Key Interventions/Activities for implementation of Schooling 2025

Presentation to Portfolio Committee 2025

4 May 2010

ANNUAL NATIONAL ASSESSMENTS

Purpose & target• Monitor and track progress on laying solid foundations

for learning in literacy/language and numeracy/mathematics .

• Target population are all learners in grades 1- 6 and 9.

In the SONA, 2010, the President directed:-• “From this year onwards, all grade 3, 6 and 9 students

will write literacy and numeracy tests that are independently moderated. We aim to increase the pass rate for these tests from the current average of between 35 (%) and 40% to at least 60% by 2014.”

• This year, in a sample of 1 800 (i.e. 200 per province) schools with grades 3, 6 and 9, tests will be administered and moderated independently for reporting on system-wide performance.

Participation in ANA

• 2008Approximately 70% of public schools with grades 1-6 participated in ANA 2008. (This could probably be due to late communication of the programme to schools ).

• 2009Participation improved significantly to more than 95% of the schools.

• All together approximately 14 000 schools participated, plus 17 schools that used Braille devices.

Moderation at grades 3 & 6• In 2009 a stratified random sample of schools

with grades 3 and 6 was drawn for external quality assurance of marking and moderation of test results.

• After teachers had marked the scripts and captured the scores, learner scripts from the sampled schools were collected and re-marked by “unemployed graduates” who were trained for the purpose and supervised by DoE professional staff.

• A random sample of 25 (maximum) scripts were marked from each class in a sampled school.

• The above process was followed with a “convenient” sample of QIDS UP schools

• A total of ±1 000 schools had scripts moderated.

Observations

• Average grade 3 performance in both literacy and numeracy went slightly over 40% (41% in literacy and 44% in numeracy).

• But, at grade 6 level average performance remains in the middle- and low-thirties (35% in language and 33% in mathematics).

• With minor deviations at grade 3, by and large the distribution of performance across provinces resembles previous studies, viz. performance in predominantly-rural provinces tends to be lower.

2010 and beyond• ANA to include grade 9 from 2010• Writing dates: Grades 3, 6 and 9 on 2 and 4

November (Official communication on the way)

• Need to strengthen communication on: • 1) inclusion of ANA in grades 1-6 as the last

formal task of the year and• 2) certainty of weighting (or not) of ANA on

grade 9 assessment.

CREATION OF DELIVERY UNIT

Creation of a Delivery Unit

• A delivery unit is being established in DBE• Derived from proposals in the Performance Monitoring

& Evaluation policy document• Functions:– Monitor progress with implementation of Schooling

2025– Compile diagnostic reports– Hold quarterly meetings with PEDs– Support in resolution of bottlenecks to effective

delivery on targets

Creation of a Delivery Unit (continued)

• Key feature – comprised of highly skilled, entrepreneurial and agile people – small full-time team with ability to draw in relevant capacity when needed

• Work closely with Delivery Unit in the Presidency

• PEDs could consider to establish similar capability

ACCELERATED INFRASTRUCTURE DELIVERY PLAN

Accelerated Schools Infrastructure Delivery Initiative

PURPOSE

To develop and implement a strategy to eradicate backlogs in schools infrastructure within the 2010-2014 Strategic Plan period and beyond by applying a combination of strategies for immediate and medium term improvement in infrastructure delivery

CAUSAL RELATIONSHIPS CHALLENGE

•An enabling policy context•Effective support to schools•School management and governance•Teacher capability and Commitment•Parental involvement•Adequacy of fixed infrastructure•Adequacy of teaching and learning inputs 12

Accelerated Schools Infrastructure Delivery Initiative

Infra-FOCUS

Prov. /DistrictCluster plans

BACKLOG in terms of Basic and Optimal Functionality

Education Infrastructure Sector Plan & Strategy

Education Infrastructure Sector Plan &

Strategy input to DoE Sector Plan

Integrated DBE Sector Plan linking all sections

Central DBEASIDI Task Team

Physical Planning Directorate+ support

Below Basic Functionality 5640:

CAUSAL RELATIONSHIPS:•Curriculum•Effective support•Management•Governance•Teacher capability•Adequate T & L.

Packages ProcurementCapacity Bldg

Priority:1: All schools below Basic Functionality to Optimum Functionality . Priority:2 Schools above Basic functionality level to Optimum Functionality

DBE ASIDI Task Team-PEDs- Districts –IDIP-DBSA-DPW-Cidb –COGTA –Nat Treasury Developers-SPAID

Clusters of schools in Districts graded ito relationships and distance from towns and or nodes

All Priority 1 & 2 schools in district packages to Optimum Functionality by 2014

Backlog determined by National NEIMS By Physical Planning Directorate and confirmed by PEDs

See Integrated planning Diagram 1

Linkages

Infrastructure Outcomes by 2014

Integrated outcomes

Prog. Man.Financial ProcurementTechnicalEducational

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Accelerated Schools Infrastructure Delivery Initiative (ASIDI)

Target: Schools below Basic Functionality

Funding: Loan Funding

Partnerships: DBSA, NT, DBE

Linkages with existing provincial infrastructure programmes; to be run in parallel with provincial infrastructure programmes

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Education MTEF Budgets

Provinces Revised Estimates

Medium Term Medium Term Medium Term

Eastern Cape 981,837 1,150,014 1,399,631 1,469,612

Free State 450,214 362,540 478,918 496,950

Gauteng 880,754 1,374,733 1,469,194 1,565,529

KwaZulu Natal 1,224,686 2,031,369 2,401,442 2,521,514

Limpopo 852,873 1,022,500 1,379,935 1,540,920

Mpumalanga 379,325 480,119 448,500 569,729

Northern Cape 112,625 135,996 187,914 203,007

North West 326,529 407,333 508,181 533,590

Western Cape 389,794 444,329 506,457 560,092

Total 5,598,637 7,408,933 8,780,172 9,460,943

2009-2010 2010-2011 2011-2012 2012-2013

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Backlogs: Basic services & mud structuresProvince Water Sanitation Electricity Fencing Entire Mud

Structures

Eastern Cape 944 470 879 1153 395

Free State 193 48 221 126 1

Gauteng 0 4 12 64 0

KwaZulu Natal 288 71 1155 458 15

Limpopo 237 43 237 341 0

Mpumalanga 34 14 207 364 0

North West 6 28 68 23 0

Northern Cape 25 6 18 116 0

Western Cape 0 22 2 108 1

Total 1727 706 2799 2753 41216

Ordinary Schools: Space BacklogsProvince Classrooms Mult-

purposeGeneral Admin

Library Laboratory

Computer Centre

Eastern Cape 16946 6707 3958 3767 4077 4062

Free State 1259 1153 495 425 598 699

Gauteng 3605 2570 1075 809 1382 797

Kwazulu Natal

18606 6983 4518 3942 4890 3161

Limpopo 11360 4675 3266 3124 3541 2157

Mpumalanga 5797 2307 1241 1222 1560 1268

North West 3259 1531 1016 969 1113 784

North Cape 861 565 274 257 276 208

West Cape 1402 1436 673 474 821 481

Total 63095 27927 16516 14989 18258 1361717

Basic Functionality BacklogProvince Schools

Eastern Cape 1971

Free State 401

Gauteng 78

Kwa-Zulu Natal 1610

Limpopo 702

Mpumalanga 505

Northern Cape 48

North West 198

Western Cape 127

Total 564018

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Accelerated Schools Infrastructure Delivery Initiative (ASIDI)

EDUCATIONDISTRICT

Package

Primary School <Basic Functionality

Framework Agreement

DBE

PRPDIDIP TA Support

Task Team

NT-DBSA-DBE

Task Team

NT-DBSA-DBE-PED

Clusters of schools in prioritized packages

DISTRICT

Secondary School

PPPD

NATIONAL DoE

PROVINCIAL DoE

DISTRICT

PACKAGES (Clusters)

IDIP TA Support TAs

TAs

Implementing Agent/s for Province via Restricted Competitive Negotiation procedure (Table 19 SPAID) and on selection a Service Level Agreement (SLA)

Prov.PSP

Primary feeder schoolNumerous packages

Package Package

PED

One or more districts

Disaster Affected

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A: GIAMA compliant plans to phase in with new Norms & Standards in a Provincial Programme A: Projects with

Committed funds

B: Existing Schools in NEIMS

Norms & STDs filter =Backlog

201222

20112010

ASIDI Prioritised existing schools to Optimum Functionality Level: Programme driven by National ASIDI Team (Detailed planning & Implementation. by PEDs and Provincial ASIDI Teams

Completed projects registered in NEIMS

Completed projects registered in NEIMS

Completed projects registered in NEIMS

2013 2014

NEIMS

Completed projects registered in NEIMS

Completed projects registered in NEIMS

DIAGRAM 6: LINKING PROPOSED ASIDI WITH NEIMS AND CURRENT PIP PROGRAMME

U-AMPS C-AMPS DESIGN TENDER IMPLEMENTATION

2009

New Norms & Standards

Prototype N/S Cost Norms

Priority 1: All schools below Basic Functionality to Optimal Functionality

23% or 5640 Schools NEIMS (23-02-10)

Priority 2: Within Priority 1 clusters priority schools above Basic Functionality to Optimum Functionality To be determined in detailed planning

Basic to Optimum Functionality Programme ends

A:Current PIP PROGRAMME

B

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Funding Options

FUNDING OPTIONS FOR THE PROPOSED ASIDI PROGRAMME

Tripartite Arrangement between Treasury, DBSA and PEDs

Where there is lack of progressTreasury to provide from affected PED’s budget, an allocation to Department of Basic Education to intervene

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StrategiesStandardized school designs, specifications and tender documentation

Use of alternative technologies and delivery systems

Mobilizing experienced programme project management support

Public private partnerships

Mobilizing major contractors

Utilizing turn key contractors

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NEEDU

• Implementation has commenced on 1 April 2010• Process for recruitment of CEO and other staff is

underway and announcement will follow shortly• Activities:– Development of detailed programme along with

institutionalisation– Evaluate key aspects of system – especially those

relevant to delivery of Schooling 2025– Play a key role in ANA 2010– Draft an annual assessment report directed to the

Minister

QUALITY LEARNING AND TEACHING CAMPAIGN

What is QLTC

1. QLTC social compact between education stakeholders and communities

2. Ultimately about achieving number one goal: Improving the quality of learning– About learner achievement– school functionality

3. QLTC is a campaign therefore should be massed based

4. Accountability (individual and collective) and follow up

5. QLTC underpinned by clear P.O.A

STRATEGIC OBJECTIVES

• To mobilize communities and draw awareness to the roles and responsibilities of all citizens in terms of the importance of a quality education – advocacy

• To support schools in the delivery of quality learning and teaching

• To ensure the establishment of QLTC structures for the implementation of the education related non-negotiables – special focus on the local structures

KEY ACTIVITIES1. Establishment of Structures• Formation of QLTC structures – specific emphasis should

be at local level• Ensure structures linked to schools• Develop guidelines on QLTC2. Community Mobilisation• Embark on visible campaign (national and local)• National and local conversations on QLTC • Encourage communities to adopt schools, volunteer

services etc• Meet with organised formations (churches, traditional

leaders, NGOs , business, etc) to support QLTC

STRATEGIC OBJECTIVES - ACTIVITIES

3. Suggested activities for QLTC structures• Monitor curriculum coverage throughout the year• Communicate key strategic info (choice of subjects,

registration, etc)• Engage with schools on results (grades 3,6,9,12)• Link schools with support• Support underperforming and challenged schools• Develop Rapid Response and accountability Protocols

Key milestones

• Regular National QLTC Steering Committee meetings (monthly)

• Involvement and participation of SGBs • Provincial launches ( 7 done, 2 ready to launch)• Monitoring of opening of schools • Assessment of readiness to support

underperforming schools• Multi stakeholder team working on code and

translating it into a POA

Way Forward

• Establishment of local QLTC structures and their POA (workshop)

• Translation of Codes and commitments into measurable indicators

• Development of a national action plan• Continuous community mobilisation and

engagement• Finalise and implement communications plan

PROVIDING EFFECTIVE SUPPORT TO SCHOOLS – DISTRICTS DEVELOPMENT

Providing effective & targeted support to schools – District Development

• Most significant lever for delivery of Schooling 2025 resides in the capability of districts to effectively monitor and support schools

• However, despite some pockets of success, overall district capability falls far short of what is needed

• Notable that districts that support poor and struggling schools reflect the most severe shortcomings

• Therefore extremely important to seek overall policy solutions aimed at providing a general equivalence provision coupled with innovative solutions (such as drawing on NGO support)

Thank You