifezekisekile iimfuno ezili-120 abe nokukwazi ukunikwa i-GETC sisigqeba UMALUSI. Ngeso sizathu
       ke amanani eziqinisekiso ze- GETC ezikhutshiweyo (abona bagqibileyo) aphantsi xa kuthelekiswa
       neenkalo ebekujoliswe kuzo. Kananjalo, iziqinisekiso zokuphumelela izifundo ezithile zikhutshwa
       kuphela basakuba abafundi bezigqibile ezo zifundo.

15.5 Inkcazo yamanyathelo acetywayo okuphucula umgangatho

       •    Ukuqulunqa ikharityhulam yamanqanaba 1 – 4 e-ABET esekelwe kwiinjongo ezithile nenika
            amathuba okuvavanywa rhoqo.
       •    Amaziko eNqanaba 4 asekelwe ukuba abonelele ngeenkalo ngeenkalo ezahlukeneyo zokufunda
            ezikhokelela ekufunyanweni kwe-GETC ngumfundi kuloo ndawo ahlala kuyo.
       •    Imisebenzi yeekholeji ze-FET, ngokufanelekileyo, iyenziwa kuMaziko okuFunda asekuHlaleni
            aqhuba imfundo ye-FET.
       •    Isikhokelo soqeqesho nophuhliso blwabasebenzi bamaziko e-ABET siza kuqulunqwa
            sisetyenziswe. Esi sikhokelo siza kuqinisekisa ukuba bonke ootitshala abakhoyo bayalufumana
            uqeqesho ekujoliswe kulo nokuba bonke ootitshala abatsha bafumana uqeqesho loqhelaniso,
            uqeqesho nophuhliso.
       •    Amaziko asezikolweni ayafikelela kwizibonelelo zezakhiwo eziyimfuneko ekuqinisekiseni
            ukuqhutywa kwekharityhulam ngempumelelo (makuqulunqwe ubuncinane bemiqathango
            yesivumelwano phakaathi kwesikolo eso ne-CLC leyo).
       •    Indawo yokufundisela nganye inayo ikhompuyutha enye ubuncinane, enemodem nekwaziyo
            ukuqhagamshelwa emnxebeni.
       •    Kuza kuqulunqwa iindlela ezifanelekileyo zokubeka abafundi kwizifundo ezibafaneleyo zize ke
            zisetyenziswe. Kananjalo, abafundi baza kunikwa amathuba okufumana iingcebiso (imisebenzi
            abanokuyilandela, iinzima zasekuhlaleni nezokufunda) neenkqubo ze-RPL ziza kusetyenziswa
            ngee-CLC eziphambili.
       •    I-CLC ye-ABET nganye iza kutyelelwa ngeenjongo zokuya kuqinisekisa umgangatho qho emva
            kweminyaka emithathu. Ujoliso lwalo msebenzi woqinisekiso lomgangatho luya kuba
            semgangathweni nasekufanelekeni kwezifundo eziqhutywayo, nakumazinga okugqitywa
            kwezifundo zamanqanaba 1 – 4 e-ABET nawokufunyanwa kwe-FETC.

15.6   Inkcazo ngoncedo olunikwayo


       Inkxaso-mali enikwa amaziko okufunda asekuhlaleni emfundo noqeqesho lwabadala (ABET
       CLCs) ibalwa ngokusebenzisa indlela yokubekwa kweemfuno zolawulo nolwabelo lwe-LTSM,
       kuthathelwa ingqalelo amanani abafundi benqanaba le-ABET nele-FET kwimimandla
       yasezidolophini nakwimimandla yasemaphandleni.




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16.   Umsebenzi 7: iMfundo yabaNtwana yasekuQaleni (Early childhood development)


16.1 Injongo yomsebenzi

      Ukubonelela nge-ECD kwiBanga R ngokwezikhokelo zePhepha leNgcaciso yoMgaqo-nkqubo 5.

      Umsebenzi we-ECD unale misetyenzana ilandelayo:
      iBanga R kwizikolo zikarhulumente
      o      ukubonelela izikolo zikarhulumente ezithile ngezincedisi-mfundo eziyimfuneko kwiBanga R
      iBanga R kumaziko asekuhlaleni
      o      ukuxhasa amaziko asekuhlaleni athile kwinqanaba leBanga R
      Iinkonzo zobungcali
      o      ukuxhasa izikolo ze-ECD
      Uphuhliso lwabasebenzi
      o      ukubonelela ngophuhliso lootitshala nabo bangezotitshala kwizikolo ze-ECD

16.2 Uvandlakanyo lwemeko

      Nangona bebaninzi apha eNtshona Koloni abantwana abaphakathi kweminyaka 6 ukuya kwi-15
      abasezikolweni, asingabo bonke abantwana abaneminyaka emihlanu abakwaziyo ukufikelela
      kwimfundo yakwaGrade R. Injongo yephondo eli ngokuphathelele kuGrade R kukuba afike u-2010
      bonke abantwana abaneminyaka emihlanu kwiPhondo leNtshona Koloni bebonelelwe ngemisebenzi
      yemfundo ekumgangatho ophezulu kwaphaya kwinqanaba lokuqala lemfundo yasesikolweni, kwa
      Grade R.

      Xa kunokusetyenziswa uqikelelo olungekho phezulu lwamanqanaba enxaxheba ango-2004 eNtshona
      Koloni, olungama-45 000 kubafundi abangama-80 000, oko kungaxela ukuba kungalindeleka ukuba
      kongongezeleka abafundi abangama-35 000 kwisithuba esiphakathi kuka-2005 no-2010. Loo nto ke
      ithetha ukubhaliswa kwabantwana abaneminyaka emihlanu abangama-4 000 ukuya kuma-6 000
      ngonyaka ngamnye kwisithuba esiphakathi kuka-2005 no-2010. Kambe ke aba bafundi kufuneka
      ukuba babhaliswe kwizifundo ezikumgangatho ophezulu, kuba kaloku ukubonelelwa kwabantwana
      abancinane ngemfundo yakwa Grade R kusekelwe kwinkolelo yokuba le mfundo ibeka isiseko
      esiqinileyo nesiluncedo ekufundeni esikolweni. Le nkkolelo ixhaswa ziziphumo ngeziphumo zophando
      olwenziweyo, ekubandakanywa kuzo uphando ngovavanyo lwabafundi bakwaGrade 3 olwaqhutywa
      ngo-2001. Olu phando lubonisa ukuhambelana okukhulu phakathi kolwazi lokufunda nokubala
      kwaGrade 3 namathuba okufikelela kwizifundo ezandulela imfundo yaseprayimari.


16.3 Imigaqo-nkqubo, izinto eziphambili ngokubaluleka neenjongo ezicwangcisekileyo

      Umgaqo-nkqubo wephondo eli kukubonelela abantwana ukuya kwabaneminyaka emihlanu ngemfundo
      yeBanga R esemgangathweni ophezulu. Le mfundo kufuneka ikhuthaze ukukhula kwabantwana
      abaneminyaka emihlanu ngokwasentlalweni, engqondweni, emphefumlweni nasemzimbeni, iqinisekise
      ngakumbi ukuba aba bantwana bakwiindawo zemfundo ezikhuselekileyo nezinika umdla. Le ndawo ke
      ibaluleke kakhulu kwezo ndawo apho abazali bangafundanga namakhaya engenazo izinto zokufunda
      nezokuncedisa izifundo.

      Ikharityhulam yeBanga R yeNkcazo yeKharityhulam yeSizwe (National Curriculum Statement (NCS)
      izicacisa ngokuthe gca izakhono nolwazi elufanele kufunikwa abantwana abaneminyaka emihlanu.

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      Umngeni elijongene nawo ke iphondo eli kukuba liqinisekise ukuba iziphumo zemfundo yebanga R
      NCS, ngakumbi ekufundeni nasekubaleni ziyagxininiswa zifunyanwe ngabo bonke abafundie
      kwiindawo ezinebanga R ngo-2010.

      Iinjongo ezicwangcisekileyo zoMsetyenzana 7.1: iBanga R kwizikolo zikarhulumente

               Inkalo ekujoliswe kuyo                               Injongo ecwangcisekileyo
        Ukuqinisekisa ukuba bonke abahlala     •   Ukubonelela ngendawo yamabanga R kwizikolo zikarhulumente
        kweli phondo bafumana imfundo              zesiqhelo ngokomgaqo-nkqubo nobukho bendawo yokufunda
        esemgangathweni                            yokufundisa.
                                               •   Ukuphucula ufikeleleko lwemfundo kubanfundi abavela kumaqela
                                                   awayefudula esingelwe phantsi.
                                               •   Ukwandisa amanani abafundi abakwizifundo zebanga R khona ukuze
                                                   bonke abafundi abaneminyaka emihlanu abahlala eNtshona Koloni
                                                   babhaliswe kwizifundo zebanga R.
                                               •   Ukuqinisekisa ukuba iziphumo zemfundo ze-NCS ziyafundiswa kwaye
                                                   ziyafikelelwa kuwo onke amabanga R (kuya kuqhutywa iimvavanyo
                                                   zokukhangela ukukulungela kwabantwana ukuya kuqala isiko)
                                               •   Ukubonelelwa kweendawo zonke ngezincedisi-mfundo zokuxhasa
                                                   ukufundiswa kwe-NCS kwibanga R
                                               •   Ukuqeqesha bonke ootitshala bebanga R kwi-NCS
                                               •   Ukukhangela abantwana abasokolayo nokuqwalasela ezo zinto
                                                   zizizithintelo kwimfundo yabo.

      Iinjongo ezicwangcisekileyo zoMsetyenzana 7.2: iBanga kumaziko asekuhlaleni

               Inkalo ekujoliswe kuyo                               Injongo ecwangcisekileyo
        Ukuqinisekisa ukuba bonke abahlala     •   Ukubonelela ngendawo yebanga R kumaziko asekuhlaleni axhaswa
        kweli phondo bafumana imfundo              ngurhu lumente ngokwezikhokelo zomgaqo-nkqubo, kodwa isikakhulu
        esemgangathwen                             ngokwezePhepha leNgcaciso yoMgaqo-nkqubo 5 (White Paper)
                                               •   Ukuphucula ufikeleleko lwemfundo kubanfundi abavela kumaqela
                                                   awayefudula esingelwe phantsi.
                                               •   Ukuqinisekisa ukuba iziphumo zemfundo ze-NCS ziyafundiswa kwaye
                                                   ziyafikelelwa kuwo onke amabanga R (kuya kuqhutywa iimvavanyo
                                                   zokukhangela ukukulungela kwabantwana ukuya kuqala isikolo)
                                               •   Ukubonelelwa kweendawo zonke ngezincedisi-mfundo zokuxhasa
                                                   ukufundiswa kwe-NCS kwibanga R
                                               •   Ukuqeqesha bonke ootitshala bebanga R kwi-NCS
                                               •   Ukukhangela abantwana abasokolayo nokuqwalasela ezo zinto
                                                   zizizithintelo kwimfundo yabo.

      Injongo ecwangcisekileyos for Umsetyenzana 7.3: Professional services

               Inkalo ekujoliswe kuyo                               Injongo ecwangcisekileyo
        Ukuqinisekisa ulawulo olunempumelelo   •   Ukusondeza inkxaso ngolawulo nophuhliso kwiindawo zebanga R
        kuzo zonke iindawo ekufundelwa kuzo        ngomsebenzi wee-EMDCs nangezinye iinkonzo zobungcali.
        nakwizigqeba ezinika inkxaso.          •   Ukufezekisa inkqubo epheleleyo nenolingano yokwabiwa kweemali,
                                                   kwezibonelelo zezakhiwo nabantu bokusebenza kuyo yonke imfundo
                                                   le.
                                               •   Ukuphucula ulwazi nezakhono zootitshala bebanga R ngokusebenzisa
                                                   inkxaso neqeqesho olujolisekileyo.
                                               •   Ukuphucula ulwazi nezakhono zezigqeba ezilawulayo ngokusebenzisa
                                                   inkxaso neqeqesho olujolisekileyo.




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              Inkalo ekujoliswe kuyo                                Injongo ecwangcisekileyo
                                              •   Ukuphucula ulawulo lwekharityhulam neenkqubo zokuvandlakanya.
                                              •   Ukuphucula ulawulo lweemali nophuculo lomgangatho kuwo onke
                                                  amanqanaba ngokwezikhokelo zomgaqo-nkqubo wephondo
                                                  nangokwesikhokelo somthetho.
                                              •   Ukubonelela zonke iindawo zebanga R ngenkxaso yobungcali.

      Injongo ezicwangcisekileyo zoMsetyenzana 7.4: Uphuhliso lwabasebenzi

              Inkalo ekujoliswe kuyo                                Injongo ecwangcisekileyo
        Ukuxhobisa nokuxhasa ootitshala       •   Ukuqinisekisa ukuba iphondo eli liqesha inani elaneleyo lootitshala
        kumalinge abo okubonelela ngemfundo       abaqeqeshwe ngokufanelekileyo.
        enempumelelo.                         •   Ukuphuhlisa umgangatho wocikizeko lebutho lootitshala ngokusoloko
                                                  benikwa inkxaso yobungcali kwi-RNCS.
                                              •   Ukuxhobisa ootitshala ngenjongo yokuqinisekisa uphuhliso
                                                  lwekharityhulam, imfezeko nenkxaso.
                                              •   Ukubonelela ootitshala ngenkxaso yemfundo eyodwa.


16.4 Uvandlakanyo lweengxaki namanyathelo acetywayo okuzisombulula
      Ukunqongophala kwemali yeyona ngxaki inkulu. Kwamanye amaphondo ukuhla kwamanani
      abafundi baseziprayimari aza kuvumela ukuba ukunyuka kwamanan kwibanga R. Ukufudukela
      kwabantu kwiPhondo leNtshona Koloni kuthetha ukuba eli Sebe lona alinakuba nakho ukuthatha
      le ndlela.

      Ukufikeleleka kweendawo ezisemaphandleni nezikude kuseyingumngeni ezijongene nawo ii-
      EMDCs.

16.5 Inkcazo yamanyathelo acetywayo okuphucula umgangatho
      Urhulumente wephondo, kwisithuba esiphakathi kuka-2005 – 2010 uza -
      •     kuqinisekisa ukuba bonke abantwana abaneminyaka emihlanu kweli phondo leNtshona Koloni
            babhalisile kwiBanga R
      •     kuqinisekisa ukuba iziphumo zemfundo ze-NCS ziyafundiswa kwaye ziyafikelelwa kuwo onke
            amabanga R (kuya kuqhutywa iimvavanyo zokukhangela ukukulungela kwabantwana ukuya
            kuqala isikolo)
      •     kubonelela ngezincedisi-mfundo zokuxhasa ukufundisa amabanga R e-NCS kuzo zonke
            iindawo ezinebanga R
      •     kuqinisekisa ukuba bonke ootitshala be-ECD bayaqeqeshwa banikwe nenkxaso ekufundiseni
            ibanga R le-NCS
      •     kuqinisekisa ukuba bonke abafundi “abasokolayo” bayabonwa, zize nezo zinto zizizithintelo
            zemfundo yabo zinikwe ingqwalaselo ngamaqela enkxaso asezikolweni nasezithilini
      •     kuqinisekisa ukuba zonke iindawo ziza kutyelela kuqinisekiswe ukhuseleko lwabafundi
            nomgangatho wenkonzo abayinikwa, qho emva kweminyaka emithathu

16.6 Inkcazelo Inkcazo ngoncedo olunikwayo

      Ukubonelelwa kwemfundo yakwaGrade R ngezinto zokusebenza kungoku nje kwenziwa
      ngokobonelelo kwabasebenzi ngenkxaso-mali nangokobonelelo ngoncediso-mali lwe-LTSM. Kambe
      ke indlela esekelwa kuyo inkxaso-mali iguqulelwa kwisikhokelo soncediso-mali kuphela. Ngale ndlela
      imfundo yakwaGrade R iza kubonelelwa ngokukhupha uncediso-mali ngokomfundi ngamnye, olubalwa
      ngokokushiyana kwamazinga entlupheko. Olu ke luza kusetyenziselwa ukuhlawula ootitshala
      nokuthenga izincedisi zokufundisa nokufunda (LTSM) nokufuna iindawo zokufundisela.

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17.   Umsebenzi 8: Iinkonzo zoncediso nezinxulumene nazo


17.1 Injongo yomsebenzi

      Ukubonelela amaziko emfundo ngokubanzi ngenkxaso.

      Umsebenzi weenkonzo zoncediso nezinxulumene nazo unale misetyenzana:
      iiNtlawulo ze-SETA
      o       ukubonelela ngophuhliso lwabasebenzi ngokwemiqathango yoMthetho oyiSkills Development
              Act
      iiProjekthi zoncediso-mali olunemiqathango
      o       ukubonelela ngeeprojekthi ezichongwe liSebe leMfundo lesizwe ezichaphazela imisebenzi
              engaphezulu kumsebenzi omnye nezinikwa inkxaso-mali ngoncediso-mali olunemiqathango
      iiMviwo zangaPhandle
      o       ukubonelela ngeenkonzo zeemviwo ezilawulwa liSebe eli
      uQeqesho lootitshala
      o       ukuncedisa ngootitshala abaqeqesheke ngokufanelekileyo nabawaziyo umsebenzi wabo
      iKapa elihlumayo
      o       ukuncedisa ekusekeni ibutho labantu bokusebenza

17.2 Uvandlakanyo lwemeko

      Inkulu kakhulu inxaxheba negalelo le-WCED kwidabi lokulwa nentlupheko nasekwandiseni uqoqosho,
      njengoko iyiyo ehamba phambili kuphuhliso lwabasebenzi apha eNtshona Koloni. Lo mngeni ke uya
      kuxhaswa zezi zinto zilandelayo:

       •     uMthetho oyiSkills Development Act;
       •     uNcediso-mali olunemiqathango lwe-HIV/AIDS lokubonelela ngenkxaso yemfundo ye-HIV/AIDS
             Life Skills ezikolweni, nokuqinisekisa ufikeleleko olufanelekileyo kwinkqubo emanyanisiweyo
             efanelekileyo nenempumelelo yothintelo, ulondolozo nenkxaso (jonga kuMthetho oyiDivision of
             Revenue Act);
       •     ukubonelela ngoqinisekiso olugunyazisiweyo noluthembekileyo ngokusebenzisa iimviwo;
       •     ukugaywa kootitshala;
       •     nokubonelela ngesiseko sophuhliso lwazo zonke izakhono

17.3 Imigaqo-nkqubo, iindawo eziphambili ngokubaluleka neenjongo ecwangcisekileyo

      Inkulu kakhulu inxaxheba negalelo le-WCED ekucebeni nasekuqhubeni iSicwangciso esiliQili
      soPhuhliso lwaBasebenzi, njengoko libonelela ngale misebenzi mibini:
            I-GET esisiseko ekumiselwa phezu kwaso lonke uphuhliso lwabasebenzi (HRD) kweli
            phondo; kunye
            ne-FET ebonelela ngamathuba okuphucula izakhono nolwazi oluyimfuneko yomsebenzi
            nokuthatha inxaxheba kuqoqosho.

       Imfuno ephambili yeSicwangciso esiliQili soPhuhliso lwaBasebenzi (HRDS) bubukho bootitshala
       abaqeqesheke ngokupheleleyo nangokufanelekileyo, ngakumbi abo bafundisa imathematika
       nezenzululwazi. Abafundi abanqwenela ukungena kulo msebenzi wobutitshala bayazinikwa iibhasari
       ezichongiweyo zokuqhuba izifundo zabo. Ezo bhasari ke zinikwa abafundi abanqwenela ukungena
       kwezo nkalo zithe zafunyaniswa ngophando ukuba zezona zifuna ukongezelwa ootitshala.
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      Enye yezinto eziyimiqobo emibi kuphuhliso lwabasebenzi apha eMzantsi Afrika ngubhubhani i-HIV
      /AIDS pandemic. I-WCED iya kuthi ithathe inxaxheba ebaluleke kakhulu ekuqinisekiseni ukuba bonke
      ootitshala nabafundi banalo ulwazi neenkcukacha nge-HIV/AIDS.

             Intlupheko ngomnye umqobo ombi olubeka emngciphekweni uphuhliso lwabasebenzi.
             Ngenjongo yokukhawulelana nezinye zeziphumo zentlupheko i-WCED iye yasungula isikim
             smali-mboleko yemfundo yeekholeji ze-FET (FETCollege Loan Scheme).

      Iinjongo ezicwangcisekileyo zoMsetyenzana 8.1: iiNtlawulo ze-SETA

              Inkalo ekujoliswe kuyo                                   Injongo ecwangcisekileyo
        Ukubonelela ngophuhliso lwabasebenzi   Ukuxhasa iphulo eliyi- Education Training and Development Practices (ETDP)
        ngokwezikhokelo zoMthetho oyiSkills    ne-SETA ngokuphathelele kulawulo lwecandelo eli.
        Development Act.

      Iinjongo ezicwangcisekileyo zoMsetyenzana 8.2: iiProjekthi zoncedo-mali olunemiqathango

              Inkalo ekujoliswe kuyo                                   Injongo ecwangcisekileyo
        Ukubonelela ngemfundo ye-HIV/AIDS      •     Ukuqeqesha nokuxhasa ootitshala khona ukuze bakwazi ukufundisa
        Life Skills ezikolweni ngenjongo             nge-HIV/AIDS Life Skills kwizikolo zaseprayimari nezasesekondari
        yokuqinisekisa ukuba inkqubo                 ngokusebenzisa iKharityhulam: Life Skills/Life Orientation
        enxityelelanisiweyo                          nokubandakanywa kwemfundo nge-HIV/AIDS kuzo zonke izifundo.
        yothinteloulondolozo nenkxaso          •     Ukubonelela ngoqulunqo, ukhetho, uguqulo, ukuthengwa
        iyafikeleleka kwaye inempumelelo             nokuhanjiswwa kwezincedisi-zifundo zokunika inkxaso ekufundiseni
                                                     nge-HIV/AIDS kumagumbi okufundela.
                                               •     Ukuqulunqa nokuqhuba umsebenzi wokufundisana onempumelelo
                                                     nocwangciseke kakuhle wanxityelelaniswa phakathi kolutsha
                                                     ezikolweni nakwiikholeji ze-FET
                                               •     Ukuqinisekisa ukuba amaqela olawulo lwezikolo (SMTs) nezigqeba
                                                     zolawulo lwezikolo (SGB) nabameli babahlali banikwa uqeqesho
                                                     olufanelekileyo lokulawula indlela akhawulelana ngayo amaziko
                                                     nengxaki ye- AIDS (indlela leyo ebandakanya uqulunqo lomgaqo-
                                                     nkqubo we- AIDS ofanelekileyo kwakunye neSicwangciso soLawulo
                                                     (Management Plan) – xa kuquluknqwa iSicwangciso soPhuhliso
                                                     lweSikolo - SDP).
                                               •     Ukuqinisekisa ukuba izikolo zithatha inxaxheba kwiziyunguma
                                                     zokwandisa ulwazi (ezifana neSchool AIDS Month, World AIDS Day,
                                                     njl.)
                                               •     Ukuqulunqa nokusebenzisa iphulo lolondolozo nenkxaso elifanayo
                                                     kwizikolo zonke, kubekho nezincedisi-mfundo ezifanelekileyo,
                                                     ngendlela eqinisekisa ukuba abantu beendawo bayaxhasana kwaye
                                                     bayaphefumlelana.
                                               •     Ukuqinisekisa ukuba iphondo eli lineYunithi yePhondo yoLawulo lwe-
                                                     HIV/AIDS (Provincial HIV/AIDS Management Unit) esebenza
                                                     ngempumelelo phaya kwi-ofisi elikomkhulu, kwakunye namaqela
                                                     olawulo ezithili anabantu bokusebenza.
                                               •     Ukuqinisekisa uqulunqo lomgaqo-nkqubo wolondolozo, ubhengezo,
                                                     abaqeqeshi, uphuhliso lootishala, inkxaso yezithili, intsebenziswano
                                                     nobuhlakani phakathi kwamacandelo, uqinisekiso lomgangatho
                                                     (ngokubeka iliso nangokwenza uvandlakannyo), ukuqhutywa
                                                     kwemisebenzi enempumelelo nocikizeko nolawulo lwezemali.




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      Iinjongo ezicwangcisekileyo zoMsetyenzana 8.3: Iimviwo zangaphandle

               Inkalo ekujoliswe kuyo                              Injongo ecwangcisekileyo
        Ukukhuthaza impumelelo nocikizeko           Ukulawula iimviwo zeMatriki nezeNqanaba 4 le- ABET kwakunye
        kumaziko                             nokukhutshwa kweziqinisekiso zazo.

      Iinjongo ezicwangcisekileyo for zoMsetyenzana 8.4: Uqeqesho lootitshala

               Inkalo ekujoliswe kuyo                              Injongo ecwangcisekileyo
                 Ukuxhobisa nokuxhasa        •     Ukuqinisekisa ukuba iphondo eli liqesha ootitshala abaneleyo
        ootitshala kwiinzame zabo                  abaqeqesheke ngokuqokoshekileyo.
        zokunikaiimfundo enempumelelo        •     Ukuncedisa ngokubonelela ngootitshala abaqeqeshiweyo nabawaziyo
                                                   umsebenzi wabo.
                                             •     Ukuxhasa amalinge okugaya abafundi bokufundela ubutitshala baye
                                                   kumaziko okuqeqeshela lo msebenzi.

      Iinjongo ezicwangcisekileyo zoMsetyenzana 8.5: iKapa elihlumayo

               Inkalo ekujoliswe kuyo                              Injongo ecwangcisekileyo
        Ukuzhasa iinjongo zephulo lephondo   •    Ukuvavanya izakhono nengqondo yabafundi bebanga 8
        iKapa elihlumayo:                    •    Ukuqulunqa izifundo zocebiso ngemisebenzi nezifundo ezinokulandelwa
            ukwanda kokukhula koqoqosho           zabafundi bebanga Grade 9 nabe-FET
              iukwanda kwamathuba            •    Ukuqeqesha ootitshala be-GET nabe-FET bokuqhuba izifundo zocebiso
              emisebenzi nokuthathwa         •    Ukukhuthaza uqulunqo lwezifundo ze-FET ezihambelanayo neemfuno
              kwenxaxheba kuqoqosho               zephondo kwezoqoqosho nakwezentlalo.
              ukucuthwa kokungalingani       •    Ukubonelela abafundi abaphuma kwiindawo ezihluphekileyo ngemali-
              okukhoyo kwezentlalo                mboleko yokufunda xa befuna ukuya kufunda kwiikholeji ze-FET.
              noqoqosho nangokweendawo
              ekuhlalwa kuzo
              ukuqhutywa komsebenzi
              wokhuseleko olunozinzo


17.4 Uvandlakanyo lweengxaki namanyathelo acetywayo okuzisombulula

      Kuya kusiba nzima ngokuba nzima ukutsala ootitshala abasemgangathweni ophezulu
      naabazinikelayo emsebenzini wabo ukuba bangene kulo msebenzi wobutitshala. Izizathu zale
      meko akukho lula ukuzichaza kwaye zidibanisa izinto ezininzi eziphathelele kwindlela ebonwa
      ngayo imfundo nakumathuba elunawo ulutsha olugqibileyo ukufunda, apha eMzantsi Afrika
      nakwamanye amazwe. ISebe eli liye lasungula iphulo lokugaya ootitshala ngobambiswano
      naMaziko eMfundo ePhakamileyo alapha. Eli phumelelo liye laba nempumelelo, kwaye ke kule
      minyaka mihlanu izayo aza kuqiniswa amalinge eli phulo.

      Bambalwa kakhulu ootitshala bezifundo zocebiso ngemisebenzi nezifundo ezinokulandelwa
      abaseleyo kweli Sebe. Loo nto ke ithetha ukuba kufuneka kuqalwe ekuqaleni ukugaya ootitshala
      ukuba bangene kulo msebenzi ubaluleke kangaka ufuna abantu abanezakhono. Akuzi kuba lula
      ukuyenza le nto. ISebe leMfundo leNtshona Koloni liye laqulunqa iphulo leminyaka emithathu
      lokuphuhlisa izakhono zootitshala bokufundisa ngeendlela zokuziphilela kwizifundo zocebiso
      ngemisebenzi nezifundo ezinokulandelwa.

      IAkubanga lula ukusekwa kweenkqubo ezifanelekileyo nolawulo lwesikim semali-mboleko
      yokufunda kwiikholeji ze-FET (FET College Loan Scheme). ISebe eli liye laba nothethwano
      nentsebenziswano ne-NSFAS, kwaye sele libusebenzisa ubuninzi bezi nkqubo. Kananjalo,
      abafundi abahluphekileyo baye baba nokuyikrokrela le nto yokukhutshwa kwemali-mboleko

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      yokufunda. ISebe eli ke liye lanyanzeleka ukuba lilijike igama lesi sikim lithi sisikim soncediso
      ngemali ngemali, nokuba lingene kwiphulo eliqinileyo lokwazisa nokucacisa ngesi sikim.

17.5 Inkcazo yamanyathelo acetywayo ophuculo lomgangatho

      Akukho akhoyo okwangoku.

17.6 Inkcazo ngoncediso olunikwayo

      Imfundo yobutitshala:
      •     Kubanjwa iintlanganiso naMaziko eMfundo ePhakamileyo (Higher Education Institutions (HEI))
            kabini ngonyaka ngenjongo yokuqinisekisa ukuba iikharityhulam zezifundo eziqhutywa kula
            maziko ziyahambelana neemfuno zeSebe leMfundo leNtshona Koloni. Abafundi abafundela
            ubutitshala banikwa iibhasari zezo zifundo zinokunqongopphala kootitshala.

      IKapa Elihlumayo:
      •     Ukusekwa kwesikim semboleko-mali yabafundi ukwenzela ukuba bakwazi ukuya kwiikholeji ze-
            FET .
      •     Iikholeji ze-FET ezintandathu ziye zangenisa izindululo malunga nezifundo ezifanele
            kuqulunqwa ezizifezekisayo iimfuno zephondo eli. Ezi zindululo ziye zaqwalaselwa zaphicothwa
            zaphuculelwa ukusetyenziswa ngo-2005.
      •     Kweli phondo kuye kwaqulunqwa isifundo socebiso ngemisebenzi nezifundo ezinokulandelwa.
            Esi sifundo siye saguqulelwa esiXhoseni nasesiBhulwini, kwaye siza kufakwa ezikhompuyutheni
            kwisikolo saasesekondari ngasinye apha kweli phondo. NgoFebhuwari 2005 kuza kuqeqeshwa
            ootitshala abangama-800 abakhethiweyo ekusebenziseni iimpokhwe (software) zesi sifundo.
            The Esi sifundo sibonisa indlela eluhamba ngayo uqoqosho kweli phondo sinike neenkcukacha
            malunga ngezifundo esele zikhona kwi-FET.




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18.   Utyalo-mali kulwakhiwo, ulawulo nolondolozo lweempahla


      Izibonelelo ezizizakhiwo

      Ngomhla wama-31 Matshi 2005 laa nkqubo yokuba uhlahlo-mali lolwakhiwo lwezibonelelo nolondolozo
      olucetyiweyo luvele kwiincwadi zeSebe lezoThutho neMisebenzi yakwaRhulumente iye yafikelela
      esiphelweni. Ukusukela kumhla we-1 Apreli 2005 uhlahlo-mali lweSebe leMfundo leNtshona Koloni
      luza kubonakalisa nohlahlo-mali lolwakhiwo okanye lolondolozo lwalo nyaka. Ngoko ke iSebe eli liza
      kuthwalela emagxeni alo ngokupheleleyo lonke uxanduva lohlahlo-mali lwalo (ukuqalela kuthethwano
      ngohlahlo-mali nokuqinisekisa ukutyikitywa kwesivumelwano somgangatho wokunikwa kweenkonzo
      esiya kucacisa uhlobo lobudlelane phakathi kweli Sebe neleMisebenzi yakwaRhulumente,
      ngokuphathelele kumgangatho wokunikwa kweenkonzo ofunwayo, ukunikwa kweengxelo, amaxesha
      okugqitywa kwemisebenzi nolawulo lweeprojekthi.

      ISebe lezoThutho neMisebenzi yakwaRhulumente, ngoko ke, liya kuba ngumgunyaziswa obaluleke
      1akhulu ekuqhutyweni kwemisebenzi ye-WCED (ngokulawulwa sisivumelwano somgangatho
      wokunikwa kweenkonzo), kwaye ke liya kungenisa neengxelo zokuqhuba komsebenzi nezemali.
      Kusenokuthi kungenwe kuthethwano nangezinye izivumelwano zomgangatho wokunikwa kweenkonzo
      namanye amaqela aneenkonzo azinikayo, afana nezigqeba zolawulo lwezikolo, oomasipala okanye i-
      CSIR.

      Umyinge wabantwana kumagumbi okufundela umalunga ne-27,3% kungoku nje. Ukuba sezantsi
      kwalo myinge bubonakalisa ukuba apha eNtshona Koloni amagumbi okufundela agqithisile. Kambe ke
      ubuninzi bala magumbi okufundela akwiindawo apho kungekho kunqongophala kwamagumbi
      okufundela kwaye ke akaloncedo ekukhawulelaneni nengxaki yokunqongophala kwamgumbi
      okufundela kwezo ndawo zinengxaki enkulu yokunqongophala kwamagumbi okufundela okubangwa
      kukufika kwabantu abavela kwezinye iindawo.

      Njengokuba kuqikelelwa ukuba ngama-48 000 abantu abeza kweli phondo leNtshona Koloni ngonyaka
      bevela kwamanye amaphondo, kucacile ukuba imfuneko yolongezo lwamagumbi okufundela iza kuya
      isiba nkulu kwezi ndawo.

      Kucacile futhi nokuba icandelo lemfundo eli liza kusokola ekukhawulelaneni nezi mfuno
      zongezelelekileyo, ngaphandle kokuba kunokongezwa imali kwixeshana elikufutshane.

      Kubaluleke kakhulu ukuba amagumbi okufundela agqithisileyo kwimfuneko makapheliswe ngokuthi
      ngokuthi indawo ezikolweni isetyenziswe ngobuchule kangangoko nangokuthi ezo zikolo
      zingasetyenziswayo zisetyenziselw eminye imisebenzi yeSebe leMfundo leNtshona Koloni, efana na:
      ECD, FET, ABET, ELSEN.

      Kananjalo amagumbi okufundela akhiwe ngezinto zokwakha ezingafanelekanga ezifana namaplanga,
      i-asbestos okanye ichipboard, onakaliswa lula, kwaye kufuneka atshitshiswe nawo, abuyiselwe
      kwiSebe lezoThutho neMisebenzi yakwaRhulumente, athengiswe. Imali efunyenweyo ngawo kufuneka
      ukuba isetyenziselwe ukwakha ezinye izibonelelo.

      Enye indawo ebalulekileyo, ukuphuculwa kweendawo zasematyotyombeni eNtshona Koloni, kuza
      kubeka umthwalo onzima kakhulu emagxeni eli Sebe kwixa elizayo. Umsebenzi wophuclo uba
      nesiphumo sokuba xa sele luqhutyiwe uphuculo lomhlaba obuhlala iintsapho ezilishumi ukuya
      kwezingamashumi amabini, kuye kubuyele kuwo usapho olunye nje kuphela ukuza kuhlala kuwo.
      Ezinye ezi iintsapho zilishumi elineethoba zingabuyelanga kuwo kuza kufuneka ukuba ziye kuhlaliswa
      kwindawo engenazikolo okanye kwindawo esele inengxaki yokunqongophala kwamagumbi
ISICWANGCISO ESILIQILI NESOKWENZIWA KOMSEBENZI SEMINYAKA EMIHLANU 2005/06 UKUYA KU-2009/10     iSigaba 44
      okufundisela. Ngokwexesha eliqikelelwayo lokuphuhliswa kweengingqi zeGreenfields (iingingqi eziza
      kusiwa kuzo iintsapho), izindlu ziya kugqitywa ukwakhiwa kwangaphambili kakhulu kokuba zigqitywe
      zona izibonelelo zezikolo. Loo nto ke ingenza ukuba ube mkhulu kakhulu umthwalo emagxeni eSebe
      leMfundo wokuba lithi, ngendleko enkulu, libonelele abafundi ngezinto zokuhamba ukuya kwezo zikolo
      zinayo indawo. Kananjalo izikolo ezikufuphi neendawo zasematyotyombeni ziza kulahlekelwa
      ngabafundi, zingaxinani. Kambe ke kukho ingozi yokuba ezinye zazo zingaba zizikolo ekuyinkcitha-mali
      ukuziqhuba.

      Kubalulekile ukuba kuqatshelwe ukuba igumbi lokufundela ngalinye kula magumbi okufundela matsha
      liya kuba liphinda-phinda igumbi lokufundela elinye elidlulileyo elikwenye indawo. Kubalulekile ke ngoko
      ukuba apho kunokwenzeka oko, izikolo zidityaniswe, zize izakhiwo zisetyenziselwe eminye imisebenzi
      ye-WCED.

      I-WCED kunye neSebe lezoThutho neMisebenzi yakwaRhulumente zinembono yokuba
      ukunqongophala kwamagumbi okufundela kufuneka kukhawulelwane nayo ngokuthi kwakhiwe
      amagumbi okufundela asisigxina kuphela xa ngaba isikolo sivumelekile ukuba sande siye kutsho
      kubafundi abali-1 120 esaseprayimari okanye abali-1 200 esasesekondari. Imvume yokuba isikolo
      singayekwa singakhula ngaphezu koku kufuneka ukuba ivandlakanywe, kusetyenziswa imiqathango
      equlunqwayo yezikolo ezingoobhaza-bhaza.

      Ukunqongophala kwexeshana, okufana nokunqongophala okufunyanwa zizikolo ezikufuphi neendawo
      zasematyotyombeni, akufuneki ukuba kusonjululwe ngokwakha amagumbi okufundela asisigxina, koko
      ngokuzibonelela ngamagumbi okufundela aziiprefab ezisemgangathweni.


      Ezi zilandelayo ziiprojekthi eziqhutywayo okanye esezifakelwe izicelo zongcethezelo okanye
      ezicetywayo:

               Iiprojekthi ezintsha                  2005/06      2006/07   2007/08      2008/09          2009/10
                                                   (Ezabiweyo) (MTEF)       (MTEF)    (Eqikelelwayo)   (Eqikelelwayo)
        Umsebenzi 2 – Izikolo zikarhulumente zesiqhelo
        Umsetyenzana 2.1 – Izikolo zaseprayimari zikarhulumente zesiqhelo
        Amagumbi okufundela aziiprifebhu                     50
        Amagumbi okufundela angoonosukehlala                530
         Amagumbi okufundela asisigxina                     270                                8 000          10 000
         Ukuthathwa kwamagumbi okufundela
                                                            750       750       750            1 000            1 000
        asiwe kwezinye iindawo
        Izikolo ezitsha                                  49 950    28 100     1 500           25 000          55 000
        Amagumbi angasese                                 1 900       200                      5 000           3 000
        Izibonelelo zolawulo (zomsebenzi we-ofisi)                                             8 000           4 000
        Ulwandiso lwezakhiwo esele zikhona                                                    10 000          10 000
        iiForum                                             150                               15 000          11 000
        Ulondolozo                                       42 051    57 987    66 739           75 000          77 000
        Iimali ze-PIT                                              10 829    39 381
        Iimali ezizezeSebe eli                                     15 402    22 483
        Iyonke eyezikolo zaseprayimari                   95 651 113 268     130 853          147 000         171 000
        Umsetyenzana 2.2 –Izikolo zasesekondari zikarhulumente zesiqhelo
        Amagumbi okufundela aziiprifebhu
        Amagumbi okufundela angoonosukehlala                471
        Amagumbi okufundela asisigxina                    1 000




ISICWANGCISO ESILIQILI NESOKWENZIWA KOMSEBENZI SEMINYAKA EMIHLANU 2005/06 UKUYA KU-2009/10              iSigaba 45
               Iiprojekthi ezintsha                 2005/06      2006/07    2007/08      2008/09           2009/10
                                                  (Ezabiweyo)    (MTEF)     (MTEF)    (Eqikelelwayo)    (Eqikelelwayo)
         Ukuthathwa kwamagumbi okufundela
                                                         750         750        750            1 000             1000
        asiwe kwezinye iindawo
        Izikolo ezitsha                               37 716      29 184      4 200           15 000            50 000
        Amagumbi angasese                              1 200         750                      15 000            13 000
        Izibonelelo zolawulo (zomsebenzi we-ofisi)                                             5 000             2 000
        Ulwandiso lwezakhiwo esele zikhona
        iiForum
        Ulondolozo                                    21 025      28 993     33 369           40 000            42 000
        Iimali ze-PIT                                             10 829     39 381
        Iimali ezizezeSebe eli                                    15 402     22 484
        Iyonke eyezikolo zasesekondari                62 162      85 908    100 184           76 000          108 000
        Umsebenzi 4 –Izikolo zikarhulumente ezizodwa
        Amagumbi okufundela aziiprifebhu
        Amagumbi okufundela angoonosukehlala
         Amagumbi okufundela asisigxina                  500
         Ukuthathwa kwamagumbi okufundela
        asiwe kwezinye iindawo
        Izikolo ezitsha                                                                        8 000             8 883
        Amagumbi angasese
        Izibonelelo zolawulo (zomsebenzi we-ofisi)
        Ulwandiso lwezakhiwo esele zikhona
        iiForum
        Ulondolozo                                                                            11 000            13 000
        Iimali ze-PIT
        Iimali ezizezeSebe eli
        Iyonke eyezikolo zikarhulumente
                                                         500                                  19 000            21 883
        ezizodwa
        Amagumbi okufundela asemva
                                                      20 000      40 000     40 000
        ngolwakhiwo
        Iyonke eyeeprojekthi ezintsha                178 313     239 176    271 037          242 000          300 883

        Imisebenzi yophuculo                         2005/06     2006/07    2007/08       2008/09           2009/10
                                                     (Voted)     (MTEF)     (MTEF)      (Projected)       (Projected)
        Umsebenzi 2 – Izikolo zikarhulumente zesiqhelo
        Umsetyenzana 2.1 – Izikolo zaseprayimari zikarhulumente zesiqhelo
        Ukugqitywa kweforum                                670        140
        Uphuculo lwamagumbi okufundela                                                         10 000            5 000
        Umsetyenzana 2.2 – Izikolo zasesekondari zikarhulumente zesiqhelo
        Uphuculo lwehosteli                              6 500
        Ukugqitywa kweforum                              2 730        160
        Uphuculo lwamagumbi okufundela                                                         10 000            3 000
        Umsebenzi 4 –Izikolo zikarhulumente ezizodwa
        Uphuculo lwamagumbi okufundela                                                          6 000            2 000
        Iyonke eyomsebenzi wophuculo                     9 900        300                      26 000           10 000
        Iyonke eyeeprojekthi ezintsha
                                                       188 213    237 476   271 037           268 000         310 883
        nemisebenzi yophuculo




ISICWANGCISO ESILIQILI NESOKWENZIWA KOMSEBENZI SEMINYAKA EMIHLANU 2005/06 UKUYA KU-2009/10               iSigaba 46
19.    Izicwangciso zonxibelelaniso, intsebenziswano nokunikelwa kwemisebenzi kwabangaphandle


19.1 Amakhonkoco oqhagamshelwano phakathi kwamasebe

      ISebe leMfundo leNtshona Koloni liza kukhokela kuxanduva lokuqulunqwa, ukusetyenziswa
      nokubekwa iliso kweSicwangciso esiliQili soPhuhliso lwaBasebenzi sephondo. Kambe ke indlela
      omkhulu ngayo lo msebenzi ifuna ukuba onke amasebe karhulumente, kumaphondo nakulawulo
      lweedolophu, akuxhase, afake igxalaba ekusetyenzisweni kwesi Sicwangciso siliQili. AMasebe
      aphambili abandakanya iSebe lezeMpilo, iSebe lezeNtlalo noNciphiso lweNtlupheko,
      uKhuselekoloLuntu neSebe lezoThutho neMisebenzi yakwaRhulumente. Ngaphezulu, amahlakani
      asekuhlaleni, ayimibutho yabezoshishino neyasekuhlaleni, ngeKhansile yoPhuhliso yePhondo
      (Provincial Development Council), anenxaxheba enkulu kakhulu ekusukulweni nasekusetyenzisweni
      kwe-HRDS.

      Zibanjwa qho iintlanganiso neengxoxo neSebe lezeMfundo leSizwe kwakunye namanye amasebe
      emfundo amanye amaphondo ngokuphathelele kumba womgaqo-nkqubo wemfundo.

      Zikwaqhutywa qho iingxoxo namanye amasebe karhulumente (angengowemfundo) kuxulushwa
      umcimbi wentsebenziswano, ngakumbi neSebe lezeMpilo (HIV/AIDS and lifeskills), eloKhuseleko
      loLuntu (iProjekthi yeZikolo Ezinokhuseleko neProjekthi yaMagosa Okuxhasa Abafundi yokunciphisa
      ukungayiwa kwesikolo nezenzo zobunjubaqa), eloPhuhliso loQoqosho noKhenketho (ifestivali eyi
      Learning Cape Festival namacandelo okukhuliswa koqoqosho) elezoThutho neMisebenzi
      yakwaRhulumente (iiprojekthi zolwakhiwo ezinkulu nolondolozo).

      Qho ngekota kuhlalwa iintlanganiso nekomiti yonxibelelaniso ye-ISLP malunga nokubonelelwa
      kwezikolo ngezakhiwo kwezo ndawo zazifudula zisingelwe phantsi.

      Kananjalo zihlalwa qho iintlanganiso namanye amasebe akwarhulumente malunga nomba woPhuhliso
      oluNabileyo oluManyanisiweyo ( Integrated Holistic Development).

19.2 Amakhonkco oqhagamshelwano noomasipala

      I-WCED iyasebenzisana neSixeko seKapa ngokuphathelele kuMsebenzi woPhuculo lweMimandla
      yaseZidolophini (Urban Renewal Programme (URP)) noMasipala woMbindi Karoo malunga
      noMsebenzi woPhuhliso oluManyanisiweyo lweMimandla yaseMaphandleni (Integrated Sustainable
      Rural Development Umsebenzi (ISRDP)). Injongo yayo yomibini le misebenzi kukusebenza
      ngobambiswano nangendlela enxibelelanisiweyo namanye amasebe karhulumente noerhulumente
      kwiphulo lokulwa nentlupheko ngokuthi kuphuhliswe kuphuculwe izakhono zabantu abangaphangeliyo.


       Ziye zaqhutywa iingxoxo phakathi kwe-WCED neSixeko seKapa ngokuphathelele kule miba –
             ungqamaniso lwephulo le-HIV/AIDS and Lifeskills.
             ungqamaniso lwamalinge eli Sebe e-ICT namalinge eSmart Cape.
             ukwamkelwa kwezicwangciso zozinziso (iCandelo loCwangciso lweeDolophu -Town Planning).

19.3 Amaziko azizigqeba zakqwarhulumente

      Kungoku nje akukho maziko azizigqeba zakwarhulumente asingathwe liSebe leMfundo leNtshona
      Koloni.

ISICWANGCISO ESILIQILI NESOKWENZIWA KOMSEBENZI SEMINYAKA EMIHLANU 2005/06 UKUYA KU-2009/10   iSigaba 47
19.4 Ubuhlakani bukarhulumente nabecandelo lezoshishino

      Ubuhlakani bukarhulumente naabecandelo lezoshishino (PPPs) iya kuba yinkalo engundoqo
      kumanyathelo ongenelelo e-WCED, ngakwicala lohlengahlengiso lweeprojekthi esele ziqhuba
      kwizikolo zethu nasekugayeni ezinye izinto zoncediso zokuba zinqwnqwadelwe kwicala lophuhliso
      lwemfundo.

      ISebe leMfundo leNtshona Koloni lisungule amanyathelo ngamanyathelo neeprojekthi ngeenjongo
      zokukhawulelana neenkalo ngeenkalo zemfundo esemgangathweni ezikolweni. Ezi projekthi nalal
      manyathelo alawulwa ngqo liSebe eli (ngee-EMDCs) okanye ngemibutho engeyoyakwarhulumente
      (NGOs) ejongene nezemfundo.
      ISebe eli likwasebenzisana nabaphuhlisi abazimeleyo abathandathu (6) ekuqulunqweni kweenkqubo
      ezinokusetyenziswa kwiprojekthi yeenkqubo zolawulo lwezikolo (School Administration and
      Management Systems (SAMS) Project).

      Kananjalo iSebe eli likwasebenzisana nala maqela alandelayo –
      • PETRO SA – Baye bagqiba isikolo esidle i-R12m, iRietvlei Primary School, eMossel Bay, kwaye
           babonelela zonke izikolo ezine ezazifudula ziphantsi kwe-DET eMossel Bay ngeekhompuyutha
           zale mihla neelabhoratri zezenzululwazi
      • Chamber of Commerce – ukhuphiswano lwakwa- Grade 10 oluyiTechnopreneur Competition
      • SANTAM – Ukunika inkxaso-mali yeenkqubo zolawulo lwemfundo eziqaqambileyo (EMS)
      • Cape Town Holocaust Centre – Kumabanga 9 – 12 kumsebenzi wezeembali oyiFacing History
           and Ourselves.

      Isiqulunqo sokuqala seSicwangciso seNdawo zokuHlala neZibonelelo (Strategic Accommodation and
      Infrastructure Plan) se-WCED sikhankanya into yokuba i-WCED kunye neSebe lezoThutho
      neMisebenzi yakwaRhulumente kufuneka enze iinzame ezinxityelelanisiweyo zokudala amaphulo
      adityanelwe nabecandelo loshishino ajoliswe ekuncediseni kwiindleko zolwakhiwo nolondolozo
      ezikolweni, ukuze ke njalo kukhawulelwane nale ngxaki yokunqongophala kwezibonelelo ezikolweni.
      ISebe lezoThutho neMisebenzi yakwaRhulumente kungoku nje likhangela i-PPP yokwakha isikolo
      esisodwa esitsha. ISebe leMfundo leNtshona Koloni liqikelela ukuba uthethwano luya kuqukunjelwa
      appha kunyakamali ka-2005/06.




ISICWANGCISO ESILIQILI NESOKWENZIWA KOMSEBENZI SEMINYAKA EMIHLANU 2005/06 UKUYA KU-2009/10   iSigaba 48
Uluhlu lwezishunqulelo

ABET      Adult basic education and training           LTSM   Learning and teaching support materials
AFET      Adult further education and training         MSP    Master systems plan
CEM       Council of Education Ministers               MST    Maths, science and technology
CEO       Chief Executive Officer                      MTEF   Medium-term expenditure framework
CLC       Community learning centre                    NCS    National Curriculum Statements
CTI       Cape Teaching Institute                      NDE    National Department of Education
ECD       Early childhood development                  NGO    Non-governmental organisation
EMDC      Education Management and                     NQF    National qualifications framework
          Development Centre
EMIS      Education Management Information             PSNP   Primary school nutrition programme
          System
ETDP      Education, training and development          RCL    Representative Council of Learners
          practices
EWP       Employee Wellness Programme                  RNCS   Revised National Curriculum Statements
FET       Further education and training               RPL    Recognition for Prior Learning
FETC      Further education and training certificate   SACE   South African Council of Educators
FTE       Full-time equivalent                         SAQA   South African Qualifications Authority
GET       General education and training               SASA   South African Schools Act
GETC      General education and training certificate   SDIP   Service delivery improvement
                                                              plan/programme
HEDC      Heads of Education Departments’              SDP    School development plan
OM        Committee
HEI       Higher education institution                 SETA   Sectoral Education and Training Authority
HRD       Human resource development                   SGB    School governing body
HRDS      Human Resource Development Strategy          SMT    School management team
ICT       Information and communication                SPMS   Staff performance management and
          technology                                          development system
IQMS      Integrated Quality Management System         SSE    School self evaluation
LOGIS     Logistics Information System                 WCED Western Cape Education Department
LSEN      Learners with special education needs        WSE    Whole school evaluation




ISICWANGCISO ESILIQILI NESOKWENZIWA KOMSEBENZI SEMINYAKA EMIHLANU 2005/06 UKUYA KU-2009/10         iSigaba 49
                                           The Minister of Education
                                               (Western Cape)
                                            Mr Cameron Dugmore


                                            Superintendent-General
                                                Mr Ron Swartz


                   Director:                                                         Director:
                Communication                                                     Quality Assurance
               Mr Paddy Attwell                                                       Vacant



    Deputy Director-General:               Deputy Director-General:             Deputy Director-General:
     Operational Education                  Education Planning and              Corporate Management
         Management                             Development
        Mr John Lyners                        Mr Brian Schreuder                      Mr Johan Fourie



Chief Director:      Chief Director:   Chief Director:   Chief Director:   Chief Director:        Chief Director:
   Regional             Regional         Education         Education          Human                  Finance
   Services             Services          Planning        Support and        Resource              Management
 (Metropole              (Rural                           Development       Management
   EMDCs)               EMDCs)           Ms Penny           Dr Frans
 Mr Ndo Miti         Ms Sindi Shayi      Vinjevold          Booyse         Mr Jan Hurter              Mr Leon Ely


  Director:             Director:        Director:            Director:       Director:                 Director:
 Metropole             West Coast/      Curriculum         Information &      Personnel                Accounting
   North               Winelands       Development         Technological    Management                  Services
   EMDC                  EMDC                                 Services     (Public Service)
 Mr Barry              Mr Jannie        Mrs Jenny             Mr Mike        Mr Gerald
 Volschenk              Beukes         Rault-Smith             Chiles          Elliott                Mr Viv Viviers


  Director:              Director:        Director:          Director:       Director:                  Director:
  Metropole            Breede River/    Institutional         Physical       Personnel                   Budget
   Central               Overberg      Management &          Resource       Management                Administration
   EMDC                   EMDC          Governance           Planning      (CS Educators)
                                          Planning
Mr Anthony              Mr Clifton       Mr Dave              Mr Nat       Mr Norman                   Mr Eugene
 Pietersen               Frolick         Shepherd            Kaschula       Daniels                     Meyer


  Director:              Director:       Director:           Director:       Director:                  Director:
Metropole East         South Cape/        Further           Specialised       Human                    Provisioning
   EMDC                   Karoo        Education and        Education        Resource                 Administration
                          EMDC            Training           Support        Development                & Logistical
 Mr Melvyn              Ms Bonnie        Mr Zozo             Services        Mrs Linda                   Services
  Caroline            Sesenyamotse       Siyengo            Dr Matthi          Rose                     Mr Willie
                                                             Theron                                     Carelse

   Director:                              Director:          Director:        Director:
  Metropole                             Examinations         Research          Labour
 South EMDC                                                                   Relations
 Mr Eugene                               Mr André            Mr Peter
   Daniels                               Clausen             Present          Vacant
                                                   Minister van Onderwys
                                                         (Wes-Kaap)
                                                   Mnr. Cameron Dugmore


                                                   Superintendent-generaal
                                                      Mnr. Ron Swartz


                     Direkteur:                                                               Direkteur:
                    Kommunikasie                                                            Gehaltebestuur
                  Mnr. Paddy Attwell                                                             Vakant



   Adjunk Direkteur-generaal:                    Adjunk Direkteur-generaal:             Adjunk Direkteur-generaal:
         Operasionele                             Onderwysbeplanning en                   Korporatiewe Bestuur
       Onderwysbestuur                                 Ontwikkeling
        Mnr. John Lyners                            Mnr. Brian Schreuder                      Mnr. Johan Fourie



 Hoofdirekteur:           Hoofdirekteur:      Hoofdirekteur:      Hoofdirekteur:      Hoofdirekteur:         Hoofdirekteur:
 Streekdienste            Streekdienste        Onderwys-            Onderwys-            Menslike              Finansiële
  (Metropool                (Landelik          beplanning         ondersteuning      Hulpbronbestuur            Bestuur
   OBOSSE)                  OBOSSE)                              en Ontwikkeling-
                                                Me. Penny           beplanning
 Mnr. Ndo Miti            Me. Sindi Shayi       Vinjevold        Dr Frans Booyse    Mnr. Jan Hurter          Mnr. Leon Ely


  Direkteur:                 Direkteur:         Direkteur:          Direkteur:         Direkteur:              Direkteur:
  Metropool                  Weskus /          Kurrikulum-          Inligting en    Personeelbestuur         Rekeningkundige
   Noord                     Wynland           ontwikkeling        Tegnologiese       (Staatsdiens)              Dienste
   OBOS                       OBOS                                    Dienste
 Mnr. Barry                 Mnr. Jannie        Mev. Jenny                             Mnr. Gerald
 Volschenk                   Beukes           Rault-Smith        Mnr. Mike Chiles       Elliott              Mnr. Viv Viviers


  Direkteur:                 Direkteur:         Direkteur:           Direkteur:        Director:               Direkteur:
  Metropool                 Breederivier /   Inrigtingsbestuur         Fisiese         Personnel               Begrotings-
   Sentraal                   Overberg          en Beheer-           Hulpbron-        Management              administrasie
    OBOS                       OBOS             beplanning           beplanning      (CS Educators)

Mnr. Anthony                Mnr. Clifton        Mnr. Dave            Mnr. Nat        Mnr. Norman              Mnr. Eugene
 Pietersen                    Frolick           Shepherd             Kaschula          Daniels                  Meyer


  Direkteur:                 Direkteur:        Direkteur:           Direkteur:         Direkteur:              Direkteur:
Metropool Oos                Suid-Kaap /        Verdere              Spesiale           Menslike              Voorsienings-
    OBOS                       Karoo          Onderwys en           Onderwys-          Hulpbron-             administrasie en
                               OBOS            Opleiding          ondersteunings-     ontwikkeling             Logistieke
 Mnr. Melvyn                 Me. Bonny          Mnr. Zozo            dienste                                    Dienste
  Caroline                 Sesenyamotse          Siyengo            Dr. Matthi      Mev. Linda Rose            Mnr. Willie
                                                                     Theron                                     Carelse

  Direkteur:                                    Director:            Direkteur:        Direkteur:
Metropool Suid                                  Eksamens             Navorsing          Arbeids-
    OBOS                                                                              verhoudinge
 Mnr. Eugene                                   Mnr. André           Mnr. Peter
   Daniels                                      Clausen              Present            Vakant
                                                    UMphathiswa weMfundo,
                                                    uGqw. Cameron Dugmore



                                                         INtsumpa Jikelele
                                                         Mnu. Ron Swartz


                      UMlawuli:                                                                 UMlawuli:WokuGcinwa
                   WezoNxibelelwano                                                               kwemMigangatho
                 Mnu. Paddy Attwell                                                                   asinamntu



     USekela-Mlawuli Jikelele:                      USekela-Mlawuli Jikelele:                    USekela-Mlawuli Jikelele:
     WezoLawulo lweeNkqubo                          WoCwangciso noPhuhliso                        WezoLawulo leSebe
           zeMfundo                                       lweMfundo                                     leMfundo
        Mnu. John Lyners                             Mnu. Brian Schreuder                           Mnu. Johan Fourie



UMlawuli oyiNtloko:      UMlawuli oyiNtloko:   UMlawuli oyiNtloko:   UMlawuli oyiNtloko:   UMlawuli oyiNtloko:    UMlawuli oyiNtloko:
  WeeNkonzo                  WeeNkonzo          WezoCwangciso            WeNkxaso            WezoPhuhliso           WezoLawulo
    zeeNgingqi                zeeNgingqi           lweMfundo             yezeMfundo          lwaBasebenzi              lweMali
  (Kwii-EMDC                 (Kwii-EMDC                                 noCwangciso
  zeMetropoli)            eziseMaphandleni)       Nks. Penny           lwezoPhuhliso
  Mnr. Ndo Miti           Nks. Sindi Shayi         Vinjevold         Gqr. Frans Booyse      Mnu. Jan Hurter        Mnu. Leon Ely


   UMlawuli:                UMlawuli: Kwi-        Direkteur:              UMlawuli:            UMlawuli:               UMlawuli:
  KwiMetropoli            EMDC ekuNxweme         Kurrikulum-            WezeNgcaciso         WezoLawulo               WeeNkonzo
   ye-EMDC                  lwaseNtshona /       ontwikkeling            neeNkonzo           lwaBasebenzi            zeAkhawuntingi
   eseMntla                  KwiMimandla                                zeThekhinoloji        (beNkonzo
  Mnu. Barry                   yeeDiliya          Mev. Jenny              Mnu. Mike         kaRhulumente)
  Volschenk                  Mnu. Jannie         Rault-Smith               Chiles            Mnu. Gerald            Mnu.Viv Viviers
                              Beukes                                                           Elliott


    UMlawuli:                 UMlawuli:           UMlawuli:              UMthetho:             UMlawuli:               UMlawuli:
  KwiMetropoli               Kwi-EMDC            WezoLawulo            WezoCwangciso         WezoLawulo               WezoLawulo
    ye-EMDC               ekwiBreede River/      noCwangciso            lweZakhiwo           lwaBasebenzi             lweBhajethi
   eseMbindini              kwi-Overberg           lweZiko                                 (Ootitshala be-CS)

 Mnu. Anthony                Mnu. Clifton         Mnu. Dave               Mnu. Nat          Mnu. Norman               Mnu. Eugene
  Pietersen                    Frolick            Shepherd                Kaschula            Daniels                   Meyer



   UMlawuli:                   UMlawuli:           UMlawuli:              UMlawuli:            UMlawuli:                UMlawuli:
  KwiMetropoli                Kwi-EMDC           WezeMfundo              WeeNkonzo           WezoPhuhliso              WezoLawulo
   ye-EMDC                     kwiKaroo           noQeqesho           zeNkxaso yeMfundo      lwaBasebenzi             lweziBonelelo
   eseMpuma                   eseMzantsi        oluQhubelekayo           eneeMfuno                                     noKwenziwa
 Mnu. Melvyn                 Nks. Bonny           Mnu. Zozo               eziZodwa           Nkskz. Linda             kweeNkonzo
  Caroline                  Sesenyamotse           Siyengo               Gqr Matthi             Rose                  Mnu.Willie
                                                                           Theron                                      Carelse

   UMlawuli:                                      UMlawuli:               UMlawuli:           UMlawuli:
KwiMetropoli ye-                                 WezeeMviwo              WezoPhando         WezoBudlelane
EMDC eseMzantsi                                                                              eMsebenzini
 Mnu. Eugene                                     Mnu. André              Mnu. Peter
   Daniels                                        Clausen                 Present             asinamntu
                         SKEDULE 2 - Onderwysbestuurs-en-ontwikkelingsentrums (OBOS'e)
                       SCHEDULE 2 - Educational Management and Development Centres (EMDC)
                           iSheduli 2 - aMaziko oLawulo noPhuhliso lweMfundo (EMDC)



                                Rural EMDCs / Landelike OBOSe / ii-EMDC zemimandla yasemaphandleni



                                           West Coast/Winelands
                                           Weskus/ Wynland
                                           uNxweme oluseNtshona/Winelands




                                                                             South Cape/Karoo
                                                                             Suid-Kaap/Karoo
                                                    Breede River/Overberg    uMzantsi Koloni/iKaroo
                                                    Breederivier/Overberg
   Metropole EMDCs
   Metropool OBOSe
   ii-EMDC zoMmandla weSixeko

 North/Noord




 Central /Sentraal


South/Suid           East/Oos

				
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