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K W A Z U L U - N A T A L D E P A R T M E N T O F E D U C A T I O N
Honourable E S Mchunu, MPLKwaZulu-Natal Legislature
MEC: Education
Honourable E S Mchunu, MPLKwaZulu-Natal Legislature
MEC: Education
OThe MEC receives the Annual Report from the Accounting Officer in terms of the Public Finance Management Act, 1999 (Act 1 of 1999).
Honourable Mr ES Mchunu, MPL.KwaZulu-Natal Legislature
MEC: Education
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K W A Z U L U - N A T A L D E P A R T M E N T O F E D U C A T I O N
Nkosinathi SP Sishi, PhD.Head of Department: Education
KwaZulu-Natal ProvinceRepublic of South Africa
In fulfillment of my obligation as the Accounting Officer of the KwaZulu-Natal Department of Education in terms of thePublic Finance Management Act, 1999 (Act 1 of 1999), Chapter 5, Section 40, Sub-section (1), (b) (c) (d).
Accounting Officers reporting responsibilities:
40. (1) the Accounting Officer for a department, trading entity or constitutional institution:
(b) must prepare financial statements for each financial year in accordance with generally recognised accounting practice
(c) must submit those financial statements within two months after the end of the financial year to-
(i) the Auditor-General for auditing; and
(ii) the Treasury to enable that Treasury to prepare consolidated financial statements in terms of section 8;
(d) must submit within five months of the end of a financial year to the Treasury and, in case of a department or
trading entity, also to the executive authority responsible for that department or trading entity
(i) annual report on the activities of that department, trading entity or constitutional institution during that
financial year;
(ii) the financial statements for that financial year after those statements have been audited; and
(iii) the Auditor-Generals report on those statements;
I have pleasure in presenting the Annual Report 2012/2013 to the MEC for Education, the Honourable Mr ES Mchunu.
Nkosinathi SP Sishi, PhD.Head of Department: EducationKwaZulu-Natal
KWAZULU-NATAL DEPARTMENT OF EDUCATION ANNUAL REPORT 3/
the
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K W A Z U L U - N A T A L D E P A R T M E N T O F E D U C A T I O N
KWAZULU-NATAL DEPARTMENT OF EDUCATION ANNUAL REPORT 3/
the
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All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted by any means without prior consent of the Head of Department of the KwaZulu-Natal Department of Education.
Copyright: KwaZulu-Natal Department of Education
ISBN: 978-0-621-42128-6
PR: 249/2013
PHYSICAL ADDRESS: KwaZulu-Natal Department of Education 247 Burger Street Anton Lembede House PIETERMARITZBURG 3200
POSTAL ADDRESS: Private Bag X9137 PIETERMARITZBURG 3200
TELEPHONE NUMBER: +27 33 392 1085FAX NUMBER: +27 33 342 1790EMAIL ADDRESS: [email protected] ADDRESS: www.kzneducation.gov.za
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K W A Z U L U - N A T A L D E P A R T M E N T O F E D U C A T I O N
PART A: GENERAL INFORMATION1. LIST OF ABBREVIATIONS/ACRONYMS 2. STRATEGIC OVERVIEW 2.1. Vision 2.2. Mission 2.3. Values 2.4. Strategic Outcome Orientated Goals3. LEGISLATIVE AND OTHER MANDATES 4. ORGANISATIONAL STRUCTURE 5. FOREWORD BY THE MEC 6. OVERVIEW OF THE ACCOUNTING OFFICER PART B: PERFORMANCE INFORMATION 1. STATEMENT OF RESPONSIBILITY FOR PERFORMANCE INFORMATION 2. OVERVIEW OF DEPARTMENTAL PERFORMANCE 2.1. Service Delivery Environment 2.2. Service Delivery Improvement Plan 2.3.OrganisationalEnvironment 2.4.PlannedInterventionsandProgrammes 2.5.PerformanceInformationbyProgramme
PART C: HUMAN RESOURCE MANAGEMENT 1. LEGISLATION THAT GOVERN HR MANAGEMENT 2. INTRODUCTION 3. HUMAN RESOURCE OVERSIGHT STATISTICS 3.1. Personnel Related Expenditure 3.2. Employment and Vacancies 3.3.JobEvaluation 3.4. Employment Changes 3.5. Employment Equity 3.6. Performance Rewards 3.7. Foreign Workers 3.8.LeaveUtilisation 3.9.HIV/Aids&HealthPromotionProgrammes 3.10.LabourRelations 3.11. Skills Development 3.12. Injury on Duty 3.13.UtilisationofConsultants
PART D: FINANCIAL INFORMATION 1. REPORT OF THE AUDIT AND RISK COMMITTEE ON VOTE NO. 5-EDUCATION 2. ACCOUNTING OFFICERS STATEMENT OF RESPONSIBILITY 3. REPORT OF THE AUDITOR GENERAL 4. REPORT OF THE ACCOUNTING OFFICER TO THE KZN PROVINCIAL LEGISLATURE ON VOTE NO.5- DEPARTMENT OF EDUCATION5. ANNUAL FINANCIAL STATEMENTS
PART E: OTHER INFORMATION1. CONCLUSION2. GLOSSARY OF TERMS
6 8 8 8 8 9 11 13 14 16
19 20 20 25 29 35 46
56 56 58 58 62 66 67 74 79 83 84 88 89 91 92 93
95 99100
107124
204205
PART A: GENERAL INFORMATION1. LIST OF ABBREVIATIONS/ACRONYMS 2. STRATEGIC OVERVIEW 2.1. Vision 2.2. Mission 2.3. Values 2.4. Strategic outcome orientated goals3. LEGISLATIVE AND OTHER MANDATES 4. ORGANISATIONAL STRUCTURE 5. FOREWORD BY THE MEC 6. OVERVIEW OF THE ACCOUNTING OFFICER PART B: PERFORMANCE INFORMATION 1. STATEMENT OF RESPONSIBILITY FOR PERFORMANCE INFORMATION 2. OVERVIEW OF DEPARTMENTAL PERFORMANCE 2.1. Service Delivery Environment 2.2. Service Delivery Improvement Plan 2.3. Organisational environment 2.4. Planned Interventions and Programmes 2.4. Performance Information by Programme
PART C: HUMAN RESOURCE MANAGEMENT 1. LEGISLATURE THAT GOVERN HR MANAGEMENT 2. INTRODUCTION 3. HUMAN RESOURCE OVERSIGHT STATISTICS 3.1. Personnel related expenditure 3.2. Employment and Vacancies 3.3. Job Evaluation 3.4. Employment Changes 3.5. Employment Equity 3.6. Performance Rewards 3.7. Foreign Workers 3.8. Leave utilisation 3.9. HIV/AIDS & Health Promotion Programmes 3.10. Labour Relations 3.11. Skills Development 3.12. Injury on duty 3.13. Utilisation of Consultants
PART D: FINANCIAL INFORMATION 1. REPORT OF THE AUDIT AND RISK COMMITTEE 2. ACCOUNTING OFFICERS STATEMENT OF RESPONSIBILITY 3. REPORT OF THE AUDITOR GENERAL 4. REPORT OF THE ACCOUNTING OFFICER 5. ANNUAL FINANCIAL STATEMENTS
PART E: OTHER INFORMATION1. CONCLUSION2. GLOSSARY OF TERMS
CON
TEN
TS
6 8
9 11 13 14 16
20 21 21 26 30 36 47
57 57 59 60 63 67 68 75 80 84 85 88 89 90 91 91
96 100 101 109 123
222 223
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1. LIST OF ABBREVIATIONS/ACRONYMS
AET Adult Education and Training
ACE Advanced Certificate in Education
AFS Annual Financial Statement
AGSA Auditor General of South Africa
ASGI-SA Accelerated and Shared Growth Initiative South Africa
BBBEE Broad Based Black Economic Empowerment
BREPRCO Budget Review Expenditure Performance and Risk Committee
CAPS Curriculum Assessment Policy Statement
CASS Continuous Assessment
CEM Council of Education Ministers
CEMIS Central Education Management Information System
CEO Chief Executive Officer
CFO Chief Financial Officer
CHE Committee on Higher Education
CPF Community Policing Forum
CLC Community Learning Centre
DBE Department of Basic Education
DoE National Department of Education
DTC Departmental Training Committee
ECD Early Childhood Development
EE Employment Equity
EFA Education for All
EMIS Education Management Information Systems
EPWP Expanded Public Works Programme
ETDP Education, Training and Development Practices
EWP Employee Wellness Programme
FET Further Education and Training
FETC Further Education and Training Certificate
FETMIS Further Education and Training Management Information System
FTE Full-time Equivalent
GET General Education and Training
GETC General Education and Training Certificate
HDI Historically Disadvantaged Individual
HEDCOM Heads of Education Departments Committee
HOD Head of Department
HRD Human Resource Development
HSRC Human Sciences Research Council
ICT Information and Communication Technology
IDP Integrated Development Programme
IP Infrastructure Plan
IQMS Integrated Quality Management System
KZN KwaZulu-Natal
KZNDoE KwaZulu-Natal Department of Education
LSEN Learners with Special Education Needs
LTSM Learning and Teaching Support Materials
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LURITS Leaner Unit Record Information and Tracking System
MDG Millennium Development Goals
MEC Member of the Executive Council
MTEF Medium-Term Expenditure Framework
MTSF Medium-Term Strategic Framework
NCS National Curriculum Statements
NDR National Democratic Revolution
NEIMS National Education Infrastructure Management System
NEPA National Education Policy Act
NGO Non-Governmental Organisation
NQF National Qualifications Framework
NSC National Senior Certificate
NSNP National School Nutrition Programme
NSSF Norms and Standards for School Funding
PAJA Promotion of Administrative Justice Act
PED Provincial Department of Education
PFMA Public Finance Management Act
PGDP Provincial Growth Development Plan
PGDS Provincial Growth Development Strategy
PPP Public-Private Partnership
PSA Public Service Act
QIDS-UP Quality Improvement, Development, Support and Upliftment Programme
RCL Representative Council of Learners
SACMEQ Southern Africa Consortium for Monitoring Educational Quality
RPL Recognition of Prior Learning
SAQA South African Qualifications Authority
SASA South African Schools Act
SASAMS South African School Administration and Management System
SCM Supply Chain Management
SDIP Service Delivery Improvement Plan
SDP School Development Plan
SGB School Governing Body
SETA Sector Education and Training Authority
SCM Supply Chain Management
SITA State Information Technology Agency
SMME Strategic Management, Monitoring and Evaluation
SMS Senior Management Service
StatsSA Statistics South Africa
TR Treasury Regulations
UNESCO United Nations Educational, Scientific and Cultural Organisation
UNLD United Nations Literacy Decade
WHO World Health Organisation
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1. STRATEGIC OVERVIEW
2. 2.1. Vision A well educated, skilled and highly developed citizenry.
2.1. Mission To provide equitable access to quality education for the people of KwaZulu-Natal.
2.2. Values The KwaZulu-Natal Department of Education adheres to the following values:
(i) Honesty
Displaying honesty in service, as well as intolerance to fraud, corruption, nepotism and maladministration.
(ii) Caring
Discharging our duties with kindness and generosity, and being mindful of the circumstances of other people, their needs and special requirements.
(iii) Empathy
Sharing one anothers emotions and feelings.
(iv) Professionalism
Demonstrating the highest standard of our profession and exceptional conduct of our professionals.
(v) Integrity
Ensuring consistency of actions and conduct of the highest ethical and moral standard.
(vi) Fairness
Treating all people in a manner that is fair and just.
(vii) Excellence
Maintaining high standards of performance and professionalism by aiming for excellence in everything we do.
(viii) Teamwork
Establishing and maintaining shared goals and working together towards improving service delivery.
2.
2.2.
2.3.
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2.1. Strategic Outcome Orientated Goals
The strategic goals are instruments focusing the Department in achieving the vision using the mission as a vehicle. The articulation of the goals contributes to a concerted effort in ensuring that goals achieve the vision which in turn achieves the Provincial, National and International mandates of the education sector. The strategic goals of the Department are:
STRATEGIC GOAL 1 BROADEN ACCESS TO EDUCATION AND PROVIDE RESOURCES
Strategic Objective 1.1 To increase access to education in public ordinary schools.Strategic Objective 1.2 To provide infrastructure, financial, human and technological resources.Strategic Objective 1.3 To implement teaching, management and governance support programmes
at all schools.Strategic Objective 1.4 To provide diverse curricula and skills oriented programmes across the
system.
STRATEGIC GOAL 2 IMPROVE SCHOOLS FUNCTIONALITY AND EDUCATIONAL OUTCOMES AT ALL LEVELS
Strategic Objective 2.1 To implement quality assurance measures, assessment policies and systems to monitor success of learners.
Strategic Objective 2.2 To develop and enhance the professional quality and academic performance of managers and teachers in all institutions.
Strategic Objective 2.3 To administer effective and efficient examination and assessment services.
STRATEGIC GOAL 3 DEVELOP HUMAN RESOURCE AND ORGANISATIONAL CAPACITY AND ENHANCE SKILLS
Strategic Objective 3.1 To develop the skills of the Departments workforce at all levels.Strategic Objective 3.2 To ensure equitable distribution of human resource in the Department.
STRATEGIC GOAL 4 DEVELOP SCHOOLS INTO CENTRES OF COMMUNITY FOCUS, CARE AND SUPPORT
Strategic Objective 4.1 To implement an integrated programme in dealing with the impact of communicable diseases, and HIV/AIDS in the workplace and in all institutions.
Strategic Objective 4.2 To provide support to mitigate the challenges of unemployment, and child-headed households.
2.4.
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STRATEGIC GOAL 5 ENSURE GOOD CORPORATE GOVERNANCE, MANAGEMENT AND AN EFFICIENT ADMINISTRATION
Strategic Objective 5.1 To implement administrative management systems and accounting procedures in order to ensure maximum support to curriculum delivery.
Strategic Objective 5.2 To implement the Batho Pele Principles in all institutions.
Strategic Objective 5.3 To decisively deal with issues of fraud, corruption and maladministration.
Strategic Objective 5.4 To implement the Education Management System to improve information management.
STRATEGIC GOAL 6 PROMOTE NATIONAL IDENTITY AND SOCIAL COHESION
Strategic Objective 6.1 To promote youth development, arts, culture and sports in all institutions.
Strategic Objective 6.2 To preserve heritage through utilisation of national symbols in encouraging unity and patriotism amongst the people of KZN.
Strategic Objective 6.3 To develop strong partnerships with all education stakeholders.
Strategic Objective 6.4 To implement nation building programmes and projects.
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2. LEGISLATIVE AND OTHER MANDATESSince 1994, a number of policies have been implemented and legislation promulgated to create a framework for transfor-mation in education and training. The fundamental policy framework of the Ministry of Education is stated in the Ministrys first White Paper: Education and Training in a Democratic South Africa: First Steps to Develop a New System, February 1995. This document adopted as its point of departure the 1994 education policy framework of the African National Congress. After extensive consultation, negotiations and revision, it was approved by Cabinet and has served as a fundamental refer-ence for subsequent policy and legislative development.
A summary of key policies, legislative and other mandates that the Department seeks to deliver on are as follows:
3.1. Constitutional Mandates . Republic of South Africa Constitution, 1996 (Act 108 of 1996).
3.2. Legislative Mandates
.National Education Policy Act, 1996 (Act 27 of 1996).
. The South African Schools Act, 1996 (Act 84 of 1996).
. The Further Education and Training Colleges Act, 2006 (Act 16 of 2006).
.Employment of Educators Act, 1998 (Act 76 of 1998).
. South African Council for Educators Act, 2000 (Act 31 of 2000).
. The Adult Basic Education and Training Act, 2000 (Act 52 of 2000).
. The South African Qualifications Authority Act, 1995 (Act 58 of 1995).
. The General and Further Education and Training Quality Assurance Act, 2001 (Act 58 of 2001) as amended in 2008 (Act 50 Of 2008).
. Public Finance Management Act, 1999 (Act 1 of 1999) as amended.
. The Annual Division of Revenue Act, 2013 (Act 2 of 2013).
. Public Service Act, 1994 as amended (proclamation 103 of 1994).
3.3. Policy Mandates
.Republic of South Africa, The Education White Paper 5 on Early Childhood Development (2000).
.Republic of South Africa, Education White Paper 6 on Inclusive Education (2001).
.Republic of South Africa, Education White Paper 7 on e-learning (2004).
.Revised National Curriculum Statement (Grades R to 9)
.National Curriculum Statements (Grades 10 to 12)
3.
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3.4. Relevant Court Rulings
3.4.1. Christian Education of South Africa v Minister of Education (CCT 13/98) [1998] ZACC16; 1999 (2) SA 83; 1998 (12) BCLR 1449 14 October 1998.
The decision of this case repealed moderate corporal correction and corporal punishment in independent schools.
3.5. Other Mandates
Other than the above-mentioned legislation and policies pertaining to its core function, the Department is obliged to comply with all the legislation and policies in the public service. In addition to the National Education Legislative Man-dates and Education White Papers (EWP) 1-7, the following mandates have been included:
.Labour Relations Act, 1995 (Act 66 of 1995), as amended. .Employment Equity Act, 1998 (Act 55 of 1998). .Preferential Procurement Framework Act, 2000 (Act 5 of 2000). .Treasury Regulations 2001. .Promotion of Administrative Justice Act, 2000 (Act 3 of 2000). .Promotion of Access to Information Act, 2000 (Act 2 of 2000). .Language in Education Policy, 1997. .Norms and Standards for Educators, Government Gazette, Vol. 415, No. 20844, 2000. .National Policy on Whole School Evaluation (July 2001). .National Curriculum Statement: Grade R-9 (Gazette 23406, Vol. 443-May 2002). .National Policy on Religion and Education, 2003. .Policy Document on Adult Basic Education and Training (12 December 2003). .National Education Information Policy (Government Notice 1950 of 2004). .National Policy regarding Further Education and Training Programmes: Approval of the amendments to the programme and promotion requirements for the national Senior Certificate: A Qualification at Level 4.
.Intergovernmental Relations Framework Act, 2005 (Act 13 of 2005). .Addendum to FET Policy document, National Curriculum Statement on National Framework regulating Learners with Special Needs (11 December 2006).
.National Policy on HIV/AIDS for Learners and Educators in Public Schools and Students and Educators in Further Education and Training Institutions, 1998 on the National Qualification Framework (NQF) [Gazette 29851 of April 2007].
.National Policy on the conduct, administration and management of assessment for the National Certificate (Vocational), 2007.
.National Education Policy Act: Requirements for Administration of Surveys, (2 April 2007). .National Policy Framework for Teacher Education and Development in South Africa (26 April 2007). .Regulations pertaining to conduct, administration and management of assessment for the National Senior Certificate (Gazette 31337, Volume 518 of 29 August 2008).
.National Planning on an Equitable Provision of an Enabling School Physical Teaching and Learning Environment (21 November 2008).
.Construction Industry Development Board, 2000 (Act 38 of 2000).
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3. ORGANISATIONAL STRUCTUREBr
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14
K W A Z U L U - N A T A L D E P A R T M E N T O F E D U C A T I O N
6.
NameTitle:
Finance
Mr E S Mchunu, MP
mes
FOR EDUCATION
LHonourable Mr ES Mchunu, MPL.KwaZulu-Natal Legislature
MEC: Education
We started the academic year 2012, as the Department with the full knowledge that our 2011 results had dropped by 2,6% from those of the previous year 2010. This situation called for more effort and determination not only to achieve better results than we did in 2011, but to surpass the 2010 results. Our main objective, therefore, was to achieve above 70.7% which was the 2010 results.
To achieve our main objective, we set out to do a number of things which would enhance good performance in our schools. These included continuing with the surprise visits to our poor-performing schools conducted by the MEC, Top Management and the Provincial Intervention Teams. We also encouraged our Districts to have their individual programmes targeting poor-performing schools in each district, while not neglecting good performers to ensure that they do not reverse on their good performance.
In the process we identified six basic challenges which we believe are facing the Department of Education in KwaZulu-Natal and we resolved to confront them head on, and this formed a bigger part of our strategy to inculcate the culture of good performance in our Department and our schools. These challenges are:
.Poor curriculum management and development
.Teacher supply and capacity building
.Poor infrastructure
.Lack of classroom equipment
.Management challenges
.Finance
For each of the first five identified challenges we initiated solutions in the Province. Fundamental challenge number seven which we called the Transformation of the Schooling System was born in that process. It features the following:
.Eliminating inequality
.Creating schools as Centres of Excellence
.Streamlining schools into Primary and Secondary Phases
.Consolidating small, non-viable and Section 14 schools
.Optimal utilisation of human and material resources
.Variation of the curriculum
5. FOREWORD BY THE MEC FOR EDUCATION
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K W A Z U L U - N A T A L D E P A R T M E N T O F E D U C A T I O N
For challenge number six, which is Finance, we have had to subject all our activities under strict cost-cutting measures which have allowed us to perform optimally with limited resources. The ultimate goal here is to stabilise financial management in the Department reflecting no irregular, unauthorised and wasteful expenditure and of course an unqualified opinion from the Auditor-General.
We also isolated the social ills as a serious impediment to our efforts of ensuring a conducive environment for the provision of quality teaching and learning in our schools. To counter this we introduced the Social Ills Campaign which has brought about a deeper understanding and consciousness to many of our learners, educators and our stakeholders, about the negative consequences of social ills.
Having identified the NSNP as a possible vehicle that can contribute positively in the broader fight against the scourge of poverty and unemployment, we decided to introduce the concept of Co-operatives in the feeding scheme for our schools. This has had the effect of providing income to many people who previously had no source of income.
The financial climate within which our Department has had to operate has moulded us to run the education system under stringent financial constraints which has taught us to do more with less. The cost-cutting measures continued to be part of our lives and enabled us to run a financially viable system that will not collapse as a result of unsound financial decisions.
In conclusion, we are convinced that the efforts and sheer determination that we put into our work as well as the momentum that we kept throughout the year were instrumental in the attainment of what we had set out to achieve from the beginning of the year.
________________________
Mr ES Mchunu, MPL.
MEC for Education
31 August 2013
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K W A Z U L U - N A T A L D E P A R T M E N T O F E D U C A T I O N
As a Province we have come a long way since 1994. We can pride ourselves on the fact that no one is denied access to education on the basis of race, physical condition and economic status. This we have achieved through, among other things, initiatives such as the national school nutrition programme, no-fee schools and inclusive education programmes.
Education is one of the key priorities in the country and it has always been the national grievance especially to indigenous Africans. The first decade of freedom from 1994 to 1999, ushered in new hope for the people of South Africa, so various interventions were implemented eg. Outcomes-Based Education (OBE), The National Curriculum Statement (NCS), to mention but a few.
During the second decade of freedom starting from 1999 education was declared a national apex priority, outcome number one. There are seven fundamental challenges in education which need to be overcome before high quality education is delivered. These are poor curriculum management and delivery, teacher supply and capacity building, lack of classroom equipment, poor infrastructure, management challenges, finance and transformation of the schooling system. Initiatives to address these challenges include placing subject advisors where they belong, distribution of newly qualified teach-ers in districts according to the need, distribution of equipment to schools (this is an ongoing process since the end of 2012), infrastructure strategy to build proper schools with all facilities, the need for the training of management at all levels and branches and improvement of effective financial management. The programme for change requires community involvement (which is crucial in the renaming and rededication of schools), align-ing institutions (redressing the inequalities of the past), education and skills and a quality public education for all. Aligning institu-tions concern moving learners and educators from small and non-viable schools to other better suited schools, as well as dealing with schools situated in farms or private land. This also means addressing the negative effects of multi-grade schools, satellite schools which are unknown to the Department and building modelled schools modelled on former Model C schools. The acquisi-tion of education and skills will be addressed through career guidance, technical high schools, maritime schools and building an agricultural high school in each district.
Quality public education for all will be achieved through proper early childhood provisioning and inclusive education, the KZN initiative to improve learning outcomes as well as by implementing the National Development Programme. There are coordinating task teams, also known as Transversal Task Teams, to spearhead the transformation. The involvement and support of the Regional Executive Committee was requested during the engagement with farmers and land owners. Collaboration with the Department of Land Affairs would also be sought.
There has been a major transformation of the school feeding programme in the province so that it feeds children while the com-munities from which the children come benefit. The NSNP is one strategy to address poverty in the country. Co-operatives were introduced as part of job creation. For 2013/2014 the budget for NSNP and the learners fed has increased. A new NSNP policy has been introduced and it has resulted in an increase of service providers. Emphasis has been placed on local production of vegetables.
Nkosinathi SP Sishi, PhD.Head of Department: Education
KwaZulu-Natal
6. OVERVIEW OF THE ACCOUNTING OFFICER
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K W A Z U L U - N A T A L D E P A R T M E N T O F E D U C A T I O N
In KwaZulu-Natal, we have come to realise that much as our education system has changed for the better over the years, we need to change our school system. Towards the end of 2012 we introduced a programme called Transformation of the Schooling System. Since this project was announced mid-year in 2012/13, it has received an overwhelming support across the province. Commu-nity organisations, stakeholders, teacher unions, business and parliamentarians alike across the political divide have welcomed this project as having huge draw backs towards fixing the shameful legacy of the previous apartheid and segregated schooling system. Our goal to enhance service delivery and provide high quality education for all the Provinces learners has necessitated that we streamline the schooling system to make it more efficient and less wasteful. To do this, the Department will embark on a programme for the transformation of our schooling system. The intended transformation programme will address the following key issues:
.The transformation of small and non-viable schools
.The elimination of multi-grade teaching
.Streamlining of the typologies of the schooling system
.Renaming of schools
.The establishment of Model Schools.
.Provision of support to ECD sites for 0 - 4 year olds in collaboration with the Department of Social Development and Department of Health.
.Ensuring that all children are given access to 2 years of ECD programmes before Grade 1.
.Ensure access to education for learners with barriers to learning
Currently, the Departments target is to focus in areas where there is an urgent need to act lest there be more damage done to our young and aspirant learners. The Underberg area has been specifically identified as a top most priority because of large incidences of small and non-viable schools. Overall our focus for implementation will extend to schools across the 12 Department operational districts. Altogether a total of 36 small and non-viable schools will be targeted to receive support aimed at eradicating multi-grade teaching, provision of learner transport, learner support programmes and focused teacher training and provision of resources.
Another project closely linked to the eradication of small and non-viable schools relates to the so called satellite schools. Satellite schools are informal schools that serve as extensions to the existing mainstream schools. The Departments immediate task is to find workable ways to move learners in satellite to mainstream schools. Contingent steps such as securing mobile libraries, learner transport and other learner teacher support materials have been undertaken to match the physical relocation of learners from satellite to mainstream schools. Altogether the Department hopes to phase out a minimum of 46 satellite schools in the current financial year.
Our plan for the year is to focus on small and non-viable schools that need to be closed with immediate effect. These are mainly schools that are in Underberg and Hlanganani Circuit within Pholela Circuit Management. In some schools we will phase-out grades 8 & 9. In mainstream schools next to satellite schools, the Department will move learners from a satellite school to the nearest mainstream school. The school receiving learners from a satellite school will receive mobile classrooms and where pos-sible learner transport. Since mobile classrooms are not a permanent structure, the Department will in the long run phaseout mobile classrooms for permanent structures. Altogether there are 49 satellite schools that will be phased-out. A process is under-way to compile a list of schools that will be given a model school status. These schools stand to benefit from a range of teaching and learning support materials in recognition of their stable and higher performance in academics over years.
This Annual Report will shed more light on the overall performance of the Department.
Nkosinathi SP Sishi, PhD.
Head of Department: Education
KwaZulu-Natal
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K W A Z U L U - N A T A L D E P A R T M E N T O F E D U C A T I O N
1. STATEMENT OF RESPONSIBILITY FOR PERFORMANCE INFORMATION
Statement of Responsibility for Performance Information for the year ended 31 March 2013
The Accounting Officer is responsible for the preparation of the departments performance information and for the judgements made in this information.
The Accounting Officer is responsible for establishing and implementing a system of internal control designed to provide rea-sonable assurance as to the integrity and reliability of performance information.
In my opinion, the performance information fairly reflects the performance information of the Department for the financial year ended 31 March 2013.
Nkosinathi SP Sishi, PhD.
Head of Department: Education
KwaZulu-Natal
31 August 2013
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1
1. OVERVIEW OF DEPARTMENTAL PERFORMANCE
2.1 Service Delivery Environment
The service delivery environment is the situation where prospective clients find themselves in when they seek services, both in terms of tangible factors (eg. the physical, personnel, equipment and supplies) and the intangibles (eg. treatment received from the staff). The stronger the input from each of these functional areas the better will be the services available to clients. The Service Charter adopted by the Department will serve a great deal in setting clear outcomes for employees in the delivery of services.
The Delivery Agreement Action Plan to 2014 and the Strategic Plan 2010/11 to 2014/15 form the pillars for the delivery environment that the Department seeks to provide in 2012/13 and during this electoral cycle.
While the higher-level strategic goals remain constant, a key question has arisen as to the departments role in mitigating conditions of under-development. All programmes are continually assessed in terms of how effectively they contribute to addressing issues of physical, epistemological and socio-cultural access of the population of this province within the prevailing pressures in population dynamics, employment opportunities, health, poverty and other related socio-economic issues affecting the people of the province.
The main strategy of our KwaZulu-Natal Department of Education is driven by a vision to transform the uneven social and economic situation through education by empowering the citizens with skills, knowledge and values. It is expected from our citizens that once they are well educated and skilled they will be empowered to make a meaningful contribution in our economy and also enhance the developed citizenry in the province.
The distinction between our department and many others who may share our vision is our mission to provide opportunities for all the people of KwaZulu-Natal to access quality public education within the population and socio-economic pressures.
The KwaZulu-Natal Department of Education addresses a wide range of challenges that serve as potential obstacles to successfully carrying out its educational mission and statutory mandate. Challenges at school and classroom level bring KZNDoE to the crux of the concerns that affect educators, learners and communities such as large class sizes, high poverty rates, low levels of literacy, weak school-family relationships and high learner numbers walking long distances to schools. The challenges mentioned are experienced in many schools and the impact is what is observed in learner attainment.
Socio-Economic Challenges
Demographic Matters
The population of KwaZulu-Natal has grown rapidly over the last five years and continues to grow. According to the Community Survey 2007, released by Statistics South Africa (StatsSA) on 31 July 2008, KwaZulu-Natal is home to about 10 259 230 people, representing 21.2% of South Africas total population. African Black population is 84,9%, Indians 8,5%, Whites 5,1% and Coloureds 1,5%. The KwaZulu-Natal population has grown by 7% since Community Survey 2001, which is by far the fourth highest growth rate of all the provinces. The population of KwaZulu-Natal is spread throughout eleven district municipalities, namely: Umkhanyakude, Zululand, Amajuba, Uthukela, Umzinyathi, Uthungulu, Umgungundlovu, Ilembe, Ethekwini, Sisonke and Ugu covering 92000 square kilometres (7% of land in the country). KwaZulu-Natal has the second largest population
2.
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2
density with estimated 102 people per square kilometre after Gauteng estimated at 520 people per square kilometre.
The StatsSA 2009 mid-year population estimates, places KwaZulu-Natal as the second-most populous province after Gauteng, with 21.2% of the countrys 50,586,757 million people living in KwaZulu-Natal. It is, however, important to note that despite being the second most populous province, KZN schools provide access to teaching and learning to more learners than any other province, contributing more than 22% of learners, teachers, targets and outputs to the national education system.
Poverty
Fifty percent (50%) of the people of KwaZulu-Natal are considered to be living in poverty. The following gives an indication of living conditions:
9% of households live in informal dwellings and 22% live in traditional dwellings; 61.2% of rural households are without electricity and 57% use wood for cooking food; and Only 35.2% of households have a tap within their dwelling and 52.3% have no flushing or chemical toilet.
The majority of learners in the province live in impoverished areas where education is not easily accessible. In responding to this challenge the Department has developed a strategy to provide learner transport for learners who travel long distances to schools. The plan is to accommodate learners in the programme from the targeted group in the deep rural, farm areas and under-serviced areas.
Impact of HIV and Aids
Whilst the KwaZulu-Natal Department of Education is committed towards increasing access to quality education, the prevalence of HIV/Aids in the Province poses a serious threat towards the attainment of universal access to free and quality education by 2015. The prevalence of the pandemic amongst educators remains an issue for concern and therefore a rigorous approach is needed to increase educational awareness programmes to prevent the dissemination of the virus that causes the pandemic. There are projections that the number of orphans and child-headed households is likely to increase especially in the Ugu District. Some of the learners are likely to drop out of school in an attempt to fend for themselves or to provide care for family members. Learners from HIV affected families are more likely to experience depression, post-traumatic stress as well as negative educational outcomes.
It is against this backdrop that the delivery of quality education has to take place and indeed the dedication to service and performance beyond the call of duty will make positive contributions to create a better life for the people in the province.
To address the challenges the Department will continue to provide services which cater for the observed challenges that the environment present. To this end, the provision of the National School Nutrition Programme is biased to schools in Quintiles 1, 2 and 3, where most of the poor schools are ranked. This is evidenced by the highest number of beneficiaries of the NSNP being in the poorest districts, namely Zululand District (725) followed by the Empangeni District (618), with the least schools in the Pinetown District (176) and the Umlazi District (124). Inadequate infrastructure for catering is proportionately pronounced in urban areas but extremely pronounced in rural areas. In this regard, mobile kitchens have been ordered for delivery in the new financial year and the Department continues to receive mobile kitchens through donors.
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The Department continues to offer Co-curricular activities that range from choral music, cultural activities, indigenous games and sporting activities in order to promote national identity and social cohesion. Co-operation with strategic partners will help the programme to achieve its goal, objectives and targets. This will be done by renewing the Memorandum of Understanding with other relevant sister departments and clearly defining roles and responsibilities for each partner. It is envisaged that resources will be shared among municipalities, public schools and the Departments of Sport and Recreation and Arts and Culture.
Budgetary constraints have a negative impact on programme delivery at all levels. It also inhibits the training of teachers in coaching, technical officiating and administration. Teachers need these skills to assist their learners.
Enrichment programmes are interventions that seek to develop the learners holistically through the provision of skills and knowledge to learners and keep them out of harms way by keeping them purposefully engaged during the time they are out of the classroom.
The current scope of school education is indicated by the following summary data. Nearly 2 569 793 learners were enrolled in 5 952 public ordinary schools, and were taught by approximately 88 373 teachers in 2011/12 (KZNDoE, 2011/12 APP). The provincial learner: educator ratio in public ordinary schools is approximately 29:1. This figure conceals wide differences. For instance, in schools where parents are able to afford high school fees, additional teachers are hired by school governing bodies in order to keep learner educator ratios low. By contrast, schools in poor communities tend to have learner: educator ratios in excess of the national average.
According to the statistics from the KZNDoEs Annual Report 2009/2010, about 91% of the 6-15 year old children had access to education in 2009, with a major increase of 4% to 95% in 2010 and a plan to increase access by 1% to 96% in 2011/12. The gender parity index indicates that equitable access of boys and girls has effectively been achieved.
The South African Constitution (RSA, 1996a) provides for the right of children to receive education in the language of their choice, where it is reasonably practicable. The Department of Education's 1997 Language-in-Education Policy (LIEP) entrenches this constitutional right and encourages learners to learn more than one language. It also encourages them to use the language that they best understand as the language of learning and teaching.
Language is a vital aspect of access to meaningful education, especially in early learning and in the foundation phase. The acquisition of knowledge and the development of cognitive, affective and social skills occur primarily through a linguistic communication process between learner, educator and learning materials. This linguistic communication is a high-level process presupposing abstract, objective and symbolic thought. Therefore, considerable language proficiency is required if learners are to realise their individual potential fully.
The EMIS data provided by school principals in the Annual School Survey 2009, points to a sizeable increase in the correspondence between the home language of learners and the language of teaching and learning; particularly in grades 1 to 3. Learners taught in their home language increased from 66% in 1998 to 73% in 2009.
Education for All calls for governments to provide access to free and compulsory primary education. While SASA provides for compulsory attendance, school education is not free for all children.
In addressing the EFA goals call for the provision of free and compulsory education, in 2007, the government adopted a policy of No Fee schools. The aim of this policy is progressively to give effect to the constitutional imperative of the right to a basic education. It is a policy and budgetary response to the need to make education truly accessible by removing fees as a barrier.
4
There has been considerable progress in the implementation of this policy initiative. The No Fee coverage in respect of schools is 4 739, accounting for 80% of schools and 1,740,965 learners in quintiles 1 to 3 schools at both primary and secondary levels. Furthermore, funding has been made available for the re-imbursement of fee charging schools which grant exemptions to learners whose parents cannot afford to pay school fees.
According to the Age Requirements for Admission to an Ordinary Public School (DoE, 1998), learners between 14 and 18 years of age are officially regarded as being of appropriate age for the secondary grades 8-12.
The KwaZulu-Natal Department of Education Annual Report 2012/13 information shows that participation of 16-18 year olds in education institutions decreased slightly from 83% in 2012 to 81% in 2013.
The entire percentage calculated is a proportion of learners who have been enrolled in schools. The remainder is likely to have been enrolled in public further education and training colleges, private colleges or higher education institutions. Learner dropout as well as the fact that some learners complete school earlier than the specified age probably account for the estimated 17% of learners who were not attending an education institution in 2012.
The gross enrolment rate in secondary schools relates the number of children enrolled in Grades 8 to 12 to the 14 to 18 year old population. This data covers ordinary secondary schools only, and excludes enrolment of students in the same age group who were receiving a Grade 12-equivalent education in FET colleges.
In line with Public Audit Act, PRS IIIB and Section 133 of the Constitution, accountability on the implementation of plans is important. For purposes of consistency, accuracy, completeness and validity, on the advice of Auditor-General following the readiness audit, the Department will implement an electronic information management system. The system will improve administrative systems and accounting procedures and provide support to curriculum delivery. The system will link performance indicators, targets and budget. Over and above this, it is hoped that the system will contribute towards the elimination of wasteful, fruitless and irregular expenditure as it forces forward planning with budget and targets disaggregated quarterly. Furthermore, the narrative reports analysing the organisations performance is readily accessible for management and oversight so as to enhance the understanding of intended improvement of performance.
These intervention programmes will continue to ensure the provision of quality teaching and learning, good corporate governance, skills for participation in the economy, deal with high unemployment, deal with high prevalence of poverty related diseases and other diseases like HIV and Aids.
Public schools on private property (Section 14) continue to be a challenge for the Department as the learner enrolment is normally low and the structures are generally inappropriate. Generally, it is in these schools where multi-grade teaching is practiced. This inhibits the Department from improving the quality of education offering. As such, where appropriate these schools are merged and learners are transferred to bigger schools with boarding facilities.
The development of human resource begins at a very early age. The Department holds a view that a solid early childhood development programme will provide a strong base for quality education. The investment in ECD programmes is premised on this idea.
While enhancing the status and recognition of ECD practitioners is still a challenge since current legislation does not permit the registration of ECD practitioners as professional teachers, KZNDoE is determined to enhance the service conditions of ECD practitioners.
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4
There has been considerable progress in the implementation of this policy initiative. The No Fee coverage in respect of schools is 4 739, accounting for 80% of schools and 1,740,965 learners in quintiles 1 to 3 schools at both primary and secondary levels. Furthermore, funding has been made available for the re-imbursement of fee charging schools which grant exemptions to learners whose parents cannot afford to pay school fees.
According to the Age Requirements for Admission to an Ordinary Public School (DoE, 1998), learners between 14 and 18 years of age are officially regarded as being of appropriate age for the secondary grades 8-12.
The KwaZulu-Natal Department of Education Annual Report 2012/13 information shows that participation of 16-18 year olds in education institutions decreased slightly from 83% in 2012 to 81% in 2013.
The entire percentage calculated is a proportion of learners who have been enrolled in schools. The remainder is likely to have been enrolled in public further education and training colleges, private colleges or higher education institutions. Learner dropout as well as the fact that some learners complete school earlier than the specified age probably account for the estimated 17% of learners who were not attending an education institution in 2012.
The gross enrolment rate in secondary schools relates the number of children enrolled in Grades 8 to 12 to the 14 to 18 year old population. This data covers ordinary secondary schools only, and excludes enrolment of students in the same age group who were receiving a Grade 12-equivalent education in FET colleges.
In line with Public Audit Act, PRS IIIB and Section 133 of the Constitution, accountability on the implementation of plans is important. For purposes of consistency, accuracy, completeness and validity, on the advice of Auditor-General following the readiness audit, the Department will implement an electronic information management system. The system will improve administrative systems and accounting procedures and provide support to curriculum delivery. The system will link performance indicators, targets and budget. Over and above this, it is hoped that the system will contribute towards the elimination of wasteful, fruitless and irregular expenditure as it forces forward planning with budget and targets disaggregated quarterly. Furthermore, the narrative reports analysing the organisations performance is readily accessible for management and oversight so as to enhance the understanding of intended improvement of performance.
These intervention programmes will continue to ensure the provision of quality teaching and learning, good corporate governance, skills for participation in the economy, deal with high unemployment, deal with high prevalence of poverty related diseases and other diseases like HIV and Aids.
Public schools on private property (Section 14) continue to be a challenge for the Department as the learner enrolment is normally low and the structures are generally inappropriate. Generally, it is in these schools where multi-grade teaching is practiced. This inhibits the Department from improving the quality of education offering. As such, where appropriate these schools are merged and learners are transferred to bigger schools with boarding facilities.
The development of human resource begins at a very early age. The Department holds a view that a solid early childhood development programme will provide a strong base for quality education. The investment in ECD programmes is premised on this idea.
While enhancing the status and recognition of ECD practitioners is still a challenge since current legislation does not permit the registration of ECD practitioners as professional teachers, KZNDoE is determined to enhance the service conditions of ECD practitioners.
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The Expansion of Inclusive Education Programme with its specific focus on establishing Full-Service Schools and Special Schools as Resource Centres aims to address additional support needs of learners experiencing medical, physical, social and emotional barriers to learning and development. Central to the provision of this support programme is the principle of integrated service delivery. Consequently, taking hands with all partners (those within the Department of Education and those outside the department) responsible for child development, care and protection, is critical for the delivery on this programme.
The Department has to turn its attention to the hygienic factors of the work environment in order to improve staff morale. It intends paying closer attention to staff issues, labour relations and client focus in the coming years. This will be in line with the Departments continued commitment to care and support. To this end the Transformation Committee on Batho Pele and Employee Assistance Programmes will play a pivotal role.
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2.2 Service Delivery Improvement Plan
The Department has completed a Service Delivery Improvement Plan. The tables below highlight the service delivery
plan and the achievements to date.
a) MANAGEMENT AT ALL LEVELS
KEY SERVICE SERVICE BENEFICIARY PRINCIPLES DESIRED STANDARD
ACHIEVEMENT
2012/13 2012/13 Provide effective management at all levels which is a prerequisite for a conducive teaching and learning environment
Educators and non-educators in the provincial head office and its subsidiary district and circuit offices, principals, school based educators, learners and parents.
Consultation Annual extended meeting or circular by local management at its relevant level on minimum management expectations for all management members for the year
The Extended Senior Management meets annually on a strategic planning session to roll out the Programme of Action for the following year detailing expected deliverables
Access 2% of officials with information at the door apprising of their whereabouts
Some offices at all levels are always manned during working hours Where there are no personnel, there will be a notice on the door
Courtesy 60% of clientelle receive attention and required assistance within 30 minutes of arrival
Some of clientele receive attention and required assistance within 30 minutes of arrival
Openness and Transparency
1% of offices with Batho Pele client satisfaction survey
Some offices have client satisfaction surveys
Information 1% of schools receiving national and provincial circulars within 7 working days
Some schools are receiving national and provincial circulars within 7 working days
Redress 2% complaints resolved within 30 days of reporting
Some complaints are resolved within 30 days of reporting
Value for money Monthly remuneration of R100million for employees not at their place of work for more than 6 months
Some funds are spent on employees not at their place of work for more than 6 months
Encouraging innovation and reward for excellence
1% of schools apply for Service Excellence Awards
Some schools have entered for the Service Excellence Awards
Leadership and strategic direction
0% of employees receiving the
Some employees are receiving the Departments Annual Performance
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Departments Annual Performance Plan
Plan
Service Delivery Impact
1% schools which are contacted by Department through emails
Some schools are contacted by Department through emails
70% schools using SASAMS to upload learner information to LURITS
Some schools are using SASAMS to upload learner information to LURITS
1% schools implementing all SASAMS modules
Some schools are implementing all SASAMS modules
b) QUALITY OF TEACHING AND QUALITY OF PASSES KEY SERVICE SERVICE BENEFICIARY PRINCIPLES DESIRED
STANDARD ACHIEVEMENT
2012/13 2012/13 Quality teaching and learning in public ordinary schools which enhance learner success producing quality passes / attainment
Teachers Consultation 0% sample annual assessment plans for each learning area distributed to schools
Some schools receive annual assessment plans for each learning area distributed to schools
Access Teacher laptop initiative reaches 20% of teachers
The teacher laptop initiative has not commenced.
Courtesy 50% of teachers receive attention and required assistance within 30 minutes of arrival
Some teachers receive attention and required assistance within 30 minutes of arrival
Openness and Transparency
20% of managers leading without fear or favour to enhance productivity and establish a more ethical workplace culture
Some managers are leading without fear or favour to enhance productivity and establish a more ethical workplace culture
Information 10% educators access Departments circulars via email
Some educators access Departments circulars via email
Redress 20% access to teacher ICT software e.g. Question Banks
Some access is provided to teacher ICT software e.g. Question Banks
Value for money 10% schools with100% pass rate
Some schools achieve 100% pass rate
Encouraging innovation and reward for excellence
1,5% schools participating in Service Excellence Awards
Some schools are participating in Service Excellence Awards
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Leadership and strategic direction
5% of teachers provided with SMART target expected as delivery for each learning area
Some teachers are provided with SMART target expected as delivery for each learning area
Service Delivery Impact
75% learners achieve a pass at the end of the year in primary schools
Some learners achieve a pass at the end of the year in primary schools
65% learners achieve a pass at the end of the year in secondary schools
Some learners achieve a pass at the end of the year in secondary schools
30% learners achieve a 50% pass rate at the end of the year
Some learners achieve a 50% pass rate at the end of the year
c) QUALITY OF LEARNING AND QUALITY OF ATTAINMENT KEY SERVICE SERVICE BENEFICIARY PRINCIPLES DESIRED STANDARD ACHIEVEMENT
2012/13 2012/13 Quality teaching and learning in public ordinary schools which enhance learner success producing quality passes / attainment
Learners and parents Consultation 10% learners and parents provided with annual assessment plan for each grade and quarterly homework structure
Some learners and parents are provided with the annual assessment plan and a quarterly homework structure for each grade
Access Annual learner admissions advocacy and 97% learners of school going age attend schools
Annual learner admissions advocacy takes place and most learners of school going age attend schools
Courtesy 50% of needy learners granted fee exemption
Some needy learners are granted fee exemption
Openness and Transparency
20% of managers leading without fear or favour to enhance productivity and establish a more ethical workplace culture
Some managers are leading without fear or favour to enhance productivity and establish a more ethical workplace culture
Information 70% schools have information signs
Some schools have information signs
Redress 10% complaints addressed within 30 days
Some complaints are addressed within 30 days
Value for money 10% schools with100% pass rate
Some schools achieve100% pass rate
Encouraging innovation and reward for excellence
1,5% schools participating in Service Excellence Awards
Some schools are participating in Service Excellence Awards
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Leadership and strategic direction
10% of schools provided with the targets they are required to achieve as per Departments Annual Performance Plan
Some schools are provided with the targets they are required to achieve as per Departments Annual Performance Plan
Service Delivery Impact
45% pass rate in Grade 3 Maths
Some positive achievement in Grade 3 Maths
45% pass rate in Grade 3 Science
Some positive achievement in Grade 3 Science
45% pass rate in Grade 3 Literacy
Some positive achievement in Grade 3 Literacy
45% pass rate in Grade 6 Maths
Some positive achievement in Grade 6 Maths
45% pass rate in Grade 6 Science
Some positive achievement in Grade 6 Science
45% pass rate in Grade 6 Language
Some positive achievement in Grade 6 Language
45% pass rate in Grade 9 Maths
Some positive achievement in Grade 9 Maths
45% pass rate in Grade 9 Science
Some positive achievement in Grade 9 Science
45% pass rate in Grade 9 Language
Some positive achievement in Grade 9 Language
45% pass rate in Grade 12 Maths
48.1% pass rate in Grade 12 Maths
45% pass rate in Grade 12 Science
58.3% pass rate in Grade 12 Science
130 000 learners achieve NSC passes
93 003 learners achieve NSC passes
30 000 learners achieve bachelor passes
34 779 learners achieve bachelor passes
d) CONSULTATION ARRANGEMENTS WITH CUSTOMERS
Type of arrangement Actual Customers Potential Customers Actual achievements Meetings with stakeholders who are our main customers
Teachers, SGBs, Teacher Unions and Learner Representatives
Business Community Meetings with teachers, SGBs, Teacher Unions and formations of Learner Representatives
e) SERVICE DELIVERY ACCESS STRATEGY
Access Strategy Actual achievements National School Nutrition Programme 2 242 000 learners are benefitting
No-Fee Schools 4 739 schools declared no-fee paying schools, accounting for about 1 872, 246 learners
Dedicated Learner Transport 15 600 learners
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f) SERVICE INFORMATION TOOL
Types of information tool Actual achievements Service Commitment Charter Implemented at some offices
Communications information circulars on all matters 100% prioritised information communicated to the Department on all matters
Radio interviews 100% success on prioritised issues
Newspaper articles 100% success on prioritised issues
g) COMPLAINTS MECHANISM
Complaints Mechanism Actual achievements
Departments Complaints Officer Some customers are satisfied and there are established links with the Premiers and Presidents Hotline
2.3 Organisational Environment
The organisation and post structure of the Department is based on the new organisational structure and the Strategic Plan, the Annual Performance Plan, the Programme of action as well as the Operational Plan which reflect the core and support functions to be executed in achieving the strategic objectives of the Department. In line with the above-mentioned strategic documents especially the Programme of Action (PoA), the new organisational and post structure have been implemented for the Head Office. The same has been done for the twelve Districts throughout the Province. The Department is implementing the new organisational and post structures in response to challenges of duplication of services, congruency and synergy as well as to enhance delivery of services. The organogram for the senior management and districts shows the new organisational structure and its functional reporting management lines.
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2.3.1 KZNDoE ORGANISATIONAL STRUCTURE
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2.3.5 Factors in the Organisation that Impact on the Delivery of Service The organisational structure of the KZN Department of Education was approved by the Honourable MEC in September 2011. The organisational structure essentially sought to give effect to governments mandate within the identified five areas of delivery with education being its apex priority. The re-alignment of the organisational structure therefore resulted in the repositioning of the department with regard to the delivery of quality education to its learners. The implementation of the new organogram was aimed at restructuring the organisation of the Department to enhance service delivery through the devolution of essentially human resource and finance functions to the District Offices. The exercise saw a significant shift of emphasis from Head Office to the Districts with the elevation of the latter as service delivery points.
The devolution of human resource and finance functions to the districts resulted in the eradication of the extended administrative layer of the Service Centres and the accompanying placement and movement of staff. The placement process was finalised in May 2012, however the actual movement of staff to the respective district offices did not take place due to the resettlement costs not being paid to the affected officials in terms of the Resettlement Policy. To further exacerbate the situation, after the placement exercise, six of the twelve districts will have a staff complement of below 50% for the provision of HR and Financial Services. Notwithstanding the placement of personnel to district offices, the overwhelming majority of these individuals continue to report to the erstwhile Service Centres, purely for purposes of reporting for duty whilst not rendering any meaningful service. This untenable situation is further compounded by an ethos within these ex-Service Centres where supervision, responsibility, accountability and management of human and material resources are seemingly non-existent. Given the financial constraints, it will not be possible to fill all vacant posts. As such, there is a need for a paradigm shift in the utilisation of all employees which essentially entails the following:
shifting away from specialisation as practiced in the former Service Centres to allow for employees to handle all aspects of work relating to HR and Finance respectively with due regard to the workload; and
ensuring effective utilization of staff for the full duration of the working day with a view to optimising productivity and which may not only necessitate the allocation of additional duties but may also require the movement of staff between Divisions/Sections
In line with Provincial Treasury Circular (PT16) 2012/13 dated 19 November 2012, the current organisational structure was re-examined with a view to identifying organisational gaps and variances and provide necessary resolutions so as to appropriately address the challenges currently hampering service delivery. In developing the proposed organisational structure due cognisance was taken of the National Development Plan 2030 and Provincial Growth and Development Strategy with their respective goals and objectives. The National Policy Document on the organisation, roles and responsibilities of Education Districts was also studied and analysed. However, given the current economic milieu, the norms as proposed in the aforementioned document cannot be implemented in its entirety. Having regard thereto, the organisational structure is based on the premise that the districts are fully operational entities, rendering a qualitative service to schools. The process of the adaptation of the organogram, taking into account a debilitating economic environment, is one which is being currently consulted upon with various stakeholders.
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2.4 Planned Interventions and Programmes
2.4.1 Structural Re-Alignment
The placement of employees was effected in accordance with an approved Placement Model. All employees have been issued with letters advising them of their placements as well as their date of assumption of duty. All appeals and/or grievances arising from the placement exercise have been addressed and resolved. Whilst the placement exercise has been finalised, it must be noted that a number of employees have not assumed duty in their new workstations pending a decision regarding the payment of resettlement costs.
Provincial Treasury Circular No. PT (16) of 2012/13 as well as the Circular entitled Draft Allocations for the MTEF Period 2013/14-2015/16 dated 4 December 2012, places severe austerity measures and amongst others directs provincial departments to restrict the appointment of personnel in non-critical areas, and to embark on a process of organisational review
To give effect to the above-mentioned measures the c
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