REPUBLIC OF MAS PHATHISANE ISSUE 3 2019 Province 5th Administration Service Delivery Report Free Copy

The top four The nutrition Early childhood Eastern Cape programme development has been Matriculants enhances the found to deliver lasting learning capacity benefit to learners of learners page 2 page 5 page 8 TRANSFORMATION OF EASTERN CAPE EDUCATION SHOWS POSITIVE TRENDS

Mama Nkayi embraces her son, Avukile at the Class of 2018 Matric results announcement. Avukile from Nyanga Senior Secondary School in Ngcobo obtained 7 distinctions. He is the province’s top matriculant.

he Eastern Cape Department of Education has received the lion’s share of the on its Matric results. Tprovincial budget during the past five years, and the investment together with “This can only be an indication of the successful implementation of the Back the Back to Basics strategy and the Seven-Point Education Transformation Plan, to Basics strategy championed by the late Member of Executive Council for has yielded positive results, including in the improvement of the 2018 National Education (MEC), Mandla Makupula since 2010 and the Education Transformation Senior Certificate. Plan, first introduced in 2016, to turnaround and improve the broader public “Our province achieved 70.6% matric pass rate, an improvement of 5.6% education provision value-chain in the Eastern Cape following the disappointing from 2017 – the largest improvement in the country. This means the learner performance seen in the Matric pass rate of 2015. support programmes and interventions we have been implementing since 2010 The Back to Basics strategy prioritised: are beginning to bear good fruit,” said of the Eastern Cape, Phumulo • Early childhood development; Masualle. • Improving management and governance at schools; “We have improved not only in the Matric performances of the last two years, but also in grades 8 to 10 particularly in schools that are in Quantiles 1 to 3,” said • Teacher development; Premier Masualle. • 100% delivery of learning and teaching support material (LTSM); The Premier said the province has ensured access to basic education by • School infrastructure; making sure that 42% of the Provincial Equitable Share, that is R34-billion during • Improving matric results; the past year, goes to basic education. This means more than R100- billion has • Ensuring inclusive education for persons living with disabilities; been spent on improving education across the province during the past five years. • Increasing the number of and access to no-fee schools to more than 90%; and “As a province we are pleased with the performance of the Matric Class of 2018 which has seen the Eastern Cape Province register a year-on-year improvement • Improving the governance of scholar transport. ► continued on page 2. TRANSFORMATION OF EDUCATION - MASIPHATHISANE ISSUE 3 1 Eastern Cape Top Four Matriculants; Francois Naude, Adrian Grove, Uzma Shaikh and Avukile Nkayi celebrate their achievements with Eastern Cape MEC for Education, Mlungisi Mvoko and other officials. From 2016, the Back to Basics strategy was enhanced by the seven-point • Expanding platforms of technical and vocational services - The Department Transformation plan, which covered: has been scaling up the number of schools offering Mechanical, Electrical and • An increased number of functional schools; Civil Engineering subjects. • Rationalisation and realignment of schools; • Schools of skills - Currently the province have five schools of skills servicing 1,904 learners. The sector plan projects an increase to 640 servicing 354,956 by • Capacitation and functionality of districts and head office; 2022. • Mobilisation of social partners and the change agenda; • Maritime schools - In line with provincial plans on maritime and Oceans • Supply of trained educators; Economy, the department will be launching 2 Maritime Schools, Ngwenyathi High • Adherence to national budget allocation norms; and in Nxarhuni and George Randall High School in East London. • Unqualified audit. • E-Learning to improve teaching and learning - The Department “…the Back to Basics has been scaling up the integration of information communication technology into teaching and learning to align with international Masualle said the Back to Basics strategy and Transformation strategy and Education and national trends. To that effect the Department has rolled out plan were the result of a vision aimed at ensuring that every Telematics centres in Quintile 1 to 3 schools. learner does well at school, and leaves institutions with the Transformation plan knowledge, skills and qualifications that will give them the best • Promoting early childhood development - Funding of all chance of success in adult life. were the result of a vision schools with Grade R in the province has doubled. The Premier highlighted the following outcomes driven by the aimed at ensuring that School infrastructure - The government has rolled out strategy and transformation plan now helping to improve education infrastructure programmes across the province. across the province: every learner does well at • Scholar transport programme - The province has met the • Developing of functional schools: After a pool of more than school.” target of transporting more than 80,000 learners to school. 560 schools were identified as dysfunctional, an educational However not all deserving learners benefit due to budget departmental panel has been providing support on school constraints. leadership, management and governance since 2016. • School nutrition programme - It is difficult for anyone to function optimally on • Curriculum supervision - This included supervision, monitoring and evaluation an empty stomach. That is why the provincial government conducts one of the at classroom level. largest school nutrition programmes in the country with a reported 1. 5m qualifying learners benefitting from the school nutrition feeding programme. • Enhancing the performance of primary schools - In partnership with the National Education Collaboration Trust, the department rolled out primary schools “I dedicate the success of the 2018 Matric Class and improvements in the curriculum and teacher support intervention programmes that provided teachers Eastern Cape education landscape to the late MEC Makupula. He championed the with a Learning Programme and Lesson Plan Toolkit. Back to Basics turnaround strategy and Transformation plan which are yielding the results that are now emerging,” said Premier Masualle. ■

Education infrastructure boosts school attendance. 2 MASIPHATHISANE ISSUE 3 - TRANSFORMATION OF EDUCATION DEPARTMENT OF EDUCATION BUDGET DEPARTMENT OF EDUCATION BUDGET 2016/17 2017/18

Final Actual (Over)/Under Final Actual (Over)/Under Programme Appropriation Expenditure Expenditure Appropriation Expenditure Expenditure Name

R’000 R’000 R’000 R’000 R’000 R’000 Administration 2 612 752 2 608 524 4 228 2 794 720 2 715 720 83 21 Public Ordinary 24 888 901 25 012 249 (123 348) 26 620 156 26 596 281 23 875 Schools Independent 120 000 119 985 15 123 042 122 899 143 School Subsidies Public Special 649 366 643 705 5 661 695 754 682 834 12 920 Schools Early Childhood 580 484 449 985 130 499 588 460 495 651 92 809 Development Infrastructure 1 679 493 1 629 640 49 853 1 659 618 1 659 618 - Development Examinations & 451 640 502 863 (51 223) 532 994 532 639 356 Education Related Services Total 30 982 636 30 966 951 15 685 33 019 066 32 805 642 213 424

he Eastern Cape Department Tof Education has seven (7) programmes: • Programme 1: Administration, • Programme 2: Public Ordinary School Education, • Programme 3: Independent School Subsidies, • Programme 4: Public Special School Education, • Programme 5: Early Child Development, • Programme 6: Infrastructure Development and, • Programme 7: Examination and Education Related Services.

The Department had an adjusted budget of R33 019 billion in the 2017/18 financial year. The Department spent R32 506 billion (99.4% of the budget). Under spending is mainly recorded in: Programme 1: Administration by R83 321 million and Programme 5: Early Childhood Development by R92 809 million. Programme 1: Administration underspent by R83 321 million. The biggest underspending was identified under Corporate Services due to delays in the implementation of the Annual Recruitment Plan. Programme 2: Public Ordinary Schools, took the largest budget share (81%of the Departmental budget). This programme recorded under spending for Machinery and Equipment. Programme 4: Public Special School Education, recorded under expenditure mainly attributed to unfilled vacancies. Training and Development and Assistive devices were not provided, due to delaysin bids specifications. Programme 5: Early Childhood Development received an allocated adjusted budget of R588 460 million and spent a total of R495 651 million (84.2% of the budget). The Programme underspent due to delays in the signing of the Memorandum of Understanding (MoU) relating to bursaries and training. Programme 7: Examination and Education Related Services underspent Among other things, the education budget provided education facilities such as desks for learners. by R356 thousand. ■ TRANSFORMATION OF EDUCATION - MASIPHATHISANE ISSUE 3 3 THE LATE MEC MAKUPULA, AN EXAMPLE THAT STABLE LEADERSHIP DELIVERS programme; 390 principals programme; were trained on Curriculum • Scholar transport benefited Management and 831 school 80 000 learners and principals were trained on • 90% of Learner Supply DDD. material and School furniture MEC Makupula identified has been achieved. the Promotion of Quality However, challenges remain. Education and Skills They include: Development by making sure that all classrooms had • Early childhood a teacher to enhance the development for 0-5 years learning processes in schools. learners has reached 12 154 The outcome of the more children against a target of stable and professional service 19 218; delivery environment can be • School infrastructure: seen in improved delivery of Water provided to 14 schools services as against a target follows; “The improved service of 169 and • The delivery environment in • Electricity development installed in 13 of a education can largely be schools against comprehensive a target of 32 plan for the attributed to stability Regardless of rationalisation in the leadership of the the challenges, of schools Makupula to ensure an department; the filling always increase in remained the number of of key posts and the committed to viable primary finalisation of the twelve paying particular and high attention to schools through new education districts productivity, mergers and communications closure of and coordination with the and work schools; national Department of culture. • 99% of His the databases Basic Education.” commitment has submitted seen all schools by schools were uploaded provided with new laptops to The Learner Unit Record to support the administration Information and Tracking process including email System; systems. For example, school • An increase in NSC pass principals received tablets rate in three consecutive years with 2G data with emails from 58% to 65% to 70.6%; and School Management • An overall improvement in Applications while foundation the pass rate from Grade 1 to phase teachers received a Grade 11; laptop with 2G data. • Considering the poverty In order to support the audit and inequality challenges in the process, audit controllers were province, the National School appointed in all branches and Nutrition programme was relevant Chief Directorates. As acknowledged as an important a result, new Audit Committee feature in the schooling Members were interviewed and system, hence now more than inducted. ■ up to 1.6m benefit from the

The late MEC for Education, Mandla Makupula (right), drove the Back to Basics strategy and the Education Transformation plan. He is seen here with Premier Masualle and a learner as part of his listening tour across the province.

leader is one who knows attributed to stability in the phones; and trained Circuit “A the way, goes the way, leadership of the department; Managers to utilise the Data and shows the way,” John C the filling of key posts and Driven District (DDD) System Maxwell, a well-known author the finalisation of the twelve aimed at gathering information and leadership guru, once said. new education districts on education service delivery. and coordination with the Maxwell may well be The organisational national Department of Basic referring to the late Mandla environment was also Education. Makupula who soon after enhanced by the filling of he was appointed Member For example during 2017 leadership posts at schools. of Executive Council (MEC) and 2018, the department In the 2017/18 financial year, for Education eight years established 12 new District Principal vacancy bulletins ago on 1 November 2010, Offices and appointed staff to and bulletins for Heads of he championed the “Back to support schools, namely, 33 Departments (HODs) and Basics” turnaround strategy new Circuit Managers and 100 Deputy Principals were which later together with the new Subject Advisers. advertised more often. Education Transformation In order to enhance the These bulletins resulted Plan, have now begun to yield functionality of district offices, in the appointment of 121 positive results. the Department acquired principals, 242 deputy The improved service subsidised motor vehicles to principals and 665 HODS, thus delivery environment in allow officials to visit schools; bringing greater stability to provided District Offices with schools. Principals were taken education can largely be The Eastern Cape Department of Education embraces E-learning as a laptops with 3G cards and through a formal induction tool of the future. 4 MASIPHATHISANE ISSUE 3 - TRANSFORMATION OF EDUCATION FAST FACTS ON INVESTING IN EDUCATION TO HELP END THE CYCLE OF POVERTY FOR CHILDREN, FAMILIES AND COMMUNITIES

Early childhood development has become an important and integral part of the transformation of education in the province.

ACCESS TO EDUCATION Universal access to public education has improved considerably in the last three financial years. • 1,896,593 children in Grade R to 12 now have access to public education. • 1,599,046 children are attending a No Fee school across the Province. • 80,000 learners are able to access scholar transport services • 28,089 learners have gained access to special and specialised education services. • 42,913 learners in Independent schools are getting subsidised for their education.

INCREASED NUMBER OF FUNCTIONAL SCHOOLS As a result of increasing the number of functional schools, the following has been achieved: • Provision of water to schools increased from 23 schools to 342 schools to date. • The provision of sanitation facilities has increased from 47 schools to 287 and we are working hard to reach the target of 400 schools. • Electricity supply to schools has increased from 25 to127 schools. • 262 special classrooms were built in public schools against a target of 131. In addition, 821 classrooms were built against a target of 763. • To realise the commitment that there shall be no school without a principal, of the 2,272 posts for principals, deputy principals, heads of department and teachers advertised, 976 have been filled and the process to fill the remaining Information communication technology assists students to learn more effectively by posts is underway. providing them with access to a wide range of new teaching methods. TRANSFORMATION OF EDUCATION - MASIPHATHISANE ISSUE 3 5 • 665 Teachers from 17 Districts trained on ICT Integration into Life Sciences and Business Studies.

TORNADO DAMAGES After a tornado that hit the OR Tambo District Municipality in December 2018 and affected 27 schools, infrastructure works inspectors were dispatched to these schools to ascertain the level of damage and assist the schools in protecting learners. The Project Support Unit undertook a high-level costing for budgeting control purposes to be used by the Development Bank of South Africa to procure turnkey service providers for implementation of immediate repairs currently being undertaken.

SCHOOL FURNITURE The School Furniture Unit is tasked with the procurement, delivery, and monitoring of school furniture. As at 30 November 2018, 32,370 items of furniture have been refurbished, and 30,358 of these delivered to schools. For Grade R furniture the School Furniture Unit received a list of 4 100 schools for delivery of 24,285 Grade R tables and 71,298 Grade R chairs. 475 of the schools have orders for 1 – 4 The provincial government feeds 1,670,142 learners in 5,164 schools in Quintiles 1 —3 and identified Special Schools. items of furniture and 1,495 schools have orders of 1 to 10 items. NUTRITION PROGRAMME appointed more than 4,000 teachers • 49 Grade 10 Technical Sciences in an effort to prevent overcrowding There are currently 6,097 tables The Department feeds 1,670,142 teachers and 24 Subject trained in and 28,093 chairs stored in the learners in 5,164 schools in Quintiles 1 in classrooms at many Eastern Cape CAPS; schools. warehouses. Deliveries will have been —3 and identified Special Schools. • 84 Grade 11 Technical Mathematics completed by the end of January 2019. For 2019 School Nutrition will be In an attempt to address teacher teachers and 21 Subject Advisors provided as follows: demand and supply and address the trained in CAPS; increased vacancy rates, the following LEARNING AND TEACHING • 69 Grade 11 Technical Sciences • School Nutrition for 755,171 has been achieved: SUPPORT MATERIALS (LTSM) learners in 2,792 primary schools; teachers and 22 Subject Advisors The key focus areas in the • School Nutrition for 475,773 trained in CAPS; ENHANCING OUR APEX monitoring of LTSM provisioning learners in 1,237 combined schools; • Over 114 Grade 12 Mathematics achieved the following: PRIORITIES Teachers trained; • School Nutrition for 416,674 • 99.7% of workbooks have been learners in 784 secondary schools; •The Eastern “Universal access to • More than 82 Grade Cape Department delivered for the 2019 school season; • School Nutrition for 9,394 learners 12 Physical Sciences of Education has public education has Teachers trained; • Textbooks have been delivered to in 39 special schools and trained 5,595 95% of schools which placed orders; • 78 Civil Technology • School Nutrition for 13,130 learners members of School improved considerably teachers and 20 Subject • 17,848 books were not delivered in 312 low enrolment schools. Governing Bodies th over the term of the 5 Advisors trained on with the main order as they were not at (SGBs) and members Administration.” theory and practical. the warehouse at the time of the picking CAPACITATION AND were empowered and packing of the textbooks. These FUNCTIONALITY OF DISTRICTS AND on their roles and books are being delivered in January HEAD OFFICE responsibilities. IMPROVING QUALITY OF 2019; PRIMARY EDUCATION – TRAINING The provincial government has • Grant funding to the tune of • 96% of schools had received TEACHERS AND INFORMATION significantly reduced the number of R319,517,000 was distributed amongst stationery by 3 December 2018. The COMMUNICATION TECHNOLOGY education districts from 23 education the eight colleges within the province. 210 schools which did not receive (ICT) districts to just 12 in an effort to stationery packs will receive these in • 300 teachers and 12 Subject make for better management, closer ENSURE INCLUSIVE EDUCATION January 2019; and Advisers were trained in teaching of supervision of schools, and to improve FOR PEOPLE WITH DISABILITIES • 95% of schools with Foundation reading and writing; the state of education in the province. • To reduce the long waiting lists Phase classes have received Readers. • 1,800 Foundation Phase subject and number of out of school disabled The remaining 226 schools will receive advisors and teachers trained on error learners, the Department has started Foundation Readers in January 2019. ■ MOBILISATION OF SOCIAL analysis; PARTNERS AND THE CHANGE a process of operationalising six newly AGENDA established special schools. The province has mobilised social partners and stakeholders to improve INCREASE NO FEE SCHOOLS TO teaching and learning in our schools. MORE THAN 90% They are working together to improve • A total of 1,599,046 learners the quality of outcomes in our schools. continue to benefit from this policy. The private sector and other non- government organisations have helped revamp school infrastructure IMPROVE SCHOOL LEADERSHIP such as libraries and laboratories, AND MANAGEMENT equipped them with e-learning material, • 609 Principals were trained on and donated uniforms to students, Financial Management. projectors and whiteboards. • 567 Principals were trained on To improve opportunities for Curriculum Management. e-learning, 253 schools have been • 204 School principals were placed on the telematics platform. identified for mentoring support. Thanks to social partners and • 141 School mentors were stakeholders, Wi-Fi enabled local area appointed. networks have been established at over 273 schools. Some classrooms in 18 schools have been turned into TIMEOUS APPOINTMENT OF smart classrooms and 56 are receiving QUALIFIED TEACHERS – TEACHER content digitally. IN FRONT OF A CHILD • 90 Grade 10 Technical Mathematics SUPPLY OF TRAINED EDUCATORS teachers and 14 Subject Advisors trained in Curriculum and Assessment FET colleges provide after-school education for those who choose not to attend a The provincial government has Policy Statement (CAPS); traditional university.

6 MASIPHATHISANE ISSUE 3 - TRANSFORMATION OF EDUCATION Masualle - THE BIGGEST WEAPON ONE CAN USE TO FIGHT POVERTY IS TO EDUCATE OUR CHILDREN

Whenever he addressed an education summit or meetings, Premier Masualle stressed the importance of creating a learner-centred education system.

astern Cape Premier Masualle talks about the transformation of education and • In 2012, the Auditor-General declared the department un-auditable, after a few Ehow amongst all priorities for families, communities and the Rainbow Nation, years of disclaimers and adverse audit reports. education should rank among the highest. Q: What did your administration do to create a learner-centred education QUESTION (Q): The Eastern Cape Department of Education has for a number system in the province during the past five years? of years faced challenges of underperformance. What were the roots of the A: First and foremost, we sought to stabilize the political leadership – the late MEC underperformance? Makupula was the longest serving MEC of Education from 2010 until his passing ANSWER (A): As far back as 2011 a diagnostic report gave us insights as to in 2011. Secondly, Provincial Treasury seconded 13 officials in 2012 to support the what the challenges were that had the biggest impact on education department. performance as follows: “We have been During that period, • Instability at political leadership, MEC’s for Education had a lifespan implementing a 3 • we managed to stabilize the delivery of LTSM and textbooks; of less than 2 years; • Improved records management of the department especially the • Accounting officers had an average tenure of 18 months; to 5 year System PERSAL clean-up; • A large number of dysfunctional schools resulting in high drop-out Transformation • Improved the Post provisioning and the declaration thereof. and failure rate at all levels; • A large number of small and unviable schools resulting in Strategy to Subsequently in 2015, we started implementing a 3 to 5 year System inadequate provisioning of resources – something that militates transform the entire Transformation Strategy to transform the entire education system against effective teaching and learning of learners; education system.” with specific focus on 560 quintile 1 to 3 viable secondary schools. • Many but poorly capacitated districts resulting in non-compliance Amongst other things, the above challenges are being addressed in and centralisation of operational activities to Head Office; the following manner: • High vacancy rates in critical Senior Managers Services and Middle • Filling of principal positions and review of the selection criteria, with Management Services positions at Head Office resulting in poor monitoring and performance and consequence management; supervision, hence low productivity at Head Office; • Protecting time-on task and teaching time; • Volatile relationship with social partners resulting in widespread conflict, • Adequate supply of appropriately skilled educators and speed in filling of regular work stoppages and employment of poorly skilled people in critical educator positions and payment of educators; positions at all levels; • Results-driven teacher development; • A shortage of appropriately qualified and skilled educators in certain phases, subjects and locations; • Learners support and appropriate curriculum provisioning and • The budget allocation that does not meet national funding norms due to many • Framework agreements for quick turn-around in infrastructure developments, inefficiencies in Human resource management and related costs and fencing of schools, provision of safety patrollers and prioritised sanitation projects.

TRANSFORMATION OF EDUCATION - MASIPHATHISANE ISSUE 3 7 intellectually and emotionally. It is the social mobilization which builds a sense of Q: What did the 3 to 5 year System Transformation Strategy aim to achieve? confidence and responsibilities for learners. A: Our aim was to reach seven outcomes: increased number of functional schools; rationalization and realignment of small and unavailable schools; ADHERENCE TO NATIONAL BUDGET ALLOCATION NORMS fully capacitated and functional districts and head office; social mobilization; In efforts to capacitate the school management system, the following appropriately trained educators; adherence to national budget allocation norms; developmental initiatives were undertaken: more than 600 Principals were and an unqualified audit. trained on Financial Management; over 560 Principals were trained on Curriculum Q: Can you briefly explain each of the seven anticipated outcomes? Management, about 200 school principals were identified for mentoring support A: Let me deal with each one of them: and 141 school mentors were appointed.

INCREASED NUMBER OF FUNCTIONAL SCHOOLS UNQUALIFIED AUDIT A functional school achieves learner positive educational outcomes regardless The improvement of audit outcomes for provincial departments and public of the many challenges in the bigger educational system. We worked hard to entities has been a step forward, but the journey to clean audits still has a long make our schools functional by filing positions, and introducing performance and way to go. It is therefore necessary, that more attention is given to improving consequence management; up-scaling e-learning through telematics programmes financial management and accountability for funds allocated for public use. and schools information communication technology infrastructure; introducing Wi-Fi enabled local area network and made sure learners access digital content; Q: What are the priorities, responsibilities and future commitments on introducing school finances and governance; educator provisioning, development education? and support; learner support and appropriate curriculum provisioning and We are investing enormously in education to help end the cycle of poverty for infrastructure, facilities and security management. A: children, families and communities, through: • Early childhood development; RATIONALISATION AND REALIGNMENT OF SMALL AND UNAVAILABLE • Improving the management and governance at schools; SCHOOLS • Teacher development; In 2016 about 2,077 schools in the Province Cape were categorised as small and unviable and we rationalised the following categories of schools: • 100% delivery of learning and teaching support material; • 290 primary schools qualifying for 1 post; • School infrastructure; • 491 primary schools qualifying for 2 posts; • Improving Matric results; • 578 primary schools qualifying for 3 posts; • Ensuring inclusive education for persons living with disabilities; • 585 primary schools qualifying for 4 posts and • Increasing the number of and access to no-fee schools to more than 90% and • 132 secondary schools qualifying for 5 to 8 posts • Improving the governance of scholar transport.

The above meant small and unviable schools with buildings made of unsuitable Q: What has been your government’s achievements on school materials or mud structures, that have no potential for growth, were rebuilt. infrastructure? The focus was to build few large viable schools with hostels in the rural areas, A: The Eastern Cape maintains over 5,500 schools across the province. revitalise township schools and build day schools in new urban This represents over 20% of the approximately 25,741 schools settlements thus decreasing a need to transport learners. “After all, it in the country. The Norms and Standards regulations for school In primary schools alone this meant 5,346 educators could be (education) is the infrastructure states that there must be no schools without water, deployed in full size classrooms across the province. electricity or sanitation, and that all schools built from mud, zinc and ultimate ladder of other inappropriate materials must be addressed. The government has accelerated the provision of electricity supply, FULLY CAPACITATED AND FUNCTIONAL DISTRICTS AND HEAD opportunity for any water and sanitary infrastructure to schools. OFFICE aspiring individual.” There were hundreds of special classrooms built in public schools. We rationalised 23 Districts into 12, aligning and configuring them In one example, 821 classrooms were built against a target of 763. for efficiency. The private sector and other non-government organisations have assisted The 12 Districts option was more realistic to our situation. It took into account government to address challenges and revamped school infrastructure such retention of the two smaller District Municipalities and the two Metropolitan as libraries and laboratories, equipped them with e-learning material, donated Municipalities as single new District Offices. Strengthening corporate capabilities uniforms to students, as well as equipment such as projectors and whiteboards. of and sufficient delegation to these districts is the key focus in this process. Community and social partners continue to support excellence in education through the provision of various awards for top achievers. SOCIAL MOBILISATION Education is a societal matter and therefore there are many stakeholders with Q: What are some of your “right to education” principles? interest in it. These stakeholders include parents, educators, school principals, We have ensured that more than 42% of the Provincial Equitable Share goes officials of the districts, provincial and national department of education, members A: to basic education. Last year it was about R34bn. The following have been of Provincial Legislature, leaders in civil society organisation, including teacher achieved: unions, private sector partners, business, religious fraternity, researchers, and international partner agencies. • Access reaches up to 1.8m learners who are supported by government support; As we hotly debate the government’s involvement in educating the African child, we sometimes forget that it is not just the government and teachers who • Province has strived to eliminate gender disparities. At the moment we are at are responsible for this important life-changing phenomenon. Learners tend to an access average of 48 female and 52 male; do and learn what they see even more than what they are told — by parents and • Teacher-student ratios are at an average of 1:30 however, there are districts teachers. such as Mbizana that are above this ratio. The province has however made a But it is communities and the homes they live in which are the child’s foremost decision that we will not exceed 1:34; and earliest role model. They provide the security that a child needs to develop • National School Nutrition programme is an important feature in the schooling system considering the poverty and inequality challenges in the province. More than 1,549,829 learners are on school nutrition programme; • There are 116 technical vacation schools.

Q: What are some of the challenges going forward? A: We have taken note of the following challenges and there are interventions being implemented to address these: • Early childhood development for 0-5 of age has been slow. So far we have reached 12,154 children against a target of 19,218; • On school infrastructure, our target was to provide 169 school with water and we only reached 14 schools; we electrified 13 schools against a target of 32; and we have provided sanitation to 14 against a target of 12 • We intended to rationalise 2,077 schools and less than one third effectively have been closed and • Only 59% of vacant posts have been filled.

Q: Your final comment on the role of education in advancing economic development? A: Although economic growth is the most powerful weapon in the fight against poverty, it alone is not sufficient and it must be pro-poor and sustainable to have an impact. It must be accompanied by social developments, including basic education. Therefore the biggest weapon one can use to fight poverty is to educate our Premier Masualle regularly visited schools to understand problems that have the biggest children. I request all parents and communities to please educate our children, no impact on education performance. matter what the circumstances are. ■ 8 MASIPHATHISANE ISSUE 3 - TRANSFORMATION OF EDUCATION EARLY CHILDHOOD DEVELOPMENT, AN INTEGRAL PART OF A GROWING CHILD’SLIFE THE WORLD OVER

As the foundation phase in the education value chain, early childhood development has been found to deliver lasting benefit to learners.

he mind of a child is innocent and young children Province has been 2,561 Early Childhood Development Tin its entirety, developing daily, forms the foundation for “Childcare services, working hard to ensure (ECD) practitioners in registered ECD inquisitive, and always eager to all further development universal access to programmes. receive new information for inspection that a child undergoes. apart from the home, Grade R and the effort As the foundation phase in the and consumption. It is however Childcare services, represent much more has been supported education value chain, ECD has easily manipulated and vulnerable to apart from the home, by the R630.9million been found to deliver lasting benefit persuasion especially by ‘great’ and represent much more than a drop-off provision towards to pupils, particularly the poor and gifted orators and philosophers. Early than a drop-off location location for working the preparedness of disadvantaged. Research shows that Childhood Development (ECD) has for working parents. the Department of pupils with sufficient exposure to ECD thus become an important and integral They play a very parents, they play a Education to enroll have better attainment levels and part of a growing child’s life the world important part in the learners. cognitive abilities, and that the return on over. development of children. very important part So far, over R250 investment in ECD ­programmes can far ECD is the all-round development of These include, day-care, in the development of million has been exceed that of economic development children to help them further develop pre-school, Grade R or assigned to the projects. ■ into childhood and adulthood. In sum, Grade 0. children.” Department of Social the development of babies, toddlers The Eastern Cape Development to fund MARITIME SCHOOLS HELP ACCELERATE THE OCEAN ECONOMY OF THE PROVINCE

he Eastern Cape Provincial the ocean economy of the province. Tgovernment in partnership with the The Maritime schools give students South African Maritime Safety Authority an opportunity to learn about the (SAMSA) launched maritime high industry. They also expose them to schools. career opportunities available within the These High schools include industry. Nxarhuni’s “The Maritime schools The schools allow Ngwenyathi High learners to pursue the School and George give students an opportunity career path they want Randell High School without having to do in East London and to learn about the industry. subjects they don’t like there is growing They also exposed them to and this helps to groom interest in other passionate learners districts to introduce career opportunities available who are eager to maritime studies. within the industry.” succeed. The maritime The maritime industry has schools help learners never been part of the High School to become leaders in the marine sector Curriculum but through this pilot, which is mostly occupied by white students have shown great commitment people or males. These schools are especially because it includes careers particularly focusing on both theory and which not many people in communities practical learning and are therefore are familiar with. distinct from normal public schools Through these schools, the provincial because they have a strong technical government will build a sustainable and vocational content. ■ The Eastern Cape provincial government is committed to building a sustainable maritime industry in order to accelerate maritime industry. TRANSFORMATION OF EDUCATION - MASIPHATHISANE ISSUE 3 9 WORKING HARD TO REPLACE MUD SCHOOLS s part of the national government’s the Minimum Norms and Standards, department began the ASIDI, to challenges and reach the targeted 510 AAccelerated School Infrastructure a legally binding set of minimum eliminate the backlogs in school schools. Delivery Initiative (ASIDI) R8.2-billion standards which all provincial school infrastructure; to upgrade the standard The new schools that replace programme, the Eastern Cape Province systems in South Africa must work of schools and meet the optimum mud schools come standard with a is working hard to eradicate mud toward. The document requires that functionality levels prescribed by the Science lab, computer lab, and media schools and has so far completed more every public school in South Africa Norms and Standards for Schools centre, rain water harvesting tanks, than 130 new state-of-the-art schools have access to water, electricity, Infrastructure; and to eradicate nutrition centre and fully functional across the Eastern Cape. ablution facilities, security personnel, inadequate, unsafe and poor physical administration block with offices and The ASIDI programme was launched and internet. The policy also requires infrastructure by using allocated funds staff room. all schools to have libraries, science properly. in 2011 with the identification of 510 While progress has been made in laboratories, and areas for physical schools across the country that needed The ASIDI programme has built and replacing mud schools with state of the education. Schools for special to be replaced or upgraded. Most are delivered 170 state of the art schools art ones, the provincial government is education learners must be fully in the Eastern Cape, where many rural across the country, more than 130 of mindful of the fact that a lot still needs accessible. schools are just mud huts. which are in our province. Although to be done to ensure that the dignity of Then in 2013, the Minister of Basic After it was agreed that the policy there remains a backlog, progress is learners is restored. ■ Education, Angie Motshekga, published would be legally binding, the national being made to address infrastructure REPAIRING DILAPIDATED SCHOOLS IN THE OR TAMBO

DISTRICThe Department of Education MUNICIPALITY has schools and the additional infrastructure Tpartnered with the Eastern Cape that is required. Development Corporation (ECDC) to The report indicated that not only repair some dilapidated schools in the was a shortage of classrooms a OR Tambo District Municipality. concern, but also the state of the The schools, including, Plangeni classrooms, substantial structural Junior Secondary School in Bizana challenges, shortage of toilets, water which has 1,171 learners, Dilizintaba and sanitation and access roads to Senior Secondary School in Tsolo with the schools were notable challenges. 745 learners, A group of six companies made up and Flagstaff Primary School with of quantity surveyors was appointed 1,105 learners are being refurbished to lead the evaluations. The schools as part of the R195 million put aside for are situated in Chris Hani, OR Tambo, the purpose. Amathole and Alfred Nzo district municipalities. These funds were part of an initial R300 million allocation from the Construction begun in three of the provincial government toward the schools as they were characterised implementation of the Integrated Social by dilapidated ablution facilities Infrastructure Delivery Programme and completely ruined classrooms. (ISIDP). For example, in Dilizintaba Senior Secondary School in Tsolo, three blocks The programme came by means consisting of 10 classrooms had to of the department’s resolution which be demolished as well as the ablution recognised the massive infrastructure facilities. backlog in the Eastern Cape across key social and economic sectors and The new structures feature state indicators such as education. of the art facilities. In Dilizintaba, 19 new classrooms were built, a ECDC carried out a conditional new administration block, new hall, assessment of 79 schools on behalf computer lab, a science lab and of the Department of Education. The multipurpose hall, nutrition centre, HOD R1,6 million spent on this exercise was offices, new guard house as well as meant to assess the current state of the Mqanduli’s Ngangolwandle Senior Secondary High School before (above) and after (top) new ablution facilities. ■ the renovations as part of the province school infrastructure development. 10 MASIPHATHISANE ISSUE 3 - TRANSFORMATION OF EDUCATION BUILDING TEACHER CONFIDENCE

A happy and committed teacher is the heart of the educational system.

bout 600 educators from all performance, implement objective Aeducation districts are now improvement plans for desired impact equipped with better ways to teach and commit to interventions; mathematics and physical science, • Review whole school evaluation after attending a specialised Further and integrated quality management Education and Training course. systems findings through properly This is part of the provincial designed subject and School education department’s efforts to Improvement Plans (SIP); improve mathematics • Distribute pass and science results “The province percentage data in the Eastern Cape, and comprehensive a challenge for supports the four-point subject item many schools in the approach developed by the performance province. analysis to schools The training was department for better school to attain minimum themed: ‘Tap into your Annual National creative potential: performance” Assessment (ANA) Develop shared ideas and National Senior and derive lessons Certificate (NSC) from the past to better understand the pass benchmarks, track and report future.’ accurately on both learner and teacher The province supports the four-point performance and; approach developed by the department • Put in place remedial measures for better school performance: to curb the undesirable effects placed • Put back teaching/learning at onto the organisation’s integrity and the centre of a functional school by renew SIPs for intensified subject convening meetings to analyse school teaching and learning. ■ A good teacher sets the tone for a great learning environment. TRANSFORMATION OF EDUCATION - MASIPHATHISANE ISSUE 3 11 government directory Members of Executive Council (MECs)

Department/Portfolio Name Assistant Email Landline Cell Office of the Premier Mr P Masualle Thobela Mahijana [email protected] 0406096626 0765219487 Health Ms Helen Sauls- Thozama Mxenge [email protected] 0736123087 August Akhona Bottoman [email protected] 0824397219 0725257976

Education Mr Mlungisi Mvoko Benjamin [email protected] 043711 9804 0739494398 Mafempie Sport, Recreation, Arts Ms Bulelwa Tunyiswa Vuyolwethu Keka [email protected] 0829421847 & Culture 0436044101/4096

Nobesutu [email protected] 0436044096 082309 1303 Mahamba 0436044101 Toto Bata [email protected] 0436044596 0636951259 Transport Ms Nomfezeko [email protected] 043604 7559 071682 8223 Mveku [email protected] 0436047414 073269 6552 0436082133

Social Development Dr Phumza Dyantyi Siyamthanda [email protected] 0436055010/5004 0833781492 Heshula Chief of Staff: [email protected] 0436055005 060564 5375 Ms Nqabakazi Gcanga Public Works Ms Pemmy Majodina Jomo Mkhathu [email protected] 0406024276 Zanele Jilana [email protected] (PA) Coleman Mhlomi [email protected] Human Settlements Mr Babalo Madikizela Zanele [email protected] 0714834744 Rural Development & Mr Xolile Nqatha Noncedo Nothoko [email protected] 0406025003/4 084028 4313 Agrarian Reform 0406391180 Treasury, Economic Mr Oscar Mabuyane Tandile Mtiki [email protected] 0401010022 0781617194 Development, Ongeziwe Zipate [email protected] 0401010175 Environmental Affairs & Tourism Cooperative Mr Fikile Xasa Linda Sigwili [email protected] 040609 5788 0827295574 Governance & Traditional Affairs

Cooperative Mr Fikile Xasa Linda Sigwili [email protected] 040609 5788 0827295574 Department/PortfolioGovernance & Name Email Landline Cell Traditional Affairs HeadOffice of the of Premier Departments DG: Ms NTM Mbina -(HODs)Mthembu [email protected] 0406096381 0823022888

Health Dr T. Mbengashe [email protected] 0406081958 0833789136 Department/Portfolio Name Email Landline Cell

EducationOffice of the Premier MrDG: T. Ms Kojana NTM Mbina-Mthembu [email protected]@otp.ecprov.gov.za 04060960263817016 08230228880833245425 040 6084200 SpHealthort, Recreation, Arts MrDr T.M. Mbengashe Matutu [email protected]@echealth.gov.za 04060819580436044019 08337891360823128673 & Culture TransportEducation MsMr T.I. MpolweniKojana [email protected]@ecdoe.gov.za 04004360474726027016 08332454250823746884 040 6084200 Safety & Liaison Mr Z. Kani (Acting) [email protected] 0436056241 0825627576 Sport, Recreation, Arts Mr M. Matutu [email protected] 0436044019 0823128673 Social& Culture Development Ms N. Baart [email protected] 0436055578 0609717767 Transport Ms I. Mpolweni [email protected]@dot.ecprov.gov.za 04360474720436055419 0823746884

Safety & Liaison Mr Z. Kani (Acting) [email protected] 0436056241 0825627576 Public Works Mr M. Qwase (Acting) [email protected] 0824159105 Social Development Ms N. Baart [email protected] 0436055578 0609717767 Human Settlements Mr D. Mpendu (Acting) [email protected]@ecdsd.gov.za 043605 5419 0768137660

[email protected] 0725737176 Public Works Mr M. Qwase (Acting) [email protected] 0824159105 Rural Development & Mr L. Coetzee (Acting) [email protected] 0406025007 0716033235 AgrarianHuman Settlements Reform Mr D. Mpendu (Acting) [email protected] 0406350604 0768137660 0436423497 [email protected] 0725737176 Economic Mr B. Gxilishe [email protected] 0436057096 0718825247 Development,Rural Development & Mr L. Coetzee (Acting) [email protected] 0406025007 0716033235 EnvironmentalAgrarian Reform Affairs & [email protected] 04063506040436057007 083 302 3221 Tourism 0436423497 TreasuryEconomic Mr D.B. GxilisheMajeke [email protected]@deaet.ecape.gov.zaectreasury.gov.za 04360504010101617096 0718825247 Development, [email protected] 0716751872 Environmental Affairs & [email protected] 0436057007 0833023221 CooperativeTourism Ms G. Gumbi-Masilela [email protected] 0406095881 Treasury Mr D. Majeke [email protected] 0401010161 Governance & [email protected] 0406095656/5657 0824444245 Traditional Affairs [email protected] 0716751872

Cooperative Ms G. Gumbi-Masilela [email protected] 0406095881 Governance & [email protected] 0406095656/5657 0824444245 Traditional Affairs

12 MASIPHATHISANE ISSUE 3 - TRANSFORMATION OF EDUCATION