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A: INTRODUCTION

Speaker, it is an honour to initiate the debate on the Education Budget Vote of this Legislature for the second time. I invite you and honourable members to recognise the presence in the gallery of school principals, representatives of school governing bodies, trade unions, business and various educational NGOs representing a wide variety of educational stakeholders and in particular our learners who are here with us today. All of them are here at my invitation to witness this important debate. Allow me to welcome officials of the GDE, in particular Mr Mallele Petje, the CEO, and the rest of the managers.

Our Budget for this financial year is set at 7.4 billion, an increase of 7.3% over the estimated actual expenditure of the 2000/1 financial year.

This comrade Premier and honourable members, indicates the commitment of this Provincial Government to continue to build public confidence in the public education system. Education is indeed emerging as one of the pillars of the fruits of our liberation. It is definitely one of South Africa's most valuable assets, forged by its people in our quest for freedom from want, illiteracy and deprivation. Countless individuals, of all colours and backgrounds, have contributed and are continuing to do so, to this valuable asset, whilst we recognised that much still needs to be done.

Education has in the past helped shaped resistance politics through each of its phases, gave birth to outstanding leaders that have contributed to South Africa's attainment of liberty, justice and democracy and it's this beauty that is now giving birth to new generations of intellectual, social, economic, political and cultural capital of a free nation to contribute effectively for a better life for all, and the rebirth of our African continent and a good recipe for the success of the African Renaissance.

Comrade Speaker, the financial period under review is 2001/2 and we all agree that we need a well-educated and skilled population in our quest to build a winning nation; and that education and training should be the key drivers in order to achieve these goals and ambitions. Well, this provincial government wants to announce that we are on track and that this Budget 2001/2 will give further impetus to achieve these goals.

* That we have strengthened the culture of learning and teaching in our schools through Tirisano.
* That our emphasis on rural schools development and previous disadvantaged urban schools is paying dividends
* That we increase our matric results from 56.5% in 1999 to 67.5% in 2000
* That through the norms and standards school funding policy we are achieving a more equitable distribution of resources

The Tirisano Campaign, an instructive point from which to analyse developments in education reform and which represents a signpost against which the past and the future paths of educational reform can be evaluated, is now moving into its second phase. Together with national and provincial governments' priorities and implementation of our five-year strategic plan under pinned by three key strategic tasks that of: -

1. Implementing a clear Human Resource Development Strategy
2. Human Resource Infrastructure Development
3. Inculcating values of discipline and hard work with the will to succeed

This, honourable members, as we place emphasis on the building of the moral and social fibre of a society should be coupled with a twin strategy of Education for active citizenship and education for human rights, (which includes the total educational development and participation of the "child", be it sport, art, drama, culture, politics, music, life, etc) whereby each and every citizen would develop a sense of belonging and a sense of progressive patriotism.

Our Education System for the total development of the "child" will immensely contribute to our common effort of anti racism, sexism and other prejudice that still plaque our country. The continuing struggle for justice and fairness are ideals we all should strive to fully realise.

Turning ideals into living reality will require, amongst other things, undoing the consequences of discriminatory practises of the past, in particular in education

Our people and in particular our children (black and white) with their aspiration and collective determination are our most important resource. Non-racialism is one of the ideals that unite us. Our South Africaness is more important than to which political party one's belong to. It recognises South Africans as citizens of a single diverse nation, acknowledging and appreciating difference and diversity. Let us give heed to the Presidents clarion call to all people across the colour line to dedicate this year to building unity in action for change. Let us raise our National Flag, sing the national anthem with pride and promote our National symbols, symbols of hope and promise amongst our children and actively in our schools.

"Development is not about delivery of goods to a passive citizenry, it is about active involvement and growing empowerment"

The late comrade Pixley Seme said almost fifty years ago, "That Africans in the land of their birth are treated as hewers of wood and drawers of water" after fifty years, the situation is changing for the better.

This Government through its educational reform and transformation programme continue to ensure a rapid advancement of our people o eradicate the imbalances of the past and the systematic re-education and eventual eradication of poverty.

"We should not wreck our plans by the extravagance of our own Genius."

We cannot become a winning nation, nor can we have a sustainable democracy unless our education and process of knowledge production and utilisation actively internalise values of equity, redress, access and Ubuntu.

There must be a bond that holds the parts together. Our programme of Tirisano let by the National Minister puts us on the correct path in terms of obtaining our goals mentioned above.

B: Budget Overview

The 2001/2 Budget for Vote 5 Education goes a long way in addressing the thrust for the general improvement in the quality of education across the entire system. The funds allocated to this programme are being used to invest in both educational inputs and strategic interventions to improve the quality of learner achievement and performance.

The Education budget for 2001/2 is R7,417 billion and is an increase of 7,3% over the estimated actual expenditure of the 2000/1 financial year. 85 % of the budget has been allocated to Personnel costs, 2% has been allocated to Capital expenditure and 13% has been allocated to Non-personnel expenditure.

In 1998, the MTEF Policy statement recognised the need to move towards a situation where more funding is made available for non-personnel inputs. A policy target of 85:15 between personnel and non-personnel expenditure was suggested with a target year of 2003. Provincial Government in this budget year has achieved this target, two years before schedule.

The department is investing substantially more in non-personnel educational inputs then in previous years including teacher training and development. More money is also being spent on learning support materials and quality interventions into schools.

The split of the budget according to Budget programmes are as follows:

Programme: Allocation in R'000
Administration: 749,224
Public Ordinary Schooling: 5,462,526
Independent Schooling: 117,127
LSEN Schools: 394,341
Teacher Colleges: 141,702
Further Education and Training: 258,014
Non-formal Education-ABET: 113,428
Auxiliary and Ancillary Services: 181,445
Total: 7,417,807

Education funding per capita expenditure per learner in Gauteng Despite the fact that education funding in Gauteng is lagging behind the national average of what provinces spend on education, Gauteng currently has one of the highest real growths in education spending in South Africa.

The Budget Information Service of IDASA, has calculated that the real increase in the Gauteng Education Budget for the period 1999/2000 to 2003/4 is 10, 7% which is the highest in the country and is 2,3% higher then the national average. The real growth for the MTEF period 2001/2 to 2003/4 is 2,6%.

The estimated per capita expenditure per learner in Gauteng for the period 2001/2 is R4415. This per capita expenditure is one of the highest in the country. An inter-provincial analysis of the 2001/2 budgets by IDASA shows that Gauteng has one of the highest per capita expenditure in education in real terms. The real per capita expenditure after inflation is R3631 compared to R3176 as the national average.

C: RESOURCING STRATEGIES IN GAUTENG TO MEET THE CHALLENGES

POST PROVISIONING

Educators - The department currently has a post establishment of approximately 46 917 educators both in offices and institutions. This figure has been maintained over the last two years and it is projected that it will be maintained for the next academic year 2001. The average learner educator ratio for the 1999,2000 and the projected learner educator ratio for 2001 are:

LE Ratios: 1999
System Ratio: 32,3
Institutional Ratio: 33,9
Primary Schools: 37,3
Secondary Schools: 33,2

LE Ratios: 2000
System Ratio: 31,9
Institutional Ratio: 33,9
Primary Schools: 37,3
Secondary Schools: 33,8

LE Ratios: Projected 2001
System Ratio: 32
Institutional Ratio: 32,9
Primary Schools: 37,5
Secondary Schools: 33,1

These ratios are very favourable compared to other provinces. The department has been in a position to maintain this ratio steady with the aim of stabilising the provincial educator establishment. As a result of this stability the department transferred the savings from the educator budget to the non-educator budget for redress purposes. The department will use the savings to address the inequitable provisioning of administrative staff in institutions across the province, and be filling of 5000 teacher post by end of July 2001.

PS Personnel - The department plans to increase the PS establishment by some 2000 posts to a total of 16000. The department currently employs approximately 2900 PS staff in offices. There are currently 11 100 PS staff in institutions. The additional 2000 posts created will be used to increase that total number of PS staff available for deployment in institutions to 13100. The department is in the process of finalising an equitable personnel-provisioning model for PS staff in institutions.

Currently schools, predominantly ex-model C, gain additional teachers as a result of curriculum diversity. As a result they have lower LE ratios, in addition, the qualifications of these teachers are higher therefore the per capita expenditure on personnel is much higher for ex-model C schools. This results in continued inequity in resourcing, at least from a monetary point of view. As a result of this and the limited curriculum packages offered in disadvantaged communities, the department has decided to develop a strategy for Curriculum Redress. The strategy attempts to diversify curriculum packages offered in schools in disadvantaged communities. This involves the introduction of subjects like mathematics, physical science, accounting, business economics and the fine arts in selected schools across the province.

CAPITAL EXPENDITURE (CAPEX)

The National Department of Education in conjunction with the provincial education departments commissioned an audit of all school infrastructures in 1996 and again in 2000. The finding are indicated below:

DESCRIPTION: 1996 SRN

L/E Ratio: 2
L/C Ratio: 3
Classroom shortages (%): 24
* Condition of school buildings
* Good (No.): 1089
* Minor Repairs (No.): 81
* Weak (No.): 10
* Very Weak (No.): 2
No access to computers (No.): 62
Schools without media centres (No.): 5
No telephones (No.): 32
No water onsite (%): 5%
Schools without sports facilities (%): 37
Power source (%)
* Any: 87
* None: 13
Schools without toilets: 13

DESCRIPTION: 2000 SRN
L/E Ratio: 2
L/C Ratio: 3
Classroom shortages (%): 26
Condition of school buildings
* Good (No.): 66
* Minor Repairs (No.): 1157
* Weak (No.): 27
* Very Weak (No.): 3
No access to computers (No.): 1
Schools without media centres (No.): 4
No telephones (No.): 9
No water onsite (%): 2
Schools without sports facilities (%): 35
Power source (%)
* Any: 93
* None: 7
Schools without toilets: 1.10
Criminal Incidents
* Burglaries: 2850
* Assault cases: 63
* Serious crimes: 22
* Property loss: 24

MAINTENANCE

To maintain all school infrastructure under the department since 1996-2001 cost R150, 3 million and was approximately 3700 projects of varying scope and mostly in disadvantaged communities.

ALEX URBAN RENEWAL PROJECT

Being actively part of the Presidents Presidential lead project and led in our Province by MEC Paul Mashatile, our main focus will be to achieve the following goals:
* To upgrade and beautify schools
* Curriculum redress and development
* Teacher development and learner support

Establish with SAB a Science and Maths Centre in Alexandra that will also serve as a support centre for parents, teachers and learners.

In 2001/2, the department will undertake 800 projects for new maintenance in schools. This will be at a cost of R30 million. In addition, the department through school funding has transferred a budget of R30 million for emergency repairs to SASA Section 21 and non-Section 21 schools.

PROVISION TOILETS

In 1996, the SRN Survey determined that 13% of all school did not have adequate toilet facilities. This has been reduced to 1,1% of schools, which represents 21 schools. In 2001/2 the department will initiate projects to eliminate the backlogs in toilets. R3, 2 million has been set-aside for this purpose.

TELEPHONES

In 1996, the SRN Survey indicated 326 schools without telephone facilities, in 2000; the SRN indicates that only 94 schools remain without telephone facilities. The department has been actively negotiating with TELKOM for the expansion of the communication infrastructure in schools. The largest portion of schools without telephones remains schools in remote areas and on farm property.

ELECTRICITY

According to the 2000 SRN, 93% of all schools in the province have some form of electrical supply. This is an increase of 6%. The remaining 7% of schools, without electricity, are schools in remote areas and informal settlements. The department is ensuring that ESKOM and local governments extend bulk services to schools in remote areas and in informal settlements. The department has earmarked funding for the wiring of schools. 2053 Schools are currently wired and supplied with electricity.

FENCING
According to the 2000 SRN Survey 2077 schools are secures by wire, wall or precast palisade fencing. 120 Schools remain without fencing of which 77 schools in high-risk areas were fenced in 2000. During 2001/2, the department will initiate 44 fencing projects with a total allocation of 3 million.

FURNITURE

During 2001/2, 29 schools will receive furniture and equipment to the value of R4, 7 million. This includes 14 new schools and 15 schools with new and additional classrooms. During 2000/1, the department provided 4183 desks, 25061 chairs, 7 373 table and various other pieces of furniture to the value of R2, 3 million.

RUNNING WATER

In 1996, 5% of schools were without running water, According to the 2000 SRN Survey this has been reduced to 2%. The remaining schools remain schools in remote area and informal settlements, which do not have, bulk supply to the school site. The department has been working with local government to ensure the expansion of bulk services to these schools. The department funds the provision of portable water to farm schools and schools in informal settlements.

CLASSROOMS

In Gauteng the provincial government allocates an annual budget for CAPEX. This amount is ring fenced and is used for capital projects only. This includes new works, renovations, refurbishments and minor repairs. Since 1996, the department has built over 2860 classrooms (roughly a half of all classrooms built in the whole country for the same period.) However due to increased migration and an annual growth of between 10 000 to 15 000 learners (approximately 1-2% growth) the department increases the current backlog of 2500 classrooms by 66 classrooms annually.

In 2001/2, the department will build 500 classrooms at cost R35 million. In 2000/1, the department built 459 classrooms at a cost of R 29, 8 million.

The department has initiated a scenario-planning project on the impact of HIV/AIDS on the demand for schooling and the demand of classroom space. In the light of this report the department would adjust the backlog figures and develop a new strategy for the provision of classroom space.

THE REGENERATION OF SCHOOLS - THE SCHOOL REBUILDING PROGRAMME

In 2001/2, the national Department of Education made available a conditional grant for the maintenance and upgrading of school infrastructure. This conditional grant will run for three years and the first allocation for this year, is a sum of R32, 3 million was allocated.

The department has developed an extensive plan for the regeneration of schools through the renovation and refurbishment of schools in disrepair supported by a preventative and cyclical maintenance programme. In addition, the project will expand the infrastructure of schools by providing sports fields and landscaped gardens. The department will audit and rank 150 needy schools, of which projects to the value of R32, 3 million will be initiated and completed this year.

SASA AND SFN - POVERTY TARGETING

The department is applying the Norms and Standards for School Funding, and is therefore positively skewing the allocation of funds for recurrent expenditure towards schools in disadvantaged communities. SASA and the SFN also allow schools to determine their own needs and allow them to raise additional funds through school fundraising to meet those needs. As a result we have schools that are employing more teachers then the province is allocating to schools equitably through the post-provisioning model. It is commonly known that lower classroom sizes are more conducive to providing quality education and therefore improved learner performance.

Access to schools is regulated by the admissions policy. The policy allows that schools who have not reached full capacity to admit learners from outside the immediate "feeder" area of the school. This creates a quasi-market for middle class parents from township areas who can afford to "bus" their children to suburban schools. This creates the situation that some township schools are becoming depopulated and therefore smaller and more inefficient to maintain. In addition, it also results in an exodus of middle class parents with their potential school fees for local township schools, as well as an exodus of skills and expertise required to make school governance work and be effective.

DISTRICT RESOURCING STRATEGY

In Gauteng the department also allocates school and curriculum support budgets based on a redress factor or index. This based on the average distance from the district to schools and the number of schools per ex-department. This has been implemented to address the increased support and development that districts with a high concentration of district and rural schools need to be providing in relation to other schools. This includes budgets for additional curriculum resources and library materials.

LSEN REDRESS

In the LSEN sector, the department has an equitable school funding system based on the needs of the sector. The department however has established a redress fund to address of schools who have a backlog in terms of education resources required to meet the needs of special learners with special education needs, in previous disadvantaged communities, we are also developing a Green Paper/Policy document to look at skills training for learners in LSEN schools.

D: TARGETED RESOURCING FOR IMPROVED EDUCATION QUALITY IN GAUTENG

Over the coming years because of improvements in quality education and the continuing reform and transformation, many talented individuals will emerge to take advantage of numerous educational opportunities. In return we will expect these individuals to make great contributions to the social, economic, political and cultural aspects of society.

South Africa is encounting an excellerated economic growth rate and social changes. Political changes have involved more democratic changes. Economic growth together with globalisation is seeing a shift in the industrial structure and impact on the value of goods. The access to information via technology is an important strategic shift for our society. New ideas are constantly replacing old ideas. It is very clear that more education reforms are needed in order to help Gauteng and South Africa to keep up with the times and to bridge the digital divide.

The challenge in Education as important as it is cannot just focus on building more classrooms, provide adequate toilets, this must also be complimented with innovative and challenging programmes in education reform and transformation, in order for our citizens to be better prepared to meet the challenges of the 21st century.

2. Fostering and extending pre-school educare;
3. Renovating teacher education and in service training programmes;
4. Promoting impeccable diversify FET (Vocational Education);
5. Pursuing excellence and increasing learner intake from previous disadvantaged communities into institutions of higher learning;
6. Advocating life long learning projects;
7. Strengthening educational programmes designed for learners with special educational needs;
8. Creating and expanding our system for integrated teaching, counselling and career guidance
9. Increasing our Educational research capacity for the enhancement of education
10. Accelerating the promotion of values in education through active citizenship education programmes and education for human rights

Focus on Black (African, Coloured and Indian) Learners in Disadvantaged Communities, particularly African learners and township schools -

90% of African learners are still in schools that are in townships and in ex-HOR and ex-HOD schools. They are faced with trying conditions and are faced with barriers to learning, which include limited, curriculum offering, inadequate teaching and learning resources and a host of other constraints. It is for this reason that the provincial government has prioritised the improvement of quality of teaching and learning, and to ensure that learners in township schools have access to key subjects such as mathematics, science, technology and the economic sciences. We have also prioritised activities aimed at improving the performance of Black learners at the Grade 12 level.

SCHOOLS FOR FOCUSSED LEARNING -

The department is committed to addressing the imbalances of the past. In pursuit of this ideal and issues of transformation, access, equity, quality and accountability are given priority. The concept of "Schools for Focused Learning" (SFL) is a commitment to address the imbalances of the past and promote the principles underpinning the notion of the "African Renaissance." Schools for Focused Learning will provide highly specialised education in the following critical learning fields viz., Mathematics, Technology, Science, Business, Commerce and Management Studies and, Language and Communications. Learners in this programme will, predominantly come from the previously disadvantaged communities, African learners in particular. This is a deliberate and purposeful approach in addressing the imbalances of the past so as to allow black learners to participate in and contribute to the mainstream economy

ROSINA SEDIBONE MODIBA SPORT SCHOOL OF FOCUSSED LEARNING.

We will also name our school of Sports after one of South Africa's greatest Black female athlete's, the soft-spoken Bathokwa primary school teacher. She held records in the 400m, 800m, 1500m and 300m. She believe that she could have been better had she been exposed to facilities and coaching techniques accorded her white counterparts, and if not for the knee injury she suffered in 1978 which brought her career to a premature end, on the eve of her joining former world record holder Sydney Maree in the United States. She described herself as a rare species because very few black females were involved in athletics. We will name this school after Rosina Sedibone Modiba (Sedibone means fountain) So that new talent at this focussed school can emulate her.

OPRAH WINFREY SCHOOL FOR GIRLS

Through the good work of the founding father of our Democracy, Mr Nelson Mandela and our National Minister of Education, we have received a donation of 80 million from Oprah Winfrey for a focussed school for girl learners. This project will aim:
* To facilitate the development of the girl child
* To provide educational opportunities that will build confidence and develop leadership capacities and management skills;
* To provide a safe and conducive environment for learning through the creation of an institution focussing on the girl-child
* To provide dedicated resources (human, financial, physical) for achieving the said objectives.

EDUCATION INTERVENTIONS FOR QUALITY

The department will ensure that during the next financial year sufficient effort will be put into place to consolidate the gains made by the Education Action Zones (EAZ) and Senior Secondary Improvement Strategies. This will be done under the direction of the new Office for Standards, which will ensure that the department benchmark institutional and learner performance. The office will also identify areas of poor performance across the system and design appropriate interventions.

END ALL FORMS OF DISCRIMINATION

The Department is committed to effectively dealing with all forms of discrimination with a particular focus on racism and gender and the Deracialisation of learning institutions and administrative offices. We have already developed a clear policy document and are going through a process of consultation.

IMPROVED SERVICE DELIVERY

The department will be promoting the new ethos of the Public Service and will deliver education services in line with the new Public Service legislation. The new Public Service Regulations, the Public Finance Management Act and the White Paper on Batho Pele all promote improved service delivery by ensuring accountability through the establishment of clear targets and performance measures. The department is fully committed to improving its organisational performance. In the Strategic Plan 2000-2004, the department has identified measures and targets for all its priority areas and programme objectives, which will be the basis of measuring the quality and efficiency of its services. In addition, the department has instituted a performance management system for senior managers.

In keeping with our commitment to fight fraud and corruption in terms of the Public Finance management act we have established a corruption and fraud prevention committee. The committee co-ordinates strategies to deal effectively with fraud and corruption. Under the leadership of the committee we will soon do a comprehensive corruption and fraud risk assessment, together with the internal audit from the Shared Service Centre.

To prove our commitment in taking disciplinary action against educators and officials, who fail our learners and the entire Education fraternity, we have taken strong steps and action so that we can also promote good and effective governance. The table below gives a breakdown of disciplinary cases.
Status of CS-Educators disciplinary hearings cases for the period

1 April 2000-31 March 2001

Nature of case/s
1.1 Number of educators charged with misconduct: 256
1.2 Cases finalised: 231
Outcome of 231 hearings
a. Dismissals: 83

b. Fines (between R1000 and R6000): 57
c. Warnings: 42
d. Suspended sentence: 5
e. Not guilty: 23
f. Charges withdrawn: 17

TOTAL: 231

1.3 Hearings that had sittings and postponed due to various reasons: 17
1.4 Hearings that had no sittings: 3
1.5 New cases where charges were drafted but only be placed on the management plan in April 2001: 1
2. Educators discharged due to abscondment: 22
3. Status of PS Cases for the period April - March 2001
3.1 Number of PS charged with misconduct: 127
3.2 Cases finalised in this year: 99

Outcome of the 99 hearings
a. Dismissals: 39
b. Warnings: 34
c. Suspended sentence: 7
d. Not guilty: 4
e. Demotions: 14

3.3 Cases carried forward to April 2001: 28

LABOUR DISPUTES
Labour Disputes (CS-Educators)
Conciliations: 48
Arbitration's: 23

Labour Disputes (PS-Staffs)
Conciliation's: 56
Arbitration's: 31

E: PROMOTING SOCIAL EDUCATION

Setting up of Social Educational Institutions

The department will be setting up an interactive communication system to improve learners, parents & teachers accessibility to services and information. This is being done to ensure improved and accelerated service delivery and user satisfaction. In order to raise the cultural heritage and the beauty of South African diversity we will be actively promoting excursions to various kinds of Social Educational Institutions run by both Government and the private sector. These institutions exhibit different subjects and educational themes depending on their specialisation. They are cultural centres, libraries, museums, social education halls, scientific exhibition halls, art centres, memorial halls, concert halls, theatres, art performance halls, zoos, botanical gardens and recreation centres for children.

Educational Radio broadcasting, television and the print media.

These are already playing an active role in public education and provide relevant material to boost learners at school and citizens, as well as literature, the arts, music and social service. We will network more and interact to ensure that these programs are interlinked with what we are doing in schools, so that our schools use them more to enhance public education.

Education in the Arts

Extensive effort has gone into the planning and sponsorship of literary and artistic creative work award, drama performance contest, fine art exhibitions and other societal art education programmes and activities for learners. Through our social plan this will be enhanced and led by the social services cluster, part of 20 million will be used for this.

Science Edutainment Centre

Together with Telcom, Transnet, Sasol, Billiton, Zennex and Jet we are working flat out to establish a science Edutainment centre in Gauteng. This centre will also include a career guidance centre. This centre will also run daily programs for teachers and learners and a mobile service to remote areas in Gauteng. We have just returned from a visit to Richards Bay (Kwa-Zulu Natal) to learn from their Science Centre.

Promoting Good School Governance

Together with other Government institutions we will set up Education and information centres in each school district link to a fully equipped call centre and vital office at Head office, where residents can have access to critical information and assistance relevant to education. These centres will also provide training and support to school Governing bodies, Letu's & DETC. We are working together with ABSA bank on this project.

Active Promotion of Social Education

Life long Education and establishment of learning and knowledge society

During this financial year we will produce a green paper, with possible movement towards the publication of the white paper promoting life long learning and movement towards a learning society. This will be the stepping-stone towards developing a learning and knowledge society in Gauteng. It will reinforce our competitive strength in the 21-st century by increasing personal knowledge and skills, displaying the best potential capabilities and broading our horizons.

Teacher Development and capacity Building for the civil service

Education Management Development

The department runs an education management development programme. These programmes provide capacity building programmes to schools via our district offices. These programmes are geared towards improving the quality of institutional management by targeting principals and other senior managers at school level. In addition collaboration amongst schools with a view to school management teams sharing experiences and solutions to common problems experienced in the management of schools.

Teacher Development

We continue to collaborate with Teacher colleagues incorporated into universities, to provide teachers with training in the implementation of outcomes based education for the senior phase, high-risk subjects in the FET band, and the foundation phase.

This will also be increased into curriculum areas, i.e. hotel management and catering, economic management sciences, environment, conservation, and history not previously addressed, together with existing maths, science, and technology programs.

Improving civil service management skills

We already running an extensive training programme to improve public service and training for senior managers, middle and lower mangers including general assistance. This is all part of our human resource development strategy. The total amount allocated for this financial year is 34 million rand

Institutional Performance

A special focus will be placed on institutional performance with a view to ensuring greater self-management and the granting of section 21 statuses to schools that meet the criteria.

Implementation of the provisions of SASA and the School Funding Norms with the allocation of school funding to schools in line with the School Funding Norms, the department transferred SASA Section 21 to about 700 schools in 2000/1 financial year. This figure has now risen to 1362 schools that have been allocated Section 21 status. 541 schools are being supported and capacitated to assume this function as of the 2002/3 financial year.

From Farm to Rural Schools

The department is committed to ensuring effective education provision for learners in schools on farms and rural areas. The department will ensure that all schools servicing farming and rural communities are on state owned land.

In addition the department is committed to ending the practice of multi grade classes in small and inefficient schools on private farm property. To achieve this the department will close some schools, merge some schools and build new schools. These new institutions will ensure improved provisioning levels and access to the total school programme. These new consolidated schools would ensure greater access to quality education and where access is not easy, the department will ensure adequate scholar transport and boarding facilities.

To realise this new strategy for improved access to quality education by remote communities the department will establish a partnership with farmers, farmer associations, farm workers, farm worker unions, local government, teacher unions and non-governmental organisations. The department will set aside funds to address the plight of learners in farm schools and use these funds to leverage additional funding from farmers and other donor agencies through formal partnership and the establishment of a fund.

A three-year strategy has been developed and will be launched in August 2001 with preliminary meetings with stakeholders beginning shortly with Farmers and their associations.

R2, 8 million has been set-aside in this year to begin to address the short-term needs of these schools and medium-term transformation of the sector.

Social Plan

The Department will also promote a social plan that focuses on extra-curricular activities with an emphasis on youth development, sport, culture and changing of the physical environment of schools.

The Department will spend R2 million to promote youth and culture through the strengthening and transformation of music centres.

To promote school sport intervention programmes focusing on the training of teachers and learners in relation to athletics, as well as the provision of equipment and small facilities. To achieve this the department will spend R12 million. In addition the department will spend R1, 5 million to promote specific basketball and baseball through partnerships with the relevant National Sports Associations.

The department will also be promoting youth development and leadership, school safety and environmental programmes. A sum of R 4 million has been set-aside for this purpose.

The department will also be employing school attendance officers to enforce compulsory schooling and ensure daily attendance of learners.

Dealing With HIV/Aids

The department is committed to dealing with HIV/AIDS head-on through advocacy campaigns at school level and life skills programmes as part of the curriculum. We will also embark on a major campaign targeting office and institution-based personnel.

The department through own funds and conditional grants both provincial and national has allocated R9, 8 million for the fight against HIV/AIDS. We have also developed an extensive programme to promote life skill related living, coping and preventing HIV/AIDS. The department will develop learner, parent and teacher support materials for the promotion of HIV/AIDS awareness.

We are running a successful advocacy campaign that includes the celebration of World Aids Day, life skills week in schools, and a Valentine's Day HIV/AIDS programme, and will continue the provision of first aid kits to all schools. 1375 kits will be distributed this year.

Early Childhood Development

GDE is committed to ensuring the continuation of ECD services through interdepartmental and intersectional effort. To this end the department, in consultation with other role players, will establish an agency to promote and regulate private and home-based educational facilities.

We have begun planning the introduction of Grade R. In addition; the department is leading an interdepartmental, intergovernmental and intersectoral strategy for the expansion of ECD provision for 0-5 year olds in line with the 2001 ECD White Paper. The lead government departments being Education, Health and Social Welfare and Population Development. Local government will also play a leading role in the provision of ECD. This strategy will be mainly driven at grassroots levels with support and regulation by provincial government. The department will establish an ECD Agency to co-ordinate and implement the ECD strategy The ECD agency will be launched in September 2001.

Learner Support Materials

We have set aside R176 million for the purchase and provision of textbooks and stationery. This is an increase of 12,1% over the 2000/1 allocation of R157 million.

The growth in the budget for LSM has been phenomenal over the last few years, the table below illustrates:

Year: Allocation
1995/6: R82 000 000
1996/7: R105 000 000
1997/8: R75 000 000
1998/9: R58 000 000
1999/2000: R106 000 000
2000/1: R157 000 000

Further Education And Training Act, 1998

The department is committed to the creation of a vibrant further education and training (FET) system in Gauteng that will enable youth and adults to meet the current century's economic and social needs. The department will put into place a system that will ensure that there is a smooth transition from the compulsory education phase to the FET phase and a smooth transition from the FET phase to Higher Education, the place of work or self-employment. The department will also develop a curriculum that will enhance the social and economic needs in the 21st century and build and ensure partnerships with other government departments, business and communities for the success of the FET system. The department will deliver education in this sector in partnership with the Department of Labour and the Department of Arts, Culture, Science and Technology.

The transformation of the FET Sector has already begun. The department has developed capacity to oversee the implementation of the FET Act by 2003. The department has also developed a clear strategy for the merging of technical college and its realignment

The launch of FET mergers and clusters will take place October-November 2001.

Adult Basic Education and Training (Abet)

The department is committed to realising the national priority for improving the literacy rate of the province and the country as a whole. The department will establish a literacy agency in line with the National Literacy Initiative. The agency will be responsible for the rolling out of the provincial plan and managing the recruitment of volunteers.

To ensure continued provision of ABET and Literacy in line with the new ABET Act, the department will be establishing an ABET Agency to manage the ABET and literacy programmes of the department. The Agency will be responsible for the closing of the literacy gap through formal ABET programmes and through volunteer-driven literacy programmes.

The ABET Agency will be launched in September 2001.

Gauteng Online.Com

The provincial government has allocated R500 million over the next three year for the development of IT infrastructure for schools that targets at least 25 computers per school with internet connectivity and with all learners and teachers having an e-mail address by the end of the three year project. The department will also ensure the development of appropriate software and educational material to ensure that all learners' benefit by being computer literate and achieving better in the ordinary learning programmes. We will launch this project on 14 June 2001, at Ikaneng Primary School, Diepkloof as part of a build up to June 16, and South African National Youth Day and to put the spotlight on young people during the month of June.

F: MECHANISMS TO IMPROVE EDUCATIONAL QUALITY

Monitoring and measuring learner performance

The department is committed to the national programme of measuring learner outcomes of Grade 3 and Grade 6 Learners. The proposed survey will be conducted for sample learners across the province later this year. The department is committed to providing information to parents and learners on the quality of the learner's achievement. The department is investigating the financial implications of conducting annual learner achievement tests in Grade 3 and Grade

For all learners.

Evaluating and reporting institutional performance

The department is also committed to the measurement of institutional performance and has already established a chief directorate for educational standards. The chief directorate would evaluate institutional performance and publish a report with recommendations and actions. Where there is poor performance across the system they will design and recommend systemic interventions. In the process they would also be required to benchmark performance and establish standards.

School self-evaluation and Performance Review

The department has also begun a process of developing and implementing a school self-evaluation framework as part of the process of developing school accountability for growth and development. The department has already begun training a cross-section of district officials and schools, who then begin to introduce the model. A spiral cascade model is being used i.e. the first group trained and are implementing are included in the second round of training and those trained in the second round are included in the in the third, etc.

School planning, budgeting and accountability

The department is also developing a clear institutional school development, budgeting and reporting cycle. This is being done to institutionalise sound planning, resource allocation and accountability

Constructive Partnerships

All the priorities of the department cannot be addressed without the involvement of the community and stakeholders. The department is urging parents, community-based organisations, non-governmental organisations and the private sector to rally behind our schools and the department to ensure that it realises its vision for a quality education system where all our learners realise their full potential. The department has established a clear framework for the establishment of constructive partnerships in education.

The focus for the next financial year is to promote effective partnerships between institutions, the community and business as a basis for ensuring greater self-management of schools.

G: KEY ISSUES FACING EDUCATION IN THE MEDIUM TERM

There are a large number of challenges facing the department in improving education provisioning and improving the quality of education in the province.

The first major challenge is to effectively deal with inefficiencies in the system. This include having to deal with:
* the flow-through rate of learners;
* the levels of productivity among educators;
* institutional performance;
* spending choices;
* management capacity at all levels; and
* the continuing inequities.

The second challenge is to develop an affordable model of public ordinary schooling as a basis for determining the level of service provision in the province.

The third challenge is to identify the cost centres and cost drivers for operating a typical school effectively and efficiently and to develop clear basis for allocation of funds for resource targeting through the school funding norms.

H: CONCLUSION

Finally the Matric Results (Grade 12) of 2000, showed a tremendous improvement in the performance of our learners.

73 898 full-time candidates and 43 858 part-time private candidates were registered for the S.C. Examination 2000. 68 202 full-time candidates wrote the examination at 790 examination centres spread across Gauteng which was 3,555 less than 1999. Candidates attained 14 732 distinctions overall, as compared to 10 836 in the 1999 examinations. This increase in the number of distinctions signifies an improvement in the quality of the results attained by the class of 2000.

Following an increase of 1,45% in 1999 over the pass rate of 55,6% in 1998, it was clear that the Department has turned the corner in terms of Senior Certificate results. It was also clear that the main reason for the low pass rate was the fact that 71 GDE schools attained pass rates below 20%, in addition to a number of independent schools. The efforts to turn those schools around contributed strongly to the increase of 10,5% in 2000 over the 1999 results.

During 2000, 24 793 candidates opted to register for a Senior Certificate with University Endorsement. Of these 12 896 (18,9%) passed with full endorsement, while 4 989 attained a conditional endorsement.

The improvement in the results can be attributed to a number of factors including inter alia:
* Improved management in schools
* Improved discipline in schools
* Improved educator commitment
* More time on task, including beginning teaching and learning on the first day of the school year
* Fewer disruptions at schools
* Continued changing profile of HG learners as weaker candidates move to SG
* Movement towards the standardisation of languages
* Additional curriculum support for educators, including formal in service training programmes
* Attendance by learners at Saturday classes and holiday schools
* Greater focus on continuous assessment and the preparatory examination
* Community support and involvement
* Intervention programmes - EAZ, SSIP, RMIP.

The programmes and activities highlighted throughout my presentation will seek to improve on the overall performance of the system and impact on the Grade 12 Examinations.

Honourable speaker, this would not have been possible without dedicated officials in the Education Departments including all its offices and schools. I would also like to especially congratulate the teachers and school managers who have responded to the call to ensure an improvement in the quality of education that will guarantee a better life for all our learners in the future. I also would like to thank all our partners, teacher unions, business, NGO's and SGB's.

Finally I would like to thank the Premier, my colleagues in the Executive Council for their support and both the Education and Finance committees for their continued support and oversight over education in the province.

I salute you all!

Issued by Education, Gauteng

5 June 2001