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

This year marks the 26th anniversary of our National Youth Day. We celebrate the selflessness and the, courage of SA Youth who were at the forefront of the struggle for a non-racial, non-sexist society that is based on Democratic principles achieved after enduring years of turmoil and instability.

Their gallant efforts may therefore never be marred or diluted by unruly elements who under the guise of protest marches, loot, pillage, destroy and trash our city. We cannot afford to have unruly elements in our system like the trashing of the city by certain elements of Cosas on 24 May 2002. We need to instil respect for the rule of law.

We have become more responsive in dealing with the challenges that confront us. We will continue to engage all partners to listen, learn from them and show respect for a wide range of views, but will not hesitate to take clear firm and well-informed decisions. We should never waver from taking tough or unpopular actions when they are the right things to do and in the best interest of Education.

Our budget for this financial year is set at R7.914 billion, an increase of, 10.47% over the estimated actual expenditure of the 2001/02 financial years.

As we are aware, at the beginning of the 21st Century, the world is in a transition from an Industrial based society to an Information based society.

We have gathered here to protect the future but more importantly to prepare young minds for the future-the young intelligentsia of tomorrow.

"To work with young people, is to touch the future".

In Education, we are about safeguarding the future of our children and grandchildren. Every generation has trusted upon it new challenges on issues such as the following:

* Protection of the most vulnerable and at the same time increase our standard of living in a time of increasing globalisation;

* Effectively dealing with youth employment and lack of skills;

* Managing the challenge of social ills crimes, in particular against women and children;

* Dealing effectively with HIV/AIDS and other opportunistic diseases;

* Tackling the challenge of Sustainable Development; and

* "Learning about learning", that is, the creation of a learning society (e.g. Mark Shuttleworth) that empowers people to use the opportunities of the information society and to take a responsible role in shaping the future.

These are just a few issues that we must grapple with and find answers. Strengthening Education and our research capacity through the production of relevant Human Capital is Gauteng Government's answer to these challenges. Education and research plays a pivotal role in tackling these issues and in deciding our future as individuals, our future as a nation and, as a world species, we cannot become dinosaurs.

Education, honourable members, is the key to a socially equitable, economically successful and a stable cultural diverse society of the future.

In a knowledge-based economy, production of new knowledge, and dissemination of knowledge to society and the next generation are of central importance, knowledge production and dissemination are now playing a key role in society's ability to solve problems and in society's willingness and ability to respond to new challenges and tasks (e.g. modern Dr Chris Barnards, Wits researchers and HIV/AIDS). This is real wealth creation for our country.

This is why the SA Government is giving priority to Education and the Development of ICTs (e.g. Gauteng Online). It is therefore important for us where we want to locate Gauteng, SA and the African Continent in 15 years from now.

As participants in a global economy and a post-modernist world, it is imperative for us in Gauteng as the hub of the South African economy, to ensure that we produce a better educated and more highly skilled workforce. Even more important is that opportunities must be presented to each and every member of society to allow them to develop their full potential.

This year I will commission research in order for schools to be categorised in terms of problems experienced by specific schools, a clear intervention plan will then be developed for each group of schools with complete budgets and measurable outputs. Where necessary, the schools will be transformed in keeping with the demands of the new public service delivery.

Secondly, all intervention projects will be monitored on a monthly basis, in order to identify blockages at an early stage and deal with them appropriately. The same would apply for all CAPEX projects. We are busy with a forensic audit of all CAPEX projects.

Thirdly, expenditure in terms of grants will be monitored and evaluated on a monthly basis in order to deal with blockages.

Fourthly, Advisory Councils will be established for Maths, Science & Technology; Sports, Arts & Culture; and Youth Development at schools. In addition to this, the ABET and ECD agencies will be operational by the end of this year, depending on National processes.

Fifthly, more black learners will take Maths and Physical Science on the Higher Grades and more black learners will pass Maths and Physical Science on both the Higher and Standard Grades. In terms of FET, preparations are well on course to ensure that we establish FETIs and that managers for these institutions are appointed by the end of July, this year. I am hoping that the Gauteng public will encourage their children to study at these institutions en masse in order for us to rapidly enhance the preparation of our learners for "the world of work" and to produce young scientists that will become inventors in the shortest period of time. We need to develop skills of the Gauteng population to such an extent that we ensure "brain circulation".

Getting the transformation strategies right:

In order to address educational backlogs in our province we need a combination of strategies. Without underestimating the need to manage short-term constraints or disregarding the need to transform our system, I want to emphasise the need for a more long-term approach if transformation needs to succeed. At the same time we must be cautious of policy overload since they do not allow the system the time to absorb the change and to ensure buy-in by all stakeholders.

So, what are the strategies that we are promoting?

The fundamental focus of all our transformation strategies is the learner and the quality of learning attained for effective and lifelong growth, development and well being. This focus clearly guides our thinking as to what has to be done to ensure that we are creating an enabling environment for effective teaching and learning whilst ensuring that all our citizens are empowered to effectively participate in society and the economy.

The focus of our strategies are geared towards the learners, the teachers and the schools to ensure effective teaching and learning. For effective teaching and learning to take place, we have to ensure that schools are fully functional. The 2002/3 budget for Education continues to demand accountability for results, particularly in chronically failing schools. The purpose is not to punish the management, teachers and learners but to provide the right combination of incentives, support and resources that will accelerate the changes needed to improve the quality of education in those schools.

In this regard, we have developed a three-pronged strategy. The first is to turn around dysfunctional and poorly performing schools. The second is to improve the quality of teaching, learning, and increasing access to mathematics, science, technology and the economic sciences. Thirdly, we are geared towards developing our teacher corps to be the most professional and competent. Finally, these three strategies are underpinned by plans to improve service delivery and to promote the rights of parents.

B) BUDGET OVERVIEW

The 2002/3 Budget begins to address the core quality issues of education transformation. An analysis of the education sector in Gauteng shows that a number of key goals have been achieved over the past few years. This includes the improved personnel: non-personnel split in expenditure, the improvement in Matric results, the increase of age appropriateness of each cohort and the increase in the retention of learners in the secondary phase. This is an indication that the macro goals of education are being achieved and that greater systems efficiency is being realised.

The analysis also highlights that the key pressures projected for the 2002 MTEF cycle is essentially around:

Efficiency of the Budget Allocations:

The Education budget for the financial year 2002/3 is R7,914 billion. The total budget increase for 2002/3 against the budget for 2001/2 to is 10,47%.

It is also important to note that the level of conditional grants is increasing substantially over the cycle especially CAPEX. Without grants, the increase of the Equitable Share portion from the financial years 2001/2 to 2002/3 is 2,63% (see table 1, figures 1 and 2).

(Table can be accessed at http://www.gpg.gov.za)

On the expenditure side, there is a steady growth in CAPEX and other education inputs. The graph below shows the expenditure for the 1999 and 2000 financial years, estimated actual for the 2001-year and projected expenditure for the 2002 MTEF cycle.

The department's projected expenditure per economic classification as a percentage of the total for the 2002/3 is shown in graphs below.

(Table can be accessed at http://www.gpg.gov.za)

Personnel expenditure:

The department has over the last five years successfully stabilised the proportion of the budget spent on personnel. During the financial years 2002/03, the department will consolidate the ratio of 85:15 between personnel and non-personnel expenditure. In addition, the department has increased its educator establishment to over 47 500 posts. This is an increase of over 500 posts over the FY 2001/02 establishments, which was kept constant since FY 1999/2000.

The department has prioritised the improvement of the competence of employees to deliver the required standard of service both in classrooms and offices. The department is in the process of ensuring that the last remaining under qualified educators receive bursaries to upgrade their qualifications to the minimum requirements of REQV 13.

In addition, the department has also offered pre-service bursaries to prospective teachers as part of the recruitment strategy of the department.

The department is in the process of finalising a retention and succession plan to deal with the high turnover of professional staff. The professional staff, especially educators, are being headhunted and recruited by other employment agencies.

Personnel Estimates

(Table can be accessed at http://www.gpg.gov.za)

C) CAPITAL EXPENDITURE

PLANS FOR SCHOOL INFRASTRUCTURE IMPROVEMENTS FOR 2002 - 2005 MTEF CYCLE

Fundamental Implementation plan - macro plan:

The review of the existing methodology has been ongoing and fundamental principles have been established. As a result a macro plan has been developed that will form the basis of a 3 year framework to ensure that an effective and efficient infrastructure implementation plan is developed, can be monitored and evaluated, and if need be, corrective action taken timeously to ensure that targets are met.

Immediate interventions:

To rectify the current situation, the following immediate interventions are necessary:

* Defining the minimum infrastructure standards for primary and secondary schools;

* Appointing planning officials with responsibilities per district and allocate per schools; and

* Appointing two building control officers per district and allocated per schools.

Grading all schools into 3 categories of infrastructure standards:

* Grade A - Good
* Grade B - Fair
* Grade C - Poor

* Developing a maintenance preventative strategy based on a 3-year and 5 year plan

PROJECT BUSINESS PLANS FOR 2002/2005

Six CAPEX Flagship Projects:

The Department has developed 6 (SIX) key intervention strategic areas. Each of these areas will be implemented as a flagship project. The flagship projects will focus on a single core delivery linked to the overall strategic plans of the Department. Furthermore, the rollout plan will be based lined and within a timeframe, each time frame clearly identifying the outcomes.

Monitoring and evaluation of each project will be ongoing and corrective measures will be applied to ensure targets are met. Cost estimates are provided to obtain an overall expenditure pattern.

The six flagship projects are as follows:

1. Provincial Priority List

Objective: To provide school infrastructure, including new schools, upgrading of existing and additional support structures.

The Provincial Priority List is utilized as a long term planning tool and therefore takes into account the overall Provincial priority key focused area as identified by the Gauteng cabinet. It is reviewed on an annual basis with the sole objective of the review being to obtain the status quo as identified previously.

This implementation system currently forms the bulk of the capital expenditure, and therefore we are always looking at methods to improve the effectiveness and efficiency of the Priority List in relation to service delivery within the province.

The project lists have been complied by the Department's Physical Resources Planning Unit. The finalisation of the Priority list is as a result of consultation between external and internal stakeholders.

2. School Register of Needs - 2000 Survey

Objective: This flagship project has as its main objective the elimination of the problems identified in the current School Register Of Needs, over a 3-year period. A maintenance plan will also be developed as part of this project to ensure that the state's assets are effectively managed in relation to infrastructure.

The School Register Of Needs 2000 (SRN) highlighted the needs as identified within the education sector. The methodology utilized to obtain information by means of a questionnaire issued to schools, provides a basis to plan from. Due to 2 independent processes having taken place simultaneously, should in the final roll out plan any of the SRN projects appear on the Provincial Priority List, they would be implemented on the SRN flagship project plan.

The SRN indicates one element that was identified e.g. zinc shelter, however the school my not have an administration block. The first phase of addressing the SRN will be to correct the identified problem, followed by planning for the " other" related problem within the major works program.

The SRN flagship project is planned as a 3-year roll out plan. The identification of the yearly roll out plan is currently being finalised, for commencement in April 2002.

The SRN has also identified the importance of a preventative maintenance program. It can be noted from the data that schools are rapidly moving from a previously good quality infrastructure into a poor quality. The budget to recover a school back to its good state will far out weight the implementation of a preventive maintenance program.

The implementation of the maintenance program requires that the schools be at an infrastructure standard that will allow the school management to maintain the facilities. The allocated maintenance budgets (12%) must be based on a cost estimate budget and possibly not on the maintenance budget allocated by the quintile allocation. To provide a maintenance budget without, a minimum standard being achieved will result in ad hoc work being done, without meaningful effect. If we consider that a school may have 80 broken windows, 10 missing doors, and 8 broken toilets, a maintenance allocation of R 15 000.00 may repair the damage but will enable effective maintenance program.

The maintenance policy is being developed and will be available for implementation in this financial year.

3. Integrated Development

Objective: The fundamental principle being addressed is to achieve effective co ordination between the Education and Housing Department.

It is currently under discussion that on giving approval to the developer to commence with the housing development roll out plan, the provisioning of a school becomes part of his deliverables. New housing development site have the required services, and therefore once the site has been verified for structural integrity, and suitable for development, it is proposed that the developer is appointed as main contractor to develop the school in tandem to the housing roll out plan. It should be noted that up to 1000 units might be built in a single month. The provisioning of schools in this format will immediately reduce the overcrowding in adjacent residential areas,

Currently officials of the Housing and Education Departments are studying the concept. A feasibility report will be compiled on conclusion of the investigation. To date the indications are that this will create a positive impact on the provisioning of education facilities.

4. School Regeneration Programme

The primary focus of the project is to improve the physical infrastructure at primary and secondary schools to promote a conducive environment for teaching and learning.

The concept of a school beautification program at implementation stage revealed that a more comprehensive and inclusive plan was required to achieve a long-term goal in terms of the facilities. It was of concern that a school fence may have been repaired, however basic needs such as adequate toilet were not provided. It was with this principle in mind that the Schools Regeneration Program was developed.

On completion of these interventions, each school will then be integrated into a cyclic maintenance program for non day-to-day maintenance. This is in line with both the national priorities as espoused in the National Education Minister's nine-point plan as well as the Gauteng Department of Education's strategic objectives, which include the following:

* Creating better conditions at schools;
* Strengthening the culture of learning and teaching;
* Improving security where necessary;
* Promoting community participation in the maintenance and protection of the buildings;
* Renovating and maintaining existing infrastructures;
* Improving credibility of public expenditure on physical infrastructure; and
* Improving provision of water and sanitation for all schools.

The majority of schools in historically disadvantaged communities have inadequate basic facilities, which are usually in a serious state of neglect. This is mostly as a result of complete lack of maintenance programmes under the previous dispensation. Added to this is the reality of preference being given to the construction of new schools to accommodate a growing school population particularly in newly developed informal settlements in Gauteng. The natural growth in learner enrolment and the influx of learners from other provinces have made it impossible to eradicate the backlog of 3 000 classrooms identified in 1994.

The GDE is working on a plan to address the prediction of future demand based on demographic information and a maintenance plan, which will include the following steps:

* Compilation of an inventory of all schools;
* Determining the condition of schools;
* Inspecting schools which show serious signs of dilapidation; and
* Upgrading and improving schools using period contractors.

5. Scope of the project

* Identification of schools - criteria:

A quintile and weighting systems (indicating the most impoverished schools) were used to identify the schools focusing on the schools in the first quintile.

In addition to the above criteria, the schools that reflect sustained growth trends (with the exception of the Farm/Rural schools), i.e. more than 500 learners were included in the list.

* Repairs and Renovations:

To ensure certain minimum standards as far as physical facilities are concerned, it has become essential to regenerate existing schools. This therefore represents an attempt to provide basic facilities to the underprivileged communities. The project will include the repair of buildings, glazing, painting, roofing, ceiling, electrical work system, landscaping, ablution facilities, classrooms, administration blocks and other facilities. Poles for soccer, netball, basketball, and volleyball will be erected in schools to promote the development of sport.

It has also become essential to secure school properties by means of concrete palisade fencing, which could reduce damage to buildings and equipment, thus reducing maintenance expenditure to more acceptable levels. The aim is to make schools centres of cultural and community life, thus strengthening the sense of ownership.

The project will not only benefit the learners but also the local skilled and unskilled residents in the targeted areas. The project will create exceptional opportunities for local small and medium sub-contractors. It is estimated that more than 100 000 jobs will be created.

Projects will be monitored and evaluated by GDE Departmental Works Inspectors and Physical Resources Planners, in conjunction with professional consultants where applicable. Monthly progress reports will be provided as prescribed and will reflect:

* Percentage of work completed;
* Expenditure against budget reflecting cash flow; and
* Performance against key indicators.

* Labour Intensive Works at Schools in Gauteng:

The development of a strategic plan for the implementation of a Labour Intensive Programme, for the Gauteng Department of Education will require a comprehensive study of the objectives and outputs that are planned for in the overall GDE strategic plan.

The strategic plan presented in this document is currently a base for discussion, and should be viewed as a point of departure for the implementation of such.

The key focus areas addressed are in relation to the Labour Intensive Program and not the overall GDE organisation.

Labour Intensive Programmes when implemented in a well-formulated framework, will impact on the SMMEs empowerment strategy, job creation and sustainability of SMMEs and individuals. Programmes may range from digging foundation trenches to assembly of roof trusses by bolting, washing laundry by hand, assembling of components, making bricks and many various trades.

To achieve an effective Labour Intensive Programme for GDE and the Gauteng Province, the following areas should be considered and analysed:

* Identification of ALL labour intensive intervention areas within the industry.

* Development of a database of SMMEs and individuals for labour intensive categories.

* Verification of the application to be on the roster per programme.

* Drawing up a" contractors" roster per Labour Intensive Programme,

* Developing a tender documentation to allow for labour intensive programmes to be accommodated.

* In tender evaluation, preference could be given to service providers allowing for intensive labour programme

* Providing in the budget allocation to compensate for the programme, extended project time.

* To ensure sustainability provide a budget % within the contract sum to allow for training and development of the SMMEs

* In tender invitations should indicate that a joint venture tender is required in which the SMMEs are part of the main contractors program.

* Establishing a monitoring and evaluation "team" to ensure compliance.

* If a contract " totally" SMMEs, then financial security at a banking institution should be considered.

6. Poverty Alleviation Programme

Objectives: We are part of the Zivuzeni programme led by the Department of Public Works and Transport to contribute towards social upliftment and empowerment of disadvantaged communities by providing opportunities to existing contractors as well as unemployed local labour within the community where the project will occur.

The majority of schools in historically disadvantaged communities have inadequate basic facilities and the facilities available are in a serious state of neglect due to the lack of maintenance programmes.

Budget:

The budget will be determined per project and linked to the scope of work. A preliminary estimate has been done per project.

The total amount requested for this project is R 18 280 000. Estimated costing includes: material; labour; training and contingencies. Estimated costing excludes: Payment of the Professional Consultant fees; CLO fees and other expenses such as transport, copying etc. Time frames are still to be determined by the responsible Department.

The project scope of work will include:

* Minor repairs to buildings;
* Glazing;
* Painting: walls: internally and externally;
* Roofing: sealing; re-fixing; painting;
* Ceilings: repair; replace; painting;
* Electrical work;
* Fencing: repairing of existing only;
* Storm water channels;
* Chalk boards: replacing where needed;
* Pinning boards: replacing where needed;
* Floor tiles: internally: repairing;
* Doors and locks: repairing; replacing;
* Servicing of toilets;
* Grading of sport field (soccer): including carting of topsoil;
* Provision for goal posts: combi courts and soccer field; and
* Combi court surfacing.

The budget for the 2002 MTEF Cycle:

(Table can be accessed at http://www.gpg.gov.za)

Assumptions:

* All sites are available and are the property of GDE;

* GDE has a full staff complement to implement;

* All minor works will commence and end during the same financial year; and

* The value of projected work for Minor Repairs and Renovations for 2003/2004 & 2004/2005 needs to be confirmed by the actual condition of the assets at present and future projected deteriorations.

Based on the above budget projections for the 2002 MTEF cycle, the Department will not be in a position to make an impact on the backlogs unless alternate service delivery models are developed. A viable option could be the route of Public Private Partnerships as provided for in the Public Finance Management Act and Treasury Regulations. Two projects that are being considered is accommodation for the Department of Trade and Industry and the CSIR. In both cases, private sector builds and transfers the property after 25 years during which the Government department pays rent.

D) TRANSITION FROM SCHOOL TO THE WORKPLACE

More people need to be better educated than ever before to improve our economic competitiveness promote social justice and equality, we need to develop the skills and talents of young people across the full range of their abilities, including learners with special educational needs. Young people need to be mentored to continue their education to institutions of higher learning be it universities or technikons. They need to be nurtured to reach their full potential. That is to as true for those who face significant barriers to learning as it is for gifted learners.

At most, the majority of our learners, in particular black learners, should proceed to a degree level, if our economy is to have enough people with higher-level skills.

But it is not only a matter of improvements academically, it is also about the development of the whole person be it through sports, music, drama and the arts. Education for Human Rights and Active citizenship education.

The world we live in is in constant change all the time, if we were to succeed as a nation with equal opportunities for everyone and to build a successful economy we require a well-educated citizen. That is a challenge to this current generation and young people in particular we need to equip with better knowledge and skills than ever before, beyond the confines of the classroom.

Up to now it is quite clear from research, that there's a gap between those who do well at school and those who don't. This is also an influence by various socio economic conditions in communities. This Education Department strategic and operational plan is bridging this gap gradually. We are empowering young people to make the most of their talents, and by this they will also make the most of opportunities available to them.

One of this Government's key priority remains the provision of quality learning and teaching by ever increasing our standards in Education.

We must make every learner that comes through our education system to be part of creating wealth through knowledge, skills and entrepreneurial programmes at our schools FET centres.

We will continue to measure our Education performance against international benchmarks, learning from the best schools both locally and internationally and sharing our good practice with the rest.

In our province, people's expectations are high and people rightfully demand more of our public service. We want to ensure that we continuously improve and provide a quality service that help young people in our province to have the best possible start in life, so that when they leave formal education they have a passion for life long learning with the desire and ability to succeed.

A solid foundation through education opens doors to opportunities; create identity and the beauty and enjoyment of arts, sports and culture. We need to stretch the imagination, the dream and broaden the horizons of young people.

We will continue to work with other departments in particular in the Social Services Cluster towards delivering governments priorities, in particular:

* Integrated delivery for communities;
* Early childhood development;
* Feeding schemes for learners;
* Gauteng programme of action for children;
* Sports, Arts and Culture;
* Building a reading culture;
* Safe and secure schools;
* Environmental education;
* Increasing access to Education, skills development and improving the quality of life; and
* Information, communication and technology.

Higher Education must become an achievable goal for many more learners. We have a clear attainable goal to put more learners into higher education. Better-educated and more highly skilled young people are more likely to be in a job, and contribute more productively to society and our economy, knowledge and skills. We need to catapult young people into jobs and priority, helping significantly to eradicate poverty and divisions in society.

Access to learning and services through Gauteng Online is vital and must be achievable to all our learners. We are exploring new and creative ways to achieve these goals. "We are turning the digital divide into digital opportunity".

The purpose of this budget is to describe how the Department of Education will continue to achieve Gauteng Governments goal to be one of the best run Education Systems. This budget put our Education partners to work together in succeeding in transforming public education in the Province. We affirm that a well run Education system helps improve the well being of society, it is the most important public service we can provide to increase job opportunities, economic growth and reduced crime levels.

This budget poses various challenges, but one wants the Department to be judged not only on what we do, but how well we do it. This Department has demonstrated its commitment not to compromise on the provisions of quality teaching and learning. We never miss an opportunity to praise success and to the best of our ability to tackle failure wherever we find it.

E) KEY EDUCATION PRIORITIES

Promoting an integrated provincial Childhood Development Strategy

* ECD, GET and FET Bands:

During 2002/3, the department will ensure that the quality of learning and teaching and the quality of service delivery is improved to ensure that all learners leave the education system with an equal opportunity to succeed in their adult lives. The department will ensure that we deliver ECD through an ECD agency together with the Department of Health, Department of Sports, Recreation, Arts and Culture, Department for Safety and Liaison and Department of Social Welfare and Population Development. The department will also ensure that the curriculum access is improved to ensure that Black learners have access to key subject and learning areas such mathematics, science and technology. Closer links will be forged with all departments through the Gauteng Programme of Action for Children.

The department has begun systems development to support the CEM decision to implement GET Certificate in 2004. The GET certificate will involve the use of school based continuous assessment to generate 75% of the total assessment for grade 9 and the use of Common Tasks for Assessment (CTA) for all grade 9 learners, which will count 25% of the total assessment for grade 9. This will be in line with the use of approved requirements for progression of learners and the issuing of a common National report card for promotion within the school system or access to other institutions.

The department is already preparing for the introduction of the National Curriculum Statements for Curriculum 2005 for the GET phase. The process of developing the Revised National Curriculum Statements for Grade R-9 (schools) has been completed and are underlined by the following principles:

- Social Justice, A healthy Environment, Human Rights and Inclusive education;
- Outcomes based education;
- A high level of skills and knowledge for all;
- Clarity and accessibility; and
- Progression and integration.

The revised curriculum consists of an overview of the process, principles, learning area, statement, purpose and outcomes for each of the eight learning areas there will be a phased implementation which starts in 2004 in the foundation phase

In line with the CEM decision, the implementation of FET Curriculum in Grade 10 in 2003 has been postponed to 2004. NATED 550 instructional offerings will be offered to grade 10 learners in 2003 and this will be the last cohort of learners that will write the senior certificate examinations, as we know it.

The national process for writing National Curriculum Standards and Assessment Standards has begun. The finalisation process will end at the end of June 2002 and provision has been made for field-testing. The FETC Statements will be ready for public comment in September 2002 and policy declared by March 2003. An implementation and rollout plan is being designed.

* Implementing GRADE-R:

For the financial year 2001/2002, the GDE was allocated R2 576 000 by the National Department of Education. Based on this amount, 368 sites were selected which started to function in January 2002. The allocated budget was rolled over with approval from the Provincial Treasury due to the fact that the NDoE's tender processes for training and advocacy, as well as the appointments of Provincial co-ordinators had been delayed. We have since appointed a Provincial co-ordinator.

For the financial year 2002/2003, an amount of R6 396 000 was allocated to establish an additional 184 sites which will start operating in January 2003. This amount plus the R 2 576 000 will be utilised for the phasing in of the 184 additional sites as well as the maintenance of the existing 368 sites.

* Education for Human Rights and Active Citizenship:

The department will ensure that the education programmes and extra-curricular programmes of the department will develop all learners holistically with values that will promote valued citizenship. This will be achieved through targeted programmes enhanced by the promotion of national symbols.

With regard to the Tirisano programme and the manifesto on values, Education and Democracy GDE together with a number of NGOs has piloted in more than a hundred schools in Gauteng.

This initiative focussed mostly at engaging all learners and Educationist (parents, educators, civil servants and community leaders) in developing:

- Knowledge about citizenship, values and ethics in an open society;
- Skills to be critical and independent thinker; and
- A responsible attitude amongst South African citizens.

The programme which will need to be extended to five hundred schools this financial year will continue to assist with:

- Developing a common understanding of values;
- Infusing a code of ethics in the profession of teaching;
- Strengthening a responsible attitude whereby Educationist and learners become role models; and
- Nurturing a culture of debate and participation in school and in civil society.

The Valued Citizen initiative is a Section 21 company that has done tremendous work in all schools in implementing the Valued Citizens Programme and has published 2 manuals, one for primary schools and one for secondary schools.

* Classroom Practice:

Continuous Assessment:

During 2002, the department will ensure greater quality in the internal school-based assessment practice. The department will ensure that all teachers can apply all the required assessment policies and can assess the progress of learners in a continuous way and to provide feedback to learners and parents on the quality of learner's achievement, progress of the learner in tasks and challenges facing the learner.

* Senior Secondary Intervention Programme (SSIP):

During 2002/3, the department will continue providing support to secondary school learners through the Senior Secondary Intervention Programme. During 2002, the programme will improve Grade 10-12 learner and teacher performance in key high-risk subjects in dysfunctional and poorly performing schools. The schools that will be targeted are poorly performing schools that obtained 21-40% in the 1999, 2000 or 2001 Senior Certificate Examinations. The programme involves the provisioning of supplementary materials and subject study guides as well as additional equipment and newspaper education supplements. During 2002/3, the department will continue to ensure that Saturday and winter and spring holidays tuition programmes are provided. English Second Language Literature Plays will also be held.

* Role Model Intervention Programme (RMIP):

During the FY 2002/3, the department will continue providing support to secondary school learners through the Role Model Intervention Programme. The programme is geared towards providing about 250 Grade 12 learners, with disadvantaged socio-economic backgrounds, in schools with the opportunity to achieve their full potential in key high risk subjects in the Senior Certificate Examination i.e. Accounting, Biology, English Second Language Higher Grade, Mathematics and Physical Science, through the provision of additional expert tuition and both audio-visual and printed learning support materials. During 2002/3, the programme will be offered over a period of three months at six tuition sites across Gauteng, during both the winter and spring school holidays and on Saturdays.

* Maths, Science and Technology Education (MSTE) Strategy

During the academic year 2002, the Department will be implementing its maths, science and technology strategy. The Department will focus on the development and implementation of learner and curriculum redress policy. The Department will be increasing access to MSTE through improved implementation of the curriculum, teacher development, and teacher recruitment and materials development.

MSTE Strategy:

We are committed to and align ourselves with the National Departments strategy to improve access to and performance in mathematics, science and technology and the Department is currently involved in many different initiatives in Maths, Science and Technology.

An Advisory Board to the MEC will be established to advise the MEC on improving access and quality in MST Education. The Department will also establish a number of schools for focussed learning to increase access to MST Education by black learners especially African learners. A large number of public schools have been identified to become dedicated schools for mathematics and science as part of the National 102 schools project. A Girl Learner Mathematics and Science Project has been established to increase the participation rate of the girl child in MST. The Oprah Winfrey School for Girls will also focus on increasing access to MST by girl learners. To improve teacher performance and effectiveness in the delivery of MST Education, the Department is providing special bursaries for PRESET and INSET. A number of key projects linked to the MST strategy are:

- The Science Edutainment Centre;

- Maths and Science Project - Department of Public Transport, Roads and Works - Gauteng Provincial Government; and

- University Preparedness Initiative for Studies in MST at tertiary level.

* Focus on Black Learners in Disadvantaged Communities, especially African learners and township schools:

We will continue to focus on the plight of the Black and girl learner especially African learners in township schools. A large number of programmes including, curriculum redress activities, were introduced last year. The department will allocate an additional 500 posts to selected schools in townships to ensure that the curriculum offering is expanded.

* Schools for Focussed Learning:

The department, during 2002/3, will ensure that all identified school of focussed learning are established and operational. The department will ensure that new institutions are opened or existing institutions are converted to meet the curriculum needs of learners.

* Gauteng Institute for Educational Development:

This Section 21 agency, which was set up by GDE as the GICD, is to function as a curriculum support institute. The GDE has facilitated a change of name and scope of the institute from 1 April 2002. It is now known as GIED, the Gauteng Institute for Education Development to enable the structure to do educational work related to curriculum so that curriculum delivery could be strengthened. This shift in scope is being concretised through the agreed assignment of the following projects between the GDE and GIED.

- The GIED has already produced a strategy to support the Mathematics, Science and Technology project for the improvement of education provision in this area;

- An Education Management and Governance Development project has completed a research report on the establishment of an academy for Education Management Governance Development. The GIED will also be involved in the setting up the academy, and will be institutionally separate but professionally linked when it is set up;

- The Refinement of roles and function of curriculum support officials project has begun work to develop clearer guidelines and instruments for office-based professional staff; and

- The Commemoration Days project has produced a calendar of key religious and commemoration days for this year. A pack of information on these days is being prepared and will be accompanied by guideline teaching materials. - The Evaluation of Higher Education Institution materials project will evaluate materials used by the HEIs in the teacher development programmes, which will be conducted for the GDE.

The GIED has been conducting 13 projects over the last 4 years in research, policy analysis and materials development. These projects are also going to be supported by the GDE on a 50/50 basis with other funders. These projects include the Evaluation of C2005 across all grades implementing the new curriculum, the development of Assessment systems, materials and approaches for teachers, the development of suggested learning programmes, ABET curriculum and Curriculum support for rural schools.

In addition, a number of partnership projects with other partners will be supported by the GDE in staff time and intellectual resources. These include:

- Standard Bank-Financial Literacy;
- DACEL- health and environment learning programmes (Botle Ke Botho); and
- Department of Finance and Economic Affairs-Consumer Literacy.

* Research and policy unit in OFSTED:

Exploratory work in this area is intended to strengthen the research and policy unit in the office for standards, in order to focus their attention and energies on challenges facing Education in Gauteng.

In order to increase the wealth of experience in Education policy and research, we have already begun establishing links with all Institutions of Higher learning in our Province.

This year we will focus on research papers in the following:

* Creativity in the curriculum;
* Multi cultural teaching and learning;
* How to effectively transform and teaching into an attractive profession fit for the 21st century;
* Socio-economic conditions in communities and its impact on schooling
* Analysis of school disciplinary practice;
* How to improve the transition from school to the workplace with a particular focus on 13-16 year olds;
* Equal opportunities for all in the classroom;
* How to effectively extend after school programmes to learners from poor communities to improve learner achievement; and
* It will bring together departmental officials, business, academia, educational NGOs and the media to share and cross-fertilise ideas and experiences.

The policy and research that we will conduct will provide non-partisan information, research, and communication on educational issues to us policy makers and other Education stakeholders to improve Education.

* Human Resources

Post Provisioning:

The department ensures that all schools are resourced equitably according to the curriculum and in terms of the policy for post provisioning educators. In addition, the department has created redress post to ensure that senior secondary curriculum offerings in black schools are expanded and diversified.

Human Resource Development:

EMGD Programmes for School Management Teams, Governing Bodies and RCLs.

The department will implement its strategy for the promotion and sustainability of school governance structures. The department has developed an Education Management and Governance Development programme. The programme will focus on the training of SGBs, school management teams and members of representative councils of learners (RCL). Included in the programme is the development and training of office-based staff.

Skills Development Plan:

The department experiences high levels of attrition, as well as, high staff turnover. In view of this a skills development plan will be developed to underpin training, development, recruitment, and succession planning and curriculum redress strategies.

Teacher, Supply, Utilisation and Development (TSUD):

In relation to TSUD, the department is undertaking:

* Pre-service Training - During 2002/3, the department will continue with its programme to fund pre-service teacher trainees. The department will ensure that learners studying teaching at higher education institutions receive a basic bursary. The department will also ensure that special bursaries are awarded to select students specialising in key learning areas such as mathematics, science and technology.

* In-service Training - During 2002/3, the department will focus on preparing teachers for the implementation of Curriculum 2005 and will be implementing the department's skills development plan that will focus on the development of educators through formal and informal in-service programmes. This will be in the form of after hours programmes, part time studying and full time studying at a tertiary institution.

Provisioning Learning Support Material:

The department provides LSM equitably to all schools for the grades implementing curriculum 2005 and also provides for "top-up" of existing textbook stock. The department is currently spending well over R100 per learners on educational materials. The department remains committed to the delivery of LSM before the start of the first school term each year.

Social Plan:

The department will continue to 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 intensify delivery to normalise schools in township areas.

Regeneration of schools:

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 to create landscaped gardens. The department will audit and rank needy schools, of which projects to the value of R67 million will be initiated and completed this year.

Safe and Caring Schools Project:

The department has embarked on a school safety and care programme and a plan to implement social programmes. The department will ensure that all schools in high-risk areas are secured and that all schools are provided with training to ensure school safety and care across all areas of work in a school including school related programmes.

School Collaboration Fund:

In order to promote collaborative activities and initiatives, the department has established a fund. The fund will support groups of schools or groups within schools to realise activities to promote school development through collaboration. The fund will allocate a maximum of R300, 000 to a cluster of schools for any plan to improve the quality of education within the cluster, to support a failing school to become more functional and successful or to support a cluster of schools to use seed funding to fundraise through special events additional income in order to become more financially self-sustaining.

GPG Talent Search Bursary Scheme:

The department has established, in collaboration with other provincial departments, a provincial bursary scheme to recognise high performance in the Matric examinations by learners from disadvantaged communities. The scheme is made up of contributions from each of the provincial departments. The bursaries will channel learners into career directions where there is a shortage of Black incumbents. This year over fifty learners have been funded to enter Higher Education and will be supported for the duration of their studies.

Specific Interventions and Programmes:

The education and training of the people of Gauteng, and that of all in South Africa, is a priority for the growth and development of Gauteng and the country as a whole. The department has over the last five years clearly demonstrated its commitment to redress, equity and quality. The department is also committed to accelerating education delivery to ensure that we meet the needs of the aspiring youth in our province.

The department is committed to the education priorities as identified by government. The department is also committed to the provincial priorities of ensuring accelerated service delivery, good governance and integrated service delivery and job creation through labour intensive public works or capital projects.

Improving the Quality of School Education through the implementation of outcomes-based education and Curriculum 2005:

The department is committed to ensuring greater educational quality and accountability. The department fully supports the national Minister's priorities and as such has developed a five-year strategic plan that addresses these concerns. The departmental plans take into account our provincial context and priorities but remains fully in the spirit of Tirisano.

In this regard, the department will intervene in the following ways:

* Creating a climate for learning, teaching and services; and
* 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.

* Quality Services Awards and Learner Achievement Awards

Service Awards:

In 2002/3, the department will ensure that employees, with outstanding service records or feats, will be honoured by the department as a means of promoting quality service delivery. The department will continue with the departmental teaching awards linked to the National Teaching Awards. Office-based educators and PS employees will also be recognised through provincial awards for work recognition or service delivery.

Learner Awards:

In recognition of above average performance as well as innovative learning under challenging circumstances, the department introduced learner awards in 1999. These will be continued annually and will for the first time in 2002/3 incorporate handing over of bursaries in terms of the GPG Talent Search Bursary Scheme.

Policy Development and training for labour peace, legal and regulatory compliance:

- Proactive Strategies On Labour Peace:

The department has embarked on a delegated labour relations programme to ensure greater labour peace through immediate and localised interventions where there are incidents that requires labour relations.

- Legislative and regulatory compliance by Institutions:

The department will be monitoring compliance of legislation by institutions. Key areas of focus for 2002 will be the admissions policy, financial management and attendance. A special focus will be placed on institutional performance with view to ensuring greater self-management and the granting of Section 21 status to schools that meet the criteria. The department will target the remaining schools for Section 21 status.

* Corporate Image Programme

- Standards and norms for quality service delivery:

The department will ensure that all office comply with the corporate image of the province and the department. In this programme the department will ensure that the quality of service and the standards of service delivery are the same across all offices.

- Proactive communications and positive public perception:

The department will be setting up an interactive communication system to improve public accessibility to services and information. This is being done to ensure improved and accelerated service delivery and user satisfaction. We have also launched our Contact and Information Centre, and can be accessed through a toll free number 0800 00 5175.

- Interdepartmental and intergovernmental collaboration/relations:

During the 2002/3 financial year the department will ensure effective participation in interdepartmental and intergovernmental activities and will contribute in a way that will ensure effective collaboration for improved planning, resourcing and service delivery.

- Performance Management System:

The department will during 2002/3 build on the successful implementation of the performance-based management programme. The department will improve on the allocation of clear responsibility with even clearer measurables. During 2002/3, the department will also ensure that a performance incentive scheme for all other employees is in place to reward high levels of performance by employees.

- Standards setting and quality assurance:

The department has established a division for the promotion of educational standards and quality assurance. This is in line with national policy on whole school evaluation. The department will focus on learner and institutional performance and the identification of areas where standards are required and to set the required standards for the area of focus.

- Education Action Zones (EAZ):

During the 2002 academic year the EAZ programme will continue with targeted interventions into 80 or more dysfunctional schools. Schools that have achieved between 0-20% in the Matric Examinations will be targeted. The department will continue the intervention into these schools until the end of 2002. At which point it is hoped that the schools initially identified in 2000 would exit the programme.

* Compliance With PFMA and other Public Service Legislation

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 the accountability through the establishment of clear targets and performance measures.

-Financial Management:

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. However, this requires the development of appropriate systems that will ensure effective management and accountability. In addition, the department will ensure greater financial management and accountability at all levels. In the case of districts and head office chief-directorates, senior state accountants will be employed to support senior managers in their financial management and responsibilities.

- Fraud Prevention and Risk Management:

During 2002/3, the Department will ensure that the Fraud Prevention Strategy and Risk Management Plan is rolled out and implemented at all levels of the organisation.

* HIV/AIDS

- Life Skills Curriculum:

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.

- Workplace Programme:

The department will also embark on a major campaign targeting office and institution-based personnel.

- Voluntary Counselling and Testing within the Department:

The department will launch a programme to promote voluntary counselling and testing by all institution-based and office-based employees in the education sector and all learners. The department respects the right of the individual to non-disclosure but believes that employees and learners will benefit from knowing their status and can take appropriate action to ensure that they can cope with and manage the virus. Inevitably, such programmes will require a comprehensive sustainable support strategy underpinned by ongoing counselling and public private partnerships.

* Flagship Projects

The department has embarked on two flagship projects in line with our commitment to mathematics, science and technology, as well as building the human resource capacity of the province.

- GautengOnline

The key underlying principle of GautengOnline is bridging the knowledge divide.

To generate institutional knowledge that will guide the GautengOnline Team and the rest of the GDE in the full rollout of 2 500 schools, a Pilot Project was conducted. The major players in the ICT industry - mainly the providers of computer equipment - were both challenged and encouraged to form consortia around their leadership and to design a global solution for schools. This was to include education, training, productivity and management software, together with the technology to deliver it and Internet effectively. Once their designs were completed, they were to implement this solution in five schools - and pay for it themselves. The GDE would carry out all infrastructural refurbishments (security, bricks and mortar etc), and initial educator training, but the consortia were required to roll out their solution for five schools - and do it for nothing.

- Eight consortia were constructed rapidly:

The essential refurbishment work in the schools, and the initial educator training were completed by the GautengOnline Team late last year. The six consortia began rolling out their solutions early this year. The savings for the public purse were considerable as the consortia engaged in their demonstration of social responsibility.

Educational specialists were flown in from overseas, or procured locally. Different training options were tried. A range of technologies were deployed, ranging from fat to thin client and wireless laptop, landlines and satellites. The Pilot Project ceased on 31 March 2001.

Although only a 1% sample size of schools, every attempt was made to choose schools that represented all the variations in the Province. The main criterion used in selecting the schools was derived from the "Poverty Index". This was a countrywide attempt, carried out a few years ago, to rank all schools in Provinces from "richest" to "poorest". It was a complex statistic, constructed from observations by district officials of the school and its environment, details of school fees and facilities, and the learners and their backgrounds. The list of schools was divided into quintiles, and these form the vertical columns in the Pilot schools table.

- Pilot Project Design:

The horizontal rows are the level of education - primary, secondary and combined. There are also two ELSEN schools (Education for Learners with Special Education Needs). The consortia were challenged to find the world's best solution for the most disadvantaged learners: joysticks instead of mouses; special keyboards; voice recognition software and so on.

(Table can be accessed at http://www.gpg.gov.za)

The Consortia have show-windowed their products and the final reports are in. Several operations, like educator development, are ongoing, but the lessons from the Pilot will guide the full roll-out. The GautengOnline Team is committed to completing 700 schools in the financial year 2002/2003. The schools are currently being selected. The software and hardware solutions offered by the consortia are being evaluated for compliance with Curriculum 2005 and the design of the infrastructure to suit the web-based didactics or ePedagogy is being finalised.

The total resources of the GDE, and the activities of the GautengOnline Team are now fully concentrated on the delivery of GautengOnline.

* Science Edutainment Centre

In line with our strategic goals, the department is planning to establish a Science Edutainment Centre in partnership with the private sector and Higher Education institutions. Through the Science Edutainment Centre, The Gauteng Department of Education seeks to create the first provincial science centre. The Science Edutainment Centre will explore the role of science with the people and environments of Gauteng using dynamic, multilingual exhibit presentations that could range from dinosaurs and artefacts from World Heritage Site in Sterkfontien to multimedia presentations and cutting-edge technology. This cultural destination will also be a force for economic and tourism development and serve as an educational resource for the community, province and country. The Science Edutainment Centre will provide an opportunity for learners, teachers and the public to be inspired by science and technology, and for learners, teachers and the public to share their experience and new knowledge with fellow learners and others. To date a detailed feasibility study is been undertaken for the conversion of the electric workshop into the Science Edutainment centre.

* Bofenyi Project

During 2002/3 the department will ensure that the empowerment and development of women managers and employees are emphasised even more. The Bofenyi Project will identify women candidates for development as managers through work placement outside the department and outside the country if necessary. The project is a partnership with Higher Education institutions, NGOs including an international NGO.

* Rural School Education Strategy

The department has completed extensive research into education in rural and farming areas. Based on the findings, the Department has embarked on a major programme to improve the quality of education provision in these areas. This will take place through an integrated strategy to transform the nature of schooling through the amalgamation of old schools, the establishment of new schools and the provision of scholar transport to more established schools. A key thrust of the project is to eliminate multi-grade teaching in rural and farm schools. During 2002/3, the programme will be fully implemented. Over and above the financial inputs by the department, the Thuba Makote Fund will be accessed as a grant for this purpose from the National Department of Education.

* Alexandra Renewal Project

The education component of the Alexandra Renewal Project has been designed to ensure improvement education quality and improvement of educational infrastructure in Alexandra. The project focuses on the promotion of quality practices and targets teachers, school management, governing bodies and student leadership. The projects focus on improving the quality of learning and teaching and especially on improving the quality of the classroom interaction.

F) Budget Utilisation to Achieve the above Priority Areas

Programme 1: Administration

The department will spend R598, 979 million to provide administration and professional services through the head office ad districts. The department will spend R7 million to operationalise and rollout the Whole school Evaluation Policy together with the Developmental Appraisal System. The department will also spend R2 million to improve good governance through maintenance of provincial advisory bodies and the rollout of the establishment of local education and training units and the district education and training councils. The department will spend R4 million to improve the provincial library information system.

The department has also completed an assessment of the functioning of districts after restructuring. A report was been submitted in March 2002. The finding and recommendations are being analysed and a detailed intervention plan will be developed to address these finding. It will also be necessary to customise the interventions because the problems experienced in districts are not transversal across all districts.

Programme 2: Public Ordinary Schools

We will be spending over R66 million to improve curriculum delivery and learner achievement at all levels in public ordinary schools. We will spend R9 million to provide education support services including school psychological and social services. We will be spending R17 million to improve curriculum support to teachers and schools including greater monitoring of curriculum implementation and compliance. We will invest over R4 million to improve curriculum structures in districts to ensure greater teacher participation in curriculum processes and to promote greater teacher professionalism in the education sector. We also improve the school library system ad provision by spending over R3 million. We will spend R9 million to ensure better assessment practice by teachers in schools and to ensure that there is greater learner performance. We will spend over R7 million on youth and school development.

The department will be spending R28 million to improve institutional performance. We will spend over R7 million to support and develop school governance. We will be investing close on R2 million to develop the leadership skills of RCL members and to reinforce the structure in the overall governance of schools.

An intensive school monitoring system will be implemented during 2002/3 to ensure greater institutional performance through support to schools and ensuring greater compliance to statutory policy. We will also spend over R2 million to improve school development activities in schools ad to ensure greater accountability by schools for performance. Close to R10 million will be spend to develop a school information system. The department will also spend R5 million to continue to support schools under the EAZ programme.

The department will spend over R23 million develop school-based educators in public schools. This will focus on improving the delivery of Curriculum 2005 and supporting teachers manage proposed changes to the Curriculum Statements.

Schools will receive R400 million in the form of subsidies for functions specified under the Norms and standards for school funding. This is an increase of over 50% compared to subsidies in the 2001/2 financial years.

The social plan will continue its focus on extra-curricular and youth development activities. Major thrusts of the programmes in primary and secondary schools includes the following:

* Resourcing of Institutions will focus on the purchase and resourcing schools in sport and music equipment.

* Re furbishing of facilities will focus on the upgrading of music magnet schools and sport facilities.

* Teacher Development will focus on capacity building in water safety programme "learn to Swim" in partnership with Swim South Africa. R2 million for building capacity in Event management, coaching, admin and officiating in Athletics, Basketball, Baseball, Tennis and Table tennis. A programme for re-introduction of indigenous games will be launched.

* Extra Curricular Policy Development and Linkage will concentrate on the consultation process with service provider, workshops, conferences and meetings.

* Youth Leadership Programmes will implement youth camps on peer mediation, Festivals, values in education and anti bias including national campaign of HIV/AIDS, Abuse, Drugs and Crime.

We will spend R50 million on the Social Plan for schools.

With the introduction of the Norms and Standards for Funding has placed a pressure on schools to improve their financial management and accounting. To support schools we develop a School Financial Support System to support schools in accounting and financial accountability. To achieve this the department will be providing schools with access to support and mentoring by registered accounting and auditing firms for one year.

As a special intervention to support the Mathematics, Science and Technology strategy a School Science Infrastructure Improvement project has been developed to refurbish secondary school laboratories in townships schools. Over R15 million will spent on this project. Overall, we will spend R45 million on our strategies.

The department will be redesigning the rural transport system to improve efficiency and to ensure greater access to schooling for learners living far from schools especially in rural areas and informal settlements. R12 million will be used to provide transport.

The department will begin developing the required systems for the provision of ECD. A national grant of over R6 million will be utilised to built momentum to deliver ECD programmes in schools.

Programme 3: Independent Schools Education

We have made a provision of R116 million for subsidies to independent schools that qualify. We will also spend R1 million to improve the monitoring of schools as well as increasing the number of site visits for institutional audit purposes.

Programme 4: LSEN Schools

The department will spend over R400 million to provide education for learners with special education needs in special schools. The department will provide subsidies to the value of R67 million. The department will spend over R1,7 million to improve curriculum and institutional support. We will also spend R1 million for in-service training and teacher development in the LSEN sector.

Programme 5: Teacher colleges

The department will provide teacher training in one college during 2002. At the end of the academic year, the college will close down. We will spend over R3,5 million for operating and related expenses at colleges. The department will also provide bursaries to teacher trainees at the Sebokeng College and universities where ex-college students are continuing their training.

* Programme 6: Further Education and Training

WE will spend close to R20 million to subsidise this sector. The sector is under transformation in terms of the FET Act and new funding models are being developed and will implemented over the next few yeas

* Programme 7: Non-Formal Education

We will spend over R103 million to provide for adult education formal ABET programmes. We will establish an Agency to facilitate the provincial literacy programme. We will also spend R1 million to support and develop ABET educators. We will also spend close R1 million to support the curriculum and institutions to ensure greater learner performance in this sector.

We will also ensure greater educational performance in the senior secondary sector of public schools. We will spend R12 million on the Senior Secondary Intervention Programme and the Role Model Intervention Programme.

The department will spend R17 million, a national grant, to promote greater HIV/AIDS education and awareness in schools through life skills programmes and school-based activities. A consolidated Health and Wellness Programme for schools and offices is being finalised. The programme will focus on the following targets:

- Reduce infection and impact of HIV/AIDS on Youth;
- Educators are appropriately trained and resourced;
- Mainstreaming/Integrated curricular Intervention;
- Equipping learners with "soft skills" to facilitate behaviour development/change;
- Promoting Healthy Life Styles amongst youth; and
- Destigmatise, Care and Support PWAs.

The national grant for Financial Management and Quality (Education Policy Reserve Fund) will focus on the regeneration projects in Alexandra and Kathlehong.

* Programme 8: Auxiliary and Ancillary Services

We will spend over R62 million to provide the Senior Certificate Examinations, ABET exams and to prepare for the GETC exams in 2004.

We will also spend over R32 million for human resources development including the EAP programme and the Workplace HIV/AIDS programme. The budget will also cover bursaries for pre-service training as part of a teacher recruitment strategy.

We will spend over R32 million for software licences and network charges to SITA.

Ongoing changes in knowledge and skills in the Gauteng Economy require that young people graduate from the schooling sector need to be equip to deal with these challenges. At least most of our young people should at some stage of their development level proceed to degree level if our economy is to have enough people with relevant skills.

It is not only a matter of academic performance, but also about the development of the whole person. Young people must be prepared for an adult life in which they are involved as active and responsible citizens.

Wasted potential brings high personal, social and economic cost. Young people in this Province have paid the price of disengagement from learning. We now need to turn this around. Low motivation, behaviour problems, social exclusion and disruption of Teaching and learning damage our communities and burden our economy.

Young people at Secondary school level are striving to develop their personal and social identities. They experience assertiveness, yet lacks self-confidence and are very vulnerable. They require and deserve good quality Education and training. GDE needs to structure its support and guidance to schools in such a way that young people can through this support and guidance take best advantage of the opportunities now available in our endeavour to catch up with the pace of economic change to better match this with the change/reform in our education system, we need to strive to break down the divide between Education and Training.

It is this context that we need to understand the General Education and further Education and training bonds. We are on a track in implementing a truly coherent Education System in this country.

We are busy in the transforming our Education system to a point which young people divide into those who stay on and those who exit into a point where all of them is committed to continued learning.

Our goals are clearly outlined in the revised and streamline Curriculum 2005 statement and GDEs committed to achieve the following:

* We shall strive to meet the needs and aspirations of all young people including LSEN;

* Raise levels of skills and achievement of all learners in particular reducing the gap between previous disadvantaged learners and those advantaged; and

* Deal effectively with social exclusions, redress and improve employability amongst all young people.

G) Conclusion

In 1999, the Gauteng Department of Education set a target to attain a 73% pass rate by the year 2003.

We are proud to pronounce that this target has been met two years prior to its realisation date.

Since 1997, the results of the Senior Certification Examinations in Gauteng have improved by 22.2% points and the failure rate has decreased from 48.5% in 1997 to 26.3% in 2001.

As a department, we say that the heroes and heroines who have made this possible are undoubtedly our learners and educators. The role played by parents is also acknowledged.

* OVERALL PASS RATE:
(Table can be accessed at http://www.gpg.gov.za)

* PASS RATES FOR THE PAST FIVE YEARS:
(Table can be accessed at http://www.gpg.gov.za)

* Reliability and validity of results:

The South African Certification Council has certified the validity and reliability of these results.

* Quality of results:

The improved pass rate becomes more noteworthy when one considers that learners from previously disadvantaged schools are making significant contributions towards this improvement.

The total number of candidates who attained matriculation endorsements and the number of distinctions obtained bears testimony to the quality of results attained by the class of 2001.

THESE IMPROVEMENTS CAN BE ATTRIBUTED TO:

- Continuous Assessment (CASS)

The implementation and monitoring of the CASS was comprehensively implemented for the first time in 2001.

The CASS consisted of the following components: Portfolios, Preliminary Examinations and Standardised tests. Increased learner preparation and participation had a positive impact on learner understanding and contributed towards the improved results

- Preliminary examinations

Provincial preparatory examinations were set for all national subjects as well as other subjects for schools in the province. For the first time full time candidates at all schools in the province wrote a preparatory examination. This allowed the schools to evaluate their learners against provincial standards and helped to prepare learners for the final examinations.

- Standardised tests

Standardised tests written throughout the course of the year also helped candidates to remain focused.

* The improvement of school and classroom management;
* The improved discipline of learners and educators;
* The implementation of the schools effectiveness programme e.g. beginning of teaching and learning on the first day of the school year;
* The disruptions at schools were reduced to the bare minimum;
* The provision of additional curriculum support for educators, including formal in-service training programmes;
* Learners attending Saturday classes and holiday schools;
* The sacrifice made by educators in offering tuition over weekends and holidays;
* Providing incentives to educators in the form of National and Provincial Teaching Awards;
* The role played by School Governing Bodies in improving school effectiveness;
* The stabilisation of the entire educational system;
* Most repeaters at Grade 12 level have since left the system and a greater normalisation of age sets per grade has been achieved;
* The setting of performance targets by the Chief Executive Officer;
* Schools being visited by members of the Broad Management Team; and
* The role played by District Offices and Officials.

* Intervention Programmes:

- Senior Certificate Intervention Programme (SSIP)

The SSIP strategy is now in its third year and has consistently targeted grade 10 to 12 learners from the poorly performing schools. The schools in the programme were those that previously performed between 0 -20% and 21 - 49% and were run in conjunction with the Education Action Zones Programme of the GDE. The programme offered learners in these schools extra classes in the afternoons, on Saturdays and during the winter and spring vacation. Teacher development programmes were also part of the strategy. The increase in performance of learners from these schools is attributed to the fact that the grade 12 learners of 2001 were part of the SSIP programme since they were in grade 10 and have matured and developed with the programme.

This year we had 79 SSIP sites and 149 schools are currently participating in the programme.

The total number of learners that wrote the examinations from these schools was 14 375.

The subjects targeted in the programme were Maths, Physical Science, Biology, English 2nd Language, Accounting, Economics, Business Economics, Geography and History. Tutors were carefully selected and tuition was of high quality. Learner attendance was consistently good.

It is evident that the outcome of the SSIP programme resulted in an improvement of learner performance, as there is a decline in the number of learners producing very low marks. The number of learners producing F, G & H symbols in most subjects has declined. This has a direct bearing on the pass rate and also reflects a qualitative improvement of the pass rate.

- Comparative analysis of results produced by SSIP schools in 2000 and 2001

The table below indicates the number of SSIP schools where results improved or declined from 2000-2001. It must be noted that not many of these schools showed a significant deterioration in the results.

(Table can be accessed at http://www.gpg.gov.za)

* Education Action Zones (EAZ)

One of the major achievements of this project has been the visibility of the department. The project has taken the GDE to the people, and into the homes of learners.

We would like to acknowledge the improvement in the overall results of the EAZ schools.

* The average pass rate of these schools went up from 37.36% to 48.06% The number of schools attaining a pass rate of more than 50% increased from 21 to 31;

* The number of schools scoring between 40-50% pass rates increased from 11 to 17; and

* The number of schools that attained pass rates of less than 20% dropped from 14 to 3 schools.

* Role Model Intervention Programme (RMIP)

This strategy aimed at improving the performance of "above average" learners to increase their chances to access higher education. 11 RMIP sites were set up in the province and learner attendance in the programme was good. This intervention contributed and helped to improve the quality of results attained by learners.

OUTSTANDING ACHIEVEMENTS BY SCHOOLS

Sixty-four schools attained a 100% pass rate this year as compared to fifty-nine schools that achieved the same feat last year. This represents an increase of 8.5 % in the number of schools that attained a hundred percent pass record.

Thirteen of these schools had more than 150 candidates writing the examination.

Three hundred and twenty two schools saw their overall results improve while two hundred and sixty three schools saw their results decline.

No public school in the province attained a pass rate of less than 10%.

POORLY PERFORMING SCHOOLS:

No public school in the GDE attained a 0% pass rate.

PASS RATES OF ALL POORLY PERFORMING SCHOOLS (INCLUDING INDEPENDENT SCHOOLS)

(Table can be accessed at http://www.gpg.gov.za)

The programmes and activities highlighted throughout my presentation will seek to improve on the overall performance of the system and will impact on preparing our young people for a secured future.

I would also like to again especially congratulate the educators and the 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 learners in the future. I also would like to thank all our partners, teacher unions, business, NGOs and SGBs.

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

Please note that the complete speech with tables can be accessed at: http://www.gpg.gov.za

Contact: Lebelo Maloka on (011) 355 1509 / 082 902 9880

Issued by: Education, Gauteng, 4 June 2002