kaz-nata eartment ecatin - kzn internet > home plans/annual...1 kaz-nata eartment ecatin honourable...

1

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

2


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

-

+

+

3


KWAZULU-NATAL DEPARTMENT OF EDUCATION ANNUAL REPORT 3/

the

-

+

+

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

4


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

5


6


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

7


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

8


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.

9


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.

10


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.

11


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.

12


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).

13


3. ORGANISATIONAL STRUCTUREBr

anch

: Ins

titut

iona

l Dev

elopm

ent S

uppo

rtSe

nior

Gen

eral

Mana

ger

Ms Ju

dy D

lamin

i

Curri

culu

m

Scho

ols &

LTSM

Dr LT

Mba

tha

Furth

er E

duca

tion

and

Train

ing

(FET

) Co

llege

sDr

EV

Nzam

a

Curri

culu

m

Deve

lopm

ent

Prog

ram

mes

Vaca

nt

Exam

inat

ions

and

Asse

ssm

ents

Dr JB

Mth

embu

Dist

rict O

pera

tiona

l Ma

nage

men

t Mr

CP

Lanc

aste

r

Socia

l Enr

ichm

ent

Prog

ram

mes

Ms G

Mad

lala

Infra

stru

ctur

e Pl

anni

ng &

Deli

v-er

y Man

agem

ent

(Act

ing)

Mr B

V Ml

ambo

Rura

l and

In

clusiv

eEd

ucat

ion

Dr H

P Gu

med

e

Offic

e of t

he M

EC M

r ME

Pilla

y F

Inan

cial

Serv

ices

Mr L

Ram

bara

n

Supp

ly Ch

ain

Mana

gem

ent

Ms U

N Ma

ikoo

Stra

tegi

c Man

. &

Orga

nisa

tiona

l Tr

ansf

orm

atio

n Mr

MJ D

lamin

i

HR M

anag

emen

tMr

GN

Ngco

boOf

fice o

f the

Hea

d of

Dep

artm

ent

Dr F

M Nz

ama

Bra

nch:

Cor

pora

te

Man

agem

ent

Seni

or G

ener

al M

anag

er

Dr S

imon

Mbo

kazi

Gene

ral E

duca

tion

& Tr

ainin

g Gr

. 1 -

9Ms

HBB

Dlad

la

FET

Colle

ges

Curri

culu

m

Mr F

D In

gram

Teac

her

Deve

lopm

ent

Mr S

D Ma

ngan

ye

Asse

ssm

ents

Ms T

P Si

thol

eAm

ajuba

Dist

rict

Rev N

K Si

thol

e(In

land)

Uthu

ngul

u Di

stric

tMr

D C

honc

o(C

oast

al)

Spec

ial

Educ

atio

nMr

N B

ridgl

all

Infra

stru

ctur

e Pl

anni

ng

Mr E

H Bu

lcock

Rura

l Ac

adem

ic Su

ppor

t D

r BH

Mtha

bela

Offic

e of t

he M

ECMr

V K

hum

aloBu

dget

&

Expe

nditu

reMo

nito

ring

Mr N

Mpa

nza

Dem

and

& Ac

quisi

tion

Ms M

MLS

Mkhi

ze

Offic

e of t

he H

ODMr

PB

Ngub

ane

FET

Curri

culu

mGr

. 10-

12

(Sch

ools)

Vaca

nt

FET

Colle

ges

Serv

ice D

elive

ryMa

nage

men

tVa

cant

Gove

rnan

ce &

Ma

nage

men

tDr

PB

Msim

ango

Exam

inat

ion

Adm

inist

ratio

n M

s AP

Majo

zi

Ilem

be D

istric

tMs

TC

Vilak

azi

(Coa

stal)

Siso

nke D

istric

tMr

SE

Mdlet

she

(Inlan

d)

Scho

ol

Nutri

tion

Prog

ram

me

Ms N

A Ng

cobo

Infra

stru

ctur

e De

liver

yMr

BV

Mlam

bo

Rura

l Inf

rast

ruc-

ture

Deli

very

Su

ppor

t Edu

catio

n Va

cant

Publ

ic Pa

rticip

a-tio

n an

d Co

mm

u-ni

ty L

iaiso

nMs

JTJ B

heng

u

Inte

r Gov

ernm

enta

l Re

latio

nsVa

cant

Coas

tal F

ET

Colle

geMr

SB

Ndlo

vu

Educ

atio

n Li

brar

yIn

form

atio

n Te

chno

l-og

y Ser

vices

Ms F

K Du

baza

na

Umkh

anya

kude

Di

stric

tTJ

Mot

ha(C

oast

al)

Uthu

kela

Dist

rict

Mr M

J Maz

ibuk

o(In

land)

Co C

urric

ular

Se

rvice

sVa

cant

Reso

urce

Plan

ning

Vaca

nt

Lear

ner,

Teac

her,

Supp

ort M

ater

ialLT

SM(V

acan

t)

Elan

geni

FET

Co

llege

(Act

ing)

Ms M

ary P

eter

s

Math

s, Sc

ience

Te

chno

logy

& IC

T Mr

PK

Dikg

omo

(Lef

t) Ug

u Di

stric

tMr

WM

Sibi

ya(C

oast

al)

(Lef

t) Ed

ucat

ion

Ma

nage

men

t In

form

atio

n

Syst

ems (

EMIS

)Mr

SF

Khan

yi

Quali

ty

Assu

ranc

eMs

ME

Dlam

ini

Umgu

ngun

dlov

u Di

stric

tMs

JA B

aiju

(Inlan

d)

(left)

Um

lazi

Dist

rict

Mr B

H Nt

uli

(Coa

stal)

(Rig

ht) T

hekw

ini

FET

Colle

geMr

B C

adir

(Rig

ht) U

mzin

yath

i Di

stric

tMr

MV

Majo

la(In

land)

(Rig

ht) Z

ulul

and

Dist

rict

Mr W

Du

Ploo

y(In

land)

Hum

an

Reso

urce

Sev

ices

Mr T

L Hl

ela

Stra

tegi

c Pl

anni

ng, M

& E

Ms

TPJ

Kho

za

Perfo

rman

ce

Mana

gem

ent

Mr E

M Kg

anye

Com

mun

icatio

n &

Publ

icatio

nsMr

WM

Mahl

ambi

HR C

apac

ity

Deve

lopm

ent

Mr M

RC M

sweli

Orga

nisa

tiona

l De

velo

pmen

tMr

S M

ahab

eer

Empl

oyee

Re

latio

nsVa

cant

Info

rmat

ion

Tech

nolo

gy

Ms M

Thu

si

Lega

l Ser

vices

Mr S

M Gw

ala

Facil

ities

Ma

nage

men

t &

Auxil

iary S

ervic

es

Mr P

SM M

sibi

Secu

rity A

dviso

ry

Serv

ices

Mr M

Arc

hary

Esay

idi F

ETCo

llege

Dr S

J Nzim

ande

(left)

Um

folo

zi FE

T Co

llege

Mr S

Zun

gu

Mnam

bith

i FET

Co

llege

((Ac

ting)

Ms D

Dlam

ini-K

nox

Maju

ba F

ET

Colle

geMr

CA

Prin

sloo

Umgu

ngun

dlov

u FE

T Co

llege

(A

ctin

g)Mr

CJ D

e Kok

er

Bran

ch: C

urric

ulum

Man

agem

ent &

Deli

very

Seni

or G

ener

al Ma

nage

r Mr

Edw

ard

Mosu

we

Hea

d of

De-

part

men

t N

kosi

nath

i SP

Sish

i PhD

.

Inte

rnal

Audi

tVa

cant

Inclu

sive

Educ

atio

n M

s NN

Muth

wa

SEN

IOR

MA

NA

GER

SSE

NIO

R M

AN

AG

ERS

Adul

t Edu

catio

n an

d Tr

ainin

gMs

J N

aidoo

Bra

nch:

Fi

nanc

e C

FOM

s H

leng

iwe

Mcu

ma

Vis

ion

A w

ell e

duca

ted,

ski

lled

and

high

ly d

evel

oped

citi

zenr

y

Mis

sion

To p

rovi

de e

quita

ble

acce

ss to

qua

lity

educ

atio

n fo

r th

e pe

ople

of K

waZ

ulu-

Nat

al

Valu

es

The

Kw

aZul

u-N

atal

Dep

artm

ent o

f Edu

catio

n su

bscr

ibes

to th

e fo

llow

ing

valu

es:

Hon

esty

Dis

play

ing

hone

sty

in s

ervi

ce, a

s w

ell a

s in

tole

ranc

e to

fr

aud,

cor

rupt

ion,

nep

otis

m a

nd m

alad

min

istr

atio

n.C

arin

g

Dis

char

ging

our

dut

ies

with

kin

dnes

s an

d ge

nero

sity

, and

be

ing

min

dful

of t

he c

ircum

stan

ces

of o

ther

peo

ple,

thei

r ne

eds

and

spec

ial r

equi

rem

ents

.Em

path

y

Sha

ring

one

anot

hers

em

otio

ns a

nd fe

elin

gs.

Prof

essi

onal

ism

D

emon

stra

ting

the

high

est s

tand

ard

and

exce

ptio

nal c

on

d

uct o

f our

pro

fess

ions

.In

terg

rity

E

nsur

ing

cons

iste

ncy

of a

ctio

ns a

nd c

ondu

ct w

ith th

e hi

gh

e

st e

thic

al a

nd m

oral

con

duct

.Fa

irnes

s

Tre

atin

g al

l peo

ple

in a

man

ner t

hat i

s fa

ir an

d ju

st.

Exce

llenc

e

Mai

ntai

ning

hig

h st

anda

rds

of p

erfo

rman

ce a

nd p

rofe

ssio

n

alis

m b

y ai

min

g fo

r exe

llenc

e in

eve

ryth

ing

we

do.

Team

wor

k

Est

ablis

hing

and

mai

ntai

ning

sha

red

goal

s, a

nd w

orki

ng

tog

ethe

r tow

ards

impr

ovin

g se

rvic

e de

liver

y.

SEN

IOR

MA

NA

GER

S

GEN

ERA

L M

AN

AG

ERS

S

ENIO

R M

AN

AG

ERS

(Rig

ht) F

inan

cial

Acco

untin

g Mr

ZM

Thus

i

Ear

ly Ch

ildho

od

Deve

lopm

ent

Ms B

T Dl

amin

i

GEN

ERA

L M

AN

AG

ERS

GEN

ERA

L M

AN

AG

ERS

GEN

ERA

L M

AN

AG

ERS

GEN

ERA

L M

AN

AG

ERS

KW

AZU

LU-N

ATA

L D

EPA

RTM

ENT

OF

EDU

CAT

ION

PR

OV

INC

E O

F K

WA

ZU

LU

-NA

TA

L

ed

uca

tio

n

De

pa

rtm

en

t:

Ed

uca

tio

n

OR

GA

NIS

ATIO

NA

L ST

RU

CTU

RE

OF

SEN

IOR

MA

NA

GEM

ENT

SERV

ICES

Logi

stics

, Ass

ets &

Di

spos

als M

s TB

Mthe

mbu

Sala

ries &

Tax

Ms H

B Kh

umalo

MEC

for E

duca

tion

Mr E

S Mc

hunu

This

Org

anog

ram

was

com

pile

d an

d de

sign

ed b

y th

e D

irect

orat

e: C

omm

unic

atio

n an

d P

ublic

atio

ns

247

Bur

ger S

treet

, A

nton

Lem

bede

Hou

se P

rivat

e B

ag X

913

7, P

iete

rmar

itzbu

rg, 3

200

Tel:

033

341

8681

/2, F

ax: 0

33 3

41 8

688,

Cel

l: 08

3 79

4 77

89,

E-m

ail:

Phi

llip.

Nai

doo@

kznd

oe.g

ov.z

aW

ebsi

te w

ww

.kzn

educ

atio

n.go

v.za

Cal

l Cen

tre: 0

860

596

363

/ 086

0 kz

ndoe

In

trane

t: ht

tp://

hom

e.kz

ndoe

.gov

.za

Edi

tor M

r WM

Mah

lam

bi, H

ead

of C

omm

unic

atio

n an

d P

ublic

atio

ns

...de

dica

ted

to s

ervi

ce a

nd p

erfo

rman

ce b

eyon

d th

e ca

ll of

dut

y

SEN

IOR

MA

NA

GER

S

Pine

town

Dist

rict-

Ms TA

Gum

ede

(Act

ing)

(Coa

stal)

Mt

hash

ana

FET

Colle

geDr

Ray

Rus

son

4.

14


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

15


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

16


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

17


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

18


19


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

20


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.

21


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.

22


3

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.

23


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.

24


5

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.

25


6

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

26


7

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


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


1,5% schools participating in Service Excellence Awards

Some schools are participating in Service Excellence Awards

27


8


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


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


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


1,5% schools participating in Service Excellence Awards

Some schools are participating in Service Excellence Awards

28


9


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


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 Language

Some positive achievement in Grade 6 Language





45% pass rate in Grade 9 Language

Some positive achievement in Grade 9 Language


48.1% pass rate in Grade 12 Maths


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

29


10

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.

30


2.3.1 KZNDoE ORGANISATIONAL STRUCTURE

31

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 N2.

3.2

DIS

TRIC

T O

FFIC

E O

RGAN

ISAT

ION

AL S

TRU

CTU

RE

32


3.3

CIR

CUIT

MAN

AGEM

ENT

ORG

ANIS

ATIO

NAL

STR

UCT

URE

33


3.4

SER

VICE

DEL

IVER

Y IN

STIT

UTI

ON

S

34


14

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.

35


15

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

kaz-nata eartment ecatin - kzn internet > home plans/annual...1 kaz-nata eartment ecatin honourable...

Documents