Key Interventions/Activities for implementation of Schooling 2025
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Key Interventions/Activities for implementation of Schooling 2025
Presentation to Portfolio Committee 2025
4 May 2010
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ANNUAL NATIONAL ASSESSMENTS
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Purpose & target• Monitor and track progress on laying solid foundations
for learning in literacy/language and numeracy/mathematics .
• Target population are all learners in grades 1- 6 and 9.
In the SONA, 2010, the President directed:-• “From this year onwards, all grade 3, 6 and 9 students
will write literacy and numeracy tests that are independently moderated. We aim to increase the pass rate for these tests from the current average of between 35 (%) and 40% to at least 60% by 2014.”
• This year, in a sample of 1 800 (i.e. 200 per province) schools with grades 3, 6 and 9, tests will be administered and moderated independently for reporting on system-wide performance.
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Participation in ANA• 2008
Approximately 70% of public schools with grades 1-6 participated in ANA 2008. (This could probably be due to late communication of the programme to schools ).
• 2009Participation improved significantly to more than 95% of the schools.
• All together approximately 14 000 schools participated, plus 17 schools that used Braille devices.
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Moderation at grades 3 & 6• In 2009 a stratified random sample of schools
with grades 3 and 6 was drawn for external quality assurance of marking and moderation of test results.
• After teachers had marked the scripts and captured the scores, learner scripts from the sampled schools were collected and re-marked by “unemployed graduates” who were trained for the purpose and supervised by DoE professional staff.
• A random sample of 25 (maximum) scripts were marked from each class in a sampled school.
• The above process was followed with a “convenient” sample of QIDS UP schools
• A total of ±1 000 schools had scripts moderated.
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Observations• Average grade 3 performance in both literacy
and numeracy went slightly over 40% (41% in literacy and 44% in numeracy).
• But, at grade 6 level average performance remains in the middle- and low-thirties (35% in language and 33% in mathematics).
• With minor deviations at grade 3, by and large the distribution of performance across provinces resembles previous studies, viz. performance in predominantly-rural provinces tends to be lower.
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2010 and beyond• ANA to include grade 9 from 2010• Writing dates: Grades 3, 6 and 9 on 2 and 4
November (Official communication on the way)
• Need to strengthen communication on: • 1) inclusion of ANA in grades 1-6 as the last
formal task of the year and• 2) certainty of weighting (or not) of ANA on
grade 9 assessment.
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CREATION OF DELIVERY UNIT
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Creation of a Delivery Unit• A delivery unit is being established in DBE• Derived from proposals in the Performance Monitoring &
Evaluation policy document• Functions:– Monitor progress with implementation of Schooling
2025– Compile diagnostic reports– Hold quarterly meetings with PEDs– Support in resolution of bottlenecks to effective
delivery on targets
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Creation of a Delivery Unit (continued)
• Key feature – comprised of highly skilled, entrepreneurial and agile people – small full-time team with ability to draw in relevant capacity when needed
• Work closely with Delivery Unit in the Presidency
• PEDs could consider to establish similar capability
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ACCELERATED INFRASTRUCTURE DELIVERY PLAN
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Accelerated Schools Infrastructure Delivery Initiative
PURPOSE
To develop and implement a strategy to eradicate backlogs in schools infrastructure within the 2010-2014 Strategic Plan period and beyond by applying a combination of strategies for immediate and medium term improvement in infrastructure delivery
CAUSAL RELATIONSHIPS CHALLENGE
•An enabling policy context•Effective support to schools•School management and governance•Teacher capability and Commitment•Parental involvement•Adequacy of fixed infrastructure•Adequacy of teaching and learning inputs 12
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Accelerated Schools Infrastructure Delivery Initiative
Infra-FOCUS
Prov. /DistrictCluster plans
BACKLOG in terms of Basic and Optimal Functionality
Education Infrastructure Sector Plan & Strategy
Education Infrastructure Sector Plan &
Strategy input to DoE Sector Plan
Integrated DBE Sector Plan linking all sections
Central DBEASIDI Task Team
Physical Planning Directorate+ support
Below Basic Functionality 5640:
CAUSAL RELATIONSHIPS:•Curriculum•Effective support•Management•Governance•Teacher capability•Adequate T & L.
Packages ProcurementCapacity Bldg
Priority:1: All schools below Basic Functionality to Optimum Functionality . Priority:2 Schools above Basic functionality level to Optimum Functionality
DBE ASIDI Task Team-PEDs- Districts –IDIP-DBSA-DPW-Cidb –COGTA –Nat Treasury Developers-SPAID
Clusters of schools in Districts graded ito relationships and distance from towns and or nodes
All Priority 1 & 2 schools in district packages to Optimum Functionality by 2014
Backlog determined by National NEIMS By Physical Planning Directorate and confirmed by PEDs
See Integrated planning Diagram 1
Linkages
Infrastructure Outcomes by 2014
Integrated outcomes
Prog. Man.Financial ProcurementTechnicalEducational
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Accelerated Schools Infrastructure Delivery Initiative (ASIDI)
Target: Schools below Basic Functionality
Funding: Loan Funding
Partnerships: DBSA, NT, DBE
Linkages with existing provincial infrastructure programmes; to be run in parallel with provincial infrastructure programmes
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Education MTEF Budgets
Provinces Revised Estimates
Medium Term Medium Term Medium Term
Eastern Cape 981,837 1,150,014 1,399,631 1,469,612
Free State 450,214 362,540 478,918 496,950
Gauteng 880,754 1,374,733 1,469,194 1,565,529
KwaZulu Natal 1,224,686 2,031,369 2,401,442 2,521,514
Limpopo 852,873 1,022,500 1,379,935 1,540,920
Mpumalanga 379,325 480,119 448,500 569,729
Northern Cape 112,625 135,996 187,914 203,007
North West 326,529 407,333 508,181 533,590
Western Cape 389,794 444,329 506,457 560,092
Total 5,598,637 7,408,933 8,780,172 9,460,943
2009-2010 2010-2011 2011-2012 2012-2013
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Backlogs: Basic services & mud structuresProvince Water Sanitation Electricity Fencing Entire Mud
Structures
Eastern Cape 944 470 879 1153 395
Free State 193 48 221 126 1
Gauteng 0 4 12 64 0
KwaZulu Natal 288 71 1155 458 15
Limpopo 237 43 237 341 0
Mpumalanga 34 14 207 364 0
North West 6 28 68 23 0
Northern Cape 25 6 18 116 0
Western Cape 0 22 2 108 1
Total 1727 706 2799 2753 41216
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Ordinary Schools: Space BacklogsProvince Classrooms Mult-
purposeGeneral Admin
Library Laboratory
Computer Centre
Eastern Cape 16946 6707 3958 3767 4077 4062
Free State 1259 1153 495 425 598 699
Gauteng 3605 2570 1075 809 1382 797
Kwazulu Natal
18606 6983 4518 3942 4890 3161
Limpopo 11360 4675 3266 3124 3541 2157
Mpumalanga 5797 2307 1241 1222 1560 1268
North West 3259 1531 1016 969 1113 784
North Cape 861 565 274 257 276 208
West Cape 1402 1436 673 474 821 481
Total 63095 27927 16516 14989 18258 1361717
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Basic Functionality BacklogProvince Schools
Eastern Cape 1971
Free State 401
Gauteng 78
Kwa-Zulu Natal 1610
Limpopo 702
Mpumalanga 505
Northern Cape 48
North West 198
Western Cape 127
Total 564018
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Accelerated Schools Infrastructure Delivery Initiative (ASIDI)
EDUCATIONDISTRICT
Package
Primary School <Basic FunctionalityFramework Agreement
DBE
PRPDIDIP TA Support
Task Team
NT-DBSA-DBE
Task Team
NT-DBSA-DBE-PED
Clusters of schools in prioritized packages
DISTRICT
Secondary School
PPPD
NATIONAL DoE
PROVINCIAL DoE
DISTRICT
PACKAGES (Clusters)
IDIP TA Support TAs
TAs
Implementing Agent/s for Province via Restricted Competitive Negotiation procedure (Table 19 SPAID) and on selection a Service Level Agreement (SLA)
Prov.PSP
Primary feeder schoolNumerous packages
Package Package
PED
One or more districts
Disaster Affected
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A: GIAMA compliant plans to phase in with new Norms & Standards in a Provincial Programme A: Projects with
Committed funds
B: Existing Schools in NEIMS
Norms & STDs filter =Backlog
201222
20112010
ASIDI Prioritised existing schools to Optimum Functionality Level: Programme driven by National ASIDI Team (Detailed planning & Implementation. by PEDs and Provincial ASIDI Teams
Completed projects registered in NEIMS
Completed projects registered in NEIMS
Completed projects registered in NEIMS
2013 2014
NEIMS
Completed projects registered in NEIMS
Completed projects registered in NEIMS
DIAGRAM 6: LINKING PROPOSED ASIDI WITH NEIMS AND CURRENT PIP PROGRAMME
U-AMPS C-AMPS DESIGN TENDER IMPLEMENTATION
2009
New Norms & Standards
Prototype N/S Cost Norms
Priority 1: All schools below Basic Functionality to Optimal Functionality
23% or 5640 Schools NEIMS (23-02-10)
Priority 2: Within Priority 1 clusters priority schools above Basic Functionality to Optimum Functionality To be determined in detailed planning
Basic to Optimum Functionality Programme ends
A:Current PIP PROGRAMME
B
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Funding Options
FUNDING OPTIONS FOR THE PROPOSED ASIDI PROGRAMME
Tripartite Arrangement between Treasury, DBSA and PEDs
Where there is lack of progressTreasury to provide from affected PED’s budget, an allocation to Department of Basic Education to intervene
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StrategiesStandardized school designs, specifications and tender documentation
Use of alternative technologies and delivery systems
Mobilizing experienced programme project management support
Public private partnerships
Mobilizing major contractors
Utilizing turn key contractors
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NEEDU
• Implementation has commenced on 1 April 2010• Process for recruitment of CEO and other staff is
underway and announcement will follow shortly• Activities:– Development of detailed programme along with
institutionalisation– Evaluate key aspects of system – especially those
relevant to delivery of Schooling 2025– Play a key role in ANA 2010– Draft an annual assessment report directed to the
Minister
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QUALITY LEARNING AND TEACHING CAMPAIGN
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What is QLTC1. QLTC social compact between education stakeholders
and communities2. Ultimately about achieving number one goal:
Improving the quality of learning– About learner achievement– school functionality
3. QLTC is a campaign therefore should be massed based4. Accountability (individual and collective) and follow up5. QLTC underpinned by clear P.O.A
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STRATEGIC OBJECTIVES • To mobilize communities and draw awareness to
the roles and responsibilities of all citizens in terms of the importance of a quality education – advocacy
• To support schools in the delivery of quality learning and teaching
• To ensure the establishment of QLTC structures for the implementation of the education related non-negotiables – special focus on the local structures
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KEY ACTIVITIES1. Establishment of Structures• Formation of QLTC structures – specific emphasis should
be at local level• Ensure structures linked to schools• Develop guidelines on QLTC2. Community Mobilisation• Embark on visible campaign (national and local)• National and local conversations on QLTC • Encourage communities to adopt schools, volunteer
services etc• Meet with organised formations (churches, traditional
leaders, NGOs , business, etc) to support QLTC
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STRATEGIC OBJECTIVES - ACTIVITIES
3. Suggested activities for QLTC structures• Monitor curriculum coverage throughout the year• Communicate key strategic info (choice of subjects,
registration, etc)• Engage with schools on results (grades 3,6,9,12)• Link schools with support• Support underperforming and challenged schools• Develop Rapid Response and accountability Protocols
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Key milestones
• Regular National QLTC Steering Committee meetings (monthly)
• Involvement and participation of SGBs • Provincial launches ( 7 done, 2 ready to launch)• Monitoring of opening of schools • Assessment of readiness to support
underperforming schools• Multi stakeholder team working on code and
translating it into a POA
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Way Forward
• Establishment of local QLTC structures and their POA (workshop)
• Translation of Codes and commitments into measurable indicators
• Development of a national action plan• Continuous community mobilisation and
engagement• Finalise and implement communications plan
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PROVIDING EFFECTIVE SUPPORT TO SCHOOLS – DISTRICTS DEVELOPMENT
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Providing effective & targeted support to schools – District Development
• Most significant lever for delivery of Schooling 2025 resides in the capability of districts to effectively monitor and support schools
• However, despite some pockets of success, overall district capability falls far short of what is needed
• Notable that districts that support poor and struggling schools reflect the most severe shortcomings
• Therefore extremely important to seek overall policy solutions aimed at providing a general equivalence provision coupled with innovative solutions (such as drawing on NGO support)
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Thank You