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Mr M C Mokitlane, Free State Provincial Legislature
23 March 2008

Honourable Speaker and Deputy Speaker
Honourable Premier, Ms Beatrice Marshoff
Honourable Members of the Executive Council
Members of the Free State Legislature
Mayors and Councillors
Members of the Management of the Free State Department of Education
Members of Teacher Organisations
Representatives of the Private and Business Sector
Departmental officials
Principals and Educators
Esteemed guests
Media representatives
Comrades and friends

"The struggle for political freedom in South Africa has always been closely linked to struggles for and around formal education. This has been a complex and ambiguous relationship: education has been the prize of democratic victory and the badge of privilege; the educated have been the leaders of African liberation movements and the sometimes grateful, sometimes resentful recipient of an education is seen, for good or for ill, as embodying a Western culture that could offer knowledge and power but which also gnawed at the roots of African identity" (p5: Education in Exile: SOMAFCO, the African National Congress School). Education and training is a critically important area on which we must concentrate as part of the process of economic development of our country.

Honourable Speaker, our Constitution guarantees education as a human right and we need to make this ideal a reality. The ANC has worked tirelessly over the years for the transformation of education. We place such high value on education because it is through education that the vast potential of our children can be realised. The well-being of every person and the prosperity of our nation depend on investment in people, central to which is education. Putting our education system right, and repositioning it for decades to come, is a formidable task, and not one for the faint-hearted. The provision of education by the state as a principle is thus one of the central pillars to the improvement of the living conditions of our people.

Our government has the appropriate policies to defeat poverty and underdevelopment and ensure a better life to all our people. These policies clearly state that as we confront poverty and underdevelopment, we should at the same time empower our people so that they, themselves, can be their own liberators while creating adequate social nets to protect the most vulnerable in our society.

We are the first to state that we are still faced with enormous challenges. We are however proud that we have begun a journey from which there is no turning back. The further reconstruction of education is a challenge which we can only meet collectively and in a partnership of all sectors of South African society. This will require that we continuously seek and find creative ways of unleashing the creative energies, talents, skills, and resources of all our people: learners, teachers, parents, communities, organisations of civil society, the private sector, organised labour and the state.

Non-governmental organisations are well-placed to make contributions in education development, innovation, research, and training from Early Childhood Education to Adult Basic Education. May I, Honourable Speaker, extend a special welcome to the organised education corps; the organised profession constitutes an important ally in our quest for providing universal access to quality affordable education, training and development. Fortunately, the education profession has always attracted more than its share of strong and self-sacrificing men and women, who are determined to do their utmost for their learners even in circumstances of uncertainty or discouragement. We salute them and thank them.

Communities must take ownership of schools. We must systematically reduce and ultimately eliminate the conditions of physical degradation in our schools. Vandalism continues to erode our efforts at providing decent and adequate infrastructure. Funds which could be utilised to develop actual education have to be redirected towards endless repairs and renovations. Hence some measures, such as providing sufficient education infrastructure, will take longer to implement than others, but we are developing strategies and mechanisms to deal with the challenge we face.

During his State of the Nation address, President Mbeki put this succinctly when he said: "More than at any other time, the situation that confronts our nation and country, and the tasks we have set ourselves, demand that we inspire and organise all our people to act together as one, to do all the things that have to be done, understand that in a very real sense, all of us, together, hold our own future in our hands."

Honourable Speaker, all of us in the Free State subscribe to a common goal of achieving excellence through education. We have a long way to go to achieve this goal. However, a great deal has been achieved in the process of transforming our education system, and I believe we have reached the point where we are ready to implement most of our long-term pro-active plans. 'Education must be elevated from being a departmental issue, or even a government issue, to a societal issue – one that occupies the attention and energy of all people. Education is fundamental to the achievement of the society envisaged in the Freedom Charter' (ANC January 8 2008 Statement).

The pursuit of such quality education is evident in everything we do. Attaining quality through curriculum delivery is foremost in this quest. This is correctly so because curriculum delivery speaks directly to the cauldron of our business, the classroom where learners and teachers engage in a critical encounter to construct knowledge.

Honourable Speaker, it is an honour for me to address this esteemed gathering on the distribution and disbursement of the funds allocated to the Department of Education, as well as the policies and priorities which inform this disbursement. I want to share with this august House that for over a decade, the winds of change have been blowing the educational landscape in our country and in the Free State in particular. Since 2004 we have been laying progressive and concrete foundations on which our developmental building blocks will be positioned. That has been a success.

Therefore, having been able to achieve a fully representative education system which serves the educational needs of the society equitably, our challenge today is to follow a road map towards sustainable frontline service for quality education. I wish to point out that our visits to schools at the beginning of this academic year have been a great success. All told, we visited all identified and targeted schools during the first week, and we are convinced that this has made a difference.

Most schools began teaching on the first day, while only few began during the first week. This represents a further improvement on the previous years. This is what we as a department want to see, effective teaching from Day One. We will continue to support schools through our professional teams; members of Senior Management, SMGDs, Learning Facilitators and other education support professionals.

We welcome the school pledge announced by President Thabo Mbeki during his State of the Nation address. We welcome the initiative of an oath that will be recited by learners in their morning assemblies, as well as a Youth Pledge extolling the virtues of humane conduct and human solidarity among all South Africans. We hope that this school pledge, unveiled by Minister Naledi Pandor on Tuesday 12 February 2008, will instil a sense of morality, common virtues and solidarity in our youth.

Achievements

Honourable Speaker before I unveil our 2008/09 budget I would like to reflect briefly on the achievements we have made during the 2007/08 financial year. We are proud to report our remarkable achievements in the actualisation of teaching and learning as well as its continued excellence in the implementation of the Provincial Government's Priorities. Amongst our success stories, we hereunder provide an overview of main achievements in the 2007/2008 financial year.

No fee school policy: All schools in Quintile 1 and 2 were declared no-fee schools in 2007. The implementation broadened access and quality formal education which covered 375 750 learners in 1 364 schools. The introduction and extension of this policy has opened doors of learning to many more children. Currently 524 454 learners in quintiles one, two and three benefit from the initiative. This figure represents 79,8% of all learners in the Free State. This further means that 79,8% of all learners in the Free State from a total of 657 577 are in no fee schools.

Learner Transport: 9 804 learners are benefiting from the programme. The programme has enhanced focused learning of all learners from poor socio-economic background. The programme benefited mainly farm school learners and has stabilised learner attendance.

National School Nutrition Programme: The Department provided meals to 413 546 learners in all public primary schools by feeding them hot meals and bread. The programme enhanced focused learning of all learners from poor socio-economic backgrounds.

Hostel Project: The expanded hostel project accommodates 1 373 learners from closed non viable farm schools. The project is a direct response to the demand for the creation of an environment conducive to learning, for vulnerable children.

Expansion of the Education Management Information System: The department implemented the South African Schools Administration Management Systems (SA – SAMS) in an endeavour to establish a fully networked Education Management Information System (EMIS) connecting all levels of the system – schools, districts and Provincial Head Office. The programme has been rolled out to 925 schools. Continuous training is taking place to enable schools to utilise the system. As from this year it will be made mandatory for all schools to use the SA-SAMS.

Implementation of the new curriculum: Honourable Speaker, a curriculum is far more than subjects or learning fields or areas. It is the building block for social cohesion and a new set of values and attitudes. Our curriculum seeks to nurture in our children values of social justice, to produce caring and patriotic individuals who are not driven by motives of greed and selfishness. We implemented the National Curriculum Statement in both Section 21 and non-Section 21 schools as part of the country-wide curriculum reform and transformation.

Information and communications technology (ICT) connectivity: The department has purchased multi-media resources for 33 schools. This effort is to assist schools to establish functioning school libraries thus implementing information skills to support the curriculum.

Addressing the backlog with regard to educational Infrastructure: We have completed four new schools: Welkom (Mokgwabong Primary School), Odendaalsrus (JC Motumi Secondary school), Bothaville (Hlaboloha Primary School) and Bloemfontein (Kopanong Secondary School). A further nine schools are under construction and will be completed in the 2008/09 financial year.

Through minor and major capital infrastructure programmes, 43 schools are in the process of receiving additional facilities and a total of 335 schools were either renovated or received basic services like water and sanitation, fencing (security), conversions for the disabled (inclusive education) and kitchens for the National School Nutrition Programme (NSNP).

Last year a commitment was made that the appointment and payment system of Adult Basic Education and Training (ABET) educators and centre managers would be revised to be in line with the ABET Act, the Appointment of Educators Act and the Basic Conditions of Employment Act to stabilise the sector. This was achieved. Posts were created for ABET educators and Centre Managers on the departmental establishment and they were duly appointed in these posts. This will ensure regular payments, the implementation of a payroll and leave system for ABET and labour stability.

Staff members in Further Education and Training Colleges were re-skilled to offer responsive programmes to ensure effective teaching and learning as well as managing the implementation of the National Curriculum (Vocational) programmes.

Physical infrastructures at Further Education and Training (FET) Colleges were upgraded, equipment was purchased and Learning to Teach Secondary Mathematics (LTSM) was developed to support the teaching and learning of the National Certificate (Vocational) to support the teaching of the National Curriculum (Vocational).

Eight hundred and seventy and five (875) out-of-school youths completed their studies in learnerships (Electrical Engineering, Local Economic Development, Community Development Workers, Finance, International Computer Drivers License, Jewellery Design and Agriculture) in 2007/08 financial year. Looking at the above achievements, I stand here mindful of the awesome responsibilities that still lie ahead, with regard to the further provision of quality education and the challenges thereof. I take comfort, however, in knowing that Honourable Members of this House, regardless of political affiliation, place the education of our children and the nation as a priority and that collectively we will engage the challenges that face us head-on.

We recognise that our department, being the largest and one that consumes a larger part of the provincial budget, is charged with the responsibility of leading in addressing its priorities. It is from this background therefore, that I present the 2008/09.

Departmental Budget Vote with the unflinching conviction that it will be able to address the many inadequacies and deficiencies in the department to bring about the much cherished relief and hope to our learners. Our theme for this financial year is "Learners First for Quality Education and Improved Service Delivery"
Honourable Speaker, I am humbled and honoured to present to this democratic legislature, the budget for the financial year 2008/09.

A solid foundation has been laid and our policies serve to broaden access to education and training, thus putting us in a strong position to play a pivotal role in the National Human Resource Development Strategy. The following subprograms will be accordingly prioritised:

Human Resource (HR) systems development

The amount allocated for the improvement of the HR Systems Development will be utilised to pay for systems and service providers. We need to improve on our HR systems in order to ensure that processes are in line with the latest technology to ensure improved service delivery to clients and to be able to provide information on employees at all times.

E-education

Honourable Speaker, e-education is one of the most important human resource development tools. Therefore, the Department will, during this financial year, establish and / or replace computer centres for the following groups of schools:
* 61 centres for primary schools,
* replacement of redundant PCs in 10 secondary centres,
* broadband connectivity to 400 schools for e-mail and internet,
* provision of five personal computers (PCs) per school for use by educators in accordance with Annual Priority Plan in 200 schools,
* training of educators at 100 schools with new centres
* two personal computers and a printer for 50 primary and 50 secondary schools.

Internal audit

Honourable Speaker, Internal Auditing is pivotal to any organisation's systematic and disciplined approach to the effective control of its environment and general management processes. Its independence adds value and improves the organisation's effectiveness in risk management processes.

For 2008 the Internal Audit Function will, amongst other things, focus on Asset and Fleet management in terms of verification, administration and usage of assets, in compliance with the Public Finance Management Act (PFMA) and Treasury. The department will also make a follow-up on the Propac resolutions as well as the Auditor General's Report.

Focus will also be extended to cover implementation, compliance with statutory requirements and other relevant policies and procedures in terms of capital projects and Extended Public Works Projects, e-education Information Communication and Technology, Procurement and Administration Support, Procurement of ICT Equipment and so forth.

Asset management

The allocation for Asset Management will be utilized to address the backlog experienced in the collection of obsolete and unserviceable assets from all education institutions in the Free State province as well as the transferring of assets from closed farm schools to warehouses.

Bursary scheme for grade 12s

As one of its many outreach initiatives, the Free State Department of Education strives to help as many needy Grade 12 learners as possible to realise their dream of acquiring a tertiary qualification. The department thus has a bursary scheme to assist needy learners who qualify for financial assistance for further tertiary education during this financial year. 120 learners benefit from the scheme.

Norms and standards for school funding

One of our strategic goals and objectives is to extend implementation of the no fee schools policy. It is this resolve that has seen the vigorous pursuit of no fee schools extended to schools in quintile three. 139 600 learners in 190 schools in Quintile 3 are going to benefit from the programme.

The introduction of the pro-poor school funding in quintiles one, two and three is a conscious move to actualize the Constitutional principle of access to free education and is ultimately aimed to include all schools. As Premier Marshoff stated in her State of the Province address, "the implementation of the no fee school has broadened access and quality formal education and today covers 375 750 learners in 1 364 schools. This policy has opened doors of learning to many of our deserving children."

National Curriculum Statement (NCS) Training

Honourable Speaker, one of the challenges with which the department is faced is provision of effective in-service training with a view to improving the skills and knowledge of our educators. This is prompted further by the recent research findings which confirmed lack of reading, writing and numeracy skills among our learners, especially in lower grades. Some of the reasons cited as causes for this problem include inadequately trained educators, who are in most cases unable to guide young learners and inculcate these skills into their minds. The allocation for NCS training will also be utilised to help in the improvement of mathematics, science and technology, managing the new national curriculum and improvement in the reading, writing and numeracy skills of learners.

Quality improvement, development, support and upliftment programme (QIDS UP)

As I mentioned earlier Honourable Speaker, we still have schools that are very inadequately resourced; hence we grouped them under quintiles one, two and three. These schools will be targeted for improvement during this financial year. With this programme 150 schools in three Districts will be provided with educational toys, educational materials, readers and encyclopaedia, class resources for literacy, mathematics and natural sciences to enhance effective learning and teaching in such schools.

Systemic evaluation

Expanded Systemic Evaluation Project (ESEP) is a Departmental initiative to improve quality of learner achievement in the education system. The project will focus on literacy and numeracy in grade three as a basis for enhancing quality learning, particularly in quintile one and two schools. One hundred and fifty (150) primary schools in three Districts, namely Fezile Dabi, Lejweleputswa and Thabo Mofutsanyana, have been identified for the project this year.

Literacy and numeracy

Illiteracy and lack of education in our society are acute challenges whose provenance goes back to the apartheid strategy of depriving black people of education and functional skills. Accordingly, it is a matter of great concern to all of us when we learn that South African children are among the poorest performers with regard to reading skills.

Literacy provides a fundamental ability to participate in educational, economic, political and social affairs. It is an imperative for democracy. It is a basic human right, and is the gateway to learning. Literacy confers pride and a sense of self-assurance.

On 12 October 2007 we launched the Free State Literacy and Numeracy Strategies project in response to research reports which revealed that there is a general lack of literacy and numeracy among learners throughout the country, especially in lower grades. The project will be implemented over the MTEF period, kick-starting in the foundation phase. The guiding principles for the project will include the promotion of literacy and language skills as the bases for all learning. The nation must mobilise active support by a range of participants including non-governmental organisations, business, labour and other role-players to eradicate illiteracy.

In general, we must encourage a culture of reading among both adults and children. All our libraries must become accessible to the broader community. We hope that the libraries will be hives of activity as all of us sign up. It would be sad indeed, if our children grew up without experiencing the joy of reading the great writers and if they never explore their own writing skills.

Management and governance

Seventy-four School Management and Governance Developers (SMGDs) will be trained so that they can further capacitate SGBs in schools. Governance structures will be co-ordinated and supported through workshops and quarterly meetings. Regarding management, 70 principals will be subjected to ACE: School Leadership Training which will give them an accredited qualification to assist them to improve performance. 348 principals will be trained on Curriculum Management to assist them with the curriculum challenges of the NCS.

One and twenty (120) SMGDs and CESs from the five Districts will be trained to monitor the curriculum management of schools. SMTs of 50 underperforming schools will be trained on Professional Management, Team Building and Curriculum Management.

School safety

Honourable Speaker, it is essential that we create a safe and tolerant learning environment where positive attitudes and values such as dignity are celebrated and respected. All our schools must be free from crime, violence and sexual harassment. Our schools must have adequate physical resources to ensure a basic level of security. Communities also must take responsibility for the care and security of these facilities.

On our visits to schools the recurrent issues revolve around discipline, the functionality of schools and the motivation of learners and educators. The visits to schools by members of Senior Management of the department also confirm that these are some of the most pressing concerns. In order to ensure school safety and discipline, these issues must enjoy our concerted attention and effort.

The department will train 110 SMGDs on Safety in Schools to monitor implementation of the School Safety Policy. We will also train 400 School Safety Co-ordinators to implement School Safety Policy plans. District Officials will be trained on Anti-Rape Strategies and trauma counselling and this training will be cascaded to schools.

Partnerships

The Department has a partnership with Kagiso Trust which supports the Beyers Naude Schools Development Programme launched in April 2007 and will continue for another two years. This programme involves a holistic intervention at secondary schools in order to improve the overall performance of the so-called "dysfunctional or underperforming schools".

Ten schools in Thabo Mofutsanyana are the beneficiaries of this partnership. The partnership involves 50/50 contribution from the partners. The partnership is also supported by ABSA. The establishment of the Academy of Learning at Grey College in collaboration with ABSA (as the main donor) is another successful partnership assisting in providing learners from previously disadvantaged communities with the opportunity to be exposed to a programme and an environment where the learning experience is enhanced.

A similar programme will be established with funding from FNB at Witteberg Secondary School in Bethlehem. The funding was secured and the programme commenced in the first quarter of the 2008 academic year.

Other events of the department are also well supported by its partners in the private sector. One of these is the support of the Grade 12 Well-Done function by companies like FNB, ABSA and Maskew Miller Longmans.

School furniture

Honourable Speaker, there are schools in the districts which have been identified as having a severe shortage of furniture. Whilst the funds allocated are intended to address furniture problems at schools in general, non-section 21 and newly-built schools which will be opened during the 2008/09 financial year will be prioritised. These funds will be distributed according to the number of learners in a district and the number of new schools to be opened in the next financial year.

Incentives to schools

Honourable Speaker, the Free State Department of Education finds it necessary to acknowledge schools that do well during the midyear and end of the year examinations. The department makes funds available for provision of incentives in both secondary and primary schools. This is a token of appreciation for hard work and it is also an encouragement for schools that do not do well, to try harder.

Twenty hundred and twenty (120) winning schools and 80 finalists in the primary school category will each win themselves money. The criteria for the winners in the category focus on learning and teaching, management and governance, as well as compliance with outcomes-based education (OBE). The top 50 secondary schools in terms of examination results will also each win a prize for all their endeavours.

Sport, Youth Development, Recreation, Arts and Culture (SYRAC)

We all know how important sport and recreation is for our schools. Our schools need to have sporting programmes in which the youth will participate. This is important for their wellbeing as well as for development of their latent talent in sport. Over and above that, sport has proved to be a national unifier the codes of which need to be improved on an ongoing basis.

It is because of this importance that In-school sport and culture has this earmarked additional fund to specifically improve the quality of and participation in sport through youth programmes. Sport programmes on Wednesdays will also be formalized in all schools.

Provincial strategy for learner attainment

Honourable Speaker, comrades and friends, in an effort to enhance the overall quality of our education, we have developed the Provincial Strategy for Learner Attainment (PSLA) to stabilise the education system so as to ensure steady improvement not only in the matriculation pass rate, but throughout the whole system – and this is evident as there is a consistent overall qualitative improvement of results in all the grades.

The quantity and quality of our grade 12 results need to be improved upon in order for us to succeed in creating opportunities for our learners to access higher education. We will rise to the challenge of ensuring that our schools do become centres of educational excellence, thus hard work and the will to succeed in the face of the most difficult adversity, must be the thic that informs our educators and learners.

Finishing schools

The Free State Department of Education has decided to approach the concept of finishing schools in a much more practical manner. All learners who did not pass their matric in 2007 will receive free tuition and learning material from the department, preparing them for the June 2008 national supplementary examinations. These learners attend classes at specified support centres in different education districts in the province. With this initiative, we want to help these learners to overcome the agony of a potentially bleak future they might face without a matric certificate.

Technical and comprehensive schools

Honourable Speaker, though we would like to encourage principals to go an extra mile in their day to day management of the schools, we are concerned about lack of the necessary equipment and consumables at some of the schools. Technical schools are particularly vulnerable if they lack the necessary workshop and laboratory equipment. The allocation to these schools will be used to assist such technical and comprehensive schools to acquire the necessary equipment.

Learning and Teaching Support Material (LTSM)

Ordinary public schools are the ones mostly affected by backlogs in terms of Learning and Teaching Support Material. Should this situation go unchecked, effective learning is likely to be impeded. To make sure that backlogs are eradicated, funds have been made available for supplementary Learning and Teaching Support Material for 2008/09 financial year.

Special schools

Honourable Speaker, special schools are very important social development institutions within our education system. These schools cater for a very unique educational need of our learners. A provincial task team on the strengthening of special schools has been appointed to investigate and make recommendations on all aspects of special schools in order to strengthen them in their new role in an Inclusive Education System. The central challenge facing such schools has been observed as the upgrading of the infrastructure and the provision of skilled human resources.

FET College sector recapitalisation grant

The Recapitalisation Conditional Grant for FET Colleges is a three-year project (2006/07 to 2008/09) initiated and controlled by the Department of Education. The objective of this project is to increase the number of students enrolled in high priority skills vocational programmes that lead to higher education or employment by providing the essential infrastructure, equipment, learning material and human resources required to deliver skills programmes and thereby contribute towards reducing unemployment and poverty in the country.

Eleven new National Qualifications Framework (NQF)-aligned National Certificate (Vocational) level three programmes were implemented as from January 2008 in response to the labour market needs and also as per the mandates of Accelerated and Shared Growth-South Africa (AsgiSA) and Joint Initiative on Priority Skills Acquisition (Jipsa).

LTSM has been purchased through the Recap fund allocated to the FET Colleges to ensure effective and efficient delivery of the NC (v) programmes. 930 learners were registered in skills programmes (income generating, like construction, welding, carpentry, Hair Care, business management skills).

The FET Colleges sector embarked on the following partnerships: A partnership with OHRD to assist with the up-skilling of employees in Business Administration learnerships, and the Department of Health on the Linen project for Hospitals and Health Clinics. The finalisation of a Memorandum of Understanding (MoU) in this case is at an advanced stage.

Honourable Speaker, the FET Recapitalisation Grant is also used for the following:
* Establishing connectivity to improve communication, information management and curriculum delivery. All the offices of Flavius Mareka, Goldfields and Motheo FET Colleges are connected with their respective Central Offices through a Management Information System.

The Colleges marketed the National Certificate (Vocational) programmes in order to increase awareness. The FET Bursary scheme forms an integral part of our renewal and transformation agenda in the FET College sector, which includes increasing access so that we are able to produce graduates with skills and competencies necessary to meet the human resource needs of our province and country. The bursary scheme is offered to needy and deserving students.

The department has capacitated the College Councils as enablement to promote good governance and management at these institutions. All members of the support staff who were employees of the state were transferred to the FET Colleges with effect from 1 January 2008. A total number of 308 lecturers have also been transferred to the FET Colleges Council employment with effect from 1 January 2008.

ABET

The expansion of ABET will include the offering of skills programmes at
ABET centres to supplement the formal curriculum with employment generating skills to enable learners to be in a better position to find employment, for example in the extended public work programme, and in so doing giving effect to the objectives of AsgiSA and Jipsa.

Improvement of conditions of service for educators

Educators, Honourable Speaker, educators play a pivotal role in the development of our children as well as in the enlightenment of our society in general. They often work under stressful and unbearable conditions, especially those who serve in remote, rural and poor communities where there is lack of suitable infrastructure in the school vicinity, and in most cases with a shortage of resources at schools where they serve.

Flowing from the salary negotiations for the Public Service in 2007, an Occupation Specific Dispensation (OSD) which is implemented as per agreement has been developed for all serving educators. The OSD is designed to ensure a fair, equitable and competitive remuneration structure. The remuneration structure will provide for longer salary bands and substantial overlaps between salary levels to facilitate adequate salary progression for educators who choose to remain in the classroom instead of aspiring to move into supervisory or management posts. We are all hopeful that the OSD will help address the challenge of recruiting and retaining educators of quality in our classrooms.

Expansion of grade R

The Free State Department of Education (FSDoE) started with the implementation of Grade R in the 1998/99 financial year as part of a pilot project initially funded by the National Department of Education. The project was transformed into a conditional grant project and was included in the FSDoE objectives. The successful implementation of a Universal Grade R is seen as one of the key priorities of our department.

Currently the Department funds 283 classes at 282 independent schools, community-based centres and free-standing preschools. There are also 300 Grade R classes that have departmentally paid educators according to the PERSAL system. As part of a partnership project with the Flemish Government, a pre-Grade
R curriculum was developed and the implementation of this curriculum started in January 2008. The Department also managed to secure funds for the EPWP programme as from the 2008 / 2009 financial year. The funds will be used to improve the qualifications of pre-Grade R educators for the training of support staff at these institutions.

Life skills education

HIV and AIDS is a worrying factor which needs to be closely monitored. Additional allocation is received to promote Life Skills Education in
Primary and Secondary schools, as well as ABET Centres. The comprehensive business plan makes provision for peer education, care and support and a life skills forum.

Infrastructure

The major intervention for the 2008/09 financial year will be the commencement of the Capital Infrastructure Development Programme to eliminate platooning of schools in the province. This programme will involve the building of 11 new schools as well as the provisioning of additional facilities and major renovations at four schools thus bringing the total of new schools to 15.

The department will also commence the second phases of six new schools where the first phases are currently underway. A further 35 schools will receive additional facilities ranging from new classrooms, administration blocks, toilet blocks and facilities at special schools. The minor capital programme involves major and minor renovations, erection of fencing, provisioning of water, upgrading of sanitation, provisioning of kitchens for the national school nutrition programme, electrical repairs at schools, conversion of facilities for the disabled as well as the provisioning of mobile units at a total of 305 schools.

Extended Public Works Programme (EPWP)

The implementation of the EPWP strategy in renovating and upgrading physical infrastructure at schools in the Province has benefited 811 schools since 2005. This approach to service delivery boasts key elements in the Free State Growth and Development Strategy such as poverty alleviation through economic empowerment of SMMEs and creation of job opportunities for unemployed individuals. Testimony in this regard is the employment of 4 856 individuals.

In responding to the challenges faced by the Free State citizens on issues related to skills development, the Department's EPWP strategy will henceforth embark on a massive drive to ensure that SMMEs and the unskilled labour force employed in the projects receive training on life and manual technical skills. This will be done in partnership with the Departments of Public Works, Roads and Transport and Labour.

The emphasis on the aim of the Department's EPWP to accelerate infrastructure delivery is of paramount importance. In so doing the department will continue seeking partnerships with interested parties in education such as School Governing Bodies to enhance relationships and strive towards improved service delivery and ensuring that our schools remain a safe haven for both learners and educators.

For 2008/09 financial year, 131 projects at 123 schools will be executed through EPWP. These schools will receive projects under the following categories:
1. Devil's fork fencing: 31
2. Minor renovations: 50
3. Major renovations: 25 and
4. Ablution blocks for learners and educators: 25

External examinations

Conducting external examinations is not an easy task. Acceptable venues have to be secured; security needs to be tightened to make sure that exam papers are duly protected, and so on. These call for a reasonable budget to finance all the activities, taking into account the fact that examinations are conducted twice a year. In response to these demands an allocation is made available for the task of conducting external examinations.

Honourable Speaker, the priorities that I have outlined will be the foundation of our work for the 2008/09 financial year. Allow me, therefore, to express my sincere appreciation to all our partners in the public and private sectors, the donor community, non-governmental organisations, community- and faith-based organisations, unions, higher education institutions and all other stakeholders for their continued support in helping us realise our vision and mission of improving the lives of our citizens by providing them with quality education and training.

Without your individual and collective efforts there would be no meaningful education transformation in our province and country. A great deal of work lies ahead in terms of meeting the challenges confronting us and ensuring that quality public education benefits all our people. We wish to call on members of this House and every member of the department, our parents, teachers and learners and other partners in education, to join hands in making sure that indeed we succeed in our efforts of creating a better life for all our people. Our vision is a shared vision; our task must therefore be a shared task.

I should like to record my gratitude and appreciation to all the teachers and principals, School Governing Bodies and Learner Organisations. A special word of appreciation is extended to the Acting Superintendent-General, Senior Management and all the employees of the FSDoE for their sterling work, often under difficult conditions. With your commitment and support, it becomes possible to realise our goals.

May I offer my heartfelt thanks to the Premier, the Executive Council, Portfolio Committees and the Legislature for their personal and professional support that sustains me always? I also wish to offer a word of thanks to my party, the African National Congress. I wish to express my thanks to the support staff in my office. Finally, I wish to record a special thanks to my wife and children for all the support and assistance they have always given me.

Honourable Speaker, I wish to point out that the journey that we have to travel is a long and arduous one. Our work is far from complete. We are only at the beginning of a long journey to a truly united, democratic and prosperous society, based on the principles contained in the Freedom Charter. Yet we are confident that the strategy and policies we have adopted will take us further towards the goal of a better life for all. (Declaration of the ANC 52nd National Conference adopted on 20 December 2007 at the University of Limpopo in Polokwane).

Allow me to emphasise the latter by further quoting an excerpt from President Mbeki's State of the Nation address that "… this moment demands that our nation should unite as never before and strain every sinew of its collective body to address our common challenges and keep alive the dream that has sustained all of us as we travelled along the uncharted road towards the creation of the South Africa visualised in our Constitution."

I thank you

Issued by: Department of Education, Free State Provincial Government
23 March 2008